Considering Accommodations

in State Assessments:2013-2014 and Beyond

Melissa Gholson, Coordinator

Office of Assessment and Accountability

Thinking About Accommodations

• Where are we now?

• Where are we going?

• What’s our plan to get there?

ELPA21

A Systems Perspective

A Systems Perspectives

Research Agenda

Peer Review

Participation Guidelines & Policies 2340,

2419, 2417

WVEIS Codes/

Descriptions

IEP, 504 and LEP

Plans

Monitoring Process: WVS 326

WHERE ARE WE NOW?Current to December 2013

Peer Review Guidance• Decisions about how students with

disabilities will participate in the assessment system be made on an individual basis

• Specify that these decisions must be consistent with the routine instructional approaches as identified by each student’s IEP and/or 504 plan

• Assessment accommodations should not be used for the first time on test day

2013-2014Participation Guidelines

• The document includes references to current state policies and procedures.

• The document is revised annually. Use the one posted for ACT PLAN/EXPLORE and COMPASS.

• This will be updated again December 1, 2013.

Accommodations Code Summary

2013-2014 PG Changes• ESEA Updates• COMPASS• Emergency Appeals Process- [Exemptions for Participation

Rate/Formerly Medically Fragile] (p. 12)• Home school students coding 999 (page 13)• Updated and clarified accommodations code and information

(pages 21-31)• P28-Use high contrast for online assessments (page 26)• Numerical order of accommodations and updated summary

sheet (page 31)• NAEP section (page 51)

Accessing the Current Version of the Participation Guidelines

• The current version is available electronically at http://wvde.state.wv.us/oaa/pdf/ParticipationGuidelines.pdf

• 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 or IEP team members have a copy.

ACT PLAN, EXPLORE & COMPASSReminders and Clarifications

• 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 T04• PO2 is allowed for COMPASS Math and must be

provided in a separate setting.• P02 is not allowed for COMPASS WRITING SKILLS.

Other Considerations• Scribing is different than Online Writing; for COMPASS; the

examiner enters the response into the system. This would be considered an R02.

• There is no breach form for ACT PLAN & EXPLORE. Please make sure the accommodations are provided 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.

Prior to Testing: Verification

Follow the steps outlines in the Participation Guidelines.• Accommodations should be

verified: WVEIS record compared to current IEP

• Assessment decisions are made prior to testing.

• The only way to change the listed accommodation(s) is by holding an appropriate IEP meeting/addendum.

State Accommodations Monitoring Policies

• West Virginia Policies: 2340, 2419, 2417 provide guidance for accommodations for students with IEP, 504 and LEP plans.

• All required district and state assessments must provide accommodations monitoring using the WVS.326 Process.

• Students should always receive the accommodations identified in their plans for other assessments. Individual accommodations data is archived in the West Virginia Education Information System (WVEIS).

• All corrections for accommodations must be made at the district level.

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The 326 Process

• The WVS.326 form will be provided for all WV-MAP assessments.

• One form will be provided for each student who should receive accommodations.

• WVS. 326 video http://wvde.state.wv.us/oaa/videos/WV_326/Documentation%20Procedures.zip

During the Assessment• Page 2 must have data entered for each accommodation

identified on page 1.• If you provide an accommodation not identified on page 1, you

have over-accommodated a student. • You may add an accommodation to a pre-slugged form; if you

need to delete an accommodation, a new form must be filled out• Teachers/BLC review forms daily at the site to assure they are

documenting correctly• Report errors to Principal/BLC

Expect Form Changes

Accommodations selected must match current IEP, LEP or 504 plan.

WVS.326 Accommodations Form Changes

Required accommodations to be provided may be highlighted here.

Let’s Talk About CodesIf you mark Provided “yes”- this means the student was given the identified accommodationIf you mark “No” means-the student was not provided the identified accommodation. This is an accommodations breach UNLESS• Code 1-the student refused • Code 2-the accommodation is not allowed/applicable

for this testIf “no” is not marked with a code 1 or 2, then it constitutes an accommodations error.

