Considering Accommodations

in State Assessments:2013-2014 and Beyond

Melissa Gholson Office of Assessment and Accountability

Thinking About Accommodations

• Where are we now?

• Where are we going?

• What’s our plan to get there?

WHERE ARE WE NOW?2014 and Beyond

Philosophy & TerminologyWV Classification Smarter Classification

Allowable Resource Universal ToolDefinition: 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 studentsRestricted Resource Designated SupportDefinition: 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 AccommodationDefinition: 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 Plan

Smarter BalancedSmarter Balanced website has more specific guidelines on • General Accessibility Guidelines• ELA Audio Guidelines• Mathematics Audio Guidelines • ELL Guidelines • Signing Guidelines • Tactile Guidelines • Bias and Sensitivity Guidelines • Style Guide

Smarter Balanced

Smarter Balanced

Universal ToolsAvailable to all

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

AccommodationsAvailable for Students with IEP and 504 plans.

EmbeddedInto the platform

BreaksCalculatorDigital NotepadEnglish DictionaryEnglish GlossaryExpandable PassagesGlobal NotesHighlighterKeyboard NavigationMark for ReviewMath ToolsSpell CheckStrikethroughWriting ToolsZoom

Color Contrast/P28Masking /P37Text-to-Speech /P01Translated Test Directions/P30Translations(Glossary)/P31Translations (Stacked)/P32Turn off Any Universal Tools/P33

American Sign Language/P34Braille/P03 or P35Closed Captioning/P36Text-to-Speech/P13

Non-EmbeddedProvided locally

BreaksEnglish DictionaryScratch PaperThesaurus

Bilingual Dictionary /R15Color Contrast/P38Color Overlay/P39Magnification/P23Read Aloud/P02Scribe/R04Separate Setting/T09Translations(Glossary)/P41

Abacus/R05Alternate Response Options/R11Calculator/R19Multiplication Table/R20Print on Demand/P40Read Aloud/P14Scribe/R04Speech-to-Text/R21

Construct & Content Access

Accommodations Review

2013-2014Participation Guidelines

• The document includes references to current state policies and procedures.

• Updated to using the crosswalk

Code SummaryExhibit 2. Acceptable Options and Accommodations for Students With Disabilities by WV-MAP Assessment

Options and Accommodations Key:A Accommodation allowed

WVEIS CodeO Option to standard

conditions allowed to all students N Not allowed

WESTEST 2RLA Multiple Choice

WESTEST 2RLA Online Writing

MathematicsWESTEST 2

WESTEST 2Science

WESTEST 2Social 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 A

Selection of accommodations are documented in the

IEP,504 or LEP

Accommodations data must be entered into WVEIS system:

Online IEP, 504 or LEP Plan

Accommodations data must be verified prior to assessment:

WVEIS WOW Tab

Accommodations data is pulled to

identify the appropriate

accommodations:WVDE

Accommodations provision data is

collected, analyzed and reports created:

WVS 326 ProcessThe

Accommodations Process

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

accommodations• Select Smarter Balanced accommodations for all IEP’s• Make sure the appropriate accommodations are finalized

into the Online IEP.• Data entry for IEP will upload accommodations into WVEIS

accommodations app

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 assessment• The 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.

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”.

WHERE ARE WE GOING?

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 WESTEST2

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.

High Contrast

P28 Use high contrast for online assessmentsAllowed 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.

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 Eyes

• P22-universal zoom is provided to all

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)

Documented Need:P13

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 material• P28 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)

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 scribe• R05 Use an abacus (Smarter Balanced, WESTEST 2

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

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)

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)

HOW DO WE GET THERE?

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).

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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 monitoing

Prior to Testing: Verification

Follow the steps outlines in the Participation Guidelines.• Accommodations are verified:

WVEIS accommodations are compared to current IEP

• Assessment decisions are made prior to testing.

• The only way to change the listed accommodation(s) is by holding an appropriate IEP meeting/addendum.

Accommodations Application

Your County/School

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.zip

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 same• All information about

accommodations and the WVS. 326 process is included in the Participation Guidelines.

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 data– Set specific targets for provision rates– Identify common errors to inform your training– Eliminate under- and over-accommodation

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.”

State Reports

District Reports

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)

Resources

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

• Make good decisions about who should be receive support and accommodations Participation Guidelines

• Accommodations checklists• Smarter Balanced Accommodations Guidelines• Smarter Balanced Practice Tests• PARCC

Questions?

Melissa Gholsonmgholson@access.k12.wv.us