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3 x 5 card

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.

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3 x 5 card

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  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

  16. 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®.

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

  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. 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

  23. Documenting Accommodations

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

  25. Section V:Accommodations for TCAP

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

  27. 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.

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

  29. 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.

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

  31. Presentation Accommodations

  32. Presentation Accommodations

  33. Presentation Accommodations

  34. Presentation Accommodations

  35. Presentation Accommodations

  36. Presentation Accommodations

  37. Presentation Accommodations

  38. Response Accommodations

  39. Setting Accommodations Small Group ≤ 15 students

  40. Accommodations for TCAP

  41. Every Accommodation Has Instructions

  42. Every Accommodation Has Instructions

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

  44. 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”

  45. Where to start

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

  47. Extended Time Instructions

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