Professional Development to Practice FOR PRESENTER ONLY Resources for Presenter Background: 1.Missouri Accommodations Manual: How to Select, Administer,

Professional Development to Practice

FOR PRESENTER ONLYResources for Presenter Background:1.Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities (Students with IEP). Revised October 2009 by the Missouri Department of Elementary and Secondary Education Division of Special Education

http://dese.mo.gov/special-education/compliance/general-guidance

Resources to Provide Prior to Training for Pre-Reading1. Accommodations, Modifications and Interventions (this may need to be emailed in advance)http://dese.mo.gov/sites/default/files/se-accomodations-modifications-interventions.pdf

2. Accommodations, Techniques, and Aids for Learning: http://ldaamerica.org/accommodations-techniques-and-aids-for-learning/

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Presenter Notes OnlyMaterials needed for day of presentation:1.Sticky notes 2.Chart paper/marker3.“Parking Lot” for questions4.Print/Prepare Handouts and Materials for ActivitiesIndividual copies:

Pre/Post Test (slide 9) KWL Handout (slide 10 & 84) Shape Handouts for Misunderstood Minds activity (slides 14 & 15) Writing Simulation Activity Handout (slides 16 & 17) Fact Sheet 2 (slide 37) , Fact Sheet 4 (slide 39) and Fact Sheet 5 (slide 49)

2-3 Table copies: MO Accommodations Manual (slide 11); Form F (slides 56 & 69)


Presenter Notes Only 8:30-9:15: Welcome, Intro, Expectations, Table of

contents, Pre-test, KWL, Pre-reading activity, Outcomes, Essential Questions, Misunderstood Minds activity, (Writing Activity is optional)

9:15-9:30: Step 1 9:30-10:00: Step 2 10:00-10:15 Break 10:15- 11:00: Step 3 11:00- 11:15: Step 4 11:15-11:30: Step 5 11:30-12:00: KWL, Post Assessment, Q&A, Coaching

and Closing..


The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.


Accommodations & Modifications

4

How to Select, Administer, and Evaluate the Use of Accommodations and

Modifications for Instruction and Assessment


Introductions

Who am I?Tricia BuchananSPED Improvement Consultant @ St. Louis

[email protected] are you?

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AcknowledgmentsSpecial thanks to all contributors to the development of this module.

Tricia Buchanan, RPDC St. Louis, EdPLUSMarcia Clark, Southeast RPDCJoy Fairley, UMKC RPDCJoetta Walter, Northeast RPDCTiffany Smith, Southeast RPDCNancy Thomas, DESE

Thank you!


Expectations• Be Respectful

• Be an active listener• Use notes for side bar conversations

• Be Responsible• Be on time for sessions• Silence cell phones—reply appropriately

• Be a Problem Solver• Ask questions as needed to clarify

concepts or directions

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Table of ContentsI. Step 1: Reviewing Missouri Learning Standards

II. Step 2: Learning About Accommodations for Instruction and Assessment

III. Step 3: Selecting Accommodations for Instruction and Assessment

IV. Step 4: Administering Accommodations During Instruction and Assessment

V. Step 5: Evaluating and Improving Accommodations for Instruction and Assessment

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Pre-test

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KWL1.1. What do I already know What do I already know

about Accommodations about Accommodations and Modifications?and Modifications?

2.2. What do I want to know What do I want to know about Accommodations about Accommodations and Modifications? and Modifications?

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Pre-Reading ActivityAccommodations, Modifications and

InterventionsAccommodations, Techniques and Aids

for Learning


Outcomes for the Day

• Participants will be able to identify the difference between accommodations and modifications.

• Participants will identify examples of the categories of accommodations.

• Participants will be able to select, administer and evaluate accommodations for instruction and assessment.

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Essential Questions:

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1.What is the process to select accommodations and modifications for instruction and assessment?

2.Who is responsible to provide accommodations and modifications for instruction and assessment?

