Transcript Accommodations 2.0: Inclusion of all students in computer

Accommodations 2.0: Inclusion
of all students in computerbased assessments
Wendy Carver
Paula Mahaley
Michael Middleton
Laurene Christensen
Sharon Saez
Overview of the Session
• Introduction of the new CCSSO
Accommodations Manual from ASES (with
NCEO)
• Discussion of accommodations policies from
three example states
• Next steps—new manuals for ELLs and ELLs
with disabilities
• Questions and Discussion
Overview of the new ASES
Accommodations Manual
• Revision of the 2005 version
• Updated to reflect current policies and
practices
• Intended to be used during the transition to
new technology-based assessments
• Will be available on the CCSSO website in July
• Will be followed by manuals for ELLs and ELLs
with disabilities
2011 Accommodations Manual:
What’s the Same?
• 5-step process
• Tools for teachers, students, and parents
• Focus on grade level expectations and making
decisions based on individual students
• Customizable for each state
2011 Accommodations Manual:
What’s Different?
• Updated to reflect Common Core Standards
• Emphasis on technology-based assessments (see
example)
• Emphasis on making decisions based on individual
student needs, with validity of scores as central
(see example)
• Considerations of assessment good practices
versus accommodations (see example)
• Standardization of accommodation practices (see
example)
Ohio Statewide Assessments:
Accommodations
and
Special Versions
June 21, 2011
Presented by:
Paula Mahaley
Ohio Department of Education
Office of Assessment
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Ohio Statewide Assessments
• Ohio Achievement Assessments – OAA
• Ohio Graduation Tests – OGT
• Ohio Test of English Language Acquisition –
OTELA
• Alternate Assessment for Students with
Disabilities – AASWD
• Diagnostic Assessments Grades K – 3
Ohio Achievement Assessments (OAA)
and Ohio Graduation Tests (OGT)
Fall 2010 and Spring 2011 Accommodations
– Extended time (students with disabilities and ELLs)
– Use of dictionary (ELLs)
– Use of scribe (students with disabilities)
•
Grades 3 and 4 - district decision to use scribe based
on scannable test booklet
• Grades 5 – 8 OAT uses answer document
• OGT uses answer document
- Read aloud
* All students identified as ELL may use the above
accommodations with no restrictions
**
Students with disabilities must have it noted on their
IEP to use the above accommodations
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OAA and OGT
Fall 2010 and Spring 2011 Accommodations and
Special Versions
Eligibility:
• All students identified as ELL may use the
accommodations and special versions listed
on the following slides if the ELL has been in a
U.S. school for less than 3 years and has
scored at the beginning or intermediate level
on an English Language proficiency test.
Ohio Achievement Assessments Grades 3 - 8
Spring 2011 Special Versions
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Braille test booklet
Large-print test booklet
English audio CD
Foreign language CD
Read-Aloud Script
Oral Translation
Bilingual test booklet (Spanish)
* Must meet eligibility requirement
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Ohio Achievement Assessments Grades 3 - 8
Spring 2011 FLCDs
• Foreign-language CDs:
– Spanish
– Japanese
* Must meet eligibility requirement
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Ohio Graduation Tests
Spring 2011 Special Versions
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Braille test booklet
Large-print test booklet
English audio CD
Foreign language CD
Oral Translation
* Must meet eligibility requirement
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Ohio Graduation Tests
Fall 2010 and Spring 2011 FLCDs
• Foreign-language CDs:
– Spanish
– Arabic
– Mandarin Chinese
* Must meet eligibility requirement
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English Proficiency Test
• Ohio Test of English Language Acquisition
― Based on ELDA
• Accommodations (students with
disabilities)
― Read aloud
― Scribe
• Special Versions
― Large print
― Braille
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ELL Manual
• Based on IEP manual developed by the ASES
SCASS
• Will include general education ELL and ELLs
with disabilities
• Ohio edited with specific Ohio requirements
Contacts
Paula Mahaley
Associate Director
Ohio Dept. of Education
Office of Assessment
614-466-0217
614-995-5568 (fax)
education.ohio.gov
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Embedded Accommodations in Utah
Wendy Carver
Special Education Assessment Specialist
[email protected]
Assessments
• Utah’s summative assessments include:
– ELA grades 3 through 11
– Math grades 3 through 7, plus pre-algebra,
algebra 1, geometry, and algebra 2
– Science grades 4 through 8 plus Earth systems,
biology, chemistry and physics
• Utah has administered these tests both paperand computer-based since 2004
Computer-based tests
• Utah asked LEAs to ramp up to computer-based
tests with 100% as the goal:
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2011 – 94% is projected
2010 – 80%
2009 – 66%
2008 – 50%
2007 – 8%
2006- 5%
2005-4%
2004-4%
Embedded accommodations
• All students can:
– Enlarge the font size
– Choose from a variety of background and foreground
colors such as yellow on blue
– Use on-screen calculator for calculator allowed items
• Students with disabilities, ELL and 504:
– Screen reader which will read one word or the entire
passage in ELA, math and science on 27 tests.
