Accommodations vs. Modifications

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Accommodations vs. Modifications

Common Traps

High-Stakes Testing

AIMS SpecificInformation

What would you do? Test Anxiety

General Strategies Elementary Level Presentations Examples

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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)

Modifications

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PresentationResponseSettingTiming and Scheduling

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Visual

•Books and materials with large print and graphics

•Device to magnify print (e.g., handheld magnifiers, enlarged computer screen)

•Visual cues (e.g., a bookmark for tracking while reading)

•Note-taker

•Reduction of visual clutter (e.g., high contrast between text and background; sufficient space between letters, words, and lines)

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Auditory Tactile

•Amplification devices

•Books on tape, audio books

•Oral reader (e.g., screen reader, peer, volunteers, or adult)

•Braille text

•Manipulatives

•Tactile graphics (e.g., raised-line maps, charts, graphs)

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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

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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

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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

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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)

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Provide breaks as needed

Extend the time necessary to complete assignments

Provide a timeline for completing tasks

Break large tasks into smaller ones

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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

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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.

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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?

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Students with IEPs or 504 Plans

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Accommodation Content Area

Place marker use. W, R, M, S

More breaks and/or several shorter sessions. W, R, M, S

Test at a different time of day. W, R, M, S

Simplify language for the scripted directions or the directions that students read on their own.

W, R, M, S

Read aloud or sign the directions that students read on their own.

W, R, M, S

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Accommodation Content Area

Read aloud or sign the writing prompt, writing test items (HS only), mathematics test items, or science items.

W, M, S

Large print edition of test. W, R, M, S

For a student who is blind, use of an abacus for mathematics test items.

M

For a student who is blind, use of an electronic dictionary and thesaurus for the writing prompt response. Grammar check, spell check, encyclopedia, translation, and internet access must be turned off.

W

For a student who is blind, Braille writers W, R, M, S

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Accommodation Content Area

Have multiple choice responses transferred from a test book into an answer document.

W (HS only), R, M, S

Record or dictate multiple choice responses to a scribe.

W (HS only), R, M, S

Use assistive technology for the writing prompt response with spell check, grammar check, and predict ahead functions turned off.

W

For mathematics test, use of a personal whiteboard which can be seen by only the student and is erased after every problem.

M

Braille edition of test. W, R, M, S

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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.

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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.

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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

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Go to sleep earlyEat breakfastArrive earlyBe prepared,

bring your materials

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Read directions carefullyPlan your time, pace yourselfRely on your first impressions*Answer all questionsMake thoughtful guessesPositive self-talk

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Incorrect answers fall into five categories:

1.Carelessness2.Misinterpretation of the question3.Incorrect reading of the question4.Lack of information5.Not studying the material

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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

questionIF you misread the question the first time

Go with your first impulse as a last resort.

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Check your work

Review the questions you were unsure of

Make sure you answered all questions

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Matching Multiple ChoiceTrue/False Essay

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Look at both lists before you answer

Pick one list to start

Read all the choices before answering

No guessing until the end

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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)

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Words that can make a question false:

All No oneAlways BestOnly WorstNone EveryoneNever AbsolutelyAbsolutely not CertainlyNobody Certainly not

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All trees except pine trees molt their leaves in the fall.

FALSE

Water always drains clockwise.

FALSE

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Words that can make a question true:

Usually SomeProbably MightFrequently OftenMany MaySometimes MuchMost Unlikely

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Dieting combined with consistent exercise will usually aid in weight loss.

TRUE

It is sometimes possible to leave early.

TRUE

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Questions that state a reason are usually false (for T/F only!!)

Words to watch for:Since Because WhenIf

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Read carefully and completely to the end of the sentence.

One detail can make a statement false.

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Watch out for double negatives

“Not uncommon.” = “It is common!”

“I can’t not go.” = “I have to go.”

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Each question has 3 parts: Stem Options Distractors

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Stem The information

The question

Options Answer choices

Distractors Incorrect answers

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Which is the best definition of quest?A. a speakerB. a journeyC. a purposeD. a reason

Distractors

Stem

Options

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General Steps

Answer questions you know

Skip questions you don’t know

Choose the best answer

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1. Hide the options.

2. Read the stem.

3. Think about the answer.

4. Read the options.

5. Cross out distractors.

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AlwaysNeverNoneAll

BewareBeware of the absolute!

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Opposite options give you a clue!

The bill of the woodpecker robin is:a) blunted and shortb) sharp and longc) virtually nonexistentd) curved and small

The answer is b.

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Similar options give you a clue!

The United States’ Independence Day is:

a) July 4b) January 20c) March 17d) July 31

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Longer answers tend to be correctMore detailStand out

Shorter answers tend to be wrong

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Answers that include these words are frequently right:

GenerallyProbablySometimesUsually

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The first time “all of the above” or “none of the above” is used, it is usually correct.

ASDB has:a) A basketball team.b) A football team.c) A volleyball team.d) All of the above.

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If numbers are in the answer, pick from “medium” numbers

11,000 3,0008,00020,000

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A mile is:a) 800 metersb) 2400 metersc)1600 metersd) 1200 meters

The answer is c

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Re-word the original question to make your introductory sentence

Organize your thoughts before you write

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Improving your AIMS writing scores: Use a dictionary to check your spelling.Use a thesaurus

Pick out 5 wordsFind another way to say them

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Focus on:

Topic IntroductionExamplesEndingConventions

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BYU Practice Exams

Quiz-Tree

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Guides for Students and Parents

Released AIMS Sample Tests

Sample Passages and Questions from the International Study Center

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For every student:Separate place to take testPreferential seatingSpecial lightingRepeat the scripted directionsSpecial pencilFamiliar administratorDictionary, thesaurus on writing portions

only

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What does it mean for your students?More breaksSigned directions (after you read)Signed writing promptIf used in the classroom,

can be used for test.

