Transcript Instructional Accommodations - Utah Personnel Development Center

Instructional Accommodations
Presented by City Academy Staff
Melissa Grieve
ELL Coordinator, English Teacher
Alex Nygaard
Educational Support Services Instructor
Deanna L. Taylor, M.S.
Director, Educational Support Services
What are accommodations?
“Accommodations are changes in the way
a student accesses learning, without
changing the actual standards a student is
working toward.”
~ Sandra J. Thompson, Ph.D., Research Associate, National
Center on Educational Outcomes, University of Minnesota
“A service or support that is provided to
help a student fully access the subject
matter and instruction as well as to
demonstrate what he or she knows.”
~ Nolet and McLaughlin (2000)
A
good
place
to
start:
Five essential steps for selecting,
administering, and evaluating
accommodations:
• Expect students to participate in assessments and
achieve grade-level academic content standards.
• Learn about accommodations for instruction and
assessment.
• Select accommodations for instruction and
assessment for individual students.
• Administer accommodations during instruction
and assessment.
• Evaluate and improve accommodation use.
Step 1: Expect Students to Participate
in Assessment
The law:
No Child Left Behind Act of 2001 (NCLB)
“… the participation in such assessment of all students
[Sec. 1111 (3) (C) (i)]. (The term “such assessments” refers
to a set of high-quality, yearly student academic
assessments.) The reasonable adaptations and
accommodations for students with disabilities—as
defined under Section 602(3) of the Individuals with
Disabilities Education Act—necessary to measure the
academic achievement of such students relative to state
academic content and state student academic
achievement standards [Sec. 1111 (3) (C) (ii)].”
Individuals with Disabilities Education
Improvement Act of 2004 (IDEA)
Section 300.347 on IEP content, IDEA – There should be:
“. . . a statement of the program modifications or supports for school
personnel that will be provided for the child –
• To advance appropriately toward attaining the annual goals;
• To participate in extracurricular and other nonacademic activities; and
• To be educated and participate with other children with disabilities
and nondisabled children in the activities described in this section.”
Section 300.342 of IDEA also states that the IEP must be in effect at
the beginning of each school year so that each teacher and provider is
informed of "the specific accommodations, modifications, and
supports that must be provided for the child in accordance with the
IEP.”
Section 504 – Americans with
Disabilities Act (ADA)
• “No otherwise qualified individual with a disability in
the United States... shall, solely by reason of her or his
disability, be excluded from participation in, be denied
the benefits of, or be subjected to discrimination under
any program or activity receiving Federal financial
assistance.” [34 C.F.R.§104]
• OCR views a "reasonable accommodation" to be one
that is "effective." Effectiveness of service is measured
by timeliness of delivery, accuracy of translation, and
provision in an appropriate manner and medium.
Utah Core State Standards
"Promoting a culture of high expectations for all students is a fundamental
goal of the Common Core State Standards. In order to participate with
success in the general curriculum, students with disabilities, as
appropriate, may be provided additional supports and services, such as:
• Instructional supports for learning - based on the principles of Universal
Design for Learning (UDL) - which foster student engagement by
presenting information in multiple ways and allowing for diverse avenues of
action and expression.
• Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) changes in materials or procedures - which do not change the standards but
allow students to learn within the framework of the Common Core.
• Assistive technology devices and services to ensure access to the general
education curriculum and the Common Core State Standards.
What the research says:
The jury is still out....mostly
• Most research to date is in assessment accommodations (cf. Tindal &
Fuchs, 1999) than in Instructional accommodations and assessment
(although research is increasing in the latter).
• Appropriate instructional accommodations (Elliott and Thurlow, 2000) and
a variety of instructional approaches must be used (Kame’enui and
Carnine, 1998).
• For students to be successful, school personnel must have the skills, the
knowledge, and the attitude to effectively carry out their responsibilities
toward teaching and learning (Joyce (1990).
• Accommodations must be based upon individual needs of each student as
there is no prescribed set of appropriate accommodations for all (Rogan
and Havir, 1993).
• Selected accommodations need to be aligned with and become a
consistent part of daily instruction. (not used for the first time on an
assessment). Accommodations on state assessments should be those
provided to students on a regular basis during classroom instruction
(SASA, 2002).
Evidence-based instruction
“An evidence-based best practice refers to an instructional
practice with a record of success that is both trustworthy and
valid. There is evidence that when this practice is used with a
particular group of children, the children can be expected to
make gains in reading achievement (International Reading
Association, 2002a, 2002b).
While we agree that there is no single best practice, we do
suggest that teachers remain abreast of the current research
so that they can judiciously select from evidence-based
instructional practices to meet he diverse needs of their
students.”
~(Best Practices in Literacy Instruction, ch. 1, Gambrell, Mally,
Mazzoni, 2011)
Step 2: Learn About Accommodations
for Instruction and Assessment
Description of Accommodation Categories
Accommodations are commonly categorized in
four ways:
•
•
•
•
presentation
response
setting
timing and scheduling
Selecting and Incorporating:
Step 3: Select Accommodations for
Instruction and Assessment for
Individual Students
Process for Selecting
Accommodations
• Step 1: Identify and evaluate the demands that
students are not meeting.
• Step 2: Identify the features of the materials or
process that need to be adapted to enable the
students to meet the demand.
• Step 3: Implement, evaluate, and adjust the
adaptation.
