Dream ON: Accommodations

Room 9 (Laila & Dael)

silent room.

comprehension through translation to L1.

2 texts and check comprension through explaining in L2.

breaks (2 ways).

test form layout.

question choice

in writing tasks - guiding vocabulary key

Room 11 - Dalit, Noga and Sarah

1. Earplugs

2. Examples rather than definitions / milonit

3. Time to learn for mefunim

4. Testing in pairs

5. Paper and pen in COBE

6. Get rid of tricky questions and actually test understanding

7. For students on the spectrum make the whole test multiple choice.

Ariella

Siwar Zbeedat

Carole Rosbruch

*choices for demonstration of knowledge via alternate assessment

*Thesaurus book

*avadat gemer

*all multiple choice for those with trouble speaking

*in Arabic schools going straight from Arabic to English with no Hebrew translation

*navigation cards with parts of speech and words

*finding appropriate videos to match text content to enhance comprehension

*flexible extra time

Room 1:

1. To give the students a helping list with all the Grammar Structure ( like on Math exam)

2. To give a list of difficult words from the unseen for every Module not just E

3. the possibility to be tested in small groups or separately for students who suffer from anxiety

4. To enlarge the print of the tests ( the current one is toooooo small and makes it difficult to read and understand

5. Giving extra time to all the students who need it

6. To allow a short break for those who need it to lower the stress level

Room 5: to give a list of general subjects that might be in the unseen. (Students would know in advance what is the text is about, and get prepared)

Inna, Tamar, Moussa, Amy, Elana

-add visual clues and pictures to explain certain words

-take tests in smaller rooms, quieter rooms, less people

-more interesting and relatable topics for unseens

-eliminate environmental noises like cutting grass in the middle of a Bagrut exam

-indicate part of speech in footnotes for tricky words

-separate texts from questions for Bagrut exams so students can look at text and questions at same time.

-provide staff who can accompany students who need a break in the middle of an exam to take a short walk

-draw students' attention to words with multiple meanings so they know where to pay extra attention when looking up words to look

-provide checklist/rubric for composition

Room #2

Bilah, Lubna, Hesen , Ravit

1. Having a HUMAN reading

2. Choosing the time of day to be tested

3. Choosing the which questions to answer (5/8)

4. Visual Aids: Allow the use of visual aids such as graphic organizers, charts, or diagrams to support learners who benefit from visual cues or have difficulty organizing information.

5. Taking a break during the exam

6. **individual / quiet room- without איבחון

7. Individualized Accommodations: Offer individualized accommodations based on each learner's specific needs and disabilities

Room 5.

Hanan

Nora

Yael

To let the students choose whether to be tested or have a paper work/ task

Room 5: 4.students will have the possibility to choose how to be tested. For example: to use a computer or to hand write.

Room 13:

1.) Work in the way that you work best (pen/paper, computer, etc.)

2.) Work at the time that you work best and begin when you are ready

3.) Take the test as many times as you want as practice and to perfect (as much as possible)

4.) Remove the timer (or time limit) on the COBE

5.) Work and complete the exams at your pace

Room 7 names:

Shanny Hovav Hagbi

Olivia Abu- Hanna

Yulya Mostovoy

Our suggestions

1. A table with key words and phrases that will help them in their writing.

2. A template of the writing structure.

3. Adding illustrations to enhance understanding (to translations and to titles or headings)

4. Students should be allowed to record their answers just like in the COBE test.

5. Enlarging the font size

6. Customizing the test using a different font style (to the students' choice).

7. Starting the test with a questionnaire and a bagrut test would be customized to their interests (Bagrut - a bank of topics).

8. Instead of four answers in the multiple choice questions

we can limit the number to two or three answers.

Room 8: Lisa, Elana and Tali

Offering choice for unseen topic, number of questions or essay question

To have a room where the students can stand/walk around when taking the test (for students with ADD)

Every student could write the exam in their own room

Allowing students to be tested with music

Having the exam booklet set up in such a way that the questions and the text are side by side (not double sided) so that students don’t have to flip back and forth

Printing the exam on yellow test paper and not white

Have the electronic dictionary as a built-in feature for itest (so student will not have to buy a e-dictionary), This allows you to interact with the test much more efficiently and effectively.

Students to complete the exam on a tablet which would allow them to manipulate the text, highlight, increase and decrease the font and mark up the text

Separating הקראת שאלון from התעלמות משגיאות כתיב

room 12:

more time.

technical and structural support to breakdown the tests.

on itest- highlight the words being read.

Room 5: 3. To have a helping material during exams for example : a list if connectors

guiding sentences

Students have the choice to choose between tasks.

(Room 5)

Maybe allowing students ti bring a paper with grammar rules. Some useful phrases to use in the writteb production part. A list of useful connectors.

Areej

Room 6 : Kathy , Revital

1) Slow the reading pace.

2) Choose relatable accent.

3) Highlight the text while reading.

4) Prompt for writing compositions.

5) Writing templates.

6) Choice of questions.