Eva M. Kubinski, MSSpecial Education Team

Wisconsin Department of Public Instruction2009 Children Come First Conference

November 16, 2009

Much of the information provided in the upcoming slides is based on a document developed by the Council of Chief State School Officers titled Accommodations Manual: How to Select, Administer and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities (August 2005)

WI DPI’s Assessment Matrix is available online http://www.dpi.wi.gov/oea/pdf/accom09.pdf

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Eva has a processing “problem”◦ Is both near-sighted and far-sighted◦ Has trouble seeing objects both near and far away◦ Sometimes sees two of everything

How does Eva’s difference impact her ability to learn?◦ She has trouble reading the board◦ She has trouble reading small print unless held far away

What was the result of an intelligence test administered on the blackboard?◦ She could not answer basic questions on her own◦ She appeared to not understand the questions she was

asked to read to herself

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Eva has learning differences that will hinder her ability to be successful.

Eva might not succeed in a regular classroom

Eva may require Special Education Services, including accommodations

and/or modifications

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What if Eva is allowed to wear her glasses during the test?◦ She does much better than without!◦ Is it cheating to allow her to wear her glasses?◦ Did they make the items easier?◦ Did they give her an unfair advantage?◦ Would they give you an unfair advantage?

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Provide equitable access during instruction and assessments

Reduce or eliminate the effects of a student’s disability

Some that are appropriate for classroom or instructional use are NOT appropriate for assessment

Different from modifications

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Equal access to GRADE-LEVEL CONTENT

Allow students with disabilities the opportunity to demonstrate what they have learned

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What do you think are some accommodations you’ve used in your life, work or home?

Share with your neighbor

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The use of accommodations is linked through each of these areas

Classroominstruction

Classroom assessments

State & district assessments

Content standards

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To include all students in standards-based instruction and assessments:◦Provide accommodations during

instruction and assessment to increase access

◦Use alternate assessments for students with significant cognitive disabilities

◦Follow state guidelines for decisions about the provision of alternate assessments

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The use of accommodations, both instructional and assessment/testing…◦ Are determined by the members of the IEP team◦ Are identified in the student’s IEP◦ Are pre-planned both regarding instruction and

assessment◦ Are part of the student’s daily instructional

experience◦ Assessment accommodations are only from the

approved assessment accommodations matrix unless a request is submitted in writing and approved by DPI

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Instructional versus assessmentPresentationResponseSettingTiming and scheduling

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Accommodations used during the course of instruction to help students with disabilities access or learn academic content.

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Accommodations used during an assessment or test to help students with disabilities demonstrate or show what they have learned and know.

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These types of accommodations allow students to access information in a different format – e.g., if they can not visually read standard print, they may access the information via auditory, tactile, visual or other multisensory means.

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Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.

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Change the location in which a test or assignment is given or the conditions of the assessment setting.

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Increase the allowable length of time to complete an assessment or assignment.

Change the way a student’s time is organized

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Reduce learning expectations.May be a necessary step to teach a new skill or concept.

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Should always be done during the IEP Team process – an IEP Team decision.

Should take into consideration all the available information and data.◦ What are the student’s learning strengths and

needs?◦ How do the student’s learning needs affect the

achievement of grade level content standards?◦ What has worked or not worked in the past?

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The student’s willingness to learn to use the accommodation

Opportunities to learn how to use the accommodation in classroom settings

Conditions for use on state assessments

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Involve students in selecting, using, and evaluating accommodations

The more input students have in selecting their accommodations, the more likely the accommodations will be used

Students should see accommodations as adding value to their daily life—not only in school—but for postsecondary, career, and community life

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DPI Model Forms I-5 Special Factors

DPI Model Forms I-7 Participation in Statewide Assessments

DPI Model Forms I-9 Summary

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Organizational aids Environmental

adaptations Instructional strategies

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Use of an agenda or timetable Extra copy of textbooks that can be kept at

home Checklists that show all the steps in a task

(and as student gets older, can help develop checklist)

Graphic organizers for written work Communication between home and school

about progress – e.g., assignment notebook

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Communicate information with the needs of students with auditory issues in mind◦ Using varying intonation◦ Using visuals, demonstrations◦ Summarize key points◦ Avoid information overload

Provide areas for students in different parts of the room based on noise and activity level

Sound-field amplification Multiple modes of presenting information

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Cooperative learning opportunities (with careful consideration of who is a member of which group)

Hands-on learning opportunities Use of scaffolding strategies such as

graphic organizers with “cues” Student-directed activities

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Wisconsin DPI Assessment Accommodations Matrix http://www.dpi.state.wi.us/oea/pdf/accom08.pdf

Council of Chief State School Officers Accommodations Manual

http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf WI DPI – call 800-441-4563 toll-free

◦ Office of Education Accountability ◦ Special Education Team

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