What are the student’s language learning strengths and areas of further improvement (applicable to all students, not just ELs)? How do the student’s learning needs affect the achievement of grade-level standards? What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade-level standards? What accessibility supports will increase the student’s access to instruction and assessment by addressing the student’s learning needs? These may be new supports or supports the student is currently using. What accessibility supports are regularly used by the student during instruction and assessments? What are the results for assignments and assessments when accessibility supports are used and not used? What is the student’s perception of how well an accessibility support “worked”? Are there effective combinations of accessibility supports? What difficulties does the student experience when using accessibility supports? What are the perceptions of parents, teachers, and other specialists about how the accessibility support worked? Should the student continue to use an accessibility support, are changes needed, or should the use of the accessibility support be discontinued? When matching accessibility supports with students’ needs, educators should consider the following: the student’s willingness to to use the accessibility support, opportunities to how to use the accessibility support in classroom settings, and conditions for use on state assessments. Involving Students in Selecting, Using, and Evaluating Accessibility Supports It is critical for students to understand their needs and learn self-advocacy strategies for success in school and throughout life. Some students have had limited experience expressing personal preferences and advocating for themselves. Speaking out about preferences, particularly in the presence of figures,” may be a new role for “authority students, one for which they need guidance and feedback. Educators can play a key role in working with students to advocate for themselves in the context of selecting, using, and evaluating accessibility supports, making sure that the right number of supports is selected, and avoiding employing too many or too few supports.
What are the student’s language learning strengths and areas of further improvement (applicable to all students, not just ELs)? How do the student’s learning needs affect the achievement of grade-level standards? What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade-level standards? What accessibility supports will increase the student’s access to instruction and assessment by addressing the student’s learning needs? These may be new supports or supports the student is currently using. What accessibility supports are regularly used by the student during instruction and assessments? What are the results for assignments and assessments when accessibility supports are used and not used? What is the student’s perception of how well an accessibility support “worked”? Are there effective combinations of accessibility supports? What difficulties does the student experience when using accessibility supports? What are the perceptions of parents, teachers, and other specialists about how the accessibility support worked? Should the student continue to use an accessibility support, are changes needed, or should the use of the accessibility support be discontinued? When matching accessibility supports with students’ needs, educators should consider the following: the student’s willingness to to use the accessibility support, opportunities to how to use the accessibility support in classroom settings, and conditions for use on state assessments. Involving Students in Selecting, Using, and Evaluating Accessibility Supports It is critical for students to understand their needs and learn self-advocacy strategies for success in school and throughout life. Some students have had limited experience expressing personal preferences and advocating for themselves. Speaking out about preferences, particularly in the presence of “authority figures,” may be a new role for students, one for which they need guidance and feedback. Educators can play a key role in working with students to advocate for themselves in the context of selecting, using, and evaluating accessibility supports, making sure that the right number of supports is selected, and avoiding employing too many or too few supports.
CCSSOAccessibilityManual.docx