Dear Keri
I have the same issue. Last fall I adjusted the time I was giving folks to finish their I-RAT (setting each i-clicker question at one minute rather than 45 seconds). I don't think the I-RAT option I took is enough and I'm about to discuss this with my disabilities office. I have the feeling I might have to offer some other option. Perhaps have the student complete the questions online using a tablet in class.
However my feeling about the t-RAT is that students are working together to comprehend each question. But I think this is up for challenge.
M
Dr. Amanda Rees
Associate Professor, Geography
Columbus State University
Sent from my iPhone
On Jan 10, 2013, at 3:00 AM, TEAMLEARNING-L automatic digest system <[log in to unmask]> wrote:
> There are 7 messages totalling 1269 lines in this issue.
>
> Topics of the day:
>
> 1. Need advice on accommodating disability support requirements for
> test-taking (7)
>
> ----------------------------------------------------------------------
>
> Date: Wed, 9 Jan 2013 17:45:12 +0000
> From: Keri M Larson <[log in to unmask]>
> Subject: Need advice on accommodating disability support requirements for test-taking
>
> --_000_988C16B107AF9D448A2A11C7DDC13AC701396959UABEXMB2aduabed_
> Content-Type: text/plain; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> Hello,
>
> Tomorrow I will commence my second semester of teaching Intro to IS, full-o=
> n TBL-style. Just this morning, however, a student who will be in one of my=
> classes presented me with his Disability Support Services letter from my U=
> niversity requiring that I give him double time on tests and allow him to t=
> ake his tests outside of the classroom environment.
>
> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class i=
> n one day to accomodate this student's requirements. Has anyone encountered=
> this situation before, and how did you (or do you think I should) handle t=
> he IRAT/TRAT situation in this context?
>
> Thanks for any advice!
>
> Keri Larson
> Assistant Professor of IS
> University of Alabama at Birmingham
>
> --_000_988C16B107AF9D448A2A11C7DDC13AC701396959UABEXMB2aduabed_
> Content-Type: text/html; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> <html dir=3D"ltr">
> <head>
> <meta http-equiv=3D"Content-Type" content=3D"text/html; charset=3Diso-8859-=
> 1">
> <style type=3D"text/css" id=3D"owaParaStyle"></style>
> </head>
> <body fpstyle=3D"1" ocsi=3D"0">
> <div style=3D"direction: ltr;font-family: Tahoma;color: #000000;font-size: =
> 10pt;">Hello,
> <div><br>
> </div>
> <div>Tomorrow I will commence my second semester of teaching Intro to IS, f=
> ull-on TBL-style. Just this morning, however, a student who will be in one =
> of my classes presented me with his Disability Support Services letter from=
> my University requiring that I
> give him double time on tests and allow him to take his tests outside of t=
> he classroom environment. </div>
> <div><br>
> </div>
> <div>This puts me in a huge bind. I cannot (nor do I wish to!) revamp my cl=
> ass in one day to accomodate this student's requirements. Has anyone encoun=
> tered this situation before, and how did you (or do you think I should) han=
> dle the IRAT/TRAT situation in this
> context? </div>
> <div><br>
> </div>
> <div>Thanks for any advice! </div>
> <div><br>
> </div>
> <div>Keri Larson</div>
> <div>Assistant Professor of IS</div>
> <div>University of Alabama at Birmingham</div>
> </div>
> </body>
> </html>
>
> --_000_988C16B107AF9D448A2A11C7DDC13AC701396959UABEXMB2aduabed_--
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 12:55:32 -0500
> From: David Raeker-Jordan <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> --047d7bb042a0f5434204d2dec55e
> Content-Type: text/plain; charset=UTF-8
>
> Keri,
>
> I changed my iRATs so that I don't have a firm time limit. I give a
> suggested time, and I let it count down so that everyone can see it, but
> when that time is over, I ask if anyone needs more time. Usually a few
> students need or want a bit more time, but they seem to get the message
> that they need to finish quickly because the rest of us are waiting. For
> the tRAT, you could do something similar. I also know that some teachers
> wait until 1/2 of the teams are done and then announce that there are X
> minutes left. This again helps to prop the slower teams along without
> having a firm time limit.
>
> -----------------
> David Raeker-Jordan
> Legal Methods Professor
> Widener University School of Law
> Harrisburg, PA
> 717.541.1996
>
>
>
> On Wed, Jan 9, 2013 at 12:45 PM, Keri M Larson <[log in to unmask]> wrote:
>
>> Hello,
>>
>> Tomorrow I will commence my second semester of teaching Intro to IS,
>> full-on TBL-style. Just this morning, however, a student who will be in one
>> of my classes presented me with his Disability Support Services letter from
>> my University requiring that I give him double time on tests and allow him
>> to take his tests outside of the classroom environment.
