Presentation Transcript

1. Welcome! Overview of the 2013-14Building Bridges for the FutureColorado Accommodation Manual Assessment AccommodationsSection V PolicySection VI TCAPSection VII CoAlt
2. Accessing State Assessments Policy, TCAPand CoAlt
3. In Colorado, participation of all students in state academic assessment is specified in the state law (C.R.S. 22-7-409):(d) (I) (A) … every student enrolled in a public school shall be required to take the assessments administered … at the grade level in which the student is enrolled, as determined by the school district. (B) Any student who is eligible for the state's alternate assessment for students with disabilities, also known as the "CSAP-A", or other assessment approved by rule by the board according to the annual review of the student's individualized education program … shall instead take the CSAP-A or the other approved assessment. Page 141
4. Formal Educational Plan Page 143 Based on the student’s education-related need (area of impairment), not preference Created by a team which includes at a minimum Parent/guardian Licensed educator responsible for student’s academic instruction Student Based on empirical data that has been evaluated and found to provide access to instruction and assessment Documented in formalized manner including but not limited to an IEP, a 504 plan or an ELL plan. Reviewed annually, at a minimum, and changed as appropriate to reflect current student education-related need based on up-to-date empirical data Must be signed by team members to indicate attendance and agreement
5. Participation Allstudents, grades 3 - 12, including students with disabilities and students identified as English Language Learners, are included in either the summative academic assessment or alternate summative academic assessment.
6. 90 Days Selected accommodations must be used during instruction and on classroom and district assessments least 90 days prior to use on the assessment. During this time the accommodation must be evaluated on an ongoing basis through data documentation. The accommodation must be used routinely with sufficient frequency to ensure the student can use it with fluency and independence. It should be recognized that introducing an accommodation at the time of the assessment may actually hinder the student’s performance.
7. Standard Accommodations / Accessibility Features May be used by any student who has a documented need. Have been predetermined to maintain the validity, reliability, integrity and comparability of the assessment (doesn’t give unfair advantage).
8. Restricted Accommodations / Accommodations IEP, 504 plan, English Language Learner (ELL) ONLY provide additional support for specific areas of weakness which would make the assessment inaccessible without the additional support students must to meet specific criteria which necessitate the accommodation the criteria affirm the accommodation provides access and does not provide an unfair advantage
9. Nonstandard Accommodations / Unique Accommodations IEP, 504 plan ONLY Requested for less than .01% of students taking TCAP annually Must not invalidate the construct or provide advantage.
10. TCAP
11. Presentation Page 148 Large Print Extra-Large Print (Order through CDE) Black & White; High Contrast (Order through CDE) Color Overlay Low-Vision Devices Teacher Read Directions (available on CTB Navigator) Oral Scripts (available on CTB Navigator) Signing Braille Read Aloud to Self Audio Amplification Text-to-Speech
12. Reading Presentation Accommodations Not allowed on the Reading Test: Oral Scripts Signing Text-to-Speech These invalidate the construct. To look at carefully so as to understand the meaning of something written, printed etc. To have such knowledge of a language as to be able to understand things written in it To comprehend the meaning of signs, symbols, characters, etc.
13. “Teacher Read Directions” “Oral Scripts”
14. “Teacher Read Directions” “Oral Scripts” Special instruction for Signing of Oral Scripts.
15. Response Page 161 Speech-to-Text (Transcribe) restricted for writing Brailler (Transcribe) Assistive Technology (Transcribe) Word Prediction (Transcribe) restricted for writing Talking Calculator Math Manipulatives Abacus/Tactile Math Manipulatives Scribe A scribe is only for those students who have a physical disability that impacts their writing to the degree that they are unable to write their own responses into the test booklets.
16. Math Manipulatives touch math dots items to count by ones (blocks, bears, beans, etc.) positive integer number lines 1 – 100 chart Refer to Abacus and/or Tactile Math Manipulatives for students with a diagnosis of blindness/visual impairment. Math manipulatives not listed above must be approved through the nonstandard accommodation process.
17. Scribe Scribing cannot be used to compensate for: poor handwriting poor spelling difficulty with writing organization slow production lack of instruction in assistive technology use student’s resistance to performing writing tasks Consider alternatives such as special paper (nonstandard) or assistive technology Students who use technology (word processor) to respond on a day-to-day based in the classroom and for assessments and who have the appropriate documentation on their formal educational plans should use technology in lieu of a scribe for state assessments.
18. Setting Page 171 Sensory Pencil Grips or Large Pencils Noise Buffers Small Group Small groups may consist of 1 – 15 students using no accommodations or the same accommodation.
