Considering
Accommodations
in State Assessments:
2013-2014 and Beyond
Melissa Gholson, Coordinator
Office of Assessment and
Accountability
Thinking About
Accommodations
• Where are we now?
• Where are we going?
ELPA21
• What’s our plan to get there?
A Systems Perspective
Research
Agenda
Monitoring
Process:
WVS 326
Peer
Review
A Systems
Perspectives
Participation
Guidelines &
Policies 2340,
2419, 2417
IEP, 504
and LEP
Plans
WVEIS
Codes/
Descriptions
Current to December 2013
WHERE ARE WE NOW?
Peer Review Guidance
• Decisions about how students with disabilities
will participate in the assessment system be
made on an individual basis
• Specify that these decisions must be consistent
with the routine instructional approaches as
identified by each student’s IEP and/or 504 plan
• Assessment accommodations should not be used
for the first time on test day
2013-2014
Participation Guidelines
• The document includes
references to current state
policies and procedures.
• The document is revised
annually. Use the one
posted for ACT
PLAN/EXPLORE and
COMPASS.
• This will be updated again
December 1, 2013.
Accommodations Code Summary
2013-2014 PG Changes
• ESEA Updates
• COMPASS
• Emergency Appeals Process- [Exemptions for Participation
Rate/Formerly Medically Fragile] (p. 12)
• Home school students coding 999 (page 13)
• Updated and clarified accommodations code and information
(pages 21-31)
• P28-Use high contrast for online assessments (page 26)
• Numerical order of accommodations and updated summary sheet
(page 31)
• NAEP section (page 51)
Accessing the Current Version of
the Participation Guidelines
• The current version is available electronically at
http://wvde.state.wv.us/oaa/pdf/ParticipationGuideline
s.pdf
• Distribution should be made within your districts either
electronically to all members of IEP, 504 and ELL team
members and school administration.
• It is recommended that all building level coordinators,
principals, LEP, 504 or IEP team members have a copy.
ACT PLAN, EXPLORE &
COMPASS
Reminders and Clarifications
• P02 – Have test read verbatim – is allowed on the
reading and English portions of ACT PLAN and
EXPLORE
• The P02 may require extra time and need a T04
• PO2 is allowed for COMPASS Math and must be
provided in a separate setting.
• P02 is not allowed for COMPASS WRITING SKILLS.
Other Considerations
• Scribing is different than Online Writing; for
COMPASS; the examiner enters the response into
the system. This would be considered an R02.
• There is no breach form for ACT PLAN &
EXPLORE. Please make sure the accommodations
are provided the first time.
• P15 – Have directions only read aloud – applies to
all subtests. Only the directions that appear
beside the word “Directions” appears in the test
booklet can be read aloud.
Prior to Testing:
Verification
Follow the steps outlines in the
Participation Guidelines.
• Accommodations should be
verified: WVEIS record
compared to current IEP
• Assessment decisions are
made prior to testing.
• The only way to change the
listed accommodation(s) is by
holding an appropriate IEP
meeting/addendum.
State Accommodations
Monitoring Policies
• West Virginia Policies: 2340, 2419, 2417 provide guidance
for accommodations for students with IEP, 504 and LEP
plans.
• All required district and state assessments must provide
accommodations monitoring using the WVS.326 Process.
• Students should always receive the accommodations
identified in their plans for other assessments. Individual
accommodations data is archived in the West Virginia
Education Information System (WVEIS).
• All corrections for accommodations must be made at the
district level.
13
The 326 Process
• The WVS.326 form will be provided for all
WV-MAP assessments.
• One form will be provided for each student
who should receive accommodations.
• WVS. 326 video
http://wvde.state.wv.us/oaa/videos/WV_32
6/Documentation%20Procedures.zip
During the Assessment
• Page 2 must have data entered for each
accommodation identified on page 1.
• If you provide an accommodation not identified on
page 1, you have over-accommodated a student.
• You may add an accommodation to a pre-slugged form;
if you need to delete an accommodation, a new form
must be filled out
• Teachers/BLC review forms daily at the site to assure
they are documenting correctly
• Report errors to Principal/BLC
Expect Form Changes
Accommodations selected must match current IEP, LEP
or 504 plan.
