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Effective Decision Making Accommodations
andModifications
Tools to Tune the HSGQE Assessment Process
Prepared by dept. of Education & Early DevelopmentAssessment and Accountability Unit
September 2005
Prepared by the Dept. of Education & Early DevelopmentAssessment 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 DevelopmentAssessment 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 DevelopmentAssessment 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 DevelopmentAssessment and Accountability Unit
September 2005
Have you visited the assessment website?
Available resources for teachers
Prepared by the Dept. of Education & Early DevelopmentAssessment 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 DevelopmentAssessment 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 DevelopmentAssessment and Accountability Unit
September 2005
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…”
Direct Link
Prepared by the Dept. of Education & Early DevelopmentAssessment and Accountability Unit
September 2005
“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…”
Guidance
Prepared by the Dept. of Education & Early DevelopmentAssessment 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 DevelopmentAssessment 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 DevelopmentAssessment 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 DevelopmentAssessment 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 [email protected]
• May Palomo, Assessment Clerk, 907-465-2900 [email protected]
Prepared by the Dept. of Education & Early DevelopmentAssessment and Accountability Unit
September 2005
