Accommodations for LEP Students_Fall 2013

Training on Testing Accommodations for LEP Students on SOL Assessments

Welcome.

Please enjoy breakfast.

We will begin at 8:30.

- 1 -


Testing Accommodations

for

Limited English Proficient Students

on

Statewide Assessments

September 9, 2013, Wythe County

September 16, 2013, Loudoun County

September 23, 2013, Rockingham County

September 30, 2013, Richmond City

Robert Fugate, LEP Assessment Specialist

Stacy Freeman, Title III Specialist

- 2 -


This training will provide Virginia educators with

Virginia Department of Education (VDOE) policy

information and guidance on the appropriate

assignment and implementation of testing

accommodations for Limited English Proficiency

(LEP) students on Virginia statewide assessments.

Statewide assessments for LEP students include the

Standards of Learning (SOL) tests and the Virginia Grade

Level Alternate (VGLA) Reading assessment in grades 3-8.

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Where to Find VDOE Guidance

Limited English Proficient Students:

Guidelines for Participation in the

Virginia Assessment Program http://www.doe.virginia.gov/testing/participation/index.shtml

SOL Test Examiner’s Manualshttp://www.doe.virginia.gov/testing/test_administration/index.shtml

- 4 -

http://www.doe.virginia.gov/testing/participation/index.shtml

http://www.doe.virginia.gov/testing/test_administration/index.shtml


Training Overview

Today’s training will include information and

activities for the following:

• Accommodations available to LEP students;

• The LEP committee;

• LEP student characteristics;

• Evidence based decision making when developing

an LEP student profile;

• Matching accommodations to LEP students and to

statewide assessments;

• Implementing accommodations for LEP students on

statewide assessments;

• The LEP Student Assessment Participation Plan;

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Training Overview, (cont.)

• Sample student scenarios;

• Individual and group activities; and

• Opportunities for discussions and questions.

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1

Anticipatory Activities

- 7 -


Taking a Geometry Test

- 8 -


Rúmfræði dæmi

Y

X

Lausn: A) Y = tvisvar XB) Y = hálf X C) Y = fjórum sinnum XD) Y = fjórðungur X

Útskýrðu:

Skoðið eftirfarandi mynd. AC = BC, horn ACB er tvisvar sinnum ummál horns CBD og horn DBE = 90 gráður. Hvað er horn Y?

- 9 -

Copyright ©2010 GW-CEEE


Rúmfræði dæmi

Y

X

Lausn: A) Y = tvisvar XB) Y = hálf X C) Y = fjórum sinnum XD) Y = fjórðungur X

Útskýrðu:

Skoðið eftirfarandi mynd. AC = BC, horn ACB er tvisvar sinnum ummál horns CBD og horn DBE = 90 gráður. Hvað er horn Y?

mynd

horn

tvisvar

hvað

ummál

hálf

fjórum sinnum

fjórðungur

picture; figure

angle

twice

what

the measure of

½

four times

¼

- 10 -



Solutions:A: Y=2XB: Y=X/2C: Y=4X D: Y=X/4

Explain:

Geometry Problem

Take a look at the following figure. AC=BC, angle ACB is twice the measure of angle CBD, and angle DBE=90 degrees. What is angle Y?

Y

X

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• How did you feel when presented with this test?

• What process(es) did you use to determine the

correct answer?

• Which accommodations supported your

performance as a test-taker? (Why?)

• How could you have prepared prior to today’s

test to ensure that you knew how to use the

accommodations effectively?

Practice Test Debriefing

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The Geometry item in Icelandic is

provided courtesy of

Copyright ©2010 GW-CEEE. Adapted for the Virginia Department of Education, 2010. All rights reserved. No part of this presentation may be reproduced or distributed in any form or by any means, or stored in a

database or retrieval system, without the prior written permission of GW-CEEE.

http://ceee.gwu.edu

- 13 -

http://ceee.gwu.edu/

http://ceee.gwu.edu/

Training on Testing Accommodations for LEP Students on SOL Assessments- 14 -

Is it True?

or

Is it False?


True or False?

1. All LEP students should be assigned as many

accommodations as possible for statewide

assessments.

