Accessibility and
Accommodations on
State Assessments for English
Language Learners
Melissa Gholson, Coordinator
Office of Assessment and Research
September 15, 2014
Assessment Consortia System
General Assessment
English Language
Proficiency Standards
Common Core
Essential
Elements
Alternate Assessment
Philosophy & Terminology
WV Classification
Allowable Resource
Definition: Subject-specific resources identified as allowable in the Test Administration Manual
that are made available to students by a test administrator during a testing event. Allowable
resources are not student-specific, and their use does not invalidate test results. Allowable
resources are the only resources that districts may give to students during administration of a
Statewide Assessment.
Restricted Resource
Definition: Any computer-based application, tool, functionality, or a non-electronic resource
approved by the Accommodations Panel that does not interfere with the measured construct,
but has restricted availability and requires district documentation of individual student need
prior to its use.
Smarter Classification
Universal Tool
Definition: Access features that are available to all students based on student preference
and selection.
Eligibility: Available to all students
Designated Support
Definition: Features that are available for use by any student (including English language
learners, students with disabilities, and English language learners with disabilities) for
whom the need has been indicated by an educator or team of educators (with
parent/guardian and student input as appropriate).
Eligibility: Available to all students based on a determination of individual student need;
requires documentation of student need
Eligibility: Available only to students for whom an adult or team (consistent with statedesignated practices) has indicated the need for these supports (as well as those students
for whom the need is documented)
Accommodation
Definition: A practice or procedure in presentation, response, setting, and timing or scheduling
that, when used in an assessment, provides equitable access to all students. State-approved
Accommodations do not compromise the learning expectations, construct, grade-level standard,
or intended outcome of the assessment.
Accommodation
Definition: Changes in procedures or materials that increase equitable access during the
Smarter Balanced assessments by generating valid assessment results for students who
need them and allowing these students to show what they know and can do.
Eligibility: Available to all students based on a determination of individual student need
Eligibility: Available only for students on an IEP or 504 Plan
A Systems Perspective
Research
Agenda
Monitoring
Process:
WVS 326
Peer
Review
A Systems
Perspectives
IEP, 504,
LEP and SAT
Participation
Guidelines &
Policies
Plans
WVEIS Data
Process,
Codes &
Descriptions
Accommodations:
why does it really matter?
“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)
Guidelines for Participation in State
Assessments
• The current version is available electronically at
http://wvde.state.wv.us/oaa/pdf/ParticipationGuid
elines.pdf This document will be used until
December 1, 2014.
• 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,IEP and SAT team
members have a copy.
Anticipated PG Changes
• Organization-chapters for each assessment
• Specific direction regarding the allowable
accommodations for specific subtests
• ELA & Math (Smarter Balanced guidelines)
Science and Social Studies (Existing Participation
Guidelines WESTEST 2 section)
• Criteria for Participation in Alternate Assessment
• Policy 2340 Updates
• Ignore WESTEST 2 Online Writing references
Smarter Balanced
ACT COMPASS Math
ACT COMPASS
Writing Skills
N
A
A
A
N
N
N
N
N
A
P02 Have test read aloud verbatim
N
N
A
A
A
A
A
N
A
O
A
P03 Use braille or other tactile form of print
A
A
A
A
A
A
A
N
N
A
A
P06 Have test presented through sign language
N
A
A
A
A
A
A
N
A
O
N
P13 Use text to speech, including ELA reading passages (Smarter
Balanced–for documented need, grades 6-11)
N
N
N
N
N
N
N
N
N
N
A
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)
N
N
N
N
N
N
N
N
N
N
A
ACT PLAN
APTA
A
ACTEXPLORE
WESTEST2
Social Studies
P01 Use text to speech, excluding ELA reading passages (Smarter
Balanced, WESTEST 2 & NAEP)
Mathematics
WESTEST2
WESTEST2
Science
WESTEST2
RLA Online Writing
Optionsand Accommodations Key:
A Accommodationallowed
WVEIS Code
O Option to standard conditions allowed to all
students
N
Not allowed
WESTEST2
RLA Multiple Choice
Accommodations
Presentation
Accommodations Quick Guide
ACT COMPASS
Math
Not
ACT PLAN
Options and Accommodations Key:
A Accommodationallowed
WVEIS Code
O Option to standard conditions allowed to all students N
allowed
ACT COMPASS
Writing
Acceptable Options and Accommodations
ACT EXPLORE
Exhibit 2.
