Accommodations in the Classroom
Today we will....
Define Accommodations
What do they look like?
How do I implement them?
Examine the Triangle
Practice!
UPDATE!
Modifications are here to stay.
STAAR A is coming our way.
Accommodations are a click away.
STAAR A
What we think we know:
• Computer based assessment
• Embedded accommodations
• Simplified language of some test questions
• Simplified versions of individual words
• Preview text for reading passages (OA allowed)
• Math and science formula support
• Clarification of charts and graphs
• Computer-based oral administration
• Tools including:
- Highlighter
- Ruler
- Graph paper
- Contrast and background options
Simulate these accommodations:
- A free website
- Simplifies instructions
- Simplifies individual words
2. WordTalk
- A free plug-in for Windows
- Oral administration to preview reading passages
- Computer-based oral administration
3. Read & Write for Google
- A free web app
- Picture dictionary
- Word prediction
- Highlighters
- Contrast Options
Universal Design for Learning
A STUDENT DOES NOT HAVE TO RECEIVE SPECIAL EDUCATION SERVICES TO BENEFIT FROM DIFFERENTIATION!
Accommodations Change....Everything!
Other Ways to Accommodate
A note about accommodations...
Testing vs. Classroom Use
In ARD, we make sure to document the accommodations that students need for the STAAR tests.
BUT…we don’t always include the accommodations that allow for success in the classroom. Success in the classroom means more success on the test, whether or not the accommodation is allowable on the test.
We Accommodate Everyday!
Consider….
• Jenny comes in crying. You give her some extra time to get started.
• Julian broke his glasses during PE. He can use a magnifying device until he gets a new pair of glasses.
• Terry and Alex just broke up. One of them will need to have preferential seating until emotions are more calm.
• Yazmin slammed her fingers in her locker door. A copy of class notes will be provided for her today.
Speaking of "Every Day"
In order for an accommodation to be used on the STAAR test, the student should use it regularly and independently in the classroom.
Once upon a time....
"Type 1 Accommodations" are now available to everyone.
Even more accommodations-for-everyone were added. They are called OPTIONAL TESTING PROCEDURES AND MATERIALS. ( or OTPAM's) Here they are:
Preferential Seating
Special Lighting Conditions
Signed Administration
Read Aloud to Self
Use of Scratch Paper
Use of Other Work/Writing Space
Reminders to Stay on Task
Minimize Distractions
Colored Overlays, Colored Pencils, Highlighters
Also...
blank place markers, magnifying devices, individual/small group testing, and reading assistance for 3rd grade math.
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• paperclips or adhesive notes used to divide test into sections
• more-frequent or less-frequent reminders of time left to test than required
• structured reminders that are part of a behavior plan
• personal timer or clock set to remind a student to move on to the next question, page, or section
• index cards that have handwritten or color-coded reminders to continue working
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• frequency-modulated (FM) system
• speakers
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• closed-circuit television (CCTV)
• document camera
• LCD projector (for tests administered online)
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• turning test booklet pages per student directions
• positioning the ruler per student directions
• using the mouse to navigate an online administration per student directions
• operating technology per student directions
• highlighting per student directions
• positioning mathematics manipulatives per student directions
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• read parts of the test questions and/or answer choices at student request
• read all test questions and answer choices throughout the test
*not available on all tests
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ONLY:
• frequently misspelled word list (e.g., student-made, teacher-made, commercially produced)
• spell check function on a word processor
• pocket spellchecker
• word-prediction software
• text-to-speech software or
• speech-to-text software
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ONLY:
• real or play money (both heads and tails)
• clocks (with or without numbers shown on clock face)
• base-ten blocks
• various types of counters
• plain algebra tiles
• fraction pieces (may be labeled but not with equivalents)
• plain geometric figures (2D or 3D, not both)
• translucent (tracing) paper
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Only:
• four-function calculator
• scientific calculator
• graphing calculator
• large-key calculator
• abacus or Cranmer modified abacus
• audio-graphing calculator
• speech-output calculator
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• student writes, circles, or points to responses in the test booklet for multiple-choice and/or griddable questions
• student dictates or signs responses for multiple-choice questions, griddable questions, and/or short-answer reading questions
• student writes responses on scratch paper or another workspace or types responses on a word processor for multiple-choice questions, griddable questions, short-answer reading questions, and/or the writing prompts.
