Updates and Innovation
for Title III Programs
Spring Conference for Federal Program Directors
and
Chief Instructional Leaders
Waterfront Place Hotel, Morgantown, WV
Thursday, March 10, 2011
12:30 – 2:00 pm
Wharf AB
Agenda
• Overview: West Virginia Standards for
High Quality Schools
• WVEIS Online LEP/New Bilingual
Screen
• Providing Appropriate Testing
Accommodations for LEP Students
• Using the LOR to Support ContentBased ESL Instruction.
West Virginia Standards for
High Quality Schools
• Standard 3: standards-Focused
Curriculum, Instruction and
Assessments
• Standard 4: Student Support Services
and family/Community Connections
WVEIS Online LEP/
New Bilingual Screen
Richard Pullin
Office of Information Systems
Accommodations Provision
and Monitoring for
State and County Required
Assessments
Melissa Gholson
Office of Assessment and
Accountability
Accommodations Monitoring
• The federal government requires documented
monitoring of the accommodations for
students with IEP, 504 and LEP plans.
• West Virginia Policies: 2340, 2419, 2417 also
provide guidance for accommodations.
• All required county and state assessments
must provide accommodations monitoring.
• West Virginia Education Information System
(WVEIS) contains the data regarding
accommodations and can be accessed by
counties by running the Testing Option Report
(326 or LEP)
6
West Virginia Guidelines for
Participation
• Purpose of the guidelines is to
provide policy guidance for
determining the appropriate
assessments and
accommodations for all students.
• Guidelines are referenced by
Policies 2340, West Virginia
Measures of Academic Progress;
2419, Regulations for the
Education of Students with
Exceptionalities; and 2417,
Programs of Study for Limited
English Proficiency Students.
7
Participation in State Assessments
• All students with an IEP, Section 504 or LEP Plan are
required to participate in all components of the
WESTEST 2 in the grade level at which they are
enrolled, except for those students who meet the
criteria for participation in the West Virginia
Alternate Performance Task Assessment (APTA).
• The IEP team determines how the student
participates in WV-MAP assessments:
o Standard conditions for all students (WESTEST 2)
o Standard conditions with accommodations
(WESTEST 2)
o Or, the student meets the criteria for APTA; which
is provided in the Participation Guidelines.
8
APTA Eligibility Criteria
• The student must have a current IEP
and is only assessed by APTA when
instructed by the Extended Standards.
• Reasons why a student cannot
participate in WESTEST 2 must be
clearly stated in the student IEP.
• Criteria for participation in APTA is
found within the West Virginia
Guidelines for Participation in State
Assessments and Policy 2419.
9
Role of IEP, Section 504 and LEP
Committees
• IEP, LEP and Section 504 Committee’s
shall not exempt any student from
participation in state assessments.
• IEP, LEP and Section 504 Committee’s
shall determine the appropriate
accommodations.
• The student must receive all assessment
accommodations as outlined in the IEP,
LEP or Section 504 Plan.
• Accommodations for assessment should
be consistent with those received during
instruction.
10
Participation of
Language English Proficient Students
• All LEP students must participate in
WV-MAP assessments.
• The LEP committee must determine
the appropriate accommodations.
• LEP committee’s cannot exempt any
LEP student from participation in any
WV-MAP assessment.
11
Guidance for Assessing Newly
Arrived Level I LEP Students
Students with negligible English proficiency (e.g.
students who have recently arrived in the United
States) must be given an opportunity to attempt
WV-MAP assessments. This can be accomplished
by:
o Individual administration
o Provision of all assigned accommodations
o Stopping the assessment if the student provides
no response to any portion
o Stopping the assessment if the student indicates
(in native language or English) an inability to
attempt or continue the test
Assessment Accommodations
• An accommodation is a change in the
administration of an assessment, such as
