Below are examples of modifications that were used for students with disabilities, as determined by the individual student’s IEP team."When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” - Alexander Den Heijer Modifications were to be documented in the student’s IEP. It is likely that the use of modifications significantly limited information obtained during screening to guide instructional planning. Modifications should be consistent with day-to-day instructional methods and should not be first introduced during screening. Modifications change what is being assessed and result in a non-standardized administration. The use of modifications was addressed by a student’s IEP team after careful consideration of both allowable practices and accommodations. Auditory aid (e.g., FM system, sound field system).Below are examples of accommodations that were used for students with disabilities without risk of invalidating PALS scores: Accommodations were required to be documented in the student’s IEP. Accommodations are designed to be consistent with day-to-day instructional methods. Students repeat directions, checking for understandingĪccommodations also do not change the construct being measured, but rather allow some students with disabilities equitable access to the material being presented.
Repeating directions, repeating practice items.Assessing in an alternative location (e.g.Scheduling assessment for optimal times.PALS allowable practices that were available to ALL students, including students with disabilities, included: Educators were instructed to always consider the use of allowable practices prior to considering the need for accommodations or modifications for students with disabilities. The use of these practices did not change the construct being measured and did not require documentation in the IEP. Allowable PracticesĪllowable practices are support options that were already built into the design of PALS, which enabled optimal access for all students including students with disabilities. The statement were to be appropriate to the specific service and stated in a manner that could be understood by all involved in developing and implementing the IEP. Supplementary aids and services included frequency and amount and be stated so that the level of the LEA’s commitment of resources was clear to parents and other IEP team members. Any accommodations and modifications used during a PALS administration were to be consistent with those that were provided during a student’s daily instruction and generally should not have been introduced for the first time for the sake of screening.Īccommodations and modifications beyond allowable practices were to be documented on I-9, IEP Summary, Supplementary Aids and Services. The use of these allowable practices did not require an IEP team meeting or IEP documentation.īecause PALS was a tool to guide instruction, accommodations and modifications were considered supplementary aids, services, and supports provided to or on behalf of the student. Students with disabilities accessed PALS through these allowable practices similar to their non-disabled peers. There were no time limits for any of the PALS tasks. Teachers were able to use these allowable practices with any student during a PALS administration. PALS included allowable practices for administration that were built into the assessment. PALS was designed to be flexible, responsive, and accessible. Student Demographic Data Collection and Reporting.District Assessment Coordinator (DAC) Corner.
Family Resources for Learning during COVID-19.
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