{"id":100,"date":"2018-10-01T17:09:35","date_gmt":"2018-10-01T17:09:35","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-seven-adapted-assessments-and-equity\/"},"modified":"2026-04-17T01:54:03","modified_gmt":"2026-04-17T01:54:03","slug":"chapter-seven-adapted-assessments-and-equity","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/chapter\/chapter-seven-adapted-assessments-and-equity\/","title":{"raw":"Chapter Seven: Adapted Assessments and Equity","rendered":"Chapter Seven: Adapted Assessments and Equity"},"content":{"raw":"
\r\n

Adapted Assessments<\/strong><\/span><\/h1>\r\n<\/header>\r\n
\r\n\r\nBe sure that assessments are adapted to appropriately align with adapted lesson objectives.\u00a0 Your lesson assessments must reflect an appropriate level of challenge and support that allows each student to demonstrate his\/her understanding of the objective.\u00a0 An assessment that is effective for one student may not be the best for another.\u00a0 It is important to remember that the assessment techniques you choose allow students to demonstrate their learning effectively.\u00a0 These techniques should play off the students' strengths and minimize the impact of their weaknesses, so that they can achieve to their greatest potential.\r\n\r\n<\/div>\r\n<\/div>\r\n
\r\n

Examples<\/strong><\/p>\r\n\r\n<\/header>\r\n

\r\n\r\n\u00a0<\/em><\/strong>For struggling readers:\r\n
    \r\n \t
  • \r\n
      \r\n \t
    • Using text-to-speech technology<\/strong> (or having questions read aloud)<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
    • For struggling writers:\r\n
        \r\n \t
      • Access to a scribe<\/strong> or speech-to-text technology<\/strong><\/li>\r\n \t
      • Oral<\/strong> assessment<\/li>\r\n \t
      • Word prediction software<\/strong> to assist with spelling and idea generation<\/li>\r\n \t
      • Format other than pen\/paper (videos, mind maps, comics, models, flip-grids)<\/strong><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
      • For students struggling with organization of ideas and time:\r\n
          \r\n \t
        • Chunk the evaluation<\/strong> into different sections to be completed over several class periods<\/li>\r\n \t
        • Chunk the questions<\/strong> into smaller steps and a logical order<\/strong> for the work required<\/li>\r\n \t
        • Use a countdown timer<\/strong> to help students manage time<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n
            \r\n \t
          • For students struggling with memory difficulties:\r\n
              \r\n \t
            • Allow students access to devices such as calculators<\/strong> for math computation; the student will still be required to justify their answer on paper<\/li>\r\n \t
            • For problem solving, have the students read the problem aloud<\/strong><\/li>\r\n \t
            • Provide\r\n
                \r\n \t
              • a word bank<\/strong> related to the assessment<\/li>\r\n \t
              • a formula list<\/strong> related to a math assessment<\/li>\r\n \t
              • a glossary <\/strong>(images or written definitions depending on the student's strengths)<\/li>\r\n \t
              • a reference page<\/strong> for calculation processes (division, multiplication, how to use a protractor)<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nCitation: LD@School, Suzanne Martin, 2016\r\n\r\nExample from a CEP Student's Lesson Plan:<\/em><\/strong>\r\n
                  \r\n \t
                • T.P. and H.B. will be provided with a word bank, that includes extra words, from which to choose their responses.<\/li>\r\n \t
                • D.C. will be given a warning as to time remaining to complete each example as he is assessed individually outside of the classroom.<\/li>\r\n \t
                • Challenges: Students displaying proficiency early will be challenged to write their own sentences and\/or draw their own labels.<\/li>\r\n \t
                • Assessment Modifications: T.B will be assessed using modifications identified in his IEP which allows for him to provide answers verbally.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n
                  \r\n

                  CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\r\n<\/header><\/div>\r\n\r\n\r\n\r\n
                  \r\n
                  \r\n\r\n\r\n\r\n
                  \r\n
                    \r\n \t
                  • Post-assessment reflects the appropriate level of challenge aligned with varying students' pre-assessment performance.\u00a0 <\/strong><\/span><\/li>\r\n \t
                  • If your lesson includes more than one objective to meet the needs of your students, more than one assessment is prepared and aligns. <\/strong><\/span><\/li>\r\n \t
                  • Multiple modalities have been considered, offering opportunities for all students to demonstrate mastery of lesson objectives.<\/strong><\/span><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
                    \r\n

                    Equity<\/strong><\/span><\/h1>\r\n<\/header>\r\n
                    \r\n\r\nYour plans need to show how you are providing equal access to mastery of the grade-level lesson objective.\u00a0 This means that a variety of supports may be necessary for all of your students to build understanding; these specific supports must be identified in your plan.\r\n\r\n \r\n\r\n<\/div>\r\n \r\n\r\n<\/div>\r\n
                    \r\n

