ASSIGNMENTS and ASSESSMENTS

Students Who Need Accommodations to Assignments and Assessments

1. Students having difficulty following instructions

1-1. Students who need help to get ready for the instructions:

• Use a prearranged signal to gain the student’s attention before giving directions.
• Make sure the student is facing you when instructions are given.
• Change your tone of voice to alert the student and sustain attention.
• Give the student an agenda or schedule for each day.

1-2. Students who need help during the instructions:

• Combine oral directions with pictures, words, or diagrams.
• Read written directions orally before starting the assignment.
• When modeling expected behavior, describe critical components.
• Complete sample problems or tasks to show the student what is expected.
• Have the student paraphrase instructions or show you what to do.
• Repeat and simplify instructions for the student.
• Give the student a description of expected behaviors or the rubric to be used for evaluation.
• Give step-by-step instructions with the steps outlined in writing or shown in picture sequences.

1-3. Students who need help after the instructions:

• Assign a peer to help the student when needed.
• Check to see if the student needs any assistance in getting started.
• Teach the student how to use an assignment notebook or personal planner to keep track of assignments and work.

2. Students having difficulty completing assignments

2-1. Students who need help to complete assignments:

• Break long-term assignments into parts with corresponding due dates.
• Teach the student to maintain a calendar of assignments.
• Give the student an individual responsibility checklist.
• Give the student a choice of tasks or assignments.
• Let the student have access to learning resources and instructional materials outside of class.
• Use a timer to define work times.
• Reduce the total amount of work, but select those tasks or items that are critical to accomplish learning objectives.
• Have the student keep a journal or homework log that includes the instructions and timelines.
• Communicate homework assignments and expectations to parents so they can help, if needed.
• At first, give partial credit for late assignments or incomplete work until the student is able to complete the work on time.

3. Students having difficulty with complex tasks and organization

3-1. Students who need help with or get confused by complex materials:

• Block sections on paper for each response by drawing lines or folding. Show students how to cover parts of text or worksheet not being used.
• Use different kinds of paper, such as graph paper for doing computations or paper with midlines for taking notes.
• Use color-coding to help students identify tasks, meanings, or expectations.
• Give page numbers for locating answers to questions.
• Simplify directions by numbering each step.
• Use uncluttered and clearly formatted tests and worksheets. Arrange problems or items so it is easy to know where to start and how to proceed.

3-2. Students who need help organizing, locating, and tracking materials:

• Let the student use a special folder or binder to keep materials organized.
• Give the student a compartmentalized container for classroom materials, tools, and supplies.
• Let the student use physical supports such as bookends, plastic containers for supplies, or bags or folders for work materials.
• Place a timetable or assignment list on the student’s desk.
• Give the student a checklist of materials needed for each class to be kept in the student’s locker or binder.
• Give the student a written copy of instructions and requirements for each assignment.
• Let the student keep one copy of school materials at home and another copy in class.

4. Students have limited writing abilities

4-1. Students having difficulty with handwriting:

• Place a dot on the upper left side of the paper to help the student remember where to start writing.
• Give the student a copy of notes or directions for the assignment.
• Let the student write directly in the workbook or on a copy of the workbook page.
• Let the student use a word processor or typewriter.
• Let the student dictate his or her work to a teaching assistant or classmate who will write it down.
• Let the student create an audio or video recording of his or her response to a classroom assignment.
• Let the student use adaptive devices: pencil grips, special pen or pencil holders, or erasable pens.
• Make sure that worksheets have ample space for writing answers.
• Give the student two copies of a worksheet, one to work on as a draft and one to use as a final copy to hand in.
• Let the student use gridded paper for writing computation problems to help align the numbers.
• Provide special paper with raised or color-coded line indicators.

4-2. Students having difficulty with expressive language:

• Reduce the length of a written assignment or allow more time.
• Let the student use a thesaurus (book or computer-based) to find words to write or say.
• Let the student use special word prediction software that assists and anticipates what the student is trying to write.
• Give the student a structured outline or graphic organizer to help plan written assignments or oral presentations.
• Let the student use graphic word processing software to plan ideas before writing.

