Accommodations Central: Tools for Decision-Making, Monitoring, and Assessment

Texas Council of Administrators of Special Education Great Ideas Convention 2014 Matt Holloway Education Service Center Region 13 matthew.holloway@esc13.txed.net 512-919-5396

All resources can be accessed online at www.tinyurl.com/accomcentral

Guidelines for Making Accurate Accommodations Recommendations

(adapted from the PAR framework)

• Establish a Baseline measure quantitative student performance on a task without the accommodations.

• Introduce one variable let the student try a very similar task with the primary accommodation in question.

• Introduce other variables let the student try the task with as many different accommodations as you wish to evaluate, changing only one thing at a time.

• Collect student feedback Use an appropriate student feedback tool to gather information on student preference.

• Present at ARD Bring your data to the ARD committee for review.

Example:

Date Task Accommodation Performance Student Rating (1-5) 9/18 Short Answer

to Writing Prompt

Baseline (none) 31/50 words misspelled (62%)

5

9/19 Short Answer to Writing Prompt

Spelling Assistance (personal word bank)

15/38 words misspelled (40%)

3

9/20 Short Answer to Writing Prompt

Word Prediction Software 2/26 words misspelled (7%)

3

Accomm

odation Effectiveness Evaluation Form

Instructions: Choose an appropriate academic task and m

easure student performance on that task w

ith no accomm

odations (this allows you to

establish a baseline). Let the student try the same task (different content) using the first accom

modation in question. Determ

ine the student’s preference using a 1-5 rating. Let the student try the sam

e task with as m

any different accomm

odations as you wish to evaluate,

changing only one thing at a time.

Date Academ

ic Task Accom

modation

Quantitative

Performance

Student Rating (1-5) N

otes

N

one (baseline)

Accom

modation M

onitoring Form

Nam

e: ______________________________ Grade: ________________

Teacher: ____________________________

Content A

rea: ____________________________________________________

How

Often U

sed? H

ow H

elpful?

AC

CO

MM

OD

AT

ION

(S) R

outine Classroom

Practice

for All Students

All the Tim

e O

ccasionally N

ever V

ery H

elpful Som

ewhat

Helpful

Not

Helpful

Presentation

Response

Setting

T

iming/Scheduling

N

otes about Accom

modations:

__________________________________________________________________

__________________________________________________________________

ACCOMMODATIONS SUMMARY ESC Region 13

IEP Implementation Summary

CLASS OR SUBJECT: PERIOD: TEACHER:

Adaptation of Materials Alteration of Assignments Color Transparencies Reduced Assignments Braille Materials Taped Assignments/Lectures Large Print Materials Extra Time for Assignments (

)days

ESL Materials Opportunity to Respond Orally Highlighted Texts/ Study Guides Emphasis on Major Points Altered Format of Materials Read Directions to Students Peer Tutoring/Assistance Assignment Book Peer Note-Taking Typed Assignments Peer to Read Materials Reduce Written Tasks Study Aids/ Manipulatives Special Projects in lieu of

assignments

Peer Tutoring/ Assistance/ Note-Taking Tape Recordings of Required Readings Grading Behavior Management Change Grade Weights to: Frequent Reminders of Rules Weigh Tests & Daily grades Equally Positive Reinforcement Consider grade for Oral

Participation

Frequent Eye Contact Contact folder teacher if failing Proximity Control Consider Effort as part of Grading Private Discussion of Behavior No Penalty for Spelling Errors Supervision during Transition Require fewer responses Implement Behavior Contract In-Class Time-out Assistive Technology Opportunity to Help Teacher Calculators/Computers Ignoring Minor Infractions Word Processors Frequent Breaks Feeding /Self Help Clearly Defined/ Consistent Limits Note Taking Assistance Seat near Instruction Access to Equipment Interpreter Alteration of Instruction Augmentative Communication

Device

Emphasize Content Information Leave Class for CMC State Assessment Short Instructions Individual/Small Group Opportunity to repeat/explain Inst. Individualized Structured Reminders Opportunity to write Instructions Reminders to Stay on Task Visual Aids Amplification Devices Auditory Aids Projection Devices Multi-sensory Information Manipulating Test Materials Frequent and Immediate Feedback Oral/Signed Administration Study Sheets/ Summaries Level of Support (All or Part) Extra Time for Oral Response Spelling Assistance Utilize Manipulatives Math Manipulatives Individual/Small Group Instruction Calculation Devices Use Word Banks Basic Transcribing Peer Tutoring Supplemental Aids Opportunities for Student to Dictate Assignments on Tape

Extra Time

Large Print Dictionary

NCEO/Alabama Accommodations Training

This five-module course is free and available at https://nceo.umn.edu/alabama/login.php. The course is highly interactive and makes use of short videos, quizzes, audio clips, journals, and case studies to engage the learner. Users will need to provide name and email address to create an account. Content includes: • Thinking About Student Characteristics • Linking Student Needs to Accommodations Decisions • Instructional Accommodations • Assessment Accommodations • Monitoring and Evaluating

The course was jointly developed by NCEO (National Center on Educational Outcomes) and the Alabama Department of Education. Course content is not state-specific and describes decision-making and implementation processes that are valuable to all teachers of students with disabilities.

