Accommodations
Daily Accommodations
Click "Add Daily Accommodations". You may select from the list presented.
Please make sure that the accommodations you select correlate to the accommodations listed in the present level, and are appropriate for the needs you identified in the present level and goals.
Limit your choices to those absolutely necessary for the student's success. Accommodations listed must be those executed on a regular basis in the classroom. You are, of course, not limited to these accommodations.
Accommodations checked here will affect the accommodations which are displayed for testing. For instance, if you do NOT check "Text to Speech" in this list, it will NOT be available as a choice for testing accommodations.
When you are done, click "Save and Continue"
Additional Accommodations
Now you have the options to describe additional accommodations that were not included on the list above.
Note whether there is a Health Plan, or Evacuation Plan. These plans must be attached to every copy of the IEP. In addition, please upload these plans into the IIEP in the Documents section so they will be available to any future teachers. Remember that these uploads will not print with the IEP. You should print them separately and attach them to the IEP. However, including information in the Accommodations box will ensure that the information will print with the IEP at a Glance, making it easier to distribute to other school staff.
Please include this wording in the bold-faced type at the top of the accommodations box: XXX has a health plan/evacuation plan as part of his/her IEP. Please refer to his/her individual health plan or evacuation plan for the specific procedures you are expected to follow to ensure student safety.`
Anything that changes the curriculum or the grading system for a specific student is considered a modification, and not an accommodation, and is NOT ALLOWED for students who are on a diploma track.
Examples include:
Retaking tests
Excusing students from certain assignments (shortening assignments is allowed)
State Testing Option (Diploma Track)
If your student is in 1st or 2nd grade
Select "Student will participate in ILEARN (Grades 3-8)", and include a statement in the Testing Participation box.
Depending on the grade of the student, you will see testing options for this year and next year. Make selections for all tests. Do not leave any sections blank, even if they are not within the dates of this IEP.
US Government test is currently not currently a requirement for graduation.
Select the option for Not Currently Offered from the dropdown menu.
For Biology options, if the student has already taken the test, you should still select "State Assessment with Accommodations". If you mark "Test already Taken" it causes problems in the IIEP software.
For the College board SAT testing, if accommodations are being offered, parents must sign a form from College Board before testing. This must be given to SSD (Services for Students with Disabilities) coordinator. In most cases, this is the guidance Counselor. The SSD will then go to the College Board website and enter the student's IEP and the accommodations manually. This process may take up to a month, and should be completed well before the testing window opens. The form can be found here.
Each accommodation must be currently in use for the student, and listed in the Daily Accommodations section.
The form will only be completed once during the student's high school years.
Do not check the option for Speech to Text unless the student is very comfortable with the process, and uses it regularly
If you select Time and a half, the student will be required to sit for the entire time allowed. This may be useful, or may be a hindrance. Speech to Text will require additional setup before the testing on the computer the student will use.
Accommodations for the SAT testing may be denied by the College Board.
Select Assessment Accommodations:
If you have indicated that the student will take the assessment with accommodations, you will now review the accommodations you selected earlier. You may also add other accommodations if they are to be used only for testing.
Explanation of Accommodations
Description of Accommodations from the Indiana Department of Education
Daily Accommodations
will populate in the assessment Accommodations when selected
Student provided with additional breaks
Student provided a Braille test format: UEB and/or UEB with Nemeth Contracted, Standard for All Grades
Student works best in a small group
Student allowed use of special furniture or equipment for viewing classroom materials
Student provided access to sound amplification system
This accommodation is typically used for students
Student allowed to use assistive technology to magnify/enlarge
Student allowed to use acetate film for paper materials
Student is allowed to use headphones to block out distractions (no music, headphones are sound dampening only)
Student provided access to a scribe
Please read and familiarize yourself with the guidelines for use of a scribe (See p. 40, Section 6).
Student is allowed to use alternative indication of response (e.g., circle, point to, state, or use assistive technology device to indicate answer choice)
Student is provided preferential seating
Student provided special lighting conditions
Student provided access to own resources (i.e., bold print protractor, real coins, bold/raised line graph paper, bold/raised line writing paper)
Student allowed to use lined paper turned sideways to help align math problems
Student is allowed to use low-tech assistive writing instrument
Student may use Scratch/blank paper (including lined or graph paper)
Student has use of an approved, bilingual word-to-word dictionary for classwork, homework and assessments.
