Yá’át’ééh. My name is Dr. Melba Martin, Ed. D. My maternal clans are German and Russian. My paternal clans are Scotch, English and Southeastern United States Native descendants.
I am honored to serve as the Exceptional Student Services (ESS) Director for Chinle Unified School District No. 24. In order to succeed in accomplishing the Superintendent’s vision of becoming an “A” district, we must ensure that all students are given the chance to succeed in their education while accommodating their learning style. For this reality to be implemented, we must believe that our children can succeed in all educational opportunities. The Exceptional Student Services Department is comprised of Special Education, Americans with Disabilities Section 504, and Gifted Education.
As Director of ESS for the Chinle Unified School District No. 24, I want to thank the community, parents and students for allowing the staff in this department to collaborate with every student who needs our services. I look forward to working with all members in our community as we continue to implement this program.
October 27, 2014 By ESSWebEditor
In an effort to reduce anxiety and be proactive, the Assessment and Exceptional Student Services Sections want to provide some information regarding students with disabilities who will be participating in the new statewide achievement assessment. Please share this information with your district administrators, principals, department heads, special education teachers, school psychologists, and case managers.
As a reminder, all students are required to participate in state assessments. It is not a requirement that IEP teams convene specifically to identify the name of the new state achievement test in a student’s IEP. Exception: If a student qualifies for the Alternate Assessment and is participating in the National Center and State Collaborative (NCSC) or AIMS A Alternate Assessment, the IEP team must be convened to address eligibility for the tests, including why the particular alternate assessment the student will be participating in is appropriate for the student, and why the student cannot participate in the regular assessment. (IDEA 2004 300.320(a)(6).)
Per IDEA 2004 (300.320(6)(i)) and the Elementary and Second Education Act 612 (a)(16), if a student has specific accommodation(s), these must be identified for use in the state achievement assessment. Accommodations should only be identified if they are used routinely during instruction. The identification of accommodations should not be limited to nor based on what is allowed on the state achievement test. Accommodations should be determined based on individual student need rather that what is allowable on an assessment.
Concern has been expressed that since the allowable accommodations are not yet known for the new state assessment, if a student needs specific accommodation(s), these should have already been identified in the student’s IEP. Please note that what is most important regarding accommodations is to identify what type of accommodations your student needs. Once the accommodations for the new assessment are known, ADE will make that information available as soon as possible.
The following online resources are free tools that will help you determine appropriate instructional accommodations for your students.
- AIM Navigator is a tool to help IEP teams make decisions about need, selection, acquisition, and use of accessible instructional materials: http://aim.cast.org/navigator/page/.
- AIM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software, including: custom text, background colors, text to speech, text highlighting, and layout options that allow students to decide which of these supports might help them to access and understand text: http://aim.cast.org/navigator/page/.
- Approved Gifted Testing List
- Advanced Placement Course Informaton