>>
>> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my
>> class in one day to accomodate this student's requirements. Has anyone
>> encountered this situation before, and how did you (or do you think I
>> should) handle the IRAT/TRAT situation in this context?
>>
>> Thanks for any advice!
>>
>> Keri Larson
>> Assistant Professor of IS
>> University of Alabama at Birmingham
>
> --047d7bb042a0f5434204d2dec55e
> Content-Type: text/html; charset=UTF-8
> Content-Transfer-Encoding: quoted-printable
>
> <div dir=3D"ltr">Keri,<div><br></div><div style>I changed my iRATs so that =
> I don't have a firm time limit. I give a suggested time, and I let it c=
> ount down so that everyone can see it, but when that time is over, I ask if=
> anyone needs more time. Usually a few students need or want a bit more tim=
> e, but they seem to get the message that they need to finish quickly becaus=
> e the rest of us are waiting. For the tRAT, you could do something similar.=
> I also know that some teachers wait until 1/2 of the teams are done and th=
> en announce that there are X minutes left. This again helps to prop the slo=
> wer teams along without having a firm time limit.</div>
>
> <div style><br></div><div style><div>-----------------<br></div><div><div c=
> lass=3D"gmail_extra">David Raeker-Jordan<br>Legal Methods Professor<br>Wide=
> ner University School of Law<br>Harrisburg, PA=C2=A0<br>
> <a href=3D"tel:717.541.1996" value=3D"+17175411996" target=3D"_blank">717.5=
> 41.1996</a></div></div>
> <br></div></div><div class=3D"gmail_extra"><br><br><div class=3D"gmail_quot=
> e">On Wed, Jan 9, 2013 at 12:45 PM, Keri M Larson <span dir=3D"ltr"><<a =
> href=3D"mailto:[log in to unmask]" target=3D"_blank">[log in to unmask]</a>=
> ></span> wrote:<br>
>
> <blockquote class=3D"gmail_quote" style=3D"margin:0 0 0 .8ex;border-left:1p=
> x #ccc solid;padding-left:1ex">
>
>
>
>
> <div>
> <div style=3D"direction:ltr;font-size:10pt;font-family:Tahoma">Hello,
> <div><br>
> </div>
> <div>Tomorrow I will commence my second semester of teaching Intro to IS, f=
> ull-on TBL-style. Just this morning, however, a student who will be in one =
> of my classes presented me with his Disability Support Services letter from=
> my University requiring that I
> give him double time on tests and allow him to take his tests outside of t=
> he classroom environment.=C2=A0</div>
> <div><br>
> </div>
> <div>This puts me in a huge bind. I cannot (nor do I wish to!) revamp my cl=
> ass in one day to accomodate this student's requirements. Has anyone en=
> countered this situation before, and how did you (or do you think I should)=
> handle the IRAT/TRAT situation in this
> context?=C2=A0</div>
> <div><br>
> </div>
> <div>Thanks for any advice!=C2=A0</div>
> <div><br>
> </div>
> <div>Keri Larson</div>
> <div>Assistant Professor of IS</div>
> <div>University of Alabama at Birmingham</div>
> </div>
> </div>
>
> </blockquote></div><br></div>
>
> --047d7bb042a0f5434204d2dec55e--
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 18:01:46 +0000
> From: Dr Josie A Fraser <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> --Apple-Mail=_9A72DD3A-78B2-4C84-BE72-B19302D8E1FA
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/plain;
> charset=iso-8859-1
>
> Hi Keri,=20
>
> I guess you could consider one of the following options:
>
> 1. Offer the student the chance to come in early and start the iRAT =
> before the other students come in and get started. It's not ideal, but =
> it would satisfy the requirement, especially if you're in the fortunate =
> (perhaps unlikely?) situation where you have an ante-room they could use =
> so they aren't too disrupted by everyone else arriving.
>
> 2. Make the argument that we have made with our students - that this =
> isn't a high-impact exam, but simply a chance to confirm their knowledge =
> base from the pre-reading, so it's not critical; it's also not =
> time-limited. We have pointed out that disability requirements that =
> apply when, for example, everyone gets 60 minutes, and the equivalent =
> reading time to make things fair for a dyslexic student is 75 minutes, =
> are designed for a fixed time-set exam situation. In our iRATs, we give =
> everyone "as long as it takes" for 50% of the room to have completed the =
> test, then give a 5minute warning to the rest of the room, so that the =
> earlier finishers don't have to sit quietly for too long. As this time =
> is flexible, and based on how easy/hard the majority are finding the =
> questions, and there's no fixed time, it's not easy to compensate the =
> disabled student; however the 5 min guideline beyond the 50% submission =
> point has not raised any objections from the students on our course so =
> far.
