At this point in the school year, teachers may be ready to begin evaluating students’ accommodations for effectiveness, frequency of use, and student preference. TEA has not released updated assessment accommodations yet, but teachers should be working closely with special education case managers to determine which accommodations work for students during classroom instruction.
The PAR framework for selecting appropriate oral administration accommodations can be very useful for teachers trying to determine whether a student with a reading disability performs better with an oral reader, a text reader, or reading independently. More information about the PAR framework is here: http://donjohnston.com/par/.
Region 13 has adapted the PAR approach into a simple process that can be used for evaluating any accommodation. This process involves:
- Establish a Baseline
measure quantitative student performance on a task without the accommodations.
- Introduce one variable
let the student try a very similar task with the primary accommodation in question.
- Introduce other variables
let the student try the task with as many different accommodations as you wish to evaluate, changing only one thing at a time.
- Collect student feedback
Use an appropriate student feedback tool to gather information on student preference.
- Present at ARD
Bring your data to the ARD committee for review.
For a printable version of this form, complete with an example, click here: Accurate Accommodations
This final decision-making form takes a broader picture of student needs, strengths, weaknesses, and areas of interest: Accommodations Decision Making Process It is part of the free Accommodations Decision Making online training that we blogged about here: http://www5.esc13.net/thescoop/special/2013/10/01/accommodations-decision-making-free-online-course/
Thank you for all of the thought and care you put into making these crucial instructional decisions.