Spinelli Chapter 4accountability, accommodations and

alternate assessment

Discuss history and recent changes regarding students in accountability testing

Explain reasons for providing accommodations Identify factors to determine if accommodations

will be made Describe the role of the IEP team in the

documentation of accommodations Identify modifications that can be used during

standardized accountability testing Identify the conditions necessary for a student to

qualify for alternate assessment Define criteria for developing alternate

assessment

Objectives

IDEA-2004◦ All students have access to challenging standards◦ Accountability for performance

Intent -Help students reach for and meet higher goals with accommodations and modifications if necessary -Report student progress -Accountability on student progress

Section 1-IDEA

• Accurate picture of educational system

Obtain information on performance

Ensure reliability of data

Eliminate improper placement

Meet legal requirements

Promote high expectations

Reform Movement

Core Curriculum Standards

Content Standards Performance Standards

Reading Writing Math Science Social Studies

Knowledge and skill level

Shift in focus State-schools following laws Schools-student performance Teachers-class scores Students-grades Schools/Districts-data

Section 2-Accountability

Accommodations

◦ Strategies and environment adapted for students

◦ In place well before testing

◦ Help students reach goals

Section 3-Testing Accommodations and Modifications

Setting◦ Comfortable and familiar

Timing◦ More time

Scheduling◦ Different day and time

Presentation◦ format

Response◦ Use of assistive technology

Categories of Accommodations

Changes to program or curriculum

Only used when needed

Taking only part of a test

Alternative assessment

Modifications

Method of measurement Developed by SEA or LEA

Who takes alternative assessments?◦ Autism◦ Severe learning disabilities◦ Developmental delays◦ 1-2% of population

Participation is determined by IEP team

Section 4-Alternative Assessments

Life skills

Daily functioning

Functional literacy

Communication

Personal management skills

Leisure-recreational skills

Vocational skills

Personal and social adjustment

Domestic skills

Motor skills

Physical health skills

Special Diploma

Advisory group

Define the purpose

Identify common core of learning

Develop participation guidelines

Decide how to measure performance

Determine results

Determine how to integrate results

Developing Alternate Assessments

Observation

Interview/Checklist

Record reviews

Tests

Measurement Procedures

What are the 5 types/categories of accommodations? Give an example for each category.

Why do we provide accommodations for students?

What types of skills are assessed for students who are receiving a special diploma?

Questions