New Hampshire Leadership Training

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New HampshireLeadership Training

• Meeting the Needs of All Students in Statewide
  Accountability
• Especially English Language Learners and Students
  with Disabilities

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Meeting the Needs of All Students in Statewide
Accountability Especially English Language
Learners and Students with Disabilities

• What do teachers of students with disabilities
  need to know about the GLEs?
• How does Universal Design provide access for
  students with disabilities?
• How does using assessment accommodations and
  modifications provide accessibility for all
  students especially English language learners and
  students with disabilities?

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Our Purpose is too

• Increase understanding of federal regulations
  regarding assessment and students with
  disabilities.
• Increase understanding of instructional and
  assessment accommodations for all students
• Increase familiarity with NH Table of Standard
  Test Accommodations

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Why?

• Including students with disabilities in the
  general accountability program is a key vehicle
  for including students with disabilities in all
  facets of the general school system.
  (Twentieth
  Annual Report, 1998, p. I-30)

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TRUTH

• One reason for including students
• with disabilities in the accountability
• system is that it gives us a more
• accurate picture of the status of
• education.

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MYTH

• It is unfair to students with disabilities
• to require them to participate in
• district and state assessments.

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Who are we talking about?
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IDEA 97

• 300.26 Special Education.
• Specially-designed instruction means adapting, as
  appropriate to the needs of an eligible child
  under this part, the content, methodology, or
  delivery of instruction
• (b) (3) (i) To address the unique needs of the
  child that result from the child's disability
  and
• (b) (3) (ii) To ensure access of the child to the
  general curriculum, so that he or she can meet
  the educational standards within the jurisdiction
  of the public agency that apply to all children.

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TRUTH

• In New Hampshire, any
• accommodation (s) utilized by a student
  with an educational disability on the state
  assessment, must also be an accommodation that is
  explicitly identified within the students IEP.

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IDEA 97

• 300.347 Content of IEP.
• (i) A statement of any individual modifications
  in the administration of State or district-wide
  assessments of student achievement that are
  needed in order for the child to participate in
  the assessment and

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IDEA 97

• 300.347 Content of IEP.
• (ii) If the IEP team determines that the child
  will not participate in a particular State or
  district-wide assessment of student achievement
  (or part of an assessment), a statement of
• (A) Why that assessment is not appropriate for
  the child and
• (B) How the child will be assessed

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IDEA 97

• The State must have 300.138 Participation in
  assessments.
• on file with the Secretary information to
  demonstrate that
• (a) Children with disabilities are included in
  general State and district-wide assessment
  programs, with appropriate accommodations and
  modifications in administration, if necessary
• (b) As appropriate, the State or LEA -
• (1) Develops guidelines for the participation of
  children with disabilities in alternate
  assessments for those children who cannot
  participate in State and district-wide assessment
  programs
• (Authority 20 U.S.C. 1412(a)(17)(A))

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TRUTH

• In New Hampshire there is an
• approved set of assessment accommodations
  for the statewide assessment, (NHEIAP).

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MYTH

• In New Hampshire, only students who
• have a documented educational disability are
  eligible to utilize assessment accommodation on
  the state assessment.

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MYTH

• A well established accountability
• system is one where all students take the
  same test.

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NCLB

• Sec. 200.6 Inclusion of all students. A
  State's academic assessment system required under
  Sec. 200.2 must provide for the participation of
  all students in the grades assessed. (a)
  Students eligible under IDEA and Section 504.
• Appropriate accommodations. A State's academic
  assessment system must provide--
• (i) For each student with disabilities, as
  defined under section 602(3) of the IDEA,
  appropriate accommodations that each student's
  IEP team determines are necessary to measure the
  academic achievement of the student relative to
  the State's academic content and achievement
  standards for the grade in which the student is
  enrolled, consistent with Sec. 200.1(b)(2),
  (b)(3), and (c) and
• Alternate assessment.
• (i) The State's academic assessment system must
  provide for one or more alternate assessments for
  a student with disabilities as defined under
  section 602(3) of the IDEA who the student's IEP
  team determines cannot participate in all or part
  of the State assessments under paragraph (a)(1)
  of this section, even with appropriate
  accommodations.

