Division Director of Testing Regional Meeting Fall 2018 Test Administration Updates

SRI File Requirements Updates for Fall 2018 (2 of 3) The SOA Adjustment – Transfer field has been renamed Transfer. The following fields are no longer being used and have been removed: AYP-Adjustment A AYP-Adjustment B AYP-Adjustment C The AYP-Adjustment D field has been renamed Recently Arrived EL. Valid values are now Y or blank.

TestNav Updates

TestNav 8 App Version 1.7.x (1 of 2) An update to the TestNav 8 app, version 1.7.x, was released and available for school divisions on Monday, July 23, 2018. TestNav 8 app version 1.7.x is required for all fall 2018 online SOL testing. Additional information regarding the TestNav 8 application is available on the TestNav 8 Online Support Page.

TestNav Auto Exit (1 of 2) TestNav will automatically Exit a student’s test after two hours of inactivity. Inactivity is when the student does not: move the mouse, press any keys, or touch the screen (on touchscreen devices). When the student has been inactive for 1 hour, 59 minutes and 30 seconds this message will appear on the student’s workstation screen: “Are you still there? This test will be exited in 30 seconds if no activity is detected.”

TestNav Auto Exit (2 of 2) When the test is automatically Exited, the following error message will appear on the student’s screen: “Error 3124. TestNav has closed the test session due to inactivity. To continue testing, ask your proctor to resume your test, and sign in again.” To enable the student to continue with the test, the student’s test must be Resumed in PearsonAccessnext, then the student can sign in with the student testing ticket.

Secure vs. Non-Secure Materials Secure Test Materials: Scorable – answer documents Non-scorable – test booklets and prompts (student and examiner’s copies), CDs, used scratch paper, used formula sheets, z-tables, and periodic tables, damaged or “VOIDED” answer documents, student and proctor testing tickets Non-secure Test Materials: Test Implementation Manuals and supplements Examiner’s Manuals and supplements Unused answer documents, header sheets, and paper bands

Reviewing Answer Documents Prior to returning answer documents to DDOT for scoring the STC should ensure all information is complete. Pay attention to the demographic fields for accurate student information. The form number on the answer document should match the form number on the student test booklet. The form number can be checked by comparing the answer document to the test booklet. Ensure the form number, not the test code, is bubbled on the answer document. Check that testing statuses and accommodation codes are bubbled in the correct sections.

Reminder – Header Sheets Header Sheets are used when shipping secure scorable answer documents. Header Sheets must include the accurate 3-digit division and 4-digit school codes and must include leading and trailing zeroes.

Coding Organizations Accurately These are different divisions: 011 110 These are different schools: 0029 0290 If division and school codes are inaccurate the scores for students will be held up in alerts.

Updated Transmittal Form and Affidavit The Testing Ticket Transmittal Form and Affidavit for Examiners/Proctors was updated to include a column to identify the online test session to which the Examiner/Proctor is assigned. The Examiner’s and Proctor’s affidavits have been separated on the form.

Testing Ticket Transmittal Form and Affidavit for Examiners/Proctors

Updates to the Transmittal Forms and Affidavits for Paper Testing in the Supplements The Test Booklets/Prompts Transmittal Form and Affidavit for Examiners/Proctors and the Special Test Forms/Kits Transmittal Form and Affidavit for Examiners/Proctors were updated to add the location of the test to which the Examiner/Proctor is assigned. The Examiner’s and Proctor’s affidavits have been separated on the form. The Supplements are only available on the VDOE website.

Test Booklets/Prompts Transmittal Form and Affidavit for Examiners/Proctors

Health Management Devices (1 of 2) The Health Management Device Form must be completed for each student with a documented health need who requires the use of a health management device (e.g., continuous glucose monitor) during the administration of a Standards of Learning assessment. The completed form ensures that consideration is given to the type of health management device needed by the student, while also confirming the integrity of the SOL test administration. The procedure to use with the health management device during testing must be approved by the Division Director of Testing (DDOT).

Health Management Devices (2 of 2) Test Examiners and Proctors should be aware when they have students who require a health management device during testing and ensure the procedures, designated on the approved form, are followed to ensure testing integrity. The Health Management Device form is on the VDOE website.

