Accessibility and Accommodations on State Assessments for English Language Learners

Melissa Gholson, CoordinatorOffice of Assessment and Research

September 15, 2014

Common Core EssentialElements

Assessment Consortia System

General Assessment

Alternate Assessment

English Language Proficiency Standards

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

A Systems Perspective

A Systems Perspectives

Research Agenda

Peer Review

Participation Guidelines & Policies

WVEIS Data Process, Codes & Descriptions

IEP, 504, LEP and SATPlans

Monitoring Process: WVS 326

Accommodations: why does it really matter?

“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)

Guidelines for Participation in State Assessments

• The current version is available electronically at http://wvde.state.wv.us/oaa/pdf/ParticipationGuidelines.pdf This document will be used until December 1, 2014.

• Distribution should be made within your districts either electronically to all members of IEP, 504 and ELL team members and school administration.

• It is recommended that all building level coordinators, principals, LEP, 504,IEP and SAT team members have a copy.

Anticipated PG Changes

• Organization-chapters for each assessment• Specific direction regarding the allowable

accommodations for specific subtests • ELA & Math (Smarter Balanced guidelines)

Science and Social Studies (Existing Participation Guidelines WESTEST 2 section)

• Criteria for Participation in Alternate Assessment• Policy 2340 Updates• Ignore WESTEST 2 Online Writing references

Accommodations Options and Accommodations Key:

AAccommodation 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 Writing Skills

ACT COMPASS Math

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 N N A

P02 Have test read aloud verbatim N N A A A A A N 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 N A O N

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

Accommodations Quick Guide Exhibit 2. Acceptable Options and Accommodations

Options and Accommodations Key:A Accommodation allowed

WVEIS CodeO Option to standard conditions allowed to all students NNot allowed

ACT EXPLORE

ACT PLAN

ACT COMPASS Writing

ACT COMPASS Math

P31 Provide translations glossary (English Language Learners Smarter Balanced – for math items only)

N N N N

P32 Provide translations stacked (English Language Learners Smarter Balanced – for math items only)

N N N N

P33 Turn off any universal tools (Smarter Balanced) N N N N

P34 Use embedded American Sign Language (Smarter Balanced – for ELA listening and math items only)

N N N N

P35 Use non-contracted braille and tactile graphics (Smarter Balanced) N N N N

P36 Use closed captioning (Smarter Balanced – for ELA listening and NAEP) N N N N

Fall Assessments

ACT PLAN & EXPLOREReminders

• P02 – Have test read verbatim – is allowed on the reading and English portions of ACT PLAN and EXPLORE

• The P02 may require extra time and need a T04• For EXPLORE and PLAN, transcribe student responses to a regular-

sized answer folder.• There is no breach form for ACT PLAN & EXPLORE. Please make

sure the accommodations are provided correctly the first time.• P15 – Have directions only read aloud – applies to all subtests.

Only the directions that appear beside the word “Directions” appears in the test booklet can be read aloud.

COMPASS Reminders• For ACT COMPASS, a scribe must enter the student’s

responses into the secure ACT COMPASS testing platform.

• Scribes must be trained carefully in how to record responses (e.g., whether students must indicate spelling, punctuation, etc.).

• PO2 is allowed for COMPASS Math and must be provided in a separate setting.

• P02 is not allowed for COMPASS WRITING SKILLS.

Accommodations for other state assessments

Allowable accommodations for other state assessments (allowed for science and social studies; not allowed for Smarter Balanced ELA & Math)

Instructional Supports

(Classroom)

WVEIS Codes

Assessment Supports

(504, LEP or IEP only)

□ Have test presented through sign language

□Have directions only read aloud

□Have directions presented through sign language

□Use secure electronic braille note taker

□Have directions rephrased by a trained examiner

□Use large print edition

□Use screen reading software

□Enlarge text on screen

□Use electronic translator to present test

□Use electronic translator to present directions only

□Have directions, passage and prompt read aloud

□Use approved bilingual word to word dictionary

□Use sign dictionary to present test including directions

P06

P15

P16

P17

P18

P19

P21

P22

P24

P25

P26

P27

P29

□ Have test presented through sign language

□Have directions only read aloud

□Have directions presented through sign language

□Use secure electronic braille note taker

□Have directions rephrased by a trained examiner

□Use large print edition

□Use screen reading software

□Enlarge text on screen

□Use electronic translator to present test

□Use electronic translator to present directions only

□Have directions, passage and prompt read aloud

□Use approved bilingual word to word dictionary

□Use sign dictionary to present test including directions

Smarter BalancedSmarter Balanced has specific guidelines on • General Accessibility

Guidelines• For more information on

English Language Learners

Noise Buffers

Smarter Balanced

Smarter Balanced

Universal ToolsAvailable to all students

Designated SupportsAvailable for Students with ELL, IEP, 504 and SAT Plans

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)/P41Noise Buffers/P42Translated Test Directions/P30

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

Separate Setting• Description-The test location is altered so that the student

is tested in a setting different from that made available for most students.

