Presentation on theme: "Updates and Innovation for Title III Programs Spring Conference for Federal Program Directors and Chief Instructional Leaders Waterfront Place Hotel, Morgantown,"— Presentation transcript:
Updates and Innovation for Title III Programs Spring Conference for Federal Program Directors and Chief Instructional Leaders Waterfront Place Hotel, Morgantown, WV Thursday, March 10, :30 – 2:00 pm Wharf AB
Agenda WVEIS Online LEP/New Bilingual Screen Providing Appropriate Testing Accommodations for LEP Students Using the LOR to Support Content- Based ESL Instruction.
West Virginia Standards for High Quality Schools Standard 3: Standards-Focused Curriculum, Instruction and Assessments Standard 4: Student Support Services and family/Community Connections
WVEIS Online LEP/ New Bilingual Screen Richard Pullin Office of Information Systems
Data will be included in the Student Information record where various data elements are stored and organized. Screen layout and ease of use is being taken in to account during development. Data will be kept in terms of current school year information as well as a condensed history of information as well. Integration with WVEIS
Initial Screen Layout Error checking on placement type Exit date will update placement type Active IEP determined from SP ED record Summary of current and previous school years with link to detail
Annual Data Record List boxes will display choices to be selected without having to type data
Accommodations Provision and Monitoring for State and County Required Assessments Melissa Gholson Office of Assessment and Accountability
Accommodations Monitoring The federal government requires documented monitoring of the accommodations for students with IEP, 504 and LEP plans. West Virginia Policies: 2340, 2419, 2417 also provide guidance for accommodations. All required county and state assessments must provide accommodations monitoring. West Virginia Education Information System (WVEIS) contains the data regarding accommodations and can be accessed by counties by running the Testing Option Report (326 or LEP) 9
West Virginia Guidelines for Participation Purpose of the guidelines is to provide policy guidance for determining the appropriate assessments and accommodations for all students. Guidelines are referenced by Policies 2340, West Virginia Measures of Academic Progress; 2419, Regulations for the Education of Students with Exceptionalities; and 2417, Programs of Study for Limited English Proficiency Students. Policies 10
Participation in State Assessments All students with an IEP, Section 504 or LEP Plan are required to participate in all components of the WESTEST 2 in the grade level at which they are enrolled, except for those students who meet the criteria for participation in the West Virginia Alternate Performance Task Assessment (APTA). The IEP team determines how the student participates in WV-MAP assessments: o Standard conditions for all students (WESTEST 2) o Standard conditions with accommodations (WESTEST 2) o Or, the student meets the criteria for APTA; which is provided in the Participation Guidelines. 11
APTA Eligibility Criteria The student must have a current IEP and is only assessed by APTA when instructed by the Extended Standards. Reasons why a student cannot participate in WESTEST 2 must be clearly stated in the student IEP. Criteria for participation in APTA is found within the West Virginia Guidelines for Participation in State Assessments and Policy
Role of IEP, Section 504 and LEP Committees IEP, LEP and Section 504 Committee’s shall not exempt any student from participation in state assessments. IEP, LEP and Section 504 Committee’s shall determine the appropriate accommodations. The student must receive all assessment accommodations as outlined in the IEP, LEP or Section 504 Plan. Accommodations for assessment should be consistent with those received during instruction. 13
Participation of Language English Proficient Students All LEP students must participate in WV-MAP assessments. The LEP committee must determine the appropriate accommodations. LEP committee’s cannot exempt any LEP student from participation in any WV-MAP assessment. 14
Guidance for Assessing Newly Arrived Level I LEP Students Students with negligible English proficiency (e.g. students who have recently arrived in the United States) must be given an opportunity to attempt WV-MAP assessments. This can be accomplished by: o Individual administration o Provision of all assigned accommodations o Stopping the assessment if the student provides no response to any portion o Stopping the assessment if the student indicates (in native language or English) an inability to attempt or continue the test
Assessment Accommodations An accommodation is a change in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode or others, including any combination of these, that does not change what is intended to be measured by the assessment or the meaning of the resulting scores An accommodation does not change the construct of the test. Information about accommodations is available in the Guidelines for Participation 16