• Embedded accommodations are available on
training tests.
Difficulties encountered
• Students use of text-to-speech assistive
technology for instruction and assessment would
be beneficial.
• Students who did not use training tests or text-tospeech for instruction thought screen reader
speed was too fast. Some teachers also had a
concern with the speed of text-to-speech.
• Teacher’s comfort using computers may influence
their decisions to allow students to use the
screen reader for assessment.
Interesting outcomes
• Student who need a braille/tactile graphic
assessment receive it paper-based but often
summit their own answers via computer to be
more like their peers.
• Many students who use large print for
instruction enlarge the font size or use a larger
monitor and take assessments computerbased.
STATE ACCOMMODATIONS:
Approaches for Supporting Current & Next
Generation Assessments
Michael Middleton
Assessment & Student Information
Washington State
June 21, 2011
Current Assessment
 Measurements of Student Progress
– Reading – Grades 3-8
– Mathematics – Grades 3-8
– Writing – Grades 4 & 7
– Science – Grades 5 & 8
• Alternate Assessment – Portfolio in all content
areas and grades
Current Assessment (cont’d.)
 High School Proficiency Exam
– Reading, Writing, & Science (2011)
– End-of-Course – Mathematics & Science (2012-)
 Alternate Assessment – Portfolio in all content
areas and grades
 Graduation Alternatives (Grades 11 & 12):
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Collection of Evidence
SAT/ACT/AP
Grade Comparison
Developmentally Appropriate Proficiency Exam
Locally Determined Assessment (LDA)
Accommodation Use
• Washington has many accommodations for both SWD
and ELL.
• Content area construct plays a role in the volume of
use with each.
• SWD have majority of access with: (a) read aloud
support (CD or Reader), (b) scribe and/or (c) extra
testing time.
• ELL have majority of access with: (a) translation
support (CD or Translator) and (b) scribe.
Accommodation Use (cont’d.)
 SWD access numbers:
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 ELL access numbers:
– Reading – 1 student in 50
Reading – 1 student in 12
– Writing – 1 student in 16
Writing – 1 student in 6
Mathematics – 1 student in 4 – Mathematics – 1 student in
3
Science – 1 student in 4
– Science – 1 student in 5
 NOTE: numerical references from 2010 administration year
Accommodations Approach
 State reviews various elements for
accommodation use:
– Test construct fidelity versus greater inclusion
– Student-centric
– Transitioning from paper/pencil to online
– Delivery format secondary to applying
accommodation
ASES Guidelines – Current System
 Washington looks to inform:
– Future state accommodation revisions
– Enhancement of inclusion opportunities
– Expansion of support ideas for the field
 Washington’s professional development has been
varied through the years
– Impacted by available resources (money, staff)
– Train-the-trainer, technical assist visits, webinar
– Finances will likely restrict options without new delivery
designs/concepts
ASES Guidelines – Future System
 Consortia to be guiding energy behind
accommodation practices in the future; ASES
document a rich resource of support
– Member states will collaborate in devising protocols
for new assessments
– Guidelines contribute to deep thinking on
accommodations
– Enhance learning in regard to online delivery
opportunities and limitations
– Generate ideas of support to field in shift from statecentric to consortia-centric accommodation protocols
Next Steps for Accommodations
• New manual on accommodations for ELLs,
developed by ELL SCASS, with NCEO
• New manual on accommodations for ELLs
with disabilities, developed as a joint effort of
the ASES and ELL SCASS groups, with NCEO
• Look for these manuals next spring
Discussion