WVS.326
Accommodations Form Changes
Required accommodations to be provided may be highlighted here.
Let’s Talk About Codes
If you mark Provided “yes”- this means the
student was given the identified accommodation
If you mark “No” means-the student was not
provided the identified accommodation. This is
an accommodations breach UNLESS
• Code 1-the student refused
• Code 2-the accommodation is not
allowed/applicable for this test
If “no” is not marked with a code 1 or 2, then it
constitutes an accommodations error.
Common Errors
in Filling Out the WVS.326 Form
Over-accommodating
• Selecting yes on back
when front is not
bubbled.
• Selecting Yes on back
when accommodation
was not allowed, not
applicable
Under-accommodating
• Failing to provide any
data on page 2
• Selecting “No” and
failing to identify a code
1 (refused) or code 2
(not allowed/not
applicable)
Training Issues
Reasons for errors
• Confusing form layout
• Not understanding when
specific accommodations are
allowed for a test.
• Inappropriate use of the not
applicable/not allowable
reason code
• Accommodations not in the
pre-slug
• Leaving the back of the sheet
blank
How to Fix
• Change to 2 forms
• Retrain on table in
Participation Guidelines
• Clarify how to use NA reason
code
• Retrain on how to add an
accommodation not in preslug
• Remind BLCs that examiners
should review sheets before
submitting
What to do about students who do
not receive accommodations?
All incidents for failing to provide an accommodation requires written documentation.
•
•
The CTC will review all accommodation breaches with principals/building level coordinators
and report any findings to the Special Education, Title III and/or 504 director(s) and to the
Office of Assessment and Accountability.
If a student has been denied accommodations listed within the IEP, 504 or LEP plan, there
has been a breach in the integrity/accuracy of test results. Therefore, the CTC or county
special education director should contact the principal who must inform the
parent/guardian of the testing administration breach and provide the following options:
– Test is invalidated and the student is retested using a breach form (if the testing window is still
open).
– Test is scored.
– Test is invalidated and student receives a score of ―0.
If the second or third option is selected—there must be a signed written agreement
between the parent/guardian and principal/building level coordinator. Copies of the
agreement must be kept on file with the CTC/county special education director, Section 504
director, or Title III director.
WVS 326 State and District
Accommodations Report
• Analyzed provision data for 2012 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 overaccommodated
–
–
–
–
–
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. 326
Accommodations Reporting
1. Count of Students with
Accommodation
2. Provision Rate
3. Not Allowed Rate
4. Refusal Rate
5. Not Provided (no reason
indicated)
6. Not Provided (blank)
7. Count of Students Overaccommodated
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).
This report provides the percentage of students with the accommodation
for whom the accommodation was marked “provided.”
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.
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.
This report provides the percentage of students with the accommodation
for whom the accommodation was marked “not provided” but no reason
code was provided.
This report provides the percentage of students for whom no information
was provided on whether or not the accommodation was provided.
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
WHERE ARE WE GOING?
Updating WVEIS
Accommodations Codes
• A Quick sheet containing
all accommodations
codes.
• Bold codes are embedded
• New codes or updated
definitions are highlighted
• Will be included in the
updated PG, WVEIS…
ACCOMMODATIONS
AND THE ONLINE IEP
Data Collections for
Accommodations
SY 2013-2014
• ACT Plan & Explore: September 9, 2013
• Writing Assessment: Validation window Jan 2-10,
Initial Closure Date Jan. 10, Certification window
January 11-15, Certification due date Jan. 15 by
11:59 p.m.
• WESTEST 2: February 28
• APTA: March 15
Selection of
accommodations
are documented
in the IEP
Accommodations
provision data is
collected,
analyzed and
reports created
The Accommodations
Process
Data from WVEIS
is pulled to
identify the
appropriate
accommodations
Accommodations
data must be
entered into
WVEIS
Accommodations
data must be
verified prior to
assessment
Accommodation
Issues
• Accommodations are formally documented in the IEP.
• Going forward the Online IEP must be finalized if we are able to
obtain the accommodations information for systems reporting.
