CDE Contacts

1. Welcome!Colorado Department of EducationOnline Training for the 2012-13 Colorado Accommodation Manual

2. CDE Contacts Instructional Accommodations Linda Lamirande Lamirande_L@cde.state.co.us 303-866-6863 Accommodations for State Assessments Mira Monroe Monroe_M@cde.state.co.us 303-866-6709

3. Colorado Accommodation Manual Guidance applies to…. Any student with a documented need, including students with a disability who are served under Section 504 of the Rehabilitation Act of 1973, and students who are eligible to receive special education services under the Individuals with Disabilities Education Improvement Act 2004 - IDEA

4. Who Needs Training About Accommodations? • Develop Training Plan • Administrators • Classroom Teachers • Related Service Personnel • Paraprofessionals • Campus support staff • Parents

5. Who will use the manual? Various types of educational teams may be assembled to consider a student’s educational needs. The role of the team is to thoughtfully determine and document appropriate accommodations needed to access instruction and assessment. All decisions will be made and documented in a formal educational plan according to applicable local, state and federal guidelines • Formal plans may include, but are not limited to: • English Language Acquisition Plan • Individual Literacy Plan • RtI Plan • Advanced Learning Plan • School or district document kept in the student’s cumulative record • Section 504 Plan / Individual Accommodation Plan • Individualized Education Program IEP nationalspecialedlaw.com

6. Who will use the manual?

7. Why should teachers use the manual? Measuring our progress is not only required legally, but…. Implementing the use of accommodations with fidelity is Best Practice, which will lead to…

8. Compliance & School Improvement

9. Improved Educator Effectiveness

10. Improved Student Performance

11. New Features Cover – the “Gears” • Student Characteristics drive how the student accesses • Instruction, which then determines • Effective Accommodations • proper Assessment

12. Colorado Accommodation Guide for English Language Learners Linguistic Accommodations Cover is similar, but is blue in color….

13. Council of Chief State School Officers • Assessing Special Education Students • ASES • State Collaborative on Assessment and Student Standards • (SCASS) • 2005 and 2011 Editions

14. Purpose Provide decision-making guidance for all types of educational teams Eligibility criteria Instructional adaptations Accommodations for state summative assessments

15. New Features Navigation – the manual is formatted to be read online Each section can be accessed independently Section headings are bookmarked to specific sections in the document Manual

16. New Features Caution Boxes– tips for best practice and/or compliance

17. New Features Organization – the contents of the manual were re-organized into Sections and designed as a web-based document cover Manual Click on the for the entire manual Section Titles are bookmarks

18. 2012-2013 Colorado Accommodations Manual Part 1: Instructional Accommodations Section 1    Guidance Section II     Five-Step Process Section III    Tools

19. 2012-2013 Colorado Accommodations Manual Part 2:  Accommodations for Use on State Summative Assessments Section IV   Policy for Statewide Assessment Accommodations Section V   Accommodations for TCAP Section VI  Accommodations for CoAlt Section VII Accommodations for ACCESS for ELLs Appendices

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21. Let’s take a closer look inside… • CDE Home Page – Search Box – accommodation manual • Offices • Exceptional Student Services • Office of Special Education • CSAPA/Eligibility (will change name soon on new webpage!) • Assessing Students with Disabilities (New Page) • Instructional Accommodations (New Page) • Instructional Standards (New Page) Manual

22. Section I Guidance • Responsibilities of Educational Teams • Document Decisions in a Formal Plan • Considerations for Instructional Accommodations

24. Section I Guidance • Guidelines for Determining Eligibility • Culturally and/or Linguistically Diverse Learners • Students Identified as Gifted and Talented Who Also Have a Disability – (Twice Exceptional) • Students with a Disability served under Section 504 • New Special Education Eligibility categories under consideration HB 11-1277

26. Section I Guidance • Alternate Standards and Assessment Eligibility Criteria Worksheet • Decision-Making Process Flow Chart

27. Alternate Standards and Assessment Eligibility Criteria Worksheet • Eligibility is determined • by the IEP team • 1stDetermine Academic Standard • 2nd Determine Assessment

33. Step 1 Five-Step Process Expect all students to receive standards-based instruction Step 2 Learn about accommodations for instruction and assessment Step 3 Select and document accommodations based on the learning needs of an individual student Step 4 Implement accommodations during instruction and assessment Step 5 Evaluate and monitor the use of accommodations

34. The Purpose of the 5 Step Process • Ensures that: • accommodations are provided in order for students to gain access to instruction and assessment • accommodations are provided to qualifiedstudents • there is a clear connection between accommodations used in instruction and assessments

35. Section II Five-Step Process

36. Step 1 • Colorado Academic Standards • Enrolled Grade-Level Academic Achievement Standard • Extended Evidence Outcomes – alternate academic achievement standards • Extended Readiness Competencies – content-area access skills – “learning progressions” Expect all students to receive standards-based instruction

37. Name of Content Area Topical Organization P-12 Concept and Skill thread students must master Concepts & skills indicating progress to PGC mastery Promote critical thinking Indicators of student mastery Relevant societal context Characteristics of Discipline Extended Evidence Outcomes Extended Readiness Competencies

38. Extended Evidence Outcomes Adopted August 3, 2011 • On August 3, 2011, the State Board of Education unanimously adopted the EEO. EEO provide the alternate standards in Mathematics, Science, Social Studies and Reading, Writing and Communicating for students with significant cognitive disabilities who qualify for the alternate assessment. These alternate expectations are directly aligned to the grade level expectations for all students. • Mathematics with EEOs • Reading, Writing and Communicating with EEOs • Science with EEOs • Social Studies with EEOs • Below are links to the CDE-developed tools to help districts redesign existing curriculum or design new curriculum aligned to the new standards. They help organize the content, concepts, and skills represented in the new standards: • Vertical Progression Tools • Elementary Concept Connections • Discipline Concept Maps • Standards Implementation Toolkit

39. Step 2 Learn about accommodations for instruction and assessment • Definition of terms: • Instructional adaptation • Instructional accommodation • Instructional modification • Accommodation Categories

40. Instructional Adaptations Any student ≠ Every student Universal Design for Learning

41. Instructional Adaptations Any student with a documented need, including students with a disability any student Section 504 Formal educational plan

42. Instructional Adaptations Any student with a documented disability and educational need, but no significant cognitive disability – works on grade-level academic achievement standard and takes grade-level assessment Any student with a documented need, including students with a disability any student any student IEP IEP Section 504 Section 504 Formal educational plan

43. Instructional Adaptations Any student with a documented disability – grade-level academic achievement standard Any student with a documented need, including students with a disability any student IEP Section 504 Any student with a significant cognitive disability – alternate standards Formal educational plan

44. Academic Achievement Standards

45. Description of Accommodation Categories Presentation Response Setting / Environmental Timing / Scheduling

46. Step 3 Select and document accommodations based on the learning needs of an individual student

47. Step 3 Select and document accommodations based on the learning needs of an individual student • Selection Process Considerations • Student Characteristics • Guiding Questions • Involving the Student

48. Step 3 Select and document accommodations based on the learning needs of an individual student • Analyze Instructional and Assessment Tasks • Compare Accommodations for Instruction with Accommodations for Assessment • Consider nonstandard requests

49. Step 3 Select and document accommodations based on the learning needs of an individual student Accommodation Selection Tools • Student Characteristics Charts • Tables A-N • Glossary of Instructional Accommodations Chart

50. Student Characteristics Chart