Five Star Accommodations Colorado Department of Education Exceptional Student Leadership Unit Dena Coggins [email protected].

Five Star AccommodationsFive Star Accommodations

Colorado Department of EducationExceptional Student Leadership Unit

Dena [email protected]

Who to Contact

Accommodations for Assessment Mira Monroe

[email protected]

303-866-6709

Selecting AccommodationsDena Coggins

[email protected]

303-866-6863

• What are accommodations and modifications?

• How do IEP teams determine appropriate accommodations?

• What considerations should be made when implementing accommodations during classroom instruction (The Five Step Process)?

• What accommodations are available for students with disabilities on the state assessments?

• What are nonstandard accommodations for assessment purposes?

• How are accommodations documented on the IEP?

Discussion Points

5 Step Process• Step 1: Expect students with disabilities to achieve grade level content

standards

• Step 2: Learn about accommodations for instruction and assessment

• Step 3: Select accommodations for instruction and assessment for individual students

• Step 4: Administer accommodations during instruction and assessment

• Step 5: Evaluate and improve accommodations use

From The Colorado Accommodations Manual

How do IEP Teams Determine the Appropriate Accommodations

Step 1: Expect All Students to Achieve Grade Level Content Standards

Setting Expectations:

• Individuals with Disabilities Education Improvement Act (IDEA) and No Children Left Behind (NCLB) require students with disabilities to participate in state and district assessments.

• Colorado Law states that all means all regarding assessment

• The majority of students with disabilities will be included in the general curriculum and working towards the same grade level expectations as all students

• All students with disabilities are provided with instruction that is targeted on the grade level standards in all content areas.

• Students with disabilities have access to the same content taught to all students.

• The State of Colorado has high expectations for all students including students with disabilities.

Basic Assumptions

How to Achieve High Expectations

• Every IEP team must be familiar with state and district content standards in order to provide access for students with disabilities.

• Having IEPs that include content area goals

• Having teachers who know how to differentiate the curriculum

Step 2: Learn about Accommodations for Instruction and Assessment

• What are accommodations?

• What are modifications?

• What types of accommodations are available for instruction and assessment?

• Instructional vs. Assessment Accommodations

• Definition: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities.

• Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations.

What are Accommodation?

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What are Modifications?

• Definition: Modifications are changing, or reducing learning or assessment expectations.

• Examples include:– Requiring a student to learn less material– Reducing assignments so a student only needs to complete

the easiest problems– Revising assignments to make them easier (crossing out

response items)– Giving students hints or clues to guide them to a correct

answer

Accommodations vs. Modifications

Accommodations ModificationsProvide students with the same learning expectations

Reduce learning expectations by decreasing what the student is expected to learn

Ensure that students are able to learn and be measured on the same construct as other students

Change or substitute constructs

Provide students with meaningful assessment scores

Reduce the ability to use scores as reliable measures of student skill in the construct

Designed to provide equity, and to reduce or eliminate the effect of the student’s disability within instruction or on assessments

Designed to make it “easier” for the student to complete a learning activity or assessment , not necessarily to show what they know or can do

“Identifiable Need”

Page 13 in the Manual

• An accommodation provided for a student with an identifiable need is very different than what happens in the classroom to ensure good instruction. Teachers always provide “accommodations” for students during instruction, for example a student does not finish their math problem so the teacher has the student stay in for recess to finish it. These types of situation are not really accommodations that level the playing field for students with an identifiable need but rather a best practice to ensure that the student understood how to complete the problem. This is very different than a student who has been evaluated as needing this accommodation to demonstrate what he/she know on a regular basis. For example, a student with a visual motor disability might need extra time finishing a math problem due to the need to process the information that is presented.

Accommodations Categories

• Presentation Accommodations– Allow students to access information in ways

that do not require them to visually read standard print. These alternate modes of access are auditory, multisensory, tactile and visual and through assistive technology.