P31 Provide translations glossary (English Language Learners Smarter
Balanced – for math items only)
N
N
N
N
P32 Provide translations stacked (English Language Learners Smarter
Balanced – for math items only)
N
N
N
N
P33 Turn off any universal tools (Smarter Balanced)
N
N
N
N
P34 Use embedded American Sign Language (Smarter Balanced – for ELA
listening and math items only)
N
N
N
N
P35 Use non-contracted braille and tactile graphics (Smarter Balanced)
N
N
N
N
P36 Use closed captioning (Smarter Balanced – for ELA listening and NAEP)
N
N
N
N
Fall Assessments
ACT PLAN & EXPLORE
Reminders
• 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
• For EXPLORE and PLAN, transcribe student responses to a
regular-sized answer folder.
• There is no breach form for ACT PLAN & EXPLORE. Please make
sure the accommodations are provided correctly 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.
COMPASS Reminders
• For ACT COMPASS, a scribe must enter the
student’s responses into the secure ACT
COMPASS testing platform.
• Scribes must be trained carefully in how to record
responses (e.g., whether students must indicate
spelling, punctuation, etc.).
• PO2 is allowed for COMPASS Math and must be
provided in a separate setting.
• P02 is not allowed for COMPASS WRITING SKILLS.
Accommodations
for other state assessments
Allowable accommodations for other state assessments (allowed for science and social studies; not allowed for Smarter Balanced
ELA & Math)
Instructional Supports
WVEIS
Codes
Assessment Supports
□ Have test presented through sign language
P06
□ Have test presented through sign language
□Have directions only read aloud
P15
□Have directions only read aloud
□Have directions presented through sign language
P16
□Have directions presented through sign language
□Use secure electronic braille note taker
P17
□Use secure electronic braille note taker
□Have directions rephrased by a trained examiner
P18
□Have directions rephrased by a trained examiner
□Use large print edition
P19
□Use large print edition
□Use screen reading software
P21
□Use screen reading software
□Enlarge text on screen
P22
□Enlarge text on screen
□Use electronic translator to present test
P24
□Use electronic translator to present test
□Use electronic translator to present directions only
P25
□Use electronic translator to present directions only
□Have directions, passage and prompt read aloud
P26
□Have directions, passage and prompt read aloud
□Use approved bilingual word to word dictionary
P27
□Use approved bilingual word to word dictionary
□Use sign dictionary to present test including directions
P29
□Use sign dictionary to present test including directions
(Classroom)
(504, LEP or IEP only)
Smarter Balanced
Smarter Balanced has
specific guidelines on
• General Accessibility
Guidelines
• For more information on
English Language Learners
Noise
Buffers
Smarter
Balanced
Universal Tools
Designated Supports
Accommodations
Available to all students
Available for Students with ELL, IEP, 504 and SAT Plans
Available for Students with IEP and 504 plans.
Embedded
Into the
platform
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
Color Contrast/P28
Masking /P37
Text-to-Speech /P01
Translated Test Directions/P30
Translations(Glossary)/P31
Translations (Stacked)/P32
Turn off Any Universal Tools/P33
American Sign Language/P34
Braille/P03 or P35
Closed Captioning/P36
Text-to-Speech/P13
NonEmbedded
Provided
locally
Breaks
English Dictionary
Scratch Paper
Thesaurus
Bilingual Dictionary /R15
Color Contrast/P38
Color Overlay/P39
Magnification/P23
Read Aloud/P02
Scribe/R04
Separate Setting/T09
Translations(Glossary)/P41
Noise Buffers/P42
Translated Test Directions/P30
Abacus/R05
Alternate Response Options/R11
Calculator/R19
Multiplication Table/R20
Print on Demand/P40
Read Aloud/P14
Scribe/R04
Speech-to-Text/R21
Smarter Balanced
Separate Setting
• Description-The test location is altered so that the
student is tested in a setting different from that made
available for most students.
• Instructional Practice-Special seating arrangements
• Students who are distractible are provided seating
within the classroom to focus.
• Students come in during off periods to do homework
or class assignments when the classroom has only a
few students.
• During instruction and or testing, students are allowed
to find an alternative environment to be in.
