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Accommodations for

Students With Disabilities in

the Context of Common

Core State Standards

Vitaliy Shyyan, Ph.D.

Research Associate

National Center on Educational Outcomes

University of Minnesota

National Division for Learning Disability Conference

October 2-5, 2013

Accommodations Manual

How to Select, Administer, and Evaluate Use of

Accommodations for Instruction and Assessment of

English Language Learners with Disabilities

Five-step

Process

Step 1: Expect ELLs with

Disabilities to

Achieve Grade-

level Academic

Content Standards

Step 2: Learn About

Accommodations

for Instruction and

Assessment

Step 3: Select Accommodations

for Instruction and

Assessment for

Individual

Students

Step 4: Administer Accommodations

During Instruction

and Assessment

Step 5: Evaluate and Improve

Accommodations

Use

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Step 1: Expect ELLs with

disabilities to achieve grade-level

academic content standards

Step 1

ELL/IEP or ELL/504 Plan Team

� special education teachers or 504 Plan committee representatives

� language educators and facilitators (ESL/bilingual teacher(s), another ESL/bilingual/migrant teacher or ELL administrator, language acquisition specialist, interpreter)

� assessment officials (test administrator(s), guidance counselor, reading specialist)

� general education teachers (classroom/content teacher(s))

� first/native language special education practitioners

� school administrators (principal, school/district official(s))

� parents (parent(s)/guardian(s))

� students

Step 1

Equal Access to Content Standards

� every ELL/IEP or ELL/504 Plan Team member must be

familiar with content standards and accountability

systems at the state and district level

� every ELL/IEP or ELL/504 Plan Team member must know

where to locate standards and updates

� all general, special, and language educators, as well as

other educational stakeholders must collaborate for

successful student access

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Step 1

Conditions for High Expectations

1. Instruction is provided by teachers who are qualified to

teach in the content areas addressed by state

standards and who know how to differentiate

instruction for diverse learners.

2. Education plans for ELLs with disabilities are developed

to ensure the provision of specialized instruction (e.g.,

specific reading skills, strategies for “learning how to

learn”).

3. Appropriate accommodations are provided to help

students access grade-level content.

Step 1

Legal Basis

� Participation of ELLs with disabilities in assessments is

required by federal laws:

� Individuals with Disabilities Education Improvement Act of

2004 (IDEA)

� Elementary and Secondary Education Act of 2007 (ESEA)

� Section 504 of the 1973 Rehabilitation Act

� Lau v. Nichols (1974)

� Castañeda v. Pickard (1981)

Step 1

ESEA Focuses

� how successful schools are including all students in

standards-based education

� how well students are achieving standards

� what needs to be improved upon for specific groups of

students

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Step 1

Including All ELLs with Disabilities in State

Accountability Assessments

� assurance of the provision of accommodations to

facilitate student access to grade-level instruction and

state assessments

� use of alternate assessments to assess the achievement

of students with the most significant cognitive

disabilities

� use of different assessment formats to assess the

achievement of beginner ELLs

Step 1

State Legislation*

� CURRENT WEBSITE FOR ALL COMMON CORE STATE

STANDARDS COULD BE INSERTED HERE.

� CURRENT STATE-SPECIFIC POLICIES ABOUT THE

PARTICIPATION OF STUDENTS WITH DISABILITIES IN

STATE ASSESSMENT COULD BE INSERTED HERE.

Step 1

Discussion Point

� How do I stay updated on current federal and state

accommodation policies for ELLs with disabilities?

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Step 2: Learn about

accommodations for instruction

and assessment

Step 2

What Are Accommodations?

� Procedures and materials that increase equitable access

during instruction and assessments for ELLs with

disabilities and generate valid assessment results that

show what ELLs with disabilities know and can do

� Provided to a student during state assessments AND

during classroom instruction, classroom assessments,

and district assessments

Step 2

Technology Implications

� In the age of technology-mediated educational

practices, many computer-based accommodations

facilitate instruction and assessment of ELLs with

disabilities effectively if they are selected and used

properly.

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Step 2

The Use of Accommodations Is Linked Through

Each of These Areas

Classroom Instruction

State and District

Assessments

Classroom Assessments

Common Core State Standards

Figure from ASES SCASS/CCSSO

Accommodations Training Slides

PowerPoint

Step 2

Who Is Involved in Decisions?

� ELL/IEP or ELL/504 Plan Teams must make

assessment and accommodation decisions for

students based on individual needs in accordance

with state and federal guidelines.

� ELLs with IEPs and 504 Plans must be provided

accommodations based on individual needs as

long as the accommodations meet state

accommodation guidelines and regulations and do

not invalidate the assessment results.

