Accommodations 2.0: Inclusion of all students in computer-based assessments

1. Accommodations 2.0: Inclusion of all students in computer-based assessments Wendy Carver Paula Mahaley Michael Middleton Laurene Christensen Sharon Saez

2. Overview of the Session • Introduction of the new CCSSO Accommodations Manual from ASES (with NCEO) • Discussion of accommodations policies from three example states • Next steps—new manuals for ELLs and ELLs with disabilities • Questions and Discussion

3. Overview of the new ASES Accommodations Manual • Revision of the 2005 version • Updated to reflect current policies and practices • Intended to be used during the transition to new technology-based assessments • Will be available on the CCSSO website in July • Will be followed by manuals for ELLs and ELLs with disabilities

4. 2011 Accommodations Manual: What’s the Same? • 5-step process • Tools for teachers, students, and parents • Focus on grade level expectations and making decisions based on individual students • Customizable for each state

5. 2011 Accommodations Manual: What’s Different? • Updated to reflect Common Core Standards • Emphasis on technology-based assessments (see example) • Emphasis on making decisions based on individual student needs, with validity of scores as central (see example) • Considerations of assessment good practices versus accommodations (see example) • Standardization of accommodation practices (see example)

10. Ohio Statewide Assessments:AccommodationsandSpecial Versions June 21, 2011Presented by:Paula Mahaley Ohio Department of EducationOffice of Assessment

11. Ohio Statewide Assessments • Ohio Achievement Assessments – OAA • Ohio Graduation Tests – OGT • Ohio Test of English Language Acquisition – OTELA • Alternate Assessment for Students with Disabilities – AASWD • Diagnostic Assessments Grades K – 3

12. Ohio Achievement Assessments (OAA)and Ohio Graduation Tests (OGT) Fall 2010 and Spring 2011 Accommodations • Extended time (students with disabilities and ELLs) • Use of dictionary (ELLs) • Use of scribe (students with disabilities) • Grades 3 and 4 - district decision to use scribe based on scannable test booklet • Grades 5 – 8 OAT uses answer document • OGT uses answer document • Read aloud * All students identified as ELL may use the above accommodations with no restrictions ** Students with disabilities must have it noted on their IEP to use the above accommodations

13. OAA and OGTFall 2010 and Spring 2011 Accommodations and Special Versions Eligibility: • All students identified as ELL may use the accommodations and special versions listed on the following slides if the ELL has been in a U.S. school for less than 3 years and has scored at the beginning or intermediate level on an English Language proficiency test.

14. Ohio Achievement Assessments Grades 3 - 8Spring 2011 Special Versions • Braille test booklet • Large-print test booklet • English audio CD • Foreign language CD • Read-Aloud Script • Oral Translation • Bilingual test booklet (Spanish) * Must meet eligibility requirement

15. Ohio Achievement Assessments Grades 3 - 8Spring 2011 FLCDs • Foreign-language CDs: • Spanish • Japanese * Must meet eligibility requirement

16. Ohio Graduation TestsSpring 2011 Special Versions • Braille test booklet • Large-print test booklet • English audio CD • Foreign language CD • Oral Translation * Must meet eligibility requirement

17. Ohio Graduation TestsFall 2010 and Spring 2011 FLCDs • Foreign-language CDs: • Spanish • Arabic • Mandarin Chinese * Must meet eligibility requirement

18. English Proficiency Test • Ohio Test of English Language Acquisition • Based on ELDA • Accommodations (students with disabilities) • Read aloud • Scribe • Special Versions • Large print • Braille

19. ELL Manual • Based on IEP manual developed by the ASES SCASS • Will include general education ELL and ELLs with disabilities • Ohio edited with specific Ohio requirements

20. Contacts Paula Mahaley Associate Director Ohio Dept. of Education Office of Assessment 614-466-0217 614-995-5568 (fax) education.ohio.gov

21. Embedded Accommodations in Utah Wendy Carver Special Education Assessment Specialist Wendy.Carver@schools.utah.gov

22. Assessments • Utah’s summative assessments include: • ELA grades 3 through 11 • Math grades 3 through 7, plus pre-algebra, algebra 1, geometry, and algebra 2 • Science grades 4 through 8 plus Earth systems, biology, chemistry and physics • Utah has administered these tests both paper- and computer-based since 2004

