1. Lynn Shafer Willner and Charlene Rivera Wednesday, June 23, 2010: 11:00 AM-12:30 PM National Conference on Student Assessment Detroit, Michigan Application of Resources Designed for Students with Disabilities Policy to the Design of ELL Accommodations Policy

2. The George Washington University Center for Equity and Excellence in Education 2 Topics for Today’s Presentation Context on our work Research on areas in state policy needing refinement GW-CEEE Guide for Refining State Assessment Policy for Accommodating ELLs Analysis of SD Resources in CCSSO Accommodation Manual’s 5-Step Approach Use SD policy to inform ELL policy, while still providing clear guidance to meet ELL needs during testing

3. The George Washington University Center for Equity and Excellence in Education 3 Identified 6 Policy Areas Needing Refinement 1. Selecting ELL-responsive accommodations 2. Distinguishing policy intended for ELLs from policy designed for students with disabilities 3. Mapping accommodations to ELLs’ ELP levels and literacy 4. Distinguishing test administration practices from accommodations 5. Providing decision makers with guidance for assigning accommodations based on student background 6. Planning how to monitor the implementation of accommodations

4. The George Washington University Center for Equity and Excellence in Education 4 Focus on Impact of SD Policy on ELL Accommodation Policy Research base for ELLs small (11-14 studies), so historically have relied on SD policy framework as guide Just under 1/3 of state policies continue to… combine text for SD and ELL students combine lists of ELL and SD accommodations categorize ELL accommodations using SD framework

5. The George Washington University Center for Equity and Excellence in Education 5 Use a systematic approach to policy refinement Phase I. Refine accommodations list found in SEA policy Phase II. Refine policy text to distinguish accommodations for ELLs and SDs Phase III. Refine the policy text to address diverse needs of ELLs Coaching Model for Policy Refinement

6. The George Washington University Center for Equity and Excellence in Education 6 ANALYSIS OF DISABILITIES RESOURCES IN CCSSO ACCOMMODATION MANUAL’S 5-STEP APPROACH

7. The George Washington University Center for Equity and Excellence in Education 7 Framework for Comparison 2005 CCSSO Accommodations Manual: How To Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities and Professional Development Guide Step 1: Federal law Step 2: Learn about accommodations for instruction and assessment Step 3: Assignment of accommodations Step 4: Administration directions Step 5: Monitoring documentation Fact Sheets and Tools in appendices and how they might be used during training

8. The George Washington University Center for Equity and Excellence in Education 8 CCSSO Accommodations Manual Introduction Manual structure and overview Policy overview and general principles of the state assessment program List and description of assessments used in state Check: Separate SD and ELL sections? Does the text only focus on SDs? Are ELLs mentioned as well?

9. The George Washington University Center for Equity and Excellence in Education 9 (SD) Step 1: Expect students to achieve grade-level academic learning standards Federal and State Laws Requiring Participation Equal Access to Grade Level Learning Check: Do the SD and ELL Section show differences in Federal and State Laws for each group

10. The George Washington University Center for Equity and Excellence in Education 10 (SD) Step 2: Learn about Accommodations for Instruction and Assessment What are Accommodations? Accommodations Categories for Students with Disabilities Modifications or Alterations vs. Accommodations Check: Step 2 title: Do you need to include “instruction?” in this section? Does your state regulations require tracking of instructional accommodations/strategies in an ELL/LEP plan? Definition of ELL accommodation - Add new version of definition to clearly addresses ELLs’ unique needs during testing Accommodations Categories: Direct and Indirect linguistic Support

11. The George Washington University Center for Equity and Excellence in Education 11 (SD) Step 3: Selecting Accommodations for Instruction and Assessment for Individual SDs Documenting Accommodations on a Student’s IEP or 504 plan Involving Students in Selecting, Using, and Evaluating Accommodations Questions to Guide Accommodation Selection Check Step 3: Determine Accommodations Convene the School ELL Accommodation Committee Documentation requirements for decision-making Short list of accommodations Steps for Assigning Accommodations to ELLs Eligibility Requirements Procedure for Assigning Appropriate Accommodations to ELLs

12. The George Washington University Center for Equity and Excellence in Education 12 Basic Criteria for Selecting ELL- Responsive Accommodations The accommodation… 1. Reduces construct-irrelevance due to language by providing direct or indirect linguistic support 2. Does not interfere with the test construct 3. Can be offered in a standard form, not with variation (can be offered with reliability) 4. Provides support appropriate to the ELL’s level of English language proficiency

13. The George Washington University Center for Equity and Excellence in Education 13 Direct Linguistic Support involves adjustments to the text of the assessment with the intent of reducing the linguistic load necessary to access the content of the test can be delivered in English or the native language Indirect Linguistic Support involves adjustments to the conditions under which a test is taken to allow ELLs to more efficiently use their linguistic resources 13 Rivera, Collum, Shafer Willner, & Sia (2006) Indicator 1.5 Organize accommodations according to an ELL-responsive taxonomy

