Teacher Assistant Professional

Development DayAccommodations: Assisting Students with Disabilities

Laura Schneiderman

Sharon Rodgers

October 26, 2015

Lake County Schools

Vision StatementA dynamic, progressive and collaborative learning community embracing change and

diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission StatementThe mission of the Lake County Schools is to provide every student with individual

opportunities to excel.

We Believe:Education is the foundation for everyone’s future.

Education is a lifelong process.All students can learn.

Students should be civic-minded and embrace future roles in the community.Parents/guardians, community, and schools are partners in a student’s education.

Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.

Summarizing Activity; Matching (Reflect knowledge and understanding)

II

Octo

ber

26,

2015

1. Discussion of how to help SWDs achieve proficiency in the standards by accommodating needs and ensuring equal access to the content.

2. Relate how to help SWDs achieve proficiency in the standards by accommodating needs and ensuring equal access to the content to our role as TA’s.

3. Modeling of how accommodations will be implemented appropriately.

Learning goal: Improve understanding and depth of knowledge of accommodations for students with disabilities

TA Professional Development Day

Standards: Domain 1:Domain 2: Domain 3:

Objective: Teacher Assistants will understand what accommodations are, why accommodations are needed, and how they can be implemented

Essential Question: What is the teacher assistant’s role in accommodating students with disabilities?

Vocabulary : Accommodations, Modifications, Disability Awareness

Agenda

Learning Goal & Scale

Learning Goal:Participants will be able to identify and complete the essential parts of a standard based lesson plan given a standard.

Score

4.0

• Given a standard, the participants will be able to • Differentiate Instruction for all participants (ELL, ESE, High Performing and Low Performing Participants).• After implementation of a lesson participant will be able to reflect on the plan based on assessment data.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

Score

3.0

The participant, without major errors or omissions, will understand and/or be able to: • Participants will be able to develop a comprehensive standards-based lesson plan by:

• Deconstructing the standard(s) with an understanding of the appropriate assessment level using Webb’s Depth of Knowledge.

• Selecting formative and summative assessments that aligns with the given standard and to ensure students’ understanding.

• Scaffolding (break the lesson into digestible and progressively more complex chunks) lessons based on a given standard.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score

2.0

There are no major errors or omissions regarding the simpler details and processes. The participant will be able to:• Differentiate between formative and summative assessment.• Understand the different components of a lesson plan

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

Score

1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can:• Can locate and identify the standard for a given unit in the curriculum blueprint and/or http://cpalms.org.• Given a standard participant will be able to read the coding of a standard.• Identify the different components of a lesson plan.

0.5 With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content

Score 0 Even with help, no understanding or skill demonstrated.

Sample

7

Accommodations Assisting Students with Disabilities

8

Accommodations

• Are changes that can be made in the way the student accesses information and demonstrates performance.

• Meet the individual student needs and ensure equal access to the academic content standards.

• Are used during instruction and assessment

• Do not reduce learning expectations, just work around the effect of the disability.

9

Modifications may include:

• Completion of selected course requirements

• Curriculum expectations below grade level

• Alternate curriculum goals

10

Who is eligible for accommodations?

• Students who have been evaluated and determined eligible for services, established by the needs in the IEP or

• Under Section 504 of the Rehabilitation Act, in a 504 plan.

11

Accommodations...

• Should allow students to show what they know or can do

• Help students to work around any limitations that result from disability and must be necessary for the student to demonstrate knowledge, ability or skill

• Should not provide an unfair advantage to performance on tests and

• Should be the same or nearly the same for both instruction and assessments activities.

12

Accommodations involve:

• The use of different strategies,

• Assistive technology,

• Changes in the schedule or environment, or

• Support from a person to increase, maintain, or improve the performance of a student with disabilities.

13

Accommodations are organized into four categories:

• Presentation – how the student will access information

• Response – how the student will demonstrate competence

• Setting – where the student will be instructed and assessed

• Scheduling – when the student will be instructed and assessed.

Disability Awareness Activity

15

If Student cannot identify main points when reading?

• Highlight important points

• Read summary or objectives first

• Give vocabulary list before reading

• Provide a worksheet or study guide for

independent reading

• Use hands-on activities or diagrams for

presenting abstract or complex concepts

16

If student cannot understand lectures and discussions?

• Before: Provide visual aids, provide

advance organizers, give overview

• During: Provide note taking organizers,

emphasize verbally or with color

• After: Repeat, paraphrase, summarize; provide written summary aid; encourage questions

17

Visual or hearing impairment?

Specialized presentation formats

• Visual Format: Large print, sign language interpreter

• Tactile: Braille, real objects

• Audio: Read aloud, recorded books, talking clocks

18

Assignments and Assessments

Students need accommodations because they have:

• Difficulty following instructions

• Difficulty completing assignments

• Difficulty with complex tasks and

organization

• Limited writing abilities

• Difficulty taking tests

19

Difficulty following instructions?

• Provide oral/written directions, include

pictures or diagrams

• Model, describe critical components

• Complete sample problems or tasks

• Have student paraphrase directions

• Provide assessment rubric

20

Difficulty completing assignments?

• Provide individual responsibility checklist

• Use timer to define work periods

• Reduce work to essentials for learning

objectives

• Teach use of planner/calendar

21

What can be changed?

• Presentation format

• Response mode

• Scheduling

• Setting

• Assistive devices

22

Time Demands & Scheduling

• Assignments: More time, choice of due

dates, project timeline

• Assessments: Complete after school or

in several short time periods

• Courses: Grade of “incomplete,”

flexible scheduling

23

Physical Environment

Facilities

• Accessible

• Barrier-free

Equipment

24

Behavior Management

Common problems

• Short attention span

• Difficulty working in groups

• Difficulty controlling own behavior

25

Short attention span?

• Reduce sources of distractions

• Tasks that can be completed in short

periods of time

• Opportunities to move around in the

classroom

26

Difficulty working in large groups?

• Strategic seating arrangement

• Activities: preview; passive/active

• Follow-up instruction

27

Difficulty working in small groups

• Group interaction skills

• Specific role/responsibility

• Pair up, partial participation

28

For independent work, study and practice

• Self-checking materials;

computer software

• A learning center

• A “study-buddy”

• Alternate activities

29

Difficulty controlling own behavior?

• Predictable classroom routines

• Clear rules and consequences

• Regular monitoring of behavior

• Specialized behavior management

system if needed

30

Special Communication Systems

Alternative modes of communication

• (e.g., sign language)

Augmentative communication systems

• (e.g., communication board)

Limited English Proficiency need

31

Collaboration is a must.

“The nice thing about teamwork is that you always have others on your side.”

(Margaret Carty)

Course Evaluation

Please complete our course evaluation.

Thank you for joining us today!