1. Accommodations Original presentation by Dena Coggins at the District Assessment Coordinator (DAC) Academy Colorado Department of Education Exceptional Student Leadership Unit Modified by Brigitte Mutter (DAC) for BVSD Special Education September 24, 2009 September 24, 2009

2. What’s new in state assessment accommodations? What are accommodations and modifications? The Five Step Process: What considerations should be made when choosing and implementing accommodations during classroom instruction? What are the procedures for using accommodations on state assessments? What accommodations are available for students with disabilities on the state assessments? What are nonstandard accommodations for assessment purposes? Considerations for CSAP Scribe eligibility CSAPA eligibility Resources Agenda

3. What’s New for Assessment Accommodations Flow Chart for determining eligibility for CSAP and CSAPA (page 8) Statement clarifying that only Reading Accommodations may be used for the reading/writing section of the assessment. (page 40) Cleaner language around students with short term illnesses/physical health issues (“unforeseeable circumstances”) where a student may need an accommodation that has not been in place for 3 months. (page 41) Scribe issues and restrictions (page 56) New accommodation for blind students – Abacus (page 57) Clarified language around Assistive Technology Accommodations (page 52)

4. “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.

5. 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. By equity we mean it provides a student with the means to get information in or to give information out not to ensure that student is “proficient” per say on an assessment or on a classroom assignment but that they are provide with an opportunity to get the answer right. What are Accommodations?

6. 6 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

7. Accommodations vs. Modifications AccommodationsModifications Provide 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 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 all they know or can do

8. 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 Determine the Appropriate Accommodations for both Instruction and Assessment

9. Procedures for 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.

10. Procedures for 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. –November 16: Grade 3, CSAP Reading –December 1: Grade 3, CSAP Writing & Math, Grades 4-10 –January 28: Grade 11, ACT (requests due to ACT Feb. 1) 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.

11. Other Notes Regarding Assessment Accommodations Accommodations that do not require documentation on a state assessment data grid (outlined in Section 7) must still be documented as a need on the formal learning plan or another school or district document. A student may be allowed more than one accommodation. For example, a student who is administered the Oral Translation of CSAP may also require extra time. If more than one accommodation is used on the CSAP, only one accommodation bubble can be filled in on the student data grid.

12. Visual Presentation Accommodations ReadingWritingMathScience Documented on student data grid Grouping consideration Separate environment required Large print (18-point font) YesN/ANo Handheld magnifiers NoN/ANo 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 read directions Individual, or group (group must be same grade) Yes Signing of the entire assessment Yes, as oral scripts Individual, or group (group must be same grade) Yes

13. Tactile Presentation Accommodations Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Braille with tactile graphics as appropriate YesIndividualYes

14. Auditory Presentation Accommodations Auditory Presentation Accommodations Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Teacher read directions Yes Small groups Yes Oral scripts YesSmall groupYes Translated direction only in student’s native language YesSmall groupYes Translated oral scripts in student’s native language YesSmall groupYes Audio amplification devices NoN/ANo

15. Multisensory Accommodations Multi-sensory Presentation Accommodations R eading W riting M ath S cience Documented on student data grid Grouping Consideration Separate environment Required Math manipulatives Yes *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 manipulati ves N/AYes

16. Response Accommodations Response Accommodations Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Assistive technology (augmentative communication device, computers, personal portable keyboards, Braillers) Yes *If the device is a distraction to others Scribe -This accommodation is restricted to students who are unable to physically write (see page 46) YesIndividualYes The use of signing to communicate to a scribe Yes, as signing IndividualYes

17. Materials or Device Accommodations Materials or devices used to solve or organize responses Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Talking calculator (ONLY on the 9 th and 10 th grade math assessment where calculators are used for all students) NoIndividualYes Underlining or highlighting by the student (must be transcribed if it causes damage to the book) NoN/ANo Noise buffers NoN/ANo Color overlays NoN/ANo Pencil grips or large # 2 pencils NoN/ANo

18. Setting Accommodations Setting Accommodations Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Change of location NoN/AYes Grouping of students to provide other accommodations NoN/A

19. Timing Accommodations Timing and Scheduling Accommodations Reading WritingMathScience Documented on student data grid Grouping Consideration Separate environment Required Extended Timing Used Yes Individual or Small group Yes Time of Day No Individual or Small group Yes Multiple or frequent breaks No Individual or Small group yes

20. Large Print and Braille Accommodations Large print comes in an 18 point font type Braille comes in contracted and un-contracted Both large print and Braille must be ordered through the online enrollment process If you need large print that is larger than 18 pt that is done through the nonstandard accommodation process Braille & Large Print orders are due to the CSAP Helpdesk by October 9 th

21. 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.

22. 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

23. Scribe For students with disabilities, 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 CSAP Scribe Eligibility handout (yellow)

24. 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 or students on a 504 Plan. This type of accommodation is not approved until an application has been submitted to the state and has been deemed as approved.,tracking devices, graph paper etc. –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. Examples: the use of a calculator, teacher reads the reading assessment to the student etc. –Nonstandard Accommodation form is due Dec. 11 What are Nonstandard Accommodations?

25. Criteria for Identifying Students with Disabilities for Participation on CSAPA The nature of the student’s cognitive disability should be noted on the student’s IEP. AND The student requires the use of a modified general curriculum or working toward alternate achievement standards that are aligned with the Colorado State Content Standards. AND The IEP team considered participation on CSAP with allowable accommodations before deciding on eligibility for CSAPA. AND The IEP team considered all elements in this packet of eligibility for CSAPA.  Questions about eligibility should be directed to the CSAP helpdesk.  List of eligible K-12 students due to CSAP Helpdesk on October 16.

26. http://bvsd.org/assessment/Pages/default.aspx State Assessment Publications –Colorado Accommodations Manual –ELL Accommodations Manual –CO Procedures Manual http://bvsd.org/assessment/Pages/csapschedu le.aspx State Assessment Windows & District CSAP Calendar For More Information

27. 1.If Special Ed staff has questions, check the accommodations manual first. 2.If Special Ed staff still has questions, ask the School Assessment Coordinator (SAC). 3.If SAC has questions, email CSAP Helpdesk (csap.helpdesk@bvsd.org) or call the helpdesk line at x5112 if it is an emergency.csap.helpdesk@bvsd.org Communication Protocol