Appendix C: Guidelines for Proctoring and/or Recording a Test Session Guidance has been added for recording and storage devices. A device or application that saves the test session recording to the cloud must not be used. Recordings of test sessions may not be saved to the cloud.

Fall 2018 Non-Writing Test Implementation Manual Testing Status Table Updates Testing status code 9 (previously passed)- guidance has been updated to match revised Standards of Accreditation requirements. Testing status Code 9 should only be applied to students’ tests in grades 3-8 who have been retained (in the same grade as the previous school year) and the student passed the SOL test the previous year. Divisions no longer need to account for high school students who are re-enrolled in the course and previously passed the SOL test.

Examples of Testing Irregularities (1 of 3) Examples of testing irregularities include: while testing, a student becomes ill or leaves the testing room unescorted during testing, a student has access to a cell phone or other electronic device, notes, study guide, etc. during testing, a student is observed cheating while testing, students are interrupted by PA announcements, alarm system, or drills

Examples of Testing Irregularities (2 of 3) an Examiner, Proctor, or teacher, or other person provides improper assistance to a student an individual who has not signed the School Division Personnel Test Security Agreement enters the secure testing room a student’s test booklet, writing prompt, or used answer document is missing any unused/unassigned test ticket, test booklet or writing prompt is missing

Examples of Testing Irregularities (3 of 3) testing accommodations specified in a student’s IEP, 504 Plan, or EL Student Assessment Participation Plan are not provided a student is provided an accommodation not specified in her/his IEP, 504 Plan, or EL Student Assessment Participation Plan a student is provided an inappropriate manipulative

Accommodation Not Provided/ Inappropriate Accommodation (1 of 3) Around 16% of all 2017 Test Irregularities Most of these irregularities are a result of inappropriately assigning (or not assigning) the audio form. Up 3% Possible Causes: Accommodation is not verified on the IEP test accommodations page. Requirement for accommodation is not communicated to the person responsible for creating test sessions. Online session is not set up properly. Students are moved from one test session to another and the original form assigned moved with them.

Accommodation Not Provided/ Inappropriate Accommodation (2 of 3) Prevention: Review test sessions prior to testing, to ensure students are assigned the proper form. If possible, do not mix Audio and Regular forms in a test session. Careful selection and review of testing accommodations between IEP, 504, EL team and STC Once students log into a test, VDOE assistance is required to change a test form, even if the students have not gone past the sample items. While the students are still in the secure test environment, the division should immediately contact VDOE, who can assign the appropriate form and avoid a testing irregularity.

Accommodation Not Provided/ Inappropriate Accommodation (3 of 3) Prevention (continued): There are several ways to check form type: The test session detail screen will list the form group type as “Audio.” Always check the form group type on the row with the student’s name. All online non-writing audio forms start with a “9” (example R9027, M9037…). The form number appears in a non-writing session after the session is prepared. There are icons on both the test session details screen and the student testing ticket.

Non Participant/Did Not Attempt About 4% of all 2018 Test Irregularities This testing status is used most often when a student needs to be accounted for but no other testing status applies (testing window closed, no alternate form available, course taking patterns, etc…). This testing status can only be assigned by VDOE staff. A test irregularity must be submitted whenever this status is used.

Wrong Test Ticket Issued About 1.5% of all 2018 Test Irregularities Preventative measures to ensure students are issued the proper test ticket: Have students sign their test tickets next to their name. Ensure that test directions are being read verbatim to students. Students need to verify that their name appears on the TestNav screen. Use a specific Login ID (STI, local student number…). Print Proctor testing tickets on a different color paper.

Student had Access to Unauthorized Materials 4.5% of all 2018 Test Irregularities Irregularities that involved cell phones/iPods/mp3 players/other electronic devices Review the cell phone/electronic device for a possible breach in test security or cheating (i.e., text messages, email, photos, and internet searches regarding test content). School/Division determines if the student was cheating.

