How t o Modif y Middle and High
Sc ho o l Co nt e nt Cla s s r o o m
As s e s s me nt s fo r EL Suc c e s s
Pres en t ed b y K im Beid erm an an d
N ic o le Po let t o , C o m m u n it y A c ad em y
o f Ph ilad elp h ia C S
ht t p:/ / goo.gl/ yLuJx2
Object ives
★ E d u c at o r s will id en t if y t h e d if f er en c es b et ween
ac c o m m o d at io n s an d m o d if ic at io n s .
★ E d u c at o r s will m o d if y a c o n t en t c las s r o o m
as s es s m en t b y m ain t ain in g t h e f id elit y o f wh at is
b ein g as s es s ed , wh ile m akin g it m o r e ac c es s ib le t o t h e
E n g lis h L an g u ag e L ear n er .
★ E d u c at o r s will d evelo p an awar en es s o f h o w t o
in c o r p o r at e t h e W ID A C an - D o D es c r ip t o rs in t o
c o n t en t c las s r o o m as s es s m en t m o d if ic at io n s .
Agenda
★ E q u it y vs . E q u alit y
★ A c c o m m o d at io n s
★ E x am p les o f as s es s m en t ac c o m m o d at io n s
★ M o d if ic at io n s
★ E x am p les o f as s es s m en t m o d if ic at io n s
★ A s s es s m en t s t r at eg ies
★ M o d els o f as s es s m en t s f o r E L s
★ H an d s - o n p r ac t ic e
Is it “f air ” t o:
G ive c h ild r en t h e o p p o r t u n it y t o ear n p as s in g g r ad es b y allo win g t h em t o
d o wo r k f o r ex t r a c r ed it ?
H elp c h ild r en af t er s c h o o l b ec au s e t h ey n eed ex t r a as s is t an c e?
G ive a p as s in g g r ad e t o a c h ild wh o is t r y in g ver y h ar d b u t is n o t ear n in g
o n e?
S en d as s ig n m en t s t o a c h ild wh o is at h o m e s ic k o r in t h e h o s p it al?
L et a c h ild t u r n in an as s ig n m en t lat e b ec au s e t h e c h ild was ab s en t f r o m
s c h o o l f o r a g r an d p aren t ’s f u n eral?
L et a c h ild wh o u s es a wh eelc h air p ar t ic ip at e in an an o t h er ac t ivit y wh ile
o t h er c h ild r en m u s t r u n lap s ?
- S ee m o r e at : h t t p :/ / www.wr ig h t s law.c o m / h o wey / t c h r .m o d s .u n f air.h t m # s t h as h .K S jf wm Fj.d p u f
Is it Fair ?
Th es e ar e all ver y c o m m o n m o d if ic at io n s . Teac h er s m ake
t h em ever y d ay . A r e t h es e m o d if ic at io n s “ f air ? ”
Is n ’t it t r u e t h at t h es e m o d if ic at io n s o n ly level t h e p lay in g
f ield f o r c h ild r en wh o g et a b ad h an d o f c ar d s ? Th ey d o
n o t p r o vid e u n f air ad van t ag es . L if e d eals o u r h an d s f r o m
t h e s am e d ec k. S o m e o f u s g et ac es ; o t h er s g et d eu c es .
Pu b lic ed u c at io n is n o t a p o ker g am e. Pu b lic ed u c at io n
p r ep ar es c h ild r en f o r lif e.
- S ee m o r e at :
h t t p :/ / www.wrig h t s law.c o m / h o wey / t c h r.m o d s .u n f air.h t m # s t h as h .K S jf wm Fj.d p u f
Modif icat ions allow us t o be ef f ect ive
a nd e ffic ie nt
★ Th ey allo w u s t o b e p ro d u c t ive an d t o c o n c en t rat e o n o u r
ac t u al wo rk p ro d u c t in s t ead o f o n t h e wo rk p ro c es s .
★ D rive t o wo rk in s t ead o f walkin g , o r rid in g a h o rs e. C ars are
m o d if ic at io n s t h at allo w u s t o g et t o o u r d es t in at io n q u ic kly ,
c o m f o rt ab ly , an d ef f ic ien t ly (f o r t h e m o s t p art ).
★ W ear g las s es t h at m o d if y o u r vis io n an d allo w u s t o s ee
b et t er.
★ S ew b y m ac h in e, n o t b y h an d .
★ C o o k wit h s t o ves an d o ven s , n o t o ver a f irep lac e.