>
> Since the tRAT is discussing questions that the student has already had =
> time to work through during the iRAT, they shouldn't need any additional =
> time for the tRAT - assuming that their difficulty affects their =
> reading/writing ability, and not their ability to discuss the concepts =
> and talk through their answers. So I don't think that will be a problem =
> - unless their disability is something other than the common things that =
> generate 'learner support profiles' in our institution!
>
> With best regards,
>
> Dr Josie A Fraser
> Senior Lecturer in Pharmacology
> MPharm Programme Leader
>
> University of Bradford School of Pharmacy
> Richmond Road
> Bradford
> West Yorkshire
> BD7 1DP
> UK
>
> Tel: (+44)(0)1274 234663
> Email: [log in to unmask]
> Web: www.bradford.ac.uk
>
>
> On 9 Jan 2013, at 17:45, Keri M Larson <[log in to unmask]> wrote:
>
>> Hello,
>> =20
>> Tomorrow I will commence my second semester of teaching Intro to IS, =
> full-on TBL-style. Just this morning, however, a student who will be in =
> one of my classes presented me with his Disability Support Services =
> letter from my University requiring that I give him double time on tests =
> and allow him to take his tests outside of the classroom environment.=20
>> =20
>> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my =
> class in one day to accomodate this student's requirements. Has anyone =
> encountered this situation before, and how did you (or do you think I =
> should) handle the IRAT/TRAT situation in this context?=20
>> =20
>> Thanks for any advice!=20
>> =20
>> Keri Larson
>> Assistant Professor of IS
>> University of Alabama at Birmingham
>
>
> --Apple-Mail=_9A72DD3A-78B2-4C84-BE72-B19302D8E1FA
> Content-Transfer-Encoding: quoted-printable
> Content-Type: text/html;
> charset=iso-8859-1
>
> <html><head><meta http-equiv=3D"Content-Type" content=3D"text/html =
> charset=3Diso-8859-1"><base href=3D"x-msg://833/"></head><body =
> style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; =
> -webkit-line-break: after-white-space; ">Hi =
> Keri, <div><br></div><div>I guess you could consider one of the =
> following options:</div><div><br></div><div>1. Offer the student the =
> chance to come in early and start the iRAT before the other students =
> come in and get started. It's not ideal, but it would satisfy the =
> requirement, especially if you're in the fortunate (perhaps unlikely?) =
> situation where you have an ante-room they could use so they aren't too =
> disrupted by everyone else arriving.</div><div><br></div><div>2. Make =
> the argument that we have made with our students - that this isn't a =
> high-impact exam, but simply a chance to confirm their knowledge base =
> from the pre-reading, so it's not critical; it's also not time-limited. =
> We have pointed out that disability requirements that apply when, for =
> example, everyone gets 60 minutes, and the equivalent reading time to =
> make things fair for a dyslexic student is 75 minutes, are designed for =
> a fixed time-set exam situation. In our iRATs, we give everyone "as long =
> as it takes" for 50% of the room to have completed the test, then give a =
> 5minute warning to the rest of the room, so that the earlier finishers =
> don't have to sit quietly for too long. As this time is flexible, and =
> based on how easy/hard the majority are finding the questions, and =
> there's no fixed time, it's not easy to compensate the disabled student; =
> however the 5 min guideline beyond the 50% submission point has not =
> raised any objections from the students on our course so =
> far.</div><div><br></div><div>Since the tRAT is discussing questions =
> that the student has already had time to work through during the iRAT, =
> they shouldn't need any additional time for the tRAT - assuming that =
> their difficulty affects their reading/writing ability, and not their =
> ability to discuss the concepts and talk through their answers. So I =
> don't think that will be a problem - unless their disability is =
> something other than the common things that generate 'learner support =
> profiles' in our institution!</div><div><br></div><div><span =
> style=3D"font-size: 12px; font-family: Arial; ">With best =
> regards,</span><br><span style=3D"font-size: 12px; font-family: Arial; =
> "></span><span style=3D"font-size: 12px; "><img =
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> ebo+Ox6NLaLCmzKTn+r8BAAUR93kGub5XAAAAAElFTkSuQmCC" alt=3D"signature =
> transparent.png"></span><br><span style=3D"font-size: 12px; font-family: =
> Arial; ">Dr Josie A Fraser</span><br><span style=3D"font-size: 12px; =
> font-family: Arial; ">Senior Lecturer in Pharmacology</span><br><span =
> style=3D"font-size: 12px; font-family: Arial; ">MPharm Programme =
> Leader</span><br><span style=3D"font-size: 12px; font-family: Arial; =