Inappropriate Manipulative Less than 1% of all 2018 Test Irregularities Unapproved grid/graph paper (cannot contain text, symbols, or labeled axes) Must be plain grid/graph paper Wrong calculator, or calculator memory was not reset according to the directions provided in the Examiner’s Manual Down from last year

Test Session Not Recorded Around 1% of all 2018 Test Irregularities Can be prevented by having Proctor present to verify that the test administration was conducted according to the School Division Personnel Test Security Agreement Ensure the Examiner knows how to use the recording equipment prior to testing. Have backup recording equipment available.

Curricular Materials Not Removed Less than 0.12% of all irregularities but caused over 40 students to be retested Most often occurs when students are moved at the last moment or when they are moved during testing Remove from all possible testing sites or cover all curricular materials and materials related to test content that might influence student performance or provide an unfair advantage. Materials related to test content include but are not limited to maps, charts, posters, projections, computer programs, textbooks, dry-erase board displays, chalkboard displays, bulletin board displays.

Staff Did Not Follow Proper Procedures (1 of 2) 4% of all 2018 Test Irregularities Included the following types of irregularities: Examiner used phone during test session for personal use Examiner used the wrong set of test directions or omitted part of the directions Student was not given scratch paper, pencils, etc. Student was not given calculator during the calculator portion of test Examiner allowed student to finish a test (not a two day test) on another day, after leaving the secure test environment

Staff Did Not Follow Proper Procedures (2 of 2) Included the following types of irregularities (continued): Examiner noticed a student with a phone during testing, removed the phone from the student, but then allowed the student to finish testing Examiner and Proctor having conversations while students were testing All of these scenarios are addressed in the examiner’s manual. These topics should be covered in Examiner training.

Reporting Testing Irregularities (1 of 2) Test Examiners are directed to report any testing irregularity to the STC immediately. STCs are directed to report testing irregularities to the DDOT within 24 hours of their occurrence. While some irregularities may be resolved locally by the DDOT, most irregularities are forwarded within 24 hours by the DDOT to the Virginia Department of Education (VDOE) for review and guidance. This information is conveyed in Informational Supts. Memo No. 118, dated May 9, 2008, and Testing Memo No. 713, dated May 14, 2008.

Reporting Testing Irregularities (2 of 2) DDOTs are required to report certain irregularities to VDOE: All situations that involve the retesting of students Compromised testing procedures or policies Student test record exclusions In some cases testing irregularities are reported by concerned individuals who may wish to remain anonymous. This information is conveyed in Informational Supts. Memo No. 118, dated May 9, 2008, and Testing Memo No. 713, dated May 14, 2008.

Submitting Online Writing Irregularities in TIWAS (1 of 2) Since the test form is not visible in Pearson, what do we enter in TIWAS when submitting a writing irregularity? For ALL irregularities involving the Multiple Choice/TEI component, regardless of context (Term Graduate or Main), regardless of form (Main, Audio, Alternate, etc.) enter MC in the Form field. For ALL irregularities involving the short paper component, regardless of context or form, enter Prompt in the Form field. This field is case-sensitive. NOTE: Paper Writing irregularities need to be submitted using the form/prompt number found on the booklet/prompt and/or forms matrix.

Multiple Choice/TEI Component

Short-Paper Component

Submitting Writing Irregularities in TIWAS (2 of 2) When entering a Writing irregularity in TIWAS, be sure to include as much detail as possible in the description field. Note if the test was a read-aloud. If the student has more than one test attempt, provide the session name and date of that attempt. Note if the irregularity occurred while the student was testing with an alternate form. Accuracy of the Session Name field is critical. VDOE will respond to the irregularity with step-by-step directions detailing which form group to assign to the student.

