ACCOMMODATIONS MANUAL - The Office of Special Education ...

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CONSIDERATION AFTER THE DAY OF THE TEST Y N NA 13. Responses are transferred to scannable answer sheets for students using special equipment and adapted test forms and response documents 14. All equipment is returned to appropriate locations. 15. Students who take make-up tests receive needed accommodations 16. Effectiveness of accommodations use is evaluated by test administrators and students, and plans are made for improvement. 54
TEACHER TOOL 6 ACCOMMODATIONS JOURNAL One way to keep track of what accommodations work for a student is to support the student in keeping an “accommodations journal.” The journal lets the student be “in charge” and could be kept up to date through regular consultation with a special education teacher or other staff member. Just think how much easier it would be for an IEP team to decide which accommodations to document on a student’s IEP if the student came to the IEP meeting with a journal documenting all of these things: • accommodations used by the student in the classroom and on tests; • test and assignment results when accommodations are used and not used; • student’s perception of how well an accommodation “works”; • effective combinations of accommodations; • difficulties of accommodations use; and • perceptions of teachers and others about how the accommodation appears to be working. In the spaces provided below, design and organize the use of an accommodations journal for one of your students. Answer these questions: 1. What would you include as headings for the journal? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 55
Page 1 and 2:
ACCOMMODATIONS MANUAL HOW TO SELECT
Page 3: ACKNOWLEDGMENTS The Accommodations
Page 6 and 7: FACT SHEET 1: PRESENTATION CCOMMODA
Page 8 and 9: FIGURE 1 POLICY FRAMEWORK FLOWCHART
Page 10 and 11: STEP 1 EXPECT STUDENTS WITH DISABIL
Page 12 and 13: INSERT CURRENT STATE-SPECIFIC POLIC
Page 14 and 15: STEP 2 LEARN ABOUT ACCOMMODATIONS F
Page 16 and 17: STEP 3 SELECT ACCOMMODATIONS FOR IN
Page 18 and 19: DETERMINING THE CONSEQUENCES OF ASS
Page 20 and 21: STEP 4 ADMINISTER ACCOMMODATIONS DU
Page 22 and 23: INSERT CURRENT STATE POLICY ON TEST
Page 24 and 25: 7. How well do students who receive
Page 26 and 27: ACCOMMODATIONS CONDITIONS VISUAL PR
Page 28 and 29: FACT SHEET 1 continued AUDITORY PRE
Page 30 and 31: FACT SHEET 2 RESPONSE ACCOMMODATION
Page 32 and 33: FACT SHEET 2 continued DESCRIPTION
Page 34 and 35: FACT SHEET 3 SETTING ACCOMMODATIONS
Page 36 and 37: FACT SHEET 4 TIMING AND SCHEDULING
Page 38 and 39: FACT SHEET 5 EXAMPLES OF ACCOMMODAT
Page 40 and 41: STUDENT CHARACTERISTIC: WEAK MANUAL
Page 42 and 43: STUDENT CHARACTERISTIC: EASILY DIST
Page 44 and 45: FACT SHEET 7 GUIDELINES FOR ADMINIS
Page 46 and 47: TIMING AND SCHEDULING ACCOMMODATION
Page 48 and 49: SETTING ACCOMMODATIONS Y N DK/ NA 1
Page 50 and 51: 5. In the list that follows, write
Page 52 and 53: TEACHER TOOL 4 ASSESSMENT ACCOMMODA
Page 56 and 57: 2. When would the student make entr
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ACCOMMODATIONS MANUAL - The Office of Special Education ...

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