Testing Accomodations Presentation
•
0 likes•766 views
The document discusses test accommodations and accessibility for students with disabilities. It outlines several federal laws that require participation of students with disabilities in assessments and notes that accommodations must not invalidate test scores. Examples of accommodations include extra time, separate testing spaces, and having tests read aloud. The document provides guidance to testing proctors on their roles and responsibilities in providing accommodations appropriately while maintaining test security and integrity.
Report
Share
Report
Share
![Student Participation in Assessments ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
2016 Conference - Teachers as researchers
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
Styles, strategies and tactics approaches to teaching
this ppt is about various strtegies, stle, and tactics about teaching that teachers should adopt during teaching.
Curriculum development in special education
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
Chapter 6 curriculum design
The document discusses curriculum design and its various components. It outlines different views on the purpose of education, including developing intelligence and focusing on socialization. The parts of curriculum design should align philosophical ideas with beliefs about learning. There are four main sources of curriculum - science, society, moral doctrine, and knowledge. Curriculum can be organized horizontally across topics and grades or vertically by increasing difficulty within a topic. The three basic curriculum designs are subject-centered, learner-centered, and problem-centered.
What are curriculum materials
Curriculum materials are the physical resources used to support curriculum content, including textbooks, workbooks, manipulatives, charts and posters. They are the conventional resources used to present curriculum content and allow for interaction with the material. Curriculum materials provide the tools for teaching curriculum in both traditional classroom settings and home-based education.
Cooperative learning
Cooperative learning involves students working in small groups to help one another learn. It has several key elements:
1) Students work in diverse groups on tasks and problems to improve their understanding of a subject. Group members help each other learn.
2) It promotes higher achievement, develops social skills like cooperation, and creates a more positive learning environment compared to competitive settings.
3) Effective cooperative learning relies on positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing of what was learned.
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
Recommended
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
2016 Conference - Teachers as researchers
1. The document discusses teachers taking on the role of researchers to improve their practice. It describes how teachers can develop focused research questions, collect classroom data, and make changes based on the findings.
2. Examples are provided of teacher-led research projects that examined classroom interactions and participation levels. The projects helped teachers refine their questioning techniques and increase student involvement.
3. Taking a research approach allows teachers to gain a deeper understanding of their classroom context and make evidence-based changes.
Styles, strategies and tactics approaches to teaching
this ppt is about various strtegies, stle, and tactics about teaching that teachers should adopt during teaching.
Curriculum development in special education
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
Chapter 6 curriculum design
The document discusses curriculum design and its various components. It outlines different views on the purpose of education, including developing intelligence and focusing on socialization. The parts of curriculum design should align philosophical ideas with beliefs about learning. There are four main sources of curriculum - science, society, moral doctrine, and knowledge. Curriculum can be organized horizontally across topics and grades or vertically by increasing difficulty within a topic. The three basic curriculum designs are subject-centered, learner-centered, and problem-centered.
What are curriculum materials
Curriculum materials are the physical resources used to support curriculum content, including textbooks, workbooks, manipulatives, charts and posters. They are the conventional resources used to present curriculum content and allow for interaction with the material. Curriculum materials provide the tools for teaching curriculum in both traditional classroom settings and home-based education.
Cooperative learning
Cooperative learning involves students working in small groups to help one another learn. It has several key elements:
1) Students work in diverse groups on tasks and problems to improve their understanding of a subject. Group members help each other learn.
2) It promotes higher achievement, develops social skills like cooperation, and creates a more positive learning environment compared to competitive settings.
3) Effective cooperative learning relies on positive interdependence, individual accountability, promotive interaction, developing social skills, and group processing of what was learned.
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Presentation on cooperative learning
Presentation on cooperative learningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.Collaborative, cooperative, active learning
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
bruner theory in detail
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
REFLECTIVE TEACHING
Reflective teaching involves self-evaluation and feedback from colleagues to improve one's teaching. A reflective teacher questions their teaching aims and methods to ensure they are clear and effective in helping students learn. Reflective practice is important for teachers to develop their skills and address issues in a thoughtful way. It involves rethinking one's actions and considering alternative approaches on an ongoing basis.
