Accommodations

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Accommodations

• Instruction and Assessment

Upper Cumberland Special Education
Cooperative 2007 Summer Institute Renee B.
Leach, Kathy Eversole Connie M. Brookins
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Your mission today

• Organize your thinking to
• Expect students with disabilities to achieve
  grade-level academic content standards.
• Learn about adaptations for instruction and
  assessment.
• Prepare yourself and the ARC to select
  accommodations for instruction and assessment for
  individual students.
• Have a clear plan for administering
  accommodations during instruction and assessment.
• Evaluate and improve your use of accommodation.

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Adaptations

• ad-ap-t-shn, noun
• 1 the act or process of adapting the state of
  being adapted his ingenious adaptation of the
  electric cutlery knife to T surgery George
  Blumer
• 2 adjustment to environmental conditions as
• a adjustment of a sense organ to the intensity
  or quality of stimulation
• b modification of an organism or its parts that
  makes it more fit for existence under the
  conditions of its environment

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Adaptation Continuum
Adaptations are for all students This is
considered during teacher preparation based on
learning practices and class dynamics
Accommodations Are teacher decisions based on
the needs of specific students
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Big Idea Government and Civics The study of
government and civics allows students to
understand the nature of government and the
unique characteristics of American democracy,
including its fundamental principles, structure,
and the role of citizens. Understanding the
historical development of structures of power,
authority and governance and their evolving
functions in contemporary U.S. society and other
parts of the world is essential for developing
civic competence. An understanding of civic
ideals and practices of citizenship is critical
to full participation in society and is a central
purpose of the social studies.   Academic
Expectations 2.14 Students understand the
democratic principles of justice, equality,
responsibility, and freedom and apply them to
real-life situations. 2.15 Students can
accurately describe various forms of government
and analyze issues that relate to the rights and
responsibilities of citizens in a democracy.
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Vocabulary
Questions
Teaching Methods
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LEARNING PYRAMID
LEARNING PYRAMID
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Difficulty

•  Adapt the skill level, problem type, or the
  rules on how the learner may approach the work.

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Delivery

•  Adapt the way instruction is delivered to the
  learner.
•  

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Assessment

• Adapt how the student can respond to instruction.

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Size

• Adapt the number of items that the learner is
  expected to learn or complete.

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Time

• Adapt the time allotted and allowed for learning,
  task completion, or testing.

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Organization

• Provide structure for completing tasks.

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Environment

• Adapt physical setting.

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Level of Support

• Increase the amount of personal assistance with a
  specific learner.

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Participation

• Adapt the extent to which a learner is actively
  involved in a task.

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Let's Practice
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Pre-teaching with Advance Organizers

• Defined Pre-instructional materials to aid
  linkage of new information with prior knowledge
  stored in long-term memory.
• May be verbal, written, or be presented in a
  question format.
• Examples
• Questions presented prior to a discussion or
  reading assignment
• Vocabulary words presented on the board or a
  handout
• Verbal statements by the teacher designed to
  activate knowledge prior to instruction

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Peer-Mediated Instruction

• Definedstudents as instructional
• agents, including
• Peer and cross-age tutoring
• Class-wide tutoring
• Cooperative learning
• Primary purposeincrease opportunities for
  distributed practice with feedback
• Usually has well-scripted or structured
  interactions designed and mediated by the teacher.

Nolet (2000)
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Study Guides

• Worksheets prior to a reading or study
  assignment.
• Includes a set of statements or questions to
  focus the students attention and cognitive
  resources on key information to be learned.
• Examples
• Completed or partially completed outlines
• Questions focusing on the textual, literal, and
  inferential aspects of a study assignment
• Other tasks designed to prompt the active
  processing of the material to be studied.

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Mnemonic Devices-for Content Domains

• Defined Techniques to aid storage recall of
  declarative knowledge
• May be verbal or pictorial
• May be provided by the teacher
• or developed collaboratively by
• teacher and the student
• Can be key words, pictures or symbols
• e.g., Every Good Boy Does Fine

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Purposeful Changes educators make to the
Environment Instruction Assessment So that all
students can learn and validly demonstrate what
they learned.
Significant purposeful changes made to assessment
or curriculum that results in changing the
measure of the assessment or the curriculum
expectation.
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Accommodations vs. Modifications

• Modifications
• Example
• Teaching Braille,
• Life Skills classes taught only for students with
  IEPs,
• Reading the words to a student on a word
  recognition test

• Accommodations
• Example
• extended time,
• cueing,
• paraphrasing,
• taking a test in a separate setting, etc.