Accommodations Categories

• Response Accommodations– Allow students to complete activities,

assignments and assessments in different ways, or to solve/organize problems using an assistive device or organizer

Accommodation Categories

• Setting Accommodations– Change the location in which an assignment

and assessments are given, or the conditions of the setting

Accommodations Categories

• Timing/Scheduling Accommodations– Increase the allowable length of time to

complete an assignment or assessment, and may also change the way the time is organized.

Instructional Accommodations

• The most common and nationally observed instructional accommodations are listed in Section 3 of the Colorado Accommodations Manual.

• This list includes all of the accommodations allowed on CSAP plus others that are not allowed but appropriate for instructional purposes.

• New accommodations are being thought of and used everyday. Assistive technology is one example as newer and better technology is developed.

Instructional vs. Assessment Accommodations

• Instructional accommodations and assessment accommodations are linked

• Some accommodations are allowable for classroom but not for district and state assessments

• Allowable district and state accommodations must be used in the classroom

Colorado Department of Education

Linking accommodations through each of these areas

Types of Accommodations for State Assessment

• Accommodations that are approved for state assessments must also be considered for district assessments

• Assessment accommodations are strict as the state is required to ensure that accommodations do not invalidate the assessment to the Federal Peer Reviewers

• Assessment accommodations are listed in Section 7. Policy information is located in Section 6 and 8. CSAPA Expanded accommodations are listed in Section 9 and CELA accommodations are listed in Section 10

Visual Presentation AccommodationsVisual Presentation Accommodations Reading Writing Math Science

Documentedon studentdata grid

Groupingconsideration

Separate environment

required

Large print (18-point font)

Yes N/A No

Handheld magnifiers No N/A No

Closed Circuit Television (CCTV) No

Individual if it is determined

if it is a distraction or cause a time

extension

No, unless it is a distraction

Signing of the directions only

Yes, as teacher readdirections

Individual, or group

(group must be same grade)

Yes

Signing of the entireassessment Yes, as oral

scripts

Individual, or group

(group must be same grade)

Yes

Tactile Presentation Accommodations

Tactile Presentation Accommodations

Reading

Writing Math ScienceDocumented

on studentdata grid

GroupingConsideration

Separate environment

Required

Braille with tactile graphics as appropriate

Yes Individual Yes

Auditory Presentation Accommodations

Auditory Presentation Accommodations

Reading

Writing Math Science Documentedon studentdata grid

GroupingConsideration

Separate environment

Required

Teacher read directions

YesSmall

groupsYes

Oral scripts

Yes Small group Yes

Translated direction only in student’s native language

Yes Small group Yes

Translated oral scripts in student’s native language

Yes Small group Yes

Audio amplification devices

No N/A No

Multisensory Accommodations

Multi-sensory Presentation Accommodations Reading Writing Math Science

Documentedon studentdata grid

GroupingConsideration

Separate environment

Required

Math manipulatives

Yes

*If the manipulative is a

distraction to others

*If the manipulative is a distraction to

others

Abacus- This accommodation is restricted. It is only for students who are blind (See page 47)

Yes as math

manipulatives

N/A Yes

Response Accommodations

ResponseAccommodations Readi

ngWriting Math Science Documented

on studentdata grid

GroupingConsideration

Separate environment

Required

Assistive technology (augmentative communication device, computers, personal portable keyboards, Braillers)

Yes*If the device is a distraction to

others

*If the device is a distraction to others

Scribe -This accommodation is restricted to students who are unable to physically write (see page 46)

Yes Individual Yes

The use of signing to communicate to a scribe Yes, as

signingIndividual Yes

Materials or Device Accommodations

Materials or devices used to solve or organize responses

Reading

Writing Math Science Documentedon studentdata grid

GroupingConsideration

Separate environment

Required

Talking calculator (ONLY on the 9th and 10th grade math assessment where calculators are used for all students)

No Individual Yes

Underlining or highlighting by the student (must be transcribed if it causes damage to the book)

