Training PowerPoint - Colorado Department of Education

Report
Welcome!
Colorado Department of
Education
Online Training for
the
2012-13
Colorado
Accommodation
Manual
CDE Contacts
Instructional Accommodations
Linda Lamirande
[email protected]
303-866-6863
Accommodations for State Assessments
Mira Monroe
[email protected]
303-866-6709
Colorado Accommodation Manual
Guidance applies to….
 Any student with a documented need,
including students with a disability who are
served under Section 504 of the Rehabilitation
Act of 1973, and students who are eligible to
receive special education services under the
Individuals with Disabilities Education
Improvement Act 2004 - IDEA
Who Needs Training About
Accommodations?
Develop Training Plan
Administrators
Classroom Teachers
Related Service Personnel
Paraprofessionals
Campus support staff
Parents
Who will use the manual?
Various types of educational teams may be
assembled to consider a student’s educational
needs.
Formal plans may include, but
are not limited to:
•
•
•
•
•
English Language Acquisition Plan
Individual Literacy Plan
RtI Plan
Advanced Learning Plan
School or district document kept in the
student’s cumulative record
• Section 504 Plan / Individual
Accommodation Plan
•nationalspecialedlaw.com
Individualized Education Program IEP
The role of the team is to thoughtfully
determine and document appropriate
accommodations needed to access instruction
and assessment.
All decisions will be made and documented in
a formal educational plan according to
applicable local, state and federal guidelines
Who will use the manual?
Why should teachers use the manual?
Measuring our progress is not only
required legally, but….
Implementing the use of
accommodations with fidelity is
Best Practice, which will lead to…
Compliance &
School
Improvement
Improved Educator
Effectiveness
Improved
Student
Performance
New Features
Cover – the “Gears”
Student
Characteristics drive
how the student
accesses
Instruction, which
then determines
Effective
Accommodations
proper Assessment
Colorado Accommodation Guide for
English Language Learners
 Linguistic
Accommodations
 Cover is similar, but is
blue in color….
Council of Chief State School Officers
 Assessing Special
Education Students
 ASES
 State Collaborative on
Assessment and Student
Standards
 (SCASS)
 2005 and 2011 Editions
Purpose
1. Provide decision-making guidance for all types of
educational teams
2. Eligibility criteria
3. Instructional adaptations
4. Accommodations for state summative assessments
New Features
Navigation – the
manual is formatted to
be read online
 Each section can be
accessed
independently
 Section headings are
bookmarked to
specific sections in
the document
Manual
New Features
Caution Boxes
–
tips for best practice
and/or compliance
New Features
Organization – the
contents of the manual were
re-organized into Sections and
designed as a web-based
document cover
Manual
 Click on the for the
entire manual
 Section Titles are
bookmarks
2012-2013 Colorado Accommodations Manual
Part 1: Instructional Accommodations
 Section 1
Guidance
 Section II
Five-Step Process
 Section III
Tools
2012-2013 Colorado Accommodations Manual
 Part 2: Accommodations for Use on State Summative
Assessments
 Section IV Policy for Statewide Assessment
Accommodations
 Section V Accommodations for TCAP
 Section VI Accommodations for CoAlt
 Section VII Accommodations for ACCESS for
ELLs
 Appendices
http://www.sweetlisbonriver.com/our-prices-take-a-dive/
Let’s take a closer look inside…
 Manual
CDE Home Page – Search Box – accommodation manual
Offices
Exceptional Student Services
Office of Special Education
CSAPA/Eligibility (will change name soon on new webpage!)
