1. 1 Test Accommodations for Students with Disabilities in Virginia’s Accountability Assessment System Virginia Department of Education Division of Assessment and Reporting VATD November 3, 2006 ACCOMMODATIONS VIRGINIA STYLE

2. 2 What are Test Accommodations? Any variation in the assessment environment or process in order to provide the student with the opportunity to demonstrate what the student knows on the assessment. Any variation in the assessment environment or process in order to provide the student with the opportunity to demonstrate what the student knows on the assessment. Practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities. Practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities.

3. 3 Purpose of Accommodations To offset or correct for distortions in scores that may be caused by a student’s disability To offset or correct for distortions in scores that may be caused by a student’s disability To increase the validity of a test score and make the measurement of a particular construct comparable across examinees with and without disabilities To increase the validity of a test score and make the measurement of a particular construct comparable across examinees with and without disabilities

4. 4 “Standard” Accommodations do NOT: do NOT: change the content of a test change the content of a test alter the comparability of test scores alter the comparability of test scores alter the validity of test score interpretation alter the validity of test score interpretation change the reliability and validity of the assessment change the reliability and validity of the assessment

5. 5 “Non-Standard” Accommodations Modifications in the test or assessment conditions that fundamentally change the test score interpretation and comparability Modifications in the test or assessment conditions that fundamentally change the test score interpretation and comparability Change the nature of the construct being measured for the examinee Change the nature of the construct being measured for the examinee

6. 6 Accommodations & NCLB NCLB requires a valid score for each participant included in AYP, therefore students afforded non-standard accommodations are to be considered non-participants. NCLB requires a valid score for each participant included in AYP, therefore students afforded non-standard accommodations are to be considered non-participants. States may review impact of existing accommodations on assessments. States may review impact of existing accommodations on assessments.

7. 7 Reading * the Reading Test Requirements for identifying eligible students: visual impairment, including blindness visual impairment, including blindness specific disability that severely limits or prevents decoding text specific disability that severely limits or prevents decoding text determined by a diagnostic tool(s) or instrument(s) determined by a diagnostic tool(s) or instrument(s) administered by a qualified professional administered by a qualified professional *Audiotape version

8. 8 Reading * the Reading Test Testing Memo #587 Diagnostic Tools: Test of Phonological Awareness, Test of Word Reading Efficiency, Phonological Awareness Literacy Screening (PALS), etc. Diagnostic Tools: Test of Phonological Awareness, Test of Word Reading Efficiency, Phonological Awareness Literacy Screening (PALS), etc. Qualified Individual: LD teacher, speech language pathologist, reading specialist, school psychologist, etc. Qualified Individual: LD teacher, speech language pathologist, reading specialist, school psychologist, etc. *Audiotape version

9. 9 Power of the IEP DOE does not determine what is included in IEP. DOE does not determine what is included in IEP. If a student is not eligible for the read-aloud accommodation according to guidelines or a test is modified a “non-standard” administration results. If a student is not eligible for the read-aloud accommodation according to guidelines or a test is modified a “non-standard” administration results. E.g. Reading the reading test to facilitate comprehension E.g. Reading the reading test to facilitate comprehension E.g. Inappropriate modifications E.g. Inappropriate modifications Reducing the number of items/options Reducing the number of items/options Examiner clarifying items Examiner clarifying items Examiner defining words/terms Examiner defining words/terms

10. 10 Read-Aloud * for 2006-2007 IEP Team reviews IEP Eligible student = no change Eligible student = no change Ineligible student = Ineligible student = Amend IEP to delete read-aloud Amend IEP to delete read-aloud Keep read aloud as “non-standard” accommodation Keep read aloud as “non-standard” accommodation Counted as non-participants and failing in AYP calculations. Counted as non-participants and failing in AYP calculations. *Audiotape version *Audiotape version

11. 11 Read-Aloud * for 2007-2008+ IEP Team reviews IEP Eligible students = no change Eligible students = no change Ineligible students = read aloud is NOT available as an accommodation after spring 2007. Ineligible students = read aloud is NOT available as an accommodation after spring 2007. *Audiotape version

12. 12 ACCOMMODATIONS APPLICATIONS The use of accommodations is linked through each of these areas: The use of accommodations is linked through each of these areas: Classroom instruction Classroom assessments State & division assessments Content standards

13. 13 Important Considerations Expect students with disabilities to achieve grade level academic content standards Expect students with disabilities to achieve grade level academic content standards Verify the need/use of the accommodations during everyday instruction Verify the need/use of the accommodations during everyday instruction Determine the consequences of assessment accommodation use Determine the consequences of assessment accommodation use Administer accommodations during classroom assessment Administer accommodations during classroom assessment