Accommodations Chart WVEIS Code Standard Conditions with Accommodations Key: A-indicates that this is an acceptable accommodation for this test. *Except WESTEST 2 R/LA ** Allowable- but is not considered an accommodation since APTA is constructed to allow student access to assessment in the typical mode of instruction. Only the codes of “A” are considered accommodations for APTA on the WVS.326. NOTE: See Section II for LEP specific accommodations WESTEST 2 Reading Language Arts WESTEST 2 Online Writing WESTEST 2 Mathematics WESTEST 2 Science WESTEST 2 Social Studies ACT EXPLORE / Grade 8 ACT PLAN / Grade 10 NAEP APTA Presentation PO2Have test read out loud verbatim *AAAAAAA** PO3Use Braille or other tactile form of printAAAAAAAAA PO6Have test presented through sign language * AAAAAAA** P13Have test presented through text-talk converter (VI) AAAAAAA** FORM 1 17
Accommodations Requests An LEP or IEP Team may request permission to use other accommodations. A request for an accommodation that does not appear in the West Virginia Guidelines for Participation in State Assessments must be received by the Office of Assessment and Accountability, Attention: Melissa Gholson, Coordinator, no later than three weeks prior to an assessment. The request must come from either the County Test Coordinator or the Title III Director. 18
Assessment Decisions Assessment decisions are made prior to testing. The only way to change accommodation(s) that a student receives for assessment is holding an IEP, 504 or LEP meeting and documenting the need within the plan. In addition to assessment accommodations many students may have services identified within the Section A services section of the IEP. The special education monitoring teacher should assure these are provided for assessment. Assessment accommodations should be consistent with those provided instructionally. 19
Documentation of Assessment 21
IEP Form Documentation 22
Assuring Accommodations WVEIS can generate a report called LEP Testing Option Report for accommodations monitoring. Make any and all necessary changes to correct the data entered into WVEIS prior to testing administration. The County Test Coordinator will verify with Title III Directors that the data entered into WVEIS is correct.
Accommodations Monitoring The WVS.326 or LEP Student Testing Options Report document is used to verify provision of accommodations and must be the most current, up-to-date version available. Two weeks before test administration, the County Test Coordinator/Title III and/or Special Education Director will run the program to print a list of students accommodations from WVEIS. Verify the information on the report for accuracy by the County Special Education Director/Title III prior to distributing copies to principals for accommodation documentation.
Report Information from WVEIS
CTC & Title III Special Education Director Print and Verify WVEIS Report and verify as correct (2 weeks prior to testing) Assure the error and corrections are entered directly into WVEIS Principal BLC Distribute lists to examiners prior to testing Identify any corrections or errors to the report and return those to the CTC or Title III for verification in WVEIS at the county level Develop schedule for accommodations provision for all students who receive accommodations based on their current plans EXAMINER Review accommodations for each child Report any and all errors contained within the report to Principal/BLC Develop accommodations plan prior to test with Principal/ BLC Assuring Accommodations Before Assessment All Required State & County Assessments
CTC & Title III Special Education Director Assure any errors within the reports are corrected in WVEIS Provide guidance during assessment Contact WVDE for technical support as per policy Principal BLC Monitor accommodations provision Maintain security and materials distribution and return daily Assure that all testing guidelines are followed Monitor irregularities and report possible invalidations to the CTC EXAMINER Document the provision of each accommodation, sign and date the form. Follow all test security requirements as per Policy Report irregularities as soon as they occur. Return completed forms to principal after testing is complete. Assuring Accommodations During Assessment All Required State & County Assessments
CTC & Title III Special Education Director Examine returned reports and investigate any incident where accommodations were not provided. (1 week after testing) Submit investigations to OAAR (30 days ) Principal BLC Follow all materials return procedures Copy and return documented accommodations provision back to CTC and/or Special Education Director (no later than one week after test). All forms should be signed and dated. Any documented irregularity and breach forms should be submitted. EXAMINER Document and Follow -up on any refused accommodations and document for the next review of the IEP, LEP or 504 team. Return all forms and documentation to Principal/BLC. Assuring Accommodations After Assessment All Required State & County Assessments
Principal/Building Coordinator The CTC/Title III Director will distribute the WVEIS list of students who receive accommodations. Principal/Building Level Coordinator will verify the correctness of the accommodations at the school level. The Principal/Building Level Coordinator will copy and distribute LEP/WVS.326 accommodations to assigned examiner’s (three copies: one each for RLA, Math and Science). The Principal/Building Level Coordinator will establish assessment schedules. The Principal/Building Level Coordinator will monitor the test administration to ensure the accommodations provisions per the LEP/IEP. Return completed accommodations forms to CTC/Special Education and/or Title III Director (maintain a copy at the school). Maintain documentation and procedures regarding breach and invalidations.