3.What is the purpose of evaluating the use of accommodations and modifications for instruction and assessment?

4.What is the difference between accommodations and modifications?


Misunderstood Minds: Simulation Activityhttp://www.pbs.org/wgbh/

misunderstoodminds/experiences/attexp2b.html


Misunderstood Minds: Simulation Activity

At your table discuss the results of the Simulation activity and answer the following question.

1.Was the participant able to follow the instructions? Why or why not? 2.How is this activity related to today’s topic?3.Be prepared to share out.

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Writing Disabilities: Simulation Activity

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Writing disabilities effect the way children are able to graphically, grammatically and structurally complete writing tasksThink of a student who…


Writing Disabilities:Simulation Activity

The Photographic History of the Civil War, After a Raid on the Orange and Alexandria Railroad (p.131)


GlossaryAccommodationsAccommodations are practices and procedures in the areas of administration, 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.

Modifications

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Modifications result in changing, lowering, or

reducing learning or assessment expectations. May result in implications

that could adversely affect a student throughout their

educational career Examples:

•Requiring less material to be learned

•Lessening expectations to meet standards

Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Department of Elementary and Secondary Education Division of Special Education


Benefits to Students

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Accommodations and modifications allow students with disabilities •to remain in the general education classroom with their peers•have access to the general education curriculum•experience meaningful classroom instruction.


Overview of the Accommodation Process

1. Review grade level standards: expect students with disabilities to achieve grade-level academic content standards.

2. Consider accommodations for curriculum accessibility.

3. Select accommodations for individual students.4. Administer accommodations during instruction

and assessment following federal and state guidelines.

5. Evaluate the effectiveness of accommodation(s)

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Step 1

Review Grade Level Standards

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What is the purpose of school?


Step 1: Key Learning Outcomes

At the conclusion of this section, participants will:

1.expect all students with disabilities to participate in both state and local standards-based assessments as required by laws and regulations,

2.become familiar with grade level standards, and

3.understand the importance of collaboration between general and special educators.

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Diana Browning Wright, Teaching and Learning Trainings, 2005

No Child Left Behind!

https://abqartscrawl.files.wordpress.com/2013/07/john-trever.jpg


Student Participation in Assessments

The participation of students with disabilities in assessments is required by the following federal and state laws:

No Child Left Behind (NCLB)Individuals with Disabilities Education

Improvement Act of 2004 (IDEA)Missouri State Board of Education

policies

25Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Department of Elementary and Secondary Education Division of Special Education


Assessments for Accountability

Assessments for Accountability help to measure:

how successful schools are including all students in standards-based education

how well students are achieving standards

what needs to be improved for specific groups of students

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Include all Students in Instruction and

AssessmentTo include all students in standards-based instruction and assessments:

1. Provide accommodations during instruction and assessment to increase access

2. Use alternate assessments for students with the most significant cognitive disabilities

3. Use state guidelines to determine whether or not a student will participate in the alternate assessment

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Three Conditions for High Expectations

1. Teachers qualified to teach content areas and who know how to differentiate instruction for diverse learners

2. IEPs that provide specialized instruction (e.g., reading skills, math skills, life skills)

3. Accommodations which provide access to grade level instruction and assessments

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Equal Access to Grade Level Content

• Remember that equal access to grade-level content is the goal

• Every IEP team member must be familiar with grade level standards

• Collaboration between general and special educators is key

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Step 2

Accommodations for Instruction and

Assessment

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At the conclusion of this portion of the presentation, participants will:

• define accommodations and modifications• understand the link between instructional

and assessment accommodations• identify key accommodation categories• understand the differences between

accommodations and modifications• understand accommodation policies for

state-mandated assessments

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Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use o Accommodations for Instruction and Assessment of Students with Disabilities, Revised 2009 by the Missouri Department of Elementary and Secondary Education Division of Special Education.


Accommodations• Accommodations are practices and

procedures in the areas of administration, 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.

