1. Dealing with Differences: Secondary Strategies That Work!

2. Logistics ▪ Cell phones (on silent or vibrate) ▪ If you need to make a call, please excuse yourself and go outside ▪ Bathrooms are located ▪ Break will be around ▪ Lunch will be around

3. Florida Diagnostic Learning and Resource System ▪ Child Find ▪ Parent Services ▪ Human Resources Development ▪ Assistive Technology

4. ▪ Participants will : Know how to differentiate between an accommodation and modification Identify individual student needs Identify appropriate accommodations when planning lessons, implementing and monitoring accommodations Evaluate the effectiveness of the accommodations...so that the level of success in the general education curriculum is constantly increasing for each individual learner. 4 Objectives (Learning goals)

5. ▪ Welcome/Introductions ▪ Activity (Face of the Student) ▪ Law/Access ▪ UDL/DI ▪ Modifications ▪ Accommodations – Presentation – Responding – Setting – Scheduling ▪ Lunch ▪ State and District Testing ▪ Computer Based Testing ▪ Activity: Putting into practice ▪ Integrating Accommodations – Identifying – Planning – Implementing – Monitoring Agenda

6. ▪ Learner Characteristics ▪ List 3 characteristics of a student whose special needs had to be considered when planning instruction and assessment. ▪ Please— do not use “labels.” 6 Face of a Student Learner Characteristics/ Effects of Disability 1. 2. 3.

7. ▪ In Florida, all students with disabilities have the opportunity to work toward grade-level academic standards. ▪ Students with disabilities may use accommodations during instruction and assessment. ACCESS ▪ Accommodations meet the individual student needs and ensure equal ACCESS to the academic content standards 7 Access… It’s the Law! Individuals with Disabilities Educational Act (IDEA) Individual Education Plan (IEP) Section 504

8. ▪ General Ed. /ESE Class ▪ Students who have been evaluated and have a current IEP ▪ Students who have Section 504 Plan 8 Access

9. Universal Design Learning (UDL) Differentiated Instruction (DI) Accommodations and interventions/supports Modifications to curriculum requirements 9 Access may require

10. Universal Design for Learning (UDL) Differentiated Instruction

11. 2 Florida’s Multi-Tiered System of Support MTSS is the systematic use of assessment data, through the problem-solving process, across districts and schools, to effectively allocate resources for providing high- quality instruction and intervention aligned to student needs. Differentiated instruction (DI) Universal Design for Learning (UDL) Accommodations Both a philosophy and a way of teaching that respects and responds to the different learning needs of students and expects all students to experience success as learners. An educational framework based on research in the learning sciences, that guides the development of flexible curricula that meets the needs of all learners from the start. Changes to instruction or the learning environment that enable students to access content standards and demonstrate performance. They are used with students receiving special services through an IEP or 504 Plan. DI, UDL, Accommodations Support All Tiers of MTSS High Expectations for All Learners Access to Academic Standards for All Learners Increased Student Achievement for All Learners

12.  Developing  Designing  Delivering instruction and instructional material that makes learning more accessible to ALL students http://www.cast.org/library/video/udl_at_a_glance What is Universal Design for Learning?

13. 13

14. Changes to what students are expected to learn and demonstrate – Modified Curriculum – Access Points – Alternate Assessment – Special Diploma *** What Are Modifications?

15. ▪ Change how students are instructed and assessed ▪ Expectations for student achievement do not have to change ▪ Involve varied strategies and supports ▪ Help students to work around any limitations that result from their disability ▪ Assure opportunity to access the general curriculum What Are Accommodations?

16. ▪ Most students with disabilities are working toward – Achievement of grade-level benchmarks – A standard diploma ▪ Students may be at different points along the learning path ▪ www.CPALMS.org www.CPALMS.org Progress toward Grade-Level standards/Benchmarks

17. When Considering Accommodations... Gain input from: ▪ Parents ▪ ESE staff ▪ General education teachers ▪ Career and technical education teachers ▪ The student! ▪ Consider the needs of each student with disabilities on an individual basis.

