Accommodations on State Assessments
This page includes information and resources related to accommodations on State Assessments.
The Accommodations Manual – Selection, Use and Evaluation of Accommodations that Support Instruction and Assessment of Children with Disabilities has been developed by the Office for Exceptional (OEC) in the Ohio Department of Education (ODE). This manual is modeled after How to Select, Administer and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, the work of the Assessing Special Education Students (ASES) State Collaborative on Assessment and Students Standards (SCASS), Council of Chief State School Officers (CCSSO) initiative and is customized to be consistent with Ohio’s information and policies.
Ohio Accommodations Manual Training was also developed. The training slides are modeled after the Minnesota Department of Education, again, customized to be consistent with Ohio’s information and policies.
Ohio Accommodations Manual Training (when the password box comes up, click on "Read Only").
A list of common assessment accommodations is provided below. This list is meant to help individualized education program (IEP) teams make appropriate decisions about allowable accommodations for statewide assessment. It is not an exhaustive list. Designations such as "allowable" or "not allowable" for the test subjects/grades and accommodations have been made in light of the four allowable criteria for statewide assessment accommodations explained at the beginning of the list.
Accommodations in test format and/or test administration procedures can be made to facilitate the needs of an individual student if such accommodations are specified in writing in the IEP and are consistent with criteria established in the Ohio Administrative Code Rule 3301-13-03. Any accommodation that gives a student with disabilities an unreasonable advantage is not allowable, because it does not allow for valid assumptions to be made from the results.
“Accommodations are changes made in how a student has access to the curriculum or demonstrates learning. Accommodations provide equal access to learning, do not substantially change the instructional level or content, are based on individual strengths and needs and may vary in intensity or degree… In testing situations, accommodations are changes in format, response, environment, timing or scheduling that does not alter in a significant way what the test measures or the comparability of the scores.” Batshaw ML. Children with Disabilities (5th Ed.). Baltimore: Paul H. Brookes Publishing, 2002.
Last Modified: 4/19/2013 1:04:50 PM