Data Audits

Data Audits Fall 2017 – 32 Divisions(4 from each superintendent’s region), 1 School in each division Fall 2017 – 11 Schools did not have any data errors Spring 2018 – 32 Divisions (4 from each superintendent’s region), 1 School in each division Spring 2018 - 6 Schools did not have any data errors—MONTGOMERY COUNTY WAS ONE OF THESE 6 SCHOOLS 26 Schools had data errors Recovery coded incorrectly Retest coded incorrectly Students provided too many opportunities Failure to code students as term grad

Data Audits – Recovery Coded Incorrectly Examples of the errors made when coding Recovery: A test attempt coded Recovery in a previous administration Expedited Retakes for students in grades 9-12 Expedited Retakes for students in grades 3-8 when the initial test attempt was not coded Recovery Student retained in grade and coded Recovery Coding Recovery on the wrong EOC test, Geometry for Algebra I or Algebra II for Geometry

Data Audits – Retest Coded Incorrectly Examples of the errors made when coding Retest: Student coded retest on the initial EOC test attempt Student coded Retest after failing the SOL and course the previous year and the student is re-enrolled in the course Grades 3-8 SOL tests coded Retest on the initial test attempt

Updates for Examiner’s Manuals that apply to Spring 2019 Testing

Audio Tools Grades 6-8 and EOC Mathematics Examiner’s Manuals also show the Audio tools for 2016 SOL Mathematics audio tests. Audio tools will also be added to the Grade 3 and Grades 4 & 5 Examiner’s Manuals for spring 2019. These Audio tools are only available on the 2016 SOL Mathematics tests.

Audio Tools

Settings Wheel Expanded

Audio Control Box and Audio Tools If a student asks a question about an audio control/tool, the Examiner/Proctor may use the tables in the Examiner’s Manuals to read the tool’s function and operation to the student.

History Updates Divisions are expected to deliver instruction based on 2015 History/Social Science standards. Assessments administered for 2018-19 will be based on 2008 History/Social Science standards. Instruction staff are scheduled to release Assessment Frameworks that highlight information from 2008 SOL that are subject to being assessed.

Mathematics Updates All Fall 2018 Standards of Learning assessments, including End-of-Course Algebra I, Geometry, and Algebra II tests, will measure the 2009 Mathematics Standards of Learning and include field test items measuring the 2016 Mathematics Standards of Learning. Spring 2019 (Grades 3-8 and End-of-Course) Standards of Learning assessments will measure 2016 Mathematics Standards of Learning.

Spring Mathematics Tests, 2009 SOL Online and paper Gr. 8 Mathematics 2009 SOL tests (including Plain English) will remain available only for students seeking a Modified Standard Diploma. Online and paper EOC Mathematics 2009 SOL tests (including Plain English Algebra I) will remain available only for students who are retaking the SOL test for verified credit. These students must have previously passed the EOC Mathematics class prior to Spring 2019. All paper Gr. 8 and EOC Mathematics tests (2009 and 2016 SOL) administered in spring 2019 and after will use Version 2.0 Answer documents.

Mathematics Audio Updates Beginning in spring 2019, the audio forms of Mathematics SOL assessments assessing the 2016 SOL will use a Text-to-Speech feature. This tool will be located to the right of the item. Students click on the arrow to begin hearing the item. Text will highlight as it is being read. The paper, Braille, and large print mathematics tests assessing the 2016 Mathematics SOL must be administered using the read-aloud accommodation. CD’s are not available.

Plain English Mathematics vs. Universal Design Beginning in spring 2019, new mathematics SOL assessments will not include a separate Plain English form of the tests. All items now used on mathematics tests meet the criteria for Universal Design. Universal Design principles require that language that is not specific to the content area (mathematics) be simplified and that all test questions be written so that they are accessible by all populations of students. See Superintendent’s Memo #284-17.

New Calculators Beginning in spring 2019, online assessments measuring 2016 Mathematics Standards of Learning will include a Desmos online calculator for each mathematics test that has a calculator section. Grades 4 and 5 - Desmos four-function calculator Grades 6, 7, and 8 - Desmos scientific calculator EOC Algebra I, Geometry, and Algebra II - Desmos graphing calculator To assist in the transition, students completing mathematics tests in spring 2019 can use the Desmos online calculator and one approved hand-held calculator. Practice items will include the Desmos calculator.

Desmos Four-Function and Scientific Calculators

Desmos Graphing Calculator

Mathematics Formula Sheets Beginning in spring 2019, Mathematics Standards of Learning assessments measuring 2016 SOL Gr. 6 – EOC) will include new formula sheets. They are posted on the VDOE website.

