Transcript Form L-15
ACCOMMODATING ACCOMMODATIONS A bridge to the future for GED candidates with learning disabilities and/or ADHD. GEDTS ©Kathleen Ross-Kidder, Ph.D. Today’s Agenda: LD/ADHD Research &Accommodations Welcome! Overview Brief Introduction: – research – policy development – Form L-15 – model – resources GED PILOT RESEARCH Documentation-1994-5 Requests for accommodations less that 1%. 1996-1997 total requests 7,131 28% increase in 1997 Ohio tripled requests for SLD Virginia doubled. Only 30% of requests in 1994 had documentation of potential to pass GED. Less that 10% had measures of educational achievement. 250 200 150 3-D Column 1 100 50 0 Subje cts VIQ Educa tional WAIS-R (1994-1995) Full Scale IQ 88.91 Verbal IQ 86.80 Performance IQ 92.87 WAIS-R Full Scale IQ 88.10 Verbal IQ 88.45 Performance IQ 90.77 (1996-7) Gender Differences FSIQ VIQ PIQ 86.11 84.25 92.73 Females 90.11 88.35 92.96 p.< .62 .83 Males .67 Correlations with passing GED FSIQ .000 VIQ .0001 PIQ .0001 VIQ-PIQ Difference .27 Current Research WAIS-R-III Factor Scores WAIS-R,III - Academic Achievement Accommodations- Success on GED Evaluation of training session-pre/post training of state administrators GED NORMS Pass rate set such that 67% of current high school seniors can be expected to pass. Low average potential to above would be predicted to pass. IQ predict-=correlations p.<0001 Data base Overall potential Significant differences using standard scores VIQ-PIQ subtests scores factor scores IQ-Achievement Model-GED pass rate Comparison of verbal subtests 10 8 6 4 2 0 Informat ion Digit Span Vocabul ary Arithmet ic Compre hension Similarit ies Information Digit Span Vocabulary Arithmetic Comprehension Similarities 7.16 8.00 7.22 6.70 9.55 8.35 Nonverbal Subtests 9.5 9 8.5 8 7.5 7 Picture Complet ion Picture Arrange ment Block Design Object Assemb ly Digit Symbol Picture Completion Picture Arrangement Block Design Object Assembly Digit Symbol 9.38 8.44 8.06 7.98 7.36 Introducing Form L-15: define policy define program preview video: Accommodating Accommodations! Legal Issues ADA, 504, IDEA Potential to do task Documented disability Significantly negatively impacts on one of life’s major activities least restrictive FORM-L-15: Form to request accommodations for LD and/or ADHD Basic Information: Names, center, etc Documentation – – – – qualifications of professionals measurement of potential measurement of information processing measurement of current achievement Accommodations requested Policy Formation Timeline 1990, ADA Requests begin 1996, Introduction 1996, Fall symposium of experts 1997, GED request clarity and policy 1997 Maryland National Panel Timeline Policy presented at NASSLN Review by Departments of Justice and Education for guidance. Legal review Addition of Neil Sturomski, Educational specialist, January 1998. Mini Pilot Training, 1 day: March, 1998 Training begins: September, 1998 Assessment experts review July 11,1998. Advocacy experts review July 17, 1998. State administrators training sessions & certification. TRAINING SESSIONS Definition Legal Issues Learning Disability/ADHD Form L-15 Discrepancy model Appropriate accommodations Resourcing! Accommodations Policy Clear and transparent as possible! Consistent! Encourage outreach! Bridges to the future! Research supported Educational (IDEA) Definition Average to above average intellectual potential (GED broadly defines as 70 or above. Information processing dysfunction Significant discrepancy in academic achievement that is due to information processing dysfunction Not primarily due to emotional or cultural factors. Form L-15 to receive accommodations THE SCREENING MODEL: LEVEL 1 Information Processing VIQ-PIQ= 8 or more Significant factor discrepancy •Bannatyne •ACID Intellectual Potential IQ= 70 or above? Academic Achievement Academic achievement significantly below IQ= 15 points or more? FORM L-15 Process: Level 1 candidate advocate/teacher/chief administrator psychologist state administrator educational specialist Steps in completing Get Form L-15 Gather needed information from psychologists, psychiatrists and/or educators. Present completed Form L-15 to advocate or GED center administrator. Form is forwarded to GED state administrator who approves or not approves. Level 1 THE MODEL:SUMMARY • approval • more information • nonapproval Completed Form L-15 Chief examiner State administrator Level 2 GED Expert Clinical Review Process: Level 2:Expert Level 3: Appeals Panel Clinical Review THE REVIEW MODEL: LEVEL 3 Panel Appeal Clinical Review • • • • Questions about documentation Candidate’s request for further review Questions about IQ below 70 Legal challenge to nonapproval GEDTS Washington, D.C. Form L-15 and case history from file The Model INTELLECTUAL POTENTIAL INFORMATION PROCESSING DYSFUNCTION Verbal IQ-Performance IQ=+8? Factor Scores: Bannatyne ACID IQ above 70? SIGNIFICANT ACADEMIC DISCREPANCY IQ-Achievement =15 To review: The process the candidate advocate certified professional state administrator GED clinical review Level 4:Review/Advisory Board Summary Policy Model Form Training Model Review panel Advisory Board Research Where to get more information GED Homepage: http://gwis2.circ.gwu.edu/~kkid/gedhome.htm Accommodations in Higher Education Under the American with Disabilities Act(ADA) edited by Gordon & Keiser, 1998. Training sessions!