Maybe implement a method where the student can ask for help during assessments without causing a big scene. He/she could have something on the desk that they simply flip to a particular color if the assessment is not understood. Also, assessments can be given in a different format so that the student can be successful.

First, create a non-verbal signal for the student to let you know that he or she does not understand. Frequently explain that making mistakes especially in the area of mathematics is a very powerful way to learn. Next, try using alternative assessments that appeal to student interests and that are closer to the students' abilities but meets curriculum requirements. It could also be that the student may need testing accommodations such as frequent monitored breaks or extended time. Begin to use these in your instructional assignments to analyze their effect. In the end, try student interviews after testing to get a better feel of what the student did not understand.

First of all I suggest that the student take a learning inventory assessment that helps identify the student's learning style. After determining the student's learning style give the student an alternative assessment that addresses his learning style. You may also consider giving this student his/her assessments one on one, possibly with a paraprofessional or the other co-teacher. Finally, I suggest that this student may need to take their assessments in a different setting away from the other students.

There are two areas to address with this student. First, classroom testing accommodations should be used which relate to the recommendations of the school psychologist. Small group, extended time, and read aloud are possible accommodations for this student. The next factor which should be considered is the rigor of the curriculum. If the student does their work and answers the questions in class correctly then they should be passing the test. A disconnect between what is taught and what is measured could be the cause of the deficiencies.

Maybe a testing accommodation should be oral reading of the test. Sometimes students like this have test anxiety and need to test to be read to them to calm down.

There could be a correlation with which teacher is asking the questions and which teacher is preparing the tests. Are these teachers working together to ensure that they are on the same level? If not, I would recommend that they start planning together ASAP! Second, if the student is not performing on tests, that can be data presented at meetings, whether it be an RTI meeting or a parent conference to determine future accommodations for this student.