Accommodations The Do’s & Don’ts During Statewide Testing - PowerPoint Presentation

Accommodations The Do’s & Don’ts During Statewide Testing

General Information Accommodations may be provided to students with disabilities with current IEPs or Section 504 Plans and to students with current ELL Plans. Care must be taken to provide a student with only the accommodations permitted for that student. In addition, students with disabilities must be provided the opportunity to participate in practice activities for the statewide assessments with appropriate allowable accommodations. The test administrator and the school assessment coordinator are responsible for ensuring that arrangements for accommodations have been made prior to the test administration dates.

Determining Appropriate Accommodations Decisions on accommodations are made by the IEP, Section 504, or ELL team and recorded on the IEP, Section 504, or ELL Plan. Accommodations are based on the individual needs of each student. Accommodations should facilitate an accurate demonstration of what the student knows or can do. Accommodations should not provide the student with an unfair advantage or interfere with the validity of a test; accommodations must not change the underlying skills that are being measured by the test. Accommodations must be the same or nearly the same as those needed and used by the student in completing classroom instruction and assessment activities. Accommodations must be necessary for enabling the student to demonstrate knowledge, ability, skill, or mastery.

Allowable Accommodations For English Language Learners (ELL)

Allowable Accommodations for ELL Flexible Setting Small groups Flexible Scheduling Frequent or multiple breaks* Additional time* *Each test session MUST be completed within one school day. Assistance in Heritage Language Limited assistance by an ESOL or heritage language teacher using the student’s heritage language for directions, prompts, items, and answer choices. This should not be interpreted as permission to provide oral presentation of prompts, items, and answer choices in English or in the student’s heritage language. Assistance may NOT be provided for passages in Reading or Writing tests. Questions about the general test directions may be answered in the student’s heritage language. Questions about a word or phrase in a prompt, item, or answer choice that is confusing the student because of limited English proficiency may be answered, but it is prohibited to give assistance that will help the student produce, correct, or edit a response. Approved Dictionary/Glossary Access to an English-to-heritage language and/or heritage language-to-English translation dictionary, glossary, or both, such as those made available to ELLs in an instructional setting. Word-to-word translations only No definitions or other information Not exclusively in the heritage language or in English May use electronic translation dictionaries/glossaries that meet the same requirements without accessing the Internet

Allowable Accommodations For Students with Disabilities (IEP or 504)

Flexible Presentation Accommodations On Statewide Assessments

Flexible Presentation Paper-based test materials may be requested for a student with an IEP or Section 504 Plan that clearly indicates the reason that the computer-based test is not currently accessible or appropriate. Large print, braille, one-item-per-page, increased space between test items, or true black-and-white Passage booklet (regular or large print) Oral presentation (ELA reading & writing passages may NOT be read) – includes text-to-speech, ASL, and CC Test directions repeated, clarified, or summarized Provide a copy of directions from the script that is read by the TA Student may repeat/paraphrase directions to demonstrate understanding Student may read aloud to him/herself using a WhisperPhone ® or in a separate setting Verbal encouragement (keep working… make sure you answer every question)

Flexible Presentation cont. Magnification devices, straightedge, masking tools, colored transparencies or overlays Test documents may be secured to a work area (If adhesives are used to secure scannable documents, responses must be transcribed into replacement documents) Positioning tools, such as a reading stand Highlighters (If a highlighter is used on a scannable document, responses must be transcribed into a replacement document.)

Oral Presentation Accommodations What you can and can’t read (or sign)…

Oral Presentation Accommodations May be provided by a human reader or via computer-based text-to-speech. If specified on the IEP or 504 Plan, the accommodation should be provided as documented. The test delivery systems are designed to only read “allowable” content, which may be repeated as many times as needed by a student. Guidelines have been developed for human readers to reduce the risk of error when providing oral presentation accommodations to eligible students. When reading answer choices, the test administrator or proctor must be very careful not to use inflection that might lead a student to the correct/incorrect responses.

FSA ELA Reading Directions, test questions, and answer choices may be read aloud. Passages may NOT be read aloud. Any portion of any passage read aloud to a student is cause for test invalidation. When passages or excerpts from passages appear within items, the following rules apply: Words, phrases, and individual sentences from passages that appear in the stem or in the answer choices may be read aloud. Portions of passages longer than one sentence that appear in the stem or in the answer choices may NOT be read aloud. Paragraphs from passages (including individual sentences presented together in paragraph form) that appear in the stem or in the answer choices may NOT be read aloud. Only paragraph numbers may be read aloud.

FSA ELA Writing Directions may be read aloud. Writing Prompt may be read aloud. Passages may NOT be read aloud. Any portion of any passage read aloud to a student is cause for test invalidation.

Everything in this portion may be read aloud.

Do NOT read any portion of any passage aloud.

FSA Math: Grades 3 – 8, Algebra 1, and Geometry Directions may be read aloud. Test questions may be read aloud. Answer choices may be read aloud.

Everything in this portion may be read aloud.

Everything in this portion may be read aloud.

Everything in this portion may be read aloud.

Everything in this portion may be read aloud.

Science: Grades 5 & 8 and EOCs: Civics, Biology 1, and U.S. History Directions may be read aloud. Test questions may be read aloud. Answer choices may be read aloud.

Everything in this portion may be read aloud.

Flexible Responding Accommodations On Statewide Assessments

Flexible Responding A student may use varied methods to respond to a test, including written, typed, signed, and verbal responses. A test administrator or proctor may record or transcribe student responses to the format required by the test (i.e., written or typed). Recorded or transcribed responses must accurately reflect the response of the student , without addition or enhancement by the test administrator or proctor. If a student provides a verbal or signed response, the test administrator or proctor must ask the student to indicate: Punctuation Spelling of words that he or she is not completely certain that the student can spell (i.e., words not on the Dolch word list for the grade level tested). The student may review the written material and direct the test administrator or proctor on editing the response.

