3 x 5 card

Accommodations for

School Administrators

2012 – 2013

Colorado Department of EducationAssessment Unit

Mira Monroe

3 x 5 card

• List 3 things you do well1. Be a mom2. Problem solve3. Teacher

• List 1 thing you struggle with1. Grammar

Find out about accommodations

Where does the manual need to be?

WHY?Measuring our progress is not only required legally, but….

Implementing the use of accommodations with fidelity is

Best Practice, which will lead to…

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

http://www.schoolview.org/performance.asp



Improved Educator Effectiveness



Improved Student Performance

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

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

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.”

Instructional Adaptations

Any student

≠ Every

student

Universal Design for Learning

any student

Section 504 ELLILP

Any student with a documented need, including students with a disability Formal

educational plan


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


any student

Formal educational

plan

IEPSection 504 ELLILP


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

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®.

Formal Educational Plan for assessment accommodations

• Based on student need• Written down somewhere

other than teacher planning book

• Educational team• Revisited annually• Parent signature

















Individual Education Plan504 PlanAdvanced Learning PlanHealth Care PlanResponse to Intervention PlanIndividual Literacy PlanEnglish Language Acquisition planDistrict Accommodations Plan

Documenting Accommodations

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

student

Section V:Accommodations for TCAP

TCAP

CoAlt

Instructional Accommodations

Classroom and District Assessment Accommodations

State Assessment Accommodat

ions

Accommodations do not ensure that all students achieve the same level of proficiency.

Accommodations provide access to the assessment.

TCAP without

Accommodations

with Accommodations

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.

Description of Accommodation Categories

• Presentation

• Response

• Setting / Environmental

• Timing / Scheduling

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.

Unforeseeable Circumstances

Accidents happen.In these instances a student may be provided an accommodation without a formal educational plan.

• Document why• Available

Presentation Accommodations







Response Accommodations

Setting Accommodations

Small Group ≤ 15 students

Accommodations for TCAP

Every Accommodation Has Instructions

Every Accommodation Has Instructions

Review the Accommodation(s) on your table – share what is critical with the

whole group.

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

Where to start

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

Extended Time

• This accommodation is about processing speed.

• Generally Time and half

– How does this look in the classroom?

– How do you know?

Extended Time Instructions

Extended Time Instructions

About how many students in the state of

Colorado used Extra Time on TCAP in

2012?

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

Teacher Read Directions

• Available in Math, Science, Writing and Reading.



Teacher Read Directions

• Available in Math, Science, Writing and Reading.



Oral Script (Reading the test)

• Available in Math, Science and Writing.



“Teacher Read Directions” “Oral Scripts”

What students might use teacher read directions? What students might use

oral scripts?

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.

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

Accommodations needschange over time.

Accommodations needschange over time.

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

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

Nonstandard Accommodations

326 Requests in 2012– Scribe (85)– Special Paper (62)– Stop-the-clock (53)– Redirection (39)

Request must:

• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures• All the questions answered

Request must:

• Be specific• Be individualized • Include documentation of need – (IEP or 504)• Have SASID (10-digit)• Two signatures

Request must:

• Be specific• Be individualized • Include documentation of need – (IEP or 504)

– Classroom data / samples• Have SASID (10-digit)• Two signatures

Request must:


Request must:


Submission Deadline

DECEMBER 15

• New to district after December 1

• Newly identified after December 1

Scribe

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

Accommodation needs change over time.

Accommodations for CoAlt

TCAP

CoAlt

Designed specifically students with a significant cognitive disability, being instructed on alternate

standards (Expanded Benchmarks/EEOs)

Learner Centered

FlexibleInteractive

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.

ACCESS for ELLs®

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.

http://www.wida.us/assessment/ACCESS/accommodations.aspx

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.

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

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.

Mr. Sirakavit

Jason

Heather

Larg

e Pr

int

Copi

es o

f Not

es

Peer

Rea

der

Extra

Tim

e

Joyce

Seat

ing

X XX

X

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.

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

What does your school do to monitor accommodations ?

Sometimes the pathway is straight….

…but often there’s more than one way to make a journey and arrive at your destination.

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