- 15 -


2. A refugee LEP student with low English

language proficiency, limited prior

schooling, and weak native language

literacy skills might benefit most from the

read-aloud accommodation on the grade 6

Mathematics SOL test.

- 16 -

True or False?


3. An LEP student with low English language

proficiency, strong schooling, and strong

native language literacy skills might benefit

most from the read-aloud or audio and the

bilingual dictionary accommodations on the

Virginia Studies SOL test.

- 17 -

True or False?


4. An LEP student with intermediate English

language proficiency, limited schooling, and

weak native language literacy skills might

benefit from the read-aloud or audio and the


End-of-Course Biology SOL test.

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True or False?


5. An LEP student at Virginia English language

proficiency level 5 might benefit most from

the bilingual dictionary accommodation on

the End-of-Course Reading SOL test.

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True or False?


We will return to the

True/False quiz

later today.

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2

An Overview of Assessment

Participation and Testing

Accommodations Available

to LEP Students

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• Review requirements for participation in statewide

assessments

• Identify direct and indirect linguistic

accommodations available to LEP students

• Determine how direct and indirect linguistic

accommodations address an LEP student’s

linguistic characteristics

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Objectives


How will the LEP student

participate in statewide

assessments?

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All LEP students participate in Standards of

Learning testing, including:

• “Recently Arrived” LEP students;

• LEP students in grades 3 through 8; and

• LEP students enrolled in high school courses

with EOC assessments.

Participation Requirements


Exemptions Available to LEP Students

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Certain exemptions on SOL assessments are

available to LEP students. Exemptions must be

determined by the LEP committee, documented in

the LEP Student Assessment Participation Plan, and

conveyed to the parent(s) or guardian(s). The table

on the next slide displays available exemptions on

SOL assessments.

Note: Available does not mean required.

See page 3 in Limited English Proficient Students: Guidelines

for Participation in the Virginia Assessment Program


Exemptions Available to LEP Students, (cont.)

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Content Area Exemption

Reading One-time during first year of

enrollment in grades 3-8 only

Mathematics None

Science One-time in grade 3 only

History/Social Science One time in grades 3-8

Writing One time in grade 5 or 8


What are accommodations

and how do they work?

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available to LEP Students


1. Accommodations were first provided to students with

disabilities on large-scale assessments as required by the

following federal legislation:

• Education of the Handicapped Act of 1970, Public

Law 91-230, Part G), 1970; and

• Education for All Handicapped Children Act (Public

Law 94-142),1975 (later renamed the Individuals

with Disabilities Education Act (IDEA), 2004).

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A Historical Review of the Provisions of

Accommodations for LEP Students


2. Accommodations provided to LEP students on large-scale

assessments:

• Grew out of the “special needs” grouping of LEP

students with students with disabilities; and

• Grew nationally with NAEP* efforts to increase

LEP student participation in mid-1990s.

*National Assessment of Educational Progress

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Accommodations for LEP Students, (cont.)


3. Accommodations provided to LEP students on large-scale

assessments came into use by states as required by:

• Improving America’s Schools Act (IASA)

(U.S. Congress, 1994, Section 1111 [b][3][F][iii]);

and

• Elementary and Secondary Education Act (ESEA),

also known as, the No Child Left Behind Act of

2001 (NCLB)

(U.S. Congress, 2002, Section 1111 [3][C] [ix][III]).

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4. Virginia began offering accommodations to LEP students

on statewide assessments in spring 1998.

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A Testing Accommodation

for an LEP Student

• Involves standard changes to testing procedures, testing materials, or the testing situation in order to allow the LEP student meaningful participation in an assessment;

• Addresses the unique linguistic and socio-cultural needs of the LEP student without altering the test construct; and

• Allows the LEP student to more accurately show what he/she knows and can do, while not providing an unfair advantage over unaccommodated students.

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LEP-Responsive

Accommodations

Direct Linguistic Support

• Involves adjustments to the text of the assessment with the intent of reducing the linguistic load necessary so the LEP student can access the content of the test; and

• Is delivered in English.

Note: Virginia is an “English Only” state. Code of Virginia, §7.1-42 and §22.1-212.1

http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+TOC

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LEP-Responsive

Accommodations, (cont.)

