Considering Accommodations - PowerPoint Presentation

Slide1

Considering Accommodations in State Assessments:2013-2014 and Beyond

Melissa Gholson

Office of Assessment and AccountabilitySlide2

Thinking About Accommodations

Where are we now?

Where are we going?

What’s our plan to get there?Slide3

Where are We Now?2014 and BeyondSlide4

Philosophy & Terminology

WV Classification

Smarter Classification

Allowable Resource

Universal Tool

Definition: Subject-specific resources identified as allowable in the Test Administration Manual that are made available to students by a test administrator during a testing event. Allowable resources are not student-specific, and their use does not invalidate test results. Allowable resources are the only resources that districts may give to students during administration of a Statewide Assessment.

Definition: Access features that are available to all students based on student preference and selection.

Eligibility: Available to all students

Restricted Resource

Designated Support

Definition: Any computer-based application, tool, functionality, or a non-electronic resource approved by the Accommodations Panel that does not interfere with the measured construct, but has restricted availability and requires district documentation of individual student need prior to its use.

Definition: Features that are available for use by any student (including English language learners, students with disabilities, and English language learners with disabilities) for whom the need has been indicated by an educator or team of educators (with parent/guardian and student input as appropriate).

Eligibility: Available to all students based on a determination of individual student need; requires documentation of student need

Eligibility: Available only to students for whom an adult or team (consistent with state-designated practices) has indicated the need for these supports (as well as those students for whom the need is documented)

Accommodation

Accommodation

Definition: A practice or procedure in presentation, response, setting, and timing or scheduling that, when used in an assessment, provides equitable access to all students. State-approved Accommodations do not compromise the learning expectations, construct, grade-level standard, or intended outcome of the assessment.

Definition: Changes in procedures or materials that increase equitable access during the Smarter Balanced assessments by generating valid assessment results for students who need them and allowing these students to show what they know and can do.

Eligibility: Available to all students based on a determination of individual student need

Eligibility: Available only for students on an IEP or 504 PlanSlide5

Smarter Balanced

Smarter Balanced

website has more specific guidelines on

General Accessibility GuidelinesELA Audio GuidelinesMathematics

Audio Guidelines ELL Guidelines Signing Guidelines Tactile Guidelines Bias and Sensitivity Guidelines

Style GuideSlide6
Slide7

Smarter Balanced

Smarter Balanced

Universal Tools

Available to all

Designated Supports

Available for Students with LEP, IEP and 504 Plans (ISAAP)

Accommodations

Available for Students with IEP and 504 plans.EmbeddedInto the platform

BreaksCalculatorDigital NotepadEnglish DictionaryEnglish Glossary

Expandable PassagesGlobal NotesHighlighterKeyboard NavigationMark for Review

Math Tools

Spell Check

Strikethrough

Writing Tools

Zoom

Color Contrast/

P28

Masking /

P37

Text-to-Speech /

P01

Translated Test Directions/

P30

Translations(Glossary)/

P31

Translations (Stacked)/

P32

Turn off Any Universal Tools/

P33

American

Sign

Language/

P34

Braille/

P03

or

P35

Closed Captioning/

P36

Text-to-Speech/

P13

Non-Embedded

Provided locally

Breaks

English Dictionary

Scratch Paper

Thesaurus

Bilingual Dictionary /

R15

Color Contrast/

P38

Color Overlay/

P39

Magnification/

P23

Read Aloud/

P02

Scribe/

R04

Separate Setting/

T09

Translations(Glossary)/

P41

Abacus/

R05

Alternate Response Options/

R11

Calculator/

R19

Multiplication Table/

R20

Print on Demand/

P40

Read Aloud/

P14

Scribe/

R04

Speech-to-Text/

R21Slide8

Construct & Content AccessSlide9

Accommodations ReviewSlide10

2013-2014Participation Guidelines

The document includes references to current state policies and procedures.

Updated to using the crosswalk Slide11

Code Summary

Exhibit

2.

Acceptable

Options and Accommodations for Students

With Disabilities

by WV-MAP Assessment

Options

and Accommodations Key: A

Accommodation allowed WVEIS Code

O

Option

to

standard

conditions

allowed

to

all

students

N

Not

allowed

WESTEST

2

RLA

Multiple

Choice

WESTEST

2

RLA

Online

Writing

Mathematics

WESTEST

2

WESTEST

2

Science

WESTEST

2

Social

Studies

ACT

EXPLORE

ACT

PLAN

ACT

COMPASS

ACT

COMPASS

APTA

Smarter Balanced

Presentation

P01 Use text to speech, excluding ELA reading passages (Smarter Balanced, WESTEST 2 & NAEP)

