1. Five Star Accommodations
Colorado Department of Education
Exceptional Student Leadership Unit
Dena Coggins

2. Who to Contact Accommodations for Assessment Selecting Accommodations
Mira Monroe
Selecting Accommodations
Dena Coggins

3. Discussion Points What are accommodations and modifications?
How do IEP teams determine appropriate accommodations?
What considerations should be made when implementing accommodations during classroom instruction (The Five Step Process)?
What accommodations are available for students with disabilities on the state assessments?
What are nonstandard accommodations for assessment purposes?
How are accommodations documented on the IEP?
For today’s presentation we will be discussing what accommodations and modifications are and showing how they have different effects on how instruction is presented students with disabilities. We will also discuss the pitfalls of modifications as it relates to student learning. Our next objective is how IEP teams determine appropriate accommodations for individual students. Next, we will connect instructional accommodations with district and state assessments, discussing what types of instructional accommodations can be used on assessments as well as Colorado’s nonstandard accommodations and how they work. Lastly we will cover how to correctly document accommodations on the IEP. This last topic will be very important as accommodations used on assessments must be documented prior to the assessment

4. How do IEP Teams Determine the Appropriate Accommodations
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
The Colorado Accommodations Manual presents a five step process for IEP Teams to use in the selection, administration and evaluation of the effectiveness of instructional and assessment accommodations. The five step process includes the following. Step one there must be an expectation that students with disabilities will achieve grade level content standards. Step 2- It is imperative that IEP teams have a firm understanding regarding accommodations that can be used during instruction and assessment and they may be different. Step 3 Teachers must ensure that accommodations are administered with fidelity during instruction and assessment. Step 5- there must be ongoing evaluation to ensure that the selected accommodations are evaluate as to their effectiveness on an ongoing basis. Next we will review what to consider in each of these steps

5. Step 1: Expect All Students to Achieve Grade Level Content Standards
Setting Expectations:
Individuals with Disabilities Education Improvement Act (IDEA) and No Children Left Behind (NCLB) require students with disabilities to participate in state and district assessments.
Colorado Law states that all means all regarding assessment
The majority of students with disabilities will be included in the general curriculum and working towards the same grade level expectations as all students

6. Basic Assumptions
All students with disabilities are provided with instruction that is targeted on the grade level standards in all content areas.
Students with disabilities have access to the same content taught to all students.
The State of Colorado has high expectations for all students including students with disabilities.
In order to reduce the achievement gap seen in the assessment data for students with disabilities and to begin the discussion around the use of accommodations to perhaps lessen this gap we must have basic assumptions around the educational services of students with disabilities.
First, we must assume that all students including students with disabilities are receiving instruction that is on the grade level content standards in all academic areas and we must assume that SWD have access to the same content taught to all students within the general education setting. It is important to remember that students who have access to quality content based instruction often perform better in the classroom and on state and district assessments.
Finally, the state, as referenced in Forward Thinking, believes that we must have high expectations for all students including students with disabilities.

7. How to Achieve High Expectations
Every IEP team must be familiar with state and district content standards in order to provide access for students with disabilities.
Having IEPs that include content area goals
Having teachers who know how to differentiate the curriculum

8. Step 2: Learn about Accommodations for Instruction and Assessment
What are accommodations?
What are modifications?
What types of accommodations are available for instruction and assessment?
Instructional vs. Assessment Accommodations

9. What are Accommodation?
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.
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. It is important to note that accommodations are designed to provide access and equity, but not provide students with an advantage. 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.

10. 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
Accommodations do not reduce learning expectations—they provide access. Changing, lowering, or reducing learning expectations is usually referred to as a modification. Modifications can result in greater gaps between students and their peers.
For example, shortening an assignment by having a student do every other problem on a math assignment is an accommodation (because the student is still practicing all the skills that were taught). Having a student only do the multiplication problems on an assignment that includes multiplication and division problems would be a modification.
Another example of a modification would be that if a student with disabilities was given a calculator to compute math problems when all the other students are not afforded one

