Slide 1
TEST ACCESS
& Accommodations
for Students with Visual Impairments
A Guide to Decision-Making
Shelley Homsy, TVI, COMS
Instructor, New York Institute for Special Education
Judi Piscitello, TVI, COMS
Assistant in the Training of Special Educators
New York State School for the Blind
Eileen Becker, Proofreader
Office of State Assessment
in consultation with
Debbie Willis
Accessible Tests Department Council, APH
Slide 2
Legal Requirements
•IDEA
•Section 504
•ADA
•Elementary and Secondary Education Act
•No Child Left Behind Act (NCLB)
•Part 300 Code of Federal Regulations
•Part 200 NYS Commissioner’s Regulations
•Part 100 NYS Commissioner’s Regulations
Legal Requirements are designed to assure:
 Access to general education curriculum
 Access to State and local examinations
Students with visual impairments must be tested in all subject
areas that non-disabled students are required to be tested in
and at the same grade/age levels (Social Studies, ELA, Math
and Science for State exams)
 Access to appropriate testing accommodations
Student Eligibility:
 Students with disabilities with IEPs
 Students who are declassified
 Students with disabilities with Section 504 Accommodation
Plans
 Students who acquire disabilities shortly before testing
Slide 3
Definition of Testing Accommodations
•Changes in the standard administration of testing procedures
or formats including:
–the way test items are presented
–the student’s method of response
–the setting in which the test is administered
–the timing/scheduling of the test
•Do not affect the constructs measured
4 Key Accommodation Categories:
Presentation/Format
Response
Setting
Timing/Scheduling
Discuss constructs, validity and standardization
Slide 4
Definition of Testing Modifications
•Changes made to the testing process, content of the exam or
provision of certain adaptive technologies
•Affect the constructs being measured by the exam
•May invalidate the student’s score
•May affect the provision of services
Example: “Directions or Questions Read” is an accommodation,
whereas “Directions or Questions Explained or Simplified” is a
modification, unless the directions or questions are explained or
simplified for ALL students using the same words.
Shelley has another example
Slide 5
Testing Accommodations Should:
•provide students with equal access to the assessment
program
•enable students to demonstrate their strengths, knowledge
and skills without being restricted by their disability
•provide an accurate measure of the standards and
constructs being assessed so that appropriate instruction and
services can be provided.
The TVI should be prepared to provide strategies necessary to
access the student’s understanding and skills with regard to the
standards throughout instruction, and not spring these on the
student the day of the test.
Decision Makers
Committee on Special Education
504 Multidisciplinary Team
Principal
Parents
Student (when appropriate)
Slide 6
Requirements for Testing Accommodations:
Reviewed at least annually
Clearly stated and specific
Included in the IEP with regard to:
School based assessments
State Assessments (consistent
with Department Policy)
Regardless of placement setting
Accommodations must apply to each and all of the student’s
general and special education placements, including summer and
other short-term placements.
(See sample IEP for language)
Slide 7
Quality Indicators of Accommodations:
• Made systematically by individuals who know strengths &
needs of student
• Based on individual student’s unique needs, not just based on
disability
• Include student & parents in decision-making
• Documented on IEP & reviewed at least annually
• Consistent with those currently used in the classroom
• Routinely provided for the student’s instruction, not just for
assessments
Accommodations must apply to each and all of the
student’s general and special education placements,
including summer and other short-term placements.