• Hard copies of IEPs are currently hand entered into WVEIS at the
district level. High rates of human error and are not completed in a
timely manner consistent with data collection deadlines.
• The accommodations must verified prior to each state assessment
window. The case manager at each school or the teacher assigned
should be able to have the most current information for
verification.
• The data for the WVS 326 forms is only as correct as the data
entered. The information on the WVS 326 forms is populated
directly from the data entered at the district.
Accommodations Checklist
•
•
•
•
•
•
•
•
Identify who needs trained: All district staff (including CTC’s, Special Education Directors and
district staff, 504 Coordinators, ELL Coordinators), all principals/BLC’s, special education
teachers and test examiners.
Identify what training needs provided: Train on changes to the Participation Guidelines ,
accommodations, forms, data entry, collection dates and monitoring forms .
Identify a method/timeframe for training, discussion
Model changes made to the LEP, 504 & Online IEP forms, new or revisions for
accommodations specific for each assessment (WESTEST 2 Online and Smarter Balanced Field
Test).
Collection dates need to be emphasized. Disseminate the importance of identifying
embedded accommodations in advance of collection dates in order for the student to obtain
embedded accommodations.
Follow up: Review IEP’s, 504’s and LEP’s for any changes necessary regarding changes for
accommodations. Conduct any addendums or meetings for students to be eligible to receive
the appropriate accommodation prior to collection dates.
Districts must verify and record each student who receives accommodations. This means the
Online IEP must be finalized. (Currently it means the green screen).
The WVS.326 form should be reviewed prior to each assessment.
Overwhelmed?
HOW DO WE GET THERE?
Transition Plan
Recommendations
• Review the current codes and review the
proposed accommodations for WESTEST 2
Online.
• Make sure the appropriate accommodations are
finalized into the IEP
• Review and consider Smarter Balanced
accommodations as of April 1, 2014. (Earlier if
they are taking a field test this spring).
WESTEST 2 Online
Accommodation Codes
• P02 Have test read aloud -WESTEST 2 online will provide an
embedded human recorded voice ; or may be administered individually
by a trained examiner.
• P03 Use contracted braille or tactile graphics
• P06 Have test presented through sign language
• P15 Have directions only read aloud –Provided by a human only /no recording
of directions only
• P16 Have directions presented through sign language
• P17 Use secure electronic braille note taker
• P18 Have directions rephrased by trained examiner
• P19 Use large print edition
• P21 Use screen reading software
• P22 Enlarge text on screen (Large Font Size)
WESTEST 2 Codes
(continued)
•
•
•
•
•
•
P23
P24
P25
P26
P27
P28
•
•
•
•
P29
R02
R03
R04
• R05
Use a magnifying device to enlarge assessment material
Use electronic translator or sign-dictionary to present test
Use electronic translator or sign dictionary to present directions only
Have directions, passage and prompt read aloud
Use approved bilingual word to word dictionary
Use high contrast on screen (For WESTEST 2 Online the student will
be able to receive color font and background options)
Use sign-dictionary to present test, including directions
Indicate responses to a scribe (multiple-choice)
Use braille or tactile graphics
Indicate responses to a scribe (constructed, extended and
gridded response)
Use an abacus
WESTEST 2 Codes
(Continued)
• R11 Use computer or other assistive technology
device to respond
• R13 Provide physical support
• R15 Use a bilingual word to word dictionary
• R16 Mark responses in large-print test book
• R17 Use an electronic translator to respond
• T03 Take more breaks (no studying)
• T04 Use extra time for any timed test (extended time)
(NAEP, ACT Explore and Plan are timed)
• T07 Flexible scheduling, same day
Smarter Balanced
Smarter Balanced website has
more specific guidelines on
• General Accessibility
Guidelines
• ELA Audio Guidelines
