Accommodations vs. Modifications

1. Accommodations vs. Modifications High-Stakes Testing AIMS Specific Information Common Traps What would you do? Test Anxiety General Strategies Elementary Level Presentations Examples ASDB TAS

2. Accommodations versus Modifications ASDB TAS

3. What's the difference? Accommodations Modifications • Do not change the expectations for learning • Do not reduce the requirements of the task • Do change the expectations for learning • Do reduce the requirements of the task (e.g., reduce number of items, alternate assignments, lower-level reading assignments) ASDB TAS

4. Commonly Used Accommodations • Presentation • Response • Setting • Timing and Scheduling ASDB TAS

5. Presentation ASDB TAS

6. Presentation ASDB TAS

7. Response • Write answers in a test booklet rather than on a separate answer sheet • Use a computer to complete their work • Use an augmentative communication device for verbal responses • Use a scribe (e.g., have peer or adult write answers for them) • Record responses • Use a Braille writer ASDB TAS

8. Response • Circle or point at answers • Use a spell checker or grammar checker • Use a calculator • Utilize a graphic organizer • Practice with manipulatives • Use a note-taker ASDB TAS

9. Setting • Supply adaptive furniture and equipment • Adjust table height for students who use wheelchairs • Provide appropriate seating (e.g., a chair size to allow student to be properly positioned) • Provide tables with ample room for materials • Eliminate visual and auditory distractions ASDB TAS

10. Setting • Provide preferential seating (e.g., carrels) • Allow the use of headphones to buffer extraneous noise • Permit students to work individually or in small groups • Create room for a student's guide dog or service animals • Allow students to test in a separate room (e.g., library) ASDB TAS

11. Timing and Scheduling • Provide breaks as needed • Extend the time necessary to complete assignments • Provide a timeline for completing tasks • Break large tasks into smaller ones ASDB TAS

12. Timing and Scheduling • Use a timer to signal the end of a break • Shorten testing sessions • Administer tests over more than one day • Schedule instructional activities or tests when the student is more alert ASDB TAS

13. Determining the Need for Accommodations ASDB TAS

14. Standard accommodations are intended to reduce or even eliminate the effects of a student’s disability. • Students should receive the same accommodations for classroom instruction, classroom assessments, district assessments, and state assessments. • Not all accommodations appropriate for instruction are appropriate for use during a standardized state assessment. ASDB TAS

15. Ask yourself: • Does the student use accommodations during daily instruction? • If the student uses accommodations during daily instruction, does the student need accommodations in order to participate in the state assessment? • If so, which testing accommodations are necessary and appropriate for the student? ASDB TAS

16. Standard Accommodations Students with IEPs or 504 Plans ASDB TAS

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20. High Stakes Testing ASDB TAS

21. Benefits for School Systems • Gains made in schools over time are highlighted in order to win public approval of public-school education. • The public is reassured that the educational standards are enforced and taught. • Weak schools are identified, and resources are allocated to boost lower performing schools. ASDB TAS

22. Benefits for School Systems • School improvement efforts are monitored, and policymakers and the public are informed about school performance. • Evaluation and instruction is consistent across schools for all students. ASDB TAS

23. Benefits for Teachers • Rewards or recognition for high or improved performance • Motivation to teach the standards • Opportunities to identify and address student weaknesses • Means for evaluating teaching performance based on student assessment scores ASDB TAS

24. Test Taking Strategies ASDB TAS

25. General Guidelines: Before • Go to sleep early • Eat breakfast • Arrive early • Be prepared, bring your materials ASDB TAS

26. General Guidelines: During • Read directions carefully • Plan your time, pace yourself • Rely on your first impressions* • Answer all questions • Make thoughtful guesses • Positive self-talk ASDB TAS

27. To Change or Not to Change Incorrect answers fall into five categories: • Carelessness • Misinterpretation of the question • Incorrect reading of the question • Lack of information • Not studying the material ASDB TAS

28. To Change or Not to Change • DO NOT live by the old saying, “Always go with your first impulse.” • Two reasons to change your answer • IF you discover new information in another question • IF you misread the question the first time • Go with your first impulse as a last resort. ASDB TAS

29. General Guidelines: After • Check your work • Review the questions you were unsure of • Make sure you answered all questions ASDB TAS

30. Types of Test Questions Matching True/False Multiple Choice Essay ASDB TAS

31. Matching Questions • Look at both lists before you answer • Pick one list to start • Read all the choices before answering • No guessing until the end ASDB TAS

32. True/False Questions • When you do not know the answer, mark it TRUE! • Usually more “true” questions • Look for specific details in statements (more likely to be true) ASDB TAS

33. True/False Questions Words that can make a question false: All No one Always Best Only Worst None Everyone Never Absolutely Absolutely not Certainly Nobody Certainly not ASDB TAS

34. True/False Questions: Examples • All trees except pine trees molt their leaves in the fall. • FALSE • Water always drains clockwise. • FALSE ASDB TAS

35. True/False Questions Words that can make a question true: Usually Some Probably Might Frequently Often Many May Sometimes Much Most Unlikely ASDB TAS

36. True/False Questions • Dieting combined with consistent exercise will usually aid in weight loss. • TRUE • It is sometimes possible to leave early. • TRUE ASDB TAS

37. True/False Questions • Questions that state a reason are usually false (for T/F only!!) • Words to watch for: • Since • Because • When • If ASDB TAS

38. True/False Questions • Read carefully and completely to the end of the sentence. • One detail can make a statement false. ASDB TAS

39. True/False Questions • Watch out for double negatives • “Not uncommon.” = “It is common!” • “I can’t not go.” = “I have to go.” ASDB TAS

40. Multiple Choice Questions Each question has 3 parts: • Stem • Options • Distractors ASDB TAS

41. Multiple Choice Questions ASDB TAS

42. Multiple Choice: Example Stem Which is the best definition of quest? • a speaker • a journey • a purpose • a reason Distractors Options ASDB TAS

43. Multiple Choice Questions General Steps • Answer questions you know • Skip questions you don’t know • Choose the best answer ASDB TAS

44. Multiple Choice Questions • Hide the options. • Read the stem. • Think about the answer. • Read the options. • Cross out distractors. ASDB TAS

45. Multiple Choice Questions • Always • Never • None • All Bewareof the absolute! ASDB TAS

46. Multiple Choice Questions Opposite options give you a clue! The bill of the woodpecker robin is: a) blunted and short b) sharp and long c) virtually nonexistent d) curved and small The answer is b. ASDB TAS

47. Multiple Choice Questions Similar options give you a clue! The United States’ Independence Day is: a) July 4 b) January 20 c) March 17 d) July 31 ASDB TAS

48. Multiple Choice Questions • Longer answers tend to be correct • More detail • Stand out • Shorter answers tend to be wrong ASDB TAS

49. Multiple Choice Questions Answers that include these words are frequently right: • Generally • Probably • Sometimes • Usually ASDB TAS

50. Multiple Choice Questions The first time “all of the above” or “none of the above” is used, it is usually correct. ASDB has: • A basketball team. • A football team. • A volleyball team. • All of the above. ASDB TAS