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Universal Design for Learning

• The underlying premise of universal design is
  that products and environments should be usable
  by the largest number of people possible without
  the need for additional modifications beyond
  those incorporated in the original design. When
  additional adaptations are needed, they should be
  easily and unobtrusively accommodated by the
  original design.
• 
  Accessing the
  curriculum p. 89

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Even with a Universally Designed Assessment,
there is a need for accommodations
modifications?

• Without accommodations and modifications, an
  assessment may inaccurately measure what these
  students know and are able to do.
• Without accommodations and modifications, an
  assessment will reflect the disability rather
  than the students knowledge and skills.

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• TRUTH

• The purpose of accommodations is to avoid
• measuring the students disability.

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Accommodations

• A service or support that is provided to help a
  student fully access the subject matter and
  instruction as well as to validly demonstrate
  what he or she knows. An accommodation does not
  change the content of instruction nor the
  performance expectations.
• Accessing the General Curriculum, Nolet
  McLaughlin, 2000

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Accommodations

• Less items on a page
• Large print format
• Braille
• Sign language interpreter
• Test administered individually
• Directions read to a student
• Directions clarified

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Modifications

• A curriculum modification is made when a student
  either is taught something different from the
  rest of the class or is taught the same
  information but at a different level of
  complexity. Accessing the
  General Curriculum, Nolet McLaughlin, 2000

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Modifications

• Student gives poster presentation while other
  students write essay
• Student identifies fractions using manipulatives
  while other students are adding and subtracting
  fractions
• Student participates in alternate assessment

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TRUTH

• There is a difference between
• accommodations and modifications.

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In New Hampshire students with disabilities
participate in assessment in the following ways

• Some participate without accommodations
• Most participate with accommodations
• A few participate in an alternate assessment

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Assessment Continuum
Assessment with Accommodation Assessment without
accommodation Alternate assessment (n325)
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Types of Assessment Accommodations Utilized in NH
are Categorized as follows

• Scheduling Timing (A.1-3)
• Setting (B1-10)
• Format Equipment (C.1-12)
• Administration Response (D.1-11)
• Other (E.1)

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Scheduling Timing

• Time of day that is best for the student
• Short periods
• Frequent breaks
• At the judgment of the test administrator

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Setting

• In a small group
• Individually
• Study carrel
• Teacher seated in front of student
• Teacher seated next to student
• In students home

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Format Equipment

• Magnification equipment
• Reading window
• Pencil grip
• Word processor (IEP only)
• Calculator (IEP only)
• Multiplication chart (IEP only)
• Non-electronic dictionary (IEP only)

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Administration Response

• Directions repeated/clarified
• Text read to student (mathematics)
• Dictation/scribe

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Other (E.1)

• Any accommodation that is not included in
  Categories A,B,C or D

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Other Accommodations (E.1)

• Must be approved by Department of Education
• Might impact student scores

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Other Considerations

• Motivational accommodations
• Test preparation

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MYTH

• Out-of-level testing is an appropriate
  accommodation for students with mental
  retardation in accountability assessments.

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• TRUTH

• Most instructional accommodations should also be
  used during assessments.

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Alternate Assessment

• For students unable to participate in general
  state or district assessments.
• Intended for students with significant cognitive
  disabilities.

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Research

• Limited body of research
• Positive effect
• extended time
• oral presentation
• computer administration

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• MYTH

• Research findings are now available
• that define which accommodations
• invalidate test scores.

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• TRUTH

• The most controversial accommodations fall within
  the areas of timing, scheduling, and response
  accommodations.

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How to choose?

• Who makes these decisions?
• Base on student needs, not on allowable
  accommodations
• Unintended consequences of state accommodations

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How to prepare students?

• If appropriate, use accommodations in class first
• Teach student how to use accommodations and allow
  them time to practice on test
• Discuss with students prior to test

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Resources

• National Center on Educational Outcomes
  http//education.umn.edu/nceo/
• Thurlow, M., Elliott, J., Yssldyke, J. (1998).
  Testing students with disabilities Practical
  strategies for complying with district and state
  requirements. Thousand Oaks, Corwin Press.
• National Center on Educational Outcomes. (2002).
  A Summery of Research on the effects of Test
  Accommodations 1999 through 2001.
• Sireci, S., Li, S., Scarpati, S. (unpublished).
  The effects of test accommodation on test
  performance A review of the literature.
• Fuchs, L., Fuchs, D. (unpublished)
  Accountability and assessment in the 21st
  century for students with learning disabilities.
• http//ideapractices.org