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General Conditions for All Accommodations

• Age-appropriate
• Related to the students verified disability and
  Specially Designed Instruction within IEP
• Part of students ongoing instructional program
  (not introduced for the first time during CATS)
• For the purpose of the student gaining access to
  the general curriculum
• For the purpose of the student demonstrating what
  s/he knows and is able to do
• Changes in administration of assessment or
  recording of student responses are consistent
  with instructional strategies, assistive
  technology devices and services identified within
  IEP
• Do NOT inappropriately impact the content being
  measured

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Learning Gaps

• What ALL students should know
• POS
• Core Content
• Character Ed.

• What about THE student?
• Learning styles
• Readiness
• Specific learning characteristics

How do we fill this gap?
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Learning Gaps

• What students should know
• POS
• Core Content
• Character Ed.

• What about THE student?
• Learning style
• Specific characteristics to THEIR disability
• Specific student needs and strengths

• How do we fill this gap?
• (By matching instruction to the needs of ALL
  students)
• through
• Appropriate Adaptations
• Interventions
• Differentiated Instruction
• Research Based Strategies
• High Expectations

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THE DECISIONS

• What do we teach?
• Program of Studies
• Remediation of skills/processes/concepts through
  RESEARCH-BASED instruction
• Strategies to enhance access of general
  curriculum and demonstration of learning
• When do we use accommodations?
• At any point in which the students disability is
  a barrier to accessing curriculum and
  demonstrating learning!

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Accommodations vs. Modifications

• Modifications are practices that change, lower,
  or reduce learning experiences
• May increase the gap
• May adversely affect students through educational
  career
• Accommodations do not reduce learning experiences

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Narrowing the Focus on Assessment Accommodations
All Accommodations
Accommodations for assessment
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• The Administration Code states that Activities
  that are created or implemented for the sole
  purpose of increasing test scores and do not
  contribute to the student's overall education are
  considered in violation of this regulation.
• Reviewing should be a regular instructional
  strategy, not a one time big event.

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CATS Accommodations vs. Classroom Accommodations
Classroom Accommodations
CATS Accommodations
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Accommodations and Modifications

• Provide equity not an advantage
• Enable students with disabilities to access
  curriculum and core content critical to achieving
  Kentuckys academic expectations, learning goals,
  and POS content
• Allow students to participate and demonstrate
  what they know and can do

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Inclusion of Students with Disabilities

• All students with disabilities shall participate
  in the statewide assessment.
• participation with no accommodations and/or
  modifications
• participation with accommodations and/or
  modifications
• participation in the Alternate Portfolio
  Assessment Program

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Students Who Participate With NO Accommodations
or Modifications

• have a remedial plan but have not been identified
  as having a disability under IDEA or under
  Section 504
• have been referred to an ARC Committee or 504
  Committee but the evaluation and eligibility
  determination have not been completed
• have a disability but are not receiving services
  under IDEA or 504 interventions

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Accommodations and Modifications for the CATS
Assessment

• Based on individual need NOT on a disability
  category

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Participation With Accommodations And/or
Modifications

• must meet eligibility requirements under Kentucky
  Administrative Regulations Related to Exceptional
  Children
• have a current IEP
• are receiving special education services
• meet 3 conditions

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Conditions for Accommodations and/or
Modifications

• are part of the students regular instructional
  routine and are NOT introduced just for purpose
  of CATS
• related to individual students needs and the
  impact of the disability on specific areas of
  learning which are SUPPORTED by evaluation data
  and IEP (PLOP, goals and objectives, and SDI)
• are specified in the students IEP

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Participation with Accommodations and/or
Modifications for 504 Students

• must meet eligibility requirements under Section
  504 of the Rehabilitation Act of 1973 for having
  a physical or mental disability which
  substantially limits one or major life activities
  (i.e., LEARNING)
• have a current 504 Plan
• meet 3 conditions

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Accommodations

• Readers
• Scribes
• Paraphrasing
• Use of technology and special equipment
• Extended time

• Reinforcement and behavioral modifications
  strategies
• Manipulatives
• Prompting/cueing
• Interpreters

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Specially Designed Instruction, accommodations
and modifications are used for instruction, not
just assessment.
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Types of Learning

• Discrimination
• Factual
• Rules
• Concepts
• Procedures

• Presentation of instances and noninstances,
  models, prompts and feedback
• Rehearsal and repetition, drill and practice
  techniques, meaningful elaboration, presenting
  information in manageable chunks
• Drill and practice, application of examples
• Presentation of instances and noninstances,
  provision of rules, multiple examples
• Drill and practice, application of activities,
  modeling, prompting and feedback

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Stages of LearningAcquisition Stage

• The learner performance ranges from 0 to 75
  range of accuracy. The goal is to focus on
  helping the student perform the skill accurately
• Physical Guidance
• Shaping
• Demonstration
• Modeling, match to simple task
• Cueing and Prompting
• Backward and Forward Chaining
• Errorless learning
• Feedback
• Specific Directions
• Error Drills
• Reward for accuracy
• Response Cost

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Stages of Learning Proficiency Stage

