accommodations powerpoint

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ACCOMMODATIONS &
SOL TESTING
An Overview
by
Carol Jennings
Assessment Coordinator
Disclaimer
 This presentation is not meant to be the only
document STCs, Test Examiners, and Proctors
use when testing students who need
accommodations. It is only designed to be a
guide.
 The Test Implementation Manual and the
Examiner’s Manual as well as the documents
listed on the last page of this document should
be read and followed in their entirety prior to
administering a test with accommodations to a
student, and all guidelines as established by the
Virginia Department of Education should be
followed.
2
Online Testing
 All students are required to take the online
version of the SOL tests except in very specific
circumstances.
 The student attends school in a location where a
secure network connection or the required technology
is not available (i.e., BRACC, Minnick, etc.).
 The student’s accommodation requires a paper/pencil
test (i.e., Large Print, Braille, or a flexible day schedule
that requires multiple testing sessions over two or
more days).
 The student has a documented medical condition (i.e.,
seizures) when exposure to a computer aggravates the
condition.
3
ALL STUDENTS
Allowable for ALL Students
 Small Group Size
 The Virginia Department of Education does not
specify what number constitutes class size; thus,
classes of students can be broken into smaller
groups for testing—for example, groups of 10.
5
Allowable for ALL Students
 Separate Setting for Potentially Disruptive
Students
 Anticipate those students who may be disruptive
and remove them from the whole-class setting
BEFORE testing starts. A good place to put them
is with a person of authority.
6
Allowable for ALL Students
 Students Reading Aloud to Themselves
 Students who test better when they read aloud to
themselves would need to be tested in a separate setting
because the student reading aloud would be disruptive to
other students. This strategy pairs with the previous slide
which discusses removing potentially disruptive students
BEFORE testing begins.
 Regular education students may not use whisper phones.
7
Allowable for ALL Students
 Environmental Modifications
 Special lighting
 Noise buffers
 Use of a study carrel
8
Allowable for ALL Students
 Scratch Paper
 Students can have scratch paper for all tests.
 The scratch paper must be school issued and
cannot be the student’s own paper.
 It must be distributed by the Test Examiner.
 All the scratch paper must be the same color .
 Students cannot have multiple colors.
 All scratch paper must be collected and accounted
for at the end of the test
 Scratch paper must be turned in to the STC
 The STC will shred all scratch paper
9
Allowable for ALL Students
 Scratch Paper (continued)
 Scratch paper may include:
 Plain paper (no lines)
 Lined paper
 Graph paper
 Sticky notes
 Note cards
 The sticky notes and note cards must be all the same color.
 Particular care must be taken to ensure all sticky notes and
note cards are accounted for after the test (i.e., number
them prior to handing them out and then check the
numbers when they are picked back up)
 Paddy paper—paper/pencil ONLY
10
Allowable for ALL Students
 Large Diameter Pencil
 Special Pencil
 Pencil Grip
11
SPECIAL EDUCATION/504/LEP
STUDENTS ONLY
Please follow the Accommodations Charts from the
Testing Manuals very carefully as all accommodations are
not available for every test, and LEP students are not
allowed all accommodations unless they also are identified
as a student w/ a disability.
Follow the “Special Testing Accommodations Guidelines”
carefully in the Examiner’s Manual, Appendix B, and in the
Test Implementation Manual, Appendix C.
Students w/ Disabilities, 504 &
LEP Students—Timing/Scheduling
 Flexible Schedule (Accommodation Code 1)
 All SOL assessments are untimed, and ALL students may
take the entire day to test if needed. Students w/
disabilities, 504, and LEP students can have supervised
breaks during the day and/or have the test broken into more
than one day (EXCEPT for the Short-Paper component on
the Writing SOL.
 If a test is given over multiple days, it may be administered via
the paper/pencil platform only.
 One option is to break the book apart and give the student only
that portion of the test s/he will take on any given day. The student
may not look forward to test questions for another day or look back
at questions answered on a prior day.
 Online tests must be administered in one day.
13
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Visual Aids (Accommodation Code 4)
 Physical magnifying devices—visually impaired
students only
 Magnifying glass
 Screen magnifier
 Electronic magnification devices—visually impaired
students only




Close-circuit television
Large monitor
Electronic white board
LCD projector which projects on to large screen
 Color overlay or tinted screen—one color only
14
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Visual Aids (continued)
 Template or masks to view only 1 word, sentence,
or line of print at a time—paper/pencil only
 Markers that allow students to maintain their
place—paper/pencil only
 Blank graphic organizer
15
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Large Print (Accommodation Code 6)
 This form of the test must be ordered through the
Division Director of Testing and cannot be
photocopied from the regular form of the test.