Hidden curriculum
The document discusses definitions of curriculum from various academics. A curriculum is more than just a syllabus, which lists content to be assessed, but also includes the methods and educational activities used by teachers. It typically includes objectives, content selection and organization, implied or explicit learning patterns, and an evaluation program. Curriculum also encompasses all the planned learning experiences for students under school guidance. There is no single agreed-upon definition of curriculum.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Sylor- Alexandar model Of Curriculum
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
The definition of curriculum
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
Problems and issues in curriculum development
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Child centered curriculum
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Managing diversity in the classroom by Arianny Saviñón & Team
Strategies, approaches and practices to manage culturally and linguistically diverse young children with special needs
Assessment in Education
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
What is reflective teaching?
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Learning enviroment
The document discusses the classroom learning environment and its effects on primary school students. It defines the classroom learning environment as the space where teachers and learners interact and learn. It notes that the environment can affect how students learn and achieve. The key elements that make up the learning environment are identified as the classroom climate, space, relationships, materials, and cleanliness. A good learning environment with a positive climate, strong relationships, and adequate materials can promote student participation and creativity, while a poor environment with distractions and weak relationships can hinder learning.
curriculum
The document discusses different perspectives on curriculum, including:
- Subject-centered, teacher-centered, and student-centered approaches
- Definitions that see curriculum as experiences guided by teachers, all learning opportunities, or a plan for all learner experiences
- Debates around who determines curriculum, whether there is a "right" curriculum, and whether it should reflect the real world
- Distinctions between the overt, hidden, and null curriculums and how they shape student learning and development
- Issues regarding what knowledge is included or excluded from curriculum and whose knowledge is prioritized
Accommodating Students with Disabilities and Ensuring Compliance
This document covers accommodating students with disabilities and ensuring ADA compliance at NMSU Alamogordo. It discusses laws protecting students with disabilities, defines individuals with disabilities, and outlines reasonable accommodations. It describes student and faculty rights and responsibilities, including providing accommodations, testing services, and maintaining confidentiality. The document also discusses service animals, personal mobility devices, and interacting respectfully with people with disabilities.
Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
More Related Content
What's hot
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment involves the use of empirical data of student learning to refine programs and improve student learning. Assessment is used in many ways in education. The good deal of attention is given to the use in helping and learning. Assessment consist of the diverse learners needs the learner’s assessment assess the certain level of individual that include concepts of exemptions, concession, adaptation and accommodation. All are perfectly helpful for the assessment of diverse learners.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Presentation on cooperative learning
Presentation on cooperative learningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.Collaborative, cooperative, active learning
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
curriculum foundation,design and development
The document defines curriculum and discusses its key dimensions. It states that John Delnay defined curriculum as a purposeful plan for organizing learning interactions between teachers, students, and content. Some authors see curriculum as efforts to achieve desired student outcomes in and out of school. There are four major curriculum dimensions: informal, formal, non-formal, and guidance/counseling. The informal curriculum involves daily learning outside the classroom. The formal curriculum is structured learning in educational institutions. The non-formal curriculum involves daily activities related to work, family or leisure. [END SUMMARY]
bruner theory in detail
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
REFLECTIVE TEACHING
Reflective teaching involves self-evaluation and feedback from colleagues to improve one's teaching. A reflective teacher questions their teaching aims and methods to ensure they are clear and effective in helping students learn. Reflective practice is important for teachers to develop their skills and address issues in a thoughtful way. It involves rethinking one's actions and considering alternative approaches on an ongoing basis.
Hidden curriculum
The document discusses definitions of curriculum from various academics. A curriculum is more than just a syllabus, which lists content to be assessed, but also includes the methods and educational activities used by teachers. It typically includes objectives, content selection and organization, implied or explicit learning patterns, and an evaluation program. Curriculum also encompasses all the planned learning experiences for students under school guidance. There is no single agreed-upon definition of curriculum.
Curriculum organization and design
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Sylor- Alexandar model Of Curriculum
The Saylor-Alexander model of curriculum is a 4-step process that includes determining goals and objectives, selecting and creating the curriculum design, developing implementation plans, and selecting evaluation procedures. It emphasizes flexibility and freedom for students and teachers. The model proposes evaluating the total educational program, curriculum plan, instructional effectiveness, and student achievement using various techniques to inform further planning. While it honors student needs and interests, teachers may find it difficult to balance all student factors.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
The definition of curriculum
The document defines curriculum as comprising the subjects of study in a school or college, including the means and materials students interact with to achieve educational outcomes. It discusses traditional versus modern definitions of curriculum, with traditional focusing on knowledge transmission and modern encompassing cognitive, affective, and psychomotor development. Curriculum mapping is defined as diagramming a curriculum to identify gaps, redundancies, and misalignments to improve coherence and effectiveness. The key components of a curriculum map are listed as essential questions, assessment, content, skills, standards, and resources.