• In the learner stage the learner attempts to
  learn the skill at a rather automatic level. The
  aim is for the student to perform the task both
  accurately and quickly. The tactics differ from
  those used at the acquisition stage by increasing
  speed of performance.
• Modeling
• Teacher Expectations
• Drills
• Positive Reinforcement
• Manipulation of Reinforcement Schedules
• Social Skills Management
• Prompting and Cueing

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Stages of Learning Maintenance Stage

• After high levels of learning have occurred at
  the proficiency stage, the goal of instruction
  here is to maintain the high level of performance
  once direct instruction or reinforcement has been
  withdrawn. Retention or memory is required at
  this level.
• Periodic Practice
• Over learning
• Intermittent Schedule of Reinforcement
• Social Reinforcement
• Intrinsic Reinforcement (Self-Management)

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Stages of Learning Generalization Stage

• During the generalization stage, the learner
  performs the skill in different times and
  situations. For moderately disabled students this
  stage must be systematically taught.
• Teach responses likely to be maintained in the
  students natural environment.
• Vary the training models
• Gradually loosen control of environmental factors
  while teaching
• Conceal reinforcement contingencies when possible
• Use stimuli in training that are found in the
  natural environment
• Reinforce correct responding in a variety of
  settings

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Stages of Learning Adaption Stage

• In the adaption stage the learner applies a
  previously learned skill in a new area of
  application without benefit of direct instruction
  or guidance. This may be referred to as problem
  solving.
• Discovery Method of Learning

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Questions To Guide Accommodation Selection

• What are the students learning strengths and
  areas of further improvement?
• How do the students learning needs affect the
  achievement of grade-level content standards?
• What specialized instruction (e.g., learning
  strategies, organizational skills, reading
  skills) does the student need to achieve
  grade-level content standards?
• What accommodations will increase the students
  access to instruction and assessment by
  addressing the students learning needs and
  reducing the effect of the students disability?
  These may be new accommodations or accommodations
  the student is currently using.

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• What accommodations are regularly used by the
  student during instruction and assessments?
• What are the results for assignments and
  assessments when accommodations were used and not
  used?
• What is the students perception of how well an
  accommodation worked?
• Are there effective combinations of
  accommodations?
• What difficulties did the student experience when
  using accommodations?

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• What are the perceptions of parents, teachers,
  and specialists about how the accommodation
  worked?
• Should the student continue to use an
  accommodation, are changes needed, or should the
  use of the accommodation be discontinued?
• Of the accommodations that match the students
  needs, consider
• the students willingness to learn to use the
  accommodation,
• opportunities to learn how to use the
  accommodation in classroom settings, and
• conditions for use on state assessments.
• Plan how and when the student will learn to use
  each new accommodation. Be certain there is ample
  time to learn to use instructional and assessment
  accommodations before an assessment takes place.

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Program Modifications Supports for school
personnel
SDI
SAS
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Accommodations

• Readers
• Scribes
• Paraphrasing
• Use of technology and special equipment
• Extended time

• Reinforcement and behavioral modifications
  strategies
• Manipulatives
• Prompting/cueing
• Interpreters

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Use of Technology and Special Equipment
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Use of Technology and Special Equipment

• A student with a disability may use special
  equipment, including assistive and adaptive
  technology described on the students IEP,
  Program Services Plan or 504 Plan if it is used
  routinely during instruction.

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Examples of Technology and Special Equipment

• Word processors
• Talking Calculators
• Speech Synthesizer
• Closed caption or video materials
• Audiotaped directions

• Amplification Equipment
• Noise buffers
• Magnifying devices
• Non-calibrated rule or template
• Communication boards or devices

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Examples of Technology and Special Equipment

• Cranmer Abacus
• Text -talk Converters
• Auditory Trainers

• Electronic dictionaries
• Non-calibrated Rule or Template

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Note.....

• If the use of special equipment would influence
  the performance of another student, then the
  assessments should be administered to the student
  in an alternative setting.

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Technology

• If a students appropriate accommodation for all
  written work is through the use of a computer, it
  is also permissible for open response questions.

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Technology Guidelines

• If a student will be using technology, please
  make sure that you follow the guidelines in the
  following
• Administration Manual for Test Administrators and
  Proctors
• DAC Implementation Guide for CATS
• Instruction Manual for District Assessment
  Coordinators and Building Assessment Coordinators

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Guidelines for Consideration of Technology

• AT tools can extend from low-tech, low-cost items
  to high-tech, more expensive devices. Low-tech
  devices require little or no training high-tech
  devices may require extensive training.

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• When determining assistive technology for an
  individual student, the basic principle of using
  the lowest level of technology that will meet an
  individual's needs should be considered first.
• Technology determination can be an involved
  process and usually requires input from several
  professionals who are familiar with the students
  individual needs (OT, PT, speech, etc.).