Mathematics Tool and Practice Items Updates A straightedge tool has been added to the TestNav tool bar on mathematics tests and is available on all items. Mathematics practice items will be updated to reflect new content and will include the Desmos calculator, new straightedge tool, and new formula sheets. These practice items will be available later in the fall.

Summary: Fall 2018 vs Spring 2019 Mathematics Tests Fall 2018 Math SOL Tests Spring 2019 Math SOL Tests 2009 SOL will be assessed 2016 SOL will be assessed Plain English forms remain available Plain English forms not available Audio tests: pre-recorded file; Audio does not play samples Audio tests: text-to-speech; Audio does play the samples Same TestNav tools as before New TestNav tools: Desmos calculator, Straight edge tool All paper tests use Version 1.0 answer documents All paper tests use Version 2.0 answer documents Braille forms use English Braille American Edition, EBAE Braille forms use Unified English Braille, UEB

English Updates During 2018-2019, both 2010 and 2017 English Standards of Learning are included in the written and taught curricula. Spring 2019 SOL assessments will measure 2010 English SOL and include field test items measuring the 2017 English SOL. In 2019-2020, all written, taught, and assessed curricula reflect the 2017 English Standards of Learning. See Superintendent’s Memo #017-18

Division Director of Testing Regional Meeting Fall 2018 Testing Requirements under ESSA and the 2017 SOA

ESSA Testing Requirements Under ESSA students must be tested in reading and mathematics annually in grades 3-8 and once in high school. In science students must be tested once in elementary school, once in middle school, and once in high school.

Change in Approved Tests from NCLB to ESSA Under the No Child Left Behind Act Virginia was approved to use all three of its end-of-course test in mathematics, Algebra I, Geometry, and Algebra II and all three end-of-course tests, Earth Science, Biology, and Chemistry to meet federal accountability requirements. USED has now required Virginia to select one end-of-course test in each subject area to be used for federal accountability. Virginia selected Algebra I as the high school mathematics test, Biology as the science test, and End-of-course reading test for reading. Cohort rates will be used to calculate participation and performance for high school reading, mathematics, and science

ESSA Waiver for High School Mathematics The United States Department of Education has granted Virginia a waiver so that students who have completed Algebra I in the middle school may take the Geometry or Algebra II test high school to meet the federal accountability requirements. An additional approved waiver allows students who have completed Geometry and Algebra II in middle school to use an SAT, ACT, AP, or IB score in mathematics to meet the federal accountability requirement.

Testing Requirements under the 2017 SOA: End-of-Course Achievement Expectations section of the SOA at 8VAC20-131-30 E. Each student in middle and secondary schools shall take all applicable end-of-course SOL tests following course instruction. The division superintendent shall certify to the Department of Education that the division's policy for dropping courses ensures that students' course schedules are not changed to avoid end-of-course SOL tests. Students who achieve a passing score on an end-of-course SOL test shall be awarded a verified unit of credit in that course in accordance with the provisions of 8VAC20-131-110. Students may earn verified units of credit in any courses for which end-of-course SOL tests are available. Students shall not be required to take an end-of-course SOL test in an academic subject after they have earned the number of verified credits required for that academic content area for graduation, unless such test is necessary in order for the school to meet federal accountability requirements. Middle and secondary schools may consider the student's end-of-course SOL test score in determining the student's final course grade. However, no student who has failed an end-of-course SOL test but passed the related course shall be prevented from taking any other course in a content area and from taking the applicable end-of-course SOL test. The board may approve additional tests to verify student achievement in accordance with guidelines adopted for verified units of credit described in 8VAC20-131-110.

Testing Requirements Based on the SOA language, students who are enrolled in courses that have end-of-course tests must take the tests unless they have already earned the number of verified credits in that content area needed for graduation. However, even if the student has earned the number of verified credits in the content area needed for graduation, the student will be expected to take tests in mathematics, reading, and science required for federal accountability.