setting, scheduling, timing, presentation
format, response mode or others, including
any combination of these, that does not
change what is intended to be measured
by the assessment or the meaning of the
resulting scores
• An accommodation does not change the
construct of the test.
• Information about accommodations is
available in the Guidelines for Participation
13
FORM 1
A A A
A A A
A A A
A
A
A A
A A
APTA
A A
A A
A A
NAEP
A
A
A
ACT EXPLORE /Grade 8
ACT PLAN /Grade 10
A
A
A
WESTEST 2
Social Studies
WESTEST 2 Science
P13
WESTEST 2 Mathematics
PO2
PO3
PO6
Standard Conditions with
Accommodations
Key:
A-indicates that this is an acceptable
accommodation for this test.
*Except WESTEST 2 R/LA
** Allowable- but is not considered an
accommodation since APTA is
constructed to allow student access to
assessment in the typical mode of
instruction. Only the codes of “A” are
considered accommodations for APTA
on the WVS.326.
NOTE: See Section II for LEP specific
accommodations
Presentation
Have test read out loud verbatim *
Use Braille or other tactile form of print A
Have test presented through sign
language *
Have test presented through text-talk
A
WESTEST 2
Reading
Language Arts
WESTEST 2 Online Writing
WVEIS Code
Accommodations Chart
**
A
**
14
**
Accommodations Requests
An LEP or IEP Team may request
permission to use other accommodations.
A request for an accommodation that
does not appear in the West Virginia
Guidelines for Participation in State
Assessments must be received by the
Office of Assessment and Accountability,
Attention: Melissa Gholson, Coordinator,
no later than three weeks prior to an
assessment. The request must come from
either the County Test Coordinator or the
Title III Director.
15
Assessment Decisions
• Assessment decisions are made prior to
testing.
• The only way to change accommodation(s)
that a student receives for assessment is
holding an IEP, 504 or LEP meeting and
documenting the need within the plan.
• In addition to assessment accommodations
many students may have services identified
within the Section A services section of the
IEP. The special education monitoring teacher
should assure these are provided for
assessment. Assessment accommodations
should be consistent with those provided
instructionally.
16
LEP Documentation
LEP Assessment Participation Form
Page
School Year:
of
DATE_______________________
A.
District and School Information
District Name:
LEP Committee Contact Names:
B.
Student information
Student Name
Student ID number
Grade
School Name:
Gender
Country of Origin
Native language
C. LEP Status*
D. Native Language Status*
Beginning [Level 1]
Advanced Beginning [Level 2]
Intermediate [Level 3]
Early Fluent [Level 4]
Fluent [Level 5]
Monitored Former LEP
Student
Limited
Intermediate
Strong
E. Additional Factors*
Comments:
PART VII: Statewide Testing: (Please check all appropriate boxes)
1) Indicate the appropriate WV Measures of Academic Progress Assessment (WV-MAP) and
2) Check standard conditions or standard conditions w/accommodations.
WESTEST
*Refer to STEPS
2 Grades
ONE
3-11and Two in the West Virginia Participation
Alternate Assessment
Guidelines,
(APTA)
Additional
Grades
Guidance
3-8 & 11(MA
for Assigning
& RLA) Accommodations
WESTEST 2 Online Writing Grades 3-11
Alternate Assessment (APTA) Grades 4, 6 & 11 (Science)
A) Standard Conditions
B) Standard Conditions w/Accommodations
A) Standard Conditions
B) Standard Conditions w/Accommodations
NOTE: For APTA eligibility, the student must exhibit significant cognitive disabilities, be instructed through Alternate Academic Achievement Standards and be
pursuing a modified diploma (age 14+). APTA is large print formatted. Justification for APTA:
WVEIS
Code
Standard Conditions with Accommodations
Check all that apply
WVEIS Codes:
P – Presentation
R – Response
Specify the test or
the part of the test*
T – Timing
Direct Linguistic Support
P02
Read aloud test verbatim (except WESTEST 2 R/LA)
P15
Have directions only read aloud (acceptable for WESTEST 2 R/LA)
P18
P23
Have directions rephrased by trained examiner
P24
Use electronic translator to present test (except WESTEST 2 R/LA)