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AT Considerations

• The first consideration should be to select a
  device or offer recommendations that are as
  simple as possible and as close to that which is
  considered normal.
• Another consideration should be that the device
  or recommendations should allow the user to
  appear and function as much like his/her peers as
  possible.
• Consider the students perception of the
  effectiveness of the technology.

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• Trial periods are a critical component of
  technology effectiveness. It is often assumed
  that a student will have success with specific
  technology with no trial period being implemented
  prior to selection.
• Determination of the specific technology is only
  the beginning of the process. Monitoring is
  critical to determine the appropriateness of the
  tool or device. It is important that someone be
  made responsible to monitor and document the
  effectiveness of the technology.

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• It is important to remember that the concept of
  "appropriateness" takes on several dimensions.
• P.L. 94-142 was drafted to encompass any need the
  child has related to learning and/or development,
  including the need to
• learn basic self help skills,
• have appropriate adaptive equipment,
• develop appropriate social integration skills,
• acquire basic prevocational skills,
• and receive therapy services.
• In each of these areas, devices and equipment can
  play critical roles in ensuring the provision of
  appropriate learning experiences for children
  with disabilities in public school settings.

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• Technology is appropriate when its application
  meets one of three criteria
• First, it should be in response to (or in
  anticipation of) specific and clearly defined
  goals that result in enhanced skills for the
  student.
• Second, it should be compatible with practical
  constraints such as the available resources or
  amount of instruction required for the student
  and the teacher to use the technology.
• Third, it should result in desirable and
  sufficient outcomes (Office of Technology
  Assessment, 1982).

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Readers
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Use of Readers

• Evaluation information supports the verified
  disability and the impact of the disability on
  reading.
• Student has a verified disability which
  significantly impacts the area of reading.

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Use of Readers

• Students IEP or Program Services Plan includes
  specific goals, benchmarks, objectives and
  specially designed instruction related to reading
  or describes supplementary aids and services
  (Braille print, tape recorders, assistive
  technology) necessary for student to access and
  progress through general education curriculum.

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Use of Readers

• Students 504 Plan documents the use of a reader
  as part of the intervention strategies and
  modifications.

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Use of Readers

• Student uses a reader routinely for instruction
  to gain information and meaning from print
  material.
• A reader shall not be a replacement for reading
  instruction or assistive/adaptive technology.

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Reader Responsibilities

• read directions, prompts, situations, passages,
  and stories as written UNLESS the student also
  meets criteria for PARAPHRASING
• do not use information to lead the student to
  specific information needed for answering items
  or questions

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Reader Responsibilities

• Read directions, prompts, situations, passages,
  and stories as written.
• Do not use information to lead the student to
  specific information needed for answering items.
• Reread directions, prompts, situations, passages
  and stories ONLY if SPECIFICALLY requested by
  STUDENT.
• Do not point out parts of the task, questions, or
  parts skipped by the student.

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Scribes
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Use of Scribes

• Evaluation information supports the verified
  disability and the impact of the disability on
  writing.
• Student has a verified disability which
  significantly impacts the area of written
  expression/basic writing skills or a physical
  disability which impedes the motor process of
  writing.

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Use of a Scribe

• Students IEP or Program Services Plan documents
  specific goals, benchmarks, objectives, and SDI
  related to writing or describes supplementary
  aids and services (e.g., Braille writers, tape
  recorders, assistive technology, note taker,
  scribe) necessary for the student to access, be
  involved and progress in general education
  program.
• Students 504 Plan addresses written expression
  interventions/modifications.

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Use of a Scribe

• Student uses a scribe as part of the students
  regular instructional routine to communicate
  information and knowledge.
• NOTE A scribe is NOT a replacement for writing
  instruction or assistive/adaptive technology.

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Scribe Responsibilities

• record the students responses consistent with
  accommodations described on IEP, Program Services
  Plan or 504 Plan for instructional activities and
  classroom assessments
• shall not inappropriately impact content being
  measured

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Scribes Role

• to record the students work to allow the student
  to reflect what the student knows and is able to
  do while providing the student with an
  alternative means to express his/her thoughts and
  knowledge

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Scribe Responsibilities for M/C

• For multiple choice, record the answer selected
  by student.
• NOTE Few students will need a scribe for this
  assessment. Generally, they will be students
  with physical disabilities or visual tracking
  issues!

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Scribe Responsibilities for Open Response

• For open response items, scribes write what
  student dictates.
• Since the purpose of open response items is to
  assess application of knowledge in content areas,
  scribe may record the students responses using
  correct spelling, punctuation, and
  capitalization.
• HOWEVER, scribes DO NOT correct grammar, run-on
  sentences, or organization of the students ideas.

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Scribe Responsibilities for On-Demand

• write what the student dictates.
• follow the directions for use of a scribe for
  portfolios.
• shall not provide instruction or conference with
  the student during the on-demand writing prompt.
• shall not correct grammar, run-on sentences, or
  organize students ideas.