Checklist for Examiner’s Use PRIOR _____1. Review each student’s assessment accommodation(s) listed on the WVS.326/LEP Report. _____2. Contact building level coordinator if there are questions regarding accommodation provision. _____3. Develop test schedules that promote the provision of accommodations. _____4. Verify test schedules with the principal and building level coordinator. _____5. Alert the principal if there are any changes to the test schedule that affect the provision of accommodations. DURING _____6. Provide all listed accommodations on the WVEIS.326/LEP. _____7. Document all provisions of accommodations on the WVEIS.326/LEP. _____8. Document any accommodations not provided and include an explanation. _____9. Document any irregularities during testing. ____10. Maintain all secure procedures established by the test manual. AFTER _____11. Sign and date the WVS.326. _____12. Review all completed WVS.326 for accurate information. _____13. Report all irregularities to principal/BLC. _____14. Return all completed WVS.326 reports back to principal/BLC. _____15. Follow all established procedures for checking in secure materials. 30
Examiners Filling Out the Report Assigned examiner(s) will mark the program report as follows: Underline the name(s) of his/her assigned student(s). Circle the accommodation(s) that were provided to each of the student(s). Asterisk the accommodation(s) that were not provided to each student and provide an explanation as to why the student did not receive the accommodation(s) listed on the WVS.326/LEP Testing Options Report. Sign with legible signature and date of test administration at the bottom of the report. Return the WVEIS 326/LEP Student Testing Options Report(s) to the school Principal/Building Level Coordinator. 31
Documentation of Accommodations WVEIS NumberStudent Name School Number Grade Level ALDRINS CHARLES A WVEIS Accommodation Code WVEIS Code Descriptor P02 HAVE TEST READ ALOUD VERBATIM (EXCEPT WESTEST R/LA) P03 Use Bilingual Word to Word Dictionary T07 * FLEXIBLE SCHEDULING, EXTRA TIME WITHING THE SAME DAY (NO STUDYING) Refused – student stated he “did not want extra time”. Examiner Signature & Date
Accommodation Provision Exceptions A student may refuse an accommodation. Examiner’s should try to determine and document reasons why a student refused an accommodation. This information may be provided to the LEP/IEP committee for future accommodations decision making. Students may finish before extra time or breaks are provided. The accommodation can not be provided due to the construct of the test, for example, reading aloud the language arts test.
Invalidations Failing to provide accommodations If a student does not receive the accommodation(s) documented in the students LEP/IEP plan written documentation is required in the students file. The parent must be notified and given the following options: – If the testing window is open the student may retest. – The test results can be invalidated. – The test results can be accepted.