P25
Use electronic translator to present directions only (acceptable for WESTEST 2 R/LA)
P26
Read aloud directions, passage and prompt (acceptable for Online Writing)
R02
Indicate responses to a scribe (for all selected-response items and WESTEST 2)
R04
Indicate responses to a scribe, specify all elements to be scored (constructed-response items)
R14
Use an electronic translator to respond (except WESTEST 2 R/LA)
R15
Use a bilingual word-to-word dictionary to respond (except WESTEST 2 R/LA)
Use approved bilingual word-to-word dictionary (except WESTEST 2 R/LA)
Indirect Linguistic Support
T03
Take more breaks (no studying)
T04
Use extra time for any test
T07
Flexible scheduling, extra time within the same day (no studying)
Documentation of Assessment
18
IEP Form Documentation
19
Assuring Accommodations
•
•
•
WVEIS can generate a report called
LEP Testing Option Report for
accommodations monitoring.
Make any and all necessary changes
to correct the data entered into
WVEIS prior to testing
administration.
The County Test Coordinator will
verify with Title III Directors that the
data entered into WVEIS is correct.
Accommodations Monitoring
•
•
•
The WVS.326 or LEP Student Testing Options
Report document is used to verify provision
of accommodations and must be the most
current, up-to-date version available.
Two weeks before test administration, the
County Test Coordinator/Title III and/or
Special Education Director will run the
program to print a list of students
accommodations from WVEIS.
Verify the information on the report for
accuracy by the County Special Education
Director/Title III prior to distributing copies to
principals for accommodation
documentation.
Report Information from WVEIS
Circle the Appropriate Subtest
Middle Initial
This student has
no accommod.
listed in WVEIS
Student ID
Number
Ref: WVS.326
Student Testing Options ASSESSMENT
CIMS ID
School Class Regular
Student Name
120031111 ADKINS
HELEN
E TADPOLE ELE.
N
Y
DONNIE
A TADPOLE ELE.
05
N
HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA)
Student’s First
Name
T04
R05
USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
USE AN ABACUS ALL PARTS MATHEMATICS TEST FOR BLIND STUDENTS
Student’s Last
Name
120021111 DAILEY
Underline the
student’s name
Circle accomm.
that were given
Asterisk acc.
not used
Assessment
N
Y
P02
A code is still in
WVEIS which is
no longer valid
Alternate
NO DETAILS
120041111 HURT
AMANDA
D TADPOLE ELE.
05
N
HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA)
USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
T06
DO NOT USE THIS CODE
ERNIE
B TADPOLE ELE.
05
N
USE LARGE-PRINT EDITION OF TEST WHEN IT IS TYPICAL ACCESS
P16
HAVE DIRECTIONS PRESENTED THROUGH SIGN LANGUAGE FOR RLA TEST
P02
HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA)
P15
HAVE DIRECTIONS ONLY READ ALOUD ON THE RLA TEST
P18
HAVE DIRECTIONS REPHRASED BY A TRAINED EXAMINER
R16
MARK RESPONSES ON LARGE-PRINT TEST BOOKLET
This student
does not take
the Alt.
Assessment;
so she must
take the
WESTEST
This student
is not in
regular
education
Y
P19
Grade Level
N
N
T04 USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
120021111 WEST
LOUELLA
A TADPOLE ELE.
05
N
Y
*T04
Emma Lou Toadstool
SCIENCE
School Name
Y
P02
T04
120021111 ELSWICK
MATH
WITH
ACCOMODATION
Assessment
W/ Accommodations
05
RLA
N
REFUSED
This student
will take the
WESTEST w/
the listed
accommod.
Write
“refused” if
student
refused an
accommod.
USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
5/18/05
Sign and date at the bottom of the report; return to school test coor.
Assuring Accommodations Before Assessment
CTC
&
Title III
Special Education
Director
All Required State &
County Assessments
Principal
BLC
EXAMINER
• Print and Verify WVEIS
Report and verify as
correct (2 weeks prior to
testing)
• Assure the error and
corrections are entered
directly into WVEIS
• Distribute lists to examiners prior
to testing
• Identify any corrections or errors
to the report and return those to
the CTC or Title III for verification
in WVEIS at the county level
• Develop schedule for
accommodations provision for all
