3 x 5 card
DESCRIPTION
Accommodations for School Administrators 2012 – 2013 Colorado Department of Education Assessment Unit Mira Monroe. 3 x 5 card. List 3 things you do well Be a mom Problem solve Teacher List 1 thing you struggle with Grammar. Find out about accommodations. - PowerPoint PPT PresentationTRANSCRIPT
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Accommodations for
School Administrators
2012 – 2013
Colorado Department of EducationAssessment Unit
Mira Monroe
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3 x 5 card
• List 3 things you do well1. Be a mom2. Problem solve3. Teacher
• List 1 thing you struggle with1. Grammar
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Find out about accommodations
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Where does the manual need to be?
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WHY?Measuring our progress is not only required legally, but….
Implementing the use of accommodations with fidelity is
Best Practice, which will lead to…
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WHY?Measuring our progress is not only required legally….
Implementing the use of accommodations with fidelity isBest Practice, which will lead to…
Compliance & School Improvement
SchoolVIEW
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WHY?Measuring our progress is not only required legally….
Implementing the use of accommodations with fidelity isBest Practice, which will lead to…
Improved Educator Effectiveness
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WHY?Measuring our progress is not only required legally….
Implementing the use of accommodations with fidelity isBest Practice, which will lead to…
Improved Student Performance
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Instructional accommodations: Impact of conventional vs. social constructivist view of
disabilitySarah M. Ginsburg and Karen SchulteJournal of the Scholarship of Teaching and Learning, Vol. 8, No. 2
May 2008.p. 84 - 91
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What difference does it make?
Conventional View• This view of disabilities
and special needs focuses on the disability labels assigned to students
• The impairment resides within the individual
• Deficits need remediation
Social Constructivist View• A learning disability is not
a reflection of the learner’s malfunction, rather learning activities and environment, including teaching do not sufficiently support the learner in a way to support successful learning
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Who are your teachers?Conventional View• “ I don’t have that knowledge
of how to teach kids with special needs.”
• I’ve never had training in the needs of special education students, so unless the student tells me there’s some kind of additional thing that I need to be doing in class or there's is something I could be doing differently, then I just basically have to assume that everything is going o.k.”
Social Constructivist View• “What matters to me is the
mastery of the materials, not how long it takes for them to communicate that.”
• “This isn’t an accommodation, it’s just good teaching.”
• “There aren’t any magic wands.”
• “I’ll do whatever the person needs.”
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Instructional Adaptations
Any student
≠ Every
student
Universal Design for Learning
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any student
Section 504 ELLILP
Any student with a documented need, including students with a disability Formal
educational plan
Instructional Adaptations
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any studentSection
504
Any student with a documented need, including students with a disability
IEP
Any student with a documented disability and educational need, but no significant cognitive disability – works on grade-level academic achievement standard and takes grade-level assessment
Instructional Adaptations
any student
Formal educational
plan
IEPSection 504 ELLILP
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Instructional Adaptations
any studentSection
504
Any student with a documented need, including students with a disability
IEP
Any student with a documented disability – grade-level academic achievement standard
Any student with a significant cognitive disability – alternate standards
Formal educational
plan
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Who can have accommodations on state assessments?
Any student may have standard accommodations on the TCAP or CoAlt assessments as long as it is documented in a formal educational plan.
Only students with an IEP or 504 plan may have accommodations on ACCESS for ELLs®.
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Formal Educational Plan for assessment accommodations
• Based on student need• Written down somewhere
other than teacher planning book
• Educational team• Revisited annually• Parent signature
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Formal Educational Plan for assessment accommodations
• Based on student need• Written down somewhere
other than teacher planning book
• Educational team• Revisited annually• Parent signature
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Formal Educational Plan for assessment accommodations
• Based on student need• Written down somewhere
other than teacher planning book
• Educational team• Revisited annually• Parent signature
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Formal Educational Plan for assessment accommodations
• Based on student need• Written down somewhere
other than teacher planning book
• Educational team• Revisited annually• Parent signature
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Formal Educational Plan for assessment accommodations
• Based on student need• Written down somewhere
other than teacher planning book
• Educational team• Revisited annually• Parent signature
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Individual Education Plan504 PlanAdvanced Learning PlanHealth Care PlanResponse to Intervention PlanIndividual Literacy PlanEnglish Language Acquisition planDistrict Accommodations Plan
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Documenting Accommodations
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Select and document accommodations based on the learning needs of an individual
student
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Section V:Accommodations for TCAP
TCAP
CoAlt
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Instructional Accommodations
Classroom and District Assessment Accommodations
State Assessment Accommodat
ions
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Accommodations do not ensure that all students achieve the same level of proficiency.