� Accommodations should be documented in IEPs

and 504 Plans.

Step 2

Accommodations and Universal Design

� UD principles improve instruction and assessment for all

students

� UD in assessments may reduce the need for

accommodations and alternate assessments

� UD in assessments cannot eliminate the need for

accommodations and alternate assessments

� UD can provide more cost-effective assessments and

valid inferences about them

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Step 2

Good Practices and Resources

� Resources and strategies that should be allowable

whenever possible for all students

Step 2

Accommodations vs. Modifications

Accommodations provide access without reducing learner

expectations

Modifications can increase the learner achievement gap

by lowering expectations for what students are required

to know or do

Step 2

Doing Triple Work

English Language

Disability

Content

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Step 2

English Language- and Disability-related Needs

High English language needs

Low disability-related needs

High English language needs

High disability-related needs

Low English language needs

Low disability-related needs

Low English language needs

High disability-related needs

Step 2

Student Profiles

Think of specific students who represent the four areas

of the figure. What are they like? What are the students’

needs and characteristics? What are the implications of

accommodation decisions for each student?

High English language needs

Low disability-

related needs

High English language needs

High disability-

related needs

Low English language needs

Low disability-

related needs

Low English language needs

High disability-

related needs

Step 2

Accommodations vs. Modifications vs. Best

Practices – Dictionary

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Step 2

Activity:

Accommodations vs. Modifications vs. Best

Practices – Graphic Organizers

Step 2

Activity:

Read Aloud Text Accommodation

Discussion Point: How would you read aloud the

following test item?

A thermometer is shown.

What temperature is shown

on the thermometer?

� A 11°C

� B 12°F

� C 25°C

� D 25°F

Step 3: Select accommodations

for instruction and assessment

for individual students

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Step 3

Document Accommodations

� On a student’s IEP

� On a student’s 504 Plan

� On a student’s ELL individualized plan

Step 3

IEP Areas to Address

� Consideration of special factors

� Supplementary aids and services

� Participation in assessments

Step 3

504 Plan Examples of Conditions

� allergies or asthma

� attention difficulties

� communicable diseases (e.g., hepatitis)

� drug or alcoholic addictions, as long as they are not

currently using illegal drugs

� environmental illnesses

� temporary disabilities from accidents who may need

short term hospitalization or homebound recovery

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Step 2

Making Decisions for Accommodations

Student Specific

Characteristics

Classroom

Instruction

and Assessment

Tasks

Accommodation

Policy

Step 3

Student Characteristics

Step 3

Student Characteristics: Questions to Ask

� What are the student’s language learning strengths and

areas of further improvement?

� How do the student’s 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 student’s

access to instruction and assessment by addressing the

student’s learning needs and reducing the effect of the

student’s language barrier? These may be new

accommodations or accommodations the student is

currently using.

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Step 3

Student Characteristics: Questions to Ask

� What accommodations are regularly used by the

student during instruction and assessments?

� What are the results for assignments and assessments

when accommodations are used and not used?

� What is the student’s perception of how well an

accommodation “worked”?

� Are there effective combinations of accommodations?

Step 3

Student Characteristics: Questions to Ask

� What difficulties does the student experience when

using accommodations?

� What are the perceptions of parents, teachers, and

other 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?

Step 3

Consider the Following…

� the student’s willingness to learn to use the

accommodation

� opportunities to learn how to use the accommodation in

classroom settings

� conditions for use on state assessments

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Step 3

Discussion Point

� What would be helpful to ask students and parents

about accommodation use?

Step 3

Prior Accommodation Use

� Accommodations should not be used for the first time

on the state test

� Plan time for student to learn new accommodations

� In a technology-based setting, be sure that the student

knows how to use the accommodation that is part of the

platform

� Plan for evaluation and improvement of accommodation

use

Step 3

Instruction vs. Assessment Accommodations

� Sometimes, accommodations used in instruction may

not be used on an assessment

� Plan time for students to practice NOT using certain

accommodations before the state assessment

� Some instructional accommodations may alter what a

test is designed to measure

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Step 3

Individual Test Characteristics: Questions to

Ask

� What are the characteristics of the test my

student needs to take? Are the test tasks similar

to classroom assessment tasks or does the

student need to have the opportunity to

practice similar tasks prior to testing?

� Does the student use an accommodation for a

classroom task that is allowed for similar tasks

on the state or district tests?

� Are there other barriers that could be removed

by using an accommodation that is not already

offered or used by the student?

