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Creating a Standard Process for Identifying Students for Designated Supports

Creating a Standard Process for Identifying Students for Designated Supports. Learning Goals. Participants will understand the need for a systematic, equitable process for the identification of students who can benefit from the use of designated supports;

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Creating a Standard Process for Identifying Students for Designated Supports

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  1. Creating a Standard Process for Identifying Students for Designated Supports

  2. Learning Goals Participants will understand • the need for a systematic, equitable process for the identification of students who can benefit from the use of designated supports; • the Individual Student Assessment Accessibility Profile (ISAAP) process; • the broad range of students who might benefit from the use of designated supports; and • procedures for matching identified student learning characteristics/needs to available designated supports. California Department of Education

  3. Success Criteria Participants can • describe the ISAAP process for implementing a systematic, equitable process for the effective use of designated supports; • give examples of student learning characteristics/needs that might be addressed through the use of designated supports; • describe possible procedures for matching identified student learning characteristics/needs to available designated supports; and • establish and implement a standard process at their LEA. California Department of Education

  4. Accessibility Supports: Key Questions • Why are accessibility supports important? • What is involved in the effective implementation of the Smarter Balanced system of accessibility supports for all students who can benefit from them? California Department of Education

  5. Purpose and Importance of Accessibility Supports Equal opportunity for all students to demonstrate learning: • During daily instruction • On classroom assessments • On Smarter Balanced assessments (both summative and interim) California Department of Education

  6. General Guidelines for Use General guidelines for use of all accessibility supports on Smarter Balanced assessments and California Alternate Assessments (CAA): • Student is familiar with the support(s). • Supports are the same or similar to those used for instruction and classroom assessment. • Student has multiple opportunities to practice with the support in a testing environment. California Department of Education

  7. Types of Accessibility Supports Universal tools • Available to ALL students based on student preference and selection Designated supports • Available to ALL students, with a documented decision made by an adult who is familiar with student’s instructional needs Accommodations • Available to students with the need documented through Individualized Education Programs (IEPs) and Section 504 Plans

  8. Categories of Accessibility Supports Accessibility supports generally fall into one of four categories: • Presentation • Response • Timing/Scheduling • Setting

  9. Accessibility Supports -Mathematics California Department of Education

  10. Accessibility Supports - English Language Arts California Department of Education

  11. Activity: Reviewing Available Accessibility Supports Take a few minutes to read through the list of accessibility supports for mathematics and English language arts/literacy (ELA). • Which ones relate to how the test item/material is presented to the student? • Which ones relate to how the student responds to an item? • Are there any supports related to time/scheduling? • Which supports are related to setting? California Department of Education

  12. Accessibility Support Resources – Matrix One California Department of Education

  13. Activity: Assigning Designated Supports • Individually assign appropriate designated supports to each student based on the description provided. • Compare your assigned supports with your table group. Discuss your findings. • Be ready to share your conclusions with the whole group. California Department of Education

  14. Activity: Assigning Designated Supports (cont.) • Did each of the people at your table assign the same supports for each student? • Did you change the supports assigned based on information from someone else at your table? • Did you feel you had enough information to make an informed decision? California Department of Education

  15. Developing a Standard Process for Identifying Student Needs, Making Decisions, and Providing Opportunities for Practice California Department of Education

  16. Key Question What is the systematic, consistent, appropriate, and effective process in your LEA to ensure that all students have a fair and equitable opportunity to demonstrate what they know and can do? California Department of Education

  17. The Individual Student Assessment Accessibility Profile (ISAAP)Process California Department of Education

  18. Designated SupportsSeven Step ISAAP Process California Department of Education

  19. ISAAPStep 1: Roles and Responsibilities • Identify key staff roles and responsibilities: • Designate lead staff member • Establish implementation team • Development of LEA-wide process • Develop communication plan • Support and monitoring system California Department of Education

  20. ISAAP Step 2:Information and Training 2. Provide information to parents and training to all staff, as appropriate: • Who will be provided information and/or training? • What will be the content of the training? • What training resources are available? • What resources/materials need to be developed locally? • What will the timeline be for disseminating information and providing training? • Who will provide the training? California Department of Education

  21. Resources to Support ISAAP Step 2 • Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials http://www.caaspp.org/training/caaspp/uaag.html • CAASPP in Action Series: http://www.cde.ca.gov/ta/tg/ca/caasppinaction.asp • These are short summaries of how districts are implementing different components of the CAASPP system • Sample Training Timeline document California Department of Education

  22. Guiding Questions Step 1: Roles and Responsibilities Who in your LEA is responsible for the implementation of a systematic process for the effective, equitable use of designated supports? • Who establishes a team to develop, implement, and monitor a consistent LEA-wide process? • Who ensures team members are adequately trained? • Who supports and monitors implementation of process across LEA? California Department of Education

  23. Guiding Questions Step 2: Information and Training • What information on designated supports has been provided to parents in your LEA? How has it been provided? • What training on designated supports hasbeen provided to administrators, teachers, and support staff across your LEA? • What training needs to be planned for this school year? • Who needs to be trained? • What do they need to know? • When should the training occur? California Department of Education

  24. ISAAP Steps 3 and 4: Identification and Selection • Identify students who will benefit from designated supports and students who will need accommodations per IEP and Section 504 Plans. • Select the designated supports and accommodations for all identified students. California Department of Education

