I feel both teachers should sit down to discuss what the testing environment is like is the ESE teacher's room. I also pull student out for testing, and sometimes they score better with me then in the regular ed room because they feel more comfortable. They are in a quieter and less crowded environment where they feel more comfortable to ask questions. There could also be less anxiety within the smaller testing environment. I have found that all of these reasons can affect a students scoring on an assessment despite accommodation given.

In order to determine the difference between Mrs. Stella's testing situation versus the ESE teacher's testing a conversation needs to occur. If the same accommodations are being met in Mrs. Stella's room just as they are in the ESE classroom there is a definite divide because the students are not performing as they normally do. Mrs. Stella should talk with the ESE teacher and determine exactly what type of environment she establishes with the students. How does she incorporate the accommodations? Are the students more comfortable in another environment? A conversation with the students may also need to be conducted. Mrs. Stella could possibly find out that the ESE teacher is providing more assistance on the assessments than he/she should.

All testing accommodations should be reviewed by the Gen Ed teacher. Extended time is one of many possible accommodations. A small group setting or having the test read could be helping the student. A large setting could contribute to testing anxiety and result in poor performance.