What Will a Child Lose if You Pr ovide
Mo d ific a t io ns ?
Th e real q u es t io n is n o t wh et h er m akin g m o d if ic at io n s is “ f air,”
b u t wh at will b e lo s t if y o u p ro vid e m o d if ic at io n s t o t h is c h ild ?
W h at is t h e rig h t t h in g t o d o f o r t h is in d ivid u al c h ild ?
W ill t h e c h ild b e ab le t o f o c u s o n learn in g , in s t ead o f t h e
c o n d it io n t h at c au s es t h e c h ild t o n eed m o d if ic at io n s ?
See more at: http://www.wrightslaw.com/howey/tchr.mods.unfair.htm#sthash.KSjfwmFj.dpuf
Accommodat ions vs.
Mo d ific a t io ns
Let ’s Kahoot
www.ka ho o t .it
Ga me c o d e :
370 961
Accommodat ions vs. Modif icat ions
A c c o m m o d at io n s d o n o t red u c e learn in g
ex p ec t at io n s . Th ey p ro vid e ac c es s . TH IN K :
A llo wab le o n a s t an d ard iz ed t es t
M o d if ic at io n s o r alt erat io n s ref er t o
p rac t ic es t h at c h an g e, lo wer, o r red u c e
learn in g ex p ec t at io n s . N o t t y p ic ally allo wed
o n a s t an d ard iz ed t es t .
Accommodat ions
★ C h an g es in t h e way a s t u d en t t akes a t es t ,
wit h o u t c h an g in g t h e ac t u al t es t it s elf
★ U s in g ac c o m m o d at io n s c an b e c o m p lic at ed t h e g o al is t o f in d a b alan c e t h at g ives s t u d en t s
eq u al ac c es s t o t h e t es t , b u t d o es n o t m ake t h e
t es t c o n t en t eas ier
★ N o t e, ac c o m m o d at io n s m u s t b e availab le t o
s t u d en t s o n reg u lar c las s ro o m s as s es s m en t s in
o rd er f o r t h em t o b e valid o n s t an d ard iz ed o n es
Examples of Test Accommodat ions (Bef or e)
★ G o t h ro u g h t h e t es t b ef o re h an d an d h ig h lig h t im p o rt an t key
t erm s an d p h ras es .
○ U s e a h ig h lig h t e r, d if f e re n t f o n t , o r d if f e re n t c o lo r e d f o n t t o
in d ic a t e im p o r t a n t t e r m s a n d p h r a s e s .
★ R e a d t h e t e s t d ire c t io n s a lo u d t o t h e s t u d e n t a s t h e y f o llo w
a lo n g t o a s s u re u n d e rs t a n d in g .
★ C la rif y im p o rt a n t ke y wo rd s o r “c o n f u s in g ” d ire c t io n s
★ S h a re y o u r c la s s n o t e s o r le s s o n p la n s wit h t h e s t u d e n t s ,
a llo win g t h e m t o d o a f u n c t io n a l t ra n s la t io n
★ P ro vid e s t u d e n t s a lt e rn a t e d e f in it io n s o f c o m m o n ly u s e d
t e rm s t h a t m a y b e c o n f u s in g .
○ F o r e x a m p le u s e : “g a s o lin e ” in s t e a d o f “g a s ,” “t e s t ” in s t e a d o f
“a s s e s s m e n t ,” “t is s u e ” in s t e a d o f “Kle e n e x,” “r o t a t e ” in s t e a d o f
“t u r n ,” a n d “wa y t o t h in k” o r “p e r s p e c t ive ” in s t e a d o f “vie w.”
Examples of Test Accommodat ions (Bef or e)
★ E x p lain t es t t akin g vo c ab u lar y .
○ E L L s m a y n o t kn o w t h e t e s t - t a kin g m e a n in g o f t e r m s s u c h a s :
e x p la in , n a m e , wh y ? , h o w? , r o le o f , d is c u s s , t h in k a b o u t , c o m p a r e
a n d c o n t r a s t , d e f in e , d e s c r ib e , b r ie f ly , o r e x c e p t .
★ G ive t h e m e x a m p le s f r o m o t h e r s t u d e n t s f r o m
p r e vio u s t e s t s o r f r o m la s t y e a r 's t e s t s .