students who receive
accommodations based on their
current plans
• Review accommodations for
each child
• Report any and all errors
contained within the report to
Principal/BLC
• Develop accommodations plan
prior to test with Principal/ BLC
Assuring Accommodations During Assessment
CTC
&
Title III
All Required State &
County Assessments
Special Education
Director
Principal
BLC
EXAMINER
• Assure any errors within the
reports are corrected in
WVEIS
• Provide guidance during
assessment
• Contact WVDE for technical
support as per policy
• Monitor accommodations
provision
• Maintain security and
materials distribution and
return daily
• Assure that all testing
guidelines are followed
• Monitor irregularities and
report possible
invalidations to the CTC
•Document the provision of each
accommodation, sign and date the form.
•Follow all test security requirements as
per Policy 2340.
•Report irregularities as soon as they occur.
•Return completed forms to principal after
testing is complete.
Assuring Accommodations After Assessment
CTC
&
Title III
All Required State &
County Assessments
Special Education
Director
• Examine returned reports
and investigate any
incident where
accommodations were not
provided. (1 week after
testing)
• Submit investigations to
OAAR (30 days)
• Follow all materials return
Principal
BLC
EXAMINER
procedures
• Copy and return documented
accommodations provision back
to CTC and/or Special Education
Director (no later than one week
after test).
• All forms should be signed and
dated. Any documented
irregularity and breach forms
should be submitted.
• Document and Follow -up on
any refused accommodations
and document for the next
review of the IEP, LEP or 504
team.
• Return all forms and
documentation to
Principal/BLC.
Principal/Building Coordinator
• The CTC/Title III Director will distribute the WVEIS list of
students who receive accommodations.
• Principal/Building Level Coordinator will verify the
correctness of the accommodations at the school level.
• The Principal/Building Level Coordinator will copy and
distribute LEP/WVS.326 accommodations to assigned
examiner’s (three copies: one each for RLA, Math and
Science).
• The Principal/Building Level Coordinator will establish
assessment schedules.
• The Principal/Building Level Coordinator will monitor
the test administration to ensure the accommodations
provisions per the LEP/IEP.
• Return completed accommodations forms to
CTC/Special Education and/or Title III Director (maintain
a copy at the school).
• Maintain documentation and procedures regarding
breach and invalidations.
Checklist for Examiner’s Use
PRIOR
_____1. Review each student’s assessment accommodation(s) listed on the
WVS.326/LEP Report.
_____2. Contact building level coordinator if there are questions regarding
accommodation provision.
_____3. Develop test schedules that promote the provision of accommodations.
_____4. Verify test schedules with the principal and building level coordinator.
_____5. Alert the principal if there are any changes to the test schedule that affect
the provision of accommodations.
DURING
_____6. Provide all listed accommodations on the WVEIS.326/LEP.
_____7. Document all provisions of accommodations on the WVEIS.326/LEP.
_____8. Document any accommodations not provided and include an explanation.
_____9. Document any irregularities during testing.
____10. Maintain all secure procedures established by the test manual.
AFTER
_____11. Sign and date the WVS.326.
_____12. Review all completed WVS.326 for accurate information.
_____13. Report all irregularities to principal/BLC.
_____14. Return all completed WVS.326 reports back to principal/BLC.
_____15. Follow all established procedures for checking in secure materials.
27
Examiners
Filling Out the Report
Assigned examiner(s) will mark the program report as follows:
• Underline the name(s) of his/her assigned student(s).
• Circle the accommodation(s) that were provided to each of
the student(s).
• Asterisk the accommodation(s) that were not provided to
each student and provide an explanation as to why the
