1. How to Choose and Use Accommodations for Students with Disabilities: Professional Development for IEP Teams
Dan Farley
PED – Special Education Bureau
Transition Specialist CADRE
April 22, 2005

2. Introduction Find out what we know about accommodations
Learn five easy steps to implementing accommodations
Training package brought to you by:
EPPRI study found that two-thirds of special education teachers are unable to identify read-aloud or calculator accommodation as standard or non-standard. A similar study in Washington (Johnson & Arnold, 2002) had the same results.
During statewide testing, “school personnel were frequently unprepared for and unable to handle the logistics of providing partial participation or individual accommodations.” (Shriner & DeStefano, 2003).
Accommodations provided for testing are not always linked to instructional accommodations (Johnson & Arnold, 2002).
Accommodations decision making is often not made on the individual student level (DeStefano, Shriner, & Lloyd, 2001).
What teachers in Washington say:
I can’t monitor testing accommodations because the students are in different places for testing in large groups at times when I cannot be with them.
The hardest thing is getting general ed. Teachers to understand that the accommodations are required and not just a suggestion.
I feel that I could use more training in testing accommodations.
ADD YOUR OWN QUOTES FROM TEACHERS IN THE FIELD.
Ask the participants to identify themselves and share why they are here.
NMPED Special Education BureauAccommodations Training

3. 5 Important Steps…
Expect students to meet grade level academic content standards
Learn about accommodations for instruction and assessment
Choose accommodations with students
Administer assessment accommodations
Evaluate and improve accommodations use
NMPED Special Education BureauAccommodations Training

4. Step One
Expect students to meet grade level academic content standards –
New Mexico Content Standards and Benchmarks & Extended Performance Standards
NMPED Special Education BureauAccommodations Training

5. Student Participation in Assessments
Participation of students with disabilities is required by the following federal and state laws:
No Child Left Behind Act (NCLB)
Individuals with Disabilities Education Act (IDEA)
NMAC 22-2C-4 (D)
WAC :
WAC    Participation in assessments and reporting results. (1) The office of superintendent of public instruction shall file with the U.S. Secretary of Education information to demonstrate that special education students are included in general state and district-wide assessment programs, with appropriate accommodations and modifications in administration if necessary.
(2) As appropriate the office of superintendent of public instruction, school districts or other public agencies shall:
(a) Develop guidelines for the participation of special education students in alternate assessments for those students who cannot participate even with accommodations or modifications in state and district-wide assessment programs;
(b) Develop alternate assessments; and
(c) Begin not later than July 1, 2000, to conduct the alternate assessments.
WAC assessment option and testing accommodations language:
(e) A statement of any individual modifications in the administration of state or district-wide assessments of student achievement that are needed in order for the student to participate in the assessment. If the individualized education program team determines that the student will not participate in a particular state or district-wide assessment of student achievement (or part of an assessment), a statement of:      (i) Why that assessment is not appropriate for the student; and      (ii) How the student will be assessed.
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6. Assessments for Accountability
Assessments for accountability help to measure:
How successful schools are in 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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7. Include All Students in Assessments
To include all students in standards-based assessments:
Provide accommodations to increase access
Use alternate assessments for students with significant cognitive disabilities
Follow state guidelines for decisions about the provision of alternate assessments
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8. 3 Conditions for High Expectations
Teachers certified in content areas and trained to differentiate instruction for diverse learners
IEPs that provide specialized instruction, such as reading strategies, study skills, etc.
Accommodations designed to increase access to instruction and assessment
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9. Equal Access to Grade Level Content
Think about ways to provide access to NM Content Standards and Expanded Performance Standards as the goal
Every IEP member must be familiar with NM content standards
IEP team members must know how to tie instructional goals to the NM content standards
Collaboration between general and special educators is key
Washington requires students to meet grade level expectations addressed by state standards (EALRs) and GLEs in these areas: Reading, Writing, Mathematics, and Science. Content standards can be found at:
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10. Benefits of Collaboration
Definition: General and special education teachers as a team for the benefit of students with disabilities
Promotes understanding of general and special education teacher roles and responsibilities
Provides opportunities to gain new skills, such as knowledge of the NM content standards and instructional differentiation
Serves as a support-building process that fosters the creation of a collaborative school culture
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11. Step Two Learn about accommodations
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12. Definition of Accommodations
Accommodations are procedures in the areas of setting, scheduling, presentation, and response that provide equitable instructional and assessment access for students with disabilities.
Accommodations mediate the effects of a student’s disability and do not reduce learning expectations.
NMPED Special Education BureauAccommodations Training

