from Office of State Assessment, NYSED

A clear written notice must appear on each test booklet as to whether “deletion of spelling, paragraphing and/or punctuation requirements” was among the accommodations required by the student’s IEP/504 Plan. Teachers should not cross out and correct student’s work but must bear these accommodations in mind when scoring those responses to test items in which spelling, paragraphing and/or punctuation is ordinarily part of the scoring rubric.

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 New York State LibraryUniversity of the State of New York - New York State Education Department

Explain the circumstances behind 1 Supreme Court Case.

Testing accommodations may be organized into five categories: flexibility in scheduling/timing; flexibility in setting; method of presentation; method of response; and “other.” This is not a finite or exhaustive list but is one which is most widely used. There may be a unique testing accommodation that is considered and/or provided to a student during instruction and classroom tests that is not included in this document. Staff are encouraged to contact the Department (email to) well in advance of administration of State assessments in order to verify whether the provision of the accommodation is permitted for State assessments.

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Extending the time allowed for administration of a test on the scheduled day, by starting early and/or ending late on the same day (the IEP/504 Plan must specify the amount of time to be allotted, such as “double time”).

NOTE: The Thematic and DBQ Essays are graded on a scale of 1 (lowest) to 5 (highest)

- Discuss how the court case either expanded or limited rights.

Timing accommodations may also be needed in conjunction with a variety of other testing accommodations. For example, a student using special equipment to record responses or dictating responses to a scribe may complete examinations more slowly. Some accommodations such as the use of magnification devices may induce fatigue. Setting accommodations are often needed in conjunction with scheduling accommodations because the test is being administered at a different time.

Oishei Children's Hospital in Buffalo.


Application materials must be submitted to the State Education Department, Office of Special Education, 89 Washington Avenue, Room 309 EB, Albany, New York 12234, at least three months prior to the scheduled administration. Application materials must include all of the following:

Well, you could answer it one of two ways for Brown v. Board of Education:

Tip #2: Choose what you can write a lot about!



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Colin Bellinger, Tyler Bernatovicz, Claire Brandon, Victoria Busch, Nathan Canazzi, Isabel Dickinson, Jenette DiLaura, Jordan Eckrote, Abigail Fay, Maricella Fusillo, Mark Giancola, Jessica Gonda, James Grinchishin, Alicia Haak, Cross Kalp , Shannon Klein, Matthew Logel, Arthur Meaney, Hallie Mingoia, Katherine Riederer, Kate Riniolo, Maria Schnettler, Vanessa Shores, Megan Stanley, Gracie Tompkins, Sara Wolcott.

As you can see, the Part 2 Argument Essay is the most heavily weighted section.

Tip #3: Answer every bullet equally!

In many cases, the student should be invited to participate in CSE/CPSE/504 Plan meetings. Students themselves can provide valuable information on testing accommodations needed. They can provide information on their strengths and the accommodations they use for instruction and homework and be involved in decisions regarding the appropriateness of these accommodations during tests. At times, students may be reluctant to use certain testing accommodations because they do not want to appear different from their peers. Including students in decision-making will help them to understand the need and reason for the accommodation and will more likely result in their willingness to use the accommodation consistently.

Goal #1: To improve the alignment of scoring criteria between the Thematic essay and DBQ essay.

She then asked her students to make a greeting card.

Providing additional time may benefit some students but not others, depending on the individual needs of the student. For example, some students may use additional time to second-guess themselves and repeatedly revise their responses to test items. Long periods of test taking may diminish a student’s optimal performance as the student tires and loses concentration. To help determine how much additional time a student may need for tests, the additional time that the student needs for instruction should be considered. In addition, students using Braille or large print to take an assessment may need additional time to complete the test.