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Scribe Responsibilities for Portfolios

• record what the student dictates word-for-word
• format, capitalize, and punctuate ONLY as
  directed by the student or with whatever
  punctuation seems to best reflect students
  verbal flow of ideas
• may ask student to spell specific words, indicate
  words to capitalize, and where to punctuate

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Scribe Responsibilities for Portfolios

• During conferencing, the teacher may
• ask student to read work aloud
• read students work aloud to the student
• give the student the work to revise and edit
• ask the student questions
• The student decides what to add, delete,
  elaborate and extend ideas.

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Scribe Responsibilities

• Record the students responses consistent with
  accommodations described on IEP or 504 Plan for
  instructional activities and classroom
  assessments.
• Shall not inappropriately impact content being
  measured.
• Record the students work to allow the student to
  reflect what the student knows and is able to do
  while providing the student with an alternative
  means to express his/her thoughts and knowledge.

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Do Not Scribe if Student...

• has no verified disability in mechanics of
  writing or written expression
• has ability to translate thoughts or can
  motorically print/use cursive/use technology
• is able to produce product, but product would
  better if scribed (enhance written products)
• has a motoric/physical disability but is able to
  use assistive/adaptive technology

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Interpreters
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Use of Interpreters for Students with a Hearing
Impairment

• Student has a verified disability in the area of
  hearing or uses sign language as the normal mode
  of communication due to his disability.
• IEP includes goals, benchmarks, objectives and
  specially designed instruction related to
  reading, communication and language development.

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Use of Interpreters for Students with Hearing
Impairment

• IEP describes supplementary aids and services
  (e.g., American Sign Language, communication
  boards, tape recorders, assistive or adaptive
  technology) necessary for student to access
  general education curriculum.
• 504 Plan includes interventions/modifications

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Use of Interpreters for students with Hearing
Impairment

• Evaluation support need for interventions and
  accommodations
• IEP documents that printed materials and oral
  communication is typically signed to the student
  during instruction.
• Signing is part of the students regular
  instructional routine to gain information and
  meaning from print material and oral
  communication.

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Use of Interpreters for Students with Hearing
Impairment

• can not indicate correct answers to test items
• do not define words for students
• do not provide content
• do not teach vocabulary or concepts during
  on-demand writing, open-response, or
  multiple-choice assessments
• Note Signing is NOT a replacement for
  technology or reading instruction.

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Interpreters who are also scribes must follow the
policies on scribing.

• NOTE American Sign Language does not have signs
  for articles, therefore the interpreter does not
  insert articles in the students pieces.

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Use of Interpreters for Students with Limited
English Proficiency

• Oral interpretation of state-required assessments
  into the primary language of an LEP student may
  occur under the following conditions
• Student is officially designated limited English
  proficient
• Students Program Services Plan includes specific
  goals and objectives related to reading,
  communication and language development in English
• Evaluation information supports the need for the
  interventions and accommodations
• Students Program Services Plan documents that
  oral translation from English to the students
  primary language is part of the students ongoing
  delivery of instruction and necessary for the
  student to access and be involved in general
  curriculum

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Use of Interpreters for Students with Limited
English Proficiency

• Interpreting shall NOT be a replacement for
  providing instruction in English but will be used
  to support the students meaningful participation
  in English speaking classrooms.
• Interpreters shall NOT add to or detract from
  spoken and/or written material to be interpreted.

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Prompting and Cueing
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What is

• prompt.3. To assist with a reminder remind.4. To
  assist (an actor or reciter) by providing the
  next words of a forgotten passage cue.n. 1. a.
  The act of prompting or giving a cue.b. A
  reminder or cue.
• 2. prompting - a cue given to a performer
  (usually the beginning of the next line to be
  spoken)

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What isPrompting ?

• Prompts enables the teacher to help students
  perform the task so that initial practice will be
  successful.
• After the student perform the task with prompts,
  the teacher checks to see if the student can
  perform the tasks successfully without prompts.
• The hierarchy of prompting is used from most
  invasive to least invasive

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Hierarchy of Prompting

• Physical Assist- an adult offers a hand to hand
  manipulation of the student to actually control
  motor movements to complete the task.
• Adult modeling An adult demonstrates the task
  that is requested of the student.
• Student modeling- another student demonstrates
  the task that is requested of the student.
• Visual graphic- photographs, videotapes, or
  drawings of the task to be completed are shown to
  the student either in a sequence or in a single
  representative image.
• Gesture - assist an adult repeatedly points or
  gestures to indicate a place or object that is
  the next step of the task.
• Verbal direction- a step by step narration is
  given to the student in order for the task to be
  completed (for example, Press the button,
  listen to the music, and then pick your
  favorite.)