13. Accommodations Applications
The use of accommodations is linked through each of these areas:
Home, School, & Community
Classroom
Instruction
Classroom
Assessments
State/District
Assessments
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14. Accommodations Categories
Timing – Change the allowable length of test or assignment and may change the way the time is organized. (No longer applicable to NMSBA system)
Presentation – Allow students to access information in ways that do not require them to visually read standard print (visual, tactile, auditory).
Response – Allow students to complete assignments, tests, and activities in different ways.
Setting – Change the location in which a test or assignment is given or the conditions of the assessment setting. (Allowable for all students)
Scheduling – Change the allowable length of test or assignment and may change the way the time is organized. Guidelines: Work as long as the student is productively engaged.
Setting – Change the location in which a test or assignment is given or the conditions of the assessment setting. Guidelines: Provide architecturally accessible testing sites, home, institution, or hospital.
Presentation – Allow students to access information in ways that do not require them to visually read standard print (visual, tactile, auditory). Guidelines: Use physical supports; read mathematics or science items verbatim in English; isolate portions of the page; use math manipulatives.
Response – Allow students to complete assignments, tests, and activities in different ways. Guidelines: Answer orally, voice output technology or sign; use a computer or word processor; respond in Braille or large print.
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15. Modifications
Changing, lowering, or reducing learning or assessment expectations
May result in implications that may adversely affect a student throughout his or her educational career
Examples include:
Requiring a student to learn less material
Revising assignments or tests to make them easier
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16. Modifications to the New Mexico Statewide Assessment Program
Modifications to any subtest invalidate the results of the subtest, student is reported as “not proficient”
If a student is provided with modifications they will not count toward participation rates for AYP
IEP teams have been instructed not to choose modifications, but have the right to do so…
When test modifications are considered for state tests, they should be identified and reported to the school district assessment coordinator. The assessment coordinator will have the most recent information on allowable testing accommodations and procedures for requesting accommodations not on the list.
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17. Choose accommodations
Step Three
Choose accommodations
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18. What Doesn’t Work…
Checking every accommodation available on the IEP form, hoping something will work
What else doesn’t work?
Write what doesn’t work on a flip chart
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19. Questions to Consider What are the student’s strengths and needs?
How do the student’s needs affect the achievement of grade level content standards?
What specialized instruction does the student need to achieve state standards?
What accommodations will increase the student’s access to instruction and assessment?
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20. Review Current Accommodations
Accommodations currently used by the student in the classroom and on tests
Test and assignment results when accommodations were used and not used
Effective combinations of accommodations
Difficulties of accommodations use
Student’s perception of how well accommodations “worked”
Perceptions of parents, teachers and specialists about how well accommodations “worked”
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21. Based on the Review… Decide whether the student should:
Continue using an accommodation “as is”
Use an accommodation with changes
Discontinue an accommodation
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22. Considerations for New Accommodations
A list of the student’s access needs and possible accommodations to try
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 assessment
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23. Planning New Accommodations
Plan how a student will learn to use each new accommodation
Be sure that at least three months for a student to learn to use an assessment accommodation are provided before test day
Plan for the ongoing evaluation and improvement of accommodations use
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24. Involve Student in Choice-Making
Involve students in the process of choosing and using accommodations
The more say students have in choosing 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 goals as well
NMPED Special Education BureauAccommodations Training