Application of ESSA and SOA Testing Requirements: Mathematics Under ESSA students must take a mathematics test at the high school level for federal accountability. Virginia has selected the Algebra I test as the high school mathematics test. Students who have completed the Algebra I course and passed the test in the middle school must take the Geometry or Algebra II SOL test at the high school level. These students have earned a verified credit in mathematics in middle school, but are required to take a mathematics test at the high school to meet federal accountability requirements. Virginia has received a waiver from USED to allow students who have also passed the Geometry and the Algebra II tests at middle school level to use scores from the SAT, ACT, International Baccalaureate, or Advanced Placement tests in mathematics to meet the ESSA testing requirement.

Application of ESSA and SOA Testing Requirements: Science Under ESSA students must take a science test at the high school level. Virginia has selected the Biology test as the high school science test. In many school divisions, Earth Science is taught before Biology. Therefore, a student who has passed Earth Science and the associated SOL test has earned a verified credit in science. However, Biology has been identified as the science test used for federal accountability.

Application of ESSA and SOA Testing Requirements: Reading All students must take the SOL end-of-course reading test to meet federal accountability requirements Students may earn a verified credit in reading using a substitute test but no substitute tests are currently approved for use in federal accountability. This should occur after the student takes and fails the SOL.

Implementing the Verified Credit Requirements Scenario: A student has not yet earned the required number of verified credits in a subject area. The student is enrolled in a class with an SOL EOC test. Question: Must the school division administer the EOC test? OR May the school division choose to “skip” administering this test and use an SOL test administered later in the student’s career to verify the credit?

Implementing the Verified Credit Requirements Answer (based on the SOA Achievement Expectations language): The student must be administered the EOC test because he/ she has not yet earned the required number of verified credits. The school division may not “skip” this test and administer a test later in the course-taking sequence to verify the credit.

Division Director of Testing Regional Meeting Fall 2018 Assessment Updates for Students with Disabilities

Virginia Alternate Assessment Program (VAAP) (1 of 2) The Virginia Alternate Assessment Program (VAAP) is intended to assess the achievement of students with significant cognitive disabilities who are unable to participate in the Standards of Learning (SOL) assessment program. Work samples used for the VAAP Collections of Evidence demonstrate the student’s achievement of the Aligned Standards of Learning (ASOL) that are based on the SOL but are reduced in depth and complexity. The United States Department of Education has recently notified states that assessments such as VAAP that consist solely of student work samples will not be permitted under the Every Student Succeeds Act (ESSA). 

Virginia Alternate Assessment Program (VAAP) (2 of 2) Virginia Department of Education staff will be revising VAAP to comply with ESSA requirements. The new alternate assessment will be available for administration by 2021-2022 and will measure ASOL derived from the 2016 mathematics SOL, the 2017 English SOL, and the 2018 science SOL. For the 2018-2019, 2019-2020, and 2020-2021 school years, the currently available VAAP based on student work samples aligned to the 2009 Mathematics ASOL and the 2010 English and Science ASOL will continue to be administered.

Calculator Accommodations

Calculator with Additional Capabilities Accommodation Code 28 Calculator with Accessibility Features Large display, large buttons and/or audio Same mathematical capabilities as approved calculators Calculator with Additional Mathematical Capabilities Additional mathematical capabilities must be required for the student to access the SOL. The need for the additional mathematical capabilities based on the student’s disability must be described in the Justification Statement of the Calculator Accommodation Criteria Form.

Calculator Accommodation- Student Disability The IEP Team or 504 Committee must consider the unique aspects of the student’s disability which have an impact on the student’s ability: to access the mathematics curriculum, and/or to demonstrate his or her understanding of the mathematical concepts assessed on the SOL test.

Calculator Accommodation- Identify Need In light of the characteristics of the student’s disability, the IEP Team or 504 Committee must, consider the types of instructional methods and accommodations used in the classroom and types of assessment accommodations, other than a calculator, which will be provided for the student, and identify the specific calculator accessibility features and/or additional mathematical capabilities which correlate to the aspect(s) of the student’s disability and are required by the student to access the SOL assessment.

Complete Calculator Accommodation Criteria Form The IEP Team or 504 Committee must complete the Calculator Accommodation Criteria Form to document the student’s need to use: a calculator with accessibility features, and/or a calculator with additional mathematical capabilities, and/or a calculator and/or arithmetic tools on the non-calculator portion of a SOL Mathematics assessment. Third bullet: Please note this may be either a calculator approved for all students by VDOE for that assessment (on approved list) or a calculator with accessibility features and/or additional mathematical capabilities.