 If a student marks his/her answers on an enlarged copy
of the answer document, the student’s answers must
be transcribed to the regular answer document by a
school official and verified by a second school official.
 The large print answer document must be retained on
file by the Division Director of Testing until scores are
received and verified.
16
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Braille Test (Accommodation Code 9)
 Students requiring this accommodation will also receive a test in
regular print for the Examiner to use.
 If the student’s answers are recorded on a Braille answer sheet,
the responses must be transcribed to the regular answer
document by a school official and verified by a second school
official who has knowledge of Braille. The Braille answer sheet
must be retained on file by the Division Director of Testing until
scores are received and verified.
 If the test is read aloud to the student or if the student responds
verbally to the responses, the test session(s) must be recorded or
proctored.
 If recorded, the recording must be retained on file by the Division
Director of Testing until scores are received and verified.
 If proctored, both the Test Examiner and Proctor must verify that
the test was administered according to standardized procedures.
This verification must be retained in the office of the Division
Director of Testing until scores are received and verified.
17
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Reading Test Items (Accommodation Codes
10 & 14)
 Special attention must be given to students’ IEP,
504, and LEP plans to determine how the test is to
be administered.
 The entire test read aloud
 Words, questions, or sentences read aloud only upon
the student’s request
18
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Reading Test Items (continued)
 The Test Examiner must be very careful to not
lead the student to the correct answer when
reading test items aloud.
 Through intonation
 Through facial expressions or other non-verbal clues
 By repeating any part of the test that is not
specifically requested by the student
 In describing graphics
19
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Reading Test Items (continued)
 An examiner who administer a read-aloud test session
must be familiar with how to read test items to students.
Prior to testing examiners must (this is mandatory and must
be documented):
 Listen to an audio practice test prior to testing
 Read Virginia Standards of Learning Assessments Guidelines for
Administering the Read-Aloud Accommodation
 Prior to reading a test item aloud, the Examiner may take a
moment to review a test item so that the answer is not
inadvertently given to a student.
 A printed copy of the test (i.e., online, large print, or Braille)
should be provided to the student so s/he can follow along
as the test is read aloud.
20
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Reading Test Items (continued)
 A Read Aloud administration must either be recorded or
have a proctor present.
 If recorded, the recording must be retained on file by Division
Director of Testing until scores are received and verified.
 The Test Examiner and Proctor must verify in writing that the
test administration was conducted according to standardized
procedures. This verification must be retained on file in the
office of the Division Director of Testing until scores are
received and verified.
 If the Examiner forgets to record the session or the session
is not recorded in its entirety, the test will need to be
administered using an alternate form of the test.
21
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Audio Version of the Test—Paper/Pencil
(Accommodation Codes 11 & 15)
 Students should have instructional experience with
CDs on a regular basis. If the student does not have
experience using CDs, the CD may cause more
difficulty than assistance. Experience using a CD may
include the following:
 Textbooks on CD
 Recording lectures in class
 Recording tests
 The CD should be used in conjunction with a printed
test (i.e., regular, large print, or Braille).
22
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Audio Version of the Test—Online (Accommodation
Codes 11 & 15)
 In the past, school divisions have been told that
students should not use accommodations during
testing unless they used the same accommodation
during classroom instruction and assessments. Since
it would be very difficult for school divisions to provide
an online audio accommodation during instruction,
the following guidelines have been established to
provide clarification as to the circumstances under
which a student could be provided with an online
audio accommodation during testing.
23
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Audio Version of the Test—Online (continued)
 The IEP Team or 504 Committee must determine
whether the read aloud or audio form of the test is the
most appropriate delivery method
 The parent must agree to the delivery method, and the
decision must be document in the IEP or 504 Plan.
 The online audio accommodation may be given to
students who have a read aloud during class
instruction or those who use audiocassettes/CDs or
text readers in the classroom.
 Students should practice the audio version of the test
before attempting the live version of the test.
 Audio Practice Test
www.doe.virginia.gov/testing/sol/practice_items/index.html
 Audio Training Test in PearsonAccess
24
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Interpreting/Transliterating Test Items
(Accommodations Codes 12 & 16)
 An interpreted administration must be proctored by appropriate
personnel or video recorded.
 If a proctor is present, both the Examiner and Proctor must verify
in writing that the test was administered under standardized
testing procedures. This written verification must be retained by
the Division Director of Testing until scores are received and
verified.