No N/A No

Noise buffersNo N/A No

Color overlaysNo N/A No

Pencil grips or large # 2 pencils No N/A No

Setting Accommodations

Setting Accommodations Reading Writing Math Science Documented

on studentdata grid

GroupingConsideratio

n

Separate environment

Required

Change of location

No N/A Yes

Grouping of students to provide other accommodations No N/A N/A

Timing Accommodations

Timing and Scheduling Accommodations

Reading Writing Math Science

Documented on student data grid

Time of day

No

Multiple or frequent breaks (breaks may be given based on the student’s needs and may be extended over night)

No

Timing and Scheduling Accommodations

Reading

Writing Math ScienceDocumented

on studentdata grid

GroupingConsideration

Separate environmen

tRequired

Extended Timing Used

YesIndividual or Small group

Yes

Time of Day

NoIndividual or Small group

Yes

Multiple or frequent breaks No

Individual or Small group

yes

Large Print and Braille Accommodations

• Large print comes in an 18 point font type

• Braille comes in contracted and un-contracted

• If you need large print that is larger than 18 pt that is

done through the nonstandard accommodation process

• Determination for the use of Braille and Large print must involve the TVI.

Teacher Read Directions and Oral Scripts

• These are secure materials

• Must be followed exactly as they are written using the same tone and inflection

• Must be administered in a separate environment, individually or in a small group

• For directions regarding repeating directions or answer choices please see the notes in the teacher read directions or the oral scripts.

Extended Time

• Extended time does not mean unlimited time. It generally means time and a half. If a student will require time beyond that it will need to be documented in the formal plan the amount of time that the student will need

• It is understood that some accommodations will always take longer than time and a half such as Braille or oral scripts.

• This accommodations must be administered in a separate environment individually or in a small group with no more than 25 students

Scribe

• This accommodation is only appropriate for students who are unable to write in the test booklet.

• Assistive technology must be considered and documented prior to determining the need for a scribe

• Students should be afforded a scribe throughout all content areas.

• The same scribe must be used for the entire section administered

• This accommodation must be administered individually in a separate setting

Nonstandard Accommodations

• What is the history and purpose of nonstandard accommodations?

• Who are they available for?

• Nonstandard accommodations are types of accommodations that are used regularly during instruction.

• Two types for assessment purposes– Approved nonstandard accommodations

• This is an accommodation that is not listed as a standard accommodation that may be available to students with disabilities.

• This type of accommodation is not approved until an application has been submitted to the state and has been deemed as approved.

– Non-approved nonstandard accommodation• These types of accommodations may be used on the

assessments but they will result in a no score. The student’s test is ruled invalid.

Types of Nonstandard Accommodations

Nonstandard Accommodations

• Types of non-approved nonstandard accommodations

• Types of approved nonstandard accommodations

Types of District Assessment Accommodations

• Districts must establish accommodation guidelines for their regular district assessments.

• If districts allow the state accommodations for their district assessment it would allow students to practice the accommodation in an assessment setting.

• By allowing the same accommodations for state and district assessments, data will be available on the effectiveness of that accommodation in the assessment setting.

Step 3: Select Accommodations that are Appropriate for Individual Students

Getting started: – Begin with the “end in mind”– Start with the least intrusive accommodations– Before selecting accommodations look

through the research– Section 4 of the manual provides some

examples of researched accommodations based on student characteristics

What Works

• Allowing students use the accommodation regularly

• Choosing accommodations for individual students

• Involving the student in the decision making process around accommodations

Please see Section 5 of the manual

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What Does Not Work

• Checking off every accommodation available on the IEP form, hoping “something” will work

• Having students try to use unfamiliar accommodations on tests, when they haven’t practiced using them in the classroom

Please see Section 5 of the manual

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Questions to Ask When Selecting Accommodations

• What are the student’s learning strengths and needs?

• How do the student’s learning needs affect the achievement of grade level content standards?

41

Questions to Ask When Selecting Accommodations

• What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade level content standards?

• What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?

42

Review Current Accommodations

• What accommodations are currently used by the student during classroom instruction and assessments?