Problems and issues in curriculum development
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Child centered curriculum
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Managing diversity in the classroom by Arianny Saviñón & Team
Strategies, approaches and practices to manage culturally and linguistically diverse young children with special needs
Assessment in Education
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
What is reflective teaching?
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Learning enviroment
The document discusses the classroom learning environment and its effects on primary school students. It defines the classroom learning environment as the space where teachers and learners interact and learn. It notes that the environment can affect how students learn and achieve. The key elements that make up the learning environment are identified as the classroom climate, space, relationships, materials, and cleanliness. A good learning environment with a positive climate, strong relationships, and adequate materials can promote student participation and creativity, while a poor environment with distractions and weak relationships can hinder learning.
curriculum
The document discusses different perspectives on curriculum, including:
- Subject-centered, teacher-centered, and student-centered approaches
- Definitions that see curriculum as experiences guided by teachers, all learning opportunities, or a plan for all learner experiences
- Debates around who determines curriculum, whether there is a "right" curriculum, and whether it should reflect the real world
- Distinctions between the overt, hidden, and null curriculums and how they shape student learning and development
- Issues regarding what knowledge is included or excluded from curriculum and whose knowledge is prioritized
What's hot (20)
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Assessment of diverse, learners,exemption, concessions, adaptation & acco...
Managing diversity in the classroom by Arianny Saviñón & Team
Managing diversity in the classroom by Arianny Saviñón & Team
Similar to Testing Accomodations Presentation
Accommodating Students with Disabilities and Ensuring Compliance
This document covers accommodating students with disabilities and ensuring ADA compliance at NMSU Alamogordo. It discusses laws protecting students with disabilities, defines individuals with disabilities, and outlines reasonable accommodations. It describes student and faculty rights and responsibilities, including providing accommodations, testing services, and maintaining confidentiality. The document also discusses service animals, personal mobility devices, and interacting respectfully with people with disabilities.
Accommodations and Modifications for students -pp
Here are some appropriate accommodations and modifications based on the student's present levels:
Accommodations:
- Access to teacher notes to supplement his own notes
- Extra processing and response time for assignments and tests
- Audiobooks for reading assignments
- Use of a word processor for written assignments and tests
- Option to take tests orally
Modifications:
- Modified spelling lists focusing on functional words
- Adjusted length or content level for some written assignments
The accommodations maintain the same learning expectations while providing supports, while the modifications adjust expectations to match the student's abilities. This combination of supports can help the student meaningfully access and engage with grade-level content.
Accommodations vs. modifications
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
Accommodations for SWD
The document discusses accommodations and modifications for students with disabilities. It defines accommodations as changes to how students learn or are assessed, without altering expectations, while modifications change expectations. Accommodations include things like extra time, audiobooks, or adaptive keyboards. Modifications include exemptions or individualized tasks and expectations. The document provides examples of accommodations for presentation, response, setting, and timing. It emphasizes the IEP team determines needed accommodations based on individual student strengths and needs.
Ch21
This chapter discusses testing accommodations and adaptations for students with diverse needs. It covers why accommodations are important to ensure fair and accurate evaluation of all students, as required by law. The chapter outlines factors to consider when determining appropriate accommodations, such as a student's ability to understand and respond to test questions. It categorizes accommodations based on their impact on test validity and provides recommendations for selecting accommodations during eligibility and accountability testing.
Accommodations
The document discusses various terms, laws, and types of adaptations that can be made for students with disabilities or other special needs to provide equal access to education. It defines terms like IDEIA, IEP, FAPE, Section 504 and discusses the legal justification for providing accommodations and modifications. It then describes nine types of curriculum adaptations that can be made, including adaptations to quantity, time, level of support, input, difficulty, participation, output, goals and curriculum. It provides examples for each type of adaptation.
Large scale assessments and students with disabilities
1. All South Carolina students, including those with disabilities, are required to participate in the state's large-scale assessments, which include PASS, HSAP, EOCEP, and SC-Alt.
2. Students with disabilities may receive accommodations when taking the assessments, including changes to settings, timing, scheduling, presentation, and response options.
3. Allowable accommodations include things like small group testing, extended breaks, sign language administration, use of assistive devices, and spelling assistance.