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What is the topic?What issues are addressed? What conclusion does the author

reach about the issue(s)? What are the author's reasons for

his or her statements or belief?Is the author using facts or theories?

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Good Essay Writing Principles:Read the question a few times.

Pay attention to verbs and other words that give you direction.

Organize your thoughts before you write. Re-word the question to make your

introductory sentence.Make a clear thesis statement.

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TOPIC: Reading is important because it helps us learn, communicate, and be independent.

1. Learna. News, world eventsb. New skill

2. Communicatea. Talk with friendsb. Share ideas

3. Independenta. Get an apartmentb. Get a job

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Adults have influence on young people’s lives. Think about the qualities demonstrated by adults that you admire.

Write an essay explaining the most important qualities demonstrated by adults that you admire.

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What’s wrong here?

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True or False

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Test questions should be answered in numerical

ascending order no matter how long it takes for each answer.

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You don’t need to bother with the directions given within the

test. It’s easy to figure out what to do without reading the

directions.

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If there is time left after finishing the test, you should

review your answers, especially those you weren’t

sure of.

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Even though there is a time limit on the test, it’s okay to

spend as much time as necessary on each question.

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When you’re not sure of the answer to a question, you can sometimes eliminate choices

and then guess from the remaining choices.

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With a multiple-choice question, you don’t need to read all the possible choices

before answering.

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After answering each question, it’s a good idea to make sure you have marked the answer

you meant to mark.

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The more nervous you are while taking a test, the better

your chances of getting a good score.

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You are in the testing room. The test supervisor has just

explained about taking the test and asks, “Are there any

questions?” You should not ask questions if no one else does.

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Suddenly, you realize that you marked the answer to question 25 opposite number 26 on your answer sheet. This means that

you probably skipped an answer somewhere and you should go back to find where

the error occurred.

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Losing one’s place in the passage when pausing to circle an answer or mark notes.

Skipping over important directions.

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Being inattentive to graphics and pictures.

Responding to test passages in the same way as to novels read for pleasure.

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Progressing out of order when moving from the booklet to the bubble sheet, causing disorientation.

Relying on memory for details in the passage and never checking back with the passage to confirm.

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Over-relying on background knowledge to answer questions.

Consuming too much time to confirm answers in passages.

Becoming overwhelmed by too much text or too little text.

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Jumping from passage to passage so quickly that content becomes mixed or confused.

Being overly methodical or perfectionist.

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You get stressed?

You feel anxious?

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Feelings Discomfort, fear, dreadBody Sweating, nausea, fatigue, headaches,

muscle tension, shaking

Behavior Avoidance, withdrawalThoughts Can’t concentrate, negative thoughts

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Thoughts and worries about the test.

Trouble staying focused.

FeelingsSensationsTension

Physical

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FriendsExerciseHealthy foodSleepLearn to relaxPrepare ahead of timeSet realistic goalsBe positive

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Tell yourself to STOPDaydreamVisualize successFocus on an object

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BREATHE“Scan” your bodyTense and relaxImagine yourself in another place

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Distract yourselfChew gumEat hard candyDrink water

Affirmation statements“I can do this!”“I know the answer!”

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Find a quiet comfortable place.Get into a relaxed and comfortable position.Sit quietly.Close your eyes.Focus on your breathing; slow, full, deep

breathsTense and tighten your muscles group by

group.Let your whole body relax, continue to

breathe deeply.Continue for a few minutes.

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1. Preview the text.2. Read the questions and jail the detail.3. Read the passage.4. Answer the questions.

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Look at the title

Look at the pictures/captions

Look at the bold words/headings

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Read carefully and completely!Then…

Jail the detail!Put a box around the unique word(s)

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As you read, look for the unique word(s) and the answers to the questions

Underline the answers to the questions

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Be sure to read ALL the choices Slash the trash!

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Session 1:The Basics

Session 2:Test

Questions

Session 3:Review & Practice

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The IRIS Center for Training Enhancements. (2010). Accommodations: Instructional and Testing Supports for Students with Disabilities Retrieved on January 22, 2013 from http://iris.peabody.vanderbilt.edu/acc/chalcycle.htm

The IRIS Center for Training Enhancements. (2004). Accountability: High-stakes testing for students with disabilities. Retrieved on January 22, 2013 from http://iris.peabody.vanderbilt.edu/hst/chalcycle.htm

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Arizona Department of Education (2009). AIMS information center. Retrieved January 26, 2009 from http://www.ade.state.az.us/.

Brigham Young University (BYU) (2009). Test taking strategies. Retrieved January 23, 2009 from http://ccc.byu.edu/learning/.

Ellis, D., Macina, D., McMurray, E., & Toft, D. (2007). Becoming a master student. Boston: Houghton Mifflin Co.

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Landsberger, J. (2009). Study guides and strategies. Retrieved January 23, 2009 from http://www.studygs.net/.

Learning Express (2007). Test-taking power strategies. New York: Learning Express.

Lowe, P., Unruh, S., & Greenwood, S. (2004). Anxiety: Tips for teens. In Canter, A., Paige, L., Roth, M., Romero, I., & Carroll, S. Helping children at home and school II: Handouts for families and educators. Bethesda, MD: NASP, pp. S10-5-S10-8.

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Merrell, K. W. (2001). Helping students overcome depression and anxiety. New York: Guilford.

University of Central Florida (UCF) (2009). Test taking strategies for multiple choice tests. Retrieved October 12, 2009 from http://www.sarc.sdes.ucf.edu/ss55.pdf.