1. State Assessment Accommodations The Role of School Assessment Coordinator Documentation & Decisions Moving to Online Testing Office of Planning & Assessment Boulder Valley School District November 4, 2013 Accommodations

2. What’s new? What’s new? School Assessment Coordinators’ role School Assessment Coordinators’ role Purpose for accommodations Purpose for accommodations Accommodation monitoring questions to ask Accommodation monitoring questions to ask Criteria for using accommodations on state tests Criteria for using accommodations on state tests Resources to support accommodations decisions Resources to support accommodations decisions Nonstandard & Restricted accommodations Nonstandard & Restricted accommodations Moving to Online Testing Moving to Online Testing Next Steps for Assessment Coordinators Next Steps for Assessment Coordinators Agenda

3. Updated use of the district’s Accommodation Plan for Instruction & Assessments form – ELLs and students in RTI process for non-reading support Updated use of the district’s Accommodation Plan for Instruction & Assessments form – ELLs and students in RTI process for non-reading support Math Manipulatives – Submit a nonstandard accommodation form for math manipulatives that are not on the state approved list (CO manual, 164) Math Manipulatives – Submit a nonstandard accommodation form for math manipulatives that are not on the state approved list (CO manual, 164) Request for Dual Assessment – For students that are eligible to take both CoAlt and TCAP / CMAS depending on content area Request for Dual Assessment – For students that are eligible to take both CoAlt and TCAP / CMAS depending on content area Sample Activity for education team to ensure the accommodation is appropriate to use on a state assessment Sample Activity for education team to ensure the accommodation is appropriate to use on a state assessment Clarification of Restricted Accommodation Clarification of Restricted Accommodation What’s New

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

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

6. Accommodations: Monitoring Questions to Ask Are accommodations documented in a formal plan? Are accommodations documented in a formal plan? Is documentation clear and specific on what the student needs? Is documentation clear and specific on what the student needs? Are accommodations clearly marked under accommodations sections for instruction and assessments? Are accommodations clearly marked under accommodations sections for instruction and assessments? Does documentation identify who made the decision? Does documentation identify who made the decision? Is it clear that accommodation use is monitored throughout the year? Is it clear that accommodation use is monitored throughout the year? Is it appropriate to use on a state assessment? Is it appropriate to use on a state assessment? After testing, did student use accommodation? After testing, did student use accommodation?

7. Process to Evaluate Need Is accommodation appropriate to use on a state test? Overarching questions Overarching questions What does student need to access the test? What does student need to access the test? What is the test measuring? What is the test measuring? Side-by-side comparison of assignments Side-by-side comparison of assignments Oral Script (OS): Read assignment to student vs. Student reading directions & assignment independently If student did better with OS, but able to pass without OS even if it takes longer then do not use OS If student did better with OS, but able to pass without OS even if it takes longer then do not use OS If student fails assignment without OS or attempts & is unable to complete it then consider OS If student fails assignment without OS or attempts & is unable to complete it then consider OS If student refuses to attempt without OS then look at other evidence to determine if this is behavioral, a student preference or a reading concern If student refuses to attempt without OS then look at other evidence to determine if this is behavioral, a student preference or a reading concern

8. Criteria to use Accommodations on State Assessments  Must be based upon individual student’s identifiable need(s).  Not a preference; based on empirical data, evaluated on an ongoing basis  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, Health Plan, ALP, or  Accommodation Plan For Instruction & Assessment identified need through their English Language Development Profile (ELDP) level or the RTI process  Documentation must be updated annually Note: Teacher’s grade book is NOT sufficient documentation.

9. Criteria for State Accommodations…  Must be used regularly during classroom assessment and instruction. Define “regular use.” Is it enough time to ensure independent use? (of technology?)  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 8: Grade 3, Reading November 8: Grade 3, Reading December 2: Grade 3 Writing & Math, Grades 4-10 December 2: Grade 3 Writing & Math, Grades 4-10 December 2: Non-Standard Accommodation form & new Request for Dual Assessment December 2: Non-Standard Accommodation form & new Request for Dual Assessment January 24: Grade 11, ACT-Approved accommodations January 24: Grade 11, ACT-Approved accommodations April 2 – State Allowed accommodation deadline April 2 – State Allowed accommodation deadline  Must be a standard accommodation allowed during TCAP or an approved non-standard accommodation (only available for IEP or 504).

10. RESOURCES Accommodation Plan for Instruction & Assessment For ELLs, students in RTI process, non-reading support For ELLs, students in RTI process, non-reading support TCAP Accommodations Overview Extended Time (usually means time and a half) Extended Time (usually means time and a half) Breaks vs. “Stop the Clock” Breaks vs. “Stop the Clock” Teacher Read Directions & Oral Presentation Teacher Read Directions & Oral Presentation Translated Teacher Read Directions & Oral Presentation Translated Teacher Read Directions & Oral Presentation Assistive Technology Assistive Technology Large Print Large Print Math Manipulatives Math Manipulatives Linguistic Accommodations (handout) Linguistic Accommodations (handout) Scribe (handout) Scribe (handout)

