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MCAS accommodations

Classroom Template
by

Nicole Pellerin

on 15 March 2015

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Transcript of MCAS accommodations

Special Education
Codes
Coded 0 Regular Education (hard to track)
Please check lists and cum folders for 2's and 3's
504's
Every church is a stone on the grave of a god-man: it does not want him to rise up again under any circumstances.
- Friedrich Nietzsche
SpEd MCAS Accommodations
Nicole Kelly
All 504's are the responsibility of the General Education Teacher
IAP (Individual Accommodation Plan) ie. Speech or Health
Plans will be given to all team members
Educational Assessments (504/initials)
An example will be put in your mailbox. Use measurable terms and examples. This is reviewed by parents, SpEd Department, DESE, Lawyers, and used in mediation.
At least 1 regular education teacher
must attend all IEP meetings.
State or District- Wide Assessment
Accommodations for IEP and 504
Services
*1. Frequent Breaks: Get a drink, go to the bathroom, brain gym, stretch, or snack.
There is no set amount of time to take breaks. When opening the test do a quick scan to see where OR or Short Answer questions are. Give breaks before or after OR or SA.
2. Time of Day: taken into account the student's medical or learning needs.
*3. Small group: usually around 5 students
4. Separate Setting: Some students need to be placed in an area that is less distracting (office or conference room, away for external noise or other students). This will be set up ahead of time.
*5. Individual: for students who need personal attention due to medical, behavioral, or attentional needs. They are with YOU for a reason!
6. Specific Area: This could be seated at the front/back, near the teacher, in a study carrel or other enclosed area.
*7. Familiar Test Administrator: Remember this student is with you for a reason such as a personal connection, behaves well with you, focuses more, asked to test with you, etc.
8. Noise Buffers: student wears buffers such as head phones not attached to a device. They must be removed if and when they have read aloud and directions are given.
9. Magnification or Overlays: use of magnifying equipment, enlargement devices, or colored visual overlays. Will be provided with the student.
* 10: Test Directions
Test administrator "clarifies" or sign interprets general administration instructions. Can be rephrased but no words defined.

Refer to manual if you are concerned on how to rephrase.

Cannot use translation or congates.
11. Large Print: Student uses large-print version of the test (provided)
a) Test Administrator or student must transcribe answers verbatim into the answer booklet
b) Principal must request any large-print versions
The large-print version must be placed with the corresponding standard answer booklet
12. Braille: uses braille version of the test
*16. Test Administrator Reads Test Aloud
This is the Long Composition Prompt, Math and Science Tests!
NOT

ELA Language and Literature Test and Reading Test
You can read the ELA Composition writing prompt, Math Test, Science and Technology Test. This includes ALL TEXT ie. directions, passages, test items, captions, and questions.
1) Administrator reads words, phrases, or sentences as directed by the student. The student points to what they want read aloud.
2) Administrator reads entire test word-for-word exactly as written
3) CANNOT provide assistance regarding meaning, intent of test items, or response to test items.
4) Read all information in the question, story, or passage.
17. Sign Test only ELA Composition writing prompt, Mathematics, Science
18. Electronic Text Reader: Student uses computer-based or electronic text reader (ie. Kurzweil 3000) for all except ELA Language and Literature and Reading Test
*19. Scribe
This
does not
include ELA Long Composition
Student dictates responses to OR test items AND Short Answer
Scribe Must record the student's words exactly as dictated into the answer booklet
You can ask them to clarify, say again, slow down, etc
May NOT edit or alter student responses
Allow the student to review and edit what the scribe has written.
Must be tested in a separate setting due to conversation

This needs practice!
Ask the student to speak slowly and clearly so you can keep up and they have time to think
Have them watch you to model sentence structure, punctuation, spelling, grammar etc.
Let them read over what you wrote after a few sentences and continue. It's too challenging for them to edit once its all done.
This can be practiced with another student on days that you can't get to everyone but not during testing.
*20. Organizer, Checklist, Reference Sheet, Abacus: student uses DESE approved organizer for drafting ELA Long Composition or OR.
(We have approved ones that are good two years at a time and should be used during class for practice).
Still time to submit for MATH!