Note: Some instructional accommodations are not
allowable as testing accommodations
Slide 8
The CSE ensures that needed accommodations (including
testing accommodations) are:
- documented on the IEP
The Building Principal ensures that accommodations needed are:
- approved by VESID and/or requested from the Office of
State Assessment (OSA) in time
- implemented as per IEP in the:
-instructional setting
-local and state testing
CSE responsible to document accommodations on IEP
Principal responsible to insure proper implementation of the
IEP, including requests for braille or LP or reformat
accommodations
Information on documentation of testing accommodations on
the IEP can be found on pages 73-74 of the Sample
Individualized Education Program (IEP) and Guidance Document
(see handout for link) (Shelley has these pages)
To assure consistent administration by appropriately trained
or qualified individuals,principal must:
Designate an individual who is knowledgeable about the
student's disability and program
Identify staff who will be responsible to provide the
recommended testing accommodations in accordance with the
IEP
Inform staff of their IEP responsibilities
Slide 9
Approval and
Documentation of
Accommodations on the IEP
•Extended time in the form of multiple day testing on State
assessments needs to be approved by VESID at least three (3)
months prior to testing
•Specify separate setting as individual, when directions are
read and/or when using a scribe or braillewriter
Discussion w/scribe and noise of brailler would distract
other students
Slide 10
Documentation of
Accommodations on the IEP:
Specify:
•Amount of extended time
•Breaks
•Number of times directions are read
Examples
Amount of extended time: (i.e., time and a half or double time
due to enlarged or tactile format, eye strain, tests read to
student, and/or use of scribe)
Breaks: (i.e., five-minute break every 20 minutes due to eye
strain)
Number of times read: (i.e., three times the standard number
of times provided for all students as per Department
directions)
Slide 11
Examples of Accommodations
for a Student with a Visual Impairment
Impact of VI on Test-taking: Difficulty recording answers in
a standard manner
Possible Accommodations: Use of scribe &/or tape recorder
or word processor and separate setting
Impact: Difficulty focusing on items when too many are
presented
Accommodation: Fewer items per page
Impact: Difficulty tracking from test to answer sheet
Accommodation: Record answers in test booklet
Impact: Increased visual fatigue as duration of test
increases
Accommodation: Extended time with breaks for rest
Shelley will discuss additional examples of
accommodations, levels/abilities revealed in LMA and
functional vision assessments.
Realistic
Ask OSA for reasonable accommodations
Request Practice/Release tests
Slide 12
Types of
Instructional Accommodations:
•Presentation in alternate formats
•Decreased length of assignments
•Fewer assignments
•Breaking assignments into smaller parts
•Changes in setting
•Changes in timing and/or scheduling
•Changes in methods of student response such as use of word
processor or scribe
These are just a few examples.
Many of you have provided more examples and ideas in
your survey responses – thanks!
Slide 13
Types of Testing Accommodations
Method of Presentation
–Revised test format
–Revised Test Directions (including braille/LP directions and
procedures, answer sheet included with questions, etc.)
–Highlighting of an entire graphic
-Revised Test Format may include:
Braille; tactile graphics; raised line graph paper
LP; highlighting graphics*; boldface letters and/or white paper
for increased contrast; bold line paper
Audiotape directions and procedures or test read to student;
verbal description of graphics
*Highlighting of an entire graphic is permissible only if
indicated in the student’s IEP/504 Plan as needed to enhance
contrast to distinguish the graphic from the text, NOT to draw
attention to a particular element in the graphic.
*Student use of highlighters is permitted (except when pencil
is required) as long as the highlighting does not obscure student
responses to open-ended questions.
Slide 14
Examples:
•Enlarged materials
•Use of a braille note taking device
•Test Read to Student
Enlarged materials may be good for reading assessment but may
alter math when it involves measurement constructs
A braille note taking device may be good for language arts
INSTRUCTION but may not be allowed for assessment if the
grammar and spell checking options cannot be disabled.
Having text read to a student who has recently lost his/her
vision and has not yet learned braille may be allowed for Social
Studies instruction and assessment, but would not be allowed on
a Reading assessment because the construct being assessed is
the student’s ability to read and comprehend the written or
embossed word, not his/her listening comprehension. (See page
16 of the School Administrator’s Manual as well as handout
regarding Tests Read for extenuating circumstances.)
Slide 15
Questions to Consider:
•Is the student able to participate in the standard
administration of the assessment?
•In order to participate equally, does the student need
accommodation regarding:
•Presentation/format
•Response
•Location/setting
•Schedule/timing
Key Questions!
Slide 16
Questions to Consider:
•What construct is being assessed?
•What accommodation(s) will enable the student to
independently demonstrate his/her understanding of the
construct?
