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Accommodations and modifications for students with disabilities

Accommodations and modifications for students with disabilities

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Accommodations and modifications for students with disabilities

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  1. Accommodations and modifications for students with disabilities Grace Gray Alternative Assessment Program Manager District Test Coordinators’ Training February 2011

  2. Purpose of Session • Review selection of accommodations for students with disabilities • Accommodations forms for monitoring and evaluating accommodations • Accommodations vs. modifications • Review of Modified HSGQE and Flexible Schedule (for HSGQE and SBAs)

  3. You need to know… • The Participation Guidelines will be your most valuable resource • Accommodations – Table 2 • Modifications - Table 3

  4. Accommodations defined • Accommodations are practices and procedures in the areas of timing/scheduling, setting, presentation, and response that provide equitable instructional and assessment access for students. • Accommodation is not the same as modification. • Know the difference – • Modification – a change in the content, format, and/or administration of a test that alters what the test is designed to measure or the comparability of scores. Generally, a modification makes a test invalid. (Page 28 in the Participation Guidelines.) (Use questions on page 15 in theParticipation Guidelines to determine whether an adaptation is an accommodation or a modification.)

  5. Selection of accommodations What is important for you to know about accommodations prior to testing? Take three minutes in your table group to discuss. Make a list using the PG, pg. 10-11. Alaska regulation requires districts and IEP/504 teams to follow the Participation Guidelineswhen making decision regarding assessment accommodations for students. 4 AAC 06.775(a)

  6. What You should know • Accommodations must be based on student need with rationale documented • Accommodations must be documented in IEP or 504 plan • Accommodations should be used in the classroom setting prior to testing • Some accommodations used in the classroom are not appropriate for testing • Know the difference between accommodations and modifications – pg 15 PG

  7. How do you determine if an accommodation is appropriate for assessment? Scenario Sarah listens to classical music with headphones during class to drown out extraneous noise. Her teacher has documented this as an accommodation for testing in her IEP. Some Accommodations are good for classroom – not standardized testing Is this an appropriate accommodation for standardized testing? Why or why not? Use the process outlined on page 15 of the PG or Table 2 to answer this question.

  8. Adaptations Scenario Mario is a 5th grader with a learning disability in reading and math. He uses a multiplication table during math class. His teacher would like to provide that accommodation for him for standardized testing. Is this an appropriate accommodation for standardized testing? Why or why not? With your table group, use the process outlined on page 15 of the PG to answer this question.

  9. Invalid accommodation or irregularity? Scenario Mr. Crawford administered the HSGQE Reading, Writing and Math tests to Aaron. Mr. Crawford read the Writing and Math subtests to Aaron as an accommodation. Mr. Crawford did not read the Reading test. During the Reading subtest the student asked for explanations of several test questions. Mr. Crawford clarified the test questions for Aaron so that he could finish the subtest. Is this an appropriate accommodation for standardized testing? Why or why not? Use the process outlined on page 15 of the PG or Tables 2 and 3 to answer this question.

  10. Monitoring and evaluating accommodations What process do you use to ensure that students receive the accommodations on their IEPs?

  11. Monitoring and evaluating accommodations You can customize the monitoring form on our website to suit the needs of your school or district

  12. Flexible schedule • The intent of this accommodation is to support students who cannot complete a subtest within one testing day and are performing at or near grade level. • Table 2: Administering the test over several days completing on or before the last day of the test window (must consult with department for security and timing reasons; see Appendix for security procedures).

  13. Flexible schedule • Is evidence/proof available for this accommodation? • All documentation must be submitted to the department no less than five working days prior to testing.

  14. Flexible schedule • Samples of evidence Student Name DateClasstest/assn/settingOutcome 10/23 math unit assess. Completed in resource rm 11/07 math unit assess. Incomplete 11/28 math comprehensive exam Completed in resource rm 12/05 writing district assessment Incomplete assessment Completed in two days . .(Continue data to show a pattern of behavior.) Johnny was unable to complete any of his math tests in the timeframe given in the classroom. However, he was able to complete them over several days with support in the resource room. He will require extra time to complete tests in the future.

  15. Flexible schedule • Incomplete test results obtained from district’s DTC. • Time sheets indicating prior testing times. • Documentation in the IEP that states student is not able to complete a test of similar length in one day.* • Letter(s) from teachers documenting student’s need of flexible scheduling.* *example justification statements on next slide.

  16. Plan for administration • IMPORTANT: All subtests must be completed on or before the last day of testing – April 7, 2011 • Dates of testing • Sections/pages of subtest to be scheduled each day, • Example: ½ reading subtest on 04/04/11 and remaining ½ on 04/05/11 • Security - keeping sections of test previously taken • Use paper clips or rubber bands • No staples or tape!

  17. Test Security Ensuring test is secure during additional days of testing. • Where will test be secured? • Who has access to this location?

  18. Is the Application Complete? • Completed Application • Student ID # • Proctor Information • All necessary signatures • Two pages of student’s IEP • Evidence documenting need • Terms of Agreement with all signatures It is the DTC’s responsibility to check for these components and sign before they are sent to EED.

  19. Flexible Schedule for SBAs • Where do the Flexible Schedule forms go for the SBAs? • What is your process for the Flexible Schedule for the SBAs? Take a few minutes in your table group to discuss how you manage Flexible Schedules for the SBAs.

  20. Modified HSGQE • The Modified is the HSGQE given with allowable modifications. • Changes to the test situation that normally would not be allowed. • The significant help they provide to a student outweighs their compromising effect on the validity of the test. Modification – A change in the content, format, and/or administration of a test that alters what the test is designed to measure or the comparability of scores.

  21. Modified HSGQE • A list of acceptable modifications exists. • And the department may approve other modifications.

  22. Modified HSGQE • Before the testing date, sped directors and district test coordinators will receive a full list of students approved for modifications. • District test coordinators receive copies of the Modified applications. Teachers also receive copies for the students’ files. • It is the district’s responsibility to ensure that the modifications are available on examination day and the test proctor understands the testing procedures.

  23. List of Applicants • Observe: • Which teachers are consistently receiving partial and/or denials • Are comments consistently the same issue?

  24. Modified HSGQE Application • The application is updated for each test administration.

  25. HSGQE Retest • Returning 10th graders can have modifications when they take the Grade 10 SBA-HSGQE, but the grade 10 SBA will be invalidated. • Any subtest score from the HSGQE will be suppressed if a prior score is proficient. • The grade 10 SBA scores are invalidated with modifications and cannot be counted towards AYP. The grade level matters!

  26. Why take a modified HSGQE? • Approximately 4500 applications have been submitted since 2005 (some are duplicates). • 1600 students (36%) have graduated with a diploma since 2005. • 460 have received a certificate of completion since 2005.

  27. Table Leaders Comment • Take a few minutes at your tables to discuss the following: • Where can a DTC reference the deadline for submitting the modified HSGQE application? • What DTC management or training is needed for the modified HSGQE? • How do districts ensure modifications are provided on testing day?

  28. Where to find information on the Modified & nonstandardized HSGQE: The Alternative Assessment Program is a diploma track program.

  29. HSGQE informationfor parents of children with IEPs or 504 plans • Incoming 9th grade parents will need this brochure for the 2011-12 school year. • EED will mail this to your district for distribution. • The Special Education department will be responsible to distribute to schools.

  30. Department Support • Grace Gray, Alternative Assessment Program Manager 465-8432, • Yanitza Muir, Assessment Office Assistant 465-2900,