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Prompts may consist of

• leading questions,
• repeating and rephrasing lesson content,
• pointing to a specific word or number,
• providing examples and non-examples,
• giving feedback,
• doing tasks partially,
• doing a task with students and
• providing manual guidance.

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What is.

• cue 2 n. 1. A signal, such as a word or action,
  used to prompt another event in a performance,
  such as an actor's speech or entrance, a change
  in lighting, or a sound effect.
• 2. a. A reminder or prompting. b. A hint or
  suggestion.
• 4. Psychology A stimulus, either consciously or
  unconsciously perceived, that elicits or signals
  a type of behavior.

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What is cueing?

• Cues enables the teacher to help students perform
  the task so that initial practice will be
  successful.
• After the student perform the task with cues, the
  teacher checks to see if the student can perform
  the tasks successfully without cues.
• The hierarchy of cueing is used from most
  invasive to least invasive

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Hierarchy of Cueing

• Physical Gesture- an adults alerts the student by
  touch or begin or continue a task.
• Pointing- an adult points to an object or place
  indicating the beginning step of a task or
  continuation of the task when the student
  hesitates.
• Visual Cue- the student is provided with written
  directions, arrows, color-coding, or other visual
  methods to help the student complete the task
• Verbal Direct Cue- the student is given a hint or
  short verbal redirection that relates
  specifically to the task (for example, Press
  the button, Jessica)
• Verbal Indirect Cue- the student is given
  information or a question that helps the student
  begin to organize the task but has no tasks
  related instruction (for example, Think about
  where it goes.

121
Cues may consist of

• A touch to redirect a student to task
• Pointing to a paragraph to narrow the search for
  an answer
• Page numbers on the board for the activity
• Remember the steps we completed in the last
  problem.
• The yellow highlights are definitions.

122

• By definition, cueing is the act of providing an
  antecedent stimulus just before a particular
  behavior is to take place.
• Cueing is particularly useful in setting the
  stage for behaviors that must occur at a specific
  time, but are easily forgotten.

123
Steps for Prompting and Cueing

• First, make sure the environmental stimulus that
  you want to become a cue, is modeled immediately
  before the prompt you are using, so students will
  learn to respond to the cue and not rely only on
  the prompt.
• Second fade the prompt as soon as possible so
  students do not become dependent on it. An
  example of cueing and prompting is providing
  students with a checklist or reminder sheet.
  Working in pairs is the cue the checklist is the
  prompt.
• (WoolFolk pg.208)

124
Prompting and Cueing in Instruction and Assessment

• The ARC or 504 Committee shall consider under
  what conditions a student will use prompting and
  cueing on a routine basis during instruction.
• If a student uses a cue card or other strategy on
  a daily basis during instruction as stipulated by
  the students IEP or 504 Plan, (e.g., edit or
  revision checklist, mnemonic device, formulas),
  the student may use the cue card or strategy
  during the state-required assessment.

125
Prompting and Cueing

• Cueing notebooks should be routine accommodations
  that are specific to the needs of each individual
  student.
• Generic notebooks are in violation of the
  Administration Code.
• Students must initiate the use of these Notebooks
  during the state assessment.

126
Prompting or Cueing

• Cue cards or other strategies
• (e.g., edit/ revision checklists,
• mnemonic devices,
• formula cards,
• visual organizers)
• may be used during assessment under certain
  conditions.

127

• The teacher shall not point out the steps. The
  use of these strategies and guides for assessment
  shall be student initiated and not teacher
  initiated.
• Teachers shall not provide the student with
  content information needed to address test
  questions.

128

• On rare occasions, due to the nature of a
  disability, an individual student may need a
  verbal or non-verbal cue begin a task or to
  refocus on the task.
• Over time, these cues shall be phased out as the
  student learns self-cueing strategies since the
  goal is for the student to become more
  self-reliant and independent.
• If these strategies are described in the
  students IEP or 504 Plan and are used in daily
  instruction, then the student may use them for
  the state-required assessment.

129

• Student evaluation information and the students
  present level of performance shall support the
  need for these strategies.
• The teacher shall not draw figures, suggest
  leading sentences, or provide content during the
  administration of the state required standardized
  assessment.

130
Prompting/Cueing Guidelines

• Graphic organizers and cueing systems used for
  state-required assessments shall be content free.
  See examples and non-examples in the regulation.
• All of the materials that might be included in a
  personal notebook or cueing system during
  classroom instruction will NOT be appropriate for
  inclusion during administration of the
  state-required assessments.
• Cueing systems are not small versions of
  classroom posters.

131
Paraphrasing
132
Paraphrasing In General

• a strategy used to restate printed text or oral
  communication using other words or forms
• NOTE Teaching paraphrasing strategies (putting
  printed text into own words) is appropriate
  instruction for students who have difficulty
  understanding and remembering written or oral
  communication!

