ACCOMMODATIONS & CONCESSIONS TRAINING (GRADE R-12) 2019

ACCOMMODATIONS & CONCESSIONS TRAINING (GRADE R-12) 2019

WHAT ARE ACCOMMODATIONS/CONCESSIONS? Accommodations refer to the use of differentiated methods of assessment to support learners who experience barriers to assessment Concessions refer to permission granted to learners to be exempted from certain subjects or sections of the curriculum content Differentiation in assessment and accommodations are designed to equalise opportunities for all learners by addressing barriers which learners may experience Support for learners to enable them to give a true account of their knowledge and/or skills The standard of assessment must not be compromised, nor should the learner be given an unfair advantage over his or her peers; It is important that differentiated assessment and/or accommodations are put into practice early and throughout learners’ school career to give them the opportunity to realise their potential

LEGISLATIVE FRAMEWORK Government Gazette, No. 37651, 16 May 2014 National Protocol for Assessment Grades R-12, Chapter 9 (discusses the three types of Assessment) Education White Paper 6-Special Needs Education: Building an Inclusive Education and Training System National Policy Pertaining to the Conduct, Administration and Management of the National senior Certificate Examination, Annexure C1 National Education Policy Act, 1996 (Act No. 27 of 1996) Screening Identification, Assessment and Support Policy Document

ELIGIBILITY Learners who are eligible for accommodations or concessions are: Those who have special educational needs arising from a disability, learning difficulty, behaviour and/or psycho-social disorder which creates a barrier to the learner achieving his/her potential in the assessment; or Those who during the assessment or examination period, experience medical, social, emotional or psycho-social challenges

ELIGIBILITY Cont Accommodations or concessions are not granted where the primary area of difficulty is with the language of learning, teaching and assessment due to the fact that this is not the home language of the learner Learners who are eligible for differentiated assessment and accommodations should be identified as early as the Foundation Phase, after all remedial measures have been exhausted Accommodation needs may change over time, requiring a re-evaluation after each phase or as the need arises

STRUCTURES IN ACCOMMODATIONS/CONCESSIONS PROCESSES School Based Accommodations Committee (SBAC) District Based Accommodations Committee (DBAC) Provincial Based Accommodations Committee (PBAC) Directorate: Assessment and Examinations

SCHOOL BASED ACCOMMODATIONS COMMITTEE Identify learners eligible for accommodations with regard to examinations and assessments in terms of the level and nature of support required Liaise with parents Obtain relevant reports The initial assessment will be conducted by the SBAC by using the SIAS policy Where there are specialist support services at the school they are required to submit relevant, current and comprehensive information on the learner, applicable to their areas of expertise, which will support the request for the accommodation Prepare and submit all applications to DBAC, requesting relevant accommodations/concessions Mediate the final decision in writing on applications to relevant stakeholders and implement appropriately

DISTRICT BASED ACCOMMODATIONS COMMITTEE Mediate the relevant policies and provincial guideline documents to SBAC Develop a DBAC management and training plan Submit to PBAC for quality assurance and approval Further assessments, if required, will be facilitated by the DBAC Consider applications for examination and assessment accommodations received from SBAC, verify documentation of learners and recommend the appropriate accommodations in terms of DBE form 124 Process accommodations applications from Grade 1-9 (approval of readers and scribes to be done at PBAC) Submit a summary of all applications with recommendations to the PBAC upon request and avail the relevant documentation and reports

DBAC cont Identify, train and certify readers and scribes (certificate valid for two years) The DBAC must ensure that officials (LSE’s as well) are trained as invigilators, readers and scribes to assist in emergencies during assessment and exams Mediate final decisions on applications in writing to the SBAC Prepare required outcome letters for Grade 111 and distribute to SBAC Submit appeals to PBAC

PROVINCIAL BASED ACCOMMODATION COMMITTEE Mediate the policy documents for accommodations to DBAC Inform DBAC of time frames and management plans in line with the National Senior Certificate and provincial requirements Consider DBAC recommendations for accommodations/concessions with subsequent approval, non-approval or approval with amendments Create a database of all accommodation/ concession applications Forward all required details of examination accommodations/concessions for Grade 12 to the Director: Assessment and Examinations

DIRECTORATE:ASSESSMENT AND EXAMINATIONS Facilitate the generation of Grade 12 response letters only for accommodations All other letters are generated by the DBAC

APPEALS An accommodations/concessions decision may be appealed within 2 months of receipt of the original decision The outcome of an appeal cannot be re appealed Only the original application will be considered The department reserves the right to request further assessment