                    Accommodations and Modifications\u00a0<\/strong><\/span><\/h2>\r\n<\/header>It is important to remember that accommodations and modifications refer to a student\u2019s IEP.\u00a0 <\/strong>An accommodation<\/strong> is \u201can adjustment in what a student is expected to do relative to what most students\u00a0are doing, but that does not change the content or proficiency level of the content.\u201d (Lenz & Deshler 2004).\u00a0 Accommodations<\/strong> refer to teaching supports and should not change the curriculum or grade level expectation.\u00a0 They are practices and procedures in the areas of presentations, response, setting, and timing\/scheduling that provide equitable access during instruction and assessments for students with disabilities.\u00a0 They do not reduce learning expectations but reduce or eliminate the effects of a student\u2019s disability.\r\n\r\nAs technology continues to progress, students have more access to accommodations. Accommodations do not alter the curriculum in any way. Rather, they ensure access to certain tools that allow the child to access the same curriculum other students are offered.<\/span>\r\n\r\nModifications <\/strong>are adjustments, variation, or difference in what a student is expected to do or learn, how a student is expected to demonstrate knowledge may or may not be the same content or conceptual level of other students in the class. (Lenz, Deshler, 2001).\u00a0 Modifications <\/strong>are changes to the curriculum to meet the needs of the students and must be clearly stated in the IEP.\r\n\r\n\u201cModifications describe very fundamental changes in the curriculum. They may include altering the standard expectations for a course or assessment, as the student may be unable to learn all of the material, or particular portions of the material presented.\u201d<\/span>\r\n\r\nReferences:<\/span>\r\n
                      \r\n \t
                    1. Jung, Lee Ann. \"Is It an Accommodation or a Modification?\" ASCD Student Growth Center. N.p., 07 June 2017. Web. 02 Feb. 2018.<\/span><\/li>\r\n \t
                    2. Zollman, Erica M., M.Ed. \"Accommodations vs. Modifications: What\u2019s The Difference?\" Handy Handout N.p., n.d. Web. 02 Feb. 2018.<\/span><\/li>\r\n<\/ol>\r\n \r\n\r\n<\/div>\r\n
                      \r\n\r\nExamples:<\/em><\/strong>\r\n\r\nAccommodations:<\/em><\/strong><\/span>\r\n
                        \r\n \t
                      • Sign language interpreters<\/span><\/li>\r\n \t
                      • Oral responses in lieu of written<\/span><\/li>\r\n \t
                      • Access to a scribe or someone to read texts to the student<\/span><\/li>\r\n \t
                      • Large print material<\/span><\/li>\r\n \t
                      • Voice to text applications in lieu of typing<\/span><\/li>\r\n \t
                      • Extended instruction, such as video playlists or access to exemplars<\/span><\/li>\r\n \t
                      • Additional time to complete testing or homework<\/span><\/li>\r\n \t
                      • Alternate settings to complete tasks<\/span><\/li>\r\n \t
                      • Allowing fewer items to be completed without changing the content<\/li>\r\n<\/ul>\r\nModifications:<\/em><\/strong><\/span>\r\n
                          \r\n \t
                        • Leveled texts or adaptations<\/span><\/li>\r\n \t
                        • Rewording in simpler language<\/span><\/li>\r\n \t
                        • Allowing outlining instead of writing essays<\/span><\/li>\r\n \t
                        • Modified grades based on the goals<\/span><\/li>\r\n \t
                        • Access to audio books or videos<\/span><\/li>\r\n<\/ul>\r\nExample from CEP Student's Lesson Plan:\u00a0<\/strong><\/em>\r\n
                            \r\n \t
                          • One student often displays negative behaviors associated with writing tasks. This lesson will be previewed with him and he will be given choices for completion of the assignment to satisfy his need for some control over his learning and eliminate negative behaviors.<\/li>\r\n \t
                          • Students with speech-language impairments will receive corrective feedback that includes strategies designated by their speech-language pathologists.<\/li>\r\n<\/ul>\r\n<\/div>\r\n
                            \r\n

                            CPS's Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\r\n \r\n\r\n \r\n\r\n<\/header><\/div>\r\n\r\n\r\n\r\n
                            \r\n
                            \r\n\r\n\r\n\r\n
                            \r\n
                              \r\n \t
                            • Accommodations and\/or modifications aligning with student IEPs s are evident. <\/span><\/strong><\/li>\r\n \t
                            • Cultural differences have been considered. <\/span><\/strong><\/li>\r\n \t
                            • All students are provided with the same opportunities to learn a wide range of concepts\/skills that engage their thoughts and ideas.<\/span><\/strong><\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"
                              \n
                              \n