Last revised: 7/1/13

Student Name: Additional Information (student number, teacher name, etc.):

1. Thinking About Student Needs 1.1: Identify the student’s preferences. Describe the student’s interests. Consider what s/he does or does not like about school. Likes: Dislikes: 1.2: List the student’s strengths. Describe the student’s academic, behavioral, and/or social-emotional strengths. 1.3: List the student’s weaknesses. Describe the student’s academic, behavioral, and/or social-emotional difficulties or challenges. 2. Linking Student Needs to Accommodations Decisions 2.1: Identify strengths and characteristics that do not present “barriers” to learning and demonstrating knowledge on assessments. 2.2: Describe Needs. Identify characteristics that present “barriers” to learning and demonstrating knowledge on assessments. Characteristic #1 Needs related to #1 Instruction: Assessment: Characteristic #2: Needs related to #2 Instruction: Assessment: Characteristic #3: Needs related to #3 Instruction: Assessment:

Last revised: 7/1/13

3 and 4. Instructional and Assessment Accommodations 3.1: Identify instructional accommodations. For each need identified in Module 2, record in the following table at least one instructional accommodation that will remove “barriers” to learning. (If continuing to use current accommodations, list them). 4.1: Obtain your state or district policies on accommodations for assessment. According to policies relevant to your practice, what kinds of evidence are needed to support the use of instructional accommodations during assessment, and how long should instructional accommodations be in place prior to assessment?

4.2: Identify assessment accommodations. Start with instructional accommodations and indicate if appropriate for an assessment. Please refer to state or district policies relevant to your practice.

3.1 Instructional Accommodation

4.2 Assessment Accommodation Comments

Classroom District State Other (list)________

5. Monitoring and Evaluation 5.1: Make a plan to collect information that will help inform whether the accommodations are working as intended. Consider how the student’s academic progress may be monitored. State or district policies may provide guidelines for accommodations monitoring and evaluation. If applicable, please refer to policies relevant to your practice. Instructional accommodations Assessment accommodations

Here is an example of a form a student could carry on test day. Note that it is the responsibility of the student to list the necessary accommodations and to present this list to the test administrator or teacher. This experience is particularly important for students with disabilities who intend to pursue a postsecondary education.

Assessment Accommodations Agreement

I, _____________________________________________________________________,

(Student's name)

need the following accommodations to take part in this assessment: If I need more information about these accommodations, I can talk to: _______________________________________________________________________ (Name of special education teacher, parent, principal, and/or related service provider)

Thank you for helping me to do my best on this test! ___________________________________ _______________________ (Student signature) (Date)

Adapted from: Christensen, L., Carver, W., VanDeZande, J., & Lazarus, S. (2011). Accommodations manual: How to select, administer, and evaluate the use of accommodations for instruction and assessment of students with disabilities (3rd ed.). Washington, DC: Assessing Special Education Students

State Collaborative on Assessment and Student Standards, Council of Chief State School Officers.

Gearing Up for the SOA (Standardized Oral Administration)

What is it? The accommodation Oral/Signed Administration has expanded to include a computer-based option for

• grade 4 reading and mathematics • grade 7 reading and mathematics • grade 8 science and social studies

Who can take it? (same eligibility criteria as “standard” Oral Administration) Sped: dyslexia or reading problems (ADHD, emotional, behavioral, processing or memory issue) 504: dyslexia or reading problems (ADHD, emotional, behavioral, processing or memory issue) Gen Ed: identified dyslexia How Should we document this? All Oral Admin must document (in IEP, 504, or dyslexia plan):

• Oral Administration • Level of Support: either Read All or Read Parts at student request • Change Option: student may change the level of support during the test

if he wishes • Since SOA has a change option built in, student’s IEP or 504 paperwork must

include the “change option “ if that student has the “Read All” level of support. • If student has “Read parts” as level of support, then IEP/504 does not need to

include the “change option”. • Final Point (Important): Although you do not need to directly reference SOA in

IEP/504 paperwork, it is strongly advised that this option be discussed with parents and other members of ARD/504 teams well in advance of test day.

What must be in the IEP? Accommodation: Oral Administration Level of Support: Read part at student request

OR Accommodation: Oral Administration Level of Support: Read all

With the student option to change level of support

Gearing Up for the SOA (Standardized Oral Administration)

Who in your district needs to know about this? Who will implement this on individual campuses? How will you arrange for the student tutorials? How will you check the technology?

STAAR Modified: The SOA is not available for the STAAR Modified as this is the final year of that assessment.

References/Resources

http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ http://www.tea.state.tx.us/student.assessment/soa/ http://www4.esc13.net/agc/webinars/ http://www.tinyurl.com/accomcentral