- 34 -

Question:

How does a direct linguistic accommodation address a linguistic

characteristic and allow the LEP student equal access to the

assessment?


• Available for Mathematics, Science, History/Social

Science, and Writing SOL tests;

• Recommended for LEP students with an ACCESS

for ELLs Overall Score (Composite) of 1.0 through

3.0, but is available to LEP students at all levels;

*Not available for the reading test unless the student has a

qualifying disability and is specified in the student’s IEP or 504

Management Plan.

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Direct Linguistic Accommodations:

Read-Aloud or Audio Accommodation*


• LEP students at higher proficiency levels may

benefit from read-aloud* or audio** on demand;

• The read-aloud session must be recorded and/or

proctored by a second staff member; and

• Online audio provides standardized

administration.

* Read-aloud requires a test examiner to read the test to the

student.

**Audio is a pre-recorded reading of the test.

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Read-Aloud or Audio Accommodation,(cont.)


Available to LEP students retaking the EOC

Reading test if all eligibility criteria are met:

• the student is retaking the EOC Reading SOL test,

having failed previous attempt(s) without using the

read-aloud or audio accommodation;

• the student’s LEP Student Assessment

Participation Plan lists the read-aloud or

audio accommodation for other SOL tests; and

• the student receives the read-aloud or audio

accommodation in the classroom.

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Read-Aloud or Audio Accommodation,(cont.)



Bilingual Dictionary• The bilingual dictionary must be a general, word-to-word

bilingual dictionary;

• The bilingual dictionary must not be content specific or a

specialized bilingual dictionary;

• The bilingual dictionary must be a paper dictionary.

Electronic bilingual dictionaries or translators are not

allowed;

• The bilingual dictionary may be either a school-owned or

LEP student-owned;

• The bilingual dictionary should be familiar to the LEP

student. SOL testing should not be the first time an LEP

student uses a bilingual dictionary;

- 38 -

• The bilingual dictionary must not be altered with hand-

written notes in the margins nor include additional

materials, such as class notes;

• If a bilingual dictionary in the LEP student’s native

language is not available, a general English dictionary

may be used on the SOL tests (see next slide for details);

and

• The bilingual dictionary may be used with an English

dictionary ONLY on the short-paper component of the

Writing SOL test. Both accommodations must be coded if

both dictionaries are used. The bilingual dictionary may

not be used with an English dictionary on any other SOL

test. - 39 -


Bilingual Dictionary, (cont.)


• The English dictionary must be a general dictionary

without a thesaurus section;

• The English dictionary must not be content specific or a

specialized dictionary;

• The English dictionary must be a paper dictionary. An

electronic dictionary is not allowed;

• The English dictionary may be either school-owned or

LEP student-owned;

• The English dictionary should be familiar to the LEP

student. SOL testing should not be the first time an LEP

student uses the English dictionary;

- 40 -


English Dictionary

• The English dictionary must not be altered with hand

written notes in the margins nor include additional

materials, such as class notes;

• The English dictionary may not be used on the

multiple-choice component of the Grades 5, 8, or EOC

Writing 2010 SOL test. An English dictionary is permitted

on the multiple-choice component of the EOC English:

Writing 2002 SOL test; and

• The English dictionary may be used with a bilingual

dictionary ONLY on the short-paper component of the

Writing test. Both accommodations must be coded if

both dictionaries are used. The English dictionary may

not be used with a bilingual dictionary on any other SOL

test. - 41 -


English Dictionary, (cont.)



Dictation in English to a Scribe

• Grades 5, 8, and EOC Writing Short-Paper

Component only;

• May be proctored or recorded on audio to be given

to Division Director of Testing (DDOT). If proctored,

the Proctor must verify in writing that the test

administration was conducted according to

standardized procedures;

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• Scribe must format, capitalize, and punctuate as

directed by LEP student;

• Transcription and audio record must be verified by

school officials to check for errors in transcription; and

• When using accommodations where the student is

speaking aloud or the student interacts with the

examiner, the student must be tested individually.

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Dictation in English to a Scribe, (cont.)



