Accommodations

1. Accommodations State Assessment Accommodations The Role of School Assessment Coordinator Documentation & Decisions Moving to Online Testing Office of Planning & Assessment Boulder Valley School District November 4, 2013

2. Agenda What’s new? School Assessment Coordinators’ role Purpose for accommodations Accommodation monitoring questions to ask Criteria for using accommodations on state tests Resources to support accommodations decisions Nonstandard & Restricted accommodations Moving to Online Testing Next Steps for Assessment Coordinators

3. What’s New Updated use of the district’s Accommodation Plan for Instruction & Assessments form – ELLs and students in RTI process for non-reading support Math Manipulatives– Submit a nonstandard accommodation form for math manipulativesthat are not on the state approved list (CO manual, 164) Request for Dual Assessment – For students that are eligible to take both CoAlt and TCAP / CMAS depending on content area Sample Activity for education team to ensure the accommodation is appropriate to use on a state assessment Clarification of Restricted Accommodation

4. The School Assessment Coordinator • Record Keeper, maintain documentation for a year • Accommodation Tracking Form (Use to track students that need accommodations for state testing) • Identify formal documentation and that accommodation criteria on state tests are met • Retain Accommodation Form for Instruction & Assessments • Scheduling for accommodations during testing; recording who actually uses accommodations during testing • Information flows through SAC • Support from Administrators and Teachers • Train proctors to deliver accommodations during testing • Ensure testing schedule supports accommodations that need different testing environment

5. Purpose of Accommodations To ensure that: Accommodations are provided in order for students to gain accessto instruction and assessment, Accommodations are provided to qualified students, and There is a clear connectionbetween accommodations used in instruction and assessments. With a caveat. Some accommodations used during instruction will not be available during state assessments.

6. Accommodations:Monitoring Questions to Ask • Are accommodations documented in a formal plan? • Is documentation clear and specific on what the student needs? • Are accommodations clearly marked under accommodations sections for instruction and assessments? • Does documentation identify who made the decision? • Is it clear that accommodation use is monitored throughout the year? • Is it appropriate to use on a state assessment? • After testing, did student use accommodation?

7. Process to Evaluate Need • Is accommodation appropriate to use on a state test? • Overarching questions • What does student need to access the test? • What is the test measuring? • Side-by-side comparison of assignments • Oral Script (OS): Read assignment to student vs. Student reading directions & assignment independently • If student did better with OS, but able to pass without OS even if it takes longer then do not use OS • If student fails assignment without OS or attempts & is unable to complete it then consider OS • If student refuses to attempt without OS then look at other evidence to determine if this is behavioral, a student preference or a reading concern

8. Criteria to use Accommodations on State Assessments • Must be based uponindividualstudent’s identifiable need(s). • Not a preference; based on empirical data, evaluated on an ongoing basis • May notbe based on a category of disability, or be specific to a program. • The “specific” accommodation(s) must be documented in a formal education plan that is the result of a formal processconducted by an educational teamwho monitor and create the student’s formal education plan. This formal process / educational team must include the parent and student, if appropriate. • District Formal Plans: IEP, 504, ILP, Health Plan, ALP, or • Accommodation Plan For Instruction & Assessment identified need through their English Language Development Profile (ELDP) level or the RTI process • Documentation must be updated annually Note: Teacher’s grade book is NOT sufficient documentation.

9. Criteria for State Accommodations… • Must be used regularlyduring classroom assessment and instruction. Define “regular use.” Is it enough time to ensure independent use? (of technology?) • Must be in place at least three months prior to the state wide assessment. Accommodations must not be introduced for the first time during state test administration. • November 8: Grade 3, Reading • December 2: Grade 3 Writing & Math, Grades 4-10 • December 2: Non-Standard Accommodation form & new Request for Dual Assessment • January 24: Grade 11, ACT-Approved accommodations • April 2 – State Allowed accommodation deadline • Must be a standard accommodation allowed during TCAP or an approved non-standard accommodation (only available for IEP or 504).