Examples of Test Accommodat ions (Dur ing)
★
★
★
★
★
★
★
D irec t io n s read t o s t u d en t
O ral d irec t io n s in t erp ret ed (res t at ed in h o m e lan g u ag e)
K ey wo rd s o r p h ras es u n d erlin ed o r h ig h lig h t ed in d irec t io n s
S t u d en t c u ed t o rem ain o n t as k
D irec t io n s re- read f o r eac h p ag e
Po rt io n s o f m at erial o r t es t are read t o s t u d en t
Bilin g u al wo rd lis t s , c u s t o m iz ed d ic t io n aries (wo rd - t o - wo rd
t ran s lat io n s ) u s ed
★ E lec t ro n ic t ran s lat o rs
★ A llo w p ic t u re d ic t io n aries
★ Pro vid e c o g n at es if availab le
Test Response Accommodat ions
★ A llo w s t u d en t s t o c o m p let e t es t s in a d if f er en t way
u s in g s o m e o t h er f o r m o f r es p o n s e s u c h as
○ F ill in t h e Bla n k in s t e a d o f E s s a y (i.e . a c lo z e t e s t )
○ P r o vid in g a wo r d b a n k
○ L a b e lin g a d ia g r a m in s t e a d o f m a t c h in g
○ M a t c h in g in s t e a d o f m u lt ip le c h o ic e
○ U s e o f c a lc u la t o r
○ P e r m it t in g o r a l a n s we r s
○ S c r ib in g t e s t a n s we rs f o r s t u d e n t
Cult ur al Dif f er ences can af f ect t est -t a king
●
●
●
●
C h ec k p er io d ic ally as t h e s t u d en t t akes t h e t es t t o
s ee if h e/ s h e is t akin g t h e t es t c o r r ec t ly .
To q u es t io n a t eac h er is t o in d ic at e t h at a t eac h er 's
d ir ec t io n s ar e u n c lear an d t h at t h e t eac h er is n o t
d o in g a g o o d jo b o f t eac h in g .
Th u s , s t u d en t s ar e ex p ec t ed t o n o t as k q u es t io n s an d
t o s ay t h ey u n d er s t an d d ir ec t io n s even wh en t h ey d o
no t .
C h ec k f r eq u en t ly t o s ee if t h e E L L d id in d eed
u n d er s t an d t h e t es t p r o c ed u r e, vo c ab u lar y , an d
d ir ec t io n s .
Modif ying an Assessment
Modif icat ions
★ M o d if ic at io n s ar e c h an g es in
○ c o u r s e s , s t a n d a r d s , t e s t p r e s e n t a t io n , lo c a t io n , t im in g ,
s c h e d u lin g , e x p e c t a t io n s , s t u d e n t r e s p o n s e a n d / o r o t h e r c h a n g e
★ D e e m e d n e c e s s a r y t o p r o vid e a c c e s s f o r a s t u d e n t
wit h a d is a b ilit y o r d ive r s e la n g u a g e n e e d s t o
p a r t ic ip a t e in t h e c o u r s e , s t a n d a r d o r t e s t , b u t wh ic h
m o s t c r it ic a lly D O E S f u n d am en t ally alt er o r lo wer t h e
s t an d ar d o r ex p ec t at io n f o r t h at s t u d en t 's
p ar t ic ip at io n in t h e c o u r s e, s t an d ar d o r t es t .
★ N o t t y p ic ally allo wed o n s t an d ar d iz ed as s es s m en t s
Modif icat ions Using Exist ing Test s
★ L es s q u es t io n s
○ U s e a h ig h lig h t e r a n d h ig h lig h t o n ly t h e q u e s t io n s y o u in t e n d t o “c o u n t ”
★ M u lt ip le C h o ic e :
○ L e s s d is t r a c t o r s in a m u lt ip le c h o ic e
★ D is c u s s io n a n d e s s a y :
○ H a ve E L L s la b e l t e r m s , d r a w a n d la b e l d ia g r a m s a n d p ic t u r e s
○ L e s s t o wr it e
■ Le s s e s s a y s
■ Le s s p a ra g ra p h s
■ Le s s s e n t e n c e s
Modif icat ions Using Exist ing Test s
★ S h o rt - an s wer :
○
A c c e p t o n e - wo r d a n s we rs a n d p h r a s e s in p la c e o f c o m p le t e
s entences
★ Tr u e / F a ls e :
○
○
E lim in a t e o r c la r if y “t r ic ky ” la n g u a g e ,
R e d u c e t h e n u m b e r o f q u e s t io n s
○
P r o vid e t wo o r t h r e e o p t io n s (m a ke t h e a n s we r m u lt ip le c h o ic e )
★ F ill in t h e b la n k:
Time t o modif y some t est
q ue s t io ns
High School Hist or y
Exa mp le s
How should I modif y t his quest ion?