Student is tested individually
Student permitted to read aloud to self
If you select "Student reads aloud to him or her self" realize that this will require the test to be administered to that student individually. This option should only be selected when truly necessary for the student's success.
Student has use of a calculator in classwork, homework and assessments
Student is provided with extra time
If you select "Student provided extended testing time for test sessions", document how much time will be allowed if it will be greater than an additional 50%.
Unlimited time should not be used to avoid frustration for the student.
A test session cannot be extended beyond an instructional day.
Document how much time will be allowed in the Rationale box if it is different than the additional 50%.
Student provided access to assistive technology device(s)
Student provided a Hundreds Chart for mathematics classwork, homework and assessment.
Student is provided sign language
Color Contrast provided for visual accessibility.
Student provided access to large print paper version of the text
Student provided a paper format for electronic items
Directions and content read aloud to the student (human reader)
Directions and content read aloud to the student (text to speech)
Student provided a Multiplication Table mathematics classroom, homework, and assessment
Student provided word prediction
Test directions and content signed to the student- hard of hearing.
Text to Speech (TTS)
Assessment Accommodations
- HS Math
Student tested in small group
Student has the use of an adaptive/handheld calculator during sessions sessions identified as noncalculator sessions
Student is provided with extended testing time for test sessions. If more than an additional 50% is needed, the exact amount of time must be formally documented in the student's education record.
Student has text read aloud (except items testing reading comprehension) via text-to-speech
Time of day for testing altered (Student is tested during a specific time of day based on individual needs)
Student has text read aloud including items testing reading comprehension via text-to-speech
Student is provided the online calculator for ALL mathematics items
Student is provided an adaptive and/or handheld calculator for ALL Mathematics items
Student is provided an adaptive and/or handheld calculator for calculator allowed items
- HS ELA
Student tested in small group
Student has the use of an adaptive/handheld calculator during sessions sessions identified as noncalculator sessions
Student is provided with extended testing time for test sessions. If more than an additional 50% is needed, the exact amount of time must be formally documented in the student's education record.
Student has text read aloud (except items testing reading comprehension) via text-to-speech
Time of day for testing altered (Student is tested during a specific time of day based on individual needs)
Student has text read aloud including items testing reading comprehension via text-to-speech
Online calculator for ALL Mathematics items
Adaptive and/or Handheld Calculator for ALL Mathematics items
- Government
Student tested in small group
Student is provided preferential seating
Student is provided with extended testing time for test sessions. If more than an additional 50% is needed, the exact amount of time must be formally documented in the student's education record.
Mouse Pointer (size and color)
Stacked Spanish online test
Student is provided a stacked Spanish paper test
Student is provided print on demand for online testing
Student provided streamline format of the online test
Time of day for testing altered (Student is tested during a specific time of day based on individual needs)
Student has text read aloud including items testing reading comprehension via text-to-speech
Student provided access to a sign language interpreter for directions and items except items testing reading comprehension via the online test or paper test.
Student provided access to a sign language interpreter for directions and all items including items testing reading comprehension via the online test or paper test.
- Biology
Student tested in small groupStudent is provided preferential seating
Student is provided with extended testing time for test sessions. If more than an additional 50% is needed, the exact amount of time must be formally documented in the student's education record.
Mouse Pointer (size and color)
Stacked Spanish online test
Student is provided a stacked Spanish paper test
Student is provided print on demand for online testing
Student provided streamline format of the online test
Time of day for testing altered (Student is tested during a specific time of day based on individual needs)
Student is provided an online calculator for all items
Student provided access to a sign language interpreter for directions and items except items testing reading comprehension via the online test or paper test.
Student provided access to a sign language interpreter for directions and all items including items testing reading comprehension via the online test or paper test.
Student is provided adaptive/handheld calculator for all items
SAT
- SAT
One-to-one testing (1:1) (Student may read test aloud to self)
Braille with raised line drawings
Raised line drawings (graphs and figures)
Braille Writer
Time and one-half (+50%) (Request "Reading: Time and one-half (+50%)")
Double time (+100%) (Request "Reading: Double time (+100%)")
More than double time (>100%) (Request "Reading: More than Double Time (>100%)")
Large-print test booklet
Paper assessment
4-function calculator
Pre-recorded audio (MP3 via streaming) (paper assessment)
Text-to-speech - Read Text Only (Request "Pre-recorded audio." Time and one-half (+50%) automatically included; doesn't need entered separately in SSD Online or TIDE)
Human reader (paper assessment)
Sign language interpreter for oral instructions only
Assistive technology compatible (ATC) test format
Extended breaks
Extra breaks
Breaks as needed
Small group testing
Auditory amplification/FM system
Magnification device (non-electronic)
Magnification device (electronic) (Zoom up to 51 pt allowed without accommodation.)