Plain English Mathematics

• Offered for grades 3 through 8 Mathematics and

Algebra I SOL tests;

• Offered only to LEP students at specified WIDA

overall language proficiency levels or enrolled in U.S.

schools for less than 12 months; and

• LEP students may participate in the Plain English

Mathematics testing for no more than three years if

they continue to meet eligibility requirements.

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LEP-Responsive Accommodations

Indirect Linguistic Support

• Involve adjustments to the conditions under

which a test is taken to allow LEP students to

use direct linguistic accommodations more

efficiently.

- 45 -


Question:

How does an indirect linguistic accommodation address a linguistic

characteristic and allow the LEP student equal access to the

assessment?

LEP-Responsive Accommodations, (cont.)


Indirect Linguistic Accommodations:

Flexible Schedule

• The SOL tests are not timed;

• Testing with breaks requires the test to be completed

within one school day;

• Multiple test sessions with testing over more than one

school day require a paper/pencil test. Multiple test

sessions are not permitted on the short-paper

component of the writing test; and

• During breaks, the LEP student must be monitored by

school personnel at all times so that the student does

not discuss the test with anyone or have access to

educational materials.

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• LEP students who require a paper/pencil test and who

need to view one test item at a time may use a template

with the paper/pencil test. Since online tests show only

one test item at a time, this accommodation is not

applicable for online tests.

- 48 -


Visual Aids



Student Marks in Test Booklet or

Responds Verbally • LEP student responses must be transcribed to the

regular answer document or selected on the student’s

computer work station by the test examiner and must

be verified by a second school official to ensure that no

errors in transcription occurred;

• If the student responds verbally, the session must be

recorded and/or proctored and the student must be

tested individually; and

• The audio/video record shall be retained on file and

secured in the office of the Division Director of Testing

until the scores are received and verified.

- 49 -


Testing Format

• Online Testing

• Paper/Pencil Testing

• Tests are available in a paper/pencil format only for

LEP students with a documented need for a

paper/pencil test.

• The documented need is specified in the LEP

student’s LEP Student Assessment Participation

Plan.

- 50 -


Testing Format:

Documented Need for Paper/Pencil

Test

Students who meet these criteria may be

administered a paper/pencil test:

• Students who attend school in a location where a

secure network connection or the required technology is

not available to access an online test, such as special

situation schools, homebound, residential facilities,

hospitals, night schools, or Governor Schools;

- 51 -


Testing Format:


Test, (cont.)



• Students with disabilities with an accommodation in the

Individualized Education Plan (IEP), 504 Plan, or LEP

students with an accommodation specified in the

LEP Student Assessment Participation Plan that

necessitates a paper/pencil format, such as large-

print test, Braille test, or flexible schedule (multiple

testing sessions requiring more than one school day);

or

- 52 -


Testing Format:


Test, (cont.)



• Students with a documented medical condition, such as

a seizure disorder where exposure to a computer will

aggravate the student’s condition.

- 53 -


Questions?

- 54 -


3

The LEP Committee

- 55 -


• Identify the purpose of the LEP Student

Committee and its members.

- 56 -

Objectives


The LEP Committee

- 57 -

“A school based committee shall

convene and make determinations

regarding the participation of LEP

students in the Virginia assessment

program.”

Regulations Establishing Standards for Accrediting

Public Schools in Virginia, 8 VAC 20-131 G

http://www.doe.virginia.gov/boe/accreditation/index.shtml

http://www.doe.virginia.gov/boe/accreditation/index.shtml


The LEP Committee, (cont.)

- 58 -

Question:

What is the purpose

the LEP Committee?


Question:

Who should be included on

the LEP Committee?



LEP Committee members may include:

• _________________________

• _________________________

• _________________________

• _________________________

• _________________________

Determining LEP student participation in and

accommodations on the SOL assessments is not

an individual decision; it’s a team decision.

- 60 -

See page 2 in Limited English Proficient Students: Guidelines




Group Discussion

Who should participate on the LEP

Committee…

• at your school or

• in your school division?



For today’s training, we will be

forming LEP committees.



Find your grade level cluster:

Elementary School: Grades 3-5

Middle School: Grades 6-8

High School: Grades 9-12



Your LEP committee should have

at least three members. Take a

few minutes to introduce

yourselves.



Questions?