Types of Accommodations/Concessions

ADDITIONAL TIME Impairment Additional time that may be made available Physical Disability/Repetitive Strain Injury 5 to 10 minutes per hour to accommodate slower writing speed Learning Disability Maximum 20 minutes per hour for perusal/formulating/writing/checking answers Chronic Pain 15 minutes per hour for standing/walking around Vision Impairment Double time for learners who are blind and time and a half for learners who have low vision or partially sighted Hearing Loss 20 minutes per hour for perusal/ formulating/writing/checking answers Any other disability not identified in the above list May use the above mentioned time allocation not exceeding 20 minutes per hour

USE OF A SCRIBE A learner may be granted the use of a scribe by the PBAC if : The writing speed is significantly slow (evidence is required) Handwriting is illegible (samples of learner work is required) Learners are unable to write due to an injury/physical disability (a report is needed from a medical practitioner/ relevant therapist detailing how the condition affects the ability to write) Where use of a computer is not an option (for the above three circumstances) Learners with significant visual impairment not yet proficient with Braille or any other devices for the visually impaired Learners who make use of the scribe also qualify for additional time and separate venue

USE OF A READER A learner may be granted a use of a reader by PBAC if: There is an impairment with reading which is confirmed through appropriate assessments There is a diagnosed visual impairment and the learner is not yet proficient with Braille or any other devices for the visually impaired Learners who make use of a reader also qualify for additional time and separate venue

SEPARATE VENUE The use of a separate venue is to assist an individual learner for medical, emotional or academic reasons A medical report is required detailing the condition, how it affects the learner and the support required e.g. if a separate venue is required for an anxiety disorder- a psychological/psychiatrist report is needed If a separate venue is required for e.g. for learners using computers and there are more than one, then three to four can be seated in one venue

USE OF A PERSONAL ASSISTANT A personal assistant may be required by learners with physical disabilities/injuries to provide assistance with manual tasks at the learner’s request. E.g. If a learner has a physical disability, the personal assistant might assist to turn pages for them or take a jacket off A report is required by a medical practitioner or relevant therapist confirming the condition and detailing how it impacts the ability to function The personal assistant may only speak to the candidate to clarify the request The personal assistant may be familiar with the learner, but not teach the subject The personal assistant should not discuss any matters with the learner unless it relates to the learner’s need for personal care or assistance A separate venue is required

HANDWRITING A handwriting sticker is provided for learners whose handwriting is very difficult to read but not illegible (and for whom the use of a computer is not possible) Copies of learner’s work is required as proof A handwriting sticker is affixed to the cover of the answer book

SPELLING Spelling accommodation is granted when the spelling mistakes made by the learner compromises the learner’s ability to express written language Evidence of the learner’s work in the LOLT is required A spelling sticker is placed on the answer books of the learner. The marker must not penalize spelling mistakes as long as what is written is phonetically correct Note that in the Language Papers where spelling is part of the content knowledge required at Grade 12 level, correct spelling is needed A spelling sticker is not granted when the difficulty is with the LOLT which is different to the home language of the learner

MEDICATION/ FOOD INTAKE It is granted to learners with medical conditions such as Diabetes to take medication or food when needed A medical report is required detailing the condition, how it affects the learner and the support required Rest breaks should also be applied for in conjunction with this accommodation A separate venue will also be required

REST BREAKS A rest break is granted to a learner who is not able to remain seated for the duration of the examination due to an injury or medical condition A medical report is required detailing the condition, how it affects the learner and the support required Rest break time does not count as extra writing time A separate venue is required

USE OF A COMPUTER A computer is requested when: A learner has writing that is illegible learners with physical disability/injury affecting hand dexterity (a medical report or report by the relevant therapist is required detailing the condition, how it affects handwriting and the support required) In case of power cuts, a scribe must be used A separate venue is required The learner must have experience in using a computer All applications, programs and networks on the computer that may assist the learner, must be disabled

USE OF A PROMPTER It is granted for learners who are easily distracted, affecting the assessment and exams process A detailed report is required which outlines the severity and history A separate venue is required The invigilator cannot be the prompter The prompter will observe if the learner is distracted and will refocus the learner with either a verbal cue or a physical cue (tap on the shoulder or desk) The prompter cannot have any communication with the learner beyond the verbal and physical cue to re-focus

BRAILLE & LARGE PRINT Learners diagnosed with visual impairments have different support needs depending on the severity e.g. font size, Braille or assistive devices An ophthalmologist/optometrist report must detail the condition, how it impacts on the learner and the support required e.g. font size Learners with diagnosed visual impairment receive additional time as stipulated Type of Braille required (contracted and uncontracted) and font size, must be indicated on the DBE 124 form