Step 3

Maintaining Validity: Questions to Ask

� Does the state or district allow the identified

accommodation for the test or portion of the test noted

as a barrier?

� If not, does the accommodation change the standard of

the assessment?

� Are there additional principles to help guide decision

making?

Step 3

Accommodation Policies

and Maintaining Validity

� Test validity is compromised if a student refuses to use

an assigned accommodation

� Long-term implications of accommodations should be

considered

� Plan ample time for students to become familiar with

accommodations

� Plan for ongoing evaluation and improvement of

accommodation use

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Step 4: Administer

accommodations during

instruction and assessment

Step 4

Accommodations During Instruction

� Students should be provided selected accommodations

during instruction

� An accommodation may not be used solely during

assessments

� Familiarize students with technological aspects of

accommodations

Step 4

Accommodations During Assessment

� Take appropriate security precautions

� Understand the procedures needed to administer the

assessment

� Administer standardized assessments according to

prescribed procedures and conditions

� Avoid any conditions that might invalidate results

� Provide for and document all reasonable and allowable

accommodations

� Avoid unfair actions or conditions

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Step 4

Administering Assessments and

Accommodations

� Take appropriate security precautions before, during,

and after the administration of the assessment

� Understand the procedures needed to administer the

assessment prior to administration

� Administer standardized assessments according to

prescribed procedures and conditions and notify

appropriate persons if any nonstandard or delimiting

conditions occur

Step 4

Administering Assessments and

Accommodations

� Avoid any conditions in the conduct of the assessment

that might invalidate the results

� Provide for and document all reasonable and allowable

accommodations for the administration of the

assessment to persons with disabilities or special needs

� Avoid actions or conditions that would permit or

encourage individuals or groups to receive scores that

misrepresent their actual levels of attainment

Step 4

Ethical Testing Practices

� Ethical testing practices must be maintained

� Unethical testing practices are inappropriate

interactions between test administrators and students

taking the test

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Step 4

Standardization

� Adherence to uniform administration procedures and

conditions during an assessment

� Is essential and necessary to produce comparable

performance results

� Must be followed strictly

Step 4

Test Security

� Maintaining the confidentiality of test questions and

answers

� Critical in ensuring the integrity and validity of test

results

� Tests are kept in secure locations or on password-

protected computers

� Students are guaranteed secure and equitable testing

conditions

Step 5: Evaluate and improve

accommodations use

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Step 5

Reasons Why…

� Ensure meaningful participation

� Reveal questionable patterns of use

� Support continued use

� Indicate additional training needs

� Guide formative evaluation

Step 5

Ways to Collect Information

� From classroom data

� Observations of test administrations

� Interviews with test administrators

� Talking with students after testing

� And more…

Step 5

What Information Should Be Collected

� Decision-making teams, schools, and districts decide

� Technology-based accommodations allow for better

records

� In a paper-and-pencil test, accommodation information

can be coded with other student data

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Step 5

Sample Questions to Ask

at the School or District Level

� Are there policies to ensure ethical testing practices, the

standardized administration of assessments, and that

test security practices are followed before, during, and

after the day of the test?

� What types of accommodations are provided and are

some used more than others?

� How well do students who receive accommodations

perform on state and local assessments?

Step 5

Sample Questions to Ask

at the Student Level

� What is the student’s perception of how well the

accommodation worked?

� What combinations of accommodations seem to be

effective?

� What are the difficulties encountered in the use of

accommodations?

Step 5

Discussion Point (Think, Pair, Share)

� What are the consequences of under-accommodating?

� What are the consequences of over-accommodating?

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Step 5

Postsecondary Implications

� Continued use of accommodations, if needed, at the

college and career levels

� Decision-making teams document accommodation use

� Colleges and universities may allow fewer

accommodations than those available in K-12 settings

� Students document their need for accommodations

Resources

� Tool 1: Assessment Adaptation Grid

� Tool 2: Best Practices and Allowable Resources for All

Students

� Tool 3: Sample Student Profiles

� Tool 4: Accommodation Criteria

� Tool 5: Do’s and Don’ts when Selecting Accommodations

� Tool 6: Accommodations from the Student’s Perspective

� Tool 7: Parent Input on Accommodations

� Tool 8: Accommodation Use in the Classroom

Resources

� Tool 9: After-Test Accommodation Questions

� Tool 10: Assessment Accommodations Plan

� Tool 11: State Assessment Program

� Tool 12: Logistics Planning Checklist

� Tool 13: Accommodations Journal for Teachers

� Tool 14: Identifying Roles and Responsibilities

� Tool 15: Questions to Guide Evaluation at the School or

District Level

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Thank you!