Accommodations: Dealing with Differences Strategies That Work!

Your Instructor Katherine Jimenez (305)

★ On your flashcard, discreetly write something interesting that you have done (then turn it over so no one can see) ★ The sillier and more unbelievable the better. ★ Examples ○ I went skydiving once ○ I starred in a class play ○ I have a Karaoke following ○ I have visited every state in the United States of America Who Done It?

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

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 10:00 am ▪Lunch will be around noon ▪My Learning Plan Evaluation RequirementsMy Learning Plan Evaluation Requirements

▪ Participants will : Know how to differentiate between an accommodation and modification Identify individual student needs Identify appropriate accommodations & technology resources 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. Objectives (Learning goals)

▪Welcome/Introductions/Ice-breaker ▪Logistics & Agenda ▪Activity (Today’s ESE Student) ▪Special Educations Law/Access ▪Activity ( Kahoot quiz) ▪Modifications ▪Accommodations –Presentation –Responding –Setting –Scheduling ▪ State and District Testing ▪ Computer Based Testing ▪ Integrating Accommodations ▪ Identifying ▪ Planning ▪ Implementing ▪ Monitoring ▪ Activity: Putting into practice – Creating a wikispace. Agenda

★ Group up in teams of 4-5 ★ Using Chart Paper and marker draw a body of a student. ★ List 3 characteristics of a student whose special needs had to be considered when planning instruction and assessment. ★ Please— do not use “labels” 8 Today’s ESE Student Learner Characteristics/ Effects of Disability

★ 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. ★ Accommodations meet the individual student needs and ensure equal ACCESS to the academic content standards 9 Access… It’s the Law! Individuals with Disabilities Educational Act (IDEA) Individual Education Plan (IEP) Section 504

▪General Ed. /ESE Class ▪Students who have been evaluated and have a current IEP ▪Students who have a Section 504 Plan 10 Access

Accommodation or Modification? You Decide (to make quizes)

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

▪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?

▪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 ▪ P rogress toward Grade-Level standards/Benchmarks

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.

▪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

–Presentation –Response –Setting –Schedule 17 Accommodations may be provided in four general areas Accommodations

▪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

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

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

▪Unable to understand written or spoken language due to a hearing loss or processing difficulty Sign language presentation Sign language dictionary Closed-captioned videos Text scripts 21 Specialized Presentation Formats

▪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

★ 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 (embedded in many programs) ○ Overdrive, Learning Ally, Bookshareearning AllyBookshare Specialized Presentation Formats

▪Instructional materials and print instructional materials that have been formatted or adapted to meet individual needs of students with disabilities –Matrix Handbook 2012 Accessible Instructional Materials (AIM) Braille Large print Digital text Audio Images Manipulatives Graphic-enhanced text

▪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 25 Responding

▪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, siri, dragon) ▪Difficulty planning, organizing, and drafting writing Graphic organizers and outlining techniques Quick reference guides Type on PDF and Evernote Response Supports

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

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

★ 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

★ 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) ○ Behavior monitoring apps (class dojo) ○ Study carrel for independent work ○ Close proximity when given directions or lessons Setting Accommodations

★ 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 ○ Smart devices such as phones and tablets (camera, remind) Setting Accommodations

▪ 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 (Smartphone/tablet supports available) Electronic devices with alarms or cues Assignment checklists and timelines Visual timers Scheduling Accommodations

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

▪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

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

▪ 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 FSA Classroom

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

▪ ePATs Accommodated Forms

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

▪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

▪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

▪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. Read-aloud Accommodations

▪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.

▪Online Calculators (Script Calculator/Photomath) – 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

▪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

▪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 Waiver of FCAT/FSA and EOC

Integrating Accommodations Accommodations Integration Process

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

IEP at a Glance

50 Section 504 Accommodation Plan

★ Plan accommodations for classroom instruction and assessment activities. ★ Address logistics ○ 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)? 2: Plan for Implementation

▪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. 3: Implement and Monitor

▪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

▪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? 54 4: Evaluate the Effectiveness

Learner CharacteristicsAccommodation(s) Resources/Technology Progress Monitoring Putting into Practice

56 Fading Accommodations Accommodations

▪Questions? ▪Follow-up ActivityFollow-up Activity ▪Workshop Evaluation ▪Thank you for attending & participating 57 Workshop Wind-Up