1. Accommodations State Assessment Accommodations
The Role of School Assessment Coordinator
Documentation & Decisions
Office of Planning & Assessment
Boulder Valley School District
October 26, 2012

2. Agenda School Assessment Coordinators’ Role Purpose for accommodations
Accommodation Monitoring Questions to Ask
Criteria for using accommodations on state tests
Resources to support accommodations decisions
Nonstandard accommodations for TCAP
What’s new?
Accommodation Tracking Form
Standard Accommodations for TCAP 2

3. The School Assessment Coordinator
Record Keeper, maintain documentation for a year
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
Documentation for Unforeseeable Circumstances
Scheduling for accommodations during testing; recording who actually uses accommodations during testing
Information flows through SAC
Support from Administrators and Special Ed Liaisons
Train proctors to deliver accommodations during testing
Ensure testing schedule supports accommodations that need different testing environment

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

5. How Accommodations Flow from Instruction to State Assessments
Caveat --- Accommodations seen as an upside down triangle.
Many options for Instructional Accommodations while student is learning a new concept or skill
Some options for Classroom Assessment Accommodations
Few options for State Assessments

6. What works? What does not work?
Student is using accommodation on a regular basis
Choosing accommodations based on individual needs
Involving the student in the decision making process
In conjunction with progress monitoring (accommodation needs change over time)
When students see accommodations as adding value to their daily life, not only in school, but for postsecondary, career and community life
Checking off every accommodation available on a form, hoping “something” will work
Having students try to use unfamiliar accommodations on tests, when they haven’t practiced using them regularly
SECION 5 of the manual
What does not work?

7. Accommodations: Monitoring Questions to Ask
Are accommodations documented in a formal plan?
Is documentation clear and specific on what the student needs?
Are accommodations clearly marked under accommodations sections for instruction and assessments?
Does documentation identify who made the decision?
Is it clear that accommodation use is monitored throughout the year?
SECION 5 of the manual

8. Criteria to use Accommodations on State Assessments
Must be based upon individual student’s identifiable need(s).
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, English Language Development Profile (ELDP), Health Plan, ALP, or
Accommodation Plan For Instruction & Assessment includes Documentation of Regular Classroom/Assessment Accommodations for students in the RTI process.
Note: Teacher’s grade book is NOT sufficient documentation.
Educational team --- minimally the tea
An ELL that is not at grade level in reading must be on an ILP. This is the most obvious documentation.
If ELL is not on an ILP and is at grade level, and may need an accommodation, use ELDP.
cher and the parent

9. Criteria for State Accommodations…
Must be used regularly during classroom assessment and instruction.
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 9: Grade 3, Reading
December 3: Grade 3 Writing & Math, Grades 4-10
December 3: Non-Standard Accommodation form due
January 25: Grade 11, ACT
Must be a standard accommodation allowed during TCAP or an approved non-standard accommodation (only available for IEP or 504).

10. Accommodation Resources
District Resources
Power Point & Informational Forms
Testing Options for State Assessments
Eligibility considerations for standard accommodations
Scribe Eligibility
State Assessment Publications
Colorado Accommodations Manual
ELL Accommodations Guide
CO Procedures Manual
Accommodations on ACCESS for ELLs (new) -

11. Eligibility considerations for some CSAP accommodations
CSAP Accommodations Overview
Extended Time (usually means time and a half)
Breaks
Teacher Read Directions & Oral Presentation
Translated Teacher Read Directions & Oral Presentation
Assistive Technology
Large Print
Math Manipulatives
Linguistic Accommodations (supporting handout)
Scribe (BVSD & CDE supporting handouts)

12. Scribe Criteria Other Considerations
The student must have an IEP or a 504 Plan
The student is physically unable to write in a test booklet (e.g., a physical disability such as Cerebral Palsy) or has extreme fatigue due to a motor disability; AND
The students is working with assistive technology, is not yet able to use it on the assessment, and this is documented in the IEP or 504.
Other Considerations
Assistive technology must be considered and documented prior to determining the need for a scribe.
Scribe may be used as a linguistic accommodation for some English Language Learners in oral stage of Language Acquisition.

13. Nonstandard Accommodations
Approved nonstandard accommodations
This is an accommodation that is not listed as a standard accommodation that may be available to students on an IEP or a 504 Plan.
This type of accommodation is not approved until an application has been submitted to the state and has been deemed as approved.
Examples: scribe for student that does not meet restricted criteria, tracking devices, visual cues to stay on task, “stop the clock,” individual countdown timer, etc.
Non-approved nonstandard accommodation
The student’s test is ruled invalid.
Examples: the use of a calculator, teacher reads the reading assessment to the student, graphic organizer on writing, etc.
Nonstandard Accommodation form is due Dec. 3
Share “looks” for when filling out the nonstandard accommodation form
-- Explain what accommodation is needed per accommodation type
(E.g., Presentation – Win; response – scribe; setting – small group; Timing – extended time and frequent breaks)
-- Documentation of regular use in classroom and on district assessments.
-- Justification on why this accommodation is needed to access state assessmement with supporting documentation
E.g., if scribe >>>
1) why not Assistive Technology,
2)what does work look like without scribe and with scribe;
3) must be documented on IEP or 504 plan.

14. What’s new for Accommodations
Distinction between breaks versus “stop the clock”
Breaks do not stop the clock. Breaks may be combined with extended time, but do for more than time-and-a-half
For students who need “stop the clock” breaks, it must be requested and approved through the nonstandard accommodation process
Documentation
New format of Colorado Accommodations Manual, Section V to support training of test proctors to for scheduled accommodations
New CDE Logistics Planning checklist to help with assessment accommodations
New CDE documentation during testing for SACs to verify removal of stored test information from Assistive Technology on a daily basis
Additional information collected on the Accommodation Tracking Form to support monitoring process of accommodations – New column “Didn't use any Accom.” to record who did not use a scheduled accommodation to share with the educational team after testing
Accommodations on ACCESS for ELLs (formerly CELApro) -

15. Accommodation Tracking form
An “After-Test Accommodations Questions” form will be provided in the spring as an optional form to monitor and record the use of an accommodation during testing.

16. Accommodations for TCAP

17. Accommodations for TCAP

18. Accommodations for TCAP

19. 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 11/4 (grade 3) or 12/3
For each student identified as needing an accommodation, identify formal documentation is in place and that accommodation criteria on state tests are met
Information flows through SAC
Share resources from the accommodation resource page with teaching staff, interventionists, and special ed liaisons
Solicit support from Administrators to ensure all criteria for using accommodations on state testing is met

20. Questions Go to the Assessment website, Accommodation Resources
Contact the