• Instructional Practice-Special seating arrangements• Students who are distractible are provided seating within

the classroom to focus.• Students come in during off periods to do homework or

class assignments when the classroom has only a few students.

• During instruction and or testing, students are allowed to find an alternative environment to be in.

Text To Speech (TTS)/Read Aloud Description:Text is read aloud to the student via embedded text-to-speech technology or a human. Only available in English.Instructional Practice:• Teacher or assistant reads aloud instructions.• Listening skills are taught using read-aloud material, and then students are

checked for understanding.• Students listen to a prerecorded audio interpretation book-on-tape) of text

or a book.

Test accommodations must be “consistent with the accommodations provided during instruction” (U.S. Department of Education, 2001).

TTS and Read Aloud ConcernsTTS and read aloud are impacted by:• lack of use, or familiarity of the tool or

accommodation.• fatigue, when reading text and listening• variable audio speed• quality of audio presentationThese designated supports rely on the ability of the student to be able to use auditory processing skills. This may actually add to the cognitive load and negatively impact results.

Linguistic Forms of Support

Research Based Decisions for ELL’s

ELLs with Disabilities

ELLs with Disabilities

Language Translations

• Mathematics-ASL, stacked translations (with the Spanish translation directly above the English item) and primary pop up glossaries in Spanish, Vietnamese. Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian and Ukrainian.

• ELA Listening-Full translations of ASL

Translations

Translations

Bilingual Dictionary

Translation Glossaries

Why glossaries instead of dictionary?• The translation non-embedded support includes the

customized translation of pre-determined construct relevant terms that are most challenging to ELLS.

• The translation of the terms is content specific and grade appropriate. Bilingual dictionaries of not provide context-specific information nor are they customized.

• Glossaries are provided in Spanish, Vietnamese Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian and Ukrainian

Accommodations Provision Process

• Accommodations must be verified locally prior to assessment using the Accm.14 app. The verification process means that the plan, the ACCM.14 data and the WVS 326 should match.

• Accommodations are compared to current ELL plan and or IEP.

• The WVS. 326 form is reviewed to prepare the testing environment for the student.

• The provision of the accommodation is captured on the WVS.326 form during testing.

The WVS.326 Process• The WVS.326 form is provided for all required state assessments.• One form will be provided for each student who should receive

accommodations.• Electronic information data collection helps to support better

student outcomes.• The accommodations data will inform our accommodations

policies and research.• WVS.326 process also provides IEP, 504 and LEP teams feedback

on accommodations provision.• 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

• All pre-slugging and data entry one side

• Directions are on the back• Coding process includes data

for accommodation refusals and is used for invalidations of over and under accommodations.

• Information about WVS. 326 process is included in the Participation Guidelines.

ACT PLAN & EXPLORE English

COMPASS WRITING

Let’s Talk About CodesIf you mark Provided “Yes”- this means the student was given the identified accommodation.If you mark “No”- this means the student was not provided the identified accommodation. This is an accommodations breach UNLESS it is a:• Code 1-the student refused; or• Code 2-the accommodation is not allowed/applicable for

this testIf “no” is not marked with a code 1 or 2, then it constitutes an accommodations error that requires documentation. See the PG for specific details.

What to do about students who do not receive accommodations?

All incidents for failing to provide an accommodation requires written documentation.

• The CTC will review all accommodation breaches with principals/building level coordinators and report any findings to the Special Education, Title III and/or 504 director(s) and to the Office of Assessment and Accountability.

• If a student has been denied accommodations listed within the IEP, 504 or LEP plan, there has been a breach in the integrity/accuracy of test results. Therefore, the CTC or county special education director should contact the principal who must inform the parent/guardian of the testing administration breach and provide the following options: – Test is invalidated and the student is retested using a breach form (if the testing window is still open). – Test is scored. – Test is invalidated and student receives a score of ―0.

If the second or third option is selected—there must be a signed written agreement between the parent/guardian and principal/building level coordinator. Copies of the agreement must be kept on file with the CTC/county special education director, Section 504 director, or Title III director.

Accommodations Application in WVEIS on the Web (WOW)

• School administrators use the Accom. 14 Assessment Accommodations Application in WOW to support the verification process for identifying students who need accommodations.

• Provide training to administrators on the use of the Accm.14 App.• Accommodations are updated on a daily delta and are available at the school,

district and state level.• The accommodations application contains filters and allows users to sort by

school, student ID, name, grade, accommodation and assessment type.• The application allows for printing or creation of spreadsheets.• Online ELL plan contains the data that supports Accommodations. 14

Application

Data System:Accommodations

Accommodations Application

Monitoring ELLs

Resources

• Participation Guidelines • Resources shared for accommodationshttps://sites.google.com/a/wvde.k12.wv.us/oaar-file-cabinet/accommodations• ELPA 21 Consortia http://www.elpa21.org/• Smarter Balance Accessibility and Accommodationshttp://www.smarterbalanced.org/resources-events/publications-resources/accessibility-accommodations/

Questions?

Melissa Gholsonmgholson@access.k12.wv.us