 If video recorded, the video recording must be retained in the
office of the Division Director of Testing until scores are received
and verified.
 The interpreter may have access to the test 24 hours prior to the
test administration as authorized by the Division Director of
Testing.
25
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Interpreting/Transliterating Test Items
(continued)
 The Interpreter’s/Transliterator’s role and professional code
of ethics prohibit answering questions directly or providing
assistance in answering test questions.
 The Interpreter must first read the test question to
him/herself silently before interpreting/transliterating to
the student.
 The Interpreter/Transliterator must be very careful to not to
lead the student to a correct answer.
 Through facial expressions
 By repeating any part of the test that is not specifically
requested by the student
26
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Amplification Equipment
 Hearing aid
 Auditory trainer
 Whisper phone
27
Students w/ Disabilities, 504 &
LEP Students—Presentation
 Plain English Math

This form of the test covers the same content as the regular
Mathematics form of the test.
 LEP students may not participate for more than three consecutive
years. The Access for ELLs ranges that allow the Plain English Math
version are as follows:
Grades 3-5—1.0 – 3.5
Algebra I—1.0 – 3.5
Grades 6-8—1.0 – 3.3

The modifications on this test include:
 Simplification of reading load
 Syntax
 Vocabulary
28
Students w/ Disabilities, 504 &
LEP Students—Response
 Enlarged Copy of Answer Document—
Paper/Pencil Only (Accommodation Code 8)
 The answers must be transcribed by a school official
and then verified by a second school official. The
answer document with the larger answer circles must
be retained on file with the Division Director of Testing
until scores are received and verified.
 Notify the Division Director of Testing before
enlarging an answer document for use.
29
Students w/ Disabilities, 504 &
LEP Students—Response
 Communication Board or Choice Cards (Accommodation
Code 13)
 Student responses must be transcribed to an answer document
or entered online by a school staff member.
 The test session must either be video recorded or proctored.
 If the test session is used, the answer document/online responses
must be verified using the video recording. The video recording
must be retained in the office of the Division Director of Testing
until scores are received and verified.
 If the test session is proctored, the Proctor must verify the
responses. Both the Test Examiner and Proctor must verify in
writing that the test session was administered according to
appropriate guidelines.
30
Students w/ Disabilities, 504 &
LEP Students—Response
 Student Responds Verbally, Points, Marks in
Test Booklet, or Uses Augmentative Device
with Auditory Output (Accommodation
Codes 18 & 22)
 Answers must be transcribed to the regular
answer document or entered online by school
personnel and verified by a second school
employee. The test booklets with the answers
must be retained by the Division Director of
Testing until scores are received and verified.
31
Students w/ Disabilities, 504 &
LEP Students—Response
 Student Responds Verbally, Points, Marks in Test
Booklet, or Uses Augmentative Device with
Auditory Output (continued )
 The test session must either be video recorded or
proctored.
 If video recorded, the recording must be retained in the
office of the Division Director of Testing until scores are
received and verified.
 If proctored, the Test Examiner and Proctor must verify in
writing the test session was administered according to
standardized procedures. This written verification will be
retained in the office of the Division Director of Testing
until scores are received and verified.
32
Students w/ Disabilities, 504 &
LEP Students—Response
 Responds by Word Processor, Brailler , or
Augmentative Communication Device
(Accommodation Codes 21 & 22)
 This accommodation is to be used with students in
responding to the Short-Paper component of the SOL
Writing assessment.
 Only those devices which produce the student’s
response verbatim may be used.
 If the device produces an auditory output, the session
must be recorded and the recording must be retained
by the Division Director of Testing until scores are
received and verified. Or, a proctor can be present.
33
Students w/ Disabilities, 504 &
LEP Students—Response
 Responds by Word Processor or Brailler
(continued)
 Automatic correction, thesaurus, or grammar check
features must be disabled.
 A hand-held spell checker or spell checking capacity of
a computer can be used. However, the student cannot
be prompted to use it.
 The typed or printed essay must be transcribed to the
regular answer document or into TestNav by school
personnel and verified by a second school employee.
34
Students w/ Disabilities, 504 &
LEP Students—Response
 Responds by Word Processor or Brailler
(continued)
 A document stating the typed or printed essay is entirely
the student’s work and that no automatic correction,
thesaurus, or grammar check features were used must be
signed by the Test Examiner and Proctor and retained in the
office of the Division Director of Testing.
 The student’s short-paper component must be retained on
file by the Division Director of Testing until scores are
received and verified.
