Testing and Assessment Accommodations

Read test items aloud to students, unless it is a test of reading skills.
Use text-to-speech technology to communicate directions or test items for items other than reading tests.
Let the student read the test items to him or herself while working on the assessment.
Provide copies of the test in braille or in large print formats.
Let the student use assistive technology for magnification or amplification.
Let the student use a pointer, template, blank card, or positioning tool to enhance visual attention on the test materials.
Use blank colored transparencies or overlays to enhance visual perception.
Provide white noise (sound machines) and headphones to reduce auditory distractions.
Use symbols on the test or answer form that help the student follow directions, such as an arrow or stop sign.
Provide a sign language interpreter for oral directions.
Read the test directions and writing prompts aloud.
Reread or explain the directions of the test if the student needs it.
Underline or highlight important words in the directions or test items.
Give verbal encouragement without giving clues to correct or incorrect answers.
Give extra examples for practice to make sure the student knows what to do.
Group questions so that similar kinds of items are together.  Put the easiest questions first.
Block matching questions into small groups of four or five items.
Provide a list of words to use for fill-in-the-blank or essay questions.
Let the student take an open book test, unless memorization is required.
Eliminate one of the choices in the multiple choice items.
Require fewer questions, but select ones that measure all required content.
Let students use increased space for answering test questions.
Let the student respond orally, dictate answers to an aide or test proctor, or tape record answers.
Let the student sign responses to an interpreter.
Let the student use a word processor or similar electronic device to write answers to test items.
Let the student write on the test booklet instead of writing on an answer sheet.
Let the student use speech-to-text technology to record responses.
Let the student use diagrams or charts and outlines to plan for open-ended or essay questions.
Monitor the student’s answer sheet to determine if the student is recording their responses in the correct space.
Give partial credit for answers to extended response questions that are partially correct.
Provide pre-designed webs, diagrams, or charts and outlines for students to use to plan for open-ended or essay questions.
Let the student provide alternate demonstrations of knowledge and skills using demonstrations, role playing, or interviewing.
Let the student use references such as a dictionary, thesaurus, or almanac.
Let the student use manipulative to check or complete computations.
Let the student retake the test and give credit for improvement.
Let students have additional time to complete tests.
Break tests into mall sections and let students them over a period of days, if needed.
Let the student take short breaks during the test period.
Let the student take the test at a certain time of day.
Require fewer questions.  Be sure that all required content and skills are tested.
Let the student go back over questions answered on a previous day and make corrections.
Give the test to the student alone or in a small group.
Let the student use a study enclosure to take the test.
Let the student take the test in another room where distractions are limited.
Let the student use needed adaptive furniture or equipment.
Let the student use an adaptive calculator to solve math problems.
Let the student use technology for writing essays or long answers or explanations to test questions.
Increase the space between test items.
Put fewer items on a page.
Tab or modify pages for easy turning.
Secure papers to the work area.

*** Some may not be used on FCAT Testing