Friday, April 19, 2013

Brief of DRAFT PARCC Accommodations Manual for SWD

Brief of DRAFT PARCC Accommodations Manual Students with Disabilities (SWD) Section

Full document can be found at the bottom of the page at this address:

Download Brief Here

  • PARCC’s goals for promoting student access:
    • Apply principles of Universal Design
    • Minimizing/eliminating features that are irrelevant to what is being measured
    • Measuring the full range of the complexity of the standards
    • Leveraging technology for delivering assessment to allow for wide accessibility
    • Building accessibility throughout the test itself without hindering validity
    • Using a combination of accessible-authoring and accessible technologies from the inception of items and tasks
    • Engaging state and national experts in the development process: item review, bias and sensitivity review, policy development and review, and research.
  • Abbreviations and Jargon in the Manual:
    • SWD: a student with a disability is one who has been found eligible based on the definitions provided by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) or Section 504 of the Rehabilitation Act of 1973.
    • Students existed from Special Education Services are students who have been determined by their IEP team to no longer require special education services.
  • Accommodations are intended to reduce or even eliminate the effects of a student’s disability and /or English language proficiency level; however, accommodations do not reduce learning expectations. Accommodations adhere to the following principles:
    • Enable students to participate more fully in instruction and assessments and to demonstrate their knowledge and skills.
    • Should be based upon individual student needs and not upon a category of disability, English language proficiency, level of instruction, amount of time spent in general classroom, program setting, or availability of staff.
    • Should be based on a documented need in the instruction/assessment setting and should not be provided for the purpose of giving the student an enhancement that could be viewed as an unfair advantage
    • For SWDs, should be described and documented in the student’s appropriate IEP or 504 plan
    • For ELs, should be described and documented in an EL plan or other appropriate documentation
    • Students who are both ELs and SWDs may qualify for SWDs and ELs accommodations, and should have all accommodations listed in an IEP/504 plan and El plan or other appropriate documentation
    • Should be implemented as soon as possible after completion and approval of the appropriate plan and become part of daily instruction.
    • Should not be introduced for the first time during the testing of a student.
    • Should be used for instruction should also be used on local district assessments and state assessments.
  • An Embedded Support is a tool, support, scaffold, or preference that is built into the assessment system that can be activated by any students at his or her own discretion.
  • Accessibility Features are available to all students, but will be selected and “turned on” by a school-based educator prior to the assessment, based on the student’s Personal Needs Profile (PNP)
  • Considerations when making decisions for assessment accommodations
    • Student characteristics: what accommodations does the student regularly use in the classroom? Has the student indicated preference in using the accommodation? What input have teachers or parent/guardians had?
    • Individual test characteristics: What tasks are required? What is the test designed to measure? Are there barriers for the student in doing those tasks? Are there accommodations already being used that match the needs of the task? Are there additional accommodations needed to meet the task?
    • PARCC Accommodation Policy to maintain validity or assessment: Is the accommodation allowed for the test or portion of the test noted as a barrier? Are there consequences for using the accommodation? Does the accommodation change the target of the assessment
  • Questions to guide evaluation of accommodation use at the school and 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?
    • Are there procedures in place to ensure test administration procedures are not compromised with the provision of accommodations?
    • Are students receiving accommodations as documented in their IEP and 504 plans?
    • Are there procedures in place to ensure that test administrators adhere to directions for the implementation of accommodations?
    • How many students with IEPs or 504 plans are receiving accommodations?
    • What types of accommodations are provided and are some used more than others?
    • How well do students who receive accommodations perform on state and district assessments? If students are not meeting the expected level of performance, is it due to the students not receiving access to the necessary instruction, not receiving the accommodation, or using accommodation that were not effective>
  • Questions to guide evaluation at the student level
    • What accommodations are used by the student during instruction and assessments?
    • What are the results of classroom assignments and assessments when accommodations are used versus when accommodations are not used?
    • 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?
    • What are the perceptions of teachers, parents, and others about how the accommodation appears to be working?
To submit feedback on the Students with Disabilities portion of the Manual, please go to the PARCC website and click on the feedback survey link at the bottom of this page:

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