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Accommodations “level the playing field” but do not change the “goal post”.


Accommodations Applications

The use of accommodations is linked through each of these areas:

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ClassroomInstruction

Classroom Assessments

State & District Assessments

Content Standards



Accommodations Categories1. Representation or

Administration

2. Response or Expression

3. Setting

4. Timing/Scheduling

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1. Representation or Administration

AccommodationsAdministration accommodations allow students to access information in ways that do not require them to visually read standard print.

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2. Response or Expression Accommodations

Response accommodations allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of assistive device or organizer.

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3. Setting Accommodations • change the location in which a

student receives instruction or participates in an assessment,

• change the conditions of an instructional or assessment setting.

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4. Timing/Scheduling Accommodations

• change the allowable length of time to complete assessments, assignments or activities.

• change the way the time is organized (i.e. allowing for frequent breaks).

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Modifications

Modifications bring the goal post closer, or makes it shorter.


Modifications1. Changing, lowering, or reducing learning

or assessment expectations 2. May result in implications that could

adversely affect a student throughout that individual’s educational career

3. Examples include:• Requiring a student to learn less material• Revising assignments or tests to make

them easier • Lessening expectations to meet standards

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Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities., Revised October 2009, by the Missouri Department of Elementary and Secondary Education Division of Special Education.


Link Between Instruction and Assessments

When considering the types of accommodations/modifications a student may need, these questions should be addressed.

• What type of supports will be necessary in order for the student to access the general education curriculum instruction?

• What type of supports will be necessary in order for the student to access the grade level assessments?

The accommodations given during assessments should mirror those given during classroom instruction.

42

Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use o Accommodations for Instruction and Assessment of Students with Disabilities, Revised 2009 by the Missouri Department of Elementary and Secondary Education Division of Special Education.


Categories of Accommodations for State

Mandated Assessments1. Universal Tools• Available to ALL students• For Grade-level, End-of-Course and Access for ELLs

• Accommodations for Students With Disabilities• Accommodations must appear in an IEP/504 to be

allowed. • Accommodations must be approved in advance by

ACT and supported by documentation.

43Missouri Department of Elementary and Secondary Education, 2015dese.mo.gov/accommodations


Modifications or Accommodations?

You Decide!!•In your packet, you have a handout with the word, Accommodation on one side and Modification on the other side.•Presenter will read a statement. •When the presenter cues you, hold up the side you think is correct.

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Accommodation or Modification?

• Jack will have shorter writing assignments. He must write introductory paragraph while the rest of the class will write beginning, middle, and ending paragraphs.

• Sean’s textbooks will be based on the 8th grade curriculum requirements, but at his independent reading level (4th grade). Sean will use the same content and have the same expectations as peers.

• LaQuiesha will have test questions read to her, when she asks.

• Chloe will provide answers to essay-type questions by speaking the answers, rather than writing them down.




Step 3

Select Accommodations for

Instruction and Assessment

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• know approaches regarding the selection of accommodations

• know questions to consider when selecting accommodations

• know how to review and evaluate accommodations the student has previously used

• know how to choose new accommodations based on a student’s access needs

• understand how students can play a significant role, with the support of their IEP team, in selecting and using accommodations

• know where to document accommodations use on a student’s IEP and provide examples

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Factors in Making Accommodations

EffectiveThe ultimate effectiveness of an accommodation depends on:

1.a student’s familiarity with the accommodation

2.opportunity to practice; using it in everyday life—in the classroom, at home, and in the community.

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Professional Development to PracticeQuestions to Consider When Selecting Accommodations or

Modifications1. What are the student’s learning strengths and needs?2. How do the student’s learning needs affect the

acquisition of information?3. What specialized instruction does the

student need to achieve the standards?4. What accommodations will increase the

student’s access to instruction and assessment by reducing the effects of the disability?

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Review Current Accommodations

• What accommodations are currently used by the student during instruction and for assessments?

• What are results for assignments and assessments when accommodations were used and not used?

