ACCOMMODATIONS Using Accommodations for Instruction and Assessment in the classroom

Definition Accommodations: – Level the playing field – Provide equal access – Instruction – Assessment Expectation: Students with disabilities can achieve grade level academic content standards – Guaranteeing access, not success

Instructional & Assessment During Class: – Extended Time – Read Aloud – Preferential Seating – Use of laptop – Use of calculator – Study Guides – Graphic Organizers During Testing: – Extended Time – Multiple Test Sessions – Test Read Aloud – Separate Setting

Assignments & Homework Identify key learning goals for assignment Provide scaffolding – Separate form and content Offer multiple alternatives when possible – E.g., A presentation instead of an essay Make the assignment piece-wise – Require some pieces to be completed – Optional to complete other pieces

Tests & Quizzes Exams test students’ mastery of applying their knowledge in a limited time period Time limits negatively impact many disabilities – Learning disabilities – Anxiety disorders – Sensory difficulties Time limits impact non-disabled students too

Alternatives for Testing Expand time limits for all students – Take home tests Offer alternatives to tests – Projects, reports, etc. Let students decide between exam options

Quantity Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of terms a learner must learn at any one time. Instead of doing “all”, do “odds” or “evens”, or “first five”…

Time Adapt the time allotted and allowed for learning or task completion For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.

Level of Support Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors…

Input Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson

Output Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use laptop, use a communication book for some students, allow students to show knowledge with hands on materials or projects.

Participation Adapt the extent to which a learner is actively involved in the task. For example: A student who has difficulty presenting in front of a class could be given the option of presenting to just the teacher.

Difficulty Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.

Alternate Goals Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: Expect a student to be able to locate the states on a map, while other students learn to locate each state and name each capital.

Substitute Curriculum Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a math test, a student is working on an alternate activity.

STUDENT PARTICIPATION IN ASSESSMENTS The participation of students with disabilities in assessments is required by the following federal and state laws: – No Child Left Behind (NCLB) – Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

ASSESSMENT Accommodations Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations. Assessment Accommodations: – Presentation – Response – Setting – Timing/scheduling

PRESENTATION Accommodations Allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are: – auditory, – multi-sensory, – tactile, – visual.

RESPONSE Accommodations Allow students to complete assignments, tests, and activities in different ways Allow students to solve or organize problems using some type of assistive device or organizer. – Dictation to scribe – Use of a word processor – Guided Notes – Graphic Organizer

SETTING Accommodations Change the location in which a test or assignment is given Change the conditions of the assessment setting. – Separate Setting – 1:1 testing

TIMING / SCHEDULING Accommodations Increase the allowable length of time to complete a test or assignment Change the way the time is organized. – Extended Time – Multiple Test Sessions – Breaks during testing

MODIFICATIONS Changing, lowering, or reducing learning or assessment expectations May result in implications that could adversely affect a student throughout that individual’s educational career Examples include – Requiring a student to learn less material – Revising assignments or tests to make them easier

LOGISTICS Accommodations during instruction Logistics of providing the accommodations must be mapped out Request Read-Aloud – 48 hours in advance Prepare for the implementation of accommodations prior to, on, and after day of assessment.

PRIOR TO DAY OF ASSESSMENT Prepare accommodations monitoring form (required by State of North Carolina) Where will a student with “extended time” accommodation continue assessment? – Lunch, After School, Next class period? How will you accommodate students with “read aloud” accommodation? – As needed or entire test?

Jot down five words which bring back your experiences from today. These may be content connections, feelings, recollections, or descriptors. Choose your best three and share them with your group. As a group, choose one word which captures the essence of today and be ready to share it.