25. Documenting Accommodations
Accommodations can be documented in 3
areas of the IEP:
Consideration of Special Factors – assistive technology devices and services
Supplementary Aids and Services – aids, services, and other supports
Participation in Assessments – how a student will participate in state and district-wide assessments
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26. Plan for the administration of assessment accommodations
Step Four
Plan for the administration
of assessment
accommodations
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27. Coordinating the Logistics…
Logistics of providing the actual accommodations must be mapped out
Teachers and other IEP team members are often given the responsibility for arranging, coordinating, and providing assessment accommodations
Prepare for the implementation of accommodations at least three months prior to test day, on test day, and after test day
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28. Following Through on Test Day…
A key logistical aspect for providing assessment accommodations is following through on test day
Accommodation request forms and databases can be used to monitor the implementation of accommodations on test day
Test administrators must understand the importance of:
Ethical testing practices
Standardization
Test security
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29. Ensuring Ethical Testing Practices
Ethical testing practices : Interactions between test administrators and students taking the test
Unethical practices include:
“coaching” students during testing
editing student work
giving clues in any way
allowing a student to answer fewer questions
reducing the number of responses required
changing the content by paraphrasing or offering additional information
NMPED Special Education BureauAccommodations Training

30. Ensuring Standardization
Standardization: The adherence of uniform administration procedures and conditions
Strict adherence to guidelines detailing instructions and procedures for the administration of accommodations is necessary to ensure that test results reflect actual student learning
The objective of providing assessment accommodations is to make fair comparisons with other students taking the tests
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31. Test Security with Special Test Formats
Test security: Ensuring the confidentiality of test questions and answers
Vital in maintaining test integrity and validity
Can become an issue when accessible test formats are used or when someone other than the student is allowed to see the test
To ensure test security and confidentiality:
Keep all test content confidential
Keep testing materials in a secure place
Return all materials as instructed
Braille and Large Print editions of the state tests are supplied by the Instructional Resources Center (IRC) at the Washington State School for the Blind. These materials should be kept in a secure location and returned to the IRC when the tests are completed.
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32. Step Five Evaluate and improve accommodations use
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33. Using Formative Evaluation
Use formative evaluation to “turn over useful information quickly to make improvements”
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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34. Why Evaluate Accommodations Use
To ensure the meaningful participation of all students in state and district-wide assessments
To reveal questionable patterns of accommodations use
To identify IEP/504 team members, test administrators, or others in need of additional training and support
NMPED Special Education BureauAccommodations Training

35. Questions to Guide Evaluation at the School or District Level
How many students with IEPs or Section 504 are receiving accommodations?
What types of accommodations are being provided – are some being used more than others?
Are students receiving accommodations as documented in their IEP/504 plans?
Are there procedures in place to ensure that test administrators adhere to directions for the implementation of accommodations?
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36. Questions to Guide Evaluation at the School or District Level (cont)
Are there policies in place to ensure that test administration procedures are not compromised with the provision of accommodations?
Are there policies to prevent the disclosure of test answers to unauthorized persons?
Are there policies to ensure that ethical testing and security practices followed before, during, and after the day of the test?
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37. Questions to Guide Evaluation at the Student Level
What accommodations are used by the student in the classroom and on tests?
What are the results of classroom assignments and tests when accommodations are not used?
What is the student 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”?
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38. Where to Get More Information
Other training sessions – Tri-Annual Meetings
School district assessment coordinators
Online resources:
NMPED websites:
NMPED Special Education BureauAccommodations Training

39. Summary Found out what we know about accommodations
Learned how accommodations are used for instruction, assessment, and life after school
Used 5 steps to choosing and using accommodations for students with disabilities
NMPED Special Education BureauAccommodations Training

40. Feedback?? Any remaining questions?
What future needs do you anticipate?
How was today’s training helpful?
How could it have been improved?
Do not hesitate to contact me if you have any further questions or concerns
(505)
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