navigating the test accommodation process between secondary and postsecondary settings
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Navigating the Test Accommodation Process Between Secondary and Postsecondary Settings. Nicole Ofiesh, Ph.D University of Arizona California State University, East Bay March 2006. Major Differences between School Age and Postsecondary. Postsecondary Section 504 & ADA. - PowerPoint PPT PresentationTRANSCRIPT
Navigating the Test Accommodation Process Between Secondary and
Postsecondary Settings
Nicole Ofiesh, Ph.DUniversity of Arizona
California State University, East BayMarch 2006
Major Differences between School Age and Postsecondary
• School Age– IDEA & 504.– Focus is prescriptive.– Accommodations for
instruction and on state tests.– Decisions made by IEP team
based on curriculum-based or performance-based evaluations.
– Parents are advocates.
• Postsecondary– Section 504 & ADA.– Not a focus on remediation;
primarily access to education through accommodations.
– Accommodations for instruction and tests.
– Decisions based on nature of disability and diagnostic evaluation.
– Individuals must self-advocate.
Similarities• Accommodations both based on disability• Disability can be present but not substantial
enough to warrant special education at the k-12 level under IDEA or 504, or accommodations at the postsecondary level under 504 or ADA
Quote from teacher
• …I looked down at the list of accommodations for the first time and felt like I had this wonderful menu of desserts to choose from that just happened to be calorie-free-- so I started with the apple pie ala mode, then the fudge brownie, then I thought oh what the heck throw in the cheesecake with chocolate raspberry sauce…
In general…
• There is a need for IEP teams to make decisions regarding accommodations based on:– History of accommodation use– Data collected in the classroom– Psychoeducational tests– Knowledge of the research surrounding the
accommodation– Student characteristics– Educational goals– Construct of the test– Format of the test (multiple choice, essay, etc.)
Focus of Decisions at Postsecondary Level
• Test construct;• Maintenance of test validity once
accommodations are granted;• Once in college service providers look at
essential requirement of program of study;• Link between the functional limitation(s) of
the disability and the format of the test;• Severity of the disability with respect to
“average person” interpretation of the law.
Sign language interpreters need to read
signs fast!
…or else?
Essential requirement of
program of study
Current Model
• Determine if documentation meets standards.• Confirm LD exists.• Determine what area(s) the LD impacts and
severity of impairment.• Consider the interaction between LD & test
content and format.
• Evaluate additional information.• Ofiesh, Hughes, Scott (2004)
Caveat on determining impairment
• For high functioning students with LD, an impairment can still exist when scores are in the average range. For ALL individuals, but especially these individuals, critical indicators are:– History– Endorsement from teachers and evaluators– Description of test behavior– Evidence of intense remediation
New Directions for Decision Making with Respect to IDEA and RTI
• In response to section 614 of IDEA (2004) in which it is proposed that schools should exit students from high school with a “summary of performance,” various groups dedicated to the successful transition of students with disabilities have proposed what would make this kind of document effective.
Summary of Performance• No definitive template or model at this time.• Strong consensus:
• document will be used for accommodation decisions after high school for standardized tests
• postsecondary service delivery• Less consensus:
• The SOP would replace psychoeducational documentation as a basis for accommodations
• Should include:• Test data from most recent testing• Teacher evaluations• IEPs• History of accommodation use and service delivery• Grades• Any curriculum-based documentation of performance• Additional information: medication, initial diagnosis of disability, dual
diagnoses.
Research on Speeded Tasks• Students with LD perform slower and more variably
on the majority of speeded tasks…despite similar intelligence.
• The impact of this condition is seen in the use of all basic academic skills which are the foundation for higher learning.
Impact of LD on reading fluency• College students with phonological and orthographic
weaknesses frequently remain dysfluent readers even when word identification and comprehension are at grade level;
• In general students with LD who demonstrate deficits in reading need more time to identify new or non-routine text, comprehend what is read, and respond to as many test items as their nondisabled peers.
Impact of LD on writing fluency• An LD can impact handwriting, spelling, and/or
written expression.• When the actual process of writing is inefficient, a
student may sacrifice lengthier written expression and accurate spelling in order to simplify the task.– Research strongly suggests students who are provided
with a spellchecker receive higher grades on content.
Impact of LD on math fluency• Strawser and Miller (2001) explain the processing of
students with math-based LD interferes with:• Predicting or completing patterns• Findings and correcting errors in a problem• Interpreting graphs and tables• “deeper” interpretation of components of math problems
• All of these associated problems interfere with the speed with which students can solve problems.
It’s just not calculus if it’s not done fast!
…and then what exactly does it become…sloowwwcalculus?
Test Validity
17
x 3
20
Student with orthographic dyslexia and math
Student read the problem aloud as 13 + 7, and misread multiplier for addition.
Research on Extended Time
• Results from several studies have indicated that:– Students with LD make statistically significant greater
gains than students without LD.– Performance of students with LD under extended
time mimics performance of students without LD under standard time.
Research on Extended Time
020406080
100120140160
LD NLD
Hill (1984)/ACT
TimedExtend
0
20
40
60
80
100
LD NLD
Runyan (1991a)
TimedExtend
Research on Extended Time
0
20
40
60
80
100
LD NLD
Runyan (1991b)
Timed Extend
270280290300310320330
LDColl
NLDColl
LDUni
NLDUni
Weaver (1993)
Timed Extend
Research on Extended Time
0
1
2
3
4
5
6
7
LD NLD
Alster (1997)
TimedExtend
210
215
220
225
230
235
240
LD NLD
Ofiesh (1997)
TimedExtend
Research on Extended Time
290
295
300
305
310
LD NLD
Shoemaker & Mazurek (1998)
TimedExtend
180
190
200
210
220
230
240
LD NLD
Ofiesh (2004)
TimedExtend
Summary• This research is still used to underscore the point
that students with and without disabilities, specifically LD perform differently under timed situations
• Not an issue of IQ• Students without disabilities most often do not make
the same gains as students with disabilities• Provides rationale for new directions and research in
test development.