Standardized Testing Accommodations for IEP/504 Students: What are the Effects on Student Achievement Scores in the Ball-Chatham School District? PDF Download
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Author: Dawn E. Klinner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Dawn E. Klinner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Nicole Bottsford-Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 25
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Book Description
Individual Education Plans (IEPs) and 504 Plans often recommend the use of accommodations to facilitate the learning of classroom material by students with disabilities. Since the Individuals with Disabilities Education Act (IDEA) in 1997, students with disabilities are expected to participate in state and district-wide assessments, using appropriate accommodations. Large-scale assessment assumes the use of standardized testing conditions to allow for comparability of test scores; however, some students with disabilities are better able to demonstrate their knowledge when allowed to use accommodations that offset the effect of their disability on the construct tested. For these students, de-standardizing the test conditions is the only meaningful way to obtain an accurate estimate of achievement. In 1999 the Special Education Elementary Longitudinal Study (SEELS) began to examine the experience of elementary age students in schools, and pertinent to this report, their experience in testing situations, particularly the use of accommodations. In this paper, using data from SEELS, the authors examine accommodation use across different educational conditions, comparing IEP and 504 Plan accommodations to what students reportedly received in the classroom and on standardized tests. Results suggest a lack of alignment in accommodation use among IEP/504 plans, classroom conditions, and state testing situations. Additionally, there is some variability in what happens for students with different categorical labels. Since the data for this report was obtained from an early administration of the SEELS (Wave 2), monitoring of the alignment issue should continue. (Contains 11 figures and 1 table.).
Author: Aleta A. Gilbertson Schulte
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Author: Ilene Boyd Janson
Publisher:
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Category :
Languages : en
Pages :
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The purpose of this study was to determine the effect of special accommodations on standardized achievement test scores of students in a school system in East Tennessee. Scores obtained by special education students who did not receive special accommodations in 1998 and/or 1999 were compared with scores obtained by the same students who did receive special accommodations in subsequent testing. Scores obtained by special education students who did receive special accommodations were compared with scores obtained by special education students who did not receive special accommodations. The population consisted of 448 special education students in grades two through eight in a public school system in Upper East Tennessee. All students who received Special Education services and took the Tennessee Comprehensive Assessment Program (TCAP) achievement test with or without special accommodations in 1998, 1999, 2000, and/or 2001. Ninety-nine percent of students who received special accommodations had the accommodations of read aloud internal test instructions and read aloud internal test items. A quasi-experimental design was used. A t-test for independent means, a t-test for paired samples, and a two-way analysis of variance (ANOVA) were used to analyze data. As evidenced in this study, special education students who received special accommodations did experience significant gain scores in science, social studies, and math in an initial year they received accommodations. There were significant gains in science and social studies in 2000 for students initially receiving special accommodations. There were significant gains in social studies and math in 2001 for students initially receiving special accommodations. While this study did not find that mean math scores increased statistically significantly in 2000, it is of practical importance to mention that mean math scores did increase substantially. It appears that the benefit of accommodations is not continuous. Students in this study who received special accommodations two consecutive years did not experience noteworthy gain in the second year. Some students, in fact, experienced a significant decrease in gain scores for the second year they received special accommodations.
Author: Ann M. Marquart
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Author: Sandra Rief
Publisher: National Professional Resources Inc./Dude Publishing
ISBN: 1938539834
Category : Education
Languages : en
Pages : 6
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Federal law—Section 504 of the Rehabilitation Act of 1973— requires all schools receiving federal financial assistance to ensure that students with qualifying disabilities have equal opportunity as non-disabled students to participate in all the academic, nonacademic, and extracurricular activities the school has to offer. Section 504 accommodations, which are developed by a school team and documented in a written Section 504 plan, include adaptations, supports, and modifications that are designed to help students with disabilities access the curriculum and all school programs in the least restrictive environment (LRE). In this new and expanded second edition of Section 504: Classroom Accommodations, Sandra Rief presents dozens of effective and reasonable accommodations, organized by behavioral, learning and academic areas, which may be considered in the development of a student’s 504 plan. Practical suggestions for 504 accommodations are made in the areas of Attention and focusWork production and outputPlanning and organizingTime awareness and managementListening, recall and following directionsTest takingBehaviorAcademic areas Since under Section 504 students may also receive a variety of services and supports by providers other than classroom teachers, this guide also describes practical, easy-to-use accommodations for speech/language, occupational or physical therapists.
Author: Peter Albert Beddow
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 151
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Author: Sandra Rief
Publisher: Dude Publishing
ISBN: 9781935609216
Category : Children with disabilities
Languages : en
Pages : 4
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Book Description
In order to more successfully meet the special needs of students with 504 Plans in their classrooms, teachers need to have a wide range of effective accommodations at their disposal. This reference guide, written by Sandra Rief, nationally renowned authority on ADHD and LD, provides specific evidenced-based accommodations to address a variety of areas, such as:Attention and Focus Planning Organizing Behavior Self-Regulation Test-Taking Time Awareness & Management Listening & Following Directions Work Production (Class Assignments & Homework) And much, much morePacked with ready-to-use, practical accommodations, this guide is a valuable "desk reference" for every teacher who wants to more effectively address the needs of students with disabilities in their classrooms. School teams will also find this to be a useful tool when developing 504 Accommodation Plans for qualifying students.
Author: Sandra Rief
Publisher:
ISBN: 9781938539565
Category :
Languages : en
Pages :
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Book Description
Federal law¿Section 504 of the Rehabilitation Act of 1973¿ requires all schools receiving federal financial assistance to ensure that students with qualifying disabilities have equal opportunity as non-disabled students to participate in all the academic, nonacademic, and extracurricular activities the school has to offer. Section 504 accommodations, which are developed by a school team and documented in a written Section 504 plan, include adaptations, supports, and modifications that are designed to help students with disabilities access the curriculum and all school programs in the least restrictive environment (LRE). In this new and expanded second edition of Section 504: Classroom Accommodations, Sandra Rief presents dozens of effective and reasonable accommodations, organized by behavioral, learning and academic areas, which may be considered in the development of a student¿s 504 plan. Practical suggestions for 504 accommodations are made in the following areas: attention and focus; work production and output; planning and organizing; time awareness and management; listening, recall and following directions; test taking; behavior; academic areas.Since under Section 504 students may also receive a variety of services and supports by providers other than classroom teachers, this guide also describes practical, easy- to-use accommodations for speech/language, occupational or physical therapists.
Author: Mari Hoashi Franklin
Publisher: Independently Published
ISBN: 9781728766997
Category : Education
Languages : en
Pages : 64
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Book Description
Children living with disabilities have a legal right to a Free and Appropriate Public Education in the Least Restrictive Environment. Mother and attorney Mari Hoashi Franklin created this book to help parents navigate the process of defining the reasonable accommodations and necessary services that will help ensure full inclusion for their children. With this guide, parents can focus on their role as parents without needing to also become expert educators and attorneys in the process. We cover 504, IEP, ADA, IDEA, HIPAA and more only far enough to help parents feel confident that the system can be successfully worked to ensure full inclusion for our children. Step-by-step instructions to document your child's situation and to secure appropriate accommodations - including sample forms and letters - are designed to enable parents to appropriately lead supporting medical professionals and educators through the process of securing appropriate accommodations and services in the school environment.
