Accessibility and Accommodations

Which of these accessibility supports or accommodations in considered a Tier 1 resource?

• Small group testing

• Read-aloud for ELA

• Multiplication table (grades 3-6)

• Extended time

Which of these is true about the differences between Tier 1 and Tier 2 supports?

• Both Tiers 1 and 2 require some type of written plan

• Tier 2 supports require prior activation

• Tier 1 must be pre-approved

• Tier 2 supports are automatically available to students in the toolbar

Which of these items is not an example of a universal support/administrative consideration? Select all that apply.

• White noise/music

• Alternative testing space

• Small group testing

• Extended time

Which of these are considerations when assigning accommodations?

• Must be small group whenever possible

• Must preserve the core purpose of the assessment

• Must maintain integrity, security, and validity

• Must increase the student's projected performance

Which of these items should be included in all IEPs?

• Small group testing

• Extended time

• Text-to-speech/
  Read-aloud

• None of these

True or False: It is best to proactively include accommodations and supports in an IEP/504 Plan just in case the student needs them.

• True

• False

True or False: Assistive technology tools must be clearly spelled out in an IEP or 504 plan, including the type of device, and may not be implemented prior to enacting the plan.

• True

• False

Select all of the requirements concerning a students prior experience with supports before they are used as testing accommodations.

• Accommodation must be the same as those used during instruction

• Accommodation should never be introduced the student for the first time during testing

• Accessibility choices should reflect supports that students are familiar with and use in daily work

• Accessibility features must be used by all students daily

Which of these are criteria for receiving Speech-to-text (Transcription) supports in ELA for students with an IEP or 504?

• The student has a physical disability that severely limits or prevents the student's motor process of writing through keyboarding or paper-pencil.

• The student has a disability that severely limits or prevents the student from independently generating written language, even after varied attempts to teacher the student foundation writing skills.

• The student has demonstrated a greater ability to communicate complex ideas on multiple, consistent occasions using transcription in the classroom, despite otherwise typical motor processes.

• The student receives ongoing, intensive instruction, and/or interventions in foundational writing skills or assistive tools to support written language.

True or False: A student may not decline an accommodation in the IEP/504 plan.

• True. All written accommodations must be honored, if "optional" language is not present in the plan.

• False. The student can decline at any time.

Answer explanation

In some cases, the plan may present an accommodation as optional. For example, a student with anxiety may only need small group supports some of the time and may prefer to stay in the large group settings the rest of the time. Plan wording for the accommodation should clearly reflect that optionality.