Fill in the Blank (2 PTS EACH)
1.
_______ met with President Wilson and get him the support the 19th Amendment.
2.
People who worked for a woman’s right to vote were called ____________.
3.
___________ was the president of the WCTU.
4.
A ban on the sale and consumption of alcohol was called _____________.
5.
African-American women fought to end _____________ and violence.
6.
Another word for murder by mob is ____________.
7.
In response to Anti-Semitism, Jews created the ___________________________. (3 words)
8.
San Francisco antagonized ________________ by making all Asian students go to different
How should I modif y t his quest ion?
Fill in the Blank (2 PTS EACH)
Switch it to matching or provide
a word bank
4.
Set up clusters of
_______ met with President Wilson and get him the support the 19th Amendment. 5. Consider
grouping by
likeness (e.g.
People who worked for a woman’s right to vote were called ____________.
famous people
together,
___________ was the president of the WCTU.
vocabulary
together, etc.)
A ban on the sale and consumption of alcohol was called _____________.
5.
African-American women fought to end _____________ and violence.
6.
Another word for murder by mob is ____________.
7.
In response to Anti-Semitism, Jews created the ___________________________. (3 words)
8.
San Francisco antagonized ________________ by making all Asian students go to different
1.
2.
3.
Hist or y Shor t Answer Modif icat ion Example
Short Answer (10 pts each)
11. Describe the tactics used by both Carrie Nation and Frances Willard. Who
had the more radical tactics between the two?
12. Compare and Contrast the childhoods of Booker T. Washington and
W.E.B. Dubois. How did their childhoods impact their beliefs on segragation
later in life?
Hist or y Shor t Answer Modif icat ion Example
Short Answer (10 pts each)
11. Describe the tactics used by both Carrie Nation and Frances Willard. Who
had the more radical tactics between the two?
12. Compare and Contrast the childhoods of Booker T. Washington and
W.E.B. Dubois. How did their childhoods impact their beliefs on segregation
later in life?
Look at Can-Do Descriptors to match what student is capable
of doing with the type of question. Similarly, look at an IEP
students present levels of education.
Mat ching Can-Do De s c r ip t o r s (wr it ing fo r
s ho r t a ns we r q ue s t io ns ) L evel 1: E n t er in g
Compare and Contrast the childhoods of Booker
T. Washington and W.E.B. Dubois. How did their
childhoods impact their beliefs on segregation
later in life?
Provide a graphic organizer with information
about both people.
Have Level 1 student enter in some of the
information for missing words OR
match the information with the famous person.
Mat ching Can-Do De s c r ip t o r s (wr it ing fo r
s ho r t a ns we r q ue s t io ns ) L evel 2 : Beg in n in g
Compare and Contrast the childhoods of Booker
T. Washington and W.E.B. Dubois. How did their
childhoods impact their beliefs on segregation
later in life?
Have Level 2 student complete a graphic organizer
with simple information about both people.
Mat ching Can-Do De s c r ip t o r s (wr it ing fo r
s ho r t a ns we r q ue s t io ns )
Compare and Contrast the childhoods of Booker
T. Washington and W.E.B. Dubois. How did their
childhoods impact their beliefs on segregation
later in life?
Have Level 3 student complete a graphic organizer
with main ideas and details about both people.
L evel 3 : D evelo p in g
Mat ching Can-Do De s c r ip t o r s (wr it ing fo r
s ho r t a ns we r q ue s t io ns ) L evel 4 : E x p an d in g
Compare and Contrast the childhoods of Booker
T. Washington and W.E.B. Dubois. How did their
childhoods impact their beliefs on segregation
later in life?
Have Level 4 student complete a graphic organizer
with main ideas and details about both people
and write a sentence or two answering the higher
order question using their ideas. They may need
oral clarification of the question being asked.
Mat ching Can-Do De s c r ip t o r s (wr it ing fo r
s ho r t a ns we r q ue s t io ns )
L evel 5 : Br id g in g
Compare and Contrast the childhoods of Booker
T. Washington and W.E.B. Dubois. How did their
childhoods impact their beliefs on segregation
later in life?
Have Level 5 student should be able to answer the
question without written support, but they may
need oral clarification.
High School
Lit e r a t ur e Exa mp le
How should I modif y t his quest ion?
