Word project

Instructions and file below

Skill Review 3.2
Windows Mac
In this project you will be formatting and editing a paper on alternate assessments for students.
You will apply a theme and then alter the theme by changing the style set and color theme. You
will adjust the margins for the document. You will add information to the footer of the document
and a page number and date to the header of the document. You will link to a section in the
document. You will add a cover page and then edit the information displayed. Finally, you will
print a range of the pages in the document.
Skills needed to complete this project:
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Applying Document Themes (Skill 3.1)
Applying Style Sets (Skill 3.2)
Changing Color Themes (Skill 3.3)
Changing Margins (Skill 3.14)
Adding Footers (Skill 3.8)
Inserting Page Numbers (Skill 3.10)
Adding an Automatic Date Stamp (Skill 3.9)
Inserting Hyperlinks (Skill 3.13)
Creating Watermarks (Skill 3.5)
Inserting Page Breaks (Skill 3.6)
Adding a Cover Page (Skill 3.19)
Printing Page Ranges (Skill 3.21)
IMPORTANT: If you are a Canadian user, be sure to verify that your browser and Microsoft
Office use the same country settings. See here for a Help topic on how to change your settings.
Steps to complete this project:
Mark the steps as checked when you complete them.
1. Open the start file WD2021-SkillReview-3-2. The file has been automatically
renamed to include your name. Only change the project file name if directed to do
so.
2. If the document opens in Protected View, click the Enable Editingbutton in the
Message Bar at the top of the document so you can modify it.
3. Apply a theme to a document.
a. Click the Design tab.
b. In the Document Formattinggroup, click the Themes button and
select Retrospect.
4. Change the style set for the document.
a. Verify you are still on the Design tab.
b. In the Style Set gallery, click the Basic (Stylish) option.
5. Change the color theme.
a. On the Design tab, in Document Formatting group, click theColors button.
b. Select the Blue color theme.
6. Adjust the margins for the document.
a. Click the Layout tab.
b. In the Page Setup group, click the Margins button and select Moderate.
7. Add footer text.
a. Click the Insert tab.
b. In the Header & Footer group, click the Footer button and select Ion
(Dark).
c. Click the [Title] control at the far left side of the footer.
d. Type ALTERNATE ASSESSMENTS
e. Click the [Author] control in at the far right side of the footer.
f. Type LINDSEY ALEXANDER
g. Click the Header & Footer tab.
h. Click the Close Header and Footer button.
8. Insert page numbers and display a different first page for the header.
a. Click the Insert tab.
b. In the Header & Footer group, click the Page Number button, point to Top
of Page, and select Accent Bar 1.
c. On the Header & Footer tab, in the Options group, select theDifferent
First Page check box.
d. Click the Close Header and Footer button.
9. Add an automatic date stamp.
a. Navigate to page 2 and double-click the header area to activate it.
b. Place the cursor after the word Page and press the Tab key two times.
c. On the Header & Footer tab, click the Date & Time button.
d. Add a date to the header using the MM/DD/YYYY format (for
example, 01/01/2022). Have the date update automatically.
e. Click the Close Header and Footer button.
10. Add a hyperlink to another place in the document.
a. Navigate to the Modified Achievement Requirementssection.
b. Place the cursor after the third sentence (ending in to receive an alternate
assessment.) and press the spacebar one time.
c. Click the Insert tab.
d. In the Links group, click the Linkbutton.
e. Under Link to select Place in This Document.
f. Select Who is Eligible.
g. In the Text to display box, type (See the Who is
Eligible section)
h. Click OK.
11. Add a watermark to the document.
a. Click the Design tab.
b. In the Page Background section, click the Watermark button and
select DRAFT 2.
12. Insert a page break.
a. Navigate to the Summaryheading and place the cursor at the beginning of
the line.
b. Click the Layout tab.
c. In the Page Setup group, click the Breaks button and select Page.
