accommodation decisions based accommodation decisions based Do…make Don’t…make on individualized needs. on whatever is to do (e.g., “easiest” preferential seating). instructional and an accommodation that has Do…document Don’t…use assessment accommodation(s) on the IEP. not been documented on an IEP. familiar with the types of that all instructional Do…be Don’t…assume accommodations that can be used as both accommodations can be used for assessment. instructional and assessment accommodations. about the that an Do…be specific “Where, Don’t…just indicate When, Who, and accommodations accommodation(s) will be provided How” “as will be provided. or appropriate” “as necessary.” to state-allowable every accommodation Do …refer Don’t…check accommodations list and understand possible on a checklist just to be “safe.” implications of selections. whether instruction and that the same Do…evaluate Don’t…assume assessment accommodations are used by accommodations should remain appropriate the student. year after year. input about accommodations from decisions about instructional Do…get Don’t…make general educators, parents, and students, and assessment accommodations alone. and use to make decisions at IEP meetings. allowable accommodations for an assessment Do…provide Don’t…provide assessments that are routinely used for accommodation for the first time on the day of classroom instruction and assessment. the test or shortly before the testing window. Do mediate the effect of the disability, or accommodations that are Don’t…select language accessibility, to access instruction unrelated to documented student and demonstrate learning. learning needs, or are intended to give students an unfair advantage. Section II: Allowable Accessibility Features and Accommodations for Arkansas Assessments
Do…make accommodation decisions based on individualized needs. Don’t…make accommodation decisions based on whatever is “easiest” to do (e.g., preferential seating). Do…document instructional and assessment accommodation(s) on the IEP. Don’t…use an accommodation that has not been documented on an IEP. Do…be familiar with the types of accommodations that can be used as both instructional and assessment accommodations. Don’t…assume that all instructional accommodations can be used for assessment. Do…be specific about the “Where, When, Who, and How” accommodations will be provided. Don’t…just indicate that an accommodation(s) will be provided “as appropriate” or “as necessary.” Do …refer to state-allowable accommodations list and understand implications of selections. Don’t…check every accommodation possible on a checklist just to be “safe.” Do…evaluate whether instruction and assessment accommodations are used by the student. Don’t…assume that the same accommodations should remain appropriate year after year. Do…get input about accommodations from general educators, parents, and students, and use to make decisions at IEP meetings. Don’t…make decisions about instructional and assessment accommodations alone. Do…provide allowable accommodations for assessments that are routinely used for classroom instruction and assessment. Don’t…provide an assessment accommodation for the first time on the day of the test or shortly before the testing window. Do mediate the effect of the disability, or language accessibility, to access instruction and demonstrate learning. Don’t…select accommodations that are unrelated to documented student learning needs, or are intended to give students an unfair advantage. Section II: Allowable Accessibility Features and Accommodations for Arkansas Assessments
ADE%20Guidelines%20for%20Assessment%20Accessibility%20-%20final.docx