Assessing Students with Disabilities (New Page)
Instructional Accommodations (New Page)
Instructional Standards (New Page)
Section I
Guidance
 Responsibilities of Educational Teams
 Document Decisions in a Formal Plan
 Considerations for Instructional Accommodations
Section I
Guidance
 Guidelines for Determining Eligibility
 Culturally and/or Linguistically Diverse Learners
 Students Identified as Gifted and Talented Who Also
Have a Disability – (Twice Exceptional)
 Students with a Disability served under Section 504
 New Special Education Eligibility categories under
consideration HB 11-1277
Disability Categories Prior to
HB11 1277
New Disability Categories
Infant /Toddler with a Disability
Infant /Toddler with a Disability
Hearing Disability
Hearing Impairment, including Deafness
Multiple Disabilities
Multiple Disabilities
Multiple Disabilities
Deaf-Blindness
Physical Disability
Autism Spectrum Disorder
Physical Disability
Orthopedic Impairment
Physical Disability
Other Health Impaired
Physical Disability
Traumatic Brain Injury
Preschool Child with a Disability
Developmental Delay *
Significant Identifiable Emotional
Disability
Specific Learning Disability
Serious Emotional Disability
Significant Limited Intellectual Disability
Intellectual Disability
Speech or Language Impairment
Speech or Language Impairment
Visual Disability
Visual Impairment, including Blindness
Specific Learning Disability
Section I
Guidance
 Alternate Standards and Assessment Eligibility Criteria
Worksheet
 Decision-Making Process Flow Chart
Alternate Standards and Assessment
Eligibility Criteria Worksheet
Eligibility is determined
by the IEP team
1st Determine Academic
Standard
2nd Determine Assessment
Five-Step Process
Step 1
Expect all students to receive standardsbased instruction
Learn about accommodations for
instruction and assessment
Step 2
Step 3
Select and document accommodations
based on the learning needs of an
individual student
Implement accommodations during
instruction and assessment
Step 4
Step 5
Evaluate and monitor the use of
accommodations
The Purpose of the 5 Step Process
 Ensures that:
 accommodations are provided in order for students to gain access to
instruction and assessment
 accommodations are provided to qualified students
 there is a clear connection between accommodations used in
instruction and assessments
Section II
Five-Step Process
Step 1
Expect all students to receive
standards-based instruction
 Colorado Academic Standards
 Enrolled Grade-Level Academic Achievement Standard
 Extended Evidence Outcomes – alternate academic
achievement standards
 Extended Readiness Competencies – content-area
access skills – “learning progressions”
Name of Content Area
Content Area
Topical Organization
Standard:
Prepared Graduates:
P-12 Concept and Skill thread students must master
High School and Grade Level Expectations
Concepts and skills students master:
Concepts & skills indicating progress to PGC mastery
Evidence Outcomes
21st Century Skills and Readiness
Competencies
Students can:
Inquiry Questions:
Promote critical thinking
Indicators
of
student
mastery
Relevance and Application:
Relevant societal context
Nature of the Discipline:
Characteristics of Discipline
Extended Evidence Outcomes
Extended Readiness Competencies
Extended Evidence Outcomes Adopted August 3, 2011
On August 3, 2011, the State Board of Education unanimously adopted the EEO. EEO provide
the alternate standards in Mathematics, Science, Social Studies and Reading, Writing and
Communicating for students with significant cognitive disabilities who qualify for the
alternate assessment. These alternate expectations are directly aligned to the grade level
expectations for all students.
Mathematics with EEOs
Reading, Writing and Communicating with EEOs
Science with EEOs
Social Studies with EEOs
Below are links to the CDE-developed tools to help districts redesign existing curriculum or
design new curriculum aligned to the new standards. They help organize the content,
concepts, and skills represented in the new standards:
Vertical Progression Tools
Elementary Concept Connections
Discipline Concept Maps
Standards Implementation Toolkit
Step 2
 Definition of terms:
 Instructional adaptation
 Instructional accommodation
 Instructional modification
 Accommodation Categories
Learn about accommodations for
instruction and assessment
Instructional Adaptations
Any
student
≠
Every
student
Universal Design
for Learning
Instructional Adaptations
Any student
with a
documented
need,
including
students with
a disability
Section
504
any
student
Formal
educational plan
Instructional Adaptations
Any student
with a
documented
need,
including
students with
a disability
Section
Section
504
504
any
any
student
student
Formal
educational plan
IEPIEP
Any student
with a
documented
disability and
educational
need, but no
significant
cognitive
disability –
works on
grade-level
academic
achievement
standard and
takes gradelevel
assessment
Instructional Adaptations
Any student
with a
documented
need,
including
students with
a disability
Section
504
any
student
Formal
educational plan
IEP
Any student
with a
documented
disability –
grade-level
academic
achievement
standard
Any student
with a
significant
cognitive
disability –
alternate
standards
Academic Achievement Standards
Alternate
Academic
Achievement
Standard
1%
Grade-Level Academic
Achievement Standard
99%
Description of Accommodation
Categories
 Presentation
 Response
 Setting / Environmental
 Timing / Scheduling
Step 3
Select and document
accommodations based on the
learning needs of an individual
student
Step 3
Select and document
accommodations based on the
learning needs of an individual
student
 Selection Process Considerations
 Student Characteristics
 Guiding Questions
 Involving the Student
Step 3
Select and document
accommodations based on the
learning needs of an individual
student
 Analyze Instructional and Assessment Tasks
 Compare Accommodations for Instruction with Accommodations for
Assessment
 Consider nonstandard requests
Step 3
Select and document
accommodations based on the
learning needs of an individual
student
Accommodation Selection Tools
 Student Characteristics Charts
 Tables A-N
 Glossary of Instructional Accommodations Chart
Student Characteristics Chart
Student Characteristics Chart
Glossary of Instructional
Accommodations
Step 3
Documenting Accommodations
 Formal educational plan
 IEP
Select and document
accommodations based on the
learning needs of an individual
student
Step 3
Documenting Accommodations
Select and document
accommodations based on the
learning needs of an individual
student
Step 3
Documenting Accommodations
Select and document
accommodations based on the
learning needs of an individual
student
Step 3
Documenting Accommodations
Select and document
accommodations based on the
learning needs of an individual
student
Step 4
Implement accommodations during
instruction and assessment
 Accommodations Used During Instruction
 Appropriate/Inappropriate Practices chart
 Preparing Students for an Assessment
 Ethical/Unethical Practices
Step 5
Evaluate and monitor the use
of accommodations
• Questions to Guide Evaluation
– Data Gathering Tools
– Evaluation of Accommodation Use Data Collection
Sheet
– Infused Skills Grid (PEAK resource)
Step 5
Evaluate and monitor the use
of accommodations
• Postsecondary Considerations
– Postsecondary and Workforce Readiness
– Transition Plan
Section III: Tools
 Each title is a link to the printable pdf document
 Section III
Section V:
Accommodations for TCAP
A p p rox i ma te l y
9 9 % o f s t u d e nt s
a t t h e a s s e s s ed
g ra d e l ev e l w i l l
ta ke t h e TC A P.