13. Add a cover page.
a. Click the Insert tab.
b. In the Pages group, click the Cover Page button and select Whisp.
c. Select the [Date] control and press Delete.
d. Select the [Document Subtitle]control and type Making Sure
Child Is Left Behind
14. Preview and print a specific page range.
a. Click the File tab, then click Print.
b. In the Pages box, type 3-5.
c. Verify the name of your printer appears under Printer.
d. Click the Print button. NOTE: If you are using this in class or in your
school’s computer lab, check with your instructor about printing
permissions before completing this step.
15. Save and close the document.
16. Upload and save your project file.
17. Submit project for grading.
Reset Progress Back to top
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Introduction
Our world is full of different types of accommodations that allow people to perform particular
tasks they may not otherwise be capable of doing. People have the ability to choose and wear eyeglasses
or contacts, people with visual impairments often times have access to buttons in Braille, and even voters
with disabilities are able to receive assistance with the voting process.
It is equally important, then, to recognize how accommodations play an important role in
educational settings. There are children in today’s schools who exhibit disabilities that interfere with basic
learning tasks, tasks you and I may take for granted. Some of these could include, but are not limited to;
reading a book, taking notes in a class, writing an essay, or what one may think of as simply taking a test
and filling in some blanks or circles. All of these “basic” educational tasks can be critical for both
educator and student. It is important that each party understand each other in the assessment process. As
educators, it is our job to know our students and how we can do our very best job in fulfilling their needs,
and similarly important, is that our students are aware of why we are assessing those needs.
What is an Alternate Assessment
All of this brings us to a critical piece. An important part of teaching and assessing students with
disabilities, is providing them with accommodations that support learning and that support their ability to
show what they know and can do (Luke & Schwartz, 2007). An alternate assessment, then, can be one
answer to fulfilling the educational obligations set forth by society as well as humanity. What is an
alternate assessment? An alternate assessment is a way of measuring the performance of students with
disabilities. It is an assessment that must be aligned with the State’s content and student achievement
requirements. It must report student achievement in the same way as the State’s regular assessment.
Lastly, it must serve the same purpose as the assessment for which it is an alternate (ODE).
No Child Left Behind
Amendments to the No Child Left Behind Act (NCLB) have allowed for a certain portion of
students with disabilities within each state to be tested via an alternate assessment based on modified
achievement requirements (Elliott, Kettler & Roach, 2008). Historically, in many states, struggling
students who were taking general education grade level tests were given out-of-level tests (Elliott, Kettler
& Roach, 2008). After NCLB, this practice was deemed unacceptable. The testing practices did not
produce meaningful results with regards to what the tests were measuring, nor were they an accurate look
at student achievement. The general assessments were too difficult for many of the students with
disabilities and the alternate assessments were too easy. In summary, neither of these options resulted in
accurate assessment of what the students were being taught, or what they can be known to do (Elliott,
Kettler & Roach, 2008).
Modified Achievement Requirements
An assessment based on modified achievement requirements would appear to be the solution for
the times. Fast forward to today’s alternate assessments. Eligible students who are unable to perform
proficiently on regular state assessments because of their disability may be eligible to receive an alternate
assessment. These alternate assessments have similar materials to the general assessment, only the
language is presented in a simpler way, and there is less content to be memorized for successful
performance. The No Child Left Behind Act of 2007 stated that students with disabilities must have
access to tests that would allow them to demonstrate adequate proficiency. In the past, students with
disabilities did not have to be held accountable for their test performance, whereas today, they must be
included in the school’s accountability system.
There are many ways for students with disabilities to access these tests and be given an equal
chance to demonstrate their knowledge while still providing teachers with the necessary data that will
reveal the students’ strengths and weaknesses. Some of them are, by changing the setting, scheduling,
presentation format, or response format (Johnson, 2012). With the use of some of these simple
modifications, teachers may gain a clearer understanding of their students in order to more effectively
drive instruction.