- 65 -


4

LEP Students:

A Broad Overview

- 66 -


• Identify and explain the diversity that exists

within the LEP student population.

• Explain how and why LEP student progress

differs.

• Determine which LEP student data are needed

to make statewide assessment decisions.

- 67 -

Objectives


Question:

What characteristics contribute to the

diversity of LEP students?

LEP Student Characteristics


• LEP students do not belong to a homogenous

group.

• LEP students vary by factors beyond the shared

feature of being in the process of learning

English, such as:

• _________________________

• _________________________

• _________________________

• _________________________

• _________________________

LEP Student Characteristics, (cont.)

- 69 -


LEP Student Achievement

What do we know about

LEP student achievement?


Question:

Which LEP students make rapid

progress in learning English and

academic content?

LEP Student Achievement, (cont.)


LEP Students Making Rapid Progress

- 72 -

Enter and exit quickly from LEP status

Transition quickly to general education

Do well on state assessments

Graduate from U. S. schools


Question:

Which LEP students make average


academic content?



LEP Students Making Average

Progress

- 74 -

Exit from LEP status in 3 to 4 years

Experience initial difficulties in general

education classes

Gradually adjust to general education

Progress steadily in English language

and academic development


Question:

Which LEP students make minimal


academic content?



SIFE (Students with Interrupted Formal Education):

• recently arrived to U. S. schools

• transitional, living in U. S. and home country

• limited or no prior schooling

• need intensive English language instruction

LEP Students Making Minimal

Progress

- 76 -


LEP Students Making Minimal

Progress, (cont.)

- 77 -

Long-term LEP students:• classified as LEP for 6 years or longer

• strong social English

• weak academic English

• have not received consistent or high quality

ESL services


Questions?

- 78 -


5

Evidence-Based

Decision Making and

Developing an LEP

Student Profile

- 79 -


• Identify data to review when determining

testing accommodations for LEP students.

• Review data when determining testing

accommodations for LEP students.

• Create the LEP student profile.

- 80 -

Objectives


Evidence-Based Decision Making

- 81 -

Question:

What data should educators review

when determining testing

accommodations for an LEP student?


Evidence-Based Decision Making, (cont.)

Demographic information

• ________________________________________

• ________________________________________

Standardized Testing Information

• ________________________________________

• ________________________________________

Current Academic Achievement

• ________________________________________

• ________________________________________

- 82 -


SAMPLE LEP Student Profile

- 83 -

See pages 16-17 in Limited English Proficient Students:

Guidelines for Participation in the Virginia Assessment Program


SAMPLE LEP Student Profile, (cont.)

- 84 -

Sample LEP Student Information:

• Sample ACCESS for ELLs Score Report

• Sample Statewide Assessments Score

Report

• Sample Report Card

• Sample LEP Student Assessment

Participation Plan

The SAMPLE LEP student information does not represent an actual student and is to be

used for the testing accommodations training purposes only. The SAMPLE LEP student

information is not to be copied and must not to be shared outside the training session.


LEP Student Profile Activity

- 85 -


LEP Student Profile Activity, (cont.)

- 86 -








Complete the LEP Student

Profile using information for one

of your LEP students.



LEP Student Profile Activity

Debriefing

- 91 -

How can student data assist the LEP Committee

when determining testing accommodations for

an LEP student on statewide assessments?

• _________________________________

• _________________________________

• _________________________________

• _________________________________

• _________________________________


Questions?

- 92 -


6Matching Testing

Accommodations to

LEP Students and to

Statewide Assessments

by Content Area

- 93 -


• Match direct linguistic testing accommodations

to LEP student characteristics.

• Match indirect linguistic testing

accommodations to LEP student characteristics.

• Match testing accommodations to content

assessments based on LEP student

characteristics.

- 94 -

Objectives


Research Base: Factors to Consider When Assigning Accommodations

- 95 -

English

Language

Proficiency Level

(ACCESS for

ELLs composite

score)

Use prior to the

assessment

Prior schooling

Native language

and English

literacy skills

Appropriate

testing

accommodations

for each LEP

student


Accommodations Matching Activity

Which Direct Linguistic Testing

Accommodation(s) are

Appropriate for the Student’s

Proficiency Level?


