Choosing Accommodations for English Language Learners with Disabilities

Laurene Christensen, Ph.D., National Center on Educational Outcomes, University of MinnesotaBrian Touchette, Assessment Resources, Delaware Department of EducationMelissa Gholson, Office of Assessment and Accountability, West Virginia Department of EducationVitaliy Shyyan, Ph.D., National Center on Educational Outcomes, University of Minnesota

National Conference on Student AssessmentJune 22, 2013

Accommodations Manual

How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of English Language Learners with Disabilities

Step 1: Expect ELLs with disabilities to achieve grade-level academic content standards

Step 1

ELL/IEP or ELL/504 Plan Team special education teachers or 504 Plan committee

representatives language educators and facilitators (ESL/bilingual teacher(s),

another ESL/bilingual/migrant teacher or ELL administrator, language acquisition specialist, interpreter)

assessment officials (test administrator(s), guidance counselor, reading specialist)

general education teachers (classroom/content teacher(s)) first/native language special education practitioners school administrators (principal, school/district official(s)) parents (parent(s)/guardian(s)) students

Step 1

Equal Access to Content Standards

every ELL/IEP or ELL/504 Plan Team member must be familiar with content standards and accountability systems at the state and district level

every ELL/IEP or ELL/504 Plan Team member must know where to locate standards and updates

all general, special, and language educators, as well as other educational stakeholders must collaborate for successful student access

Step 1

Conditions for High Expectations

1. Instruction is provided by teachers who are qualified to teach in the content areas addressed by state standards and who know how to differentiate instruction for diverse learners.

2. Education plans for ELLs with disabilities are developed to ensure the provision of specialized instruction (e.g., specific reading skills, strategies for “learning how to learn”).

3. Appropriate accommodations are provided to help students access grade-level content.

Step 1

Legal Basis

Participation of ELLs with disabilities in assessments is required by federal laws: Individuals with Disabilities Education Improvement Act of

2004 (IDEA) Elementary and Secondary Education Act of 2007 (ESEA) Section 504 of the 1973 Rehabilitation Act Lau v. Nichols (1974) Castañeda v. Pickard (1981)

Step 1

ESEA Focuses

how successful schools are including all students in standards-based education

how well students are achieving standards what needs to be improved upon for specific groups of

students

Step 1

Including All ELLs with Disabilities in State Accountability Assessments

assurance of the provision of accommodations to facilitate student access to grade-level instruction and state assessments

use of alternate assessments to assess the achievement of students with the most significant cognitive disabilities

use of different assessment formats to assess the achievement of beginner ELLs

Step 1

State Legislation*

CURRENT STATE WEBSITE FOR ALL CONTENT STANDARDS/COMMON CORE STANDARDS COULD BE INSERTED HERE.

CURRENT STATE-SPECIFIC POLICIES ABOUT THE

PARTICIPATION OF STUDENTS WITH DISABILITIES IN STATE ASSESSMENT COULD BE INSERTED HERE.

Step 1

Discussion Point

How do I stay updated on current federal and state accommodation policies for ELLs with disabilities?

Step 2: Learn about accommodations for instruction and assessment

Step 2

What Are Accommodations?

Procedures and materials that increase equitable access during instruction and assessments for ELLs with disabilities and generate valid assessment results that show what ELLs with disabilities know and can do

Provided to a student during state assessments AND during classroom instruction, classroom assessments, and district assessments

Step 2

Technology Implications

In the age of technology-mediated educational practices, many computer-based accommodations facilitate instruction and assessment of ELLs with disabilities effectively if they are selected and used properly.

Step 2

The Use of Accommodations Is Linked Through Each of These Areas

Content Standards/Common Core Standards

Figure from ASES SCASS/CCSSO Accommodations Training Slides PowerPoint

Step 2

Who Is Involved in Decisions?

ELL/IEP or ELL/504 Plan Teams must make assessment and accommodation decisions for students based on individual needs in accordance with state and federal guidelines.

ELLs with IEPs and 504 Plans must be provided accommodations based on individual needs as long as the accommodations meet state accommodation guidelines and regulations and do not invalidate the assessment results.

Accommodations should be documented in IEPs and 504 Plans.