DIGITAL RECORDER, VIDEO RECORDER, WEB-CAM A recording of the entire examination proceedings must be made whenever a separate venue is utilised. This recording must be submitted with the examination script The recording device must be tested prior to its use in each examination and the battery life checked. Should the battery power be low, new batteries must be inserted to the device prior to the examination Digital recordings need to be copied to a CD at the end of each examination and submitted with the candidate’s answer booklet This requires the use of a separate venue. The examination proceedings must be recorded by the invigilator on a digital recording device

SIGN LANGUAGE INTERPRETER This accommodation is provided in schools where the LOLT is SASL An audiological evaluation must be included The individual interpreting cannot also be the invigilator The interpreter must be competent in SASL The interpreter interprets while the chief invigilator reads the instructions and the questions The interpreter does not interpret the questions when there is an adapted question paper, only the instruction

ADAPTED QUESTIONS This accommodation is granted to: Blind or visually impaired learners Deaf or hard of hearing learners Learners with physical barriers

EMERGENCY ACCOMMODATIONS It refers to support required in cases of e.g. pregnancy, trauma, abuse, hospitalization, imprisonment and injury occurring prior or during the exam/assessment A medical report is required detailing the condition, how it affects the learner and the support required Support could include any of the previous mentioned accommodations or what might be most appropriate depending on the nature of the emergency The process for an emergency accommodation is that if the documentation cannot reach the PBAC due to the immediate nature of the emergency, the DBAC to contact PBAC telephonically to obtain approval. If PBAC cannot be contacted, DBAC to make a decision and inform PBAC within 24 hours and evidence to be forwarded within three days

CONCESSIONS N/B The following concessions deviate from policy as it affects the PROMOTION CRITERIA: A. EXEMPTION FROM A SECOND LANGUAGE This concession is granted to Immigrant learners An Immigrant learner may be granted a concession to exempt them from offering a second language (Gr 10 -12). Gr 7 - 9 second language is not used as promotional requirement. In this case, the second language must be replaced by another subject A copy of the Asylum-seeking papers/study permit is needed For an immigrant learner to obtain this concession, the learner must have arrived in South Africa in Grade 7 or later

CONCESSIONS Cont B. EXEMPTION FROM MATHEMATICS OR MATHEMATICAL LITERACY Learners Gr 1 – 9 has Mathematics – Not used as promotional requirement. Learners with dyscalculia are granted a concession exempting them from offering Mathematics/Mathematical Literacy (Grades 10 -12), by the Assessment Directorate A psychological report, previous school reports and samples work of the learner are required

DEVIATION FROM POLICY There is a Deviation from Policy when the promotion criteria are not met A FORMAL SUBMISSION IS REQUIRED THE SUBMISSION MUST BE FORWARDED TO THE ASSESSMENT & CURRICULUM DIRECTORATE

EVIDENCE REQUIRED Screening tool Developed by PBAC used to grant: additional time Visual Impairment / Blindness Opthalmologist report/medical report/optician report/optometrist Deaf/ Hard of Hearing Medical report, (ENT), Audiologist report Physical Barriers Medical report/relevant therapist report Behaviour, Anxiety, ADD/ADHD, Autism, Psycho-social Disorders Medical report Psycho-educational assessment report Psychiatric Report Specific learning disabilities Psycho-educational report

EVIDENCE REQUIRED CONT . Other Conditions must include: Medical report/ report by relevant professionals In addition to the above, each application must include: DBE 124 SIAS Forms (SNA 1- 3) Supporting Historical evidence School report Samples of written work (where necessary) Professionals will make recommendations but the final decisions will be done at the level of the PBAC

TRAINING OF READERS AND SCRIBES Definitions: SCRIBE: The practice where a candidate reads the questions and the writes down the candidate’s response verbatim READER: The practice where a person reads the questions to a candidate and the candidate writes down the response READER & SCRIBE: The practice where a person reads the questions to a candidate and writes down the candidate’s response verbatim

RESPONSIBILITY OF THE READER/SCRIBE The Scribe/Reader should preferably be trained teachers or appropriate professional persons. They should not be related to the candidate, and should not be the candidate’s relevant subject teacher It remains an exam situation. The learner should be made as comfortable and relaxed as possible, but the atmosphere should be professional and formal

