1 DEALING WITH DIFFERENCES: STRATEGIES THAT WORK!

2 Accommodations Manuals (Available on Accommodations Wikispace)

This interactive survey lets FDLRS know what kind of workshops you are looking for Professional Development. So be as specific as you can. On the computer go to the Internet Type either or (click on Dade County) On the left hand side click Human Resources Dept. On the right hand side click Needs Assessment NEEDS ASSESSMENT

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 LOGISTICS

Child Find Parent Services Human Resources Development – Loan Library (online) Assistive Technology FDLRS FLORIDA DIAGNOSTIC LEARNING AND RESOURCE SYSTEM

 Learner Characteristics List 3 characteristics of a student whose special needs had to be considered when planning instruction and assessment. Please—no “labels.” Make up a name. 6 Face of a Student Learner Characteristics/ Effects of Disability

Participants will be able to: – Know how to differentiate between an accommodation and modification – Identify individual student needs – Identify appropriate accommodations when planning lessons, implement and monitor 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. 7 OBJECTIVES (LEARNING GOALS)

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 8 Access…..It’s the Law!  Individuals with Disabilities Educational Act (IDEA)  Individual Education Plan (IEP)  Section 504

– Differentiated instruction (DI) and Universal Design Learning (UDL) – – – Accommodations and interventions/supports – Modifications to curriculum requirements 9 ACCESS MAY REQUIRE

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

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 11 PROGRESS TOWARD GRADE-LEVEL STANDARDS/BENCHMARKS

Changes to what students are expected to learn and demonstrate – Modified Curriculum – Access Points – Alternate Assessment – Special Diploma 12 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 13 WHAT ARE ACCOMMODATIONS?

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. 14

S tudent’s strengths and needs E nvironments where the student learns T asks for instruction and assessment T ools to help the student achieve curriculum standards On Accommodations wikispace 15 SETT CONSIDERATIONS

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 16 DECISION-MAKING GUIDELINES

– Presentation – Response – Setting – Scheduling 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 18 PRESENTATION ACCOMMODATIONS ACCOMMODATIONS BOOK PGS: FCAT ACCOMMODATIONS BOOK PGS: 20-24

Difficulty focusing attention on written text – Positioning tools (tilt-top desk, book stand) – Ruler or guide to isolate line of text Difficulty decoding or comprehending written words – Digital text with electronic supports – Highlighting or color coding – Preview of vocabulary or key points 19 PRESENTATION SUPPORTS

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 20 PRESENTATION SUPPORTS

Unable to understand written or spoken language due to a hearing loss – Sign language presentation – Closed-captioned videos 21 SPECIALIZED PRESENTATION FORMATS

Unable to read standard print due to a visual impairment – Large print materials – Braille materials – Real objects to represent printed images 22 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 23 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 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 RESPONSE ACCOMMODATIONS ACCOMMODATIONS BOOK PGS FCAT ACCOMMODATIONS PGS 24-27

Difficulty with motor aspects of writing – Adapted writing tools – Writing guides for letter formation and spacing Difficulty planning, organizing, and drafting writing – Graphic organizers and outlining techniques – Quick reference guides 26 RESPONSE SUPPORTS

Difficulty with oral expression – Increased wait time – Visuals, such as drawings, pictures, or graphics Difficulty with mathematical concepts and procedures – Manipulatives – Planning guides – Gridded paper 27 RESPONSE SUPPORTS

Unable to express thoughts orally – Sign language – Augmentative and alternative communication Unable to use handwriting – Word processor/computer – Voice recorders or speech recognition software 28 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 29 TEMPORARY TASK ADAPTATIONS

Difficulty due to mobility or sensory impairments – Accessible workstations or areas in classroom – Special equipment and adaptive furniture Difficulty controlling own behavior – Clear rules and procedures – Individual or small group setting – Behavior plan (FAB/BIP) 30 SETTING ACCOMMODATIONS ACCOMMODATIONS BOOK PGS FCAT ACCOMMODATIONS PGS 30-31

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 31 SETTING ACCOMMODATIONS

Difficulty completing work on time – Extended time – Frequent breaks – Preferred time Difficulty managing time – Electronic devices with alarms or cues – Assignment checklists and timelines 32 SCHEDULING ACCOMMODATIONS ACCOMMODATIONS BOOK PGS FCAT ACCOMMODATIONS PGS 27-30

33 MATCHING LEARNER CHARACTERISTICS WITH ACCOMMODATIONS Types of Accommodations uPresentation (page 20) uResponse (page 31) uSetting (page 40) uScheduling (page 44) Learner Characteristics/ Effects of Disability