student did not receive the accommodation(s) listed on the
WVS.326/LEP Testing Options Report.
• Sign with legible signature and date of test administration
at the bottom of the report.
• Return the WVEIS 326/LEP Student Testing Options
Report(s) to the school Principal/Building Level
Coordinator.
28
Documentation of Accommodations
WVEIS Number
Student Name School Number
Grade Level
280019422
ALDRINS CHARLES
A
402
07
WVEIS Accommodation Code
WVEIS Code Descriptor
P02
HAVE TEST READ ALOUD VERBATIM (EXCEPT WESTEST
R/LA)
P03
Use Bilingual Word to Word Dictionary
T07 * FLEXIBLE SCHEDULING, EXTRA TIME WITHING THE SAME
DAY (NO
STUDYING)
Refused – student stated he
“did not want extra time”.
Examiner Signature & Date
Accommodation Provision
Exceptions
• A student may refuse an accommodation.
• Examiner’s should try to determine and
document reasons why a student refused
an accommodation. This information may
be provided to the LEP/IEP committee for
future accommodations decision making.
• Students may finish before extra time or
breaks are provided.
• The accommodation can not be provided
due to the construct of the test, for
example, reading aloud the language arts
test.
Invalidations
Failing to provide accommodations
• If a student does not receive the
accommodation(s) documented in the
students LEP/IEP plan written
documentation is required in the
students file.
• The parent must be notified and given
the following options:
– If the testing window is open the student
may retest.
– The test results can be invalidated.
– The test results can be accepted.
After Assessment:
Monitoring Process
• The Principal/Building Level Coordinator will make
copies of all WVS.326/LEP reports for the school and
return the originals of the signed and dated reports to
the County Test Coordinator and/or Title III County
Special Education Director no later than one week
following the testing. Copies of these listings are to be
kept for Office of Educational Performance Audits
(OEPA) monitoring process.
• County Special Education and/or Title III Director must
examine the WVS.326/LEP Testing Options Report(s)
and immediately investigate any incident in which the
student was not provided the assessment
accommodation(s) listed on the students plan as
contained within the WVS.326/LEP report(s).
32
Investigations
• The Title III and/or Special Education Director must examine the
WVS.326/LEP Testing Options Report(s) and immediately
investigate any incident in which the student was not provided
the assessment accommodation(s) listed on the student’s plan.
• The Title III Director must examine and investigate any incident
in which the student was not provided the assessment
accommodation (s) listed in the LEP plan.
• The action taken by the county must include a report of the 1)
findings, 2) conclusions, and 3) corrective action taken as a result of
the investigation. The County Superintendent must be informed of the
incident and results of the County Special Education Director‘s
investigation must be submitted in writing within 30 days to the Office
of Assessment and Accountability (Policy 2340).
33
Investigations
Allegations of cheating, security breach,
testing administration breach, copyright
infringement, loss of materials, or other
deviation from acceptable and ethical
security procedures shall be reported
immediately to the Principal, County Test
Coordinator, County Superintendent, and the
WVDE, Office of Assessment and
Accountability
34
Future Directions
• New accommodations monitoring
scantron data sheet
• It will be provided for state required
assessments beginning next year
• The scan sheet will be provided based on
the information contained in WVEIS.
• Electronic information which will help us
collect data and provide a research base
for our accommodations policies.
• Provide IEP and LEP teams feedback on
accommodations provision.
Electronic Process WVS.326
WVS.326 Form
Questions?
Melissa Gholson
mgholson@access.k12.wv.us
(304) 558-2546
38
Learning Objects
& Learning Objects Repository
John Miller
Office of Instructional Technology
Building Content
How teachers build instruction




