"Research suggests that while testing accommodations provide a positive effect for students with disabilities when compared to students without disabilities, there is a need to make accommodation decisions case by case, based on student characteristics, not disability classification.  Furthermore, evidence-based evaluations are needed prior to making decisions about accessible instructional materials and assessment adaptations.  In order for this to occur, a systematic process that is suited to school-based settings is necessary."   DeCoste, Denise and Bastani-Wilson, Linda. "Protocol for Accommodations in Reading."  Don Johnston,  2014,  www.donjohnston.com. 

STEP 1 AEM Indicator Question: Does the learner have a reading goal?  

• • • Use this indicator question to determine if further consideration should be given to a learner’s need for AEM. 

      • NOTE:  This question can reasonably be applied to all students in grades 3-12.   In addition, high school students for whom a reading goal was discontinued though reading remained below grade level, would also be considered.  

      • Students with physical or vision access may use this or other guidance to determine requirement for AEM.  

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload, roster, or building.  For district-wide accountability, use the 5-Step AIM Process Documentation for District - Sheet 1.  

----------------------------------------------------------------------------------------------------------------------Rationale:   How does the team know if a learner may need AEM?  Should every student with an IEP be considered? If a learner has an IEP and a reading goal, it is assumed that the learner is not reading at grade level.   If the learner is not reading at grade level, it may be difficult to use information, instructions, and questions that are presented in print and/or text form.  Because of this concern about a learner’s ability to access core curricular material (i.e. read, engage during activities and demonstrate learning), it is important to consider the learner’s need for AEM.  The indicator that informs which learners may require consideration for AEM is the presence of a reading goal. 

If a learner’s reading goal has been discontinued and the student continues to read below grade level, the process should continue at Step 2.  This may occur for students in the final semesters of high school if the team directs resources from instruction to other areas. 

Step 2  AEM Screening Questions:   What questions will further help to determine if AEM is required?

Step 2: Use the following screening questions to determine if the team needs to proceed to a data-based determination of a learner’s requirement for AEM.  A single YES response provides enough information to proceed to Step 3.  A NO response to all screening questions suggests that the student does not require AEM. 

Rational:  

The presence of a reading goal does not indicate a learner’s need for AEM.  However, the presence of a reading goal does signal that the learner is not reading at grade level and additional information is needed.   The screening questions are intended to provide the next level of consideration to a learner’s need for AEM.  These questions can serve as a  guide when considering which learners may require more in-depth and data-based review of effective accommodations in this area. 

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster.  For district-wide accountability, use the 5-Step AEM Process Documentation for District - Sheet 1.

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Screening Question #1:   Will the learner’s reading level continue to be below grade level if the current reading goal is achieved?  

The discrepancy between current reading skills and grade-level text the learner is required to read may be indicated by response to this question.   

• A YES response to this question may suggest  that there is a significant difference between the learner’s reading skills and the grade level text.   

• A NO response to this question  may suggest that there is a minimal difference between the learner’s reading skills and the grade level text and it is anticipated that grade level reading will be achieved during the school year.  

Screening Question #2:  Does the learner understand grade-level reading material at a significantly higher level when it is read to him/her?

 The learner’s ability to understand grade level text at a higher level when read to by an adult or a text reader than when read independently by the learner may suggest that the student has adequate language/listening  comprehension for the grade level text. 

• A YES response to this question may indicate that, though the learner can understand the language of the text,  the  learner’s reading skills have not developed to the level that allows independent access to the same grade level text that is used by peers.    This may indicate that the learner could benefit from accessible core educational materials in order to participate fully and benefit maximally from core curricular instruction.  `

• A NO response to this question may indicate that the student has difficulty understanding the text regardless of the way in which it is received.  A NO response to this question does not preclude a requirement for AEM and may suggest a need for additional investigation of comprehension supports that will allow the student to understand and learn. 

Screening Question #3:    Does the learner have accommodations listed in the IEP that require an adult reader at specific times (e.g. testing, worksheets, chapter books, etc)?

  If the IEP team has included adult reader as an accommodation for any grade level text, there is the suggestion that the IEP team considers this accommodation necessary.  NOTE:  Response to this question is intended to determine if adult readers are included in the IEP or used.  If adult readers are not included in the IEP and are used, respond YES to this screening question. 

• A YES response to this question indicates that there is already an accommodation for access to print and text.  There should be, included in the IEP, data-based decisions regarding the effectiveness of this accommodation over one that provides the learner with independent access opportunity.  

• A NO response to this question indicates that adult reader accommodations are not provided and that the student either does not require alternate access to text or is not provided with alternate access to text.

Screening Question #4:   Does it take the learner significantly longer to independently read text than it does for same-age peers?

The learner who is taking the extreme amount of extra resources to read grade level text and is able to understand the text when this amount of time is taken is probably very motivated to learn and to do well on academic assignments and tests.  This motivation may be fragile and, at some point in the academic future, the balance between motivation and effort could change.  

• A YES response to this question may indicate that the student is highly motivated and is able to use current skills to comprehend text.  Additional review of AEM requirement is indicated because the time required to read with comprehension is significantly longer than peers.  Through use of AEM, it may be possible for this learner to use the time and effort resources currently allocated for reading with comprehension for increased learning.  Additionally, the balance between effort and motivation can shift with the complexity of text and student interests.  Knowing the effectiveness and requirement for AEM is important as text complexity and length vary.    

• A NO response to this question may indicate that, regardless of the time allocated, the student does not have independent reading skills that allow comprehension.  

Additional Screening Questions for students with low-incidence disabilities #5 and #6:  

1. Does the learner have significant visual or physical impairments that prevent him/her from independently accessing standard print-based materials provided to same-grade peers and thus require a specialized format?

2. Does the learner have a hearing loss that doesn’t allow him/her to access content that is presented auditorily?

Step 3 Comprehensive AEM Assessment:   This step includes the introduction of text reader accommodations with the appropriate and required level of support for effective use of text and print.  Objective measures of the learner’s comprehension are obtained in Step 3 for independent reading, adult read and/or text reader conditions.  For some students, it will also be important to compare comprehension when provided with evidence-based comprehension supports.   For these students, knowing how to help achieve the highest level of independent text and print use will be important for successful classroom participation and learning.  Use of tools such as the PAR, uPAR  or teacher-developed materials can provide data to make decisions regarding effective accommodations and the learner’s requirement for AEM to access core curricular materials.   

RATIONALE:  What data can be used to support a decision related to a learner’s requirement for AEM?  By systematically reviewing the student’s ability to use print and text when access is provided in various conditions (e.g. student reads, adult reads, student reads with text reader), decisions regarding the student’s needs can be addressed.  Use of AEM within the authentic learning environments (e.g. classroom, home) for authentic tasks (e.g. textbook reading, Web research)   is an important part of the assessment process and can help to determine and document the supports that will be required for effective text reader use.  

Based on the information obtained during assessment, decisions will be made and documented in the learner’s educational plan regarding the requirement for AIM.   Projections related to the specific text and print accommodations will be made and described based on the learner’s identified requirements for specific tasks and activities within the learning environments.   The specificity of this information can help to guide the IEP development (Step 4) and to ensure timely provision and effective use of accommodations (Step 5).  

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster.  For district-wide accountability, use the 5-Step AIM Process Documentation for District - Sheet 1.