14. The George Washington University Center for Equity and Excellence in Education 14 Sample Quick Reference Table For Decision Makers ACCOMMODATIONS Content Area ELP Level When is Accommodation Appropriate? Direct Linguistic Support – Oral 1.1 Provide audio version of assessment Math, Science, NOT Reading Beg. Inter. Student’s listening skills in English are higher than reading skills. May not be appropriate if student is newly arrived and has very limited exposure to English. Direct Linguistic Support – Written 3.1 Provide district approved English word-to-word dictionaryAll Inter. Adv Student has low level of English oral proficiency, exposure to reading English and has high native language literacy. Understands how to use dictionaries. See Acosta, Rivera, & Shafer Willner (2008)

15. 15 ELP Level BeginningIntermediateAdvanced Provide plain English version of test  Play audio tape/CD of test directions  Provide customized dual-language glossary  Allow student to respond in writing in native language  Allow student to respond orally in native language  Allow extended time   Likely to reduce construct-irrelevant variance due to language  May reduce construct-irrelevant variance due to language Examples of Accommodations Appropriate for Each of 3 ELP Levels Examples of Accommodations Appropriate for Each of 3 ELP Levels

16. The George Washington University Center for Equity and Excellence in Education 16 (SD) Step 4: Administer Accommodations during Instruction and Assessment Accommodations during Instruction Accommodations during Assessment Planning for Test Day Check: Detailed direction for administering accommodations in a standardized, reliable manner If additional materials are needed to administer an accommodation and specifies who is to provide them (e.g., whether it is necessary to order dictionary or script from SEA). Test practices for all students vs. accommodations targeting a specific student need

17. The George Washington University Center for Equity and Excellence in Education 17 Sample Administration Directions Administration DirectionsSpecial Instructions Direct Linguistic Support - Oral Read aloud test items This includes reading aloud verbatim to the student the test items and answer choices. Test items and answer choices may not be simplified, clarified, or paraphrased for the student. Reading aloud to the student the reading passages of the Reading and Language Arts content area test is NOT permitted. Direct Linguistic Support - Written Provide district approved word-to-word bilingual dictionary In a bilingual dictionary, no definitions are provided. Do not allow dictionaries that offer explanations and definitions, pictures, or examples of terminology Provide the student with an opportunity to use the bilingual dictionary prior to the assessment. Provide extra time during the assessment to use the bilingual dictionary.

18. The George Washington University Center for Equity and Excellence in Education 18 (SD) Step 5: Evaluating and Improving Accommodations Use in Instruction and Assessment of Students with Disabilities Collecting and Analyzing Data - monitoring guidelines Questions to Guide Evaluation of Accommodation Us Questions to Guide Instruction at the Student Level Check Step 5: Evaluate and Improve Accommodations Use Are SD monitoring practices (procedures and forms) already in place? If so, can ELL procedures and forms align with them?

19. The George Washington University Center for Equity and Excellence in Education 19 Fact Sheets and Tools Fact Sheet 1 - Direct Linguistic Support Accommodations Fact Sheet 2 - Indirect Linguistic Support Accommodations Documentation Form Assessment Planning Template Teacher Tools – include for training purposes but add examples of accommodation assignment and use by ELLs at beginning, intermediate, and advanced levels Create a separate appendices/sections within policy for ELLs for SD Fact Sheets and Tools

20. The George Washington University Center for Equity and Excellence in Education 20 Final Thoughts The goals of aligned, coherent ELL and SD accommodation policy and ELL policy that is ELL- responsive are not mutually exclusive. States can use SD policy to inform ELL policy, while still providing clear guidance on how to meet ELLs’ linguistic needs during testing.

21. Questions/Discussion

22. Thank you

23. The George Washington University Center for Equity and Excellence in Education 23 Guide Reference Rivera, C., Acosta, B., & Shafer Willner, L. (2008). Guide for the refinement of state assessment policies for accommodating English language learners. Prepared for the LEP Partnership, U.S. Department of Education. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu

24. 24 Additional References Acosta, B., Rivera, C., & Shafer Willner, L. (2008). Best practices in state assessment policies for accommodating English language learners: A Delphi study. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available from http://ells.ceee.gwu.edu/.http://ells.ceee.gwu.edu/ Francis, D., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations for the use of accommodations in large-scale assessments. Houston, TX: Center on Instruction. Retrieved October 10, 2007, from http://www.centeroninstruction.org/files/ELL3-Assessments.pdf. http://www.centeroninstruction.org/files/ELL3-Assessments.pdf Kopriva, Emick, Hipolito-Delgado, and Cameron (2007). Do Proper Accommodations Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners. Educational Measurement: Issues and Practice, 26 (3), 11-20. Pennock-Roman, M. & Rivera, C. (2007). The Differential Effects of Time on Accommodated vs. Unaccommodated Content Assessments for English Language Learners. Rivera, C., Collum, E., Shafer Willner, L., & Sia Jr., J. K. (2006). An analysis of state assessment policies addressing the accommodation of English language learners. in C. Rivera & E. Collum (Eds.) State Assessment Policy and Practice for English Language Learners: A National Perspective. Lawrence Erlbaum Associates, Inc. Shafer Willner, L., Rivera, C., & Acosta, B. (2008). Descriptive study of state assessment policies for accommodating English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available from http://ells.ceee.gwu.edu/.http://ells.ceee.gwu.edu/