Jointly produced by: Assessing Special Education Students

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Room assignment for assessment: ____________________________

Planners for this process (signatures): ________________________________

Adapted from Scheiber, B., & Talpers, J. (1985). Campus Access for Learning Disabled Students: A Comprehensive Guide. Pittsburgh: Association for Children and Adults with Learning Disabilities.

TOOL 11:

State Assessment Program

Student: _________________

Content Area

Participation in the Assessment Without Accommodations

Participation in the Assessment with ELL-related Accommodations

Participation in the Assessment with Disability-related Accommodations


TOOL 12:

Logistics Planning Checklist
Directions: This Logistics Planning Checklist can be used in the planning and implementation of assessment accommodations for an individual student. Use the checklist by indicating Y (Yes), N (No), or NA (Not Applicable).

Accommodations Throughout the Academic Year




  1. Accommodations are documented by the teacher.

  1. Student uses accommodations regularly and evaluates use.

  1. A master accommodation plan/database listing assessment accommodation needs for all students tested is updated regularly.

Preparation for Test Day

  1. Special test editions are ordered for individual students based on information contained in the master accommodation plan (e.g., large print, translated test versions).

  1. Test administrators/proctors receive a list of accommodations needs for students they will supervise (list comes from the master accommodations plan/database).

  1. Adult supervision is arranged and test administrators receive training for each student receiving accommodations in small group or individual settings, including extended time (with substitutes available).

  1. Trained readers and interpreters are arranged for individual students (with substitutes available).

  1. Special equipment is arranged and checked for correct operation (e.g., audio recorder).

Accommodations on the Day of the Test

  1. All eligible students receive accommodations as determined by their teacher.

  1. Provision of accommodations is recorded by test administrator.

  1. Substitute providers of accommodations are available as needed (e.g., interpreters, braillers).

  1. Plans are made to replace defective equipment.

Consideration after the Day of the Test

  1. Responses are transferred to scannable answer sheets using special equipment and adapted test forms and response documents.

  1. All equipment is returned to appropriate locations.

  1. Students who take make-up tests receive needed accommodations.

  1. Effectiveness of accommodation use is evaluated by test administrators and students, and plans are made for improvement.

TOOL 13:

Accommodations Journal for Teachers
One way to keep track of what accommodations work for ELLs with disabilities 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 an ESL/bilingual teacher, special education teacher, or other staff members. Just think how much easier it would be for an ELL/IEP or ELL/504 Plan Team to decide which accommodations to document if the student kept 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 the accommodation “works”;

• effective combinations of accommodations;

• difficulties of accommodation 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?




2. When would the student make entries in the journal, and what types of support would the student need to make these entries?




3. With whom would the student share journal entries, and when would it be done?




TOOL 14:

Identifying Roles and Responsibilities
Directions: This activity can be completed in small groups. Complete the columns below and discuss roles and responsibilities in the provision of standards-based education to ELLs with disabilities.

Your Role as You See It


The Role of Other Colleagues As You See Them


Discussion Issues

  1. Is your role clear in the provision of standards-based education to ELLs with disabilities?

  1. What appear to be similarities and differences between perceived roles and responsibilities of ELL/IEP or ELL/504 Plan Team members?

  1. To what extent does collaboration among ELL/IEP or ELL/504 Plan Team members occur in your building or district? What are some of the barriers or obstacles?

  1. Are our boundaries clear? What are you doing now that you feel may be “out of your jurisdiction”?

  1. What are some opportunities or barriers that can either facilitate or hinder future opportunities for general, ESL/bilingual, and special education teacher collaboration?

  1. Are all necessary roles or positions of everyone involved included on the ELL with disabilities’ plan?

Adapted from Delaware Accommodation Activity Sheets, Delaware Department of Education.

TOOL 15:

Questions to Guide Evaluation at the School or District Level

Discuss the following questions with other ELL/IEP or ELL/504 Plan Team members:

  • Are there procedures in place to ensure test administrators adhere to directions for the administration of accommodations?

  • In what ways can you use assessment data and accommodation data to ensure appropriate accommodations are being used?

  • In what ways are you currently evaluating the methods of students being accommodated? How can you improve these methods?

Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations

for Instruction and Assessment of English Language Learners with Disabilities
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