11. Accommodations vs. Modifications
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 same 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 what they know or can do
There are distinct differences between accommodations and modifications as outlined in this chart.
Accommodations provide students with the same learning expectations, Ensure that students are able to learn and be measured on the same construct as other students, Ensure that students are able to learn and be measured on the same construct as other students
Accommodations are designed to provide equity and to reduce or eliminate the effect of the student’s disability in regards to what is being learned or measured.
Modifications on the other hand reduce the learning expectations by decreasing what the student is expected to learn.
These can cause changes in what is actually being learned. They also reduce the ability to use scores on assignments or on tests to be comparable to skills of other students. The purpose of modifications are to make it easier for the student to complete an assignment or assessment. They do not allow the student to show what they relative to the assignment or assessment question.
This is not to say that modifications do not have their place.
For example, modifications are appropriate to use as an instructional tool to assist the student in the learning process when a new concept is introduced. However, it is imperative that the modification is faded and if appropriate, substituted with an accommodation

12. “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.

13. Accommodations Categories
Presentation Accommodations
Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multisensory, tactile and visual and through assistive technology.

14. Accommodations Categories
Response Accommodations
Allow students to complete activities, assignments and assessments in different ways, or to solve/organize problems using an assistive device or organizer

15. Accommodation Categories
Setting Accommodations
Change the location in which an assignment and assessments are given, or the conditions of the setting

16. Accommodations Categories
Timing/Scheduling Accommodations
Increase the allowable length of time to complete an assignment or assessment, and may also change the way the time is organized.

17. Instructional Accommodations
The most common and nationally observed instructional accommodations are listed in Section 3 of the Colorado Accommodations Manual.
This list includes all of the accommodations allowed on CSAP plus others that are not allowed but appropriate for instructional purposes.
New accommodations are being thought of and used everyday. Assistive technology is one example as newer and better technology is developed.

18. Instructional vs. Assessment Accommodations
Instructional accommodations and assessment accommodations are linked
Some accommodations are allowable for classroom but not for district and state assessments
Allowable district and state accommodations must be used in the classroom
Students must use accommodations in the classroom in order to be afforded the opportunity to learn and use them comfortably and effectively during assesssment
Some instructional accommodations are not appropriate to use on district and state assessments because they interfere with what is being assessed by providing students with an advantage rather than access

19. Linking accommodations through each of these areas
Classroom Instruction
State and
District
Assessment
Classroom

20. Types of Accommodations for State Assessment
Accommodations that are approved for state assessments must also be considered for district assessments
Assessment accommodations are strict as the state is required to ensure that accommodations do not invalidate the assessment to the Federal Peer Reviewers
Assessment accommodations are listed in Section 7. Policy information is located in Section 6 and 8. CSAPA Expanded accommodations are listed in Section 9 and CELA accommodations are listed in Section 10

21. Visual Presentation Accommodations
Reading
Writing
Math
Science
Documented
on student
data grid
Grouping
consideration
Separate environment
required
Large print (18-point font)
Yes
N/A No
Handheld magnifiers
Closed Circuit Television (CCTV)
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)
Signing of the entire
assessment
Yes, as oral scripts

22. Tactile Presentation Accommodations
Reading
Writing
Math
Science
Documented
on student
data grid
Grouping
Consideration
Separate environment
Required
Braille with tactile graphics as appropriate
Yes
Individual

23. Auditory Presentation Accommodations
Reading
Writing
Math
Science
Documented
on student
data grid
Grouping
Consideration
Separate environment
Required
Teacher read directions
Yes
Small groups
Oral scripts
Small group
Translated direction only in student’s native language
Translated oral scripts in student’s native language
Audio amplification devices No
N/A

24. Multisensory Accommodations
Multi-sensory Presentation
Accommodations
Reading
Writing
Math
Science
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 manipulatives
N/A

25. Response Accommodations
Reading
Writing
Math
Science
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)
Individual
The use of signing to communicate to a scribe
Yes, as signing

26. Materials or Device Accommodations
Materials or devices used to solve or organize responses
Reading
Writing
Math
Science
Documented
on student
data grid
Grouping
Consideration
Separate environment
Required
Talking calculator (ONLY on the 9th and 10th grade math assessment where calculators are used for all students) No
Individual
Yes
Underlining or highlighting by the student (must be transcribed if it causes damage to the book)
N/A
Noise buffers
Color overlays
Pencil grips or large # 2 pencils

27. Setting Accommodations
Reading
Writing
Math
Science
Documented
on student
data grid
Grouping
Consideration
Separate environment
Required
Change of location No
N/A
Yes
Grouping of students to provide other accommodations

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

29. Large Print and Braille Accommodations
Large print comes in an 18 point font type
Braille comes in contracted and un-contracted
If you need large print that is larger than 18 pt that is done through the nonstandard accommodation process
Determination for the use of Braille and Large print must involve the TVI.

