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ACTIVITIES THAT WORK: SELECTING ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT

ACTIVITIES THAT WORK: SELECTING ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT. Laurene Christensen and Martha Thurlow National Center on Educational Outcomes April 4, 2009. Overview of Presentation. Background of Accommodations Decision-Making Activity 1 Activity 2

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ACTIVITIES THAT WORK: SELECTING ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT

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  1. ACTIVITIES THAT WORK: SELECTING ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT Laurene Christensen and Martha Thurlow National Center on Educational Outcomes April 4, 2009

  2. Overview of Presentation • Background of Accommodations Decision-Making • Activity 1 • Activity 2 • Questions and Discussion

  3. Activities for Accommodations Decision-Making

  4. Accommodations Decision-Making 5 Step Process 1. Expect students with disabilities to achieve grade-level academic content standards 2. Learn about accommodations for instruction 3. Make decisions about assessment accommodations 4. Administer accommodations during instruction and assessment 5. Evaluate and improve accommodations use

  5. Why Do Activities for Accommodations Decision-Making?

  6. Who should participate in these activities? • IEP Team Members • Special Education Teachers • General Education Teachers • Test Coordinators • Administrators • School counselors • Parents • Can you think of others?

  7. Activity 1 Discussion: Participation of Students with Disabilities in Standards-based Instruction and Assessment

  8. Participation of Students with Disabilities in Standards-based Instruction and Assessment • Directions: This activity can be completed in small discussion groups. Each person in a small group could answer one question and then share responses with the group. • What benefits have you seen for students with disabilities as a result of access to academic content standards? • 2. How often do you think all school staff access your state’s academic standards? • You personally • Are there ways we can improve? • 3. Do all students have access to instruction on your state’s academic standards? If not, what are your suggestions for improvement? • 4. Think of a student with disabilities who has met proficiency on the one of your statewide assessments (include ELLs with disabilities in your discussions). • What did it take to bring this student to proficiency? • Describe how this is similar or different to general education students who do not meet proficiency on state assessments. • 5. Think of a student who has not met proficiency on the your state’s assessment. What would it take to bring this student to proficiency?

  9. Discussion: Activity 1

  10. Activity 2 Accommodation Do’s and Don’ts

  11. What are the Do’s and Don’ts of Accommodations Decision-Making? Decide if each statement is a “Do” or a “Don’t” Which statements do you think are the most important, and why? Can you think of any more “Do’s” or “Don’ts” ? Write them on a Post-It note.

  12. Discussion: Activity 2

  13. For additional activities: http://nceo.info

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