ACCOMMODATIONS MANUAL - The Office of Special Education ...

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FACT SHEET 1: PRESENTATION CCOMMODATIONS .................................. 25 FACT SHEET 2: RESPONSE ACCOMMODATIONS ....................................... 30 FACT SHEET 3: SETTING ACCOMMODATIONS.......................................... 34 FACT SHEET 4: TIMING AND SCHEDULING ACCOMMODATIONS .............. 36 FACT SHEET 5: FACT SHEET 6: FACT SHEET 7: EXAMPLES OF ACCOMMODATIONS BASED ON STUDENT CHARACTERISTICS .......................................... 38 DOS AND DON’TS WHEN SELECTING ACCOMMODATIONS ........................................................ 43 GUIDELINES FOR ADMINISTERING SPECIFIC ACCOMMODATIONS ........................................................ 44 TEACHER TOOL 1: ACCESS NEEDS THAT MAY REQUIRE ACCOMMODATIONS ........................................................ 47 TEACHER TOOL 2: ACCOMMODATIONS FROM THE STUDENT’S PERSPECTIVE................................................ 49 TEACHER TOOL 3: ASSESSMENT ACCOMMODATIONS PLAN ......................... 51 TEACHER TOOL 4: ASSESSMENT ACCOMMODATIONS AGREEMENT.............. 52 TEACHER TOOL 5: LOGISTICS PLANNING CHECKLIST................................... 53 TEACHER TOOL 6: ACCOMMODATIONS JOURNAL......................................... 55 6
INTRODUCTION T he Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodation for Instruction and Assessment of Students with Disabilities presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. A companion Professional Development Guide has been developed to support the use of this manual. The guidance in the manual pertains to students with disabilities who participate in large-scale assessments and the instruction they receive. 1 The five steps include the following: 1. Expect students with disabilities to achieve grade-level academic content standards. 2. Learn about accommodations for instruction and assessment. 3. Select accommodations for instruction and assessment for individual students. 4. Administer accommodations during instruction and assessment. 5. Evaluate and improve accommodation use 1 The information does not pertain to students with significant cognitive disabilities who are assessed according to alternate achievement standards. 7
Page 1 and 2: ACCOMMODATIONS MANUAL HOW TO SELECT
Page 3: ACKNOWLEDGMENTS The Accommodations
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 54 and 55: CONSIDERATION AFTER THE DAY OF THE
Page 56 and 57:
2. When would the student make entr
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