Tool 11: Parent on Accessibility Supports Questions Parents Should Ask about Accessibility Supports (Universal Features, Designated Features, and Accommodations) in Instruction and Assessment About Instruction About Accessibility Supports What instructional supports does my What are the my child needs to • • child need to access and reach the take, what do they measure (e.g., regular academic standards? or alternate academic standards), and for what purpose is each given? How can my child and I advocate to Are the accessibility supports allowed • • receive accessibility supports not yet on state tests also provided for district provided in instruction? tests? Are there any accessibility supports that How can I support my child at home to • • my child uses at home but does not have ensure that my child can access available in the classroom? homework meaningfully? Are the accessibility supports my child is Can my participate in part of an • • receiving in instruction meant to be assessment with or without certain temporary? If yes, what is the plan to accessibility supports? help determine when to phase them out? How are the various staff members who Are consequences for allowing • • work with my child providing accessibility certain changes to how my child supports? (across content instruction, participates in a test? How will my child’s English language development, special test scores count? education, or other staff) What is the setting or of program Do consequences of accessibility • • support my child receives for instruction? supports vary by type of test? Questions for Instruction and Assessment Is the need for each accessibility support documented in my child’s planning tool (such as ISAAP, PNP, or a similar tool) and/or EL, IEP, or 504 plan?
Tool 11: Parent on Accessibility Supports Questions Parents Should Ask about Accessibility Supports (Universal Features, Designated Features, and Accommodations) in Instruction and Assessment About Instruction About Accessibility Supports • What instructional supports does my child need to access and reach the academic standards? • What are the my child needs to take, what do they measure (e.g., regular or alternate academic standards), and for what purpose is each given? • How can my child and I advocate to receive accessibility supports not yet provided in instruction? • Are the accessibility supports allowed on state tests also provided for district tests? • Are there any accessibility supports that my child uses at home but does not have available in the classroom? • How can I support my child at home to ensure that my child can access homework meaningfully? • Are the accessibility supports my child is receiving in instruction meant to be temporary? If yes, what is the plan to help determine when to phase them out? • Can my participate in part of an assessment with or without certain accessibility supports? • How are the various staff members who work with my child providing accessibility supports? (across content instruction, English language development, special education, or other staff) • Are consequences for allowing certain changes to how my child participates in a test? How will my child’s test scores count? • What is the setting or of program support my child receives for instruction? • Do consequences of accessibility supports vary by type of test? Questions for Instruction and Assessment Is the need for each accessibility support documented in my child’s planning tool (such as ISAAP, PNP, or a similar tool) and/or EL, IEP, or 504 plan?
CCSSOAccessibilityManual.docx