Transcript LEP Coordinators Presentation_10.2.14

Testing Updates
LEP Coordinators Training
October 2, 2014
Presented by: Bill Hatch
Information from this
presentation is located in:
Guidelines for Testing Students Identified as Limited English Proficient
publication
(September 2014)
Testing Students Identified as LEP Website:
http://www.ncpublicschools.org/accountability/policies/slep/
Testing Accommodations
Website:
www.ncpublicschools.org/
accountability/policies/accom/
ANNUAL LEP ASSESSMENTS
• W-APT : initial screener
– within 14 calendar days if the student enrolls
after the beginning of the school year.
• ACCESS for ELLs: annual LEP assessment
– February 2–March 13, 2015
• Alternate ACCESS for ELLs: alternate annual
LEP assessment
– February 2–March 13, 2015
Alternate ACCESS Eligibility
•
•
•
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Current IEP
Instructed on Extended Content Standards
Significant cognitive disability
Prior year ACCESS score yielded NA across any
and/or all domains or yielded a composite score of
less than 2.0
• If student doesn’t have prior ACCESS testing, WAPT results have proficiency level of 1 in all
applicable domains
Alternate ACCESS
• Must be documented in student’s IEP
• Alternate ACCESS has max composite
score of 2.0 – student cannot exit on the
alternate, but can show growth
STATE-DEVELOPED
ASSESSMENTS
RTA*, BOG3, EOG, EOC,
CCRAAS*, CTE AND NCFES
READ TO ACHIEVE
 Purpose: Ensure that every student reads at or above
grade level by the end of third grade and continue to
progress in reading proficiency so that he or she can
read, comprehend, integrate, and apply complex texts
needed for secondary education and career success.
 Good Cause Exemptions
 Exempt from mandatory retention in third grade, but shall
continue to receive instructional supports and services and
reading interventions appropriate for their age and reading
level.
 Among other exemptions, LEP students with less than two years of
instruction in an ESL program.
College and Career Readiness
Alternate Assessment
• Grade 11 CCRAA : Alternate to The ACT®
Grade 10 CCRAA : Alternate to the ACT Plan
– The decision to assess a student on a CCRAA
must be made as part of the IEP process.
– Eligibility requirements for the grade 10 and the
grade 11 CCRAA may be found at
http://www.ncpublicschools.org/accountability/t
esting/alternateassess/
Online vs. Paper-Pencil
Summative Assessments
• EOG ELA/Reading and Mathematics (3-8)
– Paper-and-pencil only (3-6 & 8)
– Online, paper-and-pencil option (7)
• EOG Science (5 & 8)
– Online, paper-and-pencil option
• EOC English II, Math I, Biology
– Online, paper-and-pencil option
Testing Accommodations
• LEP students must meet eligibility criteria
for accommodations
– Score below level 5.0 Bridging on reading
subtest of W-APT/ACCESS
– Eligible for accommodations on all statedeveloped tests
• LEP students have
access to 7 testing
accommodations
What are Modifications?
• An actual change in tests, grading or
curriculum.
• Using modified blueprint or weighted
grading system; Simplifying lesson plans
or tests to provide for lower levels of
understanding; Reducing the number of
questions answered during a test;
Reducing reading or math levels; or
Simplifying vocabulary
What are Accommodations?
• A change in a procedure that does not
change the measurement of work
completed.
• Allowing student to take a test in a
separate setting; Allow extra time to
complete tests; or, Adjusting homework,
such as completing every other problem.
• The accommodation will not, however,
change how the test is graded.
Accommodations for LEP
Students
• Word-to-Word Bilingual Dictionary/Electronic
Translator (LEP only)
• Multiple Testing Sessions
• Scheduled Extended Time
• Student Reads Test Aloud to Self
• Test Administrator Reads Test Aloud (In English)
• Computer Reads Test Aloud – Student
Controlled
• Testing in a Separate Room
Word-to-Word Bilingual
Dictionary/Electronic Translator
• Must be…..