  25. A Model of the Accessibility Support Identification and Selection Process California Department of Education

  26. Identifying Student Needs • Establish identification procedures that consider individual student needs: • Classroom level • Grade/department level • Program level • Use of existing structures/formats • Use multiple sources of information • Include multiple stakeholders • Document the process California Department of Education

  27. reflect Which existing structures or formats do you think might be useful for identifying students who might benefit from the use of designated supports in daily classroom instruction and on assessments? California Department of Education

  28. ISAAP Categories of Need • Executive control: attention, cognition control, and processing • Persistent calculation disability • Reading related disabilities, print disabilities, struggling readers • Need for access in language(s) of translation • Significant motor difficulties and recent injury • Vision impairment/blindness • Hard of hearing/deafness California Department of Education

  29. A Team Approach to Decision Making: The Educator Role • An educator or team is responsible for decisions about an individual student’s designated supports. • The educator or team must be familiar with the student’s characteristics and needs. California Department of Education

  30. A Team Approach to Decision Making: The Parent/Guardian Role Parents/guardians: • Should be provided resources/information to enable them to provide input to the identification and decision-making process. • Can provide information on the specific needs of their children. • Can provide information about supports used at home. California Department of Education

  31. A Team Approach to DecisionMaking: The Student Role • Elicit students’ opinions about whether designated supports might be helpful. • And which specific supports might be helpful. California Department of Education

  32. A Team Approach to DecisionMaking: The Student Role (cont.) • Provide practice opportunities for students via the training tests, practice tests, or Smarter Balanced interim assessments. • After practice opportunities, obtain student input : • Which designated supports were used? • Were there any problems with the designated supports? • What was the impact of the use of the supports on student performance? • Should the support(s) be used again? California Department of Education

  33. Step 3: Team Matrix This is a sample document that may be used for team planning at your LEA California Department of Education

  34. Guiding Questions Step 3: Identifying Students for Supports • What is the LEA process for identifying students who may benefit from the use of designated supports? • Who is involved in the identification process? • What procedures are in place to ensure equitable consideration to all students across the LEA? California Department of Education

  35. Applying Your Learning: Selecting Designated Supports for Case Study Students

  36. Learning Characteristics of Case Study Students • Lilia, an English Learner • James, a below grade-level reader • Martin, a student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) • Katie, below grade level mathematics None of these students is eligible for special education services. California Department of Education

  37. Information Needs for the Decision Making Process What do we need to know about each student to make appropriate decisions? • Educational history • Languageproficiency information • Language of instruction • Academic performance • Physical/Medical information • Supports currently being provided in classroom/provided previously California Department of Education

  38. Case Study: Lilia English Learner • Grade five student designated as an English learner • Intermediate level on the California English Language Development Test (CELDT) • In U.S. schools since Kindergarten • Language of instruction is English • Independent reading level is at grade three • Partner reading, teacher read-aloud, glossaries (both English and translated), English and bilingual dictionaries, visuals and simplified directions are used to support classroom learning and assessment California Department of Education

  39. Case Study: LiliaSelection of Supports • Based on what we know about Lilia, which of the available designated supports might be beneficial to her on the Smarter Balanced assessments? • Which available designated supports best match the supports she is using during classroom instruction and assessment? • Are there other supports that should be considered to enhance her learning and assessment experiences? California Department of Education

  40. Accessibility Worksheet California Department of Education

  41. Case Study: MartinAttention Deficit Hyperactivity Disorder • Grade eleven student designed as Reclassified Fluent English Proficient (RFEP) • Above grade level reading, writing skills, and mathematics • Takes medication for ADHD • Limited amount of text/graphics on page, separate setting for some independent work and testing, noise buffers used to support classroom learning and assessment California Department of Education

  42. Case Study: MartinSelection of Supports • Based on what we know about Martin, which of the available designated supports might be beneficial to him on the Smarter Balanced assessments? • Which available designated supports best match the supports he is using during classroom instruction and assessment? • Are there other supports that should be considered to enhance his learning and assessment experiences? California Department of Education

  43. Case Study: JamesStruggling Reader • Grade eight student designated as English Only • Independent reading level is at grade four • Teacher read-aloud, CDs, low level-high interest texts, highlighting key words/vocabulary, limited amount of text per page used to support classroom learning and assessment California Department of Education

  44. Case Study: Katie Persistent Calculation Difficulty • Grade six student designated as English Only. • Limited recall of basic math facts; inefficient use of computational strategies; difficulty in spatial representation skills; difficulty explaining her thinking. • Calculator, multiplication chart, number talks, representing math with pictures/drawings/arrays, manipulatives, masking. California Department of Education

  45. Case Study: Selecting Supports for James and Katie • Based on what we know about these students, which of the available designated supports might be beneficial to each of them on the Smarter Balanced assessments? • Which available designated supports best match the supports they are using during classroom instruction and assessment? • Are there other supports that should be considered to enhance their learning and assessment experiences? California Department of Education

  46. A Model of the Accessibility Support Identification and Selection Process California Department of Education

  47. reflect • How are individual student needs matched up with available designated supports? • What procedures are in place to ensure access to all students across schools and classrooms in the district? California Department of Education

  48. Timeline for Use of Accessibility Supports California Department of Education

  49. Usability, Accessibility, and Accommodations Guidelines California Department of Education

  50. Accessibility Resources • CDE’s Student Accessibility Supports Web page: http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp California Department of Education

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