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May 4, 2010 1:00-2:30 ETAnnual Title III Directors Meeting
Melissa Gholson, Office of Assessment, Accountability, and Research, WVDE
Lynn Shafer Willner, Ph.D., GW-CEEE
1. Understand the national and West Virginia context concerning LEP student inclusion and accommodation
2. Understand recent refinements to Guidelines for Including and Accommodating LEP Students
3. Understand the new monitoring procedures for ensuring accommodations are offered during testing
4. Are familiar with the location of LEP accommodation resources
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LEP student exclusion rates in early 1990s as high as 44%Standards-based reform and legislation require states to be accountable for the progress of LEP students. Passage of NCLB (2002)
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1. All LEP students participate in 100% of the WESTEST.
2. LEP students can be excluded from Reading/Language Arts assessments for 3 years.
3. If an LEP student does not have documentation that outlines the accommodations they must receive during regular instruction (such as an IEP), they are not allowed to use accommodations during testing.
All LEP students must participate in WV-MAP assessments.
Students with negligible English proficiency (e.g. students who have recently arrived in the United States) must be given an opportunity to attempt WV-MAP assessments. This can be accomplished by:
o Individual administration
o Provision of all assigned accommodations
o Stopping the assessment if the student provides no response to any portion
o Stopping the assessment if the student indicates (in native language or English) an inability to attempt or continue the test
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An accommodation (definition)... involves changes to testing procedures,
testing materials, or the testing situation in order to allow students meaningful participation in an assessment.
addresses the unique linguistic and socio-cultural needs of the student without altering the test construct.
results in scores that are sufficiently equivalent in scale that they can be pooled with unaccommodated scores.
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Direct Linguistic Support
• Involve adjustments to the text of the assessment with the intent of reducing the linguistic load necessary to access the content of the test.
•Can be delivered in English or the native language
Indirect Linguistic Support
• Involve adjustments to the conditions under which a test is taken to allow LEP students to more efficiently use their linguistic resources.
Range of accommodation support allowed in state policy
MT
WY
ID
WA
OR
NV
UT
CA
AZ
ND
SD
NE
CO
NM
TX
OK
KS
AR
LA
MO
IA
MN
WI
IL IN
KY
TN
MS AL GA
FL
SC
NC
VAWV
OH
MI
NY
PA
MD
DE
NJCT
RI
MA
ME
VTNH
AK
Number of Accommodations States
2 to 6 5
8 to 25 38
27 to 57 8
DC
HI
Range of LEP Student Accommodations Offered by States During Testing
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• 104 different accommodations offered to LEP students across nation;
• Only 40 are potentially ELL-responsive.
14 accommodations Range of oral and written support Support for beginning, intermediate, and advanced ELP levels
Most common (and least common) types of accommodations
ELL-responsive accommodations Math
Reading and/or Language Arts*
1.Provide commercial word-to-word dual language dictionary 40 35*
2. Allow extended time 39 403. Read items aloud 38 26*4.Translate directions orally
into native language 25 255. Clarify/explain directions
in English 25 236. Repeat directions 21 207. Read directions aloud 20 20
Most Common ELL-Responsive Most Common ELL-Responsive Accommodations Allowed in State Accommodations Allowed in State
PoliciesPolicies
ELL-responsive accommodations Of 480 Accommodated LEPs...
1.Read items aloud 76%2. Directions rephrased 70%3. Read directions only
aloud (Westest 2 R/LA) 64%
4. Allow extended time 53%5. Flexible scheduling, extra
time within the same day (no studying) 38%
Other 9 accommodations provided to >25% of acc’d LEP st.
Preliminary Data: Most Common Accommodations Used by LEP
students
Of 480 Accommodated LEPs....
Use approved bilingual word-to-word dictionary (except WESTEST 2 R/LA)
0.2%Use electronic translator to present
test (except WESTEST 2 R/LA) 4.0%Use electronic translator to present
directions only (acceptable for WESTEST 2 R/LA)
2.8%
Indicate responses to a scribe (for all selected-response items and WESTEST 2)
3.3%
Indicate responses to a scribe, specify all elements to be scored (constructed-response items)
1.0%
Preliminary Data: Use of Reference Materials and Scribing Accommodations
LEP student accommodation rates
Preliminary Data on WV LEP Preliminary Data on WV LEP Student Accommodation RatesStudent Accommodation Rates Of the 1486 LEP
students in West Virginia, accommodation data for 480 LEP students gathered (32%)
However, of remaining 1006 students, don’t know if not accommodated or data not recorded
1. Question for data collected:What type of accommodation support was offered...
by grade level? by test? by ELP level? by student home language?
