accountability, accommodations and alternate assessment

 Discuss history and recent changes regarding students in accountability testing  Explain reasons for providing accommodations  Identify factors to determine if accommodations will be made  Describe the role of the IEP team in the documentation of accommodations  Identify modifications that can be used during standardized accountability testing  Identify the conditions necessary for a student to qualify for alternate assessment  Define criteria for developing alternate assessment

 IDEA-2004 ◦ All students have access to challenging standards ◦ Accountability for performance  Intent -Help students reach for and meet higher goals with accommodations and modifications if necessary -Report student progress -Accountability on student progress

Accurate picture of educational system  Obtain information on performance  Ensure reliability of data  Eliminate improper placement  Meet legal requirements  Promote high expectations

Content StandardsPerformance Standards  Reading  Writing  Math  Science  Social Studies  Knowledge and skill level

 Shift in focus  State-schools following laws  Schools-student performance  Teachers-class scores  Students-grades  Schools/Districts-data

 Accommodations ◦ Strategies and environment adapted for students ◦ In place well before testing ◦ Help students reach goals

 Setting ◦ Comfortable and familiar  Timing ◦ More time  Scheduling ◦ Different day and time  Presentation ◦ format  Response ◦ Use of assistive technology

 Changes to program or curriculum  Only used when needed  Taking only part of a test  Alternative assessment

 Method of measurement  Developed by SEA or LEA  Who takes alternative assessments? ◦ Autism ◦ Severe learning disabilities ◦ Developmental delays ◦ 1-2% of population Participation is determined by IEP team

 Life skills  Daily functioning  Functional literacy  Communication  Personal management skills  Leisure-recreational skills  Vocational skills  Personal and social adjustment  Domestic skills  Motor skills  Physical health skills

 Advisory group  Define the purpose  Identify common core of learning  Develop participation guidelines  Decide how to measure performance  Determine results  Determine how to integrate results

 Observation  Interview/Checklist  Record reviews  Tests

 What are the 5 types/categories of accommodations? Give an example for each category.  Why do we provide accommodations for students?  What types of skills are assessed for students who are receiving a special diploma?