RESPONSIBILITY OF THE READER/SCRIBE Cont. The professionalism and integrity of the reader/scribe must be maintained at all times The candidate may not be disadvantaged under any circumstances. This includes any form of explanation that might convey the answer to a question, facial expressions or gestures, verbal expressions, clues or remarks, emphasis of words that could benefit the learner The reader/scribe must remain neutral at all times

PROCEDURES PRECEDING THE USE OF A READER/SCRIBE The learner will be informed by the class teacher that he/she will get support in terms of a reader and/or a scribe The trained educator will prepare the learner on what to expect during the session Before the test or examination, the reader/scribe must introduce him/herself to the learner and inform the learner about the venue of the test/examination Assistance from a reader/scribe may not take place in the examination room. A separate, suitable room should be provided for each learner

PROCEDURES PRECEDING THE USE OF A READER/SCRIBE Cont. Two question papers for each learner must be provided by the subject teacher: one for the learner and one for the reader/scribe. Scribbling paper must also be supplied by the examiner At the end of each session, the reader/scribe will personally return the examination paper to the subject teacher No marks will be deducted because the candidate made use of a reader/scribe When writing an external examination, a recording of the examination must be made and be submitted together with the answer book

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE Cont. Instructions to be read to the candidate before exam or test: I will read the question to you and write down your answer You may request a question or part of a question to be repeated Take note of the allocation of marks at the end of each question You may answer or plan any of the questions in rough and then read them to me to write down

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE You must indicate the beginning of a new paragraph You must indicate where inverted commas, capital letters etc. are to be used. Remind learner if they are not indicating punctuation. When you have completed the paper, I will read the answers to you. Then you can check whether I have written your answers down correctly (provided sufficient time remains) I am not permitted under any circumstances to explain a question or word to you You may choose the order in which you answer the paper

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE Once the learner’s personal information has been recorded, the answers are written down exactly as given by him/her (verbatim) The question paper must be read while the learner follows on his/her own question paper The learner may decide which question he/she prefers to answer first. The learner may use scribbling paper, which must be handed in with the answer sheet

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE SPELLING The learner is not required to spell the words. In the Language Paper where spelling is assessed, the learner must spell the words to the scribe PUNCTUATION The scribe will write the usual capital letters and punctuation marks while taking down the answers. If a question requires a learner to indicate punctuation, he/she must tell the scribe to write it in. Incorrect punctuation may not be pointed out to a learner. If a direct quotation is made, the candidate should indicate the use of quotation marks

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE PARAGRAPHS The learner must indicate the beginning of a new paragraph when writing a letter or an essay ESSAY/LETTER The learner must indicate the format of the letter or essay, e.g. the address, the beginning, the end, and the headings. The learner will receive adequate time to plan the work. Scribbling paper may be used

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE The learner may not be made aware that he/she is not taking the allocation of marks into account Should a learner ask, for example, whether an answer is correct, no answer may be given, and this may be pointed out to him/her. No comment regarding his/her answer may be made The candidate must be made aware of the time at regular intervals

PROCEDURES WHEN MAKING USE OF A READER/SCRIBE The candidate may request that the work already recorded be read to him/her, and that the scribe make changes When the candidate has completed the test/exam, and is pleased that he/she has answered the questions to his/her satisfaction the reader/ scribe will fill in the declaration that is supplied. The declaration will then be attached to each question paper/answer book

Declaration (must be attached to question paper) I hereby declare that a reader/ scribe was used by the candidate during this test/exam. . NAME DATE: . . SIGNATURE

CHALLENGES

CHALLENGES Schools are not trained on accommodations All Public Ordinary Schools must be included in the accommodations training & training of readers & scribes Training must be as per dates on management plan early in the year DBAC Coordinator must coordinate the accommodations for ALL circuits

CHALLENGES Applications are not QUALITY ASSURED Every application must be verified by the DBAC coordinator in conjunction with PBAC representative from the District The application must be signed by the DBAC Coordinator to indicate that the application was quality assured

CHALLENGES -VERIFICATION / QUALITY ASSURANCE DBE 124 The DBAC coordinator must ensure the following: DBE 124 form must be ONE page ONLY – request school to comply or resubmit with correct form The application must be signed by the official who checked the application The same official CANNOT sign for both positions. DBE 124 must be signed PRIOR to submitting to DBAC and PBAC

CHALLENGES Ensure that accommodations applied for are appropriate Learners completing DBE 124 themselves requesting for accommodations such as: Adaptation of Questions Text to voice / voice to text Video/ Webcam/ DVD recorder