19. Timing Page 176 Extended Time Time of Day Breaks: Multiple or Frequent (not stop the clock)
20. Nonstandard Accommodations DO NOT SEND THESE TO CDE! Unique accommodations that must be applied for and approved annually by CDE Office of Standards and Assessments prior to use on statewide assessments. Due to Assessment Unit December 6, 2013
21. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered DO NOT SEND THESE TO CDE!
22. Nonstandard Accommodations Be specific Be individualized* Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered DO NOT SEND THESE TO CDE! *NOT based on a program, as in “all students in XXX program need the same accommodation.”
23. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered Instructional Accommodations DO NOT SEND THESE TO CDE!
24. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered Assessment Accommodations Alex needs additional time, access to student based (one on one) paraprofessional during testing, and answer choices labeled A, B, C, D DO NOT SEND THESE TO CDE!
25. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered Colorado School District Mira Monroe Monroe_m@cde.state.co.us 303-866-6709 O Student Any 0123456789 ABC Middle School 6th DO NOT SEND THESE TO CDE!
26. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered DO NOT SEND THESE TO CDE!
27. Nonstandard Accommodations Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered DO NOT SEND THESE TO CDE!
28. Accommodation Needs Change Over Time
29. CoAlt
30. CoAlt The Colorado Alternate Assessments (CoAlt) is a standards-based assessment designed specifically for students with significant cognitive disabilities and is meant to provide a picture of student performance to schools, districts, educators, parents and the community. ‹#› CoAlt RWM
31. Participation It is important to remember that the term significant cognitive disabilities is not a category under IDEA, nor is it synonymous with the term Intellectual Disability (ID). Students must qualify to take the alternate assessment, and if they do not meet all the qualifications they must take the general assessment. SPED staff must work with the SPED facilitators to qualify students for COALT Begin this process now!
32. Accommodations for CoAlt Do not read the reading test Do not translate the reading test Do not write the writing test Do not translate student answers Do not reduce the number of answer choices
33. Questions? 33
34. Overview of the 2013-14Building Bridges for the FutureColorado Accommodation Manual Assessment AccommodationsSection VII ACCESS for ELLsSection VIII CMASAppendices
35. ACCESS for ELLs ACCESS for ELLs® is a secure large-scale English language proficiency assessment given annually to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It provides educators and parents information about the English language proficiency level in the language domains of Listening, Speaking, Reading and Writing.
36. ACCESS Participation All students identified as English Language Learners (LEP and NEP). Some students who are also identified with a disability (IEP or 504 plan) may need additional support to access the assessment. A very small number of students may qualify to take the Alternate Access for ELLs. Must qualify for the CoAlt as their academic measure. Must have an IEP.
37. Who can have accommodations for accessing the ACCESS assessment? Students with an IEP Students with a 504 plan
38. ACCESS Listening process, understand, interpret and evaluate spoken language in a variety of situations
39. ACCESS Speaking engage in oral communication in a variety of situations for a variety of purposes and audiences
40. ACCESS Reading process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency
41. ACCESS Writing engage in written communication in a variety of situation for a variety of purposes and audiences
42. ACCESS Test Directions Text in the Test Administers Script in bold May be translated into student’s native language May translate into sign system Repeat Not allowed Explanation of directions in any language (English and/or native language) Use directions that have been marked by teacher
43. ACCESS Presentation Access Test items – including introductory text and graphic supports Translation into sign system (SEE or PSE only) Reading of test in English Use of yellow highlighters Use of place markers Large print Magnification devices Audio amplification Read-aloud to self Not allowed Translation into student’s native language Bilingual dictionary
44. What about students with visual impairments including blindness? Check list WIDA is having a meeting on September 19 – 20 and we anticipate to have more information after that.
45. ACCESS Setting Access School personnel familiar to student Non-school setting only in extenuating circumstances (public library) MUST GET DAC APPROVAL D11 does not support the testing of grievously ill students In a separate room In a small group Preferential seating Individually Study carrel Special lighting Special acoustics Special furniture Equipment/technology
46. ACCESS Timing / Schedule Access Flexibility with timing of test is permitted as documented on student’s IEP More breaks as needed by student Short-segment testing Extended time within the same school day Extended time over multiple days Not allowed for Speaking section
47. ACCESS Response Access Devices and practices used to facilitate testing for student who have difficulty with bubbling or writing in the correct area of the test book Braille writers Must be transcribed Computer, word processer Spell check – Off Grammar check – Off Dictionary/Thesaurus – Off Points/Indicates answers Scribe – for students who meet the criteria for all Colorado assessments Not allowed Tape recorders Student’s native language Kinders may have assistance in bubbling if needed.
