Transcript No Slide Title

Testing and Special
Populations
(B-2)
Ohio Department of Education
Office of Assessment
September 2008
09-05-08
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Purpose of this Session
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Highlight main topics related to testing of special
populations
Students with disabilities
o General test administration—OAT and OGT
o Alternate assessment for students with significant
cognitive disabilities
Limited English proficient students
o Ohio Test of English Language Acquisition
(OTELA)
o General test administration—OAT and OGT
Assessment
Accommodations
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The Goal: Include All Students
in Instruction and Assessments
To include all students in standardsbased instruction and assessments:
Provide accommodations during
instruction and assessment to increase
access
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Assessment Accommodations
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“Accommodations are changes made in how a
student has access to the curriculum or
demonstrates learning.
Accommodations provide equal access to learning,
do not substantially change the instructional level or
content,
Are based on individual strengths and needs, and
may vary in intensity or degree…,
In testing situations, accommodations are changes
in format, response, environment, timing, or
scheduling that do not alter in a significant way
what the test measures or the comparability of the
scores.”
(Batshaw, 2002, p. 603—emphasis added)
Assessment Accommodations
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Definition: Accommodations are practices and
procedures in the areas of:
presentation
response
setting
and timing/scheduling
that provide equitable instructional and assessment
access for students with disabilities.
Accommodations reduce or eliminate the effects of a
student’s disability and do not reduce learning
expectations.
Assessment Accommodations
Applications
The use of accommodations is linked
through each of these areas:
Classroom
instruction
Classroom
assessments
State & district
assessments
Content standards
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Criteria for Allowable Assessment
Accommodations in Ohio Statewide
Testing
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Accommodations in test format and/or test
administration procedures can be made to facilitate
the needs of an individual student:
o If the student is identified as LEP and/or
o if such accommodations are specified in the IEP
or 504 Plan and
o are consistent with criteria established in Ohio
Administrative Code Rule 3301-13-03.
Any accommodation that gives a student identified
as LEP and/or with disabilities an unreasonable
advantage is not allowable because it does not allow
for valid assumptions to be made from the results.
Criteria for Allowable Assessment
Accommodations in Ohio Statewide
Testing
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The accommodation must be typically
afforded to the student in the classroom for
classroom and district-wide tests.
The accommodation cannot change the
content or structure of the test.
The accommodation cannot change what the
test is intended to measure.
The accommodation cannot change or
enhance the student’s response.
Elements of State Testing Program
That Supports Accommodations
Presentation accommodations: “Special Version” test
formats
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Large-print text
Spanish/English test booklets (OAT)
Braille
English audio CD (for standardized read-aloud
accommodation)
Foreign language CDs (LEP)
Oral translation scripts (LEP)
Accommodations Categories
Presentation accommodations:
Allow students to access information in
ways that do not require them to visually
read standard print. These alternative
modes of access are auditory,
multisensory, tactile, and visual.
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Accommodations Categories
Response accommodations:
Allow students to complete assignments,
tests and activities in different ways or to
solve or organize problems using some
type of assistive device or organizer.
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Accommodations Categories
Setting accommodations:
Change the location in which a test or
assignment is given or the conditions of
the assessment setting.
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Accommodations Categories
Timing/scheduling accommodations:
Increase the allowable length of time to
complete a test or assignment and may
also change the way the time is
organized.
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Do’s and Don’ts When Selecting
Accommodations
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Do…make accommodation decisions based
on individualized needs.
Don’t…make accommodations decisions based on
whatever is easiest to do (e.g., preferential seating).
Do…select accommodations that reduce
the effect of the disability to access
instruction and demonstrate learning.
Don’t…select accommodations unrelated to
documented student learning needs or
accommodations intended to give students an
unfair advantage.
Do…be familiar with the types of
accommodations that can be used as both
instructional and assessment
accommodations.
Don’t…assume that all instructional
accommodations are appropriate for use on
assessments.
Do…be specific about the “Where, When,
Who, and How” of providing
accommodations.
Don’t…simply indicate an accommodation will be
provided “as appropriate” or “as necessary.”
Do…refer to state accommodations policies
and understand implications of selections.
Don’t…check every accommodation possible on a
checklist simply to be “safe.”
Do’s and Don’ts When Selecting
Accommodations (Cont.)
Do…provide accommodations Don’t…provide an assessment
for assessments routinely used accommodation for the first time on
for classroom instruction.
the day of a test.