                              Adapted Assessments<\/strong><\/span><\/h1>\n<\/header>\n
                              \n

                              Be sure that assessments are adapted to appropriately align with adapted lesson objectives.\u00a0 Your lesson assessments must reflect an appropriate level of challenge and support that allows each student to demonstrate his\/her understanding of the objective.\u00a0 An assessment that is effective for one student may not be the best for another.\u00a0 It is important to remember that the assessment techniques you choose allow students to demonstrate their learning effectively.\u00a0 These techniques should play off the students’ strengths and minimize the impact of their weaknesses, so that they can achieve to their greatest potential.<\/p>\n<\/div>\n<\/div>\n

                              \n
                              \n

                              Examples<\/strong><\/p>\n<\/header>\n

                              \n

                              \u00a0<\/em><\/strong>For struggling readers:<\/p>\n

                                \n
                              • \n
                                  \n
                                • Using text-to-speech technology<\/strong> (or having questions read aloud)<\/li>\n<\/ul>\n<\/li>\n
                                • For struggling writers:\n
                                    \n
                                  • Access to a scribe<\/strong> or speech-to-text technology<\/strong><\/li>\n
                                  • Oral<\/strong> assessment<\/li>\n
                                  • Word prediction software<\/strong> to assist with spelling and idea generation<\/li>\n
                                  • Format other than pen\/paper (videos, mind maps, comics, models, flip-grids)<\/strong><\/li>\n<\/ul>\n<\/li>\n
                                  • For students struggling with organization of ideas and time:\n
                                      \n
                                    • Chunk the evaluation<\/strong> into different sections to be completed over several class periods<\/li>\n
                                    • Chunk the questions<\/strong> into smaller steps and a logical order<\/strong> for the work required<\/li>\n
                                    • Use a countdown timer<\/strong> to help students manage time<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
                                        \n
                                      • For students struggling with memory difficulties:\n
                                          \n
                                        • Allow students access to devices such as calculators<\/strong> for math computation; the student will still be required to justify their answer on paper<\/li>\n
                                        • For problem solving, have the students read the problem aloud<\/strong><\/li>\n
                                        • Provide\n
                                            \n
                                          • a word bank<\/strong> related to the assessment<\/li>\n
                                          • a formula list<\/strong> related to a math assessment<\/li>\n
                                          • a glossary <\/strong>(images or written definitions depending on the student’s strengths)<\/li>\n
                                          • a reference page<\/strong> for calculation processes (division, multiplication, how to use a protractor)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                            Citation: LD@School, Suzanne Martin, 2016<\/p>\n

                                            Example from a CEP Student’s Lesson Plan:<\/em><\/strong><\/p>\n

                                              \n
                                            • T.P. and H.B. will be provided with a word bank, that includes extra words, from which to choose their responses.<\/li>\n
                                            • D.C. will be given a warning as to time remaining to complete each example as he is assessed individually outside of the classroom.<\/li>\n
                                            • Challenges: Students displaying proficiency early will be challenged to write their own sentences and\/or draw their own labels.<\/li>\n
                                            • Assessment Modifications: T.B will be assessed using modifications identified in his IEP which allows for him to provide answers verbally.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                                              \n
                                              \n

                                              CPS’s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\n<\/header>\n<\/div>\n\n\n\n
                                              \n
                                              \n\n\n\n
                                              \n
                                                \n
                                              • Post-assessment reflects the appropriate level of challenge aligned with varying students’ pre-assessment performance.\u00a0 <\/strong><\/span><\/li>\n
                                              • If your lesson includes more than one objective to meet the needs of your students, more than one assessment is prepared and aligns. <\/strong><\/span><\/li>\n
                                              • Multiple modalities have been considered, offering opportunities for all students to demonstrate mastery of lesson objectives.<\/strong><\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                                                \n
                                                \n

                                                Equity<\/strong><\/span><\/h1>\n<\/header>\n
                                                \n

                                                Your plans need to show how you are providing equal access to mastery of the grade-level lesson objective.\u00a0 This means that a variety of supports may be necessary for all of your students to build understanding; these specific supports must be identified in your plan.<\/p>\n

                                                 <\/p>\n<\/div>\n

                                                 <\/p>\n<\/div>\n

                                                \n
                                                \n

                                                Accommodations and Modifications\u00a0<\/strong><\/span><\/h2>\n<\/header>\n

                                                It is important to remember that accommodations and modifications refer to a student\u2019s IEP.\u00a0 <\/strong>An accommodation<\/strong> is \u201can adjustment in what a student is expected to do relative to what most students\u00a0are doing, but that does not change the content or proficiency level of the content.\u201d (Lenz & Deshler 2004).\u00a0 Accommodations<\/strong> refer to teaching supports and should not change the curriculum or grade level expectation.\u00a0 They are practices and procedures in the areas of presentations, response, setting, and timing\/scheduling that provide equitable access during instruction and assessments for students with disabilities.\u00a0 They do not reduce learning expectations but reduce or eliminate the effects of a student\u2019s disability.<\/p>\n