•Will the accommodation affect the validity of the assessment?
The student’s INDEPENDENCE as well as the VALIDITY of the
assessment are both key factors in providing accommodations.
Example:
Student use of assistive technology is more independent than
using a scribe, but the validity of the assessment might be
compromised if, for instance, the spell checker was not disabled
during the writing skills portion of the ELA.
Slide 17
Questions to Consider:
•To what extent does the student’s disability impede his or her
demonstration of the knowledge and/or understanding required
by the test?
•What instructional accommodations, if any, are provided to the
student in the classroom that would neither alter the construct
being assessed nor allow an unfair advantage to the student
over his/her non-disabled peers?
Accommodations allow EQUAL ACCESS – no more, no less!
Slide 18
Revised Test Directions:
Limited to oral or written instructions provided to ALL
students that explains:
-where and how responses must be recorded
-how to proceed in taking the test upon completion of sections
-what steps are required upon completion of the examination
The term “test directions” never refers to any part of a
question or passage that appears on a State assessment.
These accommodations pertain to the directions (mechanics of
test taking), not the content of the test itself:
Directions read to student
Directions reread for every page of questions
Language in directions simplified
Verbs in directions underlined or highlighted
Cues (i.e., arrows and stop signs) on answer form
Additional samples provided
Assistive Technology (audio tape, magnification, computer or
word processor, masks/markers, papers secured to work area
with tape/magnets, etc.)
Except for directions, all test CONTENT must be read
word-for-word in a neutral manner, with no emphasis or
clarification provided.
Slide 19
Revised Test Directions
•Directions provided in simple language
•Underlining or highlighting key words in directions
•Provide cues
•Reread the directions (indicate number of times)
•Directions signed (indicate number of times)
•Should help the student understand the directions but not
provide additional information
•Test integrity must not be compromised
These accommodations apply only to the directions and not to
the content of the test itself, as this would be considered a
modification that could compromise the integrity/validity of
the test.
Slide 20
Revised Test Format
•Braille or large print
•Increase
s p a c i n g
or boldness
•Increase size, shape or location of space for answers
•Reduce # of test items per page
•Increase size of answer bubbles
•Arrange items in vertical format with answer bubble next to
choice
•Any reproduction or reformatting for State tests requires
advance written permission of the Office of State
Assessment (OSA)
Braille and LP editions of both the ELA and Math tests are
available upon written request to the Office of State
Assessment (OSA) from the principal or school administrator.
Test administrators or scribes should transcribe the student’s
answers onto regular test answer sheets and test books,
exactly as dictated or recorded by the student using braille or
LP version of the test.
For more information, see the School Administrator’s Manual
(see handout for link).
A request to open the test earlier to make revised test format
accommodations needs to be submitted to the Office of State
Assessment (OSA). The request must be faxed by the principal
and must indicate that permission is needed to revise the
format based on the student's IEP/504 Plan.
Slide 21
Implementation:
Presentation/Formats
•Obtaining Large Print or Braille Editions of tests
•Revising a Braille Edition question to make it accessible (done
by the Office of State Assessment)
•Test Read to Student
Based on the student’s IEP, the school principal may indicate
the need for large type or Braille editions on the standard
examination request form submitted to the Office of State
Assessment prior to each examination period. Schools are
cautioned to observe the published deadlines for all
examination requests, but especially for Braille editions,
which are produced on an as-needed basis. Extra time may be
needed to produce math &/or tactile graphics. TVIs can
support the principal’s responsibility in this process by making
these needs known both to the principal and others at the CSE
meeting, emphasizing to everyone involved the importance of
the timing of requests.
On occasion, the Department will revise a test question on the
Braille edition of a State assessment to make it accessible to
Braille readers. When it is impossible, even with revision, to
make a test question accessible, the Department will delete or
replace the item. When this occurs, the Department provides
special instructions for scoring the affected Braille edition.