23. Computer-based tests • Utah asked LEAs to ramp up to computer-based tests with 100% as the goal: • 2011 – 94% is projected • 2010 – 80% • 2009 – 66% • 2008 – 50% • 2007 – 8% • 2006- 5% • 2005-4% • 2004-4%

24. Embedded accommodations • All students can: • Enlarge the font size • Choose from a variety of background and foreground colors such as yellow on blue • Use on-screen calculator for calculator allowed items • Students with disabilities, ELL and 504: • Screen reader which will read one word or the entire passage in ELA, math and science on 27 tests. • Embedded accommodations are available on training tests.

25. Difficulties encountered • Students use of text-to-speech assistive technology for instruction and assessment would be beneficial. • Students who did not use trainingtests or text-to-speech for instruction thought screen reader speed was too fast. Some teachers also had a concern with the speed of text-to-speech. • Teacher’s comfort using computers may influence their decisions to allow students to use the screen reader for assessment.

26. Interesting outcomes • Student who need a braille/tactile graphic assessment receive it paper-based but often summit their own answers via computer to be more like their peers. • Many students who use large print for instruction enlarge the font size or use a larger monitor and take assessments computer-based.

27. State Accommodations: Approaches for Supporting Current & Next Generation Assessments Michael Middleton Assessment & Student Information Washington State June 21, 2011

28. Current Assessment • Measurements of Student Progress • Reading – Grades 3-8 • Mathematics – Grades 3-8 • Writing – Grades 4 & 7 • Science – Grades 5 & 8 • Alternate Assessment – Portfolio in all content areas and grades

29. Current Assessment (cont’d.) • High School Proficiency Exam • Reading, Writing, & Science (2011) • End-of-Course – Mathematics & Science (2012-) • Alternate Assessment – Portfolio in all content areas and grades • Graduation Alternatives (Grades 11 & 12): • Collection of Evidence • SAT/ACT/AP • Grade Comparison • Developmentally Appropriate Proficiency Exam • Locally Determined Assessment (LDA)

30. Accommodation Use Washington has many accommodations for both SWD and ELL. Content area construct plays a role in the volume of use with each. SWD have majority of access with: (a) read aloud support (CD or Reader), (b) scribe and/or (c) extra testing time. ELL have majority of access with: (a) translation support (CD or Translator) and (b) scribe.

31. Accommodation Use (cont’d.) • SWD access numbers: • Reading – 1 student in 12 • Writing – 1 student in 6 • Mathematics – 1 student in 4 • Science – 1 student in 4 • NOTE: numerical references from 2010 administration year • ELL access numbers: • Reading – 1 student in 50 • Writing – 1 student in 16 • Mathematics – 1 student in 3 • Science – 1 student in 5

32. Accommodations Approach • State reviews various elements for accommodation use: • Test construct fidelity versus greater inclusion • Student-centric • Transitioning from paper/pencil to online • Delivery format secondary to applying accommodation

33. ASES Guidelines – Current System • Washington looks to inform: • Future state accommodation revisions • Enhancement of inclusion opportunities • Expansion of support ideas for the field • Washington’s professional development has been varied through the years • Impacted by available resources (money, staff) • Train-the-trainer, technical assist visits, webinar • Finances will likely restrict options without new delivery designs/concepts

34. ASES Guidelines – Future System • Consortia to be guiding energy behind accommodation practices in the future; ASES document a rich resource of support • Member states will collaborate in devising protocols for new assessments • Guidelines contribute to deep thinking on accommodations • Enhance learning in regard to online delivery opportunities and limitations • Generate ideas of support to field in shift from state-centric to consortia-centric accommodation protocols

35. Next Steps for Accommodations • New manual on accommodations for ELLs, developed by ELL SCASS, with NCEO • New manual on accommodations for ELLs with disabilities, developed as a joint effort of the ASES and ELL SCASS groups, with NCEO • Look for these manuals next spring

36. Discussion