CURRENT STATE POLICY ON DOCUMENTING ACCESSIBILITY SUPPORTS COULD BE INSERTED HERE. Documenting Accessibility Supports on a Student’s 504 Plan Section 504 of the Rehabilitation Act of 1973 requires public schools to provide certain accessibility supports to students with disabilities even if they do not qualify for special education services under IDEA. The definition of a disability under Section 504 is much broader than the definition under IDEA. All IDEA students are also covered by Section 504, but not all Section 504 students are eligible for services under IDEA. Section 504 states No otherwise qualified individual with a disability in the United States solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. [29 U.S.C. Sec. 794] Examples of students who may receive designated features or accommodations based on their 504 accommodation plan include students with allergies or asthma; attention difficulties; communicable diseases (e.g., hepatitis); drug or alcoholic addictions, as long as they are not currently using illegal drugs; environmental illnesses; or temporary disabilities from accidents who may need term hospitalization or homebound recovery. CURRENT STATE POLICY OR OTHER RESOURCES ON DOCUMENTING ACCOMMODATIONS ON A STUDENT’S 504 PLAN COULD BE INSERTED HERE. Decision-making Process
support/Spoken audio The student uses this feature to hear or of tasks. Students who use text-to-speech will need headphones unless tested individually in a separate setting. Turn off universal features This feature allows disabling any universal feature that might interfere with student performance, or be distracting to the student. Students who are easily distracted (whether or not designated as having attention difficulties or disabilities) may be overwhelmed by some of the universal features. Having evidence of specific features may be distracting is important for determining which features to turn off. Zoom The test platform is to be enlarged for the student before the test begins. Students with visual impairments may need to increase the size of text and other item features beyond a zoom universal feature provided by the test platform. A larger computer screen may be needed for this feature to function effectively. Non-embedded Designated Features Identified in Advance Designated Feature Description Recommendations for Use Bilingual dictionary A bilingual/dual language word-to-word dictionary is provided to the student as a language support. For students whose primary language is not English and who use dual language supports in the classroom, use of a bilingual/dual language dictionary may be appropriate. Students participate in the assessment regardless of the language. The use of this feature may result in the student needing additional overall time to complete the assessment. Color contrast Test content of online may be printed with different colors. Students with attention difficulties may need this support for viewing the test when digitally-provided color contrasts do not meet their needs. Some students with visual impairments or other print disabilities (including learning disabilities) also may need this recorded
the audio presentation in a listening test. Streamline This accommodation provides a streamlined interface of the test in an alternate, simplified format in the items are displayed below the stimuli. This accommodation may benefit a small number of students who have specific learning or reading disabilities in which the text is presented in a more sequential format. Unlimited rerecordings The student is able to rerecord answers in the speaking domain an unlimited number of times. Students whose disabilities preclude them from being able to record their answers on the first or second attempt (as available in the non-accommodated version of the test) may need to rerecord their answers multiple times. Unlimited replays The student is able to replay items in the listening domain an unlimited number of times. Students whose disabilities preclude them from being able to respond to a listening item on the first or second attempt (as available in the version of the test) may need to replay items multiple times.
(due to visual impairments, lack of familiarity with the computer-based format, or other cultural reasons), and as a result may need a paper copy of test items. The use of this feature may result in the student needing additional time to complete the assessment. Scribe The student dictates her/his responses to an experienced educator who records verbatim what the student dictates. Students who have documented significant or language processing difficulties, or who have had a recent injury (such as a broken hand or arm) that makes it difficult to produce responses may need to dictate their responses to a human, who then records the student’s responses verbatim either in the test platform or on paper. The use of this accommodation may result in the student needing additional time to complete the assessment. For these students, dictating to a scribe is the only way to demonstrate their composition skills. Speech-to-text The student uses an assistive technology device to dictate responses or give commands during the test. Students who have documented motor or processing disabilities (such as dyslexia) or who have had a recent injury that makes it difficult to produce text or commands using computer keys may need alternative ways to work with computers. If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. Word prediction external device The student uses an external word prediction device that provides a bank of frequently- or words onscreen Students with physical disabilities that severely limit them from writing or keyboarding responses or disabilities that severely prevent them from recalling, processing, or
Tool 11: Parent Input on Accessibility Supports Questions Parents Should Ask Accessibility Supports (Universal Features, Designated Features, and Accommodations) in Instruction and Assessment About Instruction About Accessibility Supports • What instructional supports does my child need to access and reach the academic standards? • What are the tests my child needs to take, what do they measure (e.g., regular or alternate academic standards), and for what purpose is each given? • How can my child and I advocate to receive accessibility supports not yet provided in instruction? • Are the accessibility supports allowed on state tests also provided for district tests? • Are there any accessibility supports that my child uses at home but does not have available in the classroom? • How can I support my child at home to ensure that my child can access homework meaningfully? • Are the accessibility supports my child is receiving in instruction meant to be temporary? If yes, what is the plan to help determine when to phase them out? • Can my participate in part of an assessment with or without certain accessibility supports? • How are the various staff members who work with my child providing accessibility supports? (across content instruction, English language development, special education, or other staff) • Are there consequences for allowing certain changes to how my child participates in a test? How will my child’s test scores count? • What is the setting or model of program support my child receives for instruction? • Do consequences of accessibility supports vary by type of test? Questions for Instruction and Assessment Is the need for each accessibility support documented in my child’s planning tool (such as ISAAP, PNP, or a similar tool) and/or EL, IEP, or 504 plan?
Beginning of Year AFAs: Middle of Year AFAs End of Year AFAs 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. Teacher Evaluation: Teacher Evaluation: Teacher Evaluation: Team Recommendations: Team Recommendations: Team Recommendations: Tool 13: Accessibility Calendar Student Name: _______________________________________ Grade: ________________________
Subject: ________________________ School Year: ___________________ Teacher Name: ________________________________________ Accessibility Feature or Accommodation + = very effective = provided x = refused 0 = provided, but not effective Month: M T W T F
Do make sure you and the student each have a copy of the test. After testing, leave the test booklet at the school with the test coordinator. Do interpret/translate all directions including example questions. Do emphasize words printed in boldface, italics, or capitals. Do avoid voice inflection which may be seen as cueing. Do identify potentially unknown words in a test items. Look up the meaning of the unknown words in a monolingual English or bilingual dictionary and write the meaning or target language equivalent of the word on your copy of the test booklet. Destroy notes after use. Don’t influence the student’s response in any way. Don’t define terms for the student. That constitutes assistance that gives the student extra help that is not received by other students. It is unethical for an interpreter to provide such assistance and it is also strictly forbidden. After the test Do participate in the evaluation process (and/or discussion of how well the accommodation worked). Don’t discuss test or responses with others. Name (printed) ______________________________ Name (signature) _____________________________ Date ______________________