10. RESOURCES Accommodation Plan for Instruction & Assessment For ELLs, students in RTI process, non-reading support TCAP Accommodations Overview Extended Time (usually means time and a half) Breaks vs. “Stop the Clock” Teacher Read Directions & Oral Presentation Translated Teacher Read Directions & Oral Presentation Assistive Technology Large Print Math Manipulatives Linguistic Accommodations (handout) Scribe (handout)

11. Nonstandard Accommodations Approved nonstandard accommodations • For students on an IEP or a 504 Plan • Not a standard accommodation or student does not meet restricted criteria • Due December 2, reviewed & signed by DAC and Director of SE • District submits to state and state panel determines if it is deemed as approved. • Examples: “stop the clock,” scribe for student that does not meet restricted criteria, tracking devices, visual cues to stay on task, individual countdown timer, math manipulatives not on approved state list, etc. • For Scribe, beyond AT, what nonstandard possibilities are there for students on an IEP or a 504 plan with poor handwriting? • Blue lined paper with dot line in the middle • Graph paper for math to keep numbers lined up Non-approved nonstandard accommodation • The student’s test is ruled invalid • Examples: calculator, read the reading test, graphic organizer on writing, base ten blocks, and addition / subtraction / multiplication / division charts, etc.

12. Restricted Accommodations • Only for students on an IEP or a 504 Plan • May be limited to some, not all content areas • Speech-to-Text – Standard in Reading & Math, but restricted in Writing (must have IEP or 504 plan to use in Writing) • Student on an IEP or a 504 Plan plus a specific disability • Scribe – a physical disability that impacts their writing • Talking Calculator or Textile Math Manipulative (Abacus) – Documented diagnosis of visual impairment including blindness • Look for: Additional procedural requirements • The text-to-speech software must “read” the Oral Script in Math and Writing tests. Content specific vocabulary that is part of the construct of the assessment is eliminated in the oral scripts. • Scribe in Writing – Scribe must write exact words without punctuation or capitalization, show/read back what student dictated, then student shows where to place punctuation and capitalization.

13. Presentation Accommodations

14. Response Accommodations for TCAP

15. Setting & Timing Accommodations for TCAP

16. Moving to Online Testing • Colorado Measures of Academic Success (CMAS) • Science (Grades 5 & 8) and Social Studies (Grades 4 & 7) • What Accommodations mean for online testing? • Tools: • Available to all students • Features embedded in the test engine (e.g., large print / zoom, audio amplification, visual tracker / highlighter, note pad) • Text-to-Speech as a tool must be “turned on” • Some students will need headphones for accommodations (e.g., text-to-speech) • Accommodations • Use of accommodations will be narrower, similar to restricted accommodations on TCAP • Paper-Pencil – Special orders for few students (e.g., seizure from using a computer, Braille, AT doesn’t work with test-engine, etc.)

17. CMAS – Test Environment • Timing on Computer-Based Test (CBT) • Some extra time built into standard time of test to support online environment • As an accommodation – Beyond extra time, document actual time needed for student to engage with CBT • Keyboarding & Computer Use • Practice Testing Environment http://www.pearsonaccess.com/co (then click on SUPPORT tab) • electronic Practice Assessment Tools (ePATs) • Time to practice navigating through the testing environment and use the embedded support / tools • 1-on-1 “evaluation” of ePAT use for some students with disabilities

18. Next Step for SACs • Record Keeper for Accommodations on State Assessments • Use the Accommodation Tracking Form to identify and track students that need accommodations for state testing and that accommodations are in place by 11/8 (grade 3) or 12/2 • For each student identified as needing an accommodation, identify formal documentation is in place and that accommodation criteria on state tests are met* • Keep Tracking Form & Accommodation Plans for Instruction & Assessments in secure TCAP filing system • CMAS – Reserve computer rooms, consider Building Schedule, details about accommodations to follow • Information flows through SAC • Share resources with general ed and special ed teachers • *Solicit support from Administrators to ensure all criteria for using accommodations on state testing is met

19. THANK YOU! • For questions: • Go to the Assessment website, • Accommodation Resources http://bvsd.org/assessment/accommodations/Pages/default.aspx • Email the tcap.helpdesk@bvsd.orgor • call x5112