Step 2

Accommodations and Universal Design

UD principles improve instruction and assessment for all students

UD in assessments may reduce the need for accommodations and alternate assessments

UD in assessments cannot eliminate the need for accommodations and alternate assessments

UD can provide more cost-effective assessments and valid inferences about them

Step 2

Good Practices and Resources

Resources and strategies that should be allowable whenever possible for all students

Step 2

Accommodations vs. Modifications

Accommodations provide access without reducing learner expectations

Modifications can increase the learner achievement gap by lowering expectations for what students are required to know or do

Step 2

English Language- and Disability-related Needs

Step 2

Student Profiles

Think of specific students who represent the four areas of the figure. What are they like? What are the students’ needs and characteristics? What are the implications of accommodation decisions for each student?

Step 2

Accommodations vs. Modifications vs. Best Practices – Dictionary

Step 2

Activity: Accommodations vs. Modifications vs. Best Practices – Graphic Organizers

Step 2

Activity:Read Aloud Text Accommodation

Discussion Point: How would you read aloud the following test item?

A thermometer is shown.

What temperature is shown on the thermometer? A 11°C B 12°F C 25°C D 25°F

Step 3: Select accommodations for instruction and assessment for individual students

Step 3

Document Accommodations

On a student’s IEP On a student’s 504 Plan On a student’s ELL individualized plan

Step 3

IEP Areas to Address

Consideration of special factors Supplementary aids and services Participation in assessments

Step 3

504 Plan Examples of Conditions

allergies or asthma attention difficulties communicable diseases (e.g., hepatitis) drug or alcoholic addictions, as long as they are not

currently using illegal drugs environmental illnesses temporary disabilities from accidents who may need

short term hospitalization or homebound recovery

Step 2

Making Decisions for Accommodations

Step 3

Student Characteristics

Step 3

Student Characteristics: Questions to Ask What are the student’s language learning strengths and

areas of further improvement? How do the student’s learning needs affect the

achievement of grade-level content standards? What specialized instruction (e.g., learning strategies,

organizational skills, reading skills) does the student need to achieve grade-level content standards?

What accommodations will increase the student’s access to instruction and assessment by addressing the student’s learning needs and reducing the effect of the student’s language barrier? These may be new accommodations or accommodations the student is currently using.

Step 3

Student Characteristics: Questions to Ask What accommodations are regularly used by the

student during instruction and assessments? What are the results for assignments and assessments

when accommodations are used and not used? What is the student’s perception of how well an

accommodation “worked”? Are there effective combinations of accommodations?

Step 3

Student Characteristics: Questions to Ask What difficulties does the student experience when

using accommodations? What are the perceptions of parents, teachers, and

other specialists about how the accommodation worked?

Should the student continue to use an accommodation, are changes needed, or should the use of the accommodation be discontinued?

Step 3

Consider the Following…

the student’s willingness to learn to use the accommodation

opportunities to learn how to use the accommodation in classroom settings

conditions for use on state assessments

Step 3

Discussion Point

What would be helpful to ask students and parents about accommodation use?

Step 3

Prior Accommodation Use

Accommodations should not be used for the first time on the state test

Plan time for student to learn new accommodations In a technology-based setting, be sure that the student

knows how to use the accommodation that is part of the platform

Plan for evaluation and improvement of accommodation use

Step 3

Instruction vs. Assessment Accommodations

Sometimes, accommodations used in instruction may not be used on an assessment

Plan time for students to practice NOT using certain accommodations before the state assessment

Some instructional accommodations may alter what a test is designed to measure

Step 3

Individual Test Characteristics: Questions to Ask

What are the characteristics of the test my student needs to take? Are the test tasks similar to classroom assessment tasks or does the student need to have the opportunity to practice similar tasks prior to testing?

Does the student use an accommodation for a classroom task that is allowed for similar tasks on the state or district tests?

Are there other barriers that could be removed by using an accommodation that is not already offered or used by the student?

Step 3

Maintaining Validity: Questions to Ask

Does the state or district allow the identified accommodation for the test or portion of the test noted as a barrier?

If not, does the accommodation change the standard of the assessment?

Are there additional principles to help guide decision making?

Step 3

Accommodation Policies and Maintaining Validity

Test validity is compromised if a student refuses to use an assigned accommodation

Long-term implications of accommodations should be considered

Plan ample time for students to become familiar with accommodations

Plan for ongoing evaluation and improvement of accommodation use

Step 4: Administer accommodations during instruction and assessment

Step 4

Accommodations During Instruction

Students should be provided selected accommodations during instruction

An accommodation may not be used solely during assessments

Familiarize students with technological aspects of accommodations

Step 4

Accommodations During Assessment

Take appropriate security precautions Understand the procedures needed to administer the

assessment Administer standardized assessments according to

prescribed procedures and conditions Avoid any conditions that might invalidate results Provide for and document all reasonable and allowable

accommodations Avoid unfair actions or conditions

Step 4

Administering Assessments and Accommodations

Take appropriate security precautions before, during, and after the administration of the assessment