                                                As technology continues to progress, students have more access to accommodations. Accommodations do not alter the curriculum in any way. Rather, they ensure access to certain tools that allow the child to access the same curriculum other students are offered.<\/span><\/p>\n

                                                Modifications <\/strong>are adjustments, variation, or difference in what a student is expected to do or learn, how a student is expected to demonstrate knowledge may or may not be the same content or conceptual level of other students in the class. (Lenz, Deshler, 2001).\u00a0 Modifications <\/strong>are changes to the curriculum to meet the needs of the students and must be clearly stated in the IEP.<\/p>\n

                                                \u201cModifications describe very fundamental changes in the curriculum. They may include altering the standard expectations for a course or assessment, as the student may be unable to learn all of the material, or particular portions of the material presented.\u201d<\/span><\/p>\n

                                                References:<\/span><\/p>\n

                                                  \n
                                                1. Jung, Lee Ann. “Is It an Accommodation or a Modification?” ASCD Student Growth Center. N.p., 07 June 2017. Web. 02 Feb. 2018.<\/span><\/li>\n
                                                2. Zollman, Erica M., M.Ed. “Accommodations vs. Modifications: What\u2019s The Difference?” Handy Handout N.p., n.d. Web. 02 Feb. 2018.<\/span><\/li>\n<\/ol>\n

                                                   <\/p>\n<\/div>\n

                                                  \n

                                                  Examples:<\/em><\/strong><\/p>\n

                                                  Accommodations:<\/em><\/strong><\/span><\/p>\n

                                                    \n
                                                  • Sign language interpreters<\/span><\/li>\n
                                                  • Oral responses in lieu of written<\/span><\/li>\n
                                                  • Access to a scribe or someone to read texts to the student<\/span><\/li>\n
                                                  • Large print material<\/span><\/li>\n
                                                  • Voice to text applications in lieu of typing<\/span><\/li>\n
                                                  • Extended instruction, such as video playlists or access to exemplars<\/span><\/li>\n
                                                  • Additional time to complete testing or homework<\/span><\/li>\n
                                                  • Alternate settings to complete tasks<\/span><\/li>\n
                                                  • Allowing fewer items to be completed without changing the content<\/li>\n<\/ul>\n

                                                    Modifications:<\/em><\/strong><\/span><\/p>\n

                                                      \n
                                                    • Leveled texts or adaptations<\/span><\/li>\n
                                                    • Rewording in simpler language<\/span><\/li>\n
                                                    • Allowing outlining instead of writing essays<\/span><\/li>\n
                                                    • Modified grades based on the goals<\/span><\/li>\n
                                                    • Access to audio books or videos<\/span><\/li>\n<\/ul>\n

                                                      Example from CEP Student’s Lesson Plan:\u00a0<\/strong><\/em><\/p>\n

                                                        \n
                                                      • One student often displays negative behaviors associated with writing tasks. This lesson will be previewed with him and he will be given choices for completion of the assignment to satisfy his need for some control over his learning and eliminate negative behaviors.<\/li>\n
                                                      • Students with speech-language impairments will receive corrective feedback that includes strategies designated by their speech-language pathologists.<\/li>\n<\/ul>\n<\/div>\n
                                                        \n
                                                        \n

                                                        CPS’s Aligned LOFT Evaluation Criteria and Annotations<\/strong><\/span><\/h4>\n

                                                         <\/p>\n

                                                         <\/p>\n<\/header>\n<\/div>\n\n\n\n
                                                        \n
                                                        \n\n\n\n
                                                        \n
                                                          \n
                                                        • Accommodations and\/or modifications aligning with student IEPs s are evident. <\/span><\/strong><\/li>\n
                                                        • Cultural differences have been considered. <\/span><\/strong><\/li>\n
                                                        • All students are provided with the same opportunities to learn a wide range of concepts\/skills that engage their thoughts and ideas.<\/span><\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":11,"menu_order":7,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-100","chapter","type-chapter","status-publish","hentry"],"part":18,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/100","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":21,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/100\/revisions"}],"predecessor-version":[{"id":434,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/100\/revisions\/434"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/parts\/18"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapters\/100\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/media?parent=100"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/pressbooks\/v2\/chapter-type?post=100"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/contributor?post=100"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/lessonplanning101\/wp-json\/wp\/v2\/license?post=100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}