ACCOMMODATIONS
(REQUIRED FOR DTCS,
STCS, AND TAS)
Accommodations
Big Picture Objectives


Identify and understand the
purpose of accommodations
Administer accommodations
appropriately
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Accommodations
Know the Options

Know the differences between the following:
Allowable Resources
 Restricted Resources
 Accommodations
 Modifications


Always refer to the current year’s Test
Administration Manual and
Accommodations Manual for updates
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Accommodations
Definitions
Accommodation
 “Practices and procedures in
presentation, response, setting, and
timing or scheduling that, when used
in an assessment, provide equitable
access to all students.”
 Accommodations do not compromise
the learning expectations, construct,
grade-level standard, and/or
measured outcome of the assessment.
 Only approved accommodations by
the Accommodations Panel are
allowed during testing.
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Accommodations
Definitions, cont’d
Allowable Resource
 Subject-specific resources identified as
allowable in the Test Administration Manual
Restricted Resource
 Computer-based application, tool, functionality,
or non-electronic resource approved by the
Accommodations Panel that does not interfere
with the measured construct, but has restricted
availability and requires district documentation
of individual student need prior to use
Modification
 Any change away from a standard
administration
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 Modifications result in an invalid test
Accommodations
Purpose and Eligibility


Provide a student equal access and equal
opportunity to meet or exceed grade level
achievement standards.
Accommodations are available to all
students, although the decision to apply
accommodations must be based on an
assessment of individual student need.
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Accommodations
How to Document


Students on IEPs or 504 Plans must have
any needed accommodations documented
within their plans.
Students who are English Language
Learners or General Education and not on
an IEP or 504 Plan *should* have any
needed accommodations documented within
their cumulative file.
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Accommodations
When to Identify



Necessary accommodations should be
identified and implemented during classroom
instruction prior to the student’s participation
in the state assessment.
Accommodations used in state assessment
must have been previously approved by the
Accommodations Panel and listed in the
Accommodations Manual.
The Accommodations Manual
provides guidance on how and when
to appropriately identify
accommodations for a student.
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Accommodations
Five Step Process
1. Expect participation and academic
achievement in statewide assessments for
all students
2.
3.
4.
5.
Learn accommodations
Select accommodations
Administer accommodations
Evaluate and improve accommodation use
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Accommodations
Test Directions & Presentation Accommodations
Who benefits?
 Students who have difficulty or an inability
to read and comprehend directions
presented in standard print.

Students with language processing
challenges.

Students who are deaf or hard of hearing.

Students who require a multisensory
approach to learning.
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Accommodations
Response Accommodations
Who benefits?

Students with physical, sensory, or
learning disabilities

Students who have difficulty with
memory, sequencing, directionality,
alignment, and/or organization.
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Accommodations
Setting Accommodations
Who benefits?
 Students who are easily distracted in
large group settings and who
concentrate best in small groups or an
individual setting.

Students who receive accommodations
(e.g. read aloud, sensory supports) that
might distract other students.

Students with physical limitations
might need a more accessible location,
specific room conditions or special
equipment.
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Accommodations
Scheduling Accommodations
Who benefits?

Students who cannot concentrate
continuously for an extended period of
time.

Students who become frustrated or
stressed easily and may need frequent or
extended relaxation breaks.

Students with health-related disabilities
which cause varying levels of functioning
from day to day.

Students who fatigue easily should take
testing before physical activities.
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Accommodations
Read-Aloud Accommodation
 Available
for Math, Science, and Social
Sciences (not for Reading)
 OAKS Online supports a computer-based
read-aloud feature
English computer-based read-aloud available for
Math, Science, and Social Sciences
 Spanish computer-based read-aloud available for
Math

 Human-administered
read-aloud is still
permitted
 Math read-aloud follows special guidelines
(posted at Accommodations Webpage)
 Must not distract other students testing
Accommodations
Read-Aloud Accommodation
“In the Moment” Request


If a student requests this accommodation
while testing and it was not previously
identified as a needed accommodation for
the particular student, read verbatim the
student directions provided in Appendix B.
The TA should not provide any
accommodation to a student that
was not selected based on an
assessment of individual student
need.
Accommodations
Coding Accommodations

Required code for IEP students:
 “Number of Accommodations”


Optional code:



Select “none” or “one or more”
“Accommodation Code”
District can identify up to six specific
accommodations by unique 4-digit code
Update in TIDE, TA Interface, or Student
Centered Staging
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Accommodations
Do’s and Don’ts
Do’s



Refer to the Accommodations Manual
for accommodations implementation
guidance.
Refer to student’s IEP, 504 Plan or
cumulative file to determine which
accommodations should be provided.
Note that although writing prompts
may be translated locally, they must be
completed in advance by a trained
translator endorsed by the district and
must be stored securely. Translator also
needs to be trained in Test Security and
sign an Assurance of Test Security form.
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Accommodations
Do’s and Don’ts, cont’d
Do’s (cont’d)
 TAs may read numerals and math symbols
aloud on the math test if they follow the
guidance and examples posted on the ODE
website.
In general, numbers and symbols can be read
according to their common English usage. For
example, > would be read as “is greater than.”
 Numbers 99 and less should be read using
standard place value language. For example, 23
would be read as “twenty-three.”
 However, numbers greater than 99
should be read as individual
numbers. For example, 579 would
be read as “five seven nine.”

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Accommodations
Do’s and Don’ts, cont’d
Don’ts





Indicate “as needed” or “as appropriate”
when documenting accommodations
Choose every accommodation available
for an assessment “just to be safe”
Assume the same accommodations
remain appropriate year after year
Provide an accommodation for the first
time on the day of testing
Provide the same accommodations for
every student in the class, grade, or
program
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Accommodations
Do’s and Don’ts, cont’d
Don’ts






TAs may not provide instruction or give
suggestions regarding process.
TAs may not choose to administer an
accommodation for all students in a class or a
grade.
TAs may not read Reading items or response
choices aloud.
TAs may not read ELPA items or response
choices aloud.
Items may not be translated.
If you can’t find it in the TAM or
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Accommodations Manual, don’t do it.
Accommodations
Promising Practices




Schools/Districts should have a process of
determining appropriate accommodations for
students not on IEPs or 504 Plans, such as students
in general education
Schools/Districts should have a system in place to
inform students of available accommodations and
allow them to request consideration for use of an
accommodation during testing
Encourage students to “do their best”
Ask a student if he/she “needs a break” if
they appear to lose focus
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Accommodations
In a Nutshell



Accommodations are determined and
administered for individual students
Accommodations used during state
assessments must be selected from the
Accommodations Manual
Administration of accommodations for
one student must not interfere with the
testing conditions of another student
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DTC TRAINING
Online Resources




Test Administration Manual and Best Practices Guide:
http:www.ode.state.or.us/go/tam
Accommodations Manual and Webpage:
http://www.ode.state.or.us/search/page/?=487
Math Read Aloud Guidelines:
http://www.ode.state.or.us/teachlearn/testing/manuals/tables/
math-read-aloud-accommodation-guidelines.pdf
Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
Accommodations
Acorns for Storage



What are some common errors in the
administration of accommodations and
how can they be avoided?
Why should an accommodation be
provided to a student?
May decisions regarding accommodations
be made for:
 Individual students?
 Groups of students?
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