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Accommodations For Instruction and Assessment
Beth Schiltz December 2014
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Objectives Overview of SD Accommodations Manual
The Smarter Balanced Assessment Consortium (SBAC): Usability, Accessibility and Accommodations Guidelines document Documentation of Accommodations Resources available
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SD Accommodations Manual
Updated this summer (in draft form)
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SD Accommodations Manual
Five Important Steps Expect students with disabilities to achieve grade level academic content standards Learn about accommodations for instruction and assessment Select accommodations Administer accommodations during instruction and assessment Evaluate and improve accommodation use
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Step 1 Expect students with disabilities to achieve grade level academic content standards (equal access) Know content standards and accountability systems Know where the standards are located and any updates to the standards Collaborate between general and special educators Provided instruction by highly qualified teachers in the content area and who know how to differentiate instruction Developed IEPs to provide specialized instructions when necessary Provide appropriate accommodations to help students access grade-level content
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Step 2 Learn about accommodations for instruction and assessment
Needs to be provided in the classroom Used outside of the school environment Consider the following when leveling the playing field Student characteristics Instructional tasks Consistency with IEP for classroom instruction and assessment
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Accommodations Reduce or eliminate the effects of a student’s disability do not reduce learning expectations Help students demonstrate what they know without being hindered by their disability Must be related to student’s area of disability and used for instruction
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Accommodations vs. Modifications
Accommodations and modifications are not the same. Accommodations reduce or lessen the effects of a disability; not learning expectations. Modifications lower, change, or reduce learning expectations. Consistent use of modifications can increase the achievement gap. Modifications include: Learning less material (shorter assignments, fewer problems) Providing easier assignments or tests
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Step 3 Select accommodations for instruction and assessment
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Decision Making Effective decision-making begins with making good instructional decisions facilitated by gathering and reviewing information about: Student’s disability Present level of performance in relation to standards
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Decision Making IEP teams to make decisions regarding accommodations based on: Student’s abilities Present level of performance (strengths and needs) Evaluation results Data collected in the classroom Psychoeducational tests Student characteristics Educational goals
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Decision Making Areas needing accommodations Available accommodations
Currently being used? Available accommodations For accessing the general curriculum For assessments Review accommodation use Helped with assignments and assessments? Student’s perception of accommodations Parent’s, and teachers’ perception Continue to use accommodation or stop using? Change accommodation? Allowed on state and district assessment Tools 4 (Student Perspective) & 5 (Parent Input)
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Student Characteristics
Blind, Low Vision, Partial Sight Communication Disorder Deaf, Hard of Hearing Weak Manual Dexterity Reading Disability – Decoding Writing Disability – Spelling Mathematics Disability Easily Distracted Physical Disability
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What Might Work: Reading Disability – Difficulty Decoding
Accommodations to Consider for Instruction Read aloud Audiotape or CD Screen reader Videotape Accommodations to Consider for Assessments Read aloud except reading passages Screen reader or text-to-speech except reading passages
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What Might Work: Mathematics Disability
Accommodations to Consider for Instruction Calculation devices Visual organizers Graphic organizers Math tables and formula sheets Accommodations to Consider for Assessments Multiplication table Graph paper Talking Calculator
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What Might Work: Easily Distracted, Short Attention Span
Accommodations to Consider for Instruction Use graph paper to keep number in proper columns Monitor placement of student responses on answer sheet Sit in front of room Change location to reduce distractions Use short segment test booklets (when available) Allow for multiple or frequent breaks Schedule tests in the morning Change testing schedule or order of subtests Schedule activities requiring more seat time in the morning and more hands-on and physical activities in the afternoon Use books on tape or recorded books to help focus on text Give short and simple directions with examples Use materials or devices used to solve or organize responses Divide long-term assignments Cue student to begin working and stay on task Limit reading periods Use visual organizers Use graphic organizers Highlight key words in directions Have student repeat and explain directions to check for understanding Use template