Slide 22
Implementation:
Presentation/Formats
•Standardized large print is 136% of the regular print version
of state test, photocopied onto 11” x 17” paper
•Customized large print and/or spacing between words requires
permission from OSA, which grants permission and timing
allowed to make accommodations
11” x 17” paper in addition to other testing materials and
accommodations may require special seating at larger
desk/table
Scanning of the original test will allow customized
accommodations of enlarged fonts and/or extra spacing
between words.
OSA will grant reasonable time for these types of
accommodations to be created just prior to and as students are
taking the test, in order to minimize security risks
Slide 23
Implementation: Use of Assistive Technology, Reader and/or
Scribe
•Ordering Assistive Technology (AT) devices
•Identifying staff to implement accommodations such as a
reader or scribe or the use of assistive devices
•Training qualified individuals to:
-train student and staff in the use of AT
-read and/or proctor both local and state tests
-scribe local and state tests
The principal’s responsibility in implementing the IEP:
 Designate an individual who is knowledgeable about the
student's disability and program to inform staff of their
IEP responsibilities
 Identify staff who will be responsible to provide the
recommended testing accommodations in accordance w/IEP
 Plan how resources and materials necessary to implement
the testing accommodations will be obtained in time (e.g.,
tests in alternative formats; assistive technology devices
ordered, training of staff to implement accommodations
such as a reader/describer, scribe, proctor or use of
assistive devices)
 Arrange, as appropriate, for testing accommodations to be
applied with trained staff and student in classroom
instruction as well as for local and state tests (e.g., use of
braille,technology, reader/describer, scribe, separate
setting)
Slide 24
Aids/ Assistive Technology for Presentation/Response
•Audio tape (student can rewind tape and listen multiple times
– indicate number on Plan)
•Computer (talking word processor)
•Masks or markers to maintain place
•Visual magnification or auditory amplification
•Talking Tactile Tablet or IVEO
•(Talking) Calculator
The use of AT as testing accommodation should never be
introduced to the student for the first time during a testing
situation.
School personnel should ensure that the student has received
instruction and practice in the use of these accommodations,
using them throughout instruction as well as for local and State
tests.
The proctor/reader/describer/scribe must also be familiar
with these accommodations in order to assure the validity of
the assessment (i.e., disable spelling/grammar checker for
written portion of ELA, programming of TTT or IVEO for
tactile graphics).
IDEA requires that Universal Design for Learning (UDL)
principals should be used in developing and administering both
state and local assessments (Part B, Section 611, E, Page 118
STAT. 2688 )
Slide 25
Aids/ Assistive Technology
•Templates/typoscopes/bookmarkers (plain) and graph paper
are allowed in order to enable some students to maintain their
place or to record answers.
•These accommodations must be specifically described in the
IEP or 504 Plan.
This includes both low and high tech typoscopes and
masks/markers.
Slide 26
Types of Testing Accommodations
Presentation via Readers/Describers
Examples:
-microscope
-political cartoons
-illustrations
-charts, graphs, maps
Usually instructional accommodations provided in the classroom
will be permitted as a testing accommodation if indicated in the
IEP/504 Plan.
This includes use of an aide who will describe to the student
what is seen. The student will draw conclusions and analyze
verbal data to make a response.
Students must have instruction and practice in using this
accommodation during instruction and classroom tests.
Aides must receive training and experience to appropriately
implement this accommodation.
Slide 27
Use of Scribe or Tape Recorder:
•Teachers, teacher aides, teacher assistants or other school
personnel
•Appropriately trained and qualified
•Same scribe for State examinations as for classroom tests
and instruction, if possible
•Scribe must have an understanding of how to record responses
using procedures described and be familiar with the test
including knowledge of the vocabulary used in the test, as well
as being familiar with the student and the student’s
accommodations.
Example:
Scribe must know how to disable spell-checker
Proctor must know how to program TTT or IVEO to describe
tactile graphics without revealing answers to test questions
Alternate location
Extended time
Specified on the IEP or 504 Plan
If “extended time” and “separate location” are needed only
when use of scribe is required, that must be indicated on the
Plan so that the accommodations are not provided during other
times when not appropriate.