*21 Student read test aloud: they read aloud to themself or record answers on audio tape then writes responses. Must be done in a separate setting
*22. Monitor Placement of Responses: make sure they answer in the correct place and transfer there answers correctly (prior to testing review how the multiple-choice are set up).
Administrator must read word-for-word exactly as written. Must not provide assistance regarding the meaning of words, intent of test items, or response to test items.
You can ask "Is there anything you'd like me to read first" and "If you want me to re-read anything please ask."
You should read all items on the page including italics, graph information, captions, etc.
Try to not alter your voice or tone while reading.
27. Signs the ELA Language and Literature or Reading Test: Unless you can sign no need to worry!
*26. Test Administrator Reads Aloud the ELA Language and Literature Reading Test
23. Word Processor: student uses a word processor (ie. Alpha-Smart) to type the ELA Long Composition and/or answers to OR. For Math or Science graphs, pictures, or figures on the Typed Response Form
NOT allowed to use spell or grammar check.
Additional specific directions for setup will be provided.
This must be practiced often or else they will run out of time. We have Alpha-Smarts available, using the computer to type a writing piece over time is not the same! They can practice in class by taking notes.


24. Answers Recorded in Test Booklet: this is different then Scribe. The student records answers directly in the Test Booklet. The Administrator must later transcribe answers verbatim into the Answer Booklet.
25. Other Standard Accommodation: Would be marked on the IEP or 504
a) Test Administrator or student must transcribe answers verbatim into the answer booklet
b) Principal must request any large-print versions
The large-print version must be placed with the corresponding standard answer booklet

*13. Place Marker: Student can use a ruler, index card, viewing strip to assist in keeping their place or following along while being read too. Usually for kids with attention issues.

*14. Track Test Items: Assists in tracking test items (booklet, manipulatives) moving from one question
to the next, or redirecting the student's attention to the test
15. Amplification: use of sound amplification equipment provided with the student
three
one
three
two
two
one
Student uses computer-based or electronic
text-reader.
Similar to #18 but for a different test
28. Electronic Test Readers for ELA
Language and Literature and Reading Test
Student dictates the ELA Composition to a scribe or uses a "speech-to-text" conversion device to record (follow #23).
May be used for a student with broken bone or fracture. Sue Celia will support in developing a 504 plan if needed.
Given in a separate setting.
The scribe MUST write exactly what the student dictates into the test booklet. Scribe may not edit or alter the student's dictation in any way. When scribing the draft composition, the scribe MAY assume that each sentence begins with a capital letter and ends with punctuation. All other capitalization, punctuation, and paragraph breaks are the responsibility of the student.
When reviewing the draft composition to make any necessary edits, capitalization, punctuation, and paragraph breaks this can be done independently or the student can direct the scribe to make edits.
*29. Scribe ELA Long Composition
Student uses a calculator, arithmetic table, or mainpulatives on
non-calculator sections of the Math of Science Test.
ONLY allowed when student has specific disability that severely limits or prevents the ability to calculate, even after varied/repeated attempts AND the student has access to mathematical calculation only through the use of a calculator/# chart/arithmetic table/ manipulatives.
Usually the students need to be in the resource room for math class.
Baskets will be made with DESE approved manipulatives by SpEd Teacher

31. Spell-or Grammar-Checking Function on Word Process or Word Prediction Software for ELA Composition (If you are scribing #29 check if they have this too)
32. Other non-standard accommodation: identified by IEP or 504
*30. Calculation Device
This isn't for students because they don't behave or have "messy" handwriting. Usually for students who have OT on their IEP or 504 or recent injury. This can be difficult if not practiced regularly. Some may want to write independently, figure out computations and and you can remind them to be neat.
This is for students who has SLD that severly limits or prevents them from decoding text at any level of difficutly even after repeated/varied attempts, non-reader (not just Below Grade Level) AND has access to printed materials only through a reader or is provied with spoken text on audio, video, etc.
Concerns?
Questions?
Full transcript