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Accommodations Policies and Training: What Do We Know So Far?. Laurene Christensen NCEO Teleconference September 29, 2008. CCSSO Accommodations Manual. Published in 2005 Developed in collaboration with ASES SCASS
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Accommodations Policies and Training: What Do We Know So Far? Laurene Christensen NCEO Teleconference September 29, 2008
CCSSO Accommodations Manual • Published in 2005 • Developed in collaboration with ASES SCASS • Presents a 5-step process for making decisions about accommodations for instruction and assessment • Customizable for each state’s needs National Center on Educational Outcomes (NCEO)
How have states adapted the CCSSO Manual? Examples: Minnesota Washington
Minnesota Accommodations Manual • Minnesota theme • Complements the Minnesota Procedures Manual • Updated content • Inclusion of ELLs with disabilities • Updated definitions of accommodations • Increased focus on test validity • Updated tools
Decision Framework forAssessment Accommodations STEP 3 National Center on Educational Outcomes (NCEO)
Tool 3.1 Page 54 National Center on Educational Outcomes (NCEO)
MN Training Model • Train the trainer model • In 2008, roughly 220 people participated in the training • Used both in-person and teleconference formats for training • Included updated training manual, which has multiple-format activities and evaluation forms to be used in districts
Washington Accommodations Manual • CCSSO decision-making process embedded in manual • WA policies included in manual • Concrete examples to assist decision-makers • Designed with pull-out sections
Washington Accommodations Review Process • Requests for unique accommodations are made to the state • Requests are recorded and reviewed each year by a team • Changes are reflected in subsequent years
Washington Training Model • WA trains a core group of 12 trainers at the state level; core group is updated yearly • This group then brings training to the district level • Special education directors are trained using a similar model
Future Directions in Accommodations Manuals and Trainings • Continuing to provide information on accommodations policies and decision-making on an as needed, on demand basis • Making sure of the integrity of the information as it reaches its intended audience • Focusing on sound policies and decision-making as a basis for maintaining validity of the assessment • Maintaining accurate records of training and decision-making processes at the local level • Studying the effects of training on decision-making and on student outcomes