• student uses speech-to-text software to indicate responses for multiple-choice questions, griddable questions, short-answer reading questions, and/or the writing prompts.
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• standard/general dictionary in English (or Spanish for Spanish-version tests)
• dictionary/thesaurus combination
• electronic dictionary (e.g., handheld electronic dictionary, speaking dictionary with headphones)
• bilingual dictionary (word-to-word translations; no definitions or examples)
• ESL dictionary (definition of an English word using simplified English)
• picture dictionary
• sign language dictionary
>>>>>>>>
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• mnemonic devices
• blank graphic organizers
• math charts
• math graphics (e.g. pictorial models of fractions or shapes)
• grammar and mechanics rules (no examples)
• science graphics of concepts or relationships
• social studies graphics including blank maps and timelines
The Real World
In the real world...
Accommodation Ideas
Modification Ideas
Let's Talk About It!
Go to student.infuselearning.com
Enter room # 60616
Enter your name (feel free to use a pseudonym).
Text your answers to the following scenarios.
Arthur
Arthur is a student with autism. When the classroom gets noisy, he gets very agitated. He has a stress ball that he uses to soothe himself, and it works—but he is unable to write at the same time.
The teacher believes that kids learn best when they are discussing their thought processes. Independent practice happens in groups much of the time.
Beulah
Beulah is a 7th grade student who has a learning disability in written expression and reading comprehension. She is a hard worker and always strives for her personal best; it just takes longer for her to achieve quality work.
Beulah is failing science because of the incomplete assignments that are due at the end of each class.
Carson
Carson is visually impaired. When wearing glasses, he can read the large print handouts the teachers give him so he can follow along with what is being projected or written on the whiteboard. Carson has an audio version of his World Geography text, and he has even begun reading Braille a little, anticipating that his vision will continue to deteriorate.
Carson’s history teacher wanted to do a Gallery Walk to have the students make inferences about a culture based on artifacts. She had wanted to use art, relics found during archaeological digs, historical documents, and other things.
Delaney
Delaney is a student receiving special education services. She often asks for the directions to be read to her several times, even if it is an assignment similar to what she’s completed before. Reading her FIE, her math teacher learned that Delaney struggles with memory retrieval.
This week the class is reviewing equivalent fractions a final time before the test on Friday.
Franklin
Franklin receives special education services for a cognitive disability. He attends resource classes for language arts and math. The inclusion teacher is very helpful with getting Franklin to attempt all assignments in the general education science class, and they celebrate his positive attitude and small successes.
The students are going to complete a lab in small groups. Ms. Traynor knows that every group will complain about having Franklin with them. They say that he’s not able to do his share of the work.
Gary
Gary is deaf. He relies heavily on his interpreter during his Pre-AP English class. Even though he pays careful attention and asks lots of questions for clarification, he suspects that he still misses some information.
Mr. Toohey is planning on having the students identify some rhetorical devices in famous speeches. To generate interest, they will begin with a video of Dr. Martin Luther King, Jr.’s “I Have a Dream.”
Hester
Hester’s accommodations include “assistance with note-taking.” She reported to her teacher on the first day of class that all her other teachers give her copies of class notes. It seems to be working; the teacher noted that Hester received A’s and B’s in all her classes the year before.
During the lessons, while the other students are following along and taking notes, Hester is texting on her phone, distracting her classmates, or sleeping.
Isabel
Despite some deficits in executive functioning, Isabel has made some progress in learning English. She’s very proud of her hard work. When the teacher gives her an in-class assignment, Isabel gives it her best effort, and always completes it.
Every student is expected to participate in the science fair, which will require a longer project with many steps. Task analysis and following a timeline are hard for those with limitations in executive functioning.