Colored overlay (paper assessment)
Color contrast (Select "colored overlay" in SSD Online)
Writer/scribe to record responses
Record answers in test book
Preferential seating
Computer (word process ONLY for essays)
Large-print (large-block) answer sheet (no bubbles) Paper assessment
Wheelchair accessibility
Food/drink/medication
Permission to test blood sugar
Printed copy of verbal instructions
State Allowed Accommodations to sign the Reading and Writing test content using American Sign Language (ASL) or Pidgin Signed English (PSE)
State Allowed Accommodations to sign the Mathematics test content using American Sign Language (ASL) or Pidgin Signed English (PSE)
Math Only: Time and one-half (+50%)
Math Only: Double time (+100%)
Math Only: More than double time (>100%)
Text-to-speech - Read Text and Graphics (Request "Pre-recorded audio." Double time (+100%) automatically included; doesn't need entered separately in SSD Online or TIDE.)
State Testing Option (Certificate Track): Alternate Assessment
If you are considering moving a student to the Alternate Assessment:
Consider the criteria for Alternate Assessment
Contact your Support Team prior to holding the case conference.
When selecting the Alternate Assessment, the following box will appear:
If you answer "No" to any of the questions, you will see the following message:
If you can answer Yes to each of the Alternate Assessment options, you will then be presented with the following three questions. You must check each box in order to acknowledge that these conditions have been met.
Alternate Assessment Test Selection
Select an option for each test presented, even if the test has already been administered, or is not in the range of the current IEP.
Limited English Proficiency
This will only be presented if you indicated that the student has Limited English Proficiency under the Considerations Tab.
If the student needs accommodations for State Assessments, you should also select the same accommodations here.
All students who take the Alternate Assessment will participate in the Alternate Limited English Proficiency Exam with accommodations.
Select the appropriate accommodations from the menu.
LEP Accommodations
Select the appropriate accommodations from the menu. You may need to speak with the Bilingual Teacher who works with the student in order to select the most appropriate options.
Rationale
Provide a clear explanation of why the chosen assessment is appropriate for the student and inform the parent that the student’s performance will not be measured against grade level standards for the alternate assessment.
Here are some possible things to include for Rationale:
State WHICH ASSESSMENT THE STUDENT WILL TAKE. Cut, paste, and modify to describe what the student is actually taking.
State Assessment: If student will be taking the State Assessment, here is some sample language that may be helpful:
____________ is on a diploma track, and will be taking the State Assessment in Reading/Language Arts, Math.
Alternate Assessment: The following script may be used in the Rationale text box when identifying a student for Alternate Assessment:
_____________is a student who meets the criteria for the Alternate Assessment. Goals and instruction listed in the IEP are linked to grade level standards and address knowledge and skills that are appropriate and challenging.
STANDARDIZED TEST SCORES GO HERE!
Each year, add new testing scores with the date, but do not remove older scores. This will help the case conference committee to compare scores year to year and observe patterns in the student's rate of progress.You can separate testing information by year with a row of stars (********) to make the IEP more readable.
Participation in other testing
You may find the statement below helpful for students who are served in General Education:
_________ will participate in the same assessment schedule as their non-disabled peers with their allowable accommodations. (ie: IREAD 3).
For students who will be taking the Alternate Assessment:
_________ is taking the Alternate Assessment and is exempt from other school and state assessments.
IREAD 3
IREAD 3 information can be found on the DOE website.
Note to teachers: Prior to obtaining the results of the IREAD-3, the case conference committee may not determine a course of action based on the supposition that the student will not pass the test. We cannot anticipate failure. In other words, we cannot make decisions regarding retention, remediation, retesting, or promotion before the student takes the test. Once results are in, the case conference committee may need to be reconvened to consider these questions.
If the student has taken the IREAD Assessment, select the appropriate option to indicate the outcome.
If the IEP committee makes the decision that a student should be exempted from retention in spite of failure to pass IREAD 3, that decision should be selected here.
More information coming about the JOT form and guidelines for Good Cause Exemptions. Until such information is provided, consult with your support team member or special education supervisor.