Slide 28
•Amanuensis (Scribe)
–student dictates; scribe writes everything word for word
–student provides all information, including spelling of difficult
words, punctuation, grammar and paragraphing
–the above applies to both the use of a scribe and the use of a
tape recorder
Test read to student and Listening section repeated (indicate
number of times on IEP or 504 Plan)
Test signed to student and Listening section signed (indicate
number of times on IEP or 504 Plan)
This testing accommodation is NOT permitted for use on
sections of the Elementary and Intermediate ELA tests that
measure reading comprehension.
For Grades 3-8 Tests see:
-OSA web site www.emsc.nysed.gov/3-8/home.html
-School Administrator’s Manual www.emsc.nysed.gov/osa/sam
-Introduction to the Grade 3-8 Testing Program in ELA and
Math at www.emsc.nysed.gov\3-8\intro.pdf
Slide 29
Use of Scribe or Tape Recorder
•Scribes must record word-for-word what the student
dictates or records, leaving out punctuation and capitalization
and circling all words that are difficult to spell (words at or
above the grade level of the test).
•Lined paper should be used and the scribe should write on
every other line to allow room for capitalization, spelling,
punctuation, etc.
When dictation/tape transcription is completed, the scribe plays back
or describes to the student the written response and asks him or her to
indicate where capitalization, punctuation and paragraphing should be
used, and to spell aloud any difficult words (those words at or above the
grade level of the test). The scribe then adds these elements along
with the student’s spelling above the circled words. The student then
indicates if there are any further changes to be scribed on the skipped
lines.
The scribe must then transfer the student’s completed response into
the test booklet, and staple the student’s dictation to the test booklet.
Unless the IEP or 504 Plan waives spelling, punctuation and/or
paragraphing requirements, the student must provide all information,
including spelling of difficult words, punctuation, paragraphing,
grammar, etc. (For the elementary and intermediate State ELA tests,
deletion of spelling, punctuation and/or paragraphing requirements is
not permitted and students must provide all information, including
spelling of difficult words, punctuation, paragraphing, and grammar for
the writing sections of the tests.)
Slide 30
Types of Testing Accommodations
•Flexibility in Setting
–Conditions of setting (i.e., lighting)
–Location
•Flexibility in Scheduling/Timing
–Time extension
–Multiple day administration
–Test duration and breaks
•Other
–On task focusing prompts
–Deletion of spelling, paragraphing and/or punctuation
requirements (not allowed on Grades 3-8 ELA*)
*Grades 3-8, but is allowed on High School level if on IEP
(because students need room for instruction)
Specify on IEP:
Conditions of setting (individual/group, lighting,
acoustics, reduced visual distractions, etc.)
Location – (no maps, etc. on walls in testing room)
Extended Timelines and Justification
(i.e., time and a half, double time, or multiple day
administration due to enlarged or tactile format, eye
strain, tests read to student, &/or use of scribe)
Breaks: (i.e., five-minute break every 20 minutes due to
eye strain)
Slide 31
Flexible Setting
•Individually in separate location
•Small group in separate location
•Special lighting or adaptive furniture (specify)
•Adaptive or special equipment (specify)
•Special acoustics (specify)
•Minimal distractions
Avoid two braillers together
Avoid bright window/lights for students w/photophobia
Large tabletop for braillers and large print and/or tactile
graphics charts, maps, periodic table, etc.
Slide 32
Flexible Scheduling/Timing
•Time extension
- to allow for the use of other accommodations
- breaks and/or extended time to allow for eye strain or visual
fatigue
- to allow for the extra time needed for a reader to describe
diagrams or illustrated materials
Additional Examples:
Extra time needed for student responses requiring special
Nemeth code spacing and/or tactile graphics
Participants might suggest additional examples
Slide 33
Flexible Scheduling/Timing
- Specify amount of time for entire test
–Specify length of time to work before a break and the length
of the break
•Multiple Day Administration requires
3 month written prior approval from VESID
See slide #9 and page 15/18 -16/19 of Test Access and
Accommodations Manual (.pdf version) – see handout for link
Secondary-level examinations must begin on the date scheduled
by the Office of State Assessment for its general
administration. At the elementary and intermediate levels, the
assessment must begin during the testing period determined by
the Department on the same day as the general education
students’ assessment of the same title begins. In the event the
student has two tests scheduled on the same day, both tests
must begin on that day. Students may begin no more than two
State assessments on any single day. They must postpone the
third until the next regularly scheduled examination period
(January, June or August) at the earliest.