• Mathematics Audio
Guidelines
• ELL Guidelines
• Signing Guidelines
• Tactile Guidelines
• Bias and Sensitivity
Guidelines
• Style Guide
Universal Tools
Embedded
• Breaks
• Calculator
• Digital Notepad
• English Dictionary
• English Glossary
• Expandable Passages
• Global Notes
• Highlighter
• Keyboard Navigation
• Mark for Review
• Math Tools
• Spell Check
• Strikethrough
• Writing Tools
• Zoom
Non-embedded
• Breaks
• English Dictionary
• Scratch Paper
• Thesaurus
Designated Supports
Embedded
• Color Contrast,
• Masking
• Text-to-speech
• Translated Test Directions
• Translations (Glossary)
• Translations (Stacked)
• Turn off Any Universal
Tools
Non-embedded
• Bilingual Dictionary
• Color Contrast
• Color Overlay
• Magnification,
• Read Aloud
• Scribe
• Separate Setting
Accommodations
Embedded
• American Sign Language
• Braille
• Closed Captioning
• Text-to-speech
Non-embedded
• Abacus
• Alternate Response
Options
• Calculator
• Multiplication Table
• Print on Demand
• Read Aloud
• Scribe
• Speech-to-text
Smarter Balanced Field Test
Reading Supports
• P01
Use text to speech, excluding ELA reading passages (Smarter
Balanced & NAEP)
• P02 Have test read aloud (All WV-MAP tests excluding Smarter Balanced
ELA reading passages, WESTEST 2 RLA/Online Writing, ACT COMPASS
Writing Skills and NAEP Reading)
• P13 Use text to speech, including ELA reading passages (Smarter
Balanced –for documented need, grades 6-11)
• P14 Have test read aloud, including passages (Smarter Balanced –for
documented need for grades 6-11; students who are blind/low vision
grades 3-11 who do not yet have adequate braille skills)
Smarter Balanced
• P03 Use contracted braille or tactile graphics (All WV-MAP tests
excluding NAEP computer-based)
• P28
Use high contrast on screen (Smarter Balanced,
WESTEST 2 and Online Writing, ACT COMPASS,
NAEP,
and other computer based assessments)
• P33
Turn off any universal tools (Smarter Balanced)
• P34
Use embedded American Sign Language (Smarter
Balanced – for ELA listening and math items only )
• P35
Use non-contracted braille and tactile graphics
(Smarter Balanced)
• P36
Use closed captioning (Smarter Balanced – for ELA
listening and NAEP)
• P37
Use masking (Smarter Balanced)
Smarter Balanced
• P38
• P 39
• P40
• R05
Use color contrast (Smarter Balanced –
in
conjunction with print on demand)
Use color overlays (Smarter Balanced –
in conjunction with print on demand)
Use print on demand (Smarter Balanced)
Use an abacus (Smarter Balanced, WESTEST 2
Mathematics and Science, APTA, ACT
COMPASS Mathematics, ACT EXPLORE and
PLAN)
Smarter Accommodations
• R11
• R19
• R20
• R21
• T09
Use computer or other assistive technology
device to respond (All WV-MAP tests)
Use calculator (Smarter Balanced –for
students needing a special calculator, e.g.
braille or talking)
Use multiplication table (Smarter Balanced)
Use Speech to Text (Smarter Balanced)
Provide separate setting (Smarter Balanced)
ELL-Smarter Balanced
• P30 Provide translated test directions (ELL Smarter
Balanced – for math items only)
• P31 Provide translations glossary (ELL Smarter
Balanced – for math items only)
• P32 Provide translations stacked (ELL Smarter
Balanced – for math items only)
• R15 Use a bilingual word-to-word dictionary
(All WV-MAP and Smarter Balanced ELAperformance task full writes excluding WESTEST 2
RLA and Online Writing, ACT COMPASS Writing
Skills and NAEP Reading and Writing)
Resources
• Make good decisions about who should be on the
alternate assessment- Participation Guidelines &
Alternate Assessment Standards
• Smarter Balanced Accommodations Guidelines
• Guidelines for Participation in State Assessment
(PG)
• Accommodations checklist for WESTEST 2 Online
& Smarter Balanced Field Test
• Smarter Balanced Practice Tests
Why do we have to improve?
“It is not enough to have a list of available
accommodations. Rather, accommodations must
be used for instruction and assessment, they
must be monitored, and they must be used
appropriately so that scores are valid and provide
information about a student’s knowledge and
skills”.
(NCEO, 2012)
Questions?
Melissa Gholson
mgholson@access.k12.wv.us