Sometimes a student is allowed to take breaks when individually needed. Sometimes test booklets are divided into shorter sections so that students can take a break between sections of a test (often referred to as short segment test booklets). Breaks may be given at predetermined intervals or after completion of a subtest. Students who need frequent breaks may not be allowed to leave the testing area or may be required to have someone accompany them to a different room in order to maintain test security. Students who have too long a testing period may lose interest and motivation to do their best work. Sometimes students who request extended time end up not needing it because of the reduction in anxiety just knowing that plenty of time is available. Usually unlimited time is not appropriate or feasible. For example, if a reader or scribe is used, double time may be appropriate. Decisions should be made on a case-by-case basis, keeping in mind the type of accommodations being provided, the disability involved, and the type of test. This means that for a test that normally takes 60 minutes, a student may be allowed 90 minutes. For most test-takers, the standard extension is time and one half. Timed tests usually require students to request a fairly specific amount of extra time.

Not all tests are timed however, even untimed tests still have some time limits for practical purposes for example, to clear the cafeteria for lunch or to catch buses at the end of a school day. Students who fatigue easily may need to take tests before rather than after a physical education class or recess or may need to minimize extra physical activity on test days.Įxtra testing time is commonly referred to as extended time. These students could be accommodated by scheduling testing around the eating schedule or by allowing food to be taken into the testing setting. For example, blood sugar levels may need to be maintained by eating several times a day at prescribed times. Some students with health-related disabilities may have functioning levels that vary during the day because of the effects of medications or diminishing energy levels. Scheduling changes might also be helpful for students on medications that affect their ability to stay alert for a test.

It may also help to schedule tests in the morning for students who have greater difficulty concentrating and staying on task as the day wears on. Students who cannot concentrate continuously for an entire testing period or who become frustrated or stressed easily may need frequent or extended relaxation breaks. Extra time may be needed to process written text (e.g., a student with a learning disability who processes information slowly), to write (e.g., a student with limited dexterity as a result of arthritis), or to use other accommodations or equipment (e.g., audio tape, scribe, assistive technology). Timing accommodations are most helpful for students who need more time than generally allowed to complete a test. Strategies for Accessing the Social Studies Curriculum Presentation Instructional AccommodationsĬoncrete-to-Representational-to-Abstract InstructionĬreating Authentic Mathematics Learning ContextsĮxplicitly Model Mathematics Concepts/Skills & Problem Solving Strategies Specific Aids for Problem-Solving or MemorizationĬhoosing and Using Accommodations: IEP Team Considerationsįormat to Remind Teachers about a Student's Accommodation Needs Implementing The Classwide Peer Tutoring Beginning Reading Program Starting off on the right foot: Getting acquaintedĬlasswide Peer Tutoring: Beginning ReadingĬlasswide Peer Tutoring: Learning Management SystemĬlasswide Peer Tutoring: The 'Standard' Program Selecting the Best Grading Adaptation for Your StudentĪntecedent-Behavior-Consequence (ABC) Chartįunctional Assessment Checklist for Teachers and Staff (FACTS)įunctional Assessment Direct Observation ToolĮmbedding Positive Behavior Support into School Systems Prioritizing Content and Related Assignments Timing and Scheduling Assessment Accommodationsīasing Part of Grade on IEP Goal Progressīasing a Grade on Improvement Over Past Performance

504 plan accommodations double time