– word-to-word or word-to-phrase
– a published document
– approved by designated personnel
before testing
– checked by designated personnel before
testing
Test Administrator Reads Test Aloud
• Invalidates results of tests measuring
reading comprehension
• Separate setting required (one-on-one or
small group)
• Must specify details:
– Read Aloud All
– Read Aloud by Student Request
– Other – words only on math test, etc.
Computer Reads Test Aloud –
Student Controlled
• Available for online math and science tests
• Must be enabled in student interface
questions (SIQ) before testing
• Separate room (one-on-one) required
unless headphones are used
• Student clicks on speaker icon next to text
to activate read aloud option
• Consider bandwidth when scheduling
Computer Reads Test Aloud –
Student Controlled (cont’d)
• Limitation: only item stems and answer choices read
by computer
• Human Vocalization
• Set volume before testing – secure browser
• For an online assessment, student may
have the test read aloud by:
– Test administrator reads aloud
– Computer reads aloud – student controlled
– Combination of the two methods
Multiple Testing Sessions
• Testing over multiple mini-sessions
• Specifics of multiple testing sessions must
be documented in LEP Plan
– More frequent breaks (e.g., break every 20
minutes, break every 10 items)
– Testing over multiple days (e.g., half test
each day over 2 days)
• Must finish within maximum testing time
unless also have Scheduled Extended Time
Multiple Testing Sessions (cont’d)
• First test administration must begin on same
day as general testing
• Multiple day administrations to be completed
the next school day or on makeup day –
flexibility allowed
• Testing in a Separate Room required if
breaks are not standard
• Only students with the same break setups
may be grouped together
Multiple Testing Sessions (cont’d)
• Test administrators may omit instructions
related to time limits
• 5 minute warning must be given before lunch
• Books must be paper-clipped during extended
breaks, students may not return to paperclipped section after break
• Online – must be designated prior to testing,
students may not go back to items after
extended breaks
Scheduled Extended Time
• For students who need additional
time, but can finish test in one day
• May not begin testing earlier than
regularly scheduled time
• Add’l time on top of maximum testing time
– Most tests have max time of 240 minutes!
Scheduled Extended Time (cont’d)
• Amount of estimated extended time must
be specified in LEP Plan
• However, with this accommodation,
students provided as much extended time
as needed
Scheduled Extended Time (cont’d)
• Test administrator may omit instructions
regarding time limits
• Breaks occur at standard time
• Student must be allowed to eat lunch
• Testing must be completed by dismissal
• Test security/paper-clipping
• Separate setting not required
Testing in a Separate Room
• Test administrator and proctor required
• Specifics must be documented in LEP Plan
– One-on-one
– Small group
• Define range or maximum # of students
• Local policy for definition of small group
Testing in a Separate Room (cont’d)
• One-on-One required for:
– Computer Reads Test Aloud (without use
of headphones)
– Student Reads Test Aloud to Self
Testing in a Separate Room (cont’d)
• One-on-one OR small group for:
– Test Administrator Reads Test Aloud
– Multiple Testing Sessions (when breaks
are not provided in alignment with standard
administration procedures)
Monitoring Accommodations
• Accommodations in PowerSchool,
CECAS, LEA-approved third-party
application
• Accommodations coded on answer sheets
or online in NC Education
• Review of Accommodations Used During
Testing forms
• Onsite Monitoring Visits
Accommodations in
PowerSchool
• https://bladencsdev.powerschool.com/admin/pw.html
• Training: October 15, 2014 @ 1:00 pm
– Functionality of the Accommodations in
PowerSchool. The webinar will be
recorded and posted to the www.nc-sis.org
website.
– https://www1.gotomeeting.com/register/53
5313496
Review of Accommodations
Used During Testing forms
Should be reviewed for all students who
received testing accommodations and taken
into consideration at the students’ next LEP
team meetings during which instructional
and testing accommodations are
determined.
Use data and documentation, not
speculation to determine.
Onsite Monitoring Visits
Scheduled Extended Time and Student Reads
Aloud to Self accommodations, were not used by
any of the students with those specific
accommodations during the visits.
Questions?
Comments?
Concerns?
[email protected]