Accountability, accommodations and alternate assessment.
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Transcript of Accountability, accommodations and alternate assessment.
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