34 Lunch Time Please be back at :

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. 35 ACCOMMODATION OR MODIFICATION? YOU DECIDE

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. 36 ACCOMMODATION OR MODIFICATION: YOU DECIDE

SSS and NGSSS Benchmarks Access Points 37 STATE AND DISTRICT ASSESSMENTS FCAT FCAT 2.0 Florida Alternate Assessment

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 38 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 39 ACCOMMODATIONS ON STATE AND DISTRICT ASSESSMENTS

Some accommodations are not allowed for the FCAT or other standardized tests. They may be used in the classroom with written parent permission. 40 FCAT ACCOMMODATIONS FCATClassroom

Unique accommodations – Usually require changes to the format of the test materials One-item-per-page Increased spacing between test items Auditory presentation of reading items for students with both visual and tactile disabilities who are not able to physically access print, large print, or braille materials. – Must be approved in advance by the Commissioner of Education or designee – Weekly Briefings* 41 FCAT ACCOMMODATIONS

Computer-Based Tests (CBT) – End-of-Course Assessments Algebra 1, more later – Also FCAT Retakes and FCAT Gr. 10 Mathematics – Weekly Briefings on Testing Calendar – ePAT practice tests 42 COMPUTER-BASED TESTS

Accommodations – CBT accommodated forms Color contrast Zoom Screen reader Large print – Paper-based test (standard print, large print, Braille) – Other accommodations 43 COMPUTER-BASED TESTS GUIDE TO ACCOMMODATIONS FOR COMPUTER- BASED FCAT, FCAT 2.0 AND EOC ASSESSMENTS

The IEP team may recommend Students must take the tests – Grade 10 FCAT 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 44 WAIVER OF FCAT AND EOC

(True or False?) 1.The accommodations provided must be specified on the student’s IEP or Section 504 plan. 2.Accommodations are not provided for computer- based End-of-Course assessments. 3.The test accommodations should be used on a regular basis in the classroom. 45 ACCOMMODATIONS FOR STATE AND DISTRICT ASSESSMENTS

(True or False?) 4.Non allowed accommodations for state and district assessments may not be used in the classroom. 5.The test administration manual for each test has the most up-to-date information on allowable accommodations. 46 ACCOMMODATIONS FOR STATE AND DISTRICT ASSESSMENTS

47 INTEGRATING ACCOMMODATIONS Integrating Accommodations Accommodations Integration Process

Check the student’s IEP or Section 504 plan for required accommodations. Check additional sources for information. 48 1: IDENTIFY ACCOMMODATIONS

IEP PROCESS FOR ACCOMMODATIONS

IEP AT A GLANCE IEP At-A-Glance

51 SECTION 504 ACCOMMODATION PLAN

Plan accommodations for classroom instruction and assessment activities. Address logistics – What? – When? – Who? – How? 52 2: PLAN FOR IMPLEMENTATION

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)? 53 LOGISTICAL CONSIDERATIONS

Step 1: Select the subject area to be taught Step 2: Select the topic to be taught Step 3: Briefly identify the curricular goals for most learners Step 4: Briefly identify the instructional plan for most learners Step 5: Identify learners who will need adaptions in the curriculum or instructional plan Step 6: Based on individual learner goals, chose an appropriate mix of adaptions, beginning with the least intrusive Step 7: Evaluate the effectiveness of adaptions, monitor and adjust while teaching 54 SEVEN STEPS FOR ADAPTING CURRICULUM AND INSTRUCTION

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. 55 3: IMPLEMENT AND MONITOR

 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? 56 4: EVALUATE THE EFFECTIVENESS

Review the lesson plan: a.Read the lesson plan components. b.Discuss them in order with your table group. c.Discuss the lesson plan with the large group. 57 YOU TRY IT: PLANNING ACCOMMODATIONS FOR A LESSON

58 FADING ACCOMMODATIONS

COLLABORATION IS A MUST. 59 “Coming together is a beginning, keeping together is progress, working together is success” Henry Ford

Florida Department of Education – BEESS Resource and Information Center – Teaching Resources for Florida ESE – Miami Dade County Public Schools – 60 STAY INFORMED

61

RESOURCES 62

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) 63 ADDITIONAL RESOURCES

Questions? Follow-up Activity on wikispace under course materials Workshop Evaluation Thank you for participating! 64 WORKSHOP WIND-UP

Katherine Jimenez (305) Carmen Molinaris (305)