3 x 5 card

1. Accommodations for School Administrators2012 – 2013Colorado Department of EducationAssessment Unit Mira Monroe

2. 3 x 5 card • List 3 things you do well • Be a mom • Problem solve • Teacher • List 1 thing you struggle with • Grammar

3. Find out about accommodations

4. Where does the manual need to be?

5. WHY? Measuring our progress is not only required legally, but…. Implementing the use of accommodations with fidelity is Best Practice, which will lead to…

6. WHY? Measuring our progress is not only required legally…. Implementing the use of accommodations with fidelity is Best Practice, which will lead to… Compliance & School Improvement SchoolVIEW

7. WHY? Measuring our progress is not only required legally…. Implementing the use of accommodations with fidelity is Best Practice, which will lead to… Improved Educator Effectiveness

8. WHY? Measuring our progress is not only required legally…. Implementing the use of accommodations with fidelity is Best Practice, which will lead to… Improved Student Performance

9. Instructional accommodations: Impact of conventional vs. social constructivist view of disability Sarah M. Ginsburg and Karen Schulte Journal of the Scholarship of Teaching and Learning, Vol. 8, No. 2 May 2008. p. 84 - 91

10. What difference does it make? Conventional View 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 • This view of disabilities and special needs focuses on the disability labels assigned to students • The impairment resides within the individual • Deficits need remediation

11. Who are your teachers? Conventional View 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.” • “ 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.”

12. Instructional Adaptations Any student ≠ Every student Universal Design for Learning

13. Instructional Adaptations Any student with a documented need, including students with a disability Section 504 ELL ILP any student Formal educational plan

14. Instructional Adaptations 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 Any student with a documented need, including students with a disability Section 504 ELL ILP any student any student IEP IEP Section 504 Formal educational plan

15. Instructional Adaptations Any student with a documented disability – grade-level academic achievement standard Any student with a documented need, including students with a disability any student IEP Section 504 Any student with a significant cognitive disability – alternate standards Formal educational plan

17. 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®.

18. Formal Educational Plan for assessment accommodations • Based on student need • Written down somewhere other than teacher planning book • Educational team • Revisited annually • Parent signature

19. Formal Educational Plan for assessment accommodations • Based on student need • Written down somewhere other than teacher planning book • Educational team • Revisited annually • Parent signature

20. Formal Educational Plan for assessment accommodations • Based on student need • Written down somewhere other than teacher planning book • Educational team • Revisited annually • Parent signature

21. Formal Educational Plan for assessment accommodations • Based on student need • Written down somewhere other than teacher planning book • Educational team • Revisited annually • Parent signature

22. Formal Educational Plan for assessment accommodations • Based on student need • Written down somewhere other than teacher planning book • Educational team • Revisited annually • Parent signature

23. Individual Education Plan • 504 Plan • Advanced Learning Plan • Health Care Plan • Response to Intervention Plan • Individual Literacy Plan • English Language Acquisition plan • District Accommodations Plan

24. Documenting Accommodations

25. Select and document accommodations based on the learning needs of an individual student

26. Section V:Accommodations for TCAP

28. Accommodations do not ensure that all students achieve the same level of proficiency. Accommodations provide access to the assessment.

29. 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.

30. Description of Accommodation Categories • Presentation • Response • Setting / Environmental • Timing / Scheduling

31. 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.

32. Unforeseeable Circumstances Accidents happen. In these instances a student may be provided an accommodation without a formal educational plan. • Document why • Available

33. Presentation Accommodations

34. Presentation Accommodations

35. Presentation Accommodations

36. Presentation Accommodations

37. Presentation Accommodations

38. Presentation Accommodations

39. Presentation Accommodations

40. Response Accommodations

41. Setting Accommodations Small Group ≤ 15 students

42. Accommodations for TCAP

43. Every Accommodation Has Instructions

44. Every Accommodation Has Instructions

45. Review the Accommodation(s) on your table – share what is critical with the whole group.

46. Go back to the 3 x 5 card – use of accommodations Conventional View 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 • “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”

47. Where to start

49. Extended Time • This accommodation is about processing speed. • Generally Time and half • How does this look in the classroom? • How do you know?

50. Extended Time Instructions