Do…select accommodations
based on specific individual
needs in each content area.
Don’t…assume certain
accommodations, such as extra time
or scribing, are appropriate for every
student in every content area.
Do…evaluate
accommodations used by the
student.
Don’t…assume the same
accommodations remain appropriate
year after year.
Do…get input about
Don’t…make decisions about
accommodations from
instructional and assessment
teachers, parents and students accommodations alone.
and use it to make decisions at
IEP team or 504 planning
committee meetings.
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Web Site Resources for Assessment
Accommodations Issues
Office for Exceptional Children
State-Wide Assessment Accommodations
Office of Assessment
Ohio State-Wide Testing Program Rules
Book
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Alternate
Assessments
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Alternate Assessments
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Nonscorable assessments (NSA).
High levels of proficiency overall.
Ensure alignment between collectionof-evidence page and what is
submitted.
ODE continues to strongly recommend
three pieces of evidence per entry
based on 2006, 2007 and 2008 results.
Nonscorable (NSA) Assessments
An Alternate Assessment is nonscorable
when:
• Evidence is not linked to the content
standard/benchmark/application identified.
• One or more of the required entries is/are
missing (ODE recommends using three
pieces of evidence per entry).
• An insufficient amount of evidence to
determine a score is provided.
• Incomplete or inaccurate evidence is
submitted.
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AASWD for 2008–2009
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The Statewide Student Identifier (SSID) is required
for the AASWD.
Pre-ID labels available for AASWD (requires
submission of Pre-ID files).
Specific content standards have been designated for
each grade level assessed.
Collection of Evidence Student Answer Document
(COESAD) and Entry Sheets will now be grade-level
specific.
COESAD will be used for scoring (not the Entry
Sheets).
Teachers will not be allowed to retain copies of
evidence submitted (these are considered secure
testing responses).
Required Testing in 2008–2009
Alternate Assessments for Students
with Disabilities (AASWD)
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Grades 3 and 6
Reading and Math
Grades 4 and 7
Reading, Writing and Math
Grades 5 and 8
Reading, Math, Science, and
Social Studies
Grade 10 (OGT)
Reading OR Writing, Math,
Science, and Social Studies
Ohio AASWD for 2008–2009
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Entry 1
Entry 2
Entry 3
Entry 4
Grade 3
Reading:
Phonemic Awareness
Reading: Reading
Process
Mathematics: Number
and Number Sense
Mathematics:
Geometry and Spatial
Sense
Grade 4
Reading: Literary Text
Writing: Writing
Process
Mathematics: Data
Analysis and
Probability
Mathematics:
Patterns, Functions
and Algebra
Grade 5
Reading:
Informational Text
Mathematics:
Measurement
Science: Life Science
Social Studies:
Geography
Grade 6
Reading: Literary Text
Reading: Acquisition
of Vocabulary
Mathematics: Number
and Number Sense
Mathematics:
Patterns, Functions
and Algebra
Grade 7
Reading:
Informational Text
Writing: Writing
Applications
Mathematics: Data
Analysis and
Probability
Mathematics:
Measurement
Grade 8
Reading: Reading
Process
Mathematics:
Geometry and Spatial
Sense
Science: Earth
Science
Social Studies: History
Grade 10 (OGT)
Reading:
Informational Text
OR
Writing: Writing
Conventions
Mathematics:
Patterns Functions
and Algebra
Science: Physical
Science
Social Studies:
Economics
AASWD Collection of Evidence Student Answer Document
Sample (Used for Grades 3–8)
Grade 3
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AASWD Collection of Evidence Student Answer Document Sample
OGT
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Visual Representation of COE 2008–2009
2
3
Entry Sheet 3
(Mathematics:
Number and
Number
Sense)
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1
2
3
Reading
1
Mathematics
optional
Reading
optional
1
Entry Sheet 2
(Reading:
Reading
Process)
2
3
Entry Sheet 4
(Mathematics:
Geometry
and
Spatial Sense)
Mathematics
1
optional
Entry Sheet 1
(Reading:
Phonemic
Awareness)
optional
Grade 3
2
3
Visual Representation of COE 2008–2009
1
2
3
Reading
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1
1
2
3
Writing
optional
Entry Sheet 3
(Mathematics:
Data Analysis
and
Probability)
Entry Sheet 2