A

N

A

A

A

N

N

N

M

N

A

P02

Have

test

read

aloud

verbatim, excluding passages

A

N

A

A

A

A

A

A

A

O

A

P03 Use

braille

or

other

tactile

form

of

print

A

A

A

A

A

A

A

N

N

A

A

P06

Have

test

presented

through

sign

language

N

A

A

A

A

A

A

A

A

O

A

P13 Use text to speech, including ELA reading passages (Smarter Balanced–for documented need, grades 6-11)

N

N

N

N

N

N

N

N

N

N

A

P14 Have test read aloud, including passages (Smarter Balanced –for documented need for grades 6-11;

students who are blind/low vision

grades 3-11 who do not yet have adequate braille skills)

N

N

N

N

N

N

N

N

N

N

ASlide12

The Accommodations ProcessSlide13

Transition Plan

Review the changes to accommodations

Determine if we use an existing code or if a new code is necessary

Review accommodations changes for the transition online. Review and consider Smarter Balanced field test accommodationsSelect Smarter Balanced accommodations for all IEP’sMake sure the appropriate accommodations are finalized into the

Online IEP.Data entry for IEP will upload accommodations into WVEIS accommodations appSlide14

Assuring Accommodations

Training on the new accommodations

Directions on adding accommodations to the

Online IEP.The Online IEP must be “finalized” if we are able to obtain the accommodations information for systems reporting. Principals review the accommodations prior to each state assessmentThe accommodations must be verified by the case manager at each school or the teacher assigned to have the most current IEP information for verification on the WVS.326

The information on the WVS 326 form is populated directly from the data entered on the Online IEP.The accommodations provision during the assessment is documented on the WVS.326 form.The WVS.326 data is reported to districts and fed back to the IEP team.Slide15

Accommodations Checklist

Identify accommodations changes for each assessment (WESTEST 2 Online including Online Writing and Smarter Balanced Field Test).

Emphasize the collection dates.

Review IEP’s, 504’s and LEP’s for any changes necessary regarding changes for accommodations. Conduct any amendments or IEP meetings for students to be eligible

to receive the appropriate accommodation prior to collection dates. Districts must verify and record each

student who receives accommodations. This means the Online IEP must be “finalized”. Slide16

Where are we going?Slide17

P01 Use text to speech, excluding ELA reading

P02 Have test read aloud

NEW

Human reader

Listen to recorded voice

through headset

Guidance:

Understanding

the difference between

P01

and P02

for

the WESTEST2Slide18

Enlarge Text

P22 Enlarge text on

a

screenDescription: Screen-enlarging software may involve the use of enlarged computer monitors or computers with screen-enlargement programs. Some students use closed-circuit television to enlarge print and display printed material with various image enhancements on a screen.When to select: For students who are visually impaired, and for whom computer screen adjustment is the typical mode of accessing onscreen written material.Slide19

High Contrast

P28 Use high contrast for online assessments

Allowed for:

Smarter Balanced, WESTEST 2 and Online Writing, ACT COMPASS, NAEP, and other computer based assessments.Description: Enable students to adjust screen background or font color, based on student needs or preferences. This may include reversing the colors for the entire interface or choosing the color of font and background. Reverse contrast turns the screen from white to black and creates text in white.When to select: For students who have vision or perception difficulties and use this accommodation instructionally. Students with attention difficulties may need this support for viewing test content. It also may be needed by some students with visual impairments or other print disabilities (including learning disabilities). Choice of colors should be informed by evidence that color selections meet the student’s needs

.Slide20

What about the other codes?

Smarter Balanced does not provide/allow for P06, P15, P16,P17, P18, P19, P24,P25, P26,P27,P29, R02, R13, R16, R17, R18, T03,T04,

T07

P21-screen reading software-Smarter is compatible with JAWS and Window EyesP22-universal zoom is provided to allSlide21

Smarter BalancedReading Supports

P01

Use

text to speech, excluding ELA reading passages (Smarter Balanced & NAEP)

P02 Have test read aloud (All WV-MAP tests excluding Smarter Balanced ELA reading passages, WESTEST 2 RLA/Online Writing, ACT COMPASS Writing Skills and NAEP Reading)

P13 Use text to speech, including ELA reading passages (Smarter Balanced –for documented need, grades 6-11)

P14 Have test read aloud, including passages (Smarter Balanced –for documented need for grades 6-11; students who are blind/low vision grades

3-11 who do not yet have adequate braille skills) Slide22

Documented Need:P13Slide23

Smarter Balanced

P03 Use contracted braille or tactile graphics

(All WV-MAP tests

excluding NAEP computer-based)P23 Use a magnifying device to enlarge assessment materialP28 Use high contrast on screen (Smarter Balanced, WESTEST

2 and Online Writing, ACT COMPASS,NAEP, and other computer based assessments)P33 Turn off any universal tools

(Smarter Balanced)P34 Use embedded American Sign Language

(Smarter Balanced – for ELA listening and math items only ) P35 Use

non-contracted braille and tactile graphics (Smarter Balanced) P36 Use closed captioning (Smarter Balanced – for ELA listening

and NAEP) P37 Use masking (Smarter Balanced)Slide24

Smarter Balanced

P38

Use color contrast (Smarter Balanced – in conjunction with print on demand)