14. 14 Important Considerations Select accommodations for individual students Select accommodations for individual students Involve students in selecting, using, and evaluating accommodations Involve students in selecting, using, and evaluating accommodations Document accommodations on IEP/504 Plan Document accommodations on IEP/504 Plan Evaluate and improve accommodation use Evaluate and improve accommodation use Arrange for accommodations well in advance Arrange for accommodations well in advance

15. 15 SOL Test Accommodations Available accommodations relate to: Timing/Scheduling Timing/Scheduling Setting Setting Presentation Presentation Response Response

16. 16 SOL Test Accommodations TIMING/SCHEDULING TIMING/SCHEDULING time of day time of day breaks during testing breaks during testing multiple test sessions multiple test sessions order of test administration order of test administration

17. 17 SOL Test Accommodations SETTING preferential seating preferential seating small group testing small group testing individual testing (one-on-one) individual testing (one-on-one) special lighting special lighting

18. 18 SOL Test Accommodations SETTING adaptive or special furniture adaptive or special furniture test administered in locations with minimal distractions test administered in locations with minimal distractions noise buffers noise buffers hospital/home/non-school setting hospital/home/non-school setting

19. 19 SOL Test Accommodations PRESENTATION Braille Braille Large Print Large Print Plain English version Plain English version enlarging the answer document enlarging the answer document reading directions to students reading directions to students

20. 20 SOL Test Accommodations PRESENTATION simplifying directions simplifying directions interpreting/transliterating directions (e.g., sign language, cued speech) interpreting/transliterating directions (e.g., sign language, cued speech) written directions to accompany oral directions written directions to accompany oral directions clarifying directions clarifying directions reading of test items aloud reading of test items aloud

21. 21 SOL Test Accommodations PRESENTATION audiotape version of test items audiotape version of test items interpreting/transliterating (e.g., sign language, cued speech) test items interpreting/transliterating (e.g., sign language, cued speech) test items magnifying glass magnifying glass amplification equipment (hearing aid or auditory trainer) amplification equipment (hearing aid or auditory trainer) templates templates masks or markers to maintain place masks or markers to maintain place

22. 22 SOL Test Accommodations RESPONSE student marks booklet and examiner/proctor transfers answers to answer document student marks booklet and examiner/proctor transfers answers to answer document student responds verbally, points, or indicates an answer, and examiner/proctor marks answer document student responds verbally, points, or indicates an answer, and examiner/proctor marks answer document enlarging the answer document enlarging the answer document

23. 23 SOL Test Accommodations RESPONSE abacus abacus arithmetic tables (only if test allows a calculator) arithmetic tables (only if test allows a calculator) brailler brailler large diameter or special pencil grip large diameter or special pencil grip word processor word processor

24. 24 SOL Test Accommodations RESPONSE typewriter typewriter augmentative communication device augmentative communication device spell check (including spell checkers) spell check (including spell checkers) spelling dictionary spelling dictionary tape recorder (only for pre-writing activity to tape response for English writing test) tape recorder (only for pre-writing activity to tape response for English writing test)

25. 25 SOL Test Accommodations RESPONSE dictation to a scribe dictation to a scribe word prediction software word prediction software use of a calculator on the computation section of a mathematics test when calculators are not routinely supplied to all students use of a calculator on the computation section of a mathematics test when calculators are not routinely supplied to all students use of a calculator with additional functions than those routinely supplied to all students use of a calculator with additional functions than those routinely supplied to all students

26. 26 Accommodations Pitfalls Lowering student expectations. Lowering student expectations. Providing too many accommodations for the student to handle. Providing too many accommodations for the student to handle. Using an accommodation on a test that the student has never used. Using an accommodation on a test that the student has never used. Selecting every accommodation hoping that something will work. Selecting every accommodation hoping that something will work. Providing accommodations based upon a student’s classification or placement (e.g. "all students with learning disabilities receive extended time"). Providing accommodations based upon a student’s classification or placement (e.g. "all students with learning disabilities receive extended time").

27. 27 Information Virginia Department of Education website (http://www.doe.virginia.gov/VDOE/Asse ssment/home.shtml) Virginia Department of Education website (http://www.doe.virginia.gov/VDOE/Asse ssment/home.shtml) Division Directors of Testing Division Directors of Testing Division of Assessment and Reporting, VDOE (804-225-2107) Division of Assessment and Reporting, VDOE (804-225-2107) Office of Special Education, VDOE (804- 225-2707) Office of Special Education, VDOE (804- 225-2707)

28. 28 Questions