Accessibility and Accommodations on State Assessments for English Language Learners

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Accessibility and Accommodations on State Assessments for English Language Learners. Melissa Gholson, Coordinator Office of Assessment and Research September 15, 2014. Assessment Consortia System. General Assessment. Linked. English Language Proficiency Standards. Common Core Essential - PowerPoint PPT Presentation

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Accessibility and Accommodations on State Assessments for English Language Learners

Melissa Gholson, CoordinatorOffice of Assessment and ResearchSeptember 15, 2014Common Core EssentialElementsLinkedAssessment Consortia System

General AssessmentAlternate Assessment

English Language Proficiency StandardsHow does participation in consortia impact our assessment system?This is a visual organizer to demonstrate the relationship between the common core state standards and our state assessments. Understanding the design of our system is important for all educators. General educators must change and adapt teaching towards these new and rigorous standards. Our special educators are responsible for providing services for students on both the general and alternate assessment. Therefore, they need to be able to understand how the system is developed for all students.Note:ELPA 21- Field Test: February March 2015, Operational: Spring 2016ELP Standards were adopted in January of 2014 with an implementation of July 2014.Dynamic Learning MapsAPTA Science April 20-May 1

2Philosophy & TerminologyWV ClassificationSmarter ClassificationAllowable ResourceUniversal 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 ResourceDesignated 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 needEligibility: 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)AccommodationAccommodationDefinition: 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 needEligibility: Available only for students on an IEP or 504 PlanImportant to identify where you are. What is changing, what is not changing, which platform support which tools and what are the implications for designated supports and accommodations for students with disabilities. WV moved from allowable and restricted or non allowable resources to a universal tools, designated supports and accommodations. If you are PARCC the terminology is :3A Systems PerspectiveWe approach accessibility and accommodations from a systems point of view. The process is a cyclical and each piece fits to support the process. The goal of the process is to provide access and equity for all students to be able to demonstrate what they are able to know and do on all state assessments. This approach allows us to use data to provide equitable outcomes for specific subgroups and to identify where targeted assistance is needed.4Accommodations: 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 students knowledge and skills.(NCEO, 2012)Peer Review5Guidelines for Participation in State AssessmentsThe 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.

Dissemination is a district responsibility.Anticipated PG ChangesOrganization-chapters for each assessmentSpecific 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 AssessmentPolicy 2340 UpdatesIgnore WESTEST 2 Online Writing referencesAccommodations Options and Accommodations Key:AAccommodation allowedWVEIS CodeOOption to standard conditions allowed to all students NNot allowedWESTEST 2RLA Multiple ChoiceWESTEST 2RLA Online WritingMathematicsWESTEST 2WESTEST 2ScienceWESTEST 2Social StudiesACT EXPLOREACT PLANACT COMPASS Writing SkillsACT COMPASS MathAPTASmarter BalancedPresentationP01 Use text to speech, excluding ELA reading passages (Smarter Balanced, WESTEST 2 & NAEP)ANAAANNNNNAP02 Have test read aloud verbatimNNAAAAANAOAP03 Use braille or other tactile form of printAAAAAAANNAAP06 Have test presented through sign languageNAAAAAANAONP13 Use text to speech, including ELA reading passages (Smarter Balancedfor documented need, grades 6-11)NNNNNNNNNNAP14 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)NNNNNNNNNNAOnline Writing is no longer an assessment.8Accommodations Quick Guide Exhibit 2.Acceptable Options and Accommodations Options and Accommodations Key:AAccommodation allowedWVEIS CodeOOption to standard conditions allowed to all students NNot allowedACT EXPLOREACT PLANACT COMPASS WritingACT COMPASS MathP31 Provide translations glossary (English Language Learners Smarter Balanced for math items only)NNNNP32 Provide translations stacked (English Language Learners Smarter Balanced for math items only)NNNNP33 Turn off any universal tools (Smarter Balanced)NNNNP34 Use embedded American Sign Language (Smarter Balanced for ELA listening and math items only)NNNNP35 Use non-contracted braille and tactile graphics (Smarter Balanced)NNNNP36 Use closed captioning (Smarter Balanced for ELA listening and NAEP)NNNNFall 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 T04For 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 RemindersFor ACT COMPASS, a scribe must enter the students 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)

13Smarter Balanced

Smarter Balanced has specific guidelines on General Accessibility GuidelinesFor more information on English Language Learners http://www.smarterbalanced.org/smarter-balanced-assessments/PARCC also has a lot of supporting documents that provide great information regarding assessments.

14

Noise Buffers15Smarter BalancedSmarter BalancedUniversal ToolsAvailable to all studentsDesignated SupportsAvailable for Students with ELL, IEP, 504 and SAT PlansAccommodationsAvailable for Students with IEP and 504 plans.EmbeddedInto the platformBreaksCalculatorDigital NotepadEnglish DictionaryEnglish GlossaryExpandable PassagesGlobal NotesHighlighterKeyboard NavigationMark for ReviewMath ToolsSpell CheckStrikethroughWriting ToolsZoomColor Contrast/P28Masking /P37Text-to-Speech /P01Translated Test Directions/P30Translations(Glossary)/P31Translations (Stacked)/P32Turn off Any Universal Tools/P33American Sign Language/P34Braille/P03 or P35Closed Captioning/P36Text-to-Speech/P13Non-EmbeddedProvided locallyBreaksEnglish DictionaryScratch PaperThesaurusBilingual 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/R21Our Crosswalk created the following codes to the SBAC framework.16Separate SettingDescription-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 arrangementsStudents 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.

This has never been considered an accommodation in our state. This is going to be important for principals to know who must schedule individual test sessions for students who need this support. Because it is a designated support it will require a plan.17Text 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 listeningvariable audio speedquality 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.

Thompson, S., Thurlow, M., & Moore, M. (2003). Using computer-based tests with students with disabilities (Policy Directions No. 15). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Policy15.htm

Thompson, S.J., Johnstone, C.J., & Thurlow, M.L. (2002). Universal Design Applied to Large-scale Assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. http://education.umn.edu/nceo/OnlinePubs/Synthesis44.htmlI have 152 studies regarding read aloud and TTS for use with special populations with varying results. These accommodations have not been widely available to all students. No one really knows the effect of these on high stakes testing. Policies guiding the use of the read-aloud accommodation need to be based on research done at the state level.19Linguistic Forms of Support

Research Based Decisions for ELLs

http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/Summary of Literature on Empirical Studies of the Validity and Effectiveness of Test Accommodations for English Language Learners21ELLs with Disabilities

http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/Summary of Literature on Testing Accommodations and Accessibility Tools for Students with Disabilities

22ELLs with Disabilities

Language TranslationsMathematics-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 ASLOnly translations that have gone through the translation process outlined in the Smarter BalancedTranslation framework would be an accepted supporthttp://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/Translation-Accommodations-Framework-for-Testing-ELL-Math.pdfWhat content areas will the test provide translations supports for ELLs? Math and ELA Listening

24Translations

Translations

Bilingual Dictionary

Translation GlossariesWhy 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

28 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 verification process should mean that the plan, the ACCM.14 data and the WVS 326 should match.29The WVS.326 ProcessThe WVS.326 form is provided for all required state assessments.One form will be provided for each stud...

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