SPE CI A L
ED IT I O N
Special Services
Agua Fria Union
High School District
February 3, 2014
Volume 1, Issue 1
AIMS TESTING: ACCOMMODATIONS
UNIVERSAL ACCOMMODATIONS
Universal Testing Accommodations refer to
accommodations that may be offered to any
student in order to provide him/her a
comfortable and distraction free testing
environment. Such accommodations should be
ones that the student typically needs on a
regular basis in the classroom if they are to be
used in testing. They include:

Testing in small group, one on one,
separate location, or in a study carrel.

Being seated in special furniture or in a
specific location in the testing room.
STANDARD ACCOMMODATIONS
Standard Accommodations are “provisions made in
how a student accesses and demonstrates learning
that do not substantially change the instructional
level, the content, or the performance criteria.”
(Arizona Department of Education). Standard
accommodations that can be used ONLY for students
with IEPs and 504 plans for the AIMS and include the
following, provided it is in the IEP/504 and is utilized
on a regular basis in the classroom for
instruction/assessment.

Place marker to maintain focus and orientation.

More breaks and/or several shorter sessions.

Provide a familiar test administrator.

Testing at a different time of day.

Using a special pencil or pencil grip.

Simplify language in directions (either scripted or
student read).

Using glasses, contacts, magnification,
special lighting or color overlays that
allow the student to see the test.

Read aloud or sign the directions that students
read independently.

Large print edition of test.

Braille writers for blind students.

Have multiple choice responses transferred from a
test book into an answer document.

Record or dictate multiple choice responses to a
scribe.

Read aloud or sign the writing prompt, writing test
items, mathematics test items, or science test
items. (Only for individual or small settings – not
for reading assessment).

For Math Only, for a student who is blind, use of
an abacus for mathematics test items.

For Writing Only, for a student who is blind, use of
an electronic dictionary and thesaurus for the
writing prompt response. Grammar check, t,
choose a short title or theme for your

Reading the test quietly to self as long
as others are not disrupted.

Wearing noise buffers after directions
read.

Having the scripted directions repeated
at student request and having
questions about the directions, scripted
or not, answered.
newsletter — something like "Class News," or
“Back to School.” Then, pick a full title for
your newsletter — for example, "Ms. Stahl’s
Classroom Newsletter." If you’d like, you can
SPECIAL EDITION Page 2
CONTINUED…



writing prompt response. Grammar
check, spell check, encyclopedia,
translation, and internet access must
be turned off.
For Writing Only, use assistive
technology for the writing prompt
response with spell check, grammar
check, and predict ahead functions
turned off.
For Math only, use of a personal
whiteboard which can be seen only by
the student and is erased after every
problem.
The following accommodations are
not allowed for standardized testing:

Scribe for writing

Read aloud items on reading test

Calculator or other manipulatives for math
Test Taking Strategies
Explicitly teach these test taking strategies in class:
1. Review material over time (weeks)—no cramming!
2. Be early to class or testing location.
3. Read directions slowly and carefully.
4. Skim through so that you know how to pace yourself.
5. Do not worry about how fast others are finishing—
concentrate on only your own performance.
6. Skip questions you don’t know; return to them at end.
7. Exercise a few days prior to test to improve stress levels.
8. Use positive self-talk to maintain a positive attitude.
9. If you don’t understand directions, ask!
10. Being well prepared is the best way to reduce anxiety!
11. For multiple choice – watch for “all of the above” and
“none of the above.” Cross out choices that are obviously
wrong; pick best response from remaining items.
12. Check your test! Change an answer ONLY for a very
good reason. First answers are usually best!
DATES: AIMS and STANFORD 10
February 24, 2014: AIMS Writing
February 25, 2014: AIMS Reading
April 8, 2014: AIMS Math and
Stanford 10 (freshman only)
April 9, 2014: AIMS Science
All sophomores take the AIMS as well as
others who are trying to improve their
performance result to Meet or Exceed the
Standard.
Instruction: The difference between
accommodations and modifications:
Accommodations are designed to help the student to be able to do the SAME work as
his or her peers. Accommodations allow for different ways in how a student accesses
information and demonstrates learning. The accommodations are made in order to
provide the student with equal access to learning and opportunity to show what he or
she knows.
Modifications are changes in what a student is expected to learn. The changes are
made to provide the student opportunities to participate meaningfully and productively
along with other students in classroom and school learning experiences. See
Accommodations and Modifications by underline and italics below!
Use both oral and printed directions.
Give directions in small steps and in a as few words as possible.
Number and sequence the steps in a task.
Highlight directions/instructions.
Have student repeat the directions for a task.
Provide visual aids.
Show a model of the end product of directions.
Time and Transitions
Alert student several minutes before a transition from one activity to another is
planned; give several reminders
Provide additional time to complete task.
Allow extra time to turn in homework without penalty.
Curriculum
Provide alternate books with similar concepts, but easier reading level.
Substitute alternatives for written assignments (clay models, posters, panoramas,
collections, etc.).
Modify expectations based on student needs.
Give alternatives to long written reports (write several short reports, preview new
audiovisual materials and write a short review, give an oral report on an assignment
topic).
Simplified curriculum (limit the number of concepts, knowledge, or skills to be mastered
and assessed).
Grading
From TestTaking Tips.com
Grade scale criteria for assessment will be modified.
Grade scale for assignments and class work will be modified.
Ron Scott, Director of Special Education, AFUHSD; Kiersten Walker
and Louise Privette, School Psychologists, AFUHSD
Provided by Lisa Lomelino and Tami Garret; Litchfield Elementary School District