Transcript Smarter Balanced - College of Education & Human Development

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?
2014 and Beyond
WHERE ARE WE NOW?
Philosophy & Terminology
WV Classification
Allowable Resource
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.
Restricted Resource
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.
Smarter Classification
Universal Tool
Definition: Access features that are available to all students based on student preference
and selection.
Eligibility: Available to all students
Designated Support
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 statedesignated practices) has indicated the need for these supports (as well as those students
for whom the need is documented)
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.
Accommodation
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 Balanced
Smarter 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 Tools
Designated Supports
Accommodations
Available to all
Available for Students with LEP, IEP and 504 Plans
(ISAAP)
Available for Students with IEP and 504 plans.
Embedded
Into the
platform
Breaks
Calculator
Digital Notepad
English Dictionary
English Glossary
Expandable Passages
Global Notes
Highlighter
Keyboard Navigation
Mark for Review
Math Tools
Spell Check
Strikethrough
Writing Tools
Zoom
Breaks
English Dictionary
Scratch Paper
Thesaurus
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
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/R21
NonEmbedded
Provided
locally
Construct & Content Access
Accommodations Review
2013-2014
Participation Guidelines
• The document includes
references to current
state policies and
procedures.
• Updated to using the
crosswalk
Code Summary
Smarter Balanced
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
ACT PLAN
APTA
WESTEST 2
Social Studies
A
ACT EXPLORE
WESTEST 2
Science
P01 Use text to speech, excluding ELA reading passages (Smarter Balanced,
WESTEST 2 & NAEP)
WESTEST 2
RLA Multiple
Choice
WESTEST 2
RLA Online
Writing
Mathematics
WESTEST 2
Options and Accommodations Key:
A Accommodation allowed
WVEIS Code
O Option to standard conditions allowed to all students
N Not allowed
ACT COMPASS
Acceptable Options and Accommodations for Students With Disabilities by WV-MAP Assessment
ACT COMPASS
Exhibit 2.
Presentation
Selection of accommodations
are documented in the
IEP,504 or LEP
Accommodations provision data
is collected, analyzed and reports
created:
WVS 326 Process
The
Accommodations
Process
Accommodations data is
pulled to identify the
appropriate
accommodations:
WVDE
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
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?
Guidance:
Understanding the difference
between P01 and P02
for the WESTEST2
NEW
P01 Use text to speech, excluding ELA reading
Listen to recorded voice
through headset
P02 Have test read aloud
Human reader
Enlarge Text
• P22 Enlarge text on a screen
Description: Screen-enlarging software may involve the
use of enlarged computer monitors or computers with
screen-enlargement programs. Some students use closedcircuit 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
P28Use 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.
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 Balanced
Reading 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
• P 39
• P40
• P41
• R04
• R05
Use color contrast (Smarter Balanced – in
conjunction with print on demand)
Use color overlays (Smarter Balanced –
in conjunction with print on demand)
Use print on demand (Smarter Balanced)
Provide translations glossary (Smarter Balanced
ELL only for paper pencil version)
Indicate responses to a scribe
Use an abacus (Smarter Balanced, WESTEST 2
Mathematics and Science, APTA, ACT
COMPASS Mathematics, ACT EXPLORE and
PLAN)
Smarter Accommodations
• R11
• R19
• R20
• R21
• T09
Use computer or other assistive technology
device to respond (Alternate response
options)(All WV-MAP tests)
Use calculator (Smarter Balanced –for
students needing a special calculator, e.g.
braille or talking)
Use multiplication table (Smarter Balanced)
Use Speech to Text (Smarter Balanced)
Provide separate setting (Smarter Balanced)
Smarter Balanced ELL Only
• P30
• P31
• P32
• R15
Provide translated test directions (ELL Smarter
Balanced – for math items only)
Provide translations glossary (ELL Smarter
Balanced – for math items only)
Provide translations stacked (ELL Smarter
Balanced – for math items only)
Use a bilingual word-to-word dictionary
(All WV-MAP and Smarter Balanced ELAperformance 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).
28
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_32
6/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 overaccommodated
–
–
–
–
–
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. 326
Accommodations Reporting
1. Count of Students with
Accommodation
2. Provision Rate
3. Not Allowed Rate
4. Refusal Rate
5. Not Provided (no reason
indicated)
6. Not Provided (blank)
7. Count of Students Overaccommodated
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).
This report provides the percentage of students with the accommodation
for whom the accommodation was marked “provided.”
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.
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.
This report provides the percentage of students with the accommodation
for whom the accommodation was marked “not provided” but no reason
code was provided.
This report provides the percentage of students for whom no information
was provided on whether or not the accommodation was provided.
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 Gholson
[email protected]