Read aloud

- 97 -

Accommodations Matching Activity, (cont.)

Using the sample LEP student, discuss:

Which direct linguistic accommodations are appropriate

for which Proficiency Level(s)?

Audio

Bilingual Dictionary

English Dictionary

Dictation in English…


PL 1

PL 5

PL 2

PL 4

PL 3


Which Direct Linguistic Testing

Accommodation(s) are

Appropriate for each Content

Assessment?



Read aloud

- 99 -

Audio

Bilingual Dictionary

English Dictionary

Dictation in English…


R

W

M

H/SS

S


Using the sample LEP student, discuss:

Which direct linguistic accommodations are appropriate

for which content area test?



and Algebra I Tests

- 100 -

1. Plain English is a direct linguistic accommodation

available for grades 3-8 Mathematics and Algebra I SOL

tests.

1. LEP student’s ACCESS for ELLs Overall Score

(Composite) must be within the following ranges to

participate in the grades 3-8 plain English Mathematics or

Algebra I SOL tests:

• Grades 3-5: 1.0 to 3.5

• Grades 6-8: 1.0 to 3.3

• Grades 9-12: 1.0 to 3.5


Virginia Grade Level Alternative (VGLA)

Reading Assessment

- 101 -

1. VGLA Reading is an alternative assessment, not an

accommodation, available for grades 3-8 reading.

2. LEP student’s ACCESS for ELLs Overall Score

(Composite) must be within the following ranges to

participate in the VGLA Reading assessment:

• Grades 3-5: 1.0 to 3.5

• Grades 6-8: 1.0 to 3.3


Plain English Mathematics and the

Virginia Grade Level Alternative (VGLA)

Reading Assessment

- 102 -

LEP students may participate in the Plain English

Mathematics and Algebra I SOL tests and the VGLA

Reading assessment for no more than three years if

they continue to meet eligibility requirements.


Questions?

- 103 -


7

Determining Testing

Accommodations for

LEP Students on

Statewide

Assessments

- 104 -


Complete a multi-step process that includes:

• Developing the initial list of accommodations;

• Assessing effective usage of accommodations;

• Including student input; and

• Providing test preparation activities.

- 105 -

Objectives


Step 1:

Develop the Initial List of

Accommodations

• Refer to the LEP student profile;

• Determine the student’s literacy skills in English

(and the native language, if possible);

• Determine the student’s prior education in the

U.S and native country; and

• Determine the student’s experience with the

accommodation(s).

- 106 -


Step 2:

Increase the Likelihood of Effective Usage

- 107 -

• Provide opportunities in the classroom to use the

accommodation; and

• Monitor and evaluate the students’ use of the

accommodation(s) for effectiveness.


Step 3:

Include the student in the process of

assigning accommodations

- 108 -

• Does the student find the accommodation

helpful; and

• Does the student want to use the

accommodation on statewide assessments?


Step 4:

Prior to the assessment, provide test

preparation activities that include

using the accommodation(s)

• Provide opportunities to use accommodations

during classroom and benchmark tests; and

• Provide opportunities to use accommodations

with the online SOL practice items.

- 109 -


Step 5:

When appropriate, administer the test in

special settings, with specialized

personnel, in small groups, or individually

- 110 -

• Should the student be tested in a small group?

• Should the student be tested individually?

• Should ESL staff be test examiners?


Questions?

- 111 -


True or False?

(The answers)


True or False?

1. All LEP students should be assigned as many

accommodations as possible for statewide

assessments.

- 113 -


2. A refugee LEP student with low English

language proficiency, limited prior

schooling, and weak native language

literacy skills might benefit most from the

read-aloud accommodation on the grade 6

Mathematics SOL test.

- 114 -

True or False?


3. An LEP student with low English language

proficiency, strong schooling, and strong

native language literacy skills might benefit

most from the read-aloud or audio and the


Virginia Studies SOL test.

- 115 -

True or False?


4. An LEP student who has developed

intermediate English language proficiency

and has limited schooling and weak native

language literacy skills might benefit from

the read-aloud or audio and the bilingual

dictionary accommodations on the End-of-

Course Biology SOL test.

- 116 -

True or False?