• Are there effective combinations of accommodations?

• Will the use of an accommodation (commonly used in instruction) invalidate test results or change intent of test item(s)?

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Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Missouri Department of Elementary and Secondary Education, Division of Special Education.


Review Current Accommodations

• What difficulties did the student experience when using accommodations?

• What is student’s perception of how well accommodations are assisting the student to successfully access the curriculum? (Teacher Tool 1)

• What are the perceptions of parents, teachers and specialists about how well accommodations are assisting the student to successfully access the curriculum?

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Based on This Review:

Decide whether the student should:• Continue using an accommodation(s)

“as is”• Make changes to the

accommodation(s)• Have an accommodation discontinued• Add accommodation(s)

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Other Considerations

• 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

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Missouri Accommodations Manual, How to Select Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Missouri Department of Elementary and Secondary Education Division of Special Education.


New Accommodations• Plan how a student will learn to use each new

accommodation• Be certain there is sufficient time to learn to

use instructional and assessment accommodations before test day

• Plan for the ongoing evaluation and improvement of accommodations use

NOTE: If a student is in need of an accommodation it should be implemented throughout the duration of the instructional portion of the IEP; not just for state assessments.

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Missouri Accommodations Manual, How to Select Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities,Revised October 2009, by the Missouri Department of Elementary and Secondary Education Division of Special Education.


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

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Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Department of Elementary and Secondary Education Division of Special Education.


Documenting Accommodations/Modificati

ons1. Present Level of Academic Achievement and Functional Performance

2. Special Considerations: Federal and State Requirements • Assistive Technology device(s) and/or

services • State Assessments (Complete Form D)

3. Services Summary: Program Modifications and Accommodations (Complete Form F)

56Missouri Department of Elementary and Secondary Education, 2015dese.mo.gov/specialeducation/IEP forms


Documenting Accommodations1. Present Level of Academic Achievement and Functional

Performance• “How the child’s disability affects his/her involvement

and progress in the general education curriculum”• “Changes in current functioning …”• “Summary of most recent evaluation/re-evaluation

results”2. Special Considerations: Federal and State

Requirements• Address whether the student’s assistive technology

needs (device(s) and/or services are addressed in the IEP)

57Missouri Department of Elementary and Secondary Education, 2015dese.mo.gov/specialeducation/IEP forms


Case Study Activity

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Step 4

Providing Accommodations During

Instruction and Assessment

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Step 4: Key Learning Outcomes• understand the logistics involved in the

appropriate administration of accommodations during instruction and assessment

• acquire tools to use in planning for the provision of accommodations in the classroom and during standardized testing

• understand the practices necessary to maintain test security and validity of test scores

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Documenting Accommodations and

Modifications• The Service Summary

Program Modifications and Accommodations

Form F: IEP

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Providing Accommodations for Instruction

• Know the accommodations required by each student’s IEP

• Understand how to provide the required accommodations during instruction

• Logistics of providing the accommodations must be mapped out

• Collaborate with general educators

• Train paraprofessionals

• Document that accommodations are provided

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Providing Accommodations During Standardized TestingWhat is the protocol to providing accommodations for assessments?

•Classroom assessments

•District assessments

•State assessments

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PRIOR TO DAY OF ASSESSMENT

• Be certain test administrators and proctors know the accommodations and how they are correctly administered to individual students.

• Accommodation forms and databases can be used to monitor the implementation of accommodations on day of assessment.

• Where will a student with the “extended time” accommodation continue assessment? (How much time?)

• Where will a student who requires the “read to” accommodation take their assessment?