Slide 34
Multiple-Day Administration of State Examinations
-School must separate examination into clearly defined sections
or parts that can be completed within each given day.
-On subsequent testing days, the student will be given
additional sections to complete. These sections must be
provided one at a time.
- Student must complete the examination or section(s)
administered during a given day.
Students may complete individual sections one at a time and
may start additional sections only if they are expected to
complete all of those sections on that day. This ensures that
there will be no advance knowledge of upcoming sections and
content of the test not completed on an individual day.
Students who do not complete a section on the day it is begun
are not permitted to complete that section on the following day.
(Students may be given a photocopy of previous sections they
have begun so that they have access to information in these
sections, but no changes may be made to student responses
provided on any section begun on an earlier day or session.)
The principal is responsible for the secure handling, storage,
and administration of all State examination materials, including
overnight storage. Policies governing these aspects of test
administration are available in the School Administrator’s
Manual and on pages 27/30 – Appendix B/61 of Test Access and
Accommodations Manual (.pdf version) – see handout for link
Slide 35
Types of Testing Accommodations
•Method of Response
–Same as those student uses for instruction
–Record answers directly in test booklet (may involve revised
test format)
–Use of Aids/Assistive Technology
–Use of scribe
AT examples: brailler, tape recorder, typewriter,
electronic note taker, handwriting guide/typoscope, video
magnifier/CCTV, word processor
Slide 36
Use of Aids/Assistive Technology for Math
•Calculator
–specify type and functions
–do not specify brand name
– for students whose disability affects ability to memorize or
compute basic math facts
•Abacus
•Arithmetic tables
No formula tables allowed for State tests
•Visual magnification devices
Even when only one brand name meets specifications, IEP must
include only the exact specifications and justifications, but not
the brand name.
Is Cranmer considered a brand name?
Slide 37
Use of Aids/Assistive Technology for Math
•Abacus IS allowed for the grade 3-8 math test
•Calculator is NOT allowed for the grade 3-6 math test or
portions of the Grade 7-8 math test.
•Math Table is NOT allowed for the grade 3-6 math test or
portions of the Grade 7-8 math test. (See School
Administrator’s Manual)
A position statement from Carol Allman regarding the use of an
abacus or calculator and other accommodations is included in
the handouts under Information and Resources from APH
Slide 38
Accommodations Specific to Math
All parts of the test may be read aloud to students whose IEPs
or 504 Plans include this accommodation.
Grades 3-8: Because the test assesses a student’s proficiencies
involving calculations, the use of a calculator is NOT allowed.
Grades 7-8: A scientific calculator (not graphing) is permitted
for short- and extended-response questions, but not for
multiple choice assessing calculations.
See page 10/14 in Introduction to the Grades 3-8 Testing
Program in ELA and Math (.pdf version) – see handout for link
Slide 39
Accommodations Specific to Science
Same as those student uses for instruction
–Enlargement with magnifier, including video magnification or
projector
-Tactile/raised line drawings
-Use of 3D objects
–Aide or Assistant describes what is seen through microscope
(training required)
Three types of accommodations represented here:
Assistive Technology
Presentation/Format
Reader/Describer
The possibility of a forth accommodation exists if the student
response must be in the form of braille and/or tactile/raised
line drawings or requires magnification for written response.
Regents Physical Setting/Earth Science Performance Test, Part
D - Materials List is available online (see handout for link)
The laboratory performance test consists of hands-on tasks set
up at four stations. This test is still in the test development
phase, and will be administered for the first time in June 2007.