5. An LEP student at a Virginia overall ELP

level 5 might benefit most from the bilingual

dictionary accommodation on the End-of-

Course Reading SOL test.

- 117 -

True or False?


Reminders on Assigning

Accommodations

• Convene LEP committee to discuss each LEP

student individually.

• Refer to Limited English Proficient Students:

Guidelines for Participation in the Virginia

Assessment Program and SOL Test Examiner’s

manuals.

• Do not assign every LEP student every testing

accommodation. Accommodations must be

matched to students’ individual needs.

• Note: Consider appropriate accommodations for online

and paper/pencil SOL tests.

- 118 -


Questions?

- 119 -


8Implementing Testing

Accommodations for

LEP Students on

Statewide

Assessments

- 120 -


• Determine LEP student participation in

statewide assessments; and

• Determine LEP students’ eligibility for

testing accommodations.

- 121 -

Objectives


LEP Student Assessment

Participation Plan (Sample)

SOL Content Area

Participation in

the Assessment

Without Accommodation

Participation in

the Assessment

With

Accommodation

(List those that apply)

Participation in

the Virginia

Grade Level

Alternative--

Reading Assessment*

Exempted from

Participation in the

SOL Assessment*

Reading Reason: LEP student has

attended school in the for

less than 12 months

1Writing Reason:

Mathematics Plain English Math* Not Applicable

2History/ Social

Science

Content Specific

History

Reason:

3Science Reason:

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(1) How will the LEP student

participate in statewide

assessments?

(2) Will the LEP student take the

Plain English version of the

Mathematics SOL test or

participate in in the VGLA

Reading assessment or?

(3) What accommodations will

the LEP student receive on

the SOL tests?


Sample

LEP Student

Scenarios

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1. Determine the LEP student’s

participation in statewide

assessments

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Scenario 1

Jorge is a non-English speaker who arrived

from El Salvador in August 2013 and is

placed in Grade 5. How will he participate in

the statewide assessments?

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Jorge’s Assessment Participation

• Jorge may not be exempted from these statewide

assessments:

• Mathematics SOL test (He is eligible for the Plain

English test.)

• Science SOL test

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Jorge’s Assessment Participation, (cont.)

• Jorge may be exempted from these statewide

assessments:

• Reading SOL test (once for “recently arrived” in

grades 3-8)

• History/Social Science SOL test (once in grades 3-8)

• Writing SOL (once in grade 5 or 8)

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• Jorge may take statewide assessments with testing

accommodations as determined by the LEP

committee and specified in his LEP Student

Assessment Participation Plan.

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Jorge’s Assessment Participation, (cont.)


2. Determine the LEP

student’s eligibility to take the

Plain English version of the

Mathematics SOL test or to

participate in the VGLA

Reading assessment


Scenario 2

Krystyna is from Poland, has been in

U.S. schools for two years, and is

now in 6th grade. Her spring 2013

ACCESS for ELLs Overall Score

(Composite) is 3.2. How will she

participate in the statewide reading

and mathematics assessments?

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Plain English Mathematics and

VGLA Reading Eligibility

Is the LEP student eligible?

Grade Cluster

ACCESS for

ELLs® Overall

Score

(Composite)

Plain English

Mathematics

and Algebra I

Tests

VGLA Reading

Assessment

3-5 1.0 through 3.5 Yes Yes

6-8 1.0 through 3.3 Yes Yes

9-12 1.0 through 3.5 Algebra I only No

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See page 2 in Limited English Proficient Students: Guidelines for

Participation in the Virginia Assessment Program


Krystyna’s Assessment Participation

• In grade 6 with an ACCESS for ELLs Overall Score

(Composite) of 3.2, Krystyna is eligible to take:

• Reading SOL test or VGLA Reading assessment

• Mathematics or Plain English Mathematics SOL

test

• One-time exemption in History/Social Science test (if not taken previously)

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Krystyna’s Assessment Participation, (cont.)

• Krystyna may take these statewide assessments

with testing accommodations as determined by the

LEP committee and specified in her LEP Student


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3. Determine the

accommodations that are

available to the LEP student

when taking statewide

assessments



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See Appendix A in Limited English Proficient Students: Guidelines



Scenario 3

Sook is in 8th grade, and she has an

ACCESS for ELLs Overall Score

(Composite) of 4.3. She is literate in

her native language, Korean, and she

has made rapid progress learning

English. However, her reading level in

English is still below her peers

because she struggles with new

vocabulary and complex sentence

structures. What accommodations

would be appropriate for Sook?