Accommodations provide access to the assessment.
TCAP without
Accommodations
with Accommodations
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Assessment accommodations can not change what is being assessed
Scenario: Jason has difficulty reading…he needs the test read to him.
• Math, Writing and Science can be read to this student.
• Reading of the Reading Test is not allowed because that would assess oral comprehension.
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Description of Accommodation Categories
• Presentation
• Response
• Setting / Environmental
• Timing / Scheduling
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Policies pertaining to accommodations for statewide assessments are set by the Colorado Department of Education (CDE) based on current research and assessment practices. Per Code of Federal Regulations The State's (or, in the case of a district-wide assessment, the LEA's) guidelines must--(i) Identify only those accommodations for each assessment that do not invalidate the score; and (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score (34 CFR d 300.160(b)(2). Therefore, accommodations listed for use on statewide assessments on a student’s IEP should follow the policies included in this manual. Use of accommodations that do not follow these policies will result in a misadministration.
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Unforeseeable Circumstances
Accidents happen.In these instances a student may be provided an accommodation without a formal educational plan.
• Document why• Available
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Presentation Accommodations
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Presentation Accommodations
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Presentation Accommodations
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Presentation Accommodations
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Presentation Accommodations
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Presentation Accommodations
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Presentation Accommodations
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Response Accommodations
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Setting Accommodations
Small Group ≤ 15 students
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Accommodations for TCAP
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Every Accommodation Has Instructions
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Every Accommodation Has Instructions
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Review the Accommodation(s) on your table – share what is critical with the
whole group.
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Go back to the 3 x 5 card – use of accommodations
Conventional View• “Extra time to take the
exam.”• Lecture notes in advance• Extra time for work• “supplemental instruction”• “It’s best when they
already have adaptations.”
• It is not “faculty responsibility”
Social Constructivist View• Paraphrase readings to
teacher to check understanding
• Break content down into “smaller pieces”
• “Cafeteria exams” giving students choices of variety of question styles
• Peer support facilitated by instructor
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Where to start
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Braille
Larg
e Prin
t
Teach
er R
ead D
irecti
on
Use M
anipu
lative
s
Scribe
Signing
Assist
ive T
ech
Extend
ed T
iming
Oral S
cript
Appro
ved N
on-st
anda
rd
Trans
lated
Ora
l Scri
pt
Wor
d-to-
Wor
d Dict
ionar
y0
1
2
3
4
5
6
7
8
9
10 2012 TCAP Accommodation Use - Percent
ReadingWritingMathScience
Perc
ent
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Extended Time
• This accommodation is about processing speed.
• Generally Time and half
– How does this look in the classroom?
– How do you know?
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Extended Time Instructions
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Extended Time Instructions
About how many students in the state of
Colorado used Extra Time on TCAP in
2012?
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Braille
Larg
e Prin
t
Teach
er R
ead D
irecti
on
Use M
anipu
lative
s
Scribe
Signing
Assist
ive T
ech
Extend
ed T
iming
Oral S
cript
Appro
ved N
on-st
anda
rd
Trans
lated
Ora
l Scri
pt
Wor
d-to-
Wor
d Dict
io...
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000 2012 TCAP Accommodation Use - Student
ReadingWritingMathScience
Num
ber o
f Stu
dent
s
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Teacher Read Directions
• Available in Math, Science, Writing and Reading.
– How does this look in the classroom?
– How do you know?
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Teacher Read Directions
• Available in Math, Science, Writing and Reading.
– How does this look in the classroom?
– How do you know?
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Oral Script (Reading the test)
• Available in Math, Science and Writing.
– How does this look in the classroom?
– How do you know?
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“Teacher Read Directions” “Oral Scripts”
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What students might use teacher read directions? What students might use
oral scripts?
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Data based decision making
“I think Jason would do better”
is not data.
