As of August 2006 we have a new accommodations policy here in Utah for English language learners, students with disabilities and students on Section 504 plans. It is called the Assessment Participation and Accommodations Policy. You can find it at http://www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Accommodations_....

The policy covers the tests that are required in Utah and accommodations that can be used for instruction and assessment. Both the wording of the accommodations and what is and is not allowed has changed in some instances.

We know that all students must be assessed. Students with disabilities can be assessed on the regular assessment without accommodations,
on the regular assessment with accommodations or on Utah’s Alternate Assessment (UAA).

Equal access to grade level content is the goal. Classroom instruction should be based on the grade level content standards and
classroom assessments should be based on the instruction and on the grade level content standards. The statewide assessments are definitely based on grade level content standards.

Some questions to ask are:
What are the student’s learning strengths and needs?
How do the student’s learning needs affect their achievement of grade level content standards?
What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade level content standards?
What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?
What accommodations are currently used by the student during instruction and for assessments?
What are results for assignments and assessments when accommodations were used and not used?

Consider:
The student’s willingness to learn how to use the accommodation
Opportunities to learn how to use the accommodation in classroom settings
Plan how a student will learn to use each new accommodation.
Be certain there is sufficient time to learn how to use instructional and assessment accommodations before test day
Plan for the ongoing evaluation and improvement of accommodations use
Involve students in selecting, using, and evaluating accommodations
Students who use accommodations will generally also need them at home, in the community, and as they get older, in postsecondary education and at work.

Plan:
Map out logistics of providing accommodations
Who will arrange, coordinate, and provide assessment accommodations
Be certain test administrators know the accommodations that must be provided to individual students and know how to administer accommodations
Know where a student with an “extended time” accommodation will finish the assessment
Know where a student with a “read aloud” accommodation will take the assessment

What are accommodations?
Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access. Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations. Some accommodations are appropriate for instruction but not for assessments.

What are modifications?
Modifications are changing, lowering, or reducing learning or assessment expectations which may result in implications that could adversely affect a student throughout that individual’s educational career. Examples include requiring a student to learn less material or revising assignments or tests to make them easier. Modified tests will NOT be counted toward proficiency or PARTICIPATION in AYP in 2007.

There are five types of accommodations: presentation, response, setting, timing/scheduling and other.

The first type is presentation accommodations which allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual. Some examples are: Directions read aloud in English and signed – for the Criterion Referenced Test (CRT) clarification, paraphrasing and re-reading of directions are allowed.
Questions read aloud in English, signed, and screen reader – for the CRT in math & science questions may be read aloud signed or read by a screen reader; for the CRT in elementary language arts sometimes questions may be read aloud, signed or read by a screen reader. Prior to testing an item by item breakdown will be available. For the CRT in secondary language arts no items may be read aloud, signed or read by a screen reader. The writing and math subtests of the Utah Basic Skills Competency Test (UBSCT) may be read aloud, signed or read by a screen reader but no part of the reading UBSCT may be read aloud, signed or read by a screen reader.

The second type of accommodation is response accommodations which allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of assistive device or organizer. Some examples are:
Word processor with the spell and grammar check disabled is allowed on the Direct Writing Assessment (DWA) and the UBSCT Writing subtest.
Calculation devices which includes use of an abacus, arithmetic table, manipulatives. For the CRT a calculator may be used on calculator section only. For the UBSCT Math a calculator may be used on any section.

The third type of accommodation is setting accommodations which change the location in which a test or assignment is given or the conditions of the assessment setting. Some examples are: Reduce distractions to the student which includes a change in location within the classroom or outside of the classroom. Also included in this accommodation is whether the student is assessed in a small group or on a 1:1.Reduce distractions to others which includes a change in location within the classroom or outside of the classroom. Also included in this accommodation is whether the student is assessed in a small group or on a 1:1. Students who need a reader or scribe or who read or think out loud or who make noises may need this accommodation. Physical access is for students who need access to rooms or equipment such as magnifying equipment.

The fourth type of accommodation is timing/scheduling accommodations which increase the allowable length of time to complete a test or assignment and may also change the way the time is organized. It should be noted that the CRT subtests must be completed the same day that they are started and the UBSCT subtests must be given on the assigned day and completed within that school day. An example of this type of accommodation is: Extended time which is often time and one half. A student who needs a reader or scribe often needs double time.

The fifth and final type of accommodation is for students with Section 504 plans only. It is the other accommodation which is used for temporary accommodations such as a broken writing hand.

More information on the accommodations above is in the policy and so is information on other accommodations. The plan is to make annual changes to the accommodations policy with will be posted in red every August. If you have questions, please contact Wendy Carver, Special Education Assessment Specialist at the Utah State Office of Education, at wendy.carver@schools.utah.gov.