133
Use of Paraphrasing

• Students disability impacts understanding and
  memory of written materials.
• Student has a severe receptive language or
  listening comprehension deficit which impacts the
  students ability to process oral language.

134
Use of Paraphrasing

• Students IEP and Program Services Plan includes
  goals /benchmarks/objectives, and SDI related to
  reading comprehension, language, and or listening
  comprehension or
• describes supplementary aids and services and
  accommodations necessary for student to access,
  be involved and progress in general education
  curriculum
• 504 Plan includes intervention strategies and
  modifications to address the areas.

135
Responsibilities for Paraphrasers

• repeat or rephrase directions, prompt, situation
• includes breaking down directions and sentences
  into parts or segments, using similar words or
  phrases, but does NOT include defining words or
  concepts or telling student what to do first,
  second, etc.
• not to inappropriately impact content being
  measured

136
Paraphrasing may NOT be used for

• Reading passages
• Content passages

137
Paraphrasing

• Paraphrasing is one of the most common strategies
  used in instruction. Teachers may paraphrase
  content and vocabulary as they teach students.
• When using paraphrasing as part of the
  instruction, connections should be made to the
  vocabulary that the student will need when taking
  tests as well as the state assessment.

138
Manipulatives
139
Manipulatives may be used during assessment...

• if used by student to solve problems routinely
  during instruction
• is described on students IEP or 504 Plans
• NOTE A student should NOT be encouraged to use
  manipulatives. Self initiation of manipulatives
  must occur.

140
Reinforcement and Behavioral Modification
Strategies
141
Reinforcement Behavior Modification Strategies

• Students with disabilities, who have IEPs,
  Program Services or 504 Plans that stipulate the
  use of reinforcements/behavior modification
  strategies (e.g., point system) and are used
  routinely, can have these implemented during the
  assessment.
• If such modifications are not stipulated in an
  IEP or 504 Plan, they may still be implemented
  for a student who displays aggressive or
  disruptive behavior.

142
Reinforcement Behavior Modification Strategies

• If a student is not making progress and the
  students behavior impacts the performance of
  other students, then school staff may remove the
  student from the assessment situation.

143
Extended Time
144
To be allowed extended time students must be....

• making constructive progress on completing
  responses and
• provided with proper supervision to maintain an
  appropriate assessment atmosphere.

145
Use of Extended Time

• Students with disabilities who have IEPs, Program
  Services or 504 Plans that stipulate extra time
  is needed are allowed extended time on the
  norm-referenced component of the state-required
  assessments as long as extended time is an
  accommodation for assessments and completion of
  assignments as part of their instructional
  routine.
• All students may use extended
  time on the Kentucky Core
  Content Tests.

146
However, students must be....

• making constructive progress on completing
  responses.
• provided proper supervision to maintain an
  appropriate assessment atmosphere.

147
Reflect Share
148
People react in different ways when they find out
a student in their class needs accommodations ...
Diana Browning Wright, Teaching Learning, 2003
149
Youve gotta be kidding!
Diana Browning Wright, Teaching Learning, 2003
150
Diana Browning Wright, Teaching Learning, 2003
But I never took a course in this! I dont know
how to do it!
151
Im completely overwhelmed already just with
teaching the general ed kids!
Diana Browning Wright, Teaching Learning, 2003
152
Ill just pretend they never told me I had to do
it.
Diana Browning Wright, Teaching Learning, 2003
153
No way!!!
Adapted from Diana Browning Wright, Teaching
Learning, 2003
154

• Accommodations are fair only when used properly.

155
(No Transcript)
156
Bibliography

• Cole, Sandi, Horvath, Barbara M. Adapting
  Curriculum Instruction in Inclusive Classrooms,
  Staff Development Kit, Center on Education and
  Lifelong Learning, IU, 2000
• DeBoer, Anita Fister,Susan, Working Together
  Tools for Collaborative Teaching, Sopris West,
  1995.
• Kentucky Department of Education,
  Accommodations/Modifications Form, 2005
• Kentucky Department of Education, Grading,
  Report Cards, and Transcripts for Student Who
  have Disabilities, November, 2001.
• Kentucky Department of Education, Inclusion of
  Special Populations In the State-Required
  Assessment and Accountability Programs, 703 KAR
  5070, March 2004.
• Lavoie, Richard D. Beyond F.A.T. City, PBS
  Video,1990
• Silver, Harvey Strong Richard W. So Each May
  Learn, ASCD, 2000.
• Tomlinson, C.A. How To Differentiate Instruction
  in Mixed Ability Classrooms, Virginia ASCD,
  2001.
• Wright, Diana Browning, Accommodations,
  Modifications, and Differentiated Instruction
  Better Outcomes for Classroom Performance and
  Standardized Testing, LRP, 2005
• Wright, Diana Browning, Teaching and Learning,
  2003