> "></span><br><span style=3D"font-size: 12px; font-family: Arial; =
> ">University of Bradford School of Pharmacy</span><br><span =
> style=3D"font-size: 12px; font-family: Arial; ">Richmond =
> Road</span><br><span style=3D"font-size: 12px; font-family: Arial; =
> ">Bradford</span><br><span style=3D"font-size: 12px; font-family: Arial; =
> ">West Yorkshire</span><br><span style=3D"font-size: 12px; font-family: =
> Arial; ">BD7 1DP</span><br><span style=3D"font-size: 12px; font-family: =
> Arial; ">UK</span><br><span style=3D"font-size: 12px; font-family: =
> Arial; "></span><br><span style=3D"font-size: 12px; font-family: Arial; =
> ">Tel: (+44)(0)1274 234663</span><br><span style=3D"font-size: 12px; =
> font-family: Arial; ">Email: <a =
> href=3D"mailto:[log in to unmask]">[log in to unmask]</a></s=
> pan><br><span style=3D"font-size: 12px; font-family: Arial; ">Web: <a =
> href=3D"http://www.bradford.ac.uk">www.bradford.ac.uk</a></span><br></div>=
> <div><br></div><div><br><div><div>On 9 Jan 2013, at 17:45, Keri M Larson =
> <<a href=3D"mailto:[log in to unmask]">[log in to unmask]</a>> =
> wrote:</div><br class=3D"Apple-interchange-newline"><blockquote =
> type=3D"cite"><div fpstyle=3D"1" ocsi=3D"0" style=3D"font-family: =
> Helvetica; font-size: medium; font-style: normal; font-variant: normal; =
> font-weight: normal; letter-spacing: normal; line-height: normal; =
> orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: =
> none; white-space: normal; widows: 2; word-spacing: 0px; =
> -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; "><div =
> style=3D"direction: ltr; font-family: Tahoma; font-size: 10pt; =
> ">Hello,<div><br></div><div>Tomorrow I will commence my second semester =
> of teaching Intro to IS, full-on TBL-style. Just this morning, however, =
> a student who will be in one of my classes presented me with his =
> Disability Support Services letter from my University requiring that I =
> give him double time on tests and allow him to take his tests outside of =
> the classroom environment. </div><div><br></div><div>This puts me =
> in a huge bind. I cannot (nor do I wish to!) revamp my class in one day =
> to accomodate this student's requirements. Has anyone encountered this =
> situation before, and how did you (or do you think I should) handle the =
> IRAT/TRAT situation in this =
> context? </div><div><br></div><div>Thanks for any =
> advice! </div><div><br></div><div>Keri Larson</div><div>Assistant =
> Professor of IS</div><div>University of Alabama at =
> Birmingham</div></div></div></blockquote></div><br></div></body></html>=
>
> --Apple-Mail=_9A72DD3A-78B2-4C84-BE72-B19302D8E1FA--
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 18:10:13 +0000
> From: Jenny Morris <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> Hi Keri
>
> We had the same issue with our group of 300 students ~30 of whom had registered extra time requirements that equated to an extra 20 minutes per hour in an exam.
>
> Our 15 item MCQ tests were 20 minutes so we extended this to 25 minutes for all students which is consistent with our Uni regs. This meant we could run the tests without students with such needs being treated differently. One or two complained that it was unfair as all students had the benefit of the extra time but the majority were happy with the process. What happens in practice is that most students finish early!
>
> I hope this helps.
>
> Best wishes
>
> Jenny
>
> Dr Jenny Morris
> Associate Professor (Senior Lecturer) Health Studies
> Faculty of Health, Education & Society
> University of Plymouth
> Knowledge Spa
> Truro
> Cornwall TR1 3HD
>
> On 9 Jan 2013, at 17:45, "Keri M Larson" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
> Hello,
>
> Tomorrow I will commence my second semester of teaching Intro to IS, full-on TBL-style. Just this morning, however, a student who will be in one of my classes presented me with his Disability Support Services letter from my University requiring that I give him double time on tests and allow him to take his tests outside of the classroom environment.
>
> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class in one day to accomodate this student's requirements. Has anyone encountered this situation before, and how did you (or do you think I should) handle the IRAT/TRAT situation in this context?
>
> Thanks for any advice!
>
> Keri Larson
> Assistant Professor of IS
> University of Alabama at Birmingham
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 18:15:41 +0000
> From: "Broscheid, Andreas - broschax" <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> --_000_376F5295B3FE9B4BA48CF77AE377EEC224E1D7E5ITEXMB1adjmuedu_
> Content-Type: text/plain; charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Another possibility would be to count only the first 66% of questions. This=
> would give him double time.