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Following Through on the Day of

AssessmentTest administrators may include special education teachers, paraprofessionals, general education teachers etc… but all must understand the importance of:

• Ethical Testing Practices

• Standardization

• Test security

• Providing accommodations

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Ensuring Standardization

Standardization: The adherence of uniform administration procedures and conditions during an assessment

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Ethical Testing PracticesEthical Testing Practices refer to

appropriate interaction between test administrator and students taking test

Unethical practices include:• “coaching” a student during a test• editing student responses• giving clues in any way• changing the content by paraphrasing

or offering additional information

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Step 5

Evaluate and Improve

Accommodations Use

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• understand the need to collect information on the use and appropriate administration of accommodations

• be familiar with different ways of collecting information on accommodations and modifications using formative evaluation

• understand the type of questions that can be used to guide evaluation of the use of accommodations and modifications.

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Why Evaluate the Use of Accommodations?

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Using Formative Evaluations• Use formative evaluations to “turn over useful

information quickly to make improvements” in accommodation use

• Useful information can be obtained from members of the IEP planning team—evaluation is a team effort

• Formative evaluation is based on the premise of using information for continuous improvement

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Professional Development to PracticeQuestions to Guide Evaluation of

Accommodations and Modifications

1. Are there policies to ensure standardized and ethical assessment administration and that test security practices are followed before, during, and after assessment?

2. Are there procedures to ensure assessment administration procedures are not compromised with the provision of accommodations?

3. Are students receiving accommodations as documented in the IEP?

4. If students are not demonstrating expected level of performance, did students have access to instruction in assessed content?

5. Are blanket accommodations being used? (accommodations being given without evaluating if they are necessary)

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Are the Accommodations Working?

1. What accommodations are used by the student during instruction and assessments?

2. Have comparisons of student data been analyzed of classroom assignments and assessments when accommodations are/are not used?

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Student Self-Advocacy

1. Is the student able to utilize accommodations/modifications to access the curriculum easily and confidently, understand why the need to utilize accommodations/ modifications, and can ask for them when necessary?

2. Is the student able to share if they feel the accommodations/modifications are not effective, ie: needs to be changed either by adding or taking away.

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KWL Handout

List 4 new things you gleaned about Accommodations and Modifications from today’s presentation.

Share with a table partner.

Share with a table partner.

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Post Assessment


Quiz Answers1. Who is responsible for providing accommodations and modifications for instruction and assessment?

a. Special education teachersb. General education teachersc. Educators working with the studentd. Assessment coordinators


Quiz Answers2. Which statement is true in regard to accommodations?

a. Educators use accommodations to change the grade level expectations for the student

b. Educators use accommodations to provide equitable access to grade level expectations

c. Educators should give all students the same accommodations so it is fair

d. Educators only provide accommodations within self-contained classrooms for students with special education needs


Quiz Answers3. Who is responsible for selecting and evaluating accommodations and modifications for instruction and assessment?

a. Members of the IEP teamb. Parents onlyc. Administrators onlyd. Special Education teachers only


Quiz Answers4. Which statement is true in regard to modifications?

a. Modifications change, lower, or reduce learning or assessment expectations

b. Modifications are appropriate for all studentsc. Modifications should be used rarely because

they are not fair to the rest of the class d. Modifications are used in assessment

conditions only


Quiz Answers5. Why are accommodations and modifications utilized for students?a.To make teaching easier for teachersb.To ensure all students earn good gradesc.To provide students with equal instructional and assessment access to the curriculumd.To provide students with equal instructional access to the curriculum


Additional ResourcesMissouri Department of Elementary and Secondary Educationhttps://dese.mo.gov/special-education/compliance/individualized-education-program-iephttp://dese.mo.gov/sites/default/files/se-accomodations-modifications-interventions.pdf

The IRIS center of Vanderbilt Peabody Collegehttp://iris.peabody.vanderbilt.edu/module/acc/

Missouri Developmental Disabilities Councilhttp://www.moddcouncil.org/?page_id=1876

PACER CENTER http://www.pacer.org/http://www.pacer.org/publications/pdfs/ALL15.pdf


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Professional Development to Practice FOR PRESENTER ONLY Resources for Presenter Background: 1.Missouri Accommodations Manual: How to Select, Administer,