O n a t es t ab o u t t h e n o vel Fran ken s t ein :
W h at t h r eat d id t h e c r eat u r e m ake wh en Fr an ken s t ein
b ac ked o u t o n t h eir ag r eem en t ?
a.H e s aid , “ A ll o f m an kin d is n o w c u r s ed .”
b .H e s aid , “ I will p u r s u e y o u t o t h e en d s o f t h e ear t h an d
t h e en d o f y o u r lif e.”
c .H e s aid , “ I will b e wit h y o u o n y o u r wed d in g n ig h t .”
d .H e s aid , “ A las , I am d o o m ed t o a wr et c h ed lif e o n t h is
ear t h !”
We could simplif y t he vocabular y of
To simplify, it helps to know some
t he q ue s t io n it s e lf
cognates that are easier for our
ELs.
W h at t h r eat , o r war n in g o f ris k, d id t h e c r eat u r e m ake
wh en Fr an ken s t ein b ac ked o u t o n , o r ab an d o n ed , t h eir
p ac t ? [In S p an is h , p ac t o m ean s ag r eem en t ]
a.H e s aid , “ A ll o f m an kin d is n o w c u r s ed .”
b .H e s aid , “ I will p u r s u e y o u t o t h e en d s o f t h e ear t h an d
t h e en d o f y o u r lif e.”
c .H e s aid , “ I will b e wit h y o u o n y o u r wed d in g n ig h t .”
d .H e s aid , “ A las , I am d o o m ed t o a wr et c h ed lif e o n t h is
How should I modif y t his mat ching quot es t ype of quest ion?
A . Vic t o r Fr an ken s t ein
H en r y C ler val
B. Ro b er t W alt o n
C . Th e c r eat u r e
D . E liz ab et h E . A lp h o n s e Fr an ken s t ein F.
2 1. "I s wear b y t h e s u n , an d b y t h e b lu e s ky o f H eaven , an d b y t h e f ir e o f lo ve t h at b u r n s m y h ear t , t h at if y o u g r an t m y
p r ay er , wh ile t h ey ex is t y o u s h all n ever b eh o ld m e ag ain ."
2 2 . "E x c es s ive s o r r o w p r even t s im p r o vem en t o r en jo y m en t , o r even t h e d is c h ar g e o f d aily u s ef u ln es s , wit h o u t s u c h n o
Make the number of characters
m an is f it f o r s o c iet y ."
2 3 . “ I was like a wild b eas t t h at h ad b r o ken t h e t o ils ; d es t r oeven
y in g with
t h e othe
b jecnumber
t s t h at o of
b s tquotes.
r u c t ed m e an d r an g in g t h r o u g h t h e
wo o d wit h a s t ag - like s wif t n es s ."
2 4 . "Blas t ed as t h o u wer e, m y ag o n y was s t ill s u p er io r t o t h in e, f o r t h e b it t er s t in g o f r em o r s e will n o t c eas e t o r an kle in
m y wo u n d s u n t il d eat h s h all c lo s e t h em f o r ever ."
2 5 . "I am m alic io u s b ec au s e I am m is er ab le. A m I n o t s h u n n ed an d h at ed b y all m an kin d ? "
2 6 . ". . . an d if I s ee b u t o n e s m ile o n y o u r lip s wh en we m eet , o c c as io n ed b y t h is o r an y o t h er ex er t io n o f m in e, I s h all n eed
n o o t h er h ap p in es s ."
2 7 . "W r et c h !" I s aid ,"It is well t h at y o u c o m e h er e t o wh in e o ver t h e d es o lat io n t h at y o u h ave m ad e. Yo u t h r o w a t o r c h in t o
a p ile o f b u ild in g s , an d wh en t h ey ar e c o n s u m ed , y o u s it am o n g t h e r u in s , an d lam en t t h e f all. H y p o c r it ic al f ien d !"
2 8 . "I h ad d es ir ed it wit h an ar d en t f er vo r t h at f ar ex c eed ed m o d er at io n ; b u t n o w t h at I h ad f in is h ed , t h e b eau t y o f t h e
d r eam van is h ed , an d b r eat h les s h o r r o r an d d is g u s t f illed m y h ear t ."
2 9 . "M y d ear Fr an ken s t ein , h o w g lad I am t o s ee y o u ! H o w f o r t u n at e t h at y o u s h o u ld b e h er e at t h e ver y m o m en t o f m y
alig h t in g !"