>
> Andreas Broscheid
>
> Associate Professor, Political Science
> Faculty Associate, Center for Faculty Innovation
> James Madison University
>
> From: Team-Based Learning [mailto:[log in to unmask]] On Behal=
> f Of Keri M Larson
> Sent: Wednesday, January 09, 2013 12:45 PM
> To: [log in to unmask]
> Subject: Need advice on accommodating disability support requirements for t=
> est-taking
>
> Hello,
>
> Tomorrow I will commence my second semester of teaching Intro to IS, full-o=
> n TBL-style. Just this morning, however, a student who will be in one of my=
> classes presented me with his Disability Support Services letter from my U=
> niversity requiring that I give him double time on tests and allow him to t=
> ake his tests outside of the classroom environment.
>
> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class i=
> n one day to accomodate this student's requirements. Has anyone encountered=
> this situation before, and how did you (or do you think I should) handle t=
> he IRAT/TRAT situation in this context?
>
> Thanks for any advice!
>
> Keri Larson
> Assistant Professor of IS
> University of Alabama at Birmingham
>
> --_000_376F5295B3FE9B4BA48CF77AE377EEC224E1D7E5ITEXMB1adjmuedu_
> Content-Type: text/html; charset="us-ascii"
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> <div class=3D"WordSection1">
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Another possibility would be to count o=
> nly the first 66% of questions. This would give him double time.<o:p></o:p>=
> </span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><o:p> </o:p></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Andreas Broscheid<o:p></o:p></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><o:p> </o:p></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Associate Professor, Political Science<=
> o:p></o:p></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Faculty Associate, Center for Faculty I=
> nnovation<o:p></o:p></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">James Madison University<o:p></o:p></sp=
> an></p>
> </div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><o:p> </o:p></span></p>
> <div>
> <div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in =
> 0in 0in">
> <p class=3D"MsoNormal"><b><span style=3D"font-size:10.0pt;font-family:"=
> ;Tahoma","sans-serif"">From:</span></b><span style=3D"font-s=
> ize:10.0pt;font-family:"Tahoma","sans-serif""> Team-Bas=
> ed Learning [mailto:[log in to unmask]]
> <b>On Behalf Of </b>Keri M Larson<br>
> <b>Sent:</b> Wednesday, January 09, 2013 12:45 PM<br>
> <b>To:</b> [log in to unmask]<br>
> <b>Subject:</b> Need advice on accommodating disability support requirement=
> s for test-taking<o:p></o:p></span></p>
> </div>
> </div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">Hello,
> <o:p></o:p></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black"><o:p> </o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">Tomorrow I will commence my =
> second semester of teaching Intro to IS, full-on TBL-style. Just this morni=
> ng, however, a student who will be in one of my classes
> presented me with his Disability Support Services letter from my Universit=
> y requiring that I give him double time on tests and allow him to take his =
> tests outside of the classroom environment. <o:p></o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black"><o:p> </o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">This puts me in a huge bind.=
> I cannot (nor do I wish to!) revamp my class in one day to accomodate this=
> student's requirements. Has anyone encountered this situation
> before, and how did you (or do you think I should) handle the IRAT/TRAT si=
> tuation in this context? <o:p></o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black"><o:p> </o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">Thanks for any advice! =
> <o:p></o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black"><o:p> </o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">Keri Larson<o:p></o:p></span=
>> </p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">Assistant Professor of IS<o:=
> p></o:p></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif";color:black">University of Alabama at Bir=
> mingham<o:p></o:p></span></p>
> </div>
> </div>
> </div>
> </body>
> </html>
>
> --_000_376F5295B3FE9B4BA48CF77AE377EEC224E1D7E5ITEXMB1adjmuedu_--
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 13:34:36 -0500
> From: "Kengla, Regina" <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> --047d7b5d43a4b9f7ab04d2df5193
> Content-Type: text/plain; charset=ISO-8859-1
>
> Hello,
>
> I have students who require extra time (many also have the accommodation of
> a distraction-free testing place) take the quiz in our testing center
> before class, then come to class and "take" the quiz again with the class.
> Only the first quiz counts, of course. This way, I can keep the class on
> schedule, provide the accommodations for the students who need them, and
> preserve their privacy.
>
> Hope that helps.
>
> Regina Kengla
> The Writing Center and Supplemental Instruction
> The Academic Support Center
> Otterbein University
> 614.823.1883
>
>
> On Wed, Jan 9, 2013 at 1:15 PM, Broscheid, Andreas - broschax <
> [log in to unmask]> wrote:
>
>> Another possibility would be to count only the first 66% of questions.
