For example, assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his/her ability to understand the content in general education class in which they are included.įor more examples of academic accommodations, consult Working Together: K-12 Teachers and Students with Disabilities or Working Together: Faculty and Students with Disabilities or view the video Building the Team: Faculty, Staff, and Students Working Together. Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term "modification" may be used to describe a change in the curriculum. trackballs and alternative keyboards for students who operate standard mice and keyboards.large-print books and worksheets for students with visual impairments and.extended time for students with fine motor limitations, visual impairments, or learning disabilities.computer text-to-speech computer-based systems for students with visual impairments or Dyslexia.sign language interpreters for students who are deaf.Since accommodations do not alter what is being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities. They allow students with disabilities to pursue a regular course of study. With a larger number of students with disabilities and English language learners participating in large-scale assessments, the interpretation of scores must be comparable across all groups of students.
If requesting a waiver for either of these domains, please determine whether the student should be given Tier A or Tier B/C.The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. A viable response to student diversity is to allow accommodations during assessments. After both domains are completed, a request to DRC will need to be made by DPI to manually set the Speaking and Writing Tier. If the Reading or Listening domain is to be waived, the impacted domain will need to be force-closed using the End Incomplete Test function in the WIDA AMS in the Manage Students Section. Requests should be made at least one week prior to the administration of the assessment to ensure that appropriate steps are completed in a timely fashion. To request a domain exemption from DPI, please complete the Request to Waive Domain form.ĭPI will assess the request, and respond within one week. Please see the Guide to Special Education Forms for additional information. The decision to request a domain exemption must be made by the student’s IEP/504 team, and be documented on the I-7 ACCESS for ELLs/Alt-ACCESS for ELLs form. If the exemption is approved, DPI will generate an Overall Composite Score for the student which accounts for the missing domain score(s).
When an EL is precluded from accessing a domain due to a disability, districts may request an exemption from that domain. However, in rare cases ELs with certain disabilities may be unable to access one or more domains, even with accommodations. Student Demographic Data Collection and ReportingĪCCESS for ELLs and Alternate ACCESS for ELLs allow a large variety of supports and accommodations to help ELs equitably access the tests.District Assessment Coordinator (DAC) Corner.Assessment Information for Families FAQ.Assessment Data and Results for Families.Test Administrator or Proctor Preparation Requirements.District and School Assessment Coordinators.Family Resources for Learning during COVID-19.
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