Flexible Responding cont. A student may use: Special paper such as raised-line, shaded-line, or color-coded. Responses must be transcribed from the special paper to the format required by the test. Speech-to-text technology Assistive technology devices (i.e., computer switch, communication device, pointing device) A test administrator or proctor may check periodically to be sure that a student is entering answer choices correctly on a computer-based or paper-based test.

Flexible Scheduling Accommodations On Statewide Assessments

Flexible Scheduling A specific time of day may be identified for testing. Frequent Breaks: Test sessions may be administered in several brief periods. Clock stops during each break. Each CBT test session must be completed within ONE school day. Extended Time: Must be provided in accordance with the student’s IEP or Section 504 Plan. Extended time is NOT unlimited time ; it should align with the accommodation used regularly in the student’s classroom instruction and assessments. Student is not required to use all of the extended time that is allowed. Test session may be ended prior to the expiration of the extended time. Each CBT test session must be completed within ONE school day. A student who needs more than one day to complete a single test session must be identified for paper-based testing.

Flexible Setting Accommodations On Statewide Assessments

Flexible Setting Tests may be administered: In a familiar place with a familiar test proctor. In a small group (comparable to normal instructional group size) or individually. In a separate setting if an allowable accommodation (read aloud) will disturb others. Students may have: Special lighting Adaptive furniture FM systems/special rooms to decrease auditory distractions White noise/sound machines Increased/decreased opportunities for movement Reduced stimuli (limiting the number items around their testing station)

Assistive Devices and Tools On Statewide Assessments

Assistive Devices & Tools Students may have/use: Software programs to ensure access (i.e., switch scanning software, on-screen keyboards, mouse emulators). Assistive devices to ensure access (i.e., alternative keyboards, trackballs, joysticks, switch scanning systems, touch screens, mouth sticks, head wands, eye-gaze or head control systems). Visual and/or auditory magnification devices. Other assistive technology typically used by the student in classroom instruction may be used, provided the purpose of the test is not violated. Implementation of assistive devices must ensure test responses are the independent work of the student.

Assistive Devices & Tools cont. Students may have/use: English/sign or sign/English translation dictionaries (paper or electronic). The dictionary may contain the sign picture, the word, synonyms, and an index. NO DEFINITIONS . Regular, large key/large display, or talking calculators (applicable math assessments/sessions). Blank mathematics grids/guides to organize mathematical computation. If a student is visually impaired – an abacus, geoboard, and other devices approved as substitutes for paper/pencil computations. Real coins to represent coins depicted in test items (coins may not be used as counters). An electronic device identified on his or her plan for a specified use (i.e., health monitoring app on the student’s phone or smart watch). A test administrator must be able to monitor the student's use of the device at all times during testing.

Unique Accommodations On Statewide Assessments

Unique Accommodations Unique accommodations are specialized accommodations that require alterations to existing test materials, presentation, or administration guidelines. Requests may be submitted for such accommodations that are outside of the scope of currently available test materials and/or established test administration procedures. Paper-based accommodations are NOT unique accommodations and may be provided to eligible students. Unique accommodations: Must be documented on the student’s IEP or 504 Plan. Must be used regularly in the classroom. Must NOT negate the validity or threaten the security of the test. Must be submitted in writing for district approval. Must be approved by the Commissioner of Education or a designee.

Ensure Implementation of Accommodations On Statewide Assessments

Ensure Implementation of Accommodations Allowable accommodations for students with disabilities must be provided as indicated on the student’s IEP or Section 504 Plan. If an accommodation is not provided as indicated, that student’s test may be invalidated. Required documentation of accommodations throughout the assessment process: Is the student eligible for accommodations? (Y or N) Based on an IEP or 504 Plan? What are the eligible accommodations? What accommodations were actually used?

Ensure Implementation of Accommodations All test administrators must be properly trained in providing the appropriate accommodations to students. If no trained personnel are available to provide accommodations to students, DELAY student testing until trained administrators are available. Proctors must be made aware of the accommodations being provided in the testing room. Test administrators must take care to ensure that students in a testing room are not provided accommodations not listed on their plans. For instance, students who do not have a read-aloud accommodation should not be tested in a room where content is being read aloud to students with this accommodation.

Ensure Implementation of Accommodations For students with flexible scheduling, test administrators must be aware of the exact amount of extended time each student will receive. In addition, test administrators must be aware of security procedures during extended breaks (materials return, no student access to electronic devices, etc.). When testing students who are allowed certain accommodations, test administrators may need to modify the administration scripts (i.e., change timing references if students have an extended time accommodation). It is especially important that they review the scripts before testing begins to determine the necessary modifications. Scripts for accommodated assessments are available on the FSA Portal. Test administrators who are administering paper-based grades 4–10 ELA Reading tests must be assigned the AVA User Role in TIDE and be familiar with the AVA User Guide prior to the first day of testing.

Ensure Implementation of Accommodations Work together!! ESE Specialists School Assessment Coordinators 504 Coordinators Check, double check, and triple check!! Student plans are constantly being reviewed/revised. Keep apprised of newly added, deleted, or edited accommodations. Take nothing for granted!! Make sure test administrators and proctors understand exactly what each accommodation indicated for every student means. The time to explain accommodations is before testing begins, not after.

Questions? Thank you for helping ensure successful test administration during the 2017-18 school year! Visit: FSA Portal Resources -> Accommodations Visit: Avocet Accommodations