>> This would give him double time.****
>>
>> ** **
>>
>> Andreas Broscheid****
>>
>> ** **
>>
>> Associate Professor, Political Science****
>>
>> Faculty Associate, Center for Faculty Innovation****
>>
>> James Madison University****
>>
>> ** **
>>
>> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
>> Behalf Of *Keri M Larson
>> *Sent:* Wednesday, January 09, 2013 12:45 PM
>> *To:* [log in to unmask]
>> *Subject:* Need advice on accommodating disability support requirements
>> for test-taking****
>>
>> ** **
>>
>> Hello, ****
>>
>> ** **
>>
>> Tomorrow I will commence my second semester of teaching Intro to IS,
>> full-on TBL-style. Just this morning, however, a student who will be in one
>> of my classes presented me with his Disability Support Services letter from
>> my University requiring that I give him double time on tests and allow him
>> to take his tests outside of the classroom environment. ****
>>
>> ** **
>>
>> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class
>> in one day to accomodate this student's requirements. Has anyone
>> encountered this situation before, and how did you (or do you think I
>> should) handle the IRAT/TRAT situation in this context? ****
>>
>> ** **
>>
>> Thanks for any advice! ****
>>
>> ** **
>>
>> Keri Larson****
>>
>> Assistant Professor of IS****
>>
>> University of Alabama at Birmingham****
>
> --047d7b5d43a4b9f7ab04d2df5193
> Content-Type: text/html; charset=ISO-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> Hello,<div><br></div><div>I have students who require extra time (many also=
> have the accommodation of a distraction-free testing place) take the quiz =
> in our testing center before class, then come to class and "take"=
> the quiz again with the class. =A0Only the first quiz counts, of course. T=
> his way, I can keep the class on schedule, provide the accommodations for t=
> he students who need them, and preserve their privacy.=A0</div>
>
> <div>=A0</div><div>Hope that helps.</div><div><br clear=3D"all"><div>Regina=
> Kengla<br>The Writing Center and Supplemental Instruction<br>The Academic =
> Support Center</div><div>Otterbein University<br>614.823.1883</div>
> <br><br><div class=3D"gmail_quote">On Wed, Jan 9, 2013 at 1:15 PM, Broschei=
> d, Andreas - broschax <span dir=3D"ltr"><<a href=3D"mailto:[log in to unmask]
> edu" target=3D"_blank">[log in to unmask]</a>></span> wrote:<br><blockquot=
> e class=3D"gmail_quote" style=3D"margin:0 0 0 .8ex;border-left:1px #ccc sol=
> id;padding-left:1ex">
>
>
>
>
>
>
>
> <div lang=3D"EN-US" link=3D"blue" vlink=3D"purple">
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Another possibility would be to count o=
> nly the first 66% of questions. This would give him double time.<u></u><u><=
> /u></span></p>
>
>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Andreas Broscheid<u></u><u></u></span><=
> /p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Associate Professor, Political Science<=
> u></u><u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Faculty Associate, Center for Faculty I=
> nnovation<u></u><u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">James Madison University<u></u><u></u><=
> /span></p>
> </div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <div>
> <div style=3D"border:none;border-top:solid #b5c4df 1.0pt;padding:3.0pt 0in =
> 0in 0in">
> <p class=3D"MsoNormal"><b><span style=3D"font-size:10.0pt;font-family:"=
> ;Tahoma","sans-serif"">From:</span></b><span style=3D"font-s=
> ize:10.0pt;font-family:"Tahoma","sans-serif""> Team-Bas=
> ed Learning [mailto:<a href=3D"mailto:[log in to unmask]" targ=
> et=3D"_blank">[log in to unmask]</a>]
> <b>On Behalf Of </b>Keri M Larson<br>
> <b>Sent:</b> Wednesday, January 09, 2013 12:45 PM<br>
> <b>To:</b> <a href=3D"mailto:[log in to unmask]" target=3D"_bl=
> ank">[log in to unmask]</a><br>
> <b>Subject:</b> Need advice on accommodating disability support requirement=
> s for test-taking<u></u><u></u></span></p>
> </div>
> </div>
> <p class=3D"MsoNormal"><u></u>=A0<u></u></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Hello,
> <u></u><u></u></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Tomorrow I will commence my second semes=
> ter of teaching Intro to IS, full-on TBL-style. Just this morning, however,=
> a student who will be in one of my classes
> presented me with his Disability Support Services letter from my Universit=
> y requiring that I give him double time on tests and allow him to take his =
> tests outside of the classroom environment.=A0<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">This puts me in a huge bind. I cannot (n=
> or do I wish to!) revamp my class in one day to accomodate this student'=
> ;s requirements. Has anyone encountered this situation
> before, and how did you (or do you think I should) handle the IRAT/TRAT si=
> tuation in this context?=A0<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Thanks for any advice!=A0<u></u><u></u><=
> /span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Keri Larson<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Assistant Professor of IS<u></u><u></u><=
> /span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">University of Alabama at Birmingham<u></=
> u><u></u></span></p>
> </div>
> </div>
> </div>
> </div>
>
> </blockquote></div><br></div>
>
> --047d7b5d43a4b9f7ab04d2df5193--
>
> ------------------------------
>
> Date: Wed, 9 Jan 2013 15:27:48 -0600
> From: Meghan Gillette <[log in to unmask]>
> Subject: Re: Need advice on accommodating disability support requirements for test-taking
>
> --20cf307f3aa0e33e3304d2e1bb6c
> Content-Type: text/plain; charset=ISO-8859-1
>
> Last semester I had a student with ADD who requested similar
> accommodations. I explained to her that the 10-question iRAT was not
> extensive or too complicated, and that it was to just confirm her
> knowledge. I asked her to take the first iRAT/tRAT without any
> accommodations (I did put her group in the front row so she was less
> distracted and she said that helped) and then if she still wanted to
> pursue accommodations we could do that. She realized the iRAT was not too
> difficult, and did not need any accommodations for the class.