5-studyskillsworkshop
The presentation covered the differences between accommodations and modifications for students, as well as the differences between 504 plans and IEPs. Accommodations change how students access or demonstrate knowledge but do not lower expectations, while modifications reduce expectations. A 504 plan outlines accommodations for students with disabilities under Section 504, while an IEP provides specially designed instruction for students who qualify for special education under IDEA. Common accommodations include changes to timing, scheduling, presentation of material, setting, and response methods. The presentation also provided strategies for improving test performance and reducing anxiety for students with high-incidence disabilities such as learning disabilities or ADHD.
Differentiation Instruction
General Curriculum is the established plan of instruction for all students in a Local Education Agency. It is based on state standards and allows students with disabilities access to the same curriculum as other students at a level they can understand. Teachers must make accommodations so all students can learn from the general curriculum. The document discusses differentiating instruction, providing accommodations, and the need for special education and general education teachers to collaborate to meet the needs of all students.
CHAPTER-4-components-of-special-and-inclusive-education.pdf
The document discusses components of special and inclusive education. It describes the processes of identifying students for support through assessment, including child find and pre-referral strategies. A variety of assessment methods and principles are outlined. Placement options are discussed, ranging from inclusive classrooms to more intensive support. Accommodations provide access to the general education curriculum, while modifications alter curriculum expectations for some students with significant disabilities.
Leveling The Playing Field
The document discusses testing accommodations for students with disabilities. It defines accommodations as changes that level the playing field without changing the test itself. The six types of accommodations are setting, timing, scheduling, presentation, response, and other. Students and their IEP teams should decide which accommodations are needed based on trying different options in the classroom. The goal is for students to advocate for themselves by choosing accommodations that help them show their knowledge.
Sheet1Individual Needs Appointment for Hair StylingEmployee gr.docx
This document outlines Kelly's Salon's appointment process, which involves greeting customers, checking availability, scheduling appointments, and completing payments. An employee greets the customer and collects their information. They then call to check stylist availability and schedule an appointment. The employee discusses appointment details like time, services needed, and payment. They also enter customer feedback into the system. On the day of the appointment, the customer receives their service and pays at the cashier before leaving. The process aims to efficiently schedule and complete salon appointments from start to finish.
Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to meet the diverse needs of all students.
Chapter one in review
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to support diverse learners. The goal is to establish an equitable education system that meets all students' unique needs through specialized instruction and multi-modal learning opportunities.
Chapter one in review
The document summarizes key legislation and initiatives that have shaped special education, including the Individuals with Disabilities Education Act, Section 504, the Americans with Disabilities Act, and No Child Left Behind. It also outlines major components of special education today, such as standards-based education, inclusion, response to intervention, universal design for learning, differentiated instruction, evidence-based practice, and considering student diversity. The special education system is designed to provide individualized support and equal opportunities to students with disabilities based on research and federal guidelines.
Chapter one
This document provides an overview of key laws and concepts related to special education, including IDEA, NCLB, ADA, and Section 504. It discusses requirements such as providing a free and appropriate public education, developing IEPs, inclusion, and accountability. Key concepts covered include response to intervention, universal design for learning, differentiated instruction, and evidence-based practices. The roles of teachers, parents, and students in special education are also summarized.
1 accandmod
The document discusses accommodations and modifications for students with Individualized Education Programs (IEPs). It explains that IEPs outline the supplementary aids, services, accommodations and modifications needed to support students with disabilities in general education classrooms. Accommodations involve changing how students access or demonstrate learning without substantially altering the content or criteria, while modifications more significantly change the scope or expectations of assignments. Examples of both accommodations and modifications are provided.
PPT IN FOUNDATION IN SPECIAL AND INCLUSIVE EDUCATION .pdf
Accommodations provide supports to students with disabilities to access class content and demonstrate their knowledge without modifying curriculum standards. Accommodations may include altering materials, using different response formats, and allowing more time on tests. Accommodations are provided during both instruction and assessments based on a student's needs and can involve changes to presentation, response, setting, or scheduling. Examples of presentation accommodations include using visual supports like color-coding, larger print, sign language, captioning, reading instructions aloud, and assistive technology.
Special Education in an Era of Inclusion and Standards
The document outlines strategies for teaching learners with special needs, including ensuring inclusion in general education classrooms through appropriate supports, complying with laws like IDEA that require accommodations and Individualized Education Programs, and using approaches like differentiated instruction, universal design for learning, and evidence-based practices to meet the needs of diverse learners. Adaptations in areas such as the level of difficulty, time allowed, size of assignments, and ways students can participate and demonstrate understanding are also discussed.
