Effective Decision Making Accommodations and Modifications

							      Effective Decision Making
                  Accommodations
                               and
                     Modifications


Tools to Tune
the HSGQE Assessment Process


                          Prepared by dept. of Education & Early Development
                                          Assessment and Accountability Unit
                                                              September 2005
What is our understanding…
 “Effective decision-making about appropriate accommodations begins with
 making good instructional decisions. In turn, making good instructional
 decisions is facilitated by gathering and reviewing good information about the
 student’s present level of performance in relation to local and state academic
 standards. In essence, the process of making decisions about
 accommodations is one in which members of the IEP team attempt to “level
 the playing field,” so that students with disabilities can participate in the
 general education curriculum. IEP meetings that simply engage people in
 checking boxes on state or local compliance documents are not conducive to
 sound decision making practices, nor do they advance equal opportunities for
 students to participate in general education curriculum.” CCSSO 2004


                                                       Prepared by the Dept. of Education & Early Development
                                                                           Assessment and Accountability Unit
                                                                                               September 2005
        …making good instructional decisions is facilitated
        by gathering and reviewing good information…

• Think of a student with disabilities who has met
  proficiency on the HSGQE. What leveled the playing
  field?
• Can we ask the student what makes a difference in
  regular instruction?
• Is everyone on the IEP team aware of the purpose or
  constructs of the HSGQE?
• Is everyone familiar with Alaska Standards?


                                          Prepared by the Dept. of Education & Early Development
                                                              Assessment and Accountability Unit
                                                                                  September 2005
Is everyone on the IEP team aware of the
purpose or constructs of the HSGQE?




                            Prepared by the Dept. of Education & Early Development
                                                Assessment and Accountability Unit
                                                                    September 2005
      Have you visited the assessment website?




Available
resources for
teachers
                                     Prepared by the Dept. of Education & Early Development
                                                         Assessment and Accountability Unit
                                                                             September 2005
Alaska Standards
“The Performance
Standards /Grade Level
Expectations are
intended to provide a
road map for the
development of
assessment items as
well as the basis upon
which school districts
refine, align, and
develop curricula.”

        Prepared by the Dept. of Education & Early Development
                            Assessment and Accountability Unit
                                                September 2005
    …the process of making decisions about accommodations
    is one in which members of the IEP team attempt to “level
    the playing field,” so that students with disabilities can
    participate in the general education curriculum.
• There should be a direct link between what happens in the
  classroom and what happens during assessment.
   – Accommodations should not be introduced for the first time during an
     assessment.
   – Classroom observation can assist in making decisions for assessment.
• Guidance for making decisions for assessment is available.
   – Testing Students with Disabilities: Practical Strategies for Complying with
     District and State Requirements. Thurlow, Martha L., Elliot, Ysseldyke
   – 2005 Participation Guidelines page 16

                                                          Prepared by the Dept. of Education & Early Development
                                                                              Assessment and Accountability Unit
                                                                                                  September 2005
             Direct Link
Overview
“This book is intended to provide
you with helpful information
about including students with
disabilities in district and state
assessment systems. We provide
practical strategies for ensuring
that this inclusion is meaningful
for the system and for the student.
We include in this book a variety
of forms and checklists you can
use…”
                                      Prepared by the Dept. of Education & Early Development
                                                          Assessment and Accountability Unit
                                                                              September 2005
         Guidance

“This booklet explains the
assessment options
available to a student with
a disability and the
decisions that must be
made by the student’s
Individualized Education
Program (IEP) or section
504 team…”



                              Prepared by the Dept. of Education & Early Development
                                                  Assessment and Accountability Unit
                                                                      September 2005
                …Level the playing field
• Students with disabilities can participate in the general
  education curriculum.

   – Definition applies to the Modified HSGQE
       • What modifications will make it possible for a student to participate in
         the assessment and level the playing field?




                                                            Prepared by the Dept. of Education & Early Development
                                                                                Assessment and Accountability Unit
                                                                                                    September 2005
…IEP meetings that simply engage people in checking boxes
on state or local compliance documents are not conducive to
sound decision making practices…

                                                     Direct Link?
                                                     Individualized?
                                                     Level?




                                       Prepared by the Dept. of Education & Early Development
                                                           Assessment and Accountability Unit
                                                                               September 2005
   Summary
• “The tendency may be to recommend the use of a
  variety of accommodations, with the assumption that
  ‘the more accommodations, the better’.
• The ultimate effectiveness of the use of an
  accommodation depends on a student’s familiarity and
  opportunity to practice using it in everyday life – in the
  classroom, at home, and in the community.” CCSSO
  2004

                                          Prepared by the Dept. of Education & Early Development
                                                              Assessment and Accountability Unit
                                                                                  September 2005
State support is available
 • Department’s assessment website:
   http://www.eed.state.ak.us/tls/assessment/
 • Janet Valentour, Alternative Assessment
   Program Manager, 907-465-8431
   janet_valentour@eed.state.ak.us
 • May Palomo, Assessment Clerk, 907-465-2900
   may_palomo@eed.state.ak.us

                                Prepared by the Dept. of Education & Early Development
                                                    Assessment and Accountability Unit
                                                                        September 2005
Prepared by the Dept. of Education & Early Development
                    Assessment and Accountability Unit
                                        September 2005