• What are the results for classroom assignments and assessments when accommodations were used and not used?

• Are there effective combinations of accommodations?

43

Review Current Accommodations

• What difficulties did student experience when using accommodations?

• What is student’s perception of how well accommodations “worked”?

• What are perceptions of parents, teachers and specialists about how well accommodations “worked”?

• What does the data indicate?

44

Based on these Questions

Decide whether the student should– Continue using an accommodation “as is”– Use an accommodation with changes– Have an accommodation discontinued

45

Of the Accommodations, that match the Student’s Needs, Consider

• 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

46

Involve Students

• 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

• Accommodations that are listed on the IEP usually in a section where teachers list instructional accommodations and district and state accommodations

• Section 12 of the state IEP• The accommodations can also be imbedded in

the goals and objectives as well• Documenting nonstardard accommodations in

the IEP

How to Document Selected Accommodations on the IEP

Step 4: Administer Accommodations During Instruction and Assessment

To be effective, instructional accommodations must be implemented:– Consistently– As written in the IEP– Appropriately for the content areas– With input from the student– In conjunction with progress monitoring to

determine impact

When Administering Accommodations During Instruction

Ensure:• All teachers understand what accommodations

the student needs for what content area during instruction

• Teachers know how and when the accommodation will be used

• The logistics are carefully planned, implemented and evaluated

Procedures for Administering Accommodations on State Assessments

Accommodations must be based upon individual student needs.

Accommodations may not be based on a category of disability, or be specific to a program.

Accommodations must be determined as the result of a formal evaluation conducted by the educational team who monitor and create the student’s formal education plan. The evaluation process and plan formulation must include the parent and student.

Procedures for Administering Accommodations on State Assessments

Accommodations must be used regularly during assessment and instruction. They must be in place at least three months prior to the state wide assessment. Accommodations must not be introduced for the first time during state test administration.

Accommodations must be documented in a formal education plan such as; an IEP, 504, advanced learning plan, health care plan, intervention (RtI) plan, Individual learning plan (ILP), ELA Plan or another school or district formal education plan that is the result of a formal evaluation conducted by an educational team.

52

Ensuring Standardization

• Standardization: The adherence of uniform administration procedures and conditions during an assessment

• Strict adherence to guidelines and procedures for the administration of accommodations is essential to ensuring that test results reflect actual student learning

• Have a plan in place regarding the logistics of administering accommodations in order to ensure that all students who need an accommodation are afforded one

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Step 5: Evaluate and Improve the use of Accommodations

Why Evaluate Accommodations• To ensure the meaningful participation of all

students in instruction and assessment• To change the accommodations if needed• To monitor the effectiveness of the

accommodation

Logistics of Evaluating Accommodations

• How to Evaluate: Use data from classroom instruction, classroom assessments, and statewide assessments to determine the effectiveness and impact of accommodations

• How Often: The evaluation of accommodations should happen frequently throughout the school year

Any changes in accommodations should be documented in the IEP

Step 5: Evaluate and Improve the use of Accommodations

Several over arching questions can be asked to assist in the evaluation and improvement of accommodations– Is the student making progress toward grade-level

standards through the use of the accommodation?– Does the accommodation continue to meet the

student’s educational needs?– If the student is not meeting the expected level of

performance, what are the possible explanations?

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Questions to Ask at the Student Level

• Do the data show that the accommodation is effective?

• What accommodations are used by the student in the classroom and on assessments?

• What are the results of classroom assignments and assessments when accommodations are/are not used?

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Questions to Ask at the Student Level

• What is the student’s perception of how well the accommodation worked?

• What seemed to be effective combinations of accommodations?

• What are the difficulties encountered in the use of accommodations?

Important Final Notes on Accommodations

• Accommodations do not begin and end in school.

• Students who need an accommodations at school will also need them at home, in the community and as they get older, in postsecondary education and the work place

Colorado Accommodations Manual

http://www.cde.state.co.us/cdeassess/publications.html

For More Information