P 39 Use color overlays (Smarter Balanced – in conjunction with print on demand)P40

Use print on demand (Smarter Balanced)P41 Provide translations glossary

(Smarter Balanced ELL only for paper pencil version)R04 Indicate responses to a scribeR05 Use an abacus (Smarter Balanced, WESTEST 2

Mathematics and Science, APTA, ACT COMPASS Mathematics, ACT EXPLORE and PLAN)Slide25

Smarter Accommodations

R11

Use computer or other assistive technology

device to respond (Alternate response options)(All WV-MAP tests)R19 Use calculator (Smarter Balanced –for students needing a special calculator, e.g. braille

or talking)R20 Use multiplication table (Smarter Balanced)

R21 Use Speech to Text (Smarter Balanced)T09 Provide separate setting (Smarter Balanced)Slide26

Smarter Balanced ELL Only

P30 Provide translated test directions

(

ELL Smarter Balanced – for math items only)P31 Provide translations glossary (ELL Smarter Balanced

– for math items only) P32 Provide translations stacked (ELL Smarter Balanced

– for math items only)R15 Use a bilingual word-to-word dictionary (All WV-MAP and Smarter Balanced

ELA- performance task full writes excluding WESTEST 2 RLA and Online Writing, ACT COMPASS Writing Skills and NAEP Reading and Writing)Slide27

How do we get there?Slide28

State Accommodations Monitoring Policies

West Virginia Policies: 2340, 2419, 2417 provide guidance for accommodations for students with IEP, 504 and LEP plans.

All required district and state assessments must provide accommodations monitoring using the WVS.326 Process. Students should always receive the accommodations identified in their plans for other assessments.

Individual accommodations data is archived in the West Virginia Education Information System (WVEIS).

28Slide29

Accommodations Data System

Online accommodations documentation that updates on a daily delta

The development of an accommodations application that allows districts and schools to obtain accommodations data daily

Electronic monitoingSlide30

Prior to Testing: Verification

Follow the steps outlines in the Participation Guidelines.

Accommodations are

verified: WVEIS accommodations are compared to current IEPAssessment decisions are made prior to testing. The only way to change the listed accommodation(s) is by holding an appropriate IEP meeting/

addendum.Slide31
Slide32

Accommodations ApplicationSlide33

Your County/SchoolSlide34
Slide35

Accommodations Provision and Monitoring:The WVS.326 Process

The WVS.326 form will be provided for all WV-MAP assessments.

One form will be provided for each student who should receive accommodations.

WVS. 326 video http://wvde.state.wv.us/oaa/videos/WV_326/Documentation%20Procedures.zipSlide36

WVS.326

The WVS.326 form includes all the accommodations changes

All pre-slugging and data entry one side-no flipping back and forth between pages

Directions on the back side

Process is the sameAll information about accommodations and the WVS. 326 process is included in the

Participation Guidelines.Slide37

WVS 326 State and District Accommodations Report

Provision of accommodations data by content area

7 reports were generated for each content area to summarize (1) provision rate, (2) refusal rate, (3) not allowable rate, and (3) number of students over-accommodated

State, district, school-level reports Intended uses of these dataSet specific targets for provision ratesIdentify common errors to inform your trainingEliminate under- and over-accommodationSlide38

WVS. 326Accommodations Reporting

1. Count

of Students with Accommodation

This report provides the total number of students with the accommodation listed on the front of the 326 form (this number serves as the denominator for all rate calculations in reports 2 – 6).

2. Provision

Rate

 This report provides the percentage of students with the accommodation for whom the accommodation was marked “provided.”

3. Not Allowed Rate 

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” and the “not allowed” code was provided in the reason field.

4. Refusal

Rate

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” and the “refused” code was provided in the reason field.

5. Not

Provided (no

reason indicated

)

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” but no reason code was provided.

6. Not

Provided (blank)

This report provides the percentage of students for whom no information was provided on whether or not the accommodation was provided.

7. Count

of Students

Over-accommodated

This report provides the number of students who do not have the accommodation listed in the pre-slug file, but for whom the accommodation was marked “provided.”Slide39

State ReportsSlide40

District ReportsSlide41

Why do we have to improve?

“It

is not enough to have a list of available accommodations. Rather, accommodations

must be used for instruction and assessment, they must be monitored, and they must be used appropriately so that scores are valid and provide information about a student’s knowledge and skills”. (NCEO, 2012)Slide42

Resources

Identify the universal tools available (Testing Administration Manuals) and practice available

Make good decisions about who should be receive support and accommodations

Participation GuidelinesAccommodations checklistsSmarter Balanced Accommodations GuidelinesSmarter Balanced Practice TestsPARCCSlide43

Questions?

Melissa Gholson

mgholson@access.k12.wv.usSlide44