18. ▪ Accommodations – Must be necessary – Should facilitate accurate demonstration of knowledge and skills – Must not provide an unfair advantage or compromise test validity – Should be the same, or nearly the same, for instruction and assessment situations Decision-Making Guidelines

19. – Presentation – Response – Setting – Scheduling 19 Accommodations may be provided in four general areas Accommodations

20. ▪ Make it possible for the student to access information for instruction and assessment ▪ Present content in forms the student can understand ▪ Students with disabilities may need – Presentation supports – Specialized presentation formats Presentation Accommodations

21. ▪ Difficulty focusing attention on written text Positioning tools (tilt-top desk, book stand) Ruler or guide to isolate line of text Masking One item per page or spacing Segment folder Highlighting ▪ Difficulty decoding or comprehending written words Digital text with electronic supports Oral Delivery Highlighting or color coding Use of manipulatives Preview of vocabulary or key points 21 Presentation Supports

22. ▪ Difficulty understanding and following oral directions Directions repeated, summarized, clarified and written on board/poster Visual cues ▪ Difficulty understanding and remembering information presented in lectures or discussions Explicit instruction/cues to identify important information Note-taking assistance Presentation Supports

23. ▪ Unable to understand written or spoken language due to a hearing loss Sign language presentation Sign language dictionary Closed-captioned videos Text scripts 23 Specialized Presentation Formats

24. ▪ Unable to read standard print due to a visual impairment Large print materials Braille materials Contracted Braille Uncontracted Braille Real objects to represent printed images Specialized Presentation Formats

25. ▪ Unable to recognize or decode printed words due to a reading disability Text read aloud by a person Recorded books Screen reader software to translate text to speech Specialized Presentation Formats

26. ▪ Instructional materials and print instructional materials that have been formatted or adapted to meet individual needs of students with disabilities –Matrix Handbook 2012 26 Accessible Instructional Materials (AIM) Braille Large print Digital text Audio Images Manipulatives Graphic-enhanced text http://aim.cast.org/learn/accessiblemedia/allaboutaim

27. ▪ Allow students to use different ways to complete assignments and assessments and demonstrate their knowledge and skills ▪ Students with disabilities may need Response supports Alternate response modes 27 Response Accommodations

28. ▪ Difficulty with motor aspects of writing Adapted writing tools, word processors AT devices Writing guides for letter formation and spacing Oral rather than written (Dictation) ▪ Difficulty planning, organizing, and drafting writing Graphic organizers and outlining techniques Quick reference guides Response Supports

29. ▪ Difficulty with oral expression Increased wait time Visuals, such as drawings, pictures, or graphics Pointing to answers ▪ Difficulty with mathematical concepts and procedures Manipulatives Planning guides Gridded paper Abacus (VI only) Response Supports

30. ▪ Unable to express thoughts orally Sign language Augmentative and alternative communication Text-to-speech ▪ Unable to use handwriting Word processor/computer/tablet Voice recorders or speech recognition software Alternate Response Modes

31. ▪ Temporary learning supports that decrease difficulty of task Hints to correct answers (page numbers) Reducing number of options for multiple-choice questions Providing a word bank for fill-in-the-blank items ▪ Gradually eliminated Temporary Task Adaptations

32. ▪ Difficulty due to mobility or sensory impairments Accessible workstations or areas in classroom Allow for movement One to One Testing Special equipment and adaptive furniture ▪ Difficulty controlling own behavior Clear rules and procedures Individual or small group setting Behavior plan (FAB/BIP) Study carrel for independent work Close proximity when given directions or lessons 32 Setting Accommodations

33. ▪ Difficulty organizing, storing, and using materials to complete assignments Compartmentalized storage containers Checklists of materials for each class or subject Binders with color-coded dividers or folders An extra set of materials or textbooks for home Setting Accommodations

34. ▪ Difficulty completing work on time Extended time (Assignments, Processing, and Responding) Frequent breaks Reduce assignment/shorten for mastery Preferred time Lesson broken into smaller segments ▪ Difficulty managing time Electronic devices with alarms or cues Assignment checklists and timelines Scheduling Accommodations

35. 1.A parent volunteer reads the questions for a science assignment aloud to a student. 2.While the class learns multiplication facts, the student learns addition facts. 3.Before the lecture, the student is given a study guide that contains the key concepts and vocabulary. Accommodation or Modification? You Decide

36. 4.Throughout the year, the student is expected to learn only 5 of the 20 weekly spelling words required for the class. 5.The student uses voice recognition software on a computer to complete written work. Accommodation or Modification: You Decide

37. Accommodations And the IEP team ▪ What instructional and assessments tasks are difficult for the student to do independently? Are these difficulties documented in the present level statement? ▪ Why are these tasks difficult for the student? – Critical Elements (cognitive, motor, sensory, social or emotional, and communication elements) ▪ What Accommodations will allow the student to access the information and demonstrate performance on the tasks? ▪ How will the IEP team know if the accommodation is effective?