After Assessment: Monitoring Process The Principal/Building Level Coordinator will make copies of all WVS.326/LEP reports for the school and return the originals of the signed and dated reports to the County Test Coordinator and/or Title III County Special Education Director no later than one week following the testing. Copies of these listings are to be kept for Office of Educational Performance Audits (OEPA) monitoring process. County Special Education and/or Title III Director must examine the WVS.326/LEP Testing Options Report(s) and immediately investigate any incident in which the student was not provided the assessment accommodation(s) listed on the students plan as contained within the WVS.326/LEP report(s). 35
Investigations The Title III and/or Special Education Director must examine the WVS.326/LEP Testing Options Report(s) and immediately investigate any incident in which the student was not provided the assessment accommodation(s) listed on the student’s plan. The Title III Director must examine and investigate any incident in which the student was not provided the assessment accommodation (s) listed in the LEP plan. The action taken by the county must include a report of the 1) findings, 2) conclusions, and 3) corrective action taken as a result of the investigation. The County Superintendent must be informed of the incident and results of the County Special Education Director‘s investigation must be submitted in writing within 30 days to the Office of Assessment and Accountability (Policy 2340). 36
Investigations Allegations of cheating, security breach, testing administration breach, copyright infringement, loss of materials, or other deviation from acceptable and ethical security procedures shall be reported immediately to the Principal, County Test Coordinator, County Superintendent, and the WVDE, Office of Assessment and Accountability 37
Future Directions New accommodations monitoring scantron data sheet It will be provided for state required assessments beginning next year The scan sheet will be provided based on the information contained in WVEIS. Electronic information which will help us collect data and provide a research base for our accommodations policies. Provide IEP and LEP teams feedback on accommodations provision.
Electronic Process WVS.326
Questions? Melissa Gholson (304)
Learning Objects & Learning Objects Repository John Miller Office of Instructional Technology
Building Content How teachers build instruction deconstruct replace/add contextualize sequence
Building Digital Content Digital content makes it easier flexibility distribution cost approaching zero high fidelity (in the form of consistency)
What Do We Know? 85 % of U.S. colleges offered online courses in 2006 42 U.S. state departments of education offered online courses in 2009 Institutions of higher education, states, school systems, teachers, and students develop content the same or similar content is developed by: multiple institutions within a state thousands of institutions within the U.S. and Canada tens of thousands of institutions worldwide
Reusable Digital Content
Digital Content Economics High-quality learning content is expensive Development costs per course range $4,000 to > $100,000 > $1,000,000 for British Open University
Learning Object Repository Searching for content is commonplace Well-indexed databases promote effective searching Learning objects and assets can be stored in databases or repositories
Reusable Learning Objects and Learning Object Repository improve teaching and learning achieve cost savings through shared digital learning content shared knowledge and experience
What are Learning Objects? A learning object includes One or more educational objectives Digital content Practice activities Assessment tools Metadata EXAMPLE Lewis Dot Structures
Learning Objects vs. Assets An asset Is a digital object such as an image, assessment, etc. Can be used to build learning objects Can be classified to allow information about the content to be stored and retrieved
Uses of Learning Objects Provide another way to look at a concept Motivate students Review a previous concept Introduce a concept before a formal lesson Teach a new concept Practice a new concept
Considerations in Developing a Learning Object Repository Changes in institutional practices and policies Resource allocation needs Impact on business and development practices
Considerations in Implementing Stakeholder use Existing or future content Decisions about content use and development Internal or external talent and resources for development Creation and ownership Static or dynamic LOs Formatting Quality assurance
Organizational Benefits Development and deployment of learning content quickly and efficiently Content sharing between multiple learning management systems Reduction in content development and delivery costs
Instructor Benefits Increased speed and efficiency of instructional development and decreased preparation time Exposure to new ideas and methods to present instructional content Increased collaboration with other instructors Providing students a flexible course with additional resources
Student Benefits Reviewing and reinforcing understanding of learned concepts Learning something new Engaging in just-in-time learning
Best Practices Align the instructional outcomes and the use of the learning object Look for learning objects that meet the quality standards Keep in mind the user capabilities and needs Incorporate a handout, discussion or other activity that requires the learner to respond to the concepts presented in the learning object
National Repository of Online Courses (NROC) High School Assessment Biology Activity 5: Structure and Movement Components of the Cytoskeleton
Current Content NROC Courses Algebra I US History 1 Biology 1 Government and Politics WVVS Spanish Content Spanish 1 Spanish 2 Federated Searches of other repositories Merlot Library of Congress Memory Project Animal Diversity Web Academic Commons National Science Digital Library University of Wisconsin Digital Collections
Future Content NROC LOs Algebra II Biology II US History II Environmental Science Physics (Introductory and General) Psychology Religion Calculus I and II Statistics Other Repositories Curriki
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Additional Information WVDE Office of Instructional Technology Contacts Vicki Allen, Assistant Director John Miller, Instructional Technology Coordinator