Common Errors in Filling Out the WVS.326 Form

Over-accommodating• Selecting yes on back

when front is not bubbled.

• Selecting Yes on back when accommodation was not allowed, not applicable

Under-accommodating• Failing to provide any

data on page 2• Selecting “No” and

failing to identify a code 1 (refused) or code 2 (not allowed/not applicable)

Training IssuesReasons for errors

• Confusing form layout• Not understanding when

specific accommodations are allowed for a test.

• Inappropriate use of the not applicable/not allowable reason code

• Accommodations not in the pre-slug

• Leaving the back of the sheet blank

How to Fix• Change to 2 forms• Retrain on table in

Participation Guidelines• Clarify how to use NA reason

code• Retrain on how to add an

accommodation not in pre-slug• Remind BLCs that examiners

should review sheets before submitting

What to do about students who do not receive accommodations?

All incidents for failing to provide an accommodation requires written documentation.

• The CTC will review all accommodation breaches with principals/building level coordinators and report any findings to the Special Education, Title III and/or 504 director(s) and to the Office of Assessment and Accountability.

• If a student has been denied accommodations listed within the IEP, 504 or LEP plan, there has been a breach in the integrity/accuracy of test results. Therefore, the CTC or county special education director should contact the principal who must inform the parent/guardian of the testing administration breach and provide the following options: – Test is invalidated and the student is retested using a breach form (if the testing window is still open). – Test is scored. – Test is invalidated and student receives a score of ―0.

If the second or third option is selected—there must be a signed written agreement between the parent/guardian and principal/building level coordinator. Copies of the agreement must be kept on file with the CTC/county special education director, Section 504 director, or Title III director.

WVS 326 State and District Accommodations Report

• Analyzed provision data for 2012 WESTEST 2 by content area• 7 reports were generated for each content area to summarize

(1) provision rate, (2) refusal rate, (3) not allowable rate, and (3) number of students over-accommodated– State, district, school-level reports – Intended uses of these data– Set specific targets for provision rates– Identify common errors to inform your training– Eliminate under- and over-accommodation

WVS. 326Accommodations Reporting

1. Count of Students with Accommodation

This report provides the total number of students with the accommodation listed on the front of the 326 form (this number serves as the denominator for all rate calculations in reports 2 – 6).

2. Provision Rate

This report provides the percentage of students with the accommodation for whom the accommodation was marked “provided.”

3. Not Allowed Rate

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” and the “not allowed” code was provided in the reason field.

4. Refusal Rate

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” and the “refused” code was provided in the reason field.

5. Not Provided (no reason indicated)

This report provides the percentage of students with the accommodation for whom the accommodation was marked “not provided” but no reason code was provided.

6. Not Provided (blank)

This report provides the percentage of students for whom no information was provided on whether or not the accommodation was provided.

7. Count of Students Over-accommodated

This report provides the number of students who do not have the accommodation listed in the pre-slug file, but for whom the accommodation was marked “provided.”

State Reports

District Reports

WHERE ARE WE GOING?

Updating WVEIS Accommodations Codes

• A Quick sheet containing all accommodations codes.

• Bold codes are embedded• New codes or updated

definitions are highlighted• Will be included in the

updated PG, WVEIS…

ACCOMMODATIONS AND THE ONLINE IEP

Data Collections for AccommodationsSY 2013-2014

• ACT Plan & Explore: September 9, 2013• Writing Assessment: Validation window Jan 2-10,

Initial Closure Date Jan. 10, Certification window January 11-15, Certification due date Jan. 15 by 11:59 p.m.