CoAlt
TCAP
Accommodations
do not ensure that
all students
achieve the same
level of proficiency.
TCAP
without
Accommodations
provide access to
the assessment.
Accommodations
with
Accommodations
Presentation
Accommodations
Every Accommodation Has Instructions
Response Accommodations
Setting Accommodations
Small Group ≤ 15 students
Accommodations for TCAP
Linguistic Accommodations for TCAP
2012 TCAP Accommodation Use - Percent
10
9
8
Percent
7
6
5
4
3
2
1
0
Reading
Writing
Math
Science
Extended Time
 This accommodation
is about processing
speed.
 Generally Time and
half
Section V: TCAP
Extended Time Instructions
Extended Time Instructions
2012 TCAP Accommodation Use - Student
50000
45000
Number of Students
40000
35000
30000
25000
20000
15000
10000
5000
0
Reading
Writing
Math
Science
Teacher
Read
Directions
Oral Script
What students might use teacher read directions?
What students might use oral scripts?
“ Teacher Read Directions”
“Oral Scripts”
Scribe
AT vs. Scribe
A scribe is for students who physically unable to
write or use AT
Nonstandard Accommodations
Unique
accommodations that
must be applied for
and approved
annually by CDE
Office of Standards
and Assessments
prior to use on
statewide
assessments.
Nonstandard
Accommodations
Restricted
Accommodations
Standard
Accommodations
Nonstandard Accommodations
326 Requests in 2012
Scribe (85)
Special Paper (62)
Stop-the-clock (53)
Redirection (39)
Request must:
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
Request must:
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
Request must:
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Classroom data / samples
 Have SASID (10-digit)
 Two signatures
Request must:
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
Request must:
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
Submission Deadline
DECEMBER 15
 New to district after
December 1
 Newly identified after
December 1
Accommodation Needs Change Over
Time
Section V:
Accommodations for CoAlt
CoAlt
TCAP
Designed specifically students with a significant
cognitive disability, being instructed on alternate
standards (Expanded Benchmarks/EEOs)
Learner
Centered
Interactive
Flexible
Accommodations for CoAlt
Expanded Accommodations
 Don’t Read the Reading Test
Don’t Translate the Reading Test
 Don’t Write the Writing Test
Don’t Translate Student Answers
 Don’t Reduce the number of answer
choices
Section VII:
ACCESS for ELLs
Accommodations for
ACCESS for ELLs
http://www.wida.us/assessment/ACCESS/accommodations.aspx
Accommodations for this assessment are only available to
students with disabilities , and the testing accommodation should
be stated in the student ’s Individual Education Plan (IEP) or 504
plan.
Accommodations for
ACCESS for ELLs
It is important to remember that accommodations for
this assessment follow the guidelines established by the
WIDA Consortia. These guidelines were set by the 28
governing members of WIDA. Accommodations allowed
on this assessment may not be available to Colorado
specific statewide assessments. Conversely,
accommodations available on Colorado specific
statewide assessments may not be available on ACCESS
for ELLs.
Appendices
Appendix A: Letter from Commissioner Hammond
Appendix B: Special Instructions for Signing of Oral Scripts
Appendix C: Special Instructions for Scribe
Appendix D: Verification of Removal of Saved Data
Appendix E: Nonstandard Accommodations Request
Appendix F: Students with Disabilities Who Are Culturally &
Linguistically Diverse
Appendix G: Accommodations Monitoring and Accommodation
Documentation Checklist
Appendix H: Universal Design
Sometimes the pathway is straight….
…but often there’s more than one way to make a journey and arrive at
your destination.
Contact Information
Instructional Accommodations
Linda Lamirande
[email protected]
303-866-6863
Assessment Accommodations
Mira Monroe
[email protected]
303-866-6709

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