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What Might Work: Easily Distracted, Short Attention Span
Accommodations to Consider for Assessment Have student repeat and explain directions to check for understanding Use graph paper to keep numbers in proper columns Change location to reduce distractions Use short segment test booklets (when available) Allow for multiple or frequent breaks Schedule tests in the morning Cue student to begin working and stay on task Change testing schedule or order of subtests Sit in front of room
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What Might Work: Writing Disability – Difficulty with Spelling
Accommodations to Consider for Instruction Express response to a scribe through speech Type on or speak to word processor or tape recorder Use spelling and grammar assistive devices (e.g., electronic spelling device, spell check on computer) Use written notes, outlines, and instructions Accommodations to Consider for Assessments Use word processor with grammar & spell check disabled Use speech-to-text Speak into tape recorder
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Planning Use of New Accommodations
Consider: Willingness to learn to use the accommodation Opportunities to learn how to use the accommodation Conditions for use on state assessments How will a student learn to use new accommodation Is there sufficient time to learn how to use accommodations before test day Is there ongoing evaluation and improvement of accommodations use Who will be responsible for accommodations and do they need training
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Involve the Student In selecting, using, and evaluating accommodations
The more input - the more likely the accommodations will be used Should see as adding value to their daily life—not only in school—but for postsecondary, career, and community life Tool 4 – Student’s Perspective
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Tool 3 Updated to include information for the major state assessments (those that are mandated and those that are optional) Still in draft form
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Step 4 Administer accommodations during instruction and assessment
Read aloud not only for Reading/ELA but for all content areas Make sure the accommodation is allowed for assessments Maintain ethical practice when providing accommodations for assessments
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STEP 5 Evaluate and improve accommodations use
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Questions To Guide Evaluation at the Student Level
What accommodations are used by the student during instruction and on assessments? What are the results of classroom assignments and assessments when accommodations are/are not used?
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Questions to Guide Evaluation at the Student Level
If students are not demonstrating expected level of performance: Did students have access to instruction in assessed content? Are accommodations used during instruction and assessments? Was the accommodation effective?
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Questions to Guide Evaluation at the Student Level
What is the student’s perception of how well the accommodation “worked”? What seem to be effective “combinations” of accommodations? What are the difficulties encountered in the use of accommodations for a student? What are the perceptions of teachers and others about how the accommodation appears to be “working”? Tools 6 & 7
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Potential Problems in Decision Making
Offering more (or fewer) accommodations than might be needed Mismatch between instruction and assessment accommodations Lack of documentation about decisions made Lack of knowledge about accommodation vs. modification Assessment implications Tool 1 – Do’s and Don’t When Selecting Accommodations
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What Doesn’t Work Checking off every accommodation available on the IEP, hoping “something” will work Failing to keep data on what accommodations do and do not work
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Questions
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SBAC Accommodations
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Smarter Balanced: Usability, Accessibility and Accommodations
Guidance document found at s/wp- content/uploads/2014/08/SmarterBalance d_Guidelines.pdf Guidelines apply to all students Three levels of support Not just for Special Education staff, but for all staff including classroom teachers
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SBAC Accommodations Three levels of support both embedded and non-embedded Level 1 – Universal Tools For ALL students Level 2 – Designated Supports For SOME students Level 3 – Documented Accommodations For a FEW students Taken from the Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines document
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Level 1 – Universal Tools
For ALL students
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Level 1 – Universal Tools Pages 6-8
Provided for all students Provided digitally or separately Based on student preference and selection Can be turned off if tool is viewed as a distraction Should be using these tools in other digital environments so students are familiar with them
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Level 1 – Universal Tools Provided for ALL students
Embedded Tools Highlighter Keyboard Navigation Mark for Review Math Tools Spell Check (for ELA items) Strikethrough Writing Tools Zoom Breaks Calculator Digital Notepad English Dictionary (for ELA performance task full write) English Glossary Expandable Passages Global Notes (for ELA performance tasks
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Level 1 – Universal Tools Provided for ALL students