Text To Speech (TTS)/Read Aloud
Description:
Text is read aloud to the student via embedded text-to-speech
technology or a human. Only available in English.
Instructional Practice:
• Teacher or assistant reads aloud instructions.
• Listening skills are taught using read-aloud material, and then
students are checked for understanding.
• Students listen to a prerecorded audio interpretation book-on-tape)
of text or a book.
Test accommodations must be “consistent with the accommodations
provided during instruction” (U.S. Department of Education, 2001).
TTS and Read Aloud Concerns
TTS and read aloud are impacted by:
• lack of use, or familiarity of the tool or
accommodation.
• fatigue, when reading text and listening
• variable audio speed
• quality of audio presentation
These designated supports rely on the ability of
the student to be able to use auditory processing
skills. This may actually add to the cognitive load
and negatively impact results.
Linguistic Forms of Support
Research Based Decisions for ELL’s
ELLs with Disabilities
ELLs with Disabilities
Language Translations
• Mathematics-ASL, stacked translations (with
the Spanish translation directly above the
English item) and primary pop up glossaries in
Spanish, Vietnamese. Arabic, Tagalog, Ilokano,
Cantonese, Mandarin, Korean, Punjabi,
Russian and Ukrainian.
• ELA Listening-Full translations of ASL
Translations
Translations
Bilingual Dictionary
Translation Glossaries
Why glossaries instead of dictionary?
• The translation non-embedded support includes the
customized translation of pre-determined construct
relevant terms that are most challenging to ELLS.
• The translation of the terms is content specific and
grade appropriate. Bilingual dictionaries of not
provide context-specific information nor are they
customized.
• Glossaries are provided in Spanish, Vietnamese
Arabic, Tagalog, Ilokano, Cantonese, Mandarin,
Korean, Punjabi, Russian and Ukrainian
Accommodations Provision Process
• Accommodations must be verified
locally prior to assessment using
the Accm.14 app. The verification
process means that the plan, the
ACCM.14 data and the WVS 326
should match.
• Accommodations are compared to
current ELL plan and or IEP.
• The WVS. 326 form is reviewed to
prepare the testing environment for
the student.
• The provision of the
accommodation is captured on the
WVS.326 form during testing.
The WVS.326 Process
• The WVS.326 form is provided for all required state
assessments.
• One form will be provided for each student who should
receive accommodations.
• Electronic information data collection helps to support better
student outcomes.
• The accommodations data will inform our accommodations
policies and research.
• WVS.326 process also provides IEP, 504 and LEP teams
feedback on accommodations provision.
• WVS. 326 video
http://wvde.state.wv.us/oaa/videos/WV_326/Documentatio
n%20Procedures.zip
ACT PLAN & EXPLORE
English
COMPASS WRITING
WVS.326
• The WVS.326 form includes all
the accommodations
• All pre-slugging and data
entry one side
• Directions are on the back
• Coding process includes data
for accommodation refusals
and is used for invalidations of
over and under
accommodations.
• Information about WVS. 326
process is included in the
Participation Guidelines.
Let’s Talk About Codes
If you mark Provided “Yes”- this means the student
was given the identified accommodation.
If you mark “No”- this means the student was not
provided the identified accommodation. This is an
accommodations breach UNLESS it is a:
• Code 1-the student refused; or
• 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 that requires
documentation. See the PG for specific details.
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.
Accommodations Application in
WVEIS on the Web (WOW)
• School administrators use the Accom. 14 Assessment Accommodations
Application in WOW to support the verification process for identifying
students who need accommodations.
• Provide training to administrators on the use of the Accm.14 App.
• Accommodations are updated on a daily delta and are available at the
school, district and state level.
• The accommodations application contains filters and allows users to sort
by school, student ID, name, grade, accommodation and assessment type.
• The application allows for printing or creation of spreadsheets.
• Online ELL plan contains the data that supports Accommodations. 14
Application
Data System:
Accommodations
Accommodations Application
Monitoring ELLs
Resources
• Participation Guidelines
• Resources shared for accommodations
https://sites.google.com/a/wvde.k12.wv.us/oaar-filecabinet/accommodations
• ELPA 21 Consortia
http://www.elpa21.org/
• Smarter Balance Accessibility and Accommodations
http://www.smarterbalanced.org/resourcesevents/publications-resources/accessibility-accommodations/
Questions?
Melissa Gholson
mgholson@access.k12.wv.us