Who Will Gain
It is important to consider which students would benefit from alternate assessments. First the
regular assessment must be deemed too difficult. This decision would be made by the team who writes the
Individualized Education Program (IEP) for a particular student. How a student with disabilities will
participate in statewide assessment will be determined by the IEP team at least annually (Ohio
Department of Education, 2010-2011). These would be students who are unlikely to reach proficiency
within the same time frame as students who take the regular assessment (Kettler & Elliott, 2009).
Alternate assessment for students with disabilities is going to be appropriate for students with the most
significant cognitive disabilities (Ohio Department of Education, 2010-2011). One would look at students
who learn at a slower rate than their peers and who are considered as having persistent academic
difficulties (Kettler & Elliott, 2009).
In determining eligibility, it is equally important that the IEP team make an informed decision
regarding individuals who will participate in alternate assessment. If states and individuals do not follow
guidelines and criteria, the data for those who should and should not take the alternate assessment could
likely threaten the validity of the alternate assessment (Johnson, 2012).
One accurate way of screening students who may need a modified assessment in a Computer
Based Alternate Assessment Screening Test (C-BAAS). Comparable to problems found on state
assessments, the test includes multiple choice items. This computer assessment was developed to measure
the academic achievement of students that would not otherwise meet proficiency within one year in the
classroom. It is one example of how the results of the study can indicate how the C-BAAS or other
computer tests can predict the outcome of general assessments in a valid way (Kettler in Johnson (2012),
pg. 2).
Who is Eligible
In further discussing the topic of eligibility, the Ohio Department of Education has a model
decision making framework in place to assist those making decisions regarding alternate assessments.
First and foremost is the big question to consider. Can the student show what he/she knows on a general
assessment using allowable accommodations? If the answer is yes, the student should undoubtedly
participate in the general assessment with or without allowable accommodations. If the answer is no, two
critical questions can arise. Does the student have a disability that presents “unique and significant”
challenges to participation in district and state assessments regardless of allowable accommodations
available? Is the student completing a curriculum that is modified substantially (in form and/or substance)
by the IEP from the general education curriculum? If the answer to those questions is yes, then the student
with disabilities must also meet all four of the following criteria to participate in alternate assessment. The
criteria are: Does the student have a cognitive disability? Does the student require substantial
modifications to general education curriculum? Does the student require instruction focused on
application of state requirements through essential life skills? Does the student require instruction
multiple levels below age/grade level? If the answer is yes to the four criteria, then the student will
participate in alternate assessment (Ohio Department of Education, 2010-1011).
Of all special education students, only 14% qualify to take alternate assessments. These students
are under the disability categories of mental retardation, autism, and multiple disabilities. Typically, these
students may have difficulty in expressive and receptive communication. They may often use
communication devices. They may use pictures, signs, gestures or objects to aid in communication
(Johnson, 2012). They could need assistance with motor tasks, and additionally, may need extra time to
acquire skills and to maintain those skills.
Summary
It appears evident that students with disabilities are not likely to be able to perform in a proficient
manner on general state assessments. With the advancements of the Individual’s with Disabilities Act
(IDEA) 2004, as well as the No Child Left Behind Act, school districts must be held accountable for all
student achievement regardless of whether a student has a disability or not. Today, educators have the
option of the alternate assessment, where their students can have the opportunity to show what they know
using a test that is technically easier, but has the same content as the regular statewide assessment. As a
result, test scores are becoming more valid (Johnson, 2012). With alternate assessment, teachers can
continue to adjust styles to meet the needs of all students, while fine tuning accommodations and
instruction for students with disabilities.
Alternate assessment is just another step forward for assisting those students who have special
needs and circumstances. Adding this piece of equipment to the tool belt and allowing students with
disabilities the means of showing their knowledge and skills in a regular assessment format is just another
step toward including them in the general world of education.