CHALLENGES District Officials signing forms during the PBAC verification process - Accountability – signing on behalf of peers, professionalism Return incomplete and unsigned forms to the school for completion PBAC returns unsigned documents to DBAC

CHALLENGES SCREENING TOOL Incorrect screening tool is used – old versions The screening tool is incomplete, calculations and scoring incorrect – will be returned to DBAC Date of assessment, date of birth and correct chronological age are not indicated – same age for ALL Names do not correlate with all supporting documents Educators writing responses Comprehension questions answered on educator’s copy with answers

CHALLENGES SCREENING TOOL Sections incomplete The summary sheet is not included Administered in English (whilst LOLT is Afrikaans) to reflect poor performance to obtain accommodations Private practitioners cannot use the GDE tool

Challenges continued SUPPORTING EVIDENCE Samples of learner’s work to support accommodation application must be: Recent - Current year In LOLT – verify with school report No Multiple Choice responses Preferably a sample under test/exam conditions and class work No draft copies of essays/mind maps

Challenges continued . SUPPORTING EVIDENCE Samples of learner’s work not clear – scanned & copied repeatedly

Challenges cont OTHER CHALLENGES Learner with previous accommodations, letter of approval to be attached Accommodations granted to learners by the IEB (Independent Schools) do NOT automatically qualify/continue with those accommodations. A new application for GDE is required

CHALLENGES Schools granting accommodations without the approval of the District, letter from school to continue with the “accommodation” Psycho-educational reports not in English District Officials recommending that Mathematics should not be considered for promotion purposes (especially in Grade 9). At the end of GRADE 9, accommodations to be reviewed - change of subjects

CHALLENGES Cont Grade 8 learners entering High School- review the need for Accommodations. School to be informed of the approved accommodations Reader & Scribe applications are verified by PBAC

CHALLENGES Cont Accommodations Assessment Report ? Accommodations granted by District Officials for 1 term only Exemption from Mathematics in Grade 12 (Dyscalculia) “Slow reader” – does not automatically qualify for a reader – consider EXTRA TIME. Requesting a reader / scribe in Grade 12 when it was not approved by PBAC in Grades 10 & 11

CHALLENGES Cont Educator indicates that the learner has no challenges / should change subjects – address with school Accommodations granted by District Officials for 1 term only Exemption from Mathematics in Grade 12 (Dyscalculia) “Slow reader” – does not automatically qualify for a reader – consider EXTRA TIME. Requesting a reader / scribe in Grade 12 when it was not approved by PBAC in Grades 10 & 11

CHALLENGES PERIOD OF VALIDITY OF REPORTS Medical Reports confirming a medical condition such as blind/deaf/autism/epilepsy and CP – valid from first diagnosis (from birth) – DO NOT need recent reports Psycho-educational reports –valid for 2 years – lenient

CHALLENGES OTHER CHALLENGES WITH REPORTS If Rooi Appel assessments are conducted-reports must be accompanied with a Psycho-educational assessment confirming a SLD diagnosis from DSM 5 confirming impairment in reading or written expression Sick notes inadequate to grant accommodations Letter from GP requesting “amanuensis” is insufficient

CHALLENGES The following documents DO NOT confirm a diagnosis: Conners Comprehensive Behavior Rating Scales (Conners CBRS) multiple-choice questions that help screen for emotional, behavioral, and academic disorders Copeland Symptom Checklist for Attention Deficit Disorders - Child and Adolescent Version This checklist is designed determine whether a child or adolescent has symptoms characteristic of ADHD

CHALLENGES The Vanderbilt Assessment Scale This rating scale is used by professionals to screen for ADHD, oppositional defiant disorder, conduct disorder, anxiety and depression in children Beck Youth Inventories 5 separate inventories to assess for depression, anxiety, anger, disruptive behaviour, and self-concept. Takes 5 minutes to administer each one Results aid in the screening, planning, and monitoring of children for educational placement and clinical treatment.

CHALLENGES Using 1 Minute Reading Test to grant a reader – only sight words – unacceptable 1 Min Mathematics to confirm dyscalculia – insufficient & inappropriate ENGAGE WITH PROFESSIONALS Report is too brief – not providing adequate information Therapist report stating the learner has CP – disadvantage to learner “Below Average” – in Cognitive Assessments -must be specific – call psychologist to get scores.

CHALLENGES Read professional reports and do not accept any report at face value - SID learner diagnosed with dyslexia? DO NOT APPROVE GRADE 10, 11 & 12 ACCOMMODATIONS APPROVAL IS DONE BY THE PBAC

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