Non-Embedded Tools Breaks English Dictionary (for ELA performance task full writes) Scratch Paper Thesaurus (for ELA performance task full writes)
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Level 2 – Designated Supports
For SOME students
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Level 2 – Designated Supports Pages 9-13
For any student for which a need has been indicated by an educator or a team of educators with parent/guardian and/or student ISAAP (Individual Student Assessment Accessibility Profile) or a similar process Currently being used for instruction and/or other assessment Identified prior to the assessment Activated prior to testing in the TIDE (Test Information Distribution Engine)
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Level 2 – Designated Supports Provided for SOME Students
Embedded Supports Color Contrast Masking Text-to-speech Translated test directions Translations (glossaries for math items) Translations (stacked for math items) Turn off universal tools
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Level 2 – Designated Supports Provided for SOME Students
Non-Embedded Supports Bilingual dictionary (for ELA performance task full writes) Color contrasts Color overlays Magnification Noise Buffers Read aloud (math items and ELA items – not reading passages) Scribe (for ELA non-writing items and math items) Separate setting Translations (glossaries for math items)
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Level 3 – Documented Accommodations For FEW students
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Level 3 – Documented Accommodations Pages 14-19
Documented need for the support such as an IEP or a 504 plan Decisions made by a team Information must be entered in the TIDE so they can be activated Exception may be a student who has a physical injury such as a broken hand or arm and can’t use the computer May use the speech-to-text and/or Scribe If they have experience using these supports
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Level 3 – Documented Accommodations For FEW students
Embedded Accommodations American Sign Language (for ELA listening items and math items) Braille Closed Captioning (for ELA listening items) Text-to-speech (for ELA reading passages grades 6-8, 11) Practice/Training tests:
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Level 3 – Documented Accommodations For FEW students
Non-embedded Accommodations Abacus Alternate response options Calculator (for calculator items only) Multiplication Table (grade 4 and above for math items – single digit 1-9) Print on demand Read aloud (for ELA passages grades 6-8, 11 who do not have Braille skills) Scribe Speech to text Practice/Training tests:
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Documenting Accommodations
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Documenting Accommodations
Accommodations must be clearly documented in the IEP Instructional accommodations Assessment accommodations
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Documenting Accommodations Consideration of Special Factors Page
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Documenting Accommodations Accommodations/Modifications/Supplementary Aids and Services
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Documenting Accommodations
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Campus IEP Campus Admin can add instructional accommodations
Glitch in system So if it isn’t printing correctly, make sure to cross off any incorrect information and include information that is needed
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Documenting Accommodations on Campus IEP
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Documenting Accommodations on Campus IEP
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Resources
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ISAAP Tool (Individual Student Assessment Accessibility Profile)
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ISAAP Tool (Individual Student Assessment Accessibility Profile)
Excel spreadsheet tool used to help document decisions on supports and accommodations needed Can provide information to person designated to input TIDE information
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Common Language D-STEP Science Smarter Balanced
Other State Assessments (not mandated)
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Crosswalk Between SBAC, D-Step, and other assessment Close match
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One Page Overview Show comparison between SBAC, D-Step, and NSCS (Alt Assessment)
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State Assessment and Accommodation Worksheet
Tool used to inform use of Supports and Accommodations for state assessment Contains both SBAC and D-Step information Modeled after TIDE format
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practice and training tests Training modules
SD’s SBAC website: Be watching for practice and training tests Training modules Accommodations Test administration
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Next Steps Share Usability, Accessibility, and Accommodations Guidelines document Include SBAC accommodation language in IEP where appropriate Start conversations for students who make need extra supports ISAAP tool may help with these conversations Incorporating technology within instructional environment use the SBAC practice and training tests Assessment Portal Provide a list of students with the supports and accommodations to the person entering data into TIDE
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Questions
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Contact Information Beth Schiltz
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