• Step 4: Fade the accommodations when possible
(source: Lenz and Schumaker, 2003).
Metacognative Annotations to
Improve Writing
• Step 1: My students with Asperger’s Syndrome do
not understand how to recognize what they are
thinking while they are reading.
• Step 2: Give these students a copy of the article
with thinking stems and lines in the margin where
I want them to think.
• Step 3: Evaluate depth of each annotation using a
rubric.
• Step 4: Move from giving them thinking stems
and lines to just lines to nothing.
• You try it!
Step 4: Administer Accommodations
During Instruction and Assessment
Outside Reading Book Projects
• Bloom’s Taxonomy with student choice built in
• knowledge, comprehension, application, analysis,
synthesis, and evaluation
• Phase out accommodation
• 1st and 2nd quarter all project options
• 3rd quarter application through evaluation project
options
• 4th quarter analysis and evaluation essay options
Book Projects
Teaching Essay Structure
• Color highlight another author’s essay as
reference sheet
• Color highlight her own rough draft essay
• Rewrite essay to match
Sample
Essay
Student Sample
Implementing and Supporting
What I do in the classroom
• Check in to class
• Know your students. Know strengths. Know IEP.
• Check in with student when appropriate
• Use open ended questions to gauge understanding.
“Do you understand?”
“Can you tell me what you’re working on?”
Opportunities for Accommodation
If a student is unable to get going you can:
• Rephrase instruction.
• Break instruction into steps. Give one at a time.
• Write steps on note card or white board for
student to refer to.
• Show the student an example of how it’s done.
• Have them help.
• Have them do.
• Offer space/time outside of classroom to work.
Identify the problem
“How can I help?”
“Where are you stuck?”
Accommodate accordingly
“Let’s read the instructions again together.”
(auditory, opportunity to rephrase)
“You think about how to best get started. I’ll be back in 3 minutes to see what
you’ve decided.”
(processing time)
“Let’s cover up everything but the first step and begin there.”
(one piece at a time)
“Would it help to grab a drink of water? Take a little break before we start.”
(de-escalation)
What I do outside of class
• Check in with student during study blocks, at lunch,
before and after school, etc.
• Know the student. Know strengths. Know IEP.
• From there:
Chunk assignment
Read Aloud/Rephrase
Graphic Organizers
Shorten Assignment
Change environment
• Teach/model/encourage self-advocating.
Sample:
Assignment: Memorize roots, create sample
sentences to show understanding, quiz to follow.
Previous Knowledge:
• The student is visually inclined, a talented photographer,
and an ELL with a SLD in reading and writing. She is easily
overwhelmed when required to demonstrate understanding
in writing.
Adapted Assignment:
• Use photos to create
slideshow of root words,
definitions, and sample
sentences. Present to
instructor, explaining photo
choices as related to roots
and vocabulary words.
Working With Teachers
• Build relationships
• Learn what works (or doesn’t) for them.
• Understand essential knowledge they’re aiming
toward.
• Approach teachers with solutions, not problems.
• You know the student. How does he/she learn?
Demonstrate understanding? Share insights so the
teacher is aware of accommodations being provided,
and is equipped to build them into the next lesson.
Sample:
Adaptations
• 30 math exercises of 4 different types on one sheet
overwhelmed and confused the student.
• I took away the sheet.
• We worked on a white-board on one problem at a time. We
did all of the problems requiring addition. Then moved on to
subtraction. Then multiplied. Then divided. (Jumping from
one operation to another to another also confused the
student, initially)
• I modeled the steps for each type of problem and left them in
view while he worked so he could refer back to them.
• The student got a break to draw or get a drink after each
cluster of problems was complete.
Keeping Track
Accommodations should be noted in the
student’s file and shared with the director.
Data is useful (and necessary) to see how the
student was served, to track what worked and
what didn’t, especially when reviewing and
revising IEP.
Sample Tracking
Step 5: Evaluate and Improve
Accommodation Use
Data,
Data,
and did I mention
Data? (!)
“How well you teach
=
How well they learn.”
- Anita Archer
Resources
•NCLB - Elementary and Secondary Education Act (ESEA) - http://www2.ed.gov/nclb/landing.html
•IDEA - http://idea.ed.gov
•Section 504 and FAPE - http://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
•Utah Assessment Participation and Accommodations Policy -http://schools.utah.gov/sars/Assessment.asp
•National Dissemination Center for Children with Disabilities (NICHCY)
Evidence for Education - http://nichcy.org/tags/evidence-for-education
Assessment and Accommodations - http://nichcy.org/research/ee/assessment-accommodations
•Instructional Accommodations
http://www2.ku.edu/~kucrl/cgi-bin/drupal/?q=instruction/instructional_accommodations
•RTI - http://www.updc.org/problem-solvingrti
•The Essential Educator - http://www.http://essentialeducator.org
•Council for Exceptional Children – http://www.cec.sped.org
•Thompson, Sandra J. Amanda B. Mores, Michael Sharpe, and Sharon Hall. "Accommodations
Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students
with Disabilities, " 2nd Edition, Council for Chief State School Officers, 2005 http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf
•National Center for Universal Design for Learning - http://www.udlcenter.org/aboutudl/udlguidelines
•Pre-Referral Intervention Manual, 3rd edition McCarney &Wunderlich, edited by House, Hawthorne
Educaitonal Services, Inc