2. Gather Feedback about Test Administration from County Test Coordinator and Title III Director, Principal and Building Level Coordinator, and/or Examiner
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Number of Appropriate Accommodations Available
EL
P L
eve
l
ability to use
Beginning ELP
Advanced ELP
need for
A) What is the LEP student‘s English language proficiency level according to WESTELL?
B) Can the student read or write proficiently in his/her native language?
C) Consider other student background characteristics such as (a) time in the U.S., (b) student‘s affective needs, (c) student‘s academic capacity, (d) age/ maturity, (e) socio-cultural background and (f) transitory or migrant status.
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Scribing support◦ Scribe writes outline or plan exactly as student
dictates◦ St. may review and edit what scribe has written -
only after the st. provides spelling◦ Cannot change/modify the assessment (spelling or
mechanics of test)
Bilingual word-to-word dictionaries◦ Rationale: Offer support with the language of the
assessment without providing full definition.
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Assuring Accommodations:Assuring Accommodations: Three RolesThree Roles
1. County Test Coordinator and Title III Director
2. Principal and Building Level Coordinator
3. Examiner
Print and verify WVS. LPT as correct (2 weeks prior to testing)
Examine returned reports and investigate any incident where accommodations were not provided. (1 week after testing)
Submit investigations to OAAR (30 days)
Two weeks prior to WESTEST 2 including Online Writing or APTA administration, the County Test Coordinator will request the Title III Director to run the report labeled WVS. LPT.
The Title III Director will distribute the WVS. LPT to the school principals
Principals will use the WVS. LPT to assign examiners for WESTEST 2 or APTA, as well as document that student accommodations were provided during administration.
Procedures are found in the Participation Guidelines
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Distribute lists to examiners prior to testing Monitor accommodations provision Return (signed and dated) reports back to
CTC and/or Title III Director (no later than one week after test)
Review accommodations for each child and plan prior to test
Document the provision of each accommodation, sign, date the form.
Return completed forms to principal after testing is complete.
Report irregularities as soon as they occur. Give form back to Building Principal to give to the
County Test coordinator. Copy will be given to County Title III Director.
WVEIS Number Student Name School Number Grade Level
280019422 ALDRINS CHARLES A 402 07
WVEIS Accommodation Code WVEIS Code Descriptor
P27 Use approved bilingual word-to-word dictionary (except WESTEST 2 R/LA)
P02 * Read aloud test verbatim (except WESTEST 2 R/LA)
R02 Indicate responses to a scribe (for all selected-response items and WESTEST 2)
T04 Use extra time for any text
Examiner Signature & Date
Refused – student embarrassed; didn’t want to seem different from classmates during testing
WVS. LPT.
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Participation Guidelines (and link to WV Connections Web site http://wvconnections.k12.wv.us/documents/LEPAssessmentParticipationForm030210.doc
Role of the LEP Committeehttp://wvconnections.k12.wv.us/toolkit.html
National Perspectives on LEP Student Accommodation Research and Practices http://ells.ceee.gwu.edu/
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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 from http://ells.ceee.gwu.edu/.
Francis, D., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations for the use of accommodations in large-scale assessments. Houston, TX: Center on Instruction. Retrieved October 10, 2007, from http://www.centeroninstruction.org/files/ELL3-Assessments.pdf.
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.
Pennock-Roman, M. & Rivera, C. (2007). The Differential Effects of Time on Accommodated vs. Unaccommodated Content Assessments for English Language Learners.
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.
Rivera, C., Collum, E., Shafer Willner, L., & Sia Jr., J. K. (2006). An analysis of state assessment policies addressing the accommodation of English language learners. in C. Rivera & E. Collum (Eds.) State Assessment Policy and Practice for English Language Learners: A National Perspective. Lawrence Erlbaum Associates, Inc.
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.