If you need assistance in recommending accommodations to
access this test, please contact Thomas Schoeck (518) 4745902 or e-mail him at tschoeck@mail.nysed.gov.
Shelley will mention new APH science materials.
Slide 40
Accommodations Specific to ELA
For Listening Sections: Test directions and all questions in this
part of the test only may be read aloud to students whose
IEPs or 504 Plans include this accommodation. If indicated in a
student’s IEP or 504 Plan, the listening selection may be read
aloud more than the standard number of times.
See page 18/21 – Appendix B/61 of Test Access and
Accommodations Manual (.pdf version) – see handout for link
Slide 41
Accommodations Specific to ELA
For Reading Sections:
Tests directions (usually in bold-faced type, preceding a
passage or test question number) may be read aloud to
students, but because the test measures reading skills
(decoding and comprehension), no other parts of the ELA can be
read aloud.
See page 17/20 – Appendix C/62 of Test Access and
Accommodations Manual (.pdf version) – see handout for link
Slide 42
Accommodations Specific to ELA
According to the IDEA, Part 200.4(d)(3)(iii) and the Blind
Students Literacy Rights and Education Act (Chapter 299 of
the Laws of 2000):
In the case of a child who is blind or visually impaired, provide
for instruction in Braille and the use of Braille unless the IEP
Team determines, after an evaluation of the child's reading and
writing skills, needs, and appropriate reading and writing media
(including an evaluation of the child's future needs for
instruction in Braille or the use of Braille), that instruction in
Braille or the use of Braille is not appropriate for the child
IDEA Section 614 (d) (3) (B) (iii)
Page 145 in the Final Federal Regulations to Implement IDEA as
published in the Federal Register on August 14, 2006 – see
handout for link
When a student is blind or visually impaired, after the TVI has
provided a learning media assessment (LMA), a Certified TVI
must provide instruction in Braille and the use of Braille unless
the LMA has determined that instruction in Braille or the use
of Braille is not appropriate for the student. The student’s
future needs for instruction in Braille or the use of Braille must
also be considered in the LMA. This includes the use of Braille
as a testing accommodation.
Shelley will talk about upcoming FVA/LMA from APH by
Elaine Kitchel.
Slide 43
Accommodations Specific to ELA
For Editing Paragraphs (Book 2, Grades 3, 5, and 7): Both the
editing paragraph and the sample editing paragraph that
precede it may be read aloud to students whose IEPs or 504
Plans include this testing accommodation.
Because the test measures writing skills, students are NOT
allowed to use spell-checking and/or grammar-checking devices
during any part of the ELA test. Students may not have
requirements for spelling, paragraphing, and/or punctuation
(writing mechanics) waived for any part of the Grades 3-8 ELA
tests.
See pages 9-10 in Introduction to the Grades 3-8 Testing
Program in ELA and Math – see handout for link
Slide 44
Use of Aids/Assistive Technology for ELA
•Word processor
•Spell check device
–student is accountable for spelling accuracy
–cannot have use of spell check device or deletion of spelling
requirements*
•Grammar check device
–cannot use a thesaurus or dictionary*
–cannot use teacher-made word banks*
* on State tests
For Grades 3-8 Tests see:
-OSA web site www.emsc.nysed.gov/3-8/home.html
-School Administrator’s Manual www.emsc.nysed.gov/osa/sam
-Page 9/13 of Introduction to the Grade 3-8 Testing Program in
ELA and Math at www.emsc.nysed.gov\3-8\intro.pdf
Page 3/6 (especially pages 24-34) through Appendix A/57
address the use of devices with spelling and grammar checking
features
Slide 45
Accommodations Specific to ELA
•The use of word processors (with spelling and grammar
checking devices DISABLED), scribes and tape recorders ARE
allowable accommodations for both the ELA and Math tests.
•For the ELA tests, students using scribes or tape recorders
must provide all information for the writing sections of the
tests, including spelling of difficult words, punctuation, and
paragraphing.