Understand the procedures needed to administer the assessment prior to administration

Administer standardized assessments according to prescribed procedures and conditions and notify appropriate persons if any nonstandard or delimiting conditions occur

Step 4

Administering Assessments and Accommodations

Avoid any conditions in the conduct of the assessment that might invalidate the results

Provide for and document all reasonable and allowable accommodations for the administration of the assessment to persons with disabilities or special needs

Avoid actions or conditions that would permit or encourage individuals or groups to receive scores that misrepresent their actual levels of attainment

Step 4

Ethical Testing Practices

Ethical testing practices must be maintained Unethical testing practices are inappropriate

interactions between test administrators and students taking the test

Step 4

Standardization

Adherence to uniform administration procedures and conditions during an assessment

Is essential and necessary to produce comparable performance results

Must be followed strictly

Step 4

Test Security

Maintaining the confidentiality of test questions and answers

Critical in ensuring the integrity and validity of test results

Tests are kept in secure locations or on password-protected computers

Students are guaranteed secure and equitable testing conditions

Step 5: Evaluate and improve accommodations use

Step 5

Reasons Why…

Ensure meaningful participation Reveal questionable patterns of use Support continued use Indicate additional training needs Guide formative evaluation

Step 5

Ways to Collect Information

From classroom data Observations of test administrations Interviews with test administrators Talking with students after testing And more…

Step 5

What Information Should Be Collected

Decision-making teams, schools, and districts decide Technology-based accommodations allow for better

records In a paper-and-pencil test, accommodation information

can be coded with other student data

Step 5

Sample Questions to Ask at the School or District Level

Are there policies to ensure ethical testing practices, the standardized administration of assessments, and that test security practices are followed before, during, and after the day of the test?

What types of accommodations are provided and are some used more than others?

How well do students who receive accommodations perform on state and local assessments?

Step 5

Sample Questions to Ask at the Student Level

What is the student’s perception of how well the accommodation worked?

What combinations of accommodations seem to be effective?

What are the difficulties encountered in the use of accommodations?

Step 5

Discussion Point (Think, Pair, Share)

What are the consequences of under-accommodating? What are the consequences of over-accommodating?

Step 5

Postsecondary Implications

Continued use of accommodations, if needed, at the college and career levels

Decision-making teams document accommodation use Colleges and universities may allow fewer

accommodations than those available in K-12 settings Students document their need for accommodations

Assuring Access for All Students

Accommodations Research Plan Analysis of accommodations results Disaggregated by all sub groups Cross data with enrollment in programs such as universal pre-

K, special education and advanced courses Cross data analysis by indicators (e.g. graduation/drop out

and retention rates, suspensions) ELLs additionally are disaggregated by language proficiency

levels, number of years in program Data dissemination and technical support

WVS 326 State and District Accommodations Report

Analyzed accommodations provision data for 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

Accommodation Code Accommodation Shorthand n of Students Recommended to Receive Accommodation

% of Students Recommended to Receive Accommodation

P02 Have test read aloud verbatim (except RLA)

17,095 41.4%

P26 Have directions, passage and prompt read aloud for online writing

11,488 27.8%

P15 Have directions only read aloud

7,369 17.9%

P18 Have directions re-phrased by trained examiner

6,605 16.0%

R02 Scribe (sel. response) 727 1.8%R04 Scribe (extended, cons.,

gridded response, OWA)635 1.5%

T04 Use extra time for any timed test

8,971 21.7%

T03 Take more breaks 6,872 16.6%

T07 Flexible scheduling, extra time within same day

5,663 13.7%

Most Frequently Selected Accommodations for Students with Disabilities

Resources

Tool 1: Assessment Adaptation Grid Tool 2: Best Practices and Allowable Resources for All

Students Tool 3: Sample Student Profiles Tool 4: Accommodation Criteria Tool 5: Do’s and Don’ts when Selecting

Accommodations Tool 6: Accommodations from the Student’s Perspective Tool 7: Parent Input on Accommodations Tool 8: Accommodation Use in the Classroom

Resources

Tool 9: After-Test Accommodation Questions Tool 10: Assessment Accommodations Plan Tool 11: State Assessment Program Tool 12: Logistics Planning Checklist Tool 13: Accommodations Journal for Teachers Tool 14: Identifying Roles and Responsibilities Tool 15: Questions to Guide Evaluation at the School or

District Level

Thank you!