Calculator Accommodation- Use Checklist The IEP Team or 504 Committee must: complete the Checklist of Mathematical Capabilities for Approved Calculators provided with the Calculator Accommodation Criteria Form for each calculator considered, and select the calculator best suited to provide the features or capabilities required by the student.

Calculator Accommodation- Justification Statement The IEP Team or 504 Committee must complete each pertinent Justification Statement including: a description of the impact of the student’s disabilities as related to mathematics, a complete list of the calculator’s accessibility features and/or additional mathematical capabilities based on the completed Checklist of Mathematical Capabilities for Approved Calculators, and an explanation of how the specific characteristics of the student’s disabilities are addressed by the features and/or capabilities of the selected calculator.

Calculator Accommodation- Submission to VDOE The DDOT must submit a Special Assessment Accommodation Request with the Calculator Accommodation Criteria Form to VDOE, if the IEP Team or 504 Committee determines that the student with disabilities requires a specific calculator with accessibility features and/or additional mathematical capabilities and the calculator has one or more additional mathematical capabilities that the student is not eligible to use.

Calculator Accommodation- VDOE Approval The Special Assessment Accommodation Request must explain how student access to the specific additional mathematical capabilities the student is not eligible to use will be prevented during testing. Please note: Some additional mathematical capabilities are integrated into the calculator (e.g., Algebraic or Equation Operating Systems, multi-line display) so that they may not be restricted. Any student using such a calculator will inherently use those capabilities and, thus, must be eligible to do so.

Desmos Online Calculator - Transition Beginning with the SOL Mathematics tests based on the 2016 Mathematics SOL, the Desmos online calculator will be integrated into the TestNav application. See Superintendent’s Memo No. 144-18 published June 1, 2018. As part of the transition through summer 2019, all students taking the online version of the SOL Mathematics tests based on the 2016 Mathematics SOL may use the Desmos online calculator and one of the approved hand-held calculators. Beginning in 2019-2020, students taking online tests will use only the Desmos online calculator.

Calculator Use – Paper Test A student who does not have an IEP or 504 Plan may be eligible to take a paper test for a number of reasons including a medical or temporary condition or the location of testing. Please refer to the Documentation of Need for a Paper Standards of Learning Assessment for further information on student eligibility. A student, found eligible to take a paper version of the Mathematics test based on the 2016 Mathematics Standards of Learning, may use a calculator chosen from the list of approved calculators found in the appropriate Test Implementation Manual.

Students with Disabilities & Desmos The IEP Team or 504 Committee will continue to determine a student’s eligibility to use a hand-held calculator other than a VDOE-approved calculator (including the Desmos online calculator). If a student is eligible to take the paper version of a SOL Mathematics test based on the 2016 Mathematics Standards of Learning, the student may use a hand-held calculator from the approved calculator list.

Students with Disabilities & Desmos - Paper Test If the IEP Team or 504 Committee determines that a student with a disability taking a paper version of the Mathematics test based on the 2016 Mathematics SOL requires the use of a hand-held calculator which is not on the approved calculator list, OR the Desmos online calculator or another calculator app, Then the DDOT must submit a Calculator Accommodation Criteria Form and a Special Assessment Accommodation Request to the VDOE.

Updates to Appendix B of Testing Manuals: Special Testing Accommodations Students with Disabilities (SWD) English Learners (EL)

Testing Accommodations for SWD (1 of 4) Visual Aids—students with disabilities may use a paper Periodic Table of the Elements on the online Chemistry SOL test. Graphic organizer template software guidance has also been added. This information is not in the Writing Examiner’s Manual or the Fall Writing TIM. Refer to any Non-Writing manual for the update. Headphones, Ear Muffs, or Ear plugs—has been renamed Noise Dampening Equipment. This is also noted in the Table of Testing Accommodations, in Appendix B.