Section 504 shorter version 2008
Section 504 outlines protections and requirements for students with disabilities. It defines a student with a disability as someone with a physical or mental impairment that substantially limits a major life activity. School districts must provide free appropriate public education to students with disabilities through reasonable accommodations. They must also implement identification, evaluation, and procedural safeguards for students and notify parents of their rights annually.
Similar to Testing Accomodations Presentation (20)
Accommodating Students with Disabilities and Ensuring Compliance
Accommodating Students with Disabilities and Ensuring Compliance
Large scale assessments and students with disabilities
Large scale assessments and students with disabilities
CHAPTER-4-components-of-special-and-inclusive-education.pdf
CHAPTER-4-components-of-special-and-inclusive-education.pdf
Sheet1Individual Needs Appointment for Hair StylingEmployee gr.docx
Sheet1Individual Needs Appointment for Hair StylingEmployee gr.docx
PPT IN FOUNDATION IN SPECIAL AND INCLUSIVE EDUCATION .pdf
PPT IN FOUNDATION IN SPECIAL AND INCLUSIVE EDUCATION .pdf
Special Education in an Era of Inclusion and Standards
Special Education in an Era of Inclusion and Standards
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdGender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Testing Accomodations Presentation
- 1. Test Access & Accommodations for Students with Disabilities August 12, 2011
- 3. Individuals with Disabilities Education Improvement Act of 2004 (IDEA)
- 4. Parts 100 and 300 of the Code of Federal Regulations
- 5. No Child Left Behind of 2001 (NCLB)
- 6. Section 504 of the Rehabilitation Act of 1973
- 8. § 300.160 (continued) (i) Identify only those accommodations for each assessment that do not invalidate the score; and (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score.
- 10. More time than peers to complete tests
- 11. Read-aloud of math and science test items
- 12. Modifications are intentional changes that might reduce performance expectations
- 13. Requiring a student to complete fewer test items
- 15. ProctoringRoles and Responsibilities Testing proctors have a moral and legal responsibility to provide reasonable accommodations to students with disabilities while maintaining the integrity of the examination. Teachers know their students best and have a moral and legal responsibility to apply for accommodations directly related to access and ensure that every accommodation needed for access is requested.
- 17. Is responsible for making sure all policies and procedures are carried out in assigned room
- 18. Adheres strictly to providing the test accommodations listed on the IEPTransfer s accommodation used by students to the test booklet(s)
- 19. State Assessment Accommodation Categories Flexibility in Scheduling/Timing Flexibility in Setting Method of Presentation Method of Response Other Accommodations Accommodations for Physical Education Assessments
- 20. Flexibility in Scheduling/Timing Extending time e.g. double time Stop-the-clock breaks Administering test over multiple days
- 24. Location with minimal distraction
- 26. Read aloud of directions
- 28. Language in directions simplified
- 29. Cues
- 31. Use of aids or assistive technology devices
- 33. Use of additional paper for math calculations
- 34. Use of aids/assistive technology
- 35. Scribe
- 36. Tape recorder
- 37. Word processor
- 39. Waiving requirements for spelling, paragraphing and punctuation
- 43. Use separate rooms for students with different accommodations
- 44. Accommodated students tested separate from standard time students
- 45. Give tests in the proper sequence
- 48. During the AssessmentEnsure Test Security Ensure the confidentiality of test questions and answers Maintain test integrity and validity This becomes an issue when accessible test formats are used or when someone other than the student is allowed to see the test 20
- 49. Accommodations do NOT… Change, lower, or lessen learning, or reduce assessment expectations. Example: Require a student to learn less material. Example: Revise assignments or tests to make them easier. Result in implications that could adversely affect a student throughout his/her educational career. 21
- 50. After the Assessment Return ALL materials to a secured location: Student booklets Alternate test versions Original student work Scratch paper 22
Editor's Notes
- The Accommodations Guidelines is organized into the accommodation categories listed above. Presentation accommodations: allow students to access information in ways that do not require them to read standard print visually. These alternate modes of access include:AuditoryMulti-sensoryTactileVisualResponse accommodations: allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using assistive devices or organizersSetting accommodations: change the location in which a test or assignment is given or the conditions of the assessment settingTiming/scheduling accommodations: increase the allowable length of time to complete a test or assignment and may change the way that time is organized