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Sook’s Assessment Participation

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• In grade 8 with an ACCESS for ELLs Overall Score

(Composite) of 4.3, Sook will take:

• Reading SOL test (not eligible for VGLA reading

assessment)

• Mathematics SOL test (not eligible for plain English

version)

• Science SOL test

• One-time exemption in Writing and History/Social

Science SOL test (if not taken previously)


Sook’s Assessment Participation, (cont.)

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• Sook may take these statewide assessments with

testing accommodations as determined by the LEP

committee and specified in her LEP Student



The bilingual dictionary is recommended for LEP

students at proficiency level 4. However, the other

accommodations are available as the LEP

committee determines appropriate.



Although she is eligible for all of the indirect linguistic

accommodations, the LEP committee should

determine which accommodations, if any, would be

appropriate for Sook’s unique linguistic

characteristics.



9LEP Student

Assessment

Participation Plan

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• Identify information needed to complete the

“LEP Student Assessment Participation

Plan;” and

• Complete the LEP Student Assessment

Participation Plan.

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Objectives


LEP Committee Activity

Acting as an LEP committee for the sample

student:

1. Consider and discuss each direct and indirect

linguistic accommodation for each statewide

assessment; and

2. Complete the LEP Student Assessment

Participation Plan, specifying the

accommodations to be provided for each

statewide assessment.

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- 144 -

See Appendix E in Limited English Proficient Students:

Guidelines for Participation in the Virginia Assessment Program




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Writing: one-time exemption in grade 5 or 8

History/Social Science: one-time exemption in grade 3 - 8

Science: one-time exemption in grade 3 only

(17) Bilingual dictionary

(A) Plain English

mathematics



Participation Plan

Reminders

• The LEP Committee should

• complete the LEP Student Assessment Participation

Plan before SOL test administration so the student

has ample time to use accommodations in the

classroom;

• notify parent(s) or guardian(s)in writing of decision

prior to test administration; and

• maintain a copy of the participation plan in the

student’s scholastic record.

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References

Acosta, B., Rivera, C., & Shafer Willner, L. (2008). Best practices in state assessment

policies for accommodating English language learners: A Delphi study. Arlington,

VA: The George Washington University Center for Equity and Excellence in

Education. Available: http://ells.ceee.gwu.edu.

Kopriva, Emick, Hipolito-Delgado, and Cameron (2007). Do proper accommodations

assignments make a difference? Examining the impact of improved decision

making on scores for English language learners. Educational Measurement:

Issues and Practice, 26 (3), 11-20.

Rivera, C., Acosta, B. & Shafer Willner, L. (2008). Guide for the refinement of state

assessment policies for accommodating ELLs. Arlington, VA: The George

Washington University Center for Equity and Excellence in Education. Available:

http://ells.ceee.gwu.edu.

Shafer Willner, L., Rivera, C., & Acosta, B. (2008). Descriptive study of state

assessment policies for accommodating English language learners. Arlington, VA:

The George Washington University Center for Equity and Excellence in

Education. Available: http://ells.ceee.gwu.edu.

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http://ells.ceee.gwu.edu/




Resources

Limited English Proficient Students: Guidelines for

Participation in the Virginia Assessment Program http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf

Standards of Learning Test Examiner’s Manuals and

Released Standards of Learning Testshttp://www.doe.virginia.gov/testing/test_administration/index.shtml

Virginia Grade Level Alternate Implementation

Manual http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml

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http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf

http://www.doe.virginia.gov/testing/test_administration/index.shtml

http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml


Questions?

- 149 -


Contact Information

Robert Fugate

LEP Assessment Specialist

Virginia Department of Education

[email protected]

(804) 225-2102

Stacy Freeman

Title III Specialist

Virginia Department of Education

[email protected]

(804) 371-0778

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mailto:[email protected]

mailto:[email protected]

Documents

Accommodations for LEP Students_Fall 2013