>
> Hope this helps!
>
> Meghan Gillette
> Doctoral Candidate
> Human Development and Family Studies
> Iowa State University
> Ames, IA 50010
>
> On Wed, Jan 9, 2013 at 12:34 PM, Kengla, Regina <[log in to unmask]>wrote:
>
>> Hello,
>>
>> I have students who require extra time (many also have the accommodation
>> of a distraction-free testing place) take the quiz in our testing center
>> before class, then come to class and "take" the quiz again with the class.
>> Only the first quiz counts, of course. This way, I can keep the class on
>> schedule, provide the accommodations for the students who need them, and
>> preserve their privacy.
>>
>> Hope that helps.
>>
>> Regina Kengla
>> The Writing Center and Supplemental Instruction
>> The Academic Support Center
>> Otterbein University
>> 614.823.1883
>>
>>
>> On Wed, Jan 9, 2013 at 1:15 PM, Broscheid, Andreas - broschax <
>> [log in to unmask]> wrote:
>>
>>> Another possibility would be to count only the first 66% of questions.
>>> This would give him double time.****
>>>
>>> ** **
>>>
>>> Andreas Broscheid****
>>>
>>> ** **
>>>
>>> Associate Professor, Political Science****
>>>
>>> Faculty Associate, Center for Faculty Innovation****
>>>
>>> James Madison University****
>>>
>>> ** **
>>>
>>> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
>>> Behalf Of *Keri M Larson
>>> *Sent:* Wednesday, January 09, 2013 12:45 PM
>>> *To:* [log in to unmask]
>>> *Subject:* Need advice on accommodating disability support requirements
>>> for test-taking****
>>>
>>> ** **
>>>
>>> Hello, ****
>>>
>>> ** **
>>>
>>> Tomorrow I will commence my second semester of teaching Intro to IS,
>>> full-on TBL-style. Just this morning, however, a student who will be in one
>>> of my classes presented me with his Disability Support Services letter from
>>> my University requiring that I give him double time on tests and allow him
>>> to take his tests outside of the classroom environment. ****
>>>
>>> ** **
>>>
>>> This puts me in a huge bind. I cannot (nor do I wish to!) revamp my class
>>> in one day to accomodate this student's requirements. Has anyone
>>> encountered this situation before, and how did you (or do you think I
>>> should) handle the IRAT/TRAT situation in this context? ****
>>>
>>> ** **
>>>
>>> Thanks for any advice! ****
>>>
>>> ** **
>>>
>>> Keri Larson****
>>>
>>> Assistant Professor of IS****
>>>
>>> University of Alabama at Birmingham****
>
> --20cf307f3aa0e33e3304d2e1bb6c
> Content-Type: text/html; charset=ISO-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> Last semester I had a student with ADD who requested similar accommodations=
> . I explained to her that the 10-question iRAT was not extensive or too com=
> plicated, and that it was to just confirm her knowledge. =A0I asked her to =
> take the first iRAT/tRAT without any accommodations (I did put her group in=
> the front row so she was less distracted and she said that helped) and the=
> n if she still wanted to pursue=A0accommodations we could do that. =A0She r=
> ealized the iRAT was not too difficult, and did not need any accommodations=
> for the class.=A0=A0<div>
> <br></div><div>Hope this helps!<br><br></div><div>Meghan Gillette</div><div=
>> Doctoral Candidate</div><div>Human Development and Family Studies</div><di=
> v>Iowa State University</div><div>Ames, IA 50010</div><div><br><div class=
> =3D"gmail_quote">
> On Wed, Jan 9, 2013 at 12:34 PM, Kengla, Regina <span dir=3D"ltr"><<a hr=
> ef=3D"mailto:[log in to unmask]" target=3D"_blank">[log in to unmask]
> </a>></span> wrote:<br><blockquote class=3D"gmail_quote" style=3D"margin=
> :0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
> Hello,<div><br></div><div>I have students who require extra time (many also=
> have the accommodation of a distraction-free testing place) take the quiz =
> in our testing center before class, then come to class and "take"=
> the quiz again with the class. =A0Only the first quiz counts, of course. T=
> his way, I can keep the class on schedule, provide the accommodations for t=
> he students who need them, and preserve their privacy.=A0</div>