3 0 . "N o n e b u t t h o s e wh o h ave ex p er ien c ed t h em c an c o n c eive o f t h e en t ic em en t s o f s c ien c e. In o t h er s t u d ies y o u g o as
f ar as o t h er s h ave g o n e b ef o r e y o u , an d t h er e is n o t h in g m o r e t o kn o w; b u t in a s c ien t if ic p u r s u it t h er e is c o n t in u al f o o d
f o r d is c o ver y an d wo n d er ."
For Open-End e d a nd Es s a ys
★ Pleas e b e m in d f u l o f h o w m u c h lo n g er it will t ake an
E L o r s t u d en t wit h a d is ab ilit y t o an s wer q u es t io n s .
★ L o wer t h e am o u n t o f q u es t io n s r eq u ir ed o f t h em .
★ A lt h o u g h g ivin g t h em lo n g er t im e t o t ake t h e t es t is
ap p r o p r iat e, s t u d en t s s h o u ld n o t b e f o r c ed t o c o m e
af t er s c h o o l t o f in is h a t es t o t h er s in t h e c las s
alr ead y h ave o r m is s t h e n ex t o f y o u r c las s t o f in is h
t h e t es t , t h er eb y m is s in g im p o r t an t in s t r u c t io n al t im e.
★ Rem em b er t h at t h ey h ave 5 s u b jec t s an d t h er ef o r e
c an n o t f eas ib ly c o m e af t er s c h o o l t o f in is h ever y t es t .
Tes t s s h o u ld b e m o d if ied t o b e t im ely f o r t h es e
High School Science
Exa mp le
How should I modif y t his quest ion?
1)H u m an s req u ire o rg an s y s t em s t o c arry o u t lif e p ro c es s es .
U n ic ellu lar o rg an is m s d o n o t h ave o rg an s y s t em s an d y et t h ey
are ab le t o c arry o u t lif e p ro c es s es . Th is is b ec au s e
a) h u m an o rg an s y s t em s lac k t h e o rg an elles f o u n d in s in g lec elled o rg an is m s .
b ) a h u m an c ell is m o re ef f ic ien t t h an t h e c ell o f a s in g le- c elled
o rg an is m .
c ) it is n o t n ec es s ary f o r s in g le- c elled o rg an is m s t o m ain t ain
h o m eo s t as is .
d ) o rg an elles p res en t in s in g le- c elled o rg an is m s ac t in a m an n er
s im ilar t o o rg an s y s t em s .
Simplif y and r emove dist r act or s
1)H u m an s n eed o rg an s y s t em s t o realiz e lif e p ro c es s es .
U n ic ellu lar, o r s in g le- c elled , o rg an is m s d o n o t h ave o rg an
s y s t em s an d y et t h ey are ab le t o realiz e lif e p ro c es s es . W h y is
t h is p o s s ib le?
a) h u m an o rg an s y s t em s lac k t h e o rg an elles f o u n d in s in g lec elled o rg an is m s .
b ) it is n o t n ec es s ary f o r s in g le- c elled o rg an is m s t o m ain t ain
h o m eo s t as is .
c ) o rg an elles p res en t in s in g le- c elled o rg an is m s ac t in a m an n er
s im ilar t o o rg an s y s t em s .
Middle School
Sc ie nc e Exa mp le
This is t he modif ied t est , what do you
t hink t he o r ig ina l wa s like ?
Middle School Social
St ud ie s Exa mp le :
Yo ur t ur n t o mo d ify
a te st.
M o d if ied
M o d if ied
M o d if ied
M o d if ied
How do you know which modif icat ion t o
us e ?
1. If a s t u d en t h as an IE P, u s e t h e o n es d es c r ib ed in S D I
s ec t io n
2 .A s k t h e E S L t eac h er f o r s u g g es t io n s
3 .Tr y o n e o r t wo o u t an d s ee if t h ey h elp t h e s t u d en t t o
o ver c o m e t h e b ar r ier
4 .A s k y o u r c o lleag u es wh at t h ey u s e f o r t h at s t u d en t o r
o n es like h im / h er
Incr easing Access in Ot her Ways
★ Teac h in g s t u d en t s t es t t akin g s t rat eg ies
★ D es ig n in g t es t s t h at are m o re ac c es s ib le t o a
g reat er p o p u lat io n o f s t u d en t s
★ M akin g s u re t h at all s t u d en t s h ave o p p o rt u n it ies
t o learn t h e c o n t en t t h at is b ein g as s es s ed
★ M o t ivat in g s t u d en t s t o d o t h eir b es t .
Thank you!
kb e id e r ma n@ c o mmunit ya c a d e my.o r g
np o le t t o @ c o mmunit ya c a d e my.o r g
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