(ELA-Writing:
Writing
Process)
2
Mathematics
3
Entry Sheet 4
(Mathematics:
Patterns,
Functions
and Algebra)
Mathematics
optional
Entry Sheet 1
(ELA-Reading:
Literary Text)
optional
optional
Grade 4
1
2
3
Visual Representation of COE 2008–2009
2
3
Reading
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Science
1
2
3
Mathematics
optional
Entry Sheet 3
(Science:
1
Life Sciences)
optional
1
Entry Sheet 2
(Mathematics:
Measurement)
2
3
Entry Sheet 4
(Social Studies: 1
Geography)
Social Studies
optional
Entry Sheet 1
(ELA-Reading:
Informational
Text)
optional
Grade 5
2
3
Visual Representation of COE 2008–2009
2
3
Entry Sheet 3
(Mathematics:
1
Number and
Number Sense)
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Mathematics
1
2
3
Reading
optional
Reading
optional
1
Entry Sheet 2
(Reading:
Acquisition
of Vocabulary)
2
3
Entry Sheet 4
(Mathematics:
Patterns,
Functions
and Algebra)
Mathematics
1
optional
Entry Sheet 1
(Reading:
Literary Text)
optional
Grade 6
2
3
Visual Representation of COE 2008–2009
1
2
Entry Sheet 2
(ELA-Writing:
Writing
Applications)
1
optional
Entry Sheet 1
(ELA-Reading:
Informational
Text)
optional
Grade 7
2
3
3
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1
Mathematics
2
optional
Entry Sheet 3
(Mathematics:
Data Analysis
and
Probability)
Writing
optional
Reading
Entry Sheet 4
(Mathematics:
Measurement)
3
1
2
3
Mathematics
Visual Representation of COE 2008–2009
2
3
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Science
2
3
Mathematics
optional
Reading
Entry Sheet 3
(Science:
Earth and
1
Space
Sciences)
1
optional
1
Entry Sheet 2
(Mathematics:
Geometry
and
Spatial
Sense)
2
3
optional
Entry Sheet 1
(Reading:
Reading
Process)
optional
Grade 8
Entry Sheet 4
(Social Studies 1
History)
Social Studies
2
3
Visual Representation of COE
1
Entry Sheet 2
(Mathematics:
Patterns,
Functions and
Algebra)
2
3
1
optional
Entry Sheet 1
(ELA-Reading:
Informational
Text
or
Writing:
Writing
Conventions)
optional
OGT
2
3
3
optional
Entry Sheet 3
(Science:
Physical
Sciences)
1
Science
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2
Entry Sheet 4
(Social Studies:
Economics)
optional
Mathematics
Reading or Writing
1
2
3
3
Social Studies
Alternate Assessment
Schedule 2008–2009
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Preparing Collection-of-Evidence Period
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Recommend 12–16 weeks (beginning as early as
September 2008)
Enrollment period Pre-ID file submission
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OAT SchoolHouse® (Pearson) Nov. 3–Dec. 5, 2008
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OGT TIDE (DRC) Nov. 3–Nov. 14, 2008
Binders and support materials delivered
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Jan. 2009
Materials back to contractors for scoring (OAT and OGT)
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March 6, 2009
Reports to districts
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May 6, 2009
ODE Contacts
Alternate Assessments
614-466-0223
Andrew Hinkle
([email protected])
Wendy Stoica
([email protected])
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Web Site Resources for Alternate
Assessments
Resources, administration manuals and
support materials at ODE Web site
• www.ode.state.oh.us search keywords
“alternate assessments”
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Testing of Limited English Proficient
(LEP) Students
Two required areas of testing:
• English Language Proficiency
Assessment—Ohio Test of English
Language Acquisition (OTELA)
• Participation in State Assessments
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Testing of LEP Students
Ohio Test of English Language Acquisition
(OTELA):
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Required annual English Language
proficiency assessment under Federal Title III
and NCLB
Required for all identified LEP students
Is not to be used as an intake or “placement”
assessment tool
Testing of LEP Students
Ohio Test of English Language Acquisition (OTELA):
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Dates of Administration grade bands K–12
o January 19–March 13, 2009 note change—all
grade bands same test administration period
o March 16 is deadline for materials pickup—no
changes accepted—materials picked up after this
date will not be scored
o No modified dates
Four domains: Reading, Writing, Speaking, and
Listening
Test material ordering process—TIDE
OTELA K–2 Band
Teacher Inventory/Observational Scale for each domain.