38. Example of IEP Goal using Accommodations ▪ Given a grade level passage in digital/audio format, Emma will answer 10 inferential questions by applying comprehension strategies such as author’s purpose, cause- effect relationships and analyzing text structure scoring 7 out of 10 questions over 5 consecutive trials. 38

39. ▪ NGSSS Benchmarks ▪ Florida Standards ▪ Access Points State and District Assessments FSA EOC Florida Alternate Assessment

40. ▪ Allowable test accommodations Change the way students read or respond to test items Do not change what the test measures ▪ Presentation, Response, Setting, Scheduling, and Assistive Devices Accommodations on State and District Assessments

41. ▪ Assessment accommodations Should be used on a regular basis in the classroom Must be specified on the student’s IEP or Section 504 plan 41 Accommodations on State and District Assessments

42. ▪ Some accommodations are not allowed for the FSA or other standardized tests. ▪ They may be used in the classroom with written parent permission. FSA Accommodations FSAClassroom

43. Learner CharacteristicsMeasurable Annual Goal Accommodation(s) Progress Monitoring Putting into Practice

44. Computer-Based Tests ▪ The following spring 2015 CBT assessments will be administered on the AIR TDS platform. ▪ o FSA English Language Arts – Writing Component (Grades 5–11) ▪ o FSA ELA Reading, Language, & Listening (Grades 5–11) ▪ o FSA Mathematics (Grades 5–8) ▪ o FSA Algebra 1 EOC Assessment ▪ o FSA Geometry EOC Assessment ▪ o FSA Algebra 2 EOC Assessment ▪ The following spring 2015 CBT assessments will be administered on the Pearson TestNav 8 platform. ▪ o FCAT 2.0 Reading Retake ▪ o FCAT Mathematics Retake ▪ o Algebra 1 EOC Retake ▪ o Biology 1 EOC Assessment ▪ o Civics EOC Assessment ▪ o U.S. History EOC Assessment http://www.fsassessments.org/training-tests

45. ▪ http://www.FLAssessments.com http://www.FLAssessments.com ePATs Accommodated Forms

46. ▪ Accommodations CBT accommodated forms ▪ Color contrast ▪ Zoom ▪ Screen reader ▪ Large print ▪ Paper-based test (standard print, large print, Braille) ▪ Flexible setting, ▪ Flexible scheduling Extended time CBT must be completed within one school day. Computer-Based Tests Guide to Accommodations for computer-based

47. ▪ Has the student had the opportunity to answer test questions on a computer? ▪ Does the student know how to use a mouse and keyboard, keyboard commands, or alternative input device? Can the student use the scroll bar? ▪ Does the student know how to use embedded tools for highlighting, erasing, or flagging answers for review? ▪ Has the student had experience using a calculator or reference sheet on the computer? Consider the Student’s Prior Experience

48. ▪ Can the student easily move between pages on the screen? ▪ Does the student become more fatigued when reading text on a computer screen or have difficulty when the entire passage is not visible on the screen at one time? ▪ Does the student need one of the accommodated forms (large print, alternate color contrasts, zoom, screen reader)? These forms are not currently available. ▪ Does the student use alternate input devices for the computer or AAC that require software programs to run in the background? ▪ Is the student able to complete the computer-based test within one school day if breaks are provided? Selecting Accommodations for CBT

49. ▪ Must use accommodated test platform (TestHear) in the future ▪ Assistive devices and software/drivers must be preapproved. ▪ Districts will be able to submit names of assistive devices to be used. ▪ A “whitelist” of permitted devices will be sent to districts. CBT and Assistive Devices

50. ▪ FSA ELA Writing Component: Students with an oral presentation on their IEPs or Section 504 plans may have the directions and prompt read aloud to them. The Writing Component of the ELA test requires that students to read a variety of texts and respond to what they have read. Because this portion of the test assesses reading skills as well as writing skills, the passage may NOT be read aloud to students. ▪ FSA ELA Reading: Students with an oral presentation accommodation on their IEPs or Section 504 plans may have the directions, test questions, and answer choices read aloud to them. The reading passage may NOT be read aloud to students. ▪ FSA Mathematics- All mathematics directions, test questions and answer choices may be read aloud to students with this accommodation (this policy has not changed). ▪ For CBT tests, text-to-speech features will be available on the appropriate read aloud portions for students who are assigned this accommodation in the system. ▪ Any portion of test that may be read aloud to students may also be signed for students with this accommodation. Read-aloud Accommodations