48. Colorado Measures of Academic Success (CMAS) Social Studies Grades 4 & 7 Science Grades 5 & 8
49. Computer Based The expectation is that most students will be taking the Colorado Science and Social Studies Assessments using an electronic platform (i.e., computer). Paper-based assessments will be available for a small number of students who are unable to access the computer-based assessment for a specific reason (for example, seizures from using a computer, need to use braille, adaptive input does not work with test engine, etc.). Additionally, some accommodations are not yet available in the computer-based testing environment and are only available via a paper-based assessment. (Assistive Technology)
50. CMAS Vocabulary Tools Part of the test engine Available for all students Embedded Accommodations Part of the test engine Available to students with an IEP, 504 plan or identified as ELL Identified and turned on prior to testing Still seeking clarification from vendor on this. Locally Provided May be on the computer, or on a Paper/Pencil form
51. CMAS Tools Eliminate answer choice Flag items for review Magnification/Enlargement Notepad Calculator Pencil tool Ruler Audio with Volume Control Highlight Spell Check Writing Tools Line Guide Text-to-Speech
52. CMAS Tools Eliminate Answer Choice Pencil Tool
53. CMAS Magnification / Enlargement We do not know specifics of how it will work – only that it will be available. It will use the screen size provided – thus a larger screen will be able to provide larger text and graphics with less scrolling.
54. CMAS Calculator Older grades Younger Grades
55. CMAS Text-to-Speech Speed, volume, and voice options are available. Word-by-word highlighting accompanies a continuous read of the item text. Considerations Bandwidth Headphones Screen real estate Must be “turned on” locally prior to the assessment
56. CMAS Embedded Accommodations Color Contrast Settings Spanish Audio Spanish Written Responses
57. CMAS Locally Provided Teacher Read Directions Word-to-Word dictionary Translated Oral Script** Spanish Provided Other languages locally translated As documented in the IEP, 504 plan or ELA plan Small group Extended time Multiple breaks Scribe (limited)
58. CMAS Teacher Read Directions Teachers may read what is in the yellow band on the top of the screen.
59. CMAS Scribe We do not know specifics of how it will work – only that it will be available. For students with a physical disability that prohibits them from accessing the computer-based assessment. Extreme fatigue Incompatible A.T.
60. CMAS Assistive Technology ** A number of “plug and play” devices are being investigated for compatibility with the computer-based test engine. A list of compatible devices will be provided at a later time, once a determination is made that a device works without error. If you have a student that needs AT to access the computer, the current recommendation is to plan on ordering a paper/pencil assessment for the student – if their technology is deemed compatible, the student should test on the computer and the paper/pencil assessment returned unused.
61. As Documented in IEP, 504 plan or ELL plan Extended Time Breaks Does not stop the clock Generously allotted testing sessions Separate environment
62. CMAS Translated Oral Scripts Computer-based As long as the student is responding in English or Spanish Indicated prior to testing in PearsonAccess will “force” onto one form. Spanish Provided by CDE in paper/pencil. Other languages and sign language a script will be provided for translation at the local level Locally provided
63. CMAS Small Group PARCC Wording Colorado Small Group Principals may determine if any student requires one or more of the following test administration considerations regardless of the student’s status as a student with a disability or who is an English learner: Small group Frequent breaks Time of Day Separate or alternate location Specified area or seating Adaptive or specialized equipment or furniture As documented in the IEP, 504 plan or ELL plan If the plan does not give a specific number consider: What is the small group size used in instruction and on classroom and district assessments? What data do you have that this child needs a small group?
64. CMAS Paper/Pencil Accommodations Braille Speech-to-Text Word Prediction Locally translated responses
65. CMAS: Remember There is no limit to what is used in the classroom to help students access instruction BUT Accommodations on the assessment must maintain the construct of the assessment When in doubt, ask the DAC
66. Nonstandard AccommodationsDecember 6, 2013 Be specific Be individualized Include documentation of need – (IEP or 504) Have SASID (10-digit) Two signatures All the questions answered SEND TO JACQUELINE LAW, ASSESSMENT DIRECTOR, EDSS
67. Assessment Office Hot Line: 520-2080 assessment@d11.org Jacqueline Law Director of Assessment Office: 520-2414 Cell: 719-238-1633 Fax: 520-2388 Jacqueline.law@d11.org Thank you