Eva M. Kubinski, MS Special Education Team Wisconsin Department of Public Instruction 2009 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 /16/2009Wisconsin Department of Public Instruction2

 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 11/16/2009Wisconsin Department of Public Instruction3

 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 11/16/2009Wisconsin Department of Public Instruction4

 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? 11/16/2009Wisconsin Department of Public Instruction5

 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 11/16/20096Wisconsin Department of Public Instruction

 Equal access to GRADE-LEVEL CONTENT  Allow students with disabilities the opportunity to demonstrate what they have learned 11/16/20097Wisconsin Department of Public Instruction

 What do you think are some accommodations you’ve used in your life, work or home?  Share with your neighbor 11/16/20098Wisconsin Department of Public Instruction

The use of accommodations is linked through each of these areas Classroom instruction Classroom assessments State & district assessments Content standards 11/16/20099Wisconsin Department of Public Instruction

 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 11/16/200910Wisconsin Department of Public Instruction

 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 11/16/2009Wisconsin Department of Public Instruction11

 Instructional versus assessment  Presentation  Response  Setting  Timing and scheduling 11/16/200912Wisconsin Department of Public Instruction

 Accommodations used during the course of instruction to help students with disabilities access or learn academic content. 11/16/200913Wisconsin Department of Public Instruction

 Accommodations used during an assessment or test to help students with disabilities demonstrate or show what they have learned and know. 11/16/200914Wisconsin Department of Public Instruction

 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. 11/16/200915Wisconsin Department of Public Instruction

 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. 11/16/200916Wisconsin Department of Public Instruction

 Change the location in which a test or assignment is given or the conditions of the assessment setting. 11/16/200917Wisconsin Department of Public Instruction

 Increase the allowable length of time to complete an assessment or assignment.  Change the way a student’s time is organized 11/16/200918Wisconsin Department of Public Instruction

 Reduce learning expectations.  May be a necessary step to teach a new skill or concept. 11/16/200919Wisconsin Department of Public Instruction

 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? 11/16/200920Wisconsin Department of Public Instruction

 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 11/16/200921Wisconsin Department of Public Instruction

 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 11/16/200922Wisconsin Department of Public Instruction

 DPI Model Forms I-5 Special Factors  DPI Model Forms I-7 Participation in Statewide Assessments  DPI Model Forms I-9 Summary 11/16/200923Wisconsin Department of Public Instruction

 Organizational aids  Environmental adaptations  Instructional strategies 11/16/2009Wisconsin Department of Public Instruction24

 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 11/16/2009Wisconsin Department of Public Instruction25

 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 11/16/2009Wisconsin Department of Public Instruction26

 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 11/16/2009Wisconsin Department of Public Instruction27

 Wisconsin DPI Assessment Accommodations Matrix  Council of Chief State School Officers Accommodations Manual   WI DPI – call toll-free ◦ Office of Education Accountability ◦ Special Education Team 11/16/200928Wisconsin Department of Public Instruction