>
>
> <div>=A0</div><div>Hope that helps.</div><div><span class=3D"HOEnZb"><font =
> color=3D"#888888"><br clear=3D"all"><div>Regina Kengla<br>The Writing Cente=
> r and Supplemental Instruction<br>The Academic Support Center</div><div>Ott=
> erbein University<br>
> <a href=3D"tel:614.823.1883" value=3D"+16148231883" target=3D"_blank">614.8=
> 23.1883</a></div></font></span><div><div class=3D"h5">
> <br><br><div class=3D"gmail_quote">On Wed, Jan 9, 2013 at 1:15 PM, Broschei=
> d, Andreas - broschax <span dir=3D"ltr"><<a href=3D"mailto:[log in to unmask]
> edu" target=3D"_blank">[log in to unmask]</a>></span> wrote:<br><blockquot=
> e class=3D"gmail_quote" style=3D"margin:0 0 0 .8ex;border-left:1px #ccc sol=
> id;padding-left:1ex">
>
>
>
>
>
>
>
>
> <div lang=3D"EN-US" link=3D"blue" vlink=3D"purple">
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Another possibility would be to count o=
> nly the first 66% of questions. This would give him double time.<u></u><u><=
> /u></span></p>
>
>
>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Andreas Broscheid<u></u><u></u></span><=
> /p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Associate Professor, Political Science<=
> u></u><u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">Faculty Associate, Center for Faculty I=
> nnovation<u></u><u></u></span></p>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif"">James Madison University<u></u><u></u><=
> /span></p>
> </div>
> <p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif""><u></u>=A0<u></u></span></p>
> <div>
> <div style=3D"border:none;border-top:solid #b5c4df 1.0pt;padding:3.0pt 0in =
> 0in 0in">
> <p class=3D"MsoNormal"><b><span style=3D"font-size:10.0pt;font-family:"=
> ;Tahoma","sans-serif"">From:</span></b><span style=3D"font-s=
> ize:10.0pt;font-family:"Tahoma","sans-serif""> Team-Bas=
> ed Learning [mailto:<a href=3D"mailto:[log in to unmask]" targ=
> et=3D"_blank">[log in to unmask]</a>]
> <b>On Behalf Of </b>Keri M Larson<br>
> <b>Sent:</b> Wednesday, January 09, 2013 12:45 PM<br>
> <b>To:</b> <a href=3D"mailto:[log in to unmask]" target=3D"_bl=
> ank">[log in to unmask]</a><br>
> <b>Subject:</b> Need advice on accommodating disability support requirement=
> s for test-taking<u></u><u></u></span></p>
> </div>
> </div>
> <p class=3D"MsoNormal"><u></u>=A0<u></u></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Hello,
> <u></u><u></u></span></p>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Tomorrow I will commence my second semes=
> ter of teaching Intro to IS, full-on TBL-style. Just this morning, however,=
> a student who will be in one of my classes
> presented me with his Disability Support Services letter from my Universit=
> y requiring that I give him double time on tests and allow him to take his =
> tests outside of the classroom environment.=A0<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">This puts me in a huge bind. I cannot (n=
> or do I wish to!) revamp my class in one day to accomodate this student'=
> ;s requirements. Has anyone encountered this situation
> before, and how did you (or do you think I should) handle the IRAT/TRAT si=
> tuation in this context?=A0<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Thanks for any advice!=A0<u></u><u></u><=
> /span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif""><u></u>=A0<u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Keri Larson<u></u><u></u></span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">Assistant Professor of IS<u></u><u></u><=
> /span></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ta=
> homa","sans-serif"">University of Alabama at Birmingham<u></=
> u><u></u></span></p>
> </div>
> </div>
> </div>
> </div>
>
> </blockquote></div><br></div></div></div>
> </blockquote></div><br></div>
>
> --20cf307f3aa0e33e3304d2e1bb6c--
>
> ------------------------------
>
> End of TEAMLEARNING-L Digest - 7 Jan 2013 to 9 Jan 2013 (#2013-7)
> *****************************************************************
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