157
Websites for more information

• Assessment guidelines
• http//www.ihdi.uky.edu/kydb-research/State20Guid
  elines/KYAccommodations.htmPrompting20or20Cuein
  g
• Strategies glossary
• http//www.autismnetwork.org/glossary/index.htmlp
  

158
Examples and Non Examples
159
Can be used in the state assessment
CANNOT be used in the state assessment

• A graphic organizer completed with content
  information comparing and contrasting the
  similarities and differences of geographic
  locations, a web of subsystems of a habitat, a
  Venn diagram illustrating relationships between
  specific human body systems, a timeline
  illustrating historical time periods of specific
  music, a web classifying animals by body
  structure, needs, habitat, and geographic
  locations, a completed prediction organizer about
  how the changing demographic patterns in the
  United States may impact business, natural
  resources, politics and education in 2075.

• Graphic organizer (e.g. concept/comparison
  organizer or matrices, Venn diagrams,
  classification web, KWL chart, metaphor thinking
  organizer, an organizer for making predictions,
  flowcharts, sequence chains, web) that the child
  typically uses to construct responses routinely
  for assignments and classroom tests. The graphic
  organizer is content free.

160
Can be used in the state assessment
CANNOT be used in the state assessment

• Cue card with a checklist of the steps for
  editing, revision, or the writing process.

• A cue card, article, or draft of writing with key
  knowledge or information about a specific artist
  or the earths movement.

161
Can be used in the state assessment
CANNOT be used in the state assessment

• Cue card, thinking map, questioning guide or
  matrix with strategies to generate ideas such as
  brainstorm ideas, generate many ideas, generate
  different types of ideas, generate unusual ideas,
  elaborate adding details to the ideas, assess
  ideas to decide what ideas best match the context
  of the task.

• A completed brainstorming or thinking map with
  ideas about how to handle bullying or how to
  welcome new students in the school. A completed
  thinking map about how to attract new businesses
  to the community or how a character in a book
  could handle a situation in different ways, or
  how to expand arts for children in the community
  including displays of childrens artwork.

162
Can be used in the state assessment
CANNOT be used in the state assessment

• A cue card with mathematics formulas, properties,
  theorems, and right angle relationships (e.g.,
  Grade 8 or 11 Mathematics Reference Sheets) or a
  cue card providing formulas with an example.
• Cue card or web with a mnemonic such as RAP
  (read, ask yourself a question, put it in your
  own words).

• A cue card with mathematics formulas including
  multiple examples of open-response mathematics
  problems.
• Cue card or graphic organizer with key concepts
  and content about the water cycle, human body
  systems, or Kentucky history.

163
Can be used in the state assessment
CANNOT be used in the state assessment

• Technology based organizers such as a completed
  webbing organizer that contains the content of
  the parts of a plant or major cultural, economic
  and political influences on art.
• Verbal or Written Prompt Do you think you have
  written a complete answer?
• Verbal Prompt It looks like you have written
  a complete and good response, lets move on to
  the next section.

• Technology based graphic organizers content free.
• Verbal or Written Prompt Its time to start.
• Verbal Prompt When you are ready to move on to
  the next section, let me know.

164
Can be used in the state assessment
Non- Examples CANNOT be used in the state
assessment

• Technology created spreadsheet content free.
• Student initiated use of word prediction software
  with the student making decisions about the word
  choice.

• Technology created spreadsheet with completed
  content of demographic patterns in the United
  States.
• Teacher directing a student to the best word
  choice to use. 

165
Situation 3

• Teacher distributed blank graph paper for
  students to use during mathematics assessment.

• Classroom Materials, p. 7, OK column, Item 3

166
Situation 7

• Testing contractor discovered 4 Student Response
  Booklets with Post-it Notes. Handwriting on
  Post-its didnt match student writing and had
  information relevant to the test. Teacher
  identified writing on Post-its as her own.
  Changes in answers that appeared to be influenced
  by notes. 

• Classroom Materials, p. 6-7, Not OK column,
  Item 1

167
Situation 12

• General education students had access to two
  organizational templates (such as 4 column help
  sheets) during assessment.

• Classroom Materials, p. 6-7, Not OK column,
  Item 1

168
Situation 18

• Substitute allowed students to use dictionary on
  social studies test.

• Classroom Materials, p. 6, OK column, Item 1
• p. 7, 3, Not OK column

169
Situation 34

• Proctor questions student use of personal cueing
  notebook that seems to be very content specific.
  Additional investigation finds that all special
  education students have the same exact notebook.

• Inclusions, pp. 25-26

170
Upper Cumberland Consultants

• Can be reached at
• www.UCSEC.org
• Ginger Brashear, Director
• 549-7001
• Renee Leach
• renee.leach_at_kedc.org
• Kathy Eversole
• kathy.eversole_at_kedc.org
• Connie Brookins
• connie.brookins_at_kedc.org