K–2 will be self-scored and recorded on scannable sheets sent
to the test vendor.
Grade Band
Subject/Domain
# of Inventory Items
Kindergarten
Reading
14
Writing
9
Listening
7
Speaking
8
Reading
14
Writing
9
Listening
7
Speaking
8
1–2
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OTELA 3–12 Grade Bands
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These domains may be group
administered (Reading, Writing,
Listening).
Speaking must be individually
administered.
Test vendor scores and reports.
Results available online May 13.
OTELA Field Test
Field-test questions will be added
to each domain:
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Reading 4–6 questions+passage
Writing 4–6 questions+prompt
Listening 4–6 questions
Speaking 4-6 questions
OTELA Grade Bands 3–12 Formats
Estimated Time
in Minutes
Includes Field
Test
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Subjects
Domains
Number of Items per Grade Band
MC = Multiple Choice
Band 3–5
Band 6–8
Band 9–12
20 MC + field test
20 MC + field test
20 MC + field test
9 MC & 2 writing prompts +
field test
9 MC & 2 writing prompts +
field test
9 MC & 3 writing prompts +
field test
R
Notes: Group Setting
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W
Notes: Group Setting
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OTELA Grade Bands 3–12 Formats
Estimated Time in
Minutes Includes
Field Test
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Subjects
Domains
L
Number of Items per Grade Band
MC = Multiple Choice
Band 3–5
Band 6–8
Band 9–12
18 MC + field test
18 MC + field test
20 MC + field test
Notes: Group Setting, requires use of audio CD player to play listening prompt CD
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S
12 tasks + field test
12 tasks + field test
12 tasks + field test
Notes: Individual Setting, requires use of audio CD player to play listening prompt CD and may require use
of cassette recorder to record student responses for teacher scoring
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LEP Student Participation in State
Assessments—OAT and OGT
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Accommodations of dictionary and extended time for
all
Additional accommodations for eligible students
o English read-aloud (in person or CD audio) fall
and spring OAT and OGT
o Translated versions of tests (in person or CD
audio for certain languages) (OAT CD spring
only)
o Bilingual tests in Spanish for students instructed
in bilingual settings (OAT spring only)
Which LEP Students Are Eligible for
Additional Accommodations on
State Assessments?
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LEP students who are eligible for additional
accommodations are those students who
o have been enrolled in U.S. schools for less
than three years, and
o are at the “beginning” or “intermediate”
level in Reading and Writing on an
assessment of English language
proficiency
Additional Accommodations for
Eligible LEP Students
Grades 3–8 Achievement Tests:
• Grade 3 Reading Fall Administrations
o English audio forms (CDs) available (to
help with read-aloud accommodation)
o English read-aloud accommodation
allowed
o Oral translators allowed at district expense
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Additional Accommodations for
Eligible LEP Students (Cont.)
Grades 3–8 Achievement Tests:
• Grades 3–8 spring administration—all subjects
o Translated forms (CDs) available for most
prevalent languages for eligible students
 Spanish, Somali, Korean, Japanese, and
Ukrainian
o English audio forms (CDs) available
o English read aloud accommodation allowed—
Form A test booklet is required
o Spanish bilingual form available
o Oral translators allowed—reimbursement
provided
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Additional Accommodations for
Eligible LEP Students (cont.)
OGT
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Translated forms (CD) available:
o
Fall 2008—Spanish, Somali and Arabic
o
Spring 2009—based on fall 2008 language survey of
districts by test vendors
Form 1 test booklet for all special versions in
spring only
English audio forms (CD) available in fall and spring
administrations
English read-aloud accommodation allowed in all
administrations
Oral translators allowed in all administrations
Form A
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When do you need Form A?
o Spring OAT special versions
Why do you need Form A?
o to ensure student test booklets match
the CD or test administrator test
booklets
Ongoing Questions About
Accommodations for LEP Students
1.
2.
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When should accommodations be
used (and which ones)?
Who makes the decision about
accommodations?
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Web Site Resources for LEP
Testing Issues
www.ode.state.oh.us search keywords
• “OTELA”
• “Special formats”
• “Testing rules book”
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ODE Contacts
614-466-0223
OTELA and Special Versions OAT
Paula Mahaley
[email protected]
Special Versions OGT
Wendy Stoica
[email protected]
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