Accommodations 2.0: Inclusion of all students in computer-

based assessments

Wendy CarverPaula Mahaley

Michael MiddletonLaurene Christensen

Sharon Saez

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

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

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

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)

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Ohio Statewide Assessments:Accommodations

andSpecial Versions

June 21, 2011

Presented by:Paula Mahaley

Ohio Department of EducationOffice of Assessment

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

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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

OAA and OGTFall 2010 and Spring 2011 Accommodations and

Special VersionsEligibility:• 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.

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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

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Ohio Achievement Assessments Grades 3 - 8Spring 2011 FLCDs

• Foreign-language CDs:– Spanish– Japanese

* Must meet eligibility requirement

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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

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Ohio Graduation TestsFall 2010 and Spring 2011 FLCDs

• Foreign-language CDs:– Spanish– Arabic– Mandarin Chinese

* Must meet eligibility requirement

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English Proficiency Test

• Ohio Test of English Language Acquisition― Based on ELDA• Accommodations (students with

disabilities)― Read aloud― Scribe• Special Versions― Large print― Braille

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

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Contacts

Paula MahaleyAssociate Director

Ohio Dept. of EducationOffice of Assessment

614-466-0217614-995-5568 (fax)education.ohio.gov

Embedded Accommodations in Utah

Wendy CarverSpecial Education Assessment Specialist

Wendy.Carver@schools.utah.gov

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

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%

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.

Difficulties encountered

• Students use of text-to-speech assistive technology for instruction and assessment would be beneficial.

• Students who did not use training tests 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.

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.

STATE ACCOMMODATIONS:

Approaches for Supporting Current & Next Generation Assessments

Michael MiddletonAssessment & Student Information

Washington State

June 21, 2011

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

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)

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.

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

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

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

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

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

Discussion