30. 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.

31. 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

32. Scribe
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

33. Nonstandard Accommodations
What is the history and purpose of nonstandard accommodations?
Who are they available for?
Nonstandard accommodations are types of accommodations that are used regularly during instruction.

34. Types of Nonstandard Accommodations
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.
This type of accommodation is not approved until an application has been submitted to the state and has been deemed as approved.
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.

35. Nonstandard Accommodations
Types of non-approved nonstandard accommodations
Types of approved nonstandard accommodations

36. Types of District Assessment Accommodations
Districts must establish accommodation guidelines for their regular district assessments.
If districts allow the state accommodations for their district assessment it would allow students to practice the accommodation in an assessment setting.
By allowing the same accommodations for state and district assessments, data will be available on the effectiveness of that accommodation in the assessment setting.

37. Step 3: Select Accommodations that are Appropriate for Individual Students
Getting started:
Begin with the “end in mind”
Start with the least intrusive accommodations
Before selecting accommodations look through the research
Section 4 of the manual provides some examples of researched accommodations based on student characteristics

38. What Works Allowing students use the accommodation regularly
Choosing accommodations for individual students
Involving the student in the decision making process around accommodations
Please see Section 5 of the manual

39. What Does Not Work
Checking off every accommodation available on the IEP form, hoping “something” will work
Having students try to use unfamiliar accommodations on tests, when they haven’t practiced using them in the classroom
Please see Section 5 of the manual
In essence, the process of making decisions about accommodations is one in which members of the IEP team attempt to “level the playing field” so that students with disabilities can participate in the general education curriculum. IEP meetings that simply engage people in checking boxes on a state or local “compliance” document are not conducive to sound decision-making practices, nor do they advance equal opportunities for students to participate in the general education curriculum. Choosing accommodations must be done in a way that ensure constant feed back on whether an accommodation is appropriate or not as these might change over time

40. Questions to Ask When Selecting Accommodations
What are the student’s learning strengths and needs?
How do the student’s learning needs affect the achievement of grade level content standards?
It is necessary to work with a student prior to the IEP meeting to try out a variety of accommodations in the classroom, based on the impact of the student’s disability on learning, in order to figure out what works best. Every student with a disability does not need an accommodation, nor do all students with the same disability need the same accommodations.

41. Questions to Ask When Selecting Accommodations
What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade level content standards?
What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?
The specialized instruction needed by a student is provided by special educators, or other special programs available in schools. Accommodations are provided by general educators, in consultation with special educators. It is important to remember that accommodations are typically designed to increase access to general education instruction within the general education setting.

42. Review Current Accommodations
What accommodations are currently used by the student during classroom instruction and assessments?
What are the results for classroom assignments and assessments when accommodations were used and not used?
Are there effective combinations of accommodations?
The ultimate decision about whether to use an accommodation rests on student’s preferences and abilities. And, the ultimate effectiveness of an accommodation depends on a student’s familiarity and opportunity to practice using it in everyday life—in the classroom, at home, and in the community.

43. Review Current Accommodations
What difficulties did student experience when using accommodations?
What is student’s perception of how well accommodations “worked”?
What are perceptions of parents, teachers and specialists about how well accommodations “worked”?
What does the data indicate?
Remember that the process of determining accommodations is ongoing and, for some students, may involve a number of “trials” to find the “right” mix or combination of accommodations.

44. Based on these Questions
Decide whether the student should
Continue using an accommodation “as is”
Use an accommodation with changes
Have an accommodation discontinued
Three possible outcomes of a review of currently provided accommodations. Students’ needs for accommodations can change with growth, time, or changes in instructional settings. For this reason, it is important to regularly review students’ needs with regard to accommodations.