• WESTEST 2: February 28• APTA: March 15

Selection of accommodations

are documented in the IEP

Accommodations data must be

entered into WVEIS

Accommodations data must be

verified prior to assessment

Data from WVEIS is pulled to identify the appropriate

accommodations

Accommodations provision data is

collected, analyzed and reports

createdThe Accommodations

Process

Accommodation Issues

• Accommodations are formally documented in the IEP.• Going forward the Online IEP must be finalized if we are able to obtain the

accommodations information for systems reporting. • Hard copies of IEPs are currently hand entered into WVEIS at the district

level. High rates of human error and are not completed in a timely manner consistent with data collection deadlines.

• The accommodations must verified prior to each state assessment window. The case manager at each school or the teacher assigned should be able to have the most current information for verification.

• The data for the WVS 326 forms is only as correct as the data entered. The information on the WVS 326 forms is populated directly from the data entered at the district.

Accommodations Checklist• Identify who needs trained: All district staff (including CTC’s, Special Education Directors and

district staff, 504 Coordinators, ELL Coordinators), all principals/BLC’s, special education teachers and test examiners.

• Identify what training needs provided: Train on changes to the Participation Guidelines , accommodations, forms, data entry, collection dates and monitoring forms .

• Identify a method/timeframe for training, discussion• Model changes made to the LEP, 504 & Online IEP forms, new or revisions for

accommodations specific for each assessment (WESTEST 2 Online and Smarter Balanced Field Test).

• Collection dates need to be emphasized. Disseminate the importance of identifying embedded accommodations in advance of collection dates in order for the student to obtain embedded accommodations.

• Follow up: Review IEP’s, 504’s and LEP’s for any changes necessary regarding changes for accommodations. Conduct any addendums or meetings for students to be eligible to receive the appropriate accommodation prior to collection dates.

• Districts must verify and record each student who receives accommodations. This means the Online IEP must be finalized. (Currently it means the green screen).

• The WVS.326 form should be reviewed prior to each assessment.

Overwhelmed?

HOW DO WE GET THERE?

Transition Plan Recommendations

• Review the current codes and review the proposed accommodations for WESTEST 2 Online.

• Make sure the appropriate accommodations are finalized into the IEP

• Review and consider Smarter Balanced accommodations as of April 1, 2014. (Earlier if they are taking a field test this spring).

WESTEST 2 OnlineAccommodation Codes

• P02 Have test read aloud -WESTEST 2 online will provide an embedded human recorded voice ; or may be

administered individually by a trained examiner.• P03 Use contracted braille or tactile graphics • P06 Have test presented through sign language • P15 Have directions only read aloud –Provided by a human only /no

recording of directions only• P16 Have directions presented through sign language • P17 Use secure electronic braille note taker• P18 Have directions rephrased by trained examiner• P19 Use large print edition• P21 Use screen reading software• P22 Enlarge text on screen (Large Font Size)

WESTEST 2 Codes (continued)

• P23 Use a magnifying device to enlarge assessment material• P24 Use electronic translator or sign-dictionary to present test• P25 Use electronic translator or sign dictionary to present directions

only• P26 Have directions, passage and prompt read aloud• P27 Use approved bilingual word to word dictionary • P28 Use high contrast on screen (For WESTEST 2 Online the student

will be able to receive color font and background options) • P29 Use sign-dictionary to present test, including directions• R02 Indicate responses to a scribe (multiple-choice) • R03 Use braille or tactile graphics• R04 Indicate responses to a scribe (constructed, extended and

gridded response)• R05 Use an abacus

WESTEST 2 Codes (Continued)

• R11 Use computer or other assistive technology device to respond

• R13 Provide physical support • R15 Use a bilingual word to word dictionary • R16 Mark responses in large-print test book• R17 Use an electronic translator to respond• T03 Take more breaks (no studying) • T04 Use extra time for any timed test (extended time)

(NAEP, ACT Explore and Plan are timed) • T07 Flexible scheduling, same day

Smarter BalancedSmarter Balanced website has more specific guidelines on • General Accessibility

Guidelines • ELA Audio Guidelines• Mathematics Audio Guidelines • ELL Guidelines • Signing Guidelines • Tactile Guidelines • Bias and Sensitivity Guidelines • Style Guide