35
Students w/ Disabilities, 504 &
LEP Students—Response
 Augmentative Communication Device
(Accommodation Code 22)
 This is NOT facilitated communication.
 Projects the speech or in some other way communicates for the
student.
 Board with letters, numbers, etc. where the student may indicate by
pressing the letters/numbers his/her responses. It could be as simple
as a two-way switch.
 If the augmentative communication device produces auditory
output, it should be treated as dictation to a scribe and all procedures
followed.
 Must be specific on IEP/504 Plan the type of augmentative
communication device and how it will be used.
36
Students w/ Disabilities, 504 &
LEP Students—Response
 Spelling Aids (Accommodation Code 23)
 Students w/ disabilities are allowed to use approved




spelling aids on the short-paper component of the
SOL Writing assessment.
This includes the use of a spell checker, spelling
dictionary, etc.
Spelling aids may not automatically correct words,
provide prompting for spell checking, or include a
thesaurus.
It should only contain the words in alphabetical order.
This does not include the use of grammar check.
37
Students w/ Disabilities, 504 &
LEP Students—Response
 English Dictionary—Short-Paper Component Only
(Accommodation Code 29)
 Students with an IEP/504/LEP Plan who cannot access the
online spell-check tool or other permitted spelling aid are
allowed to use an English dictionary to check spelling.
 It must be a general dictionary without a thesaurus.
 It must not be content specific or specialized.
 It must be a paper dictionary. An electronic dictionary is not
allowed.
 It may be school owned or student owned.
 It should be familiar to the student.
 It must not be altered in any way with hand-written notes or
include class notes.
38
Students w/ Disabilities, 504 &
LEP Students—Response
 Bilingual Dictionary (Accommodation Code 17)
 The bilingual dictionary is available ONLY to LEP students.
 The bilingual dictionary accommodation is available for all
SOL tests.
 The bilingual dictionary must be paper and not electronic.
 It must be a general, word-to-word bilingual dictionary.
 It cannot be content specific.
 It must not be altered with hand-written notes.
 The bilingual dictionary may be used alone or in
conjunction with an English dictionary—without a
Thesaurus.
 The English dictionary is not allowed on the multiple-choice
component of the 2010 SOL writing test.
39
Students w/ Disabilities, 504 &
LEP Students—Response
 Recorder—Prewriting Only on the Short-Paper
Component of the SOL Writing Test
(Accommodation Code 24)
 Organization Phase—A student may organize his/her
thoughts for the short-paper component into a
recorder and then play it back as s/he composes the
short paper.
 The final short paper may not be transcribed from a
recording device by school personnel .
40
Students w/ Disabilities, 504 &
LEP Students—Response
 Dictation to a Scribe (Accommodation Code 25)
 The student dictates or uses an augmentative
communication device with auditory output to
respond to the short-paper component of the Writing
assessment.
 The scribe must format, capitalize, and punctuate only
as directed by the student.
41
Students w/ Disabilities, 504 &
LEP Students—Response
 Dictation to a Scribe (continued)
 The scribe can either type or write the student’s
dictation. When the student is finished, the student
should have an opportunity to review the rough draft
and make final corrections to capitalization, grammar,
punctuation, etc.
42
Students w/ Disabilities, 504 &
LEP Students—Response
 Dictation to a Scribe (continued)
 The testing session must either be recorded or proctored
by a second person.
 If the session is recorded, the scribe’s transcription and the
audio recording must be verified by a second school official.
The recording and the transcription must be retained by the
Division Director of Testing until scores are received and the
appeals period is over.
 If the session is proctored, the Proctor must verify the
student’s response was typed exactly as the student directed
and that nothing was changed, added, or deleted. The scribe
and the Proctor must verify in writing that the test
administration was conducted according to standardized
procedures. This verification and transcription will be retained
in the office of the Division Director of Testing.
43
Students w/ Disabilities, 504 &
LEP Students—Response
 Dictation to a Scribe (continued)
 Dictation into speech recognition software, such as
DragonSpeak, is the same as Dictation to a Scribe.
 The software must type exactly what the student
dictates and cannot correct grammar, etc.
44
Students w/ Disabilities, 504 &
LEP Students—Response
 Word Prediction/Selection Software—Short-Paper
Component of the Writing Assessment Only
(Accommodation Code 21)
 The software must not provide prompting for spell
checking, grammar checking, predicting of phrases, or
word choices.
 The student cannot use the thesaurus function of the
software.