11. Approved nonstandard accommodations For students on an IEP or a 504 Plan For students on an IEP or a 504 Plan Not a standard accommodation or student does not meet restricted criteria Not a standard accommodation or student does not meet restricted criteria Due December 2, reviewed & signed by DAC and Director of SE Due December 2, reviewed & signed by DAC and Director of SE District submits to state and state panel determines if it is deemed as approved. District submits to state and state panel determines if it is deemed as approved. Examples: “stop the clock,” scribe for student that does not meet restricted criteria, tracking devices, visual cues to stay on task, individual countdown timer, math manipulatives not on approved state list, etc. Examples: “stop the clock,” scribe for student that does not meet restricted criteria, tracking devices, visual cues to stay on task, individual countdown timer, math manipulatives not on approved state list, etc. For Scribe, beyond AT, what nonstandard possibilities are there for students on an IEP or a 504 plan with poor handwriting? For Scribe, beyond AT, what nonstandard possibilities are there for students on an IEP or a 504 plan with poor handwriting? Blue lined paper with dot line in the middle Blue lined paper with dot line in the middle Graph paper for math to keep numbers lined up Graph paper for math to keep numbers lined up Non-approved nonstandard accommodation The student’s test is ruled invalid The student’s test is ruled invalid Examples: calculator, read the reading test, graphic organizer on writing, base ten blocks, and addition / subtraction / multiplication / division charts, etc. Examples: calculator, read the reading test, graphic organizer on writing, base ten blocks, and addition / subtraction / multiplication / division charts, etc. Nonstandard Accommodations

12. Only for students on an IEP or a 504 Plan Only for students on an IEP or a 504 Plan May be limited to some, not all content areas May be limited to some, not all content areas Speech-to-Text – Standard in Reading & Math, but restricted in Writing (must have IEP or 504 plan to use in Writing) Speech-to-Text – Standard in Reading & Math, but restricted in Writing (must have IEP or 504 plan to use in Writing) Student on an IEP or a 504 Plan plus a specific disability Student on an IEP or a 504 Plan plus a specific disability Scribe – a physical disability that impacts their writing Scribe – a physical disability that impacts their writing Talking Calculator or Textile Math Manipulative (Abacus) – Documented diagnosis of visual impairment including blindness Talking Calculator or Textile Math Manipulative (Abacus) – Documented diagnosis of visual impairment including blindness Look for: Additional procedural requirements Look for: Additional procedural requirements The text-to-speech software must “read” the Oral Script in Math and Writing tests. Content specific vocabulary that is part of the construct of the assessment is eliminated in the oral scripts. The text-to-speech software must “read” the Oral Script in Math and Writing tests. Content specific vocabulary that is part of the construct of the assessment is eliminated in the oral scripts. Scribe in Writing – Scribe must write exact words without punctuation or capitalization, show/read back what student dictated, then student shows where to place punctuation and capitalization. Scribe in Writing – Scribe must write exact words without punctuation or capitalization, show/read back what student dictated, then student shows where to place punctuation and capitalization. Restricted Accommodations

13. Presentation Accommodations

14. Response Accommodations for TCAP

15. Setting & Timing Accommodations for TCAP

16. Moving to Online Testing Colorado Measures of Academic Success (CMAS)  Science (Grades 5 & 8) and Social Studies (Grades 4 & 7)  What Accommodations mean for online testing? Tools:  Available to all students  Features embedded in the test engine (e.g., large print / zoom, audio amplification, visual tracker / highlighter, note pad)  Text-to-Speech as a tool must be “turned on”  Some students will need headphones for accommodations (e.g., text-to-speech) Accommodations  Use of accommodations will be narrower, similar to restricted accommodations on TCAP  Paper-Pencil – Special orders for few students (e.g., seizure from using a computer, Braille, AT doesn’t work with test-engine, etc.)

17. CMAS – Test Environment  Timing on Computer-Based Test (CBT)  Some extra time built into standard time of test to support online environment  As an accommodation – Beyond extra time, document actual time needed for student to engage with CBT  Keyboarding & Computer Use  Practice Testing Environment http://www.pearsonaccess.com/co (then click on SUPPORT tab) http://www.pearsonaccess.com/co  electronic Practice Assessment Tools (ePATs)  Time to practice navigating through the testing environment and use the embedded support / tools  1-on-1 “evaluation” of ePAT use for some students with disabilities

18. 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 11/8 (grade 3) or 12/2 Use the Accommodation Tracking Form to identify and track students that need accommodations for state testing and that accommodations are in place by 11/8 (grade 3) or 12/2 For each student identified as needing an accommodation, identify formal documentation is in place and that accommodation criteria on state tests are met* For each student identified as needing an accommodation, identify formal documentation is in place and that accommodation criteria on state tests are met* Keep Tracking Form & Accommodation Plans for Instruction & Assessments in secure TCAP filing system Keep Tracking Form & Accommodation Plans for Instruction & Assessments in secure TCAP filing system CMAS – Reserve computer rooms, consider Building Schedule, details about accommodations to follow CMAS – Reserve computer rooms, consider Building Schedule, details about accommodations to follow Information flows through SAC Share resources with general ed and special ed teachers Share resources with general ed and special ed teachers *Solicit support from Administrators to ensure all criteria for using accommodations on state testing is met *Solicit support from Administrators to ensure all criteria for using accommodations on state testing is met

19. THANK YOU! For questions: Go to the Assessment website, Go to the Assessment website, Accommodation Resources Accommodation Resources http://bvsd.org/assessment/accommodations/Pages/default.aspx http://bvsd.org/assessment/accommodations/Pages/default.aspx Email the tcap.helpdesk@bvsd.org or Email the tcap.helpdesk@bvsd.org ortcap.helpdesk@bvsd.org call x5112