45. Of the Accommodations, that match the Student’s Needs, Consider
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

46. Involve Students
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
The more students are involved in the selection process, the more likely the accommodations will be used, especially as students reach adolescence and the desire to be more independent increases. Self-advocacy skills become critical here. Students need opportunities to learn which accommodations are most helpful for them, and then they need to learn how to make sure those accommodations are provided in all of their classes and wherever they need them outside of school.

47. How to Document Selected Accommodations on the IEP
Accommodations that are listed on the IEP usually in a section where teachers list instructional accommodations and district and state accommodations
Section 12 of the state IEP
The accommodations can also be imbedded in the goals and objectives as well
Documenting nonstardard accommodations in the IEP

48. Step 4: Administer Accommodations During Instruction and Assessment
To be effective, instructional accommodations must be implemented:
Consistently
As written in the IEP
Appropriately for the content areas
With input from the student
In conjunction with progress monitoring to determine impact

49. When Administering Accommodations During Instruction
Ensure:
All teachers understand what accommodations the student needs for what content area during instruction
Teachers know how and when the accommodation will be used
The logistics are carefully planned, implemented and evaluated

50. Procedures for Administering 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.
Add info about what a formaol eval is and include data how to formally assess

51. Procedures for Administering 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.
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.

52. Ensuring Standardization
Standardization: The adherence of uniform administration procedures and conditions during an assessment
Strict adherence to guidelines and procedures for the administration of accommodations is essential to ensuring that test results reflect actual student learning
Have a plan in place regarding the logistics of administering accommodations in order to ensure that all students who need an accommodation are afforded one
Adherence to standard procedures and directions for the implementation of accommodations is necessary to preserve the integrity of the test.

53. Step 5: Evaluate and Improve the use of Accommodations
Why Evaluate Accommodations
To ensure the meaningful participation of all students in instruction and assessment
To change the accommodations if needed
To monitor the effectiveness of the accommodation
Evaluating the effectiveness of the use of accommodations at the district, school and individual student level is necessary to ensure the meaningful participation of students with disabilities in state and district-wide assessments. The information from evaluation can be used in any number of different ways-from identifying questionable patterns of accommodation use to indicating areas in which IEP team members and test administrators need additional training and support.

54. Logistics of Evaluating Accommodations
How to Evaluate: Use data from classroom instruction, classroom assessments, and statewide assessments to determine the effectiveness and impact of accommodations
How Often: The evaluation of accommodations should happen frequently throughout the school year
Any changes in accommodations should be documented in the IEP
Address frequently what does it mean

55. Step 5: Evaluate and Improve the use of Accommodations
Several over arching questions can be asked to assist in the evaluation and improvement of accommodations
Is the student making progress toward grade-level standards through the use of the accommodation?
Does the accommodation continue to meet the student’s educational needs?
If the student is not meeting the expected level of performance, what are the possible explanations?

56. Questions to Ask at the Student Level
Do the data show that the accommodation is effective?
What accommodations are used by the student in the classroom and on assessments?
What are the results of classroom assignments and assessments when accommodations are/are not used?
These questions are designed to evaluate the use of accommodations and how they effectively meet the needs of students with disabilities. This information can be obtained from asking some basic questions about the use of accommodations, both at the “level” of the school or district (i.e., a systems perspective) or at the individual (i.e., student) level. The student level questions are those that need to be considered by the IEP team.

57. Questions to Ask at the Student Level
What is the student’s perception of how well the accommodation worked?
What seemed to be effective combinations of accommodations?
What are the difficulties encountered in the use of accommodations?
Evaluation of the use of accommodations can be accomplished through observations, notes, or anecdotal reports from the student’s teachers, parents, and other members of the IEP team, including students themselves. Evaluation is not conducted to “prove” whether an accommodation has been effective. Rather, it is an approach that is used to monitor progress and promote continuous improvement. The focus is on using the information to make changes that will lead to improvements in student access to instructional and assessment accommodations.

58. Important Final Notes on Accommodations
Accommodations do not begin and end in school.
Students who need an accommodations at school will also need them at home, in the community and as they get older, in postsecondary education and the work place

59. For More Information
Colorado Accommodations Manual