 If the software allows selection of a dictionary, a gradelevel appropriate dictionary must be chosen.
45
Students w/ Disabilities, 504 &
LEP Students—Response
 Word Prediction/Selection Software (continued)
 The software used for this accommodation should
provide the student with a selection of single words
from a student-generated single or multiple
keystroke.
 The software should not provide phrases,
grammatically appropriate options, or other unrelated
word choices generated by the student’s keystrokes to
predict sentence structure.
46
Students w/ Disabilities, 504 &
LEP Students—Response
 Read-Back Student Response (Accommodation
Code 30)
 The Read-Back Student Response accommodation may be
provided by either a Test Examiner or from a workstation
equipped with text-to-speech capabilities.
 The IEP/504 plan must clearly indicate if the student’s response
is read by the Test Examiner or the work station.
 Please follow the directions in Appendix B (Examiner’s
Manual) or Appendix C (Test Implementation Manual)
carefully for both the text-to-speech and Test Examiner.
47
Students w/ Disabilities, 504 &
LEP Students—Response
 Read-Back Student Response (continued)
 The student’s response must be read verbatim without
providing any clues or assistance.
 A Read-Back Student Response administration must either
be recorded or have a proctor present.
 If recorded, the recording must be retained on file by Division
Director of Testing until scores are received and verified.
 The Test Examiner and Proctor must verify in writing that the
test administration was conducted according to standardized
procedures. This is done on the Examiner’s/Proctor’s
Transmittal Form and Affidavit for Recorded Test Sessions. This
verification must be retained on file in the office of the Division
Director of Testing until scores are received and verified.
48
Students w/ Disabilities, 504 &
LEP Students—Response
 Calculators, Arithmetic Tables, and Calculator with
Additional Functions (Accommodation Code 26)
 The students IEP Team or 504 Committee that the student is
eligible based on the calculator accommodation criteria
established by VDOE.
 Arithmetic tables and charts are defined as tools that serve the
same function as a calculator.




Multiplication tables
Division tables
Addition tables
Subtraction tables
 This accommodation cannot be used by LEP students unless they
are also identified as a student w/ a disability or a 504 student.
49
Students w/ Disabilities, 504 &
LEP Students—Response
 Mathematical Aids (Accommodation Code
19)
 Math aids allowed examples—number line, fraction
circles, colored shapes, etc.
 Math aids not allowed examples—place value chart,
fraction chart, clocks, coins, bills, base 10 blocks, etc.
(See Explanation of Math Aids Handout for Math
Aids that are Allowed and Not Allowed)
50
Transcription of Student
Answers—All Assessments
 This accommodation is available only to those
students as stated in their IEPs, 504 Plans, or LEP
Plans (or due to a documented temporary
condition).
 The student’s responses must be entered exactly as the
student indicated.
 The student’s responses must not be corrected or altered in
any way.
 The transcription must be verified by a second school
official to ensure no errors occurred in the transcription.
 All materials containing student responses to test items are
considered as secure test materials and must be
maintained in a secure location.
51
Transcription of Student
Answers—All Assessments
 This accommodation is available only to
those students as stated in their IEPs, 504
Plans, or LEP Plans (or due to a documented
temporary condition).
 Documentation of the student’s responses (i.e.,
audio/video of the session, output from a Brailler,
augmentative communication device, word processor,
enlarged answer documents, paper and electronic
copies of the student’s response, etc.) must be
retained in the office of the Division Director of
Testing until scores are received and verified.
52
Special Accommodation Request
Form
 Some students may require an accommodation
beyond those listed by the Virginia Department of
Education. Prior approval by the VDOE is required
before administering these accommodations.
 If you have a student who requires an accommodation that is not
listed by VDOE, you should submit the Special Assessment
Accommodation Request Form to the Division Director of Testing.
 The DDOT will submit the form to VDOE for approval.
 Each form will be reviewed based upon the need to provide equal
access to the SOL test for the student and the need to maintain
standardized procedures and security.
 Accommodations may be approved, approved with conditions, or
not approved.
53
Students w/ Disabilities,
504 & LEP Students





Resources:
Procedures for Participation of Students with Disabilities in
Virginia’s Accountability System
Limited English Proficient Students: Guidelines for
Participation in the Virginia Assessment Program
Guidelines for Administering the Read-Aloud
Accommodation for Standards of Learning Assessments
Explanation of Testing Accommodations with Disabilities—
Math Aids—Accommodation Code 19
Explanation of Testing Accommodations for Students with
Disabilities—Assistive Technology Accommodations
54
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