Testing Accommodations for SWD (2 of 4) Plain English Mathematics—guidance for 2018-2019 has been added. PE Mathematics only available with 2009 SOL tests. Communication Board, Choice Cards—information added stating, the Communication Board or Choice Cards must rest on the work surface and may not be held by the examiner. Spelling Aids—information added to the statement, the spelling dictionary must not contain spelling rules, punctuation rules, words used in sentences, pictures, or other clueing.

Testing Accommodations for SWD (3 of 4) English Dictionary—information added to direct staff to submit a Special Assessment Accommodation Request if the student requires the use of an electronic dictionary to access the online short-paper component of the Writing test. Dry Erase Board—guidance for maintaining test security has been added for when large or small dry erase boards are provided.

Testing Accommodations for SWD (4 of 4) Information Boxes Updates—the following information boxes have been updated to clarify and/or correct procedures: Guidance for Reading Tests Aloud—Information for all Assessments Guidance for Creating on Online Read-Aloud Test Session Guidance for Creating an Online Session for the Read-Aloud Accommodation for Computer Adaptive Tests (CAT)

Testing Accommodations for EL (1 of 2) Testing Accommodations for English Learners (EL): Updates have been made to some existing accommodations. See Appendix B for specific details related to the following: Formerly EL—the criteria for determining Formerly EL monitor status years 1, 2, 3, and 4 has been updated. Plain English Mathematics—guidance for 2018-2019 has been added. PE Mathematics only available with 2009 SOL tests.

Testing Accommodations for EL (2 of 2) Dictation to a Scribe—information for transcribing the student’s response has been added. Information Boxes Updates—the following information boxes have been updated to clarify and/or correct procedures: Guidance for Reading Tests Aloud—Information for all Assessments Guidance for Creating on Online Read-Aloud Test Session Guidance for Creating an Online Session for the Read-Aloud Accommodation for Computer Adaptive Tests (CAT)

Division Director of Testing Regional Meeting Fall 2018 English Learner Students’ Participation in the Standards of Learning (SOL) Assessments

Read-Aloud/Audio on EOC Reading Retest (1 of 4) Directly served ELs and formerly EL students in year 1 and 2 may receive the read-aloud or audio testing accommodation on the EOC Reading test if the student meets all of the following criteria: the student is retaking the EOC Reading test, having failed the previous attempt(s) without using the read-aloud or audio testing accommodation; and the student’s EL Student Assessment Participation Plan lists the read-aloud or audio testing accommodation for other tests; and the student receives the read-aloud or audio testing accommodation in the classroom. Note: Formerly EL students year 1 and year 2 must have an Assessment Participation Plan documenting assigned accommodations.

Read-Aloud/Audio on EOC Reading Retest (2 of 4) For an EL retaking the EOC Reading test, the read-aloud or audio testing accommodation is considered a non-standard testing accommodation (accommodation code B). In addition to marking the student’s test with accommodation codes 14 or 15 and B; The EOC Reading test must be marked as Retest on the Student Test Details screen in PearsonAccessnext.

Read-Aloud/Audio on EOC Reading Retest (3 of 4) Providing the accommodation will create an alert. Your request to DDOT must include: a statement that verifies the student’s eligibility for the accommodation. Student Name Student STI Division Name School Name

Read-Aloud/Audio on EOC Reading Retest (4 of 4) Before clearing the alert, VDOE will verify the student’s EL Overall Proficiency Level in the Test Administration Registration in PearsonAccessnext. If the EL Overall Proficiency Level field is blank it must be coded with the overall composite score from the most recent ELP assessment: the spring 2018 ACCESS for ELLs 2.0 test; or an ELP screening assessment administered during the 2018-2019 school year. Formerly EL Students (Monitor Year 1 and Year 2) can receive this accommodation if they meet all eligibility criteria.

Parent Refusal of ELP Testing If the student does not have proficiency levels from the WIDA ACCESS for ELLs 2.0, WIDA Alternate ACCESS for ELLs, or Virginia ELP Checklists from the previous spring due to parent refusal of ELP testing (Access 2.0)… EL Overall Proficiency Level the student is not eligible for testing accommodations or exemptions on SOL assessments that are available to EL students; however, the student must be included in the EL reporting group used for federal accountability purposes 00