Student use of a word processor (with spelling and grammar
checking devices DISABLED) is preferred over the use of a
scribe, as they have more control over their environment, are
more independent, and the use of these devices is less laborintensive than the use of a scribe.
See 43/46 of Test Access Manual (.pdf version)*
See pages 9-10 in Introduction to the Grades 3-8 Testing Program
in ELA and Math (.pdf version)*
*(see handout for links)
Slide 46
Accommodations Specific to ELA
Test Read – Eligibility Requirements*:
• The student has been identified as having a visual
impairment and other disabilities that prevent visual or
tactual access to written material.
•Listening is the only mode of reading which is accessible to the
student (*see handout for CSE checklist of eligibility
requirements for Test Read).
See Handout pages entitled, “Test Read: Eligibility
Requirements For Students with Visual Impairments
Who Do Not Use Braille Due to Multiple Disabilities CSE Checklist”
Slide 47
Determining Need for Tests Read
Test passages, questions, items and multiple choice responses
read to student:
•low incidence accommodation
•disability precludes or severely limits ability to gain meaning
from written language (decoding/word recognition)
•NOT intended for a student who simply struggles with or
dislikes reading
•should not be the result of a lack of instruction in reading
•Requires documentation of appropriate, researched-based
reading instruction, including remedial reading
See Chapter IV (pg 19/22 of .pdf version) in Test Access and
Accommodations Manual (see handout for link)
This accommodation extends only to students who have a
specific learning disability in reading and/or an inability to read
due to visual and additional (physical or cognitive) impairment,
and excludes assessment of reading skills, as the
accommodation would invalidate the assessment of the
construct of the student’s reading (decoding and
comprehension) skills. One example would be a student who is
totally blind and has diabetic neuropathy or cerebral palsy. See
checklist in resource handout. This includes high school level
English and Reading RCT. The only prohibition is the Reading
portions of the Grades 3-8 ELA. The listening and editing
sections of the Grades 3-8 ELA CAN be read.
Slide 48
Implementation of Tests Read
–How should it be implemented?
•everything is read word for word (all directions, questions,
items, passages, multiple choice questions, etc.)
•read in neutral tone
•State tests may not be simplified or clarified
•teacher made tests may be simplified or clarified at the
discretion of the teacher
–When should it be implemented?
•Local and class tests and quizzes
•Consistent with Department policy, State exams
See page 18/21 of Test Access and Accommodations Manual
(pdf version) – see handout for link
Students who have difficulty with auditory processing may
need content read more than once in accordance with the
individual student’s IEP or 504 Plan.
To accommodate the individual student’s pace, this
accommodation is best administered individually rather than in a
group setting. Individual or group setting would need to be
noted on the student’s IEP or 504 Plan.
See page 27/30 of Test Access and Accommodations Manual
(.pdf version) – see handout for link
Slide 49
Test Read:
Any clarification of a question or item on teacher-developed
tests is permissible only if it can also be provided to all
other students without nullifying the test results. Readers
should be trained in how to administer this accommodation in
the appropriate manner and should be familiar with the content
and vocabulary of the subject being assessed including the
pronunciation of words on the test.
See page 27/30 of Test Access and Accommodations Manual
(.pdf version) – see handout for link
Slide 50
Information and Resources
Examination Evaluations:
http://www.emsc.nysed.gov/osa/exameval/
See Handout!
The Examination Evaluations link on this slide allows teachers to
provide input regarding some state assessments (Science,
Social Studies, Regents and ESL) but not for ELA or Math.
Links to online surveys for each of these tests request
teachers to provide their name as well as the name and location
of the school, and comments regarding the following:
Appropriateness of the test as a means for identifying students
who need academic intervention services in the subject area
Content appropriateness and difficulty level
Directions – clear and easy to follow
Format of test booklet, answer sheet, scoring key and rating
guide satisfactory in terms of type size, spacing and
arrangement, etc.
Scoring Materials appropriate & useful
Time allowance for administration reasonable and appropriate
As you can see, none of the questions are specific to
accessibility issues, although these may be addressed in your
comments under the content appropriateness, format and time
questions.