Teachers should have a body of evidence that the accommodation is needed for the student to provide access to content in instruction and on assessments.
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Exte
nded
Tim
eRe
ad D
irecti
ons
Read
All
Dicti
onar
y
Huck Finn Ch 1 – 3 9/5
Audio
Boo
k
HF guided questions 9/6x
10 xHuck Finn Ch 4 – 6 9/7 x
Jason
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Accommodations needschange over time.
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Accommodations needschange over time.
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Deadlines
• 90 Days – Accommodations must be used in instruction and on classroom and district assessments for at least 90 days before they are allowed for use on the state assessment
• December 15 – Nonstandard Accommodation requests due to the state
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Nonstandard AccommodationsUnique accommodations that must be applied for and approved annually by CDE Office of Standards and Assessments prior to use on statewide assessments.
Nonstandard Accommodations
Restricted Accommodations
Standard Accommodations
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Nonstandard Accommodations
326 Requests in 2012– Scribe (85)– Special Paper (62)– Stop-the-clock (53)– Redirection (39)
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Request must:
• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures• All the questions answered
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Request must:
• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures
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Request must:
• Be specific• Be individualized • Include documentation of need – (IEP or 504)
– Classroom data / samples• Have SASID (10-digit)• Two signatures
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Request must:
• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures
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Request must:
• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures
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Submission Deadline
DECEMBER 15
• New to district after December 1
• Newly identified after December 1
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Scribe
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AT vs. ScribeA scribe is for students who physically unable to
write or use AT
illegible handwritin
git is
easier
behavior concerns
does not like to write
can not fully express his/her id
eas
lack of instru
ction using assisti
ve technology
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Accommodation needs change over time.
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Accommodations for CoAlt
TCAP
CoAlt
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Designed specifically students with a significant cognitive disability, being instructed on alternate
standards (Expanded Benchmarks/EEOs)
Learner Centered
FlexibleInteractive
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Accommodations for CoAlt
Expanded Accommodations Don’t Read the Reading Test Don’t Write the Writing Test Don’t decrease the number of
answer choices.
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ACCESS for ELLs®
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Accommodations for ACCESS for ELLs®
http://www.wida.us/assessment/ACCESS/accommodations.aspx
Accommodations for this assessment are only available to students with disabilities, and the testing accommodation should be stated in the student’s Individual Education Plan (IEP) or 504 plan.
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Accommodations for ACCESS for ELLs®
It is important to remember that accommodations for this assessment follow the guidelines established by the WIDA Consortia. These guidelines were set by the 29 governing members of WIDA. Accommodations allowed on this assessment may not be available to Colorado specific statewide assessments. Conversely, accommodations available on Colorado specific statewide assessments may not be available on ACCESS for ELLs.
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Scheduling with accommodated sessions.
Misadministration happen every year because of accommodated sessions were not scheduled appropriately.
Students on different testing schedules may not mix
Extended Time Schedule
Math 1 8:25 – 10:00
Lunch 10:00 – 10:30
Math 210:30 – 12:05
Testing schedule Math 18:00 – 9:05
Math 2 9:20 – 10:25
Lunch10:25 – 10:55
Class
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Accommodations MonitoringSchool Level
• During Instruction: Know who should be receiving accommodations.
Observe Provide time to document
• During testing: Ensure accommodations are being used appropriately.
• After testing: Document accommodation use and share with educational team.
When you bring data into the conversation, you take the emotion out.
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Accommodations MonitoringDistrict Level
• Prior to testing: Collect information regarding students who will be using assessment accommodations, including using accommodations with fidelity during instruction.Ensure training for accommodated sessions.
• During testing: Ensure accommodations are being used appropriately.
• After testing: Document accommodation use and share with educational team.
Errors using inadequate data are much less than those using no data at all.
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Accommodations MonitoringState Level• CDE Selection: Districts are
selected for onsite monitoring based on the state Title I visitation schedules and other factors
• Prior to the visit: Materials are provided to CDE showing participation rates, training materials, sample schedules, etc.
• Onsite visits: Include interviews and documentation review
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What does your school do to monitor accommodations ?
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Sometimes the pathway is straight….
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…but often there’s more than one way to make a journey and arrive at your destination.