deconstruct
replace/add
contextualize
sequence
Building Digital Content
Digital content makes it easier



flexibility
distribution cost approaching zero
high fidelity (in the form of consistency)
What Do We Know?
 85 % of U.S. colleges offered online courses in
2006
 42 U.S. state departments of education offered
online courses in 2009
 Institutions of higher education, states, school
systems, teachers, and students develop content
 the same or similar content is developed by:
 multiple institutions within a state
 thousands of institutions within the U.S. and
Canada
 tens of thousands of institutions worldwide
Reusable Digital Content
Digital Content Economics
 High-quality learning content is expensive
 Development costs per course range
 $4,000 to > $100,000
 > $1,000,000 for British Open University
Learning Object Repository
 Searching for content is commonplace
 Well-indexed databases promote effective
searching
 Learning objects and assets can be stored
in databases or repositories
Reusable Learning Objects and
Learning Object Repository
 improve teaching and learning
 achieve cost savings through
 shared digital learning content
 shared knowledge and experience
What are Learning Objects?
A learning object includes
One or more educational
objectives
 Digital content
 Practice activities
 Assessment tools
 Metadata

EXAMPLE
Lewis Dot Structures
Learning Objects vs. Assets
An asset

Is a digital object such as an
image, assessment, etc.

Can be used to build learning
objects

Can be classified to allow
information about the content
to be stored and retrieved
Uses of Learning Objects
 Provide another way to look at a concept
 Motivate students
 Review a previous concept
 Introduce a concept before a formal
lesson
 Teach a new concept
 Practice a new concept
Considerations in Developing
a Learning Object Repository
 Changes in institutional practices and
policies
 Resource allocation needs
 Impact on business and development
practices
Considerations in Implementing
 Stakeholder use
 Existing or future content
 Decisions about content use and





development
Internal or external talent and resources for
development
Creation and ownership
Static or dynamic LOs
Formatting
Quality assurance
Organizational Benefits
 Development and deployment of learning
content quickly and efficiently
 Content sharing between multiple learning
management systems
 Reduction in content development and
delivery costs
Instructor Benefits




Increased speed and efficiency of
instructional development and decreased
preparation time
Exposure to new ideas and methods to
present instructional content
Increased collaboration with other
instructors
Providing students a flexible course with
additional resources
Student Benefits
Reviewing and reinforcing
understanding of learned concepts
 Learning something new
 Engaging in just-in-time learning

Best Practices
 Align the instructional outcomes and the use of
the learning object
 Look for learning objects that meet the quality
standards
 Keep in mind the user capabilities and needs
 Incorporate a handout, discussion or other
activity that requires the learner to respond to
the concepts presented in the learning object
National Repository of
Online Courses (NROC)
 High School Assessment
Biology
 Activity 5: Structure and
Movement
 Components of the
Cytoskeleton
Current Content
 NROC Courses




Algebra I
US History 1
Biology 1
Government and Politics
 WVVS Spanish Content
 Spanish 1
 Spanish 2
 Federated Searches of other repositories






Merlot
Library of Congress Memory Project
Animal Diversity Web
Academic Commons
National Science Digital Library
University of Wisconsin Digital Collections
Future Content
 NROC LOs









Algebra II
Biology II
US History II
Environmental Science
Physics (Introductory and General)
Psychology
Religion
Calculus I and II
Statistics
 Other Repositories
 Curriki
Login to WVLearns
http://wvlearns.k12.wv.us/
User ID: wvdelor
Password: wvdelor
After Login, Click on LOR
Search Tips
Case insensitive
Results include all the words that you type in the Search for field.
For example, if you search for biological sciences the results include only
matches for both biological and sciences.
Enclose phrases with quotation marks.
Use OR to search for instances of one word/phrase or another by
adding OR (uppercase, no quotes).
Additional Information
WVDE Office of Instructional Technology Contacts
Vicki Allen, Assistant Director
vallen@access.k12.wv.us
John Miller, Instructional Technology Coordinator
jpmiller@access.k12.wv.us