Accommodations State Assessment Accommodations The Role of School Assessment Coordinator Documentation & Decisions Office of Planning & Assessment Boulder Valley School District October 26, 2012

Agenda School Assessment Coordinators’ Role Purpose for accommodations Accommodation Monitoring Questions to Ask Criteria for using accommodations on state tests Resources to support accommodations decisions Nonstandard accommodations for TCAP What’s new? Accommodation Tracking Form Standard Accommodations for TCAP 2

The School Assessment Coordinator Record Keeper, maintain documentation for a year Accommodation Tracking Form (Use to track students that need accommodations for state testing) Identify formal documentation and that accommodation criteria on state tests are met Documentation for Unforeseeable Circumstances Scheduling for accommodations during testing; recording who actually uses accommodations during testing Information flows through SAC Support from Administrators and Special Ed Liaisons Train proctors to deliver accommodations during testing Ensure testing schedule supports accommodations that need different testing environment

Purpose of Accommodations To ensure that: Accommodations are provided in order for students to gain access to instruction and assessment, Accommodations are provided to qualified students, and There is a clear connection between accommodations used in instruction and assessments. With a caveat. Some accommodations during instruction may not be available during state assessments.

How Accommodations Flow from Instruction to State Assessments Caveat --- Accommodations seen as an upside down triangle. Many options for Instructional Accommodations while student is learning a new concept or skill Some options for Classroom Assessment Accommodations Few options for State Assessments

What works? What does not work? Student is using accommodation on a regular basis Choosing accommodations based on individual needs Involving the student in the decision making process In conjunction with progress monitoring (accommodation needs change over time) When students see accommodations as adding value to their daily life, not only in school, but for postsecondary, career and community life Checking off every accommodation available on a form, hoping “something” will work Having students try to use unfamiliar accommodations on tests, when they haven’t practiced using them regularly SECION 5 of the manual What does not work?

Accommodations: Monitoring Questions to Ask Are accommodations documented in a formal plan? Is documentation clear and specific on what the student needs? Are accommodations clearly marked under accommodations sections for instruction and assessments? Does documentation identify who made the decision? Is it clear that accommodation use is monitored throughout the year? SECION 5 of the manual

Criteria to use Accommodations on State Assessments Must be based upon individual student’s identifiable need(s). May not be based on a category of disability, or be specific to a program. The “specific” accommodation(s) must be documented in a formal education plan that is the result of a formal process conducted by an educational team who monitor and create the student’s formal education plan. This formal process / educational team must include the parent and student, if appropriate. District Formal Plans: IEP, 504, ILP, English Language Development Profile (ELDP), Health Plan, ALP, or Accommodation Plan For Instruction & Assessment includes Documentation of Regular Classroom/Assessment Accommodations for students in the RTI process. Note: Teacher’s grade book is NOT sufficient documentation. Educational team --- minimally the tea An ELL that is not at grade level in reading must be on an ILP. This is the most obvious documentation. If ELL is not on an ILP and is at grade level, and may need an accommodation, use ELDP. cher and the parent

Criteria for State Accommodations… Must be used regularly during classroom assessment and instruction. Must be in place at least three months prior to the state wide assessment. Accommodations must not be introduced for the first time during state test administration. November 9: Grade 3, Reading December 3: Grade 3 Writing & Math, Grades 4-10 December 3: Non-Standard Accommodation form due January 25: Grade 11, ACT Must be a standard accommodation allowed during TCAP or an approved non-standard accommodation (only available for IEP or 504).

Accommodation Resources http://www.bvsd.org/assessment/Pages/default.aspx District Resources Power Point & Informational Forms Testing Options for State Assessments Eligibility considerations for standard accommodations Scribe Eligibility State Assessment Publications Colorado Accommodations Manual ELL Accommodations Guide CO Procedures Manual Accommodations on ACCESS for ELLs (new) - http://www.wida.us/assessment/ACCESS/accommodations.aspx

Eligibility considerations for some CSAP accommodations CSAP Accommodations Overview Extended Time (usually means time and a half) Breaks Teacher Read Directions & Oral Presentation Translated Teacher Read Directions & Oral Presentation Assistive Technology Large Print Math Manipulatives Linguistic Accommodations (supporting handout) Scribe (BVSD & CDE supporting handouts)

Scribe Criteria Other Considerations The student must have an IEP or a 504 Plan The student is physically unable to write in a test booklet (e.g., a physical disability such as Cerebral Palsy) or has extreme fatigue due to a motor disability; AND The students is working with assistive technology, is not yet able to use it on the assessment, and this is documented in the IEP or 504. Other Considerations Assistive technology must be considered and documented prior to determining the need for a scribe. Scribe may be used as a linguistic accommodation for some English Language Learners in oral stage of Language Acquisition.

Nonstandard Accommodations Approved nonstandard accommodations This is an accommodation that is not listed as a standard accommodation that may be available to students on an IEP or a 504 Plan. This type of accommodation is not approved until an application has been submitted to the state and has been deemed as approved. Examples: scribe for student that does not meet restricted criteria, tracking devices, visual cues to stay on task, “stop the clock,” individual countdown timer, etc. Non-approved nonstandard accommodation The student’s test is ruled invalid. Examples: the use of a calculator, teacher reads the reading assessment to the student, graphic organizer on writing, etc. Nonstandard Accommodation form is due Dec. 3 Share “looks” for when filling out the nonstandard accommodation form -- Explain what accommodation is needed per accommodation type (E.g., Presentation – Win; response – scribe; setting – small group; Timing – extended time and frequent breaks) -- Documentation of regular use in classroom and on district assessments. -- Justification on why this accommodation is needed to access state assessmement with supporting documentation E.g., if scribe >>> 1) why not Assistive Technology, 2)what does work look like without scribe and with scribe; 3) must be documented on IEP or 504 plan.

What’s new for Accommodations Distinction between breaks versus “stop the clock” Breaks do not stop the clock. Breaks may be combined with extended time, but do for more than time-and-a-half For students who need “stop the clock” breaks, it must be requested and approved through the nonstandard accommodation process Documentation New format of Colorado Accommodations Manual, Section V to support training of test proctors to for scheduled accommodations New CDE Logistics Planning checklist to help with assessment accommodations New CDE documentation during testing for SACs to verify removal of stored test information from Assistive Technology on a daily basis Additional information collected on the Accommodation Tracking Form to support monitoring process of accommodations – New column “Didn't use any Accom.” to record who did not use a scheduled accommodation to share with the educational team after testing Accommodations on ACCESS for ELLs (formerly CELApro) - http://www.wida.us/assessment/ACCESS/accommodations.aspx

Accommodation Tracking form An “After-Test Accommodations Questions” form will be provided in the spring as an optional form to monitor and record the use of an accommodation during testing.

Accommodations for TCAP

Accommodations for TCAP

Accommodations for TCAP

Next Step for SACs Record Keeper for Accommodations on State Assessments Use the Accommodation Tracking Form to identify and track students that need accommodations for state testing and that accommodations are in place by 11/4 (grade 3) or 12/3 For each student identified as needing an accommodation, identify formal documentation is in place and that accommodation criteria on state tests are met Information flows through SAC Share resources from the accommodation resource page with teaching staff, interventionists, and special ed liaisons http://bvsd.org/assessment/accommodations/Pages/default.aspx Solicit support from Administrators to ensure all criteria for using accommodations on state testing is met

Questions Go to the Assessment website, Accommodation Resources http://bvsd.org/assessment/accommodations/Pages/default.aspx Contact the tcap.helpdesk@bvsd.org