In addition to creating relevant goals to increase achievement for students with disabilities, we also provide accommodations for learning and assessment as a support to ensure accessibility and success.
Oscar was a funny, smart and witty 5th grader who just happened to have cerebral palsy. Or, as he used to say, "I have CP. That's what the cool kids call it."
By the time Oscar was in 5th grade, he was an avid reader. He read novels: the entire Harry Potter series, The Lion, The Witch and The Wardrobe. Books like that.
He did not need specially designed instruction for reading, but he did have an accommodation for small group assessment with extended time.
When I went to his 5th grade classroom to get him for testing, he simply stated,
"Do I have to go with you?"
He followed up his question with his own "data" to support that he could stay in the classroom and would not need extended time because there was no writing on this particular assessment.
Needless to say, the IEP reconvened with its own set of data clearly indicating that Oscar no longer needed small group assessment or extended time for learning tasks/assessments that did not involve writing.
I must say that Oscar advocated for himself...
Like a "cool kid" boss.