Universal ToolsEmbedded • Breaks• Calculator• Digital Notepad• English Dictionary• English Glossary• Expandable Passages• Global Notes• Highlighter• Keyboard Navigation• Mark for Review• Math Tools• Spell Check• Strikethrough• Writing Tools• Zoom

Non-embedded• Breaks• English Dictionary• Scratch Paper • Thesaurus

Designated SupportsEmbedded • Color Contrast, • Masking• Text-to-speech• Translated Test Directions• Translations (Glossary)• Translations (Stacked)• Turn off Any Universal Tools

Non-embedded • Bilingual Dictionary• Color Contrast• Color Overlay• Magnification,• Read Aloud• Scribe• Separate Setting

Accommodations

Embedded• American Sign

Language• Braille• Closed Captioning• Text-to-speech

Non-embedded• Abacus• Alternate Response Options• Calculator• Multiplication Table• Print on Demand• Read Aloud• Scribe• Speech-to-text

Smarter Balanced Field TestReading Supports

• P01 Use text to speech, excluding ELA reading passages (Smarter Balanced & NAEP)

• P02 Have test read aloud (All WV-MAP tests excluding Smarter Balanced ELA reading passages, WESTEST 2 RLA/Online Writing, ACT COMPASS Writing Skills and NAEP Reading)

• P13 Use text to speech, including ELA reading passages (Smarter Balanced –for documented need, grades 6-11)

• P14 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)

Smarter Balanced

• P03 Use contracted braille or tactile graphics (All WV-MAP tests excluding NAEP computer-based)

• P28 Use high contrast on screen (Smarter Balanced, WESTEST 2 and Online Writing, ACT COMPASS, NAEP, and other computer based assessments)

• P33 Turn off any universal tools (Smarter Balanced)• P34 Use embedded American Sign Language (Smarter Balanced – for

ELA listening and math items only ) • P35 Use non-contracted braille and tactile graphics (Smarter Balanced) • P36 Use closed captioning (Smarter Balanced – for ELA listening and

NAEP) • P37 Use masking (Smarter Balanced)

Smarter Balanced

• P38 Use color contrast (Smarter Balanced – in conjunction with print on demand)

• P 39 Use color overlays (Smarter Balanced – in conjunction with print on demand)

• P40 Use print on demand (Smarter Balanced)• R05 Use an abacus (Smarter Balanced, WESTEST 2

Mathematics and Science, APTA, ACT COMPASS Mathematics, ACT EXPLORE and PLAN)

Smarter Accommodations• R11 Use computer or other assistive technology

device to respond (All WV-MAP tests)• R19 Use calculator (Smarter Balanced –for

students needing a special calculator, e.g. braille or talking)

• R20 Use multiplication table (Smarter Balanced)• R21 Use Speech to Text (Smarter Balanced)• T09 Provide separate setting (Smarter Balanced)

ELL-Smarter Balanced• P30 Provide translated test directions (ELL Smarter

Balanced – for math items only)• P31 Provide translations glossary (ELL Smarter Balanced

– for math items only) • P32 Provide translations stacked (ELL Smarter Balanced –

for math items only)• R15 Use a bilingual word-to-word dictionary (All WV-

MAP and Smarter Balanced ELA- performance task full writes excluding WESTEST 2 RLA and Online Writing, ACT COMPASS Writing Skills and NAEP Reading and Writing)

Resources

• Make good decisions about who should be on the alternate assessment- Participation Guidelines & Alternate Assessment Standards

• Smarter Balanced Accommodations Guidelines• Guidelines for Participation in State Assessment (P

G)• Accommodations checklist for WESTEST 2 Online

& Smarter Balanced Field Test• Smarter Balanced Practice Tests

Why do we have to improve?

“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 student’s knowledge and skills”.(NCEO, 2012)

Questions?

Melissa Gholsonmgholson@access.k12.wv.us