4-3. Students having difficulty with grammar or spelling:

• Let the student use a spelling dictionary or electronic spelling aid.
• Let the student use peer editing or teacher assistance in the revision process.
• Let the student use the spell-check or grammar-check utility in word processing software.
• Grade content and mechanics separately in assignments requiring written expression.
• Give the student a chance to correct identified spelling and grammar errors.

5. Students having difficulty with taking tests

5-1. Students who need a different change the presentation format:

• Provide a large print or enlarged copies of the test.
• Provide a braille version of the test.
• Let the student use assistive technology for magnification or amplification.
• Provide a sign language interpreter to present oral directions.
• Read the directions aloud.
• Reread or explain the directions during the test if the student needs it.
• Provide a printed copy of the directions for the student.
• Read the test items aloud to the student, unless the assessment is a test of reading skills.
• Provide text-to-speech technology to communicate directions or test items for items other than reading tests.
• Let the student read the test items aloud to him- or herself while working on the assessment.
• Let the student use a pointer, template, blank card, or positioning tools to maintain or enhance visual attention to the test materials.
• Let the student use blank colored transparencies or overlays to enhance visual perception.
• Provide white noise (sound machines) and headphones to reduce auditory distractions.
• Give verbal encouragement without giving clues to correct or incorrect answers (e.g., "Keep working– answer every question").
• Underline or highlight key words in the directions, passages, or questions.
• Group questions so that similar kinds of items are together. Put the easiest questions first. (Not allowed on FCAT)
• Block matching questions into small groups of four or five items. (Not allowed on FCAT)
• Provide a list of words to use for fill-in-the-blank questions. (Not allowed on FCAT)
• Eliminate one of the choices in multiple-choice items. (Not allowed on FCAT)
• Require fewer questions, but select ones that measure all required content and skills. (Not allowed on FCAT)
• Grade the student's response separately for content and mechanics. (Not allowed on FCAT)

5-2. Students who need a different response mode:

• Increase space allowed for test answers, as long as answers can be transferred to the space allowed for the test.
• Let the student respond orally, dictate to a test proctor or aide, or tape record answers on a test.
• Let the student sign responses to an interpreter.
• Let the student braille responses on a separate sheet of paper.
• Let the student use a typewriter or word processor to write answers to the test items.
• Let the student write on the test itself instead of writing on an answer sheet.
• Let the student use special paper with raised, shaded, or color-coded lines or a writing guide to enhance legibility for written responses.
• Let the student use gridded paper to organize computation.
• Let the students use an abacus or adapted calculator to solve mathematical problems.
• Let the student use speech-to-text technology to record responses.
• Let the student use alternative keyboards, pointing devices, and switches to activate electronic devices.
• Let the student use special communication devices to generate oral or written responses.
• Monitor the student's answer sheet to determine if the student is recording the responses in the correct place.
• Give partial credit for answers to extended response questions that are partly correct.
• Provide pre-designed webs, diagrams, or charts and outlines for students to plan and respond to open-ended or essay questions. (Not allowed on FCAT)
• Let the student provide alternate demonstrations of knowledge and skills using objects and oral explanations, role playing, or interviewing. (Not allowed on FCAT)
• Allow the use of references such as a regular or spelling dictionary. (Not allowed on FCAT)
• Let the student use manipulatives or a calculator to recheck or complete computations. (Not allowed on FCAT)

5-3. Students who need a different schedule:

• Let the student have additional time to complete test.
• Break the test into small sections, and let the student take it over a period of days, if needed.
• Let the student take breaks during the test period.
• Let the student take the test at a specific time of day that is best for him or her.

5-4. Students who need a different setting:

• Administer the test individually or in small groups.
• Let the student use adaptive or special furniture to take the test.
• Let the student take the test in an environment with reduced stimuli such as in a study carrel or in another classroom where there are no distractions.
• Allow the student appropriate opportunities for movement during breaks.

5-5. Prepare all students to take tests:

• Provide instruction in test-taking skills. Use practice tests to help students learn some of the strategies effective test-takers use.
• Review the knowledge and skills to be tested several days before the test.
• Provide study guides to help students prepare for the test.
• Give the student practice with the testing format including sample questions and explanation of the scoring rubric or test procedures.
• Read the instructions of the test to the student and simplify the language, if needed. Go over sample questions so the student knows what to do.
• After testing is over, make sure students review how they did and identify any problem areas that need to be corrected.