51. ▪ Online Calculators – FSA Grades 7-8 Mathematics all FSA EOC Mathematics will have a scientific calculator provided in the test delivery system for certain sessions. – The scientific calculator is available for Sessions 2 and 3 of the Grades 7-8 test and for Session 2 of EOCs. – Handheld scientific calculators maybe provided to ALL students during the calculator- allowed session(s). ▪ FDOE will NOT provide a list of approved handheld calculators for FSA tests. We will provide a list of allowable and not-allowable functionalities for the scientific calculator. ▪ The scientific calculator will appear in the FSA EOC training tests when they are updated and released this month (the calculator in the currently posted EOC training tests has a graphing tool and a regression tool that will no longer be available after the update). Calculators

52. ▪ Grades 5-11 students need headphones or earbuds for all CBT ELA Reading tests. ▪ There are no specifications for headphones or earbuds, but please check to ensure that they work with your computers or devices prior to the day of the test. ▪ Headphones/earbuds are not provided by the department. ▪ Students may use their own headphones or earbuds. ▪ A sound test is built in to the beginning of the assessments and students are asked to verify that headphones and earbuds are working. Headphones/Earbuds

53. ▪ The IEP team may recommend ▪ Students must take the tests Grade 10 FCAT/FSA at least twice with accommodations, if needed EOC once with accommodations, if needed ▪ Must have been provided instruction to demonstrate proficiency of core knowledge and skills ▪ Other graduation requirements met 53 Waiver of FCAT/FSA and EOC

54. 54 Integrating Accommodations Accommodations Integration Process

55. ▪ Check the student’s IEP or Section 504 plan for required accommodations. ▪ Check additional sources for information. ▪ Student’s need/deficit 55 1: Identify Accommodations

56. IEP process for Accommodations

57. IEP at a Glance IEP At-A-Glance

58. 58 Section 504 Accommodation Plan

59. ▪ Plan accommodations for classroom instruction and assessment activities. ▪ Address logistics – What? – When? – Who? – How? 59 2: Plan for Implementation

60. ▪ What steps must be taken to ensure the accommodations will be available? ▪ When should these steps be taken? ▪ Who is responsible for each step? ▪ How will the accommodations be implemented in the setting(s)? 60 Logistical Considerations

61. ▪ Teach the student how to use the accommodation. ▪ Provide the accommodation when needed. ▪ Prompt the student to use it. ▪ Keep brief, ongoing records to monitor its use. 61 3: Implement and Monitor

62. ▪ Recording when the accommodation is used validates the effectiveness. ▪ Create a legend of commonly used accommodations strategies Monitoring accommodations Accommodations T.A.Teacher assisted R.D.Re-directed T.R.Teacher Read P.R.Peer Read Start Time/End TimeMonitors Extended Time

63. ▪ Did the student use the accommodation regularly? ▪ Was the student able to participate fully in the activities with the accommodation? ▪ Was the student able to master the objectives of the lessons or course with the accommodation? ▪ Did the accommodation help the student feel a part of the class? 63 4: Evaluate the Effectiveness

64. Determine Need Classroom Assessments Make Decisions Trial, Data, Review Document IEP/Section 504 plan Implement Classroom Accommodations Allowable Assessment Accommodations Accommodations Wrap-Up

65. 65 Fading Accommodations

66. 66 Collaboration is a must. “Coming together is a beginning, keeping together is progress, working together is success” Henry Ford

67. ▪ Florida Department of Education – http://www.fldoe.org ▪ BEESS Resource and Information Center – http://www.fldoe.org/ese/clerhome.asp ▪ Teaching Resources for Florida ESE – http://www.cpt.fsu.edu/ese http://www.cpt.fsu.edu/ese ▪ Miami Dade County Public Schools – http://ese.dadeschools.net http://ese.dadeschools.net Stay Informed

68. Florida Diagnostic and Learning Resources System (FDLRS) Associate Centers Florida Inclusion Network (FIN) Technology & Learning Connections for Assistive Technology and Universal Design for Learning Team at University of South Florida (USF) 68 Additional Resources

69. ▪ Questions? ▪ Follow-up Activity ▪ Workshop Evaluation ▪ Thank you for participating! 69 Workshop Wind-Up

70. Thank you for attending today! Katherine Jimenez kjimenez@dadeschools.net (305)274-3501