How Might Accommodation and Accessibility Decision-Making for - PowerPoint PPT Presentation

How Might Accommodation and Accessibility Decision-Making for English Language Proficiency Assessments be Impacted By Approaches Used with Other Assessments? National Conference on Student Assessment San Diego, CA June 2015 1

Session Abstract With states participating in up to three different assessment consortia and/or implementing their own assessments, there is potential for confusion among the different guidelines around valid and reliable selection of accommodation and accessibility features. This session examines convergences and differences among these guidelines and their potential impact on accommodations and accessibility features selection for English language learners (ELLs) taking the ACCESS for ELLs 2.0 English language proficiency (ELP) test. State panelists will share elements of the new WIDA accommodations and accessibility guidelines, showing how they were designed to complement both consortia guidelines and unaffiliated state guidelines and areas in which the WIDA guidelines were designed to address the unique nature of the ELP construct. State representatives will also share key concepts to be integrated in Title III and Special Education trainings in order to ensure the procedures used appropriately address accommodation and accessibility requirements specific to ELP assessments. 2 WIDA Consortium

Presenters • Dan Wiener, Massachusetts Department of Elementary and Secondary Education • Robert Fugate, Virginia Department of Education • Grace Gray, Alaska Department of Education & Early Development • Lynn Shafer Willner, WIDA Consortium 3 WIDA Consortium

2015-16 WIDA Consortium Transition to New Online ELP Assessment 4

Influence of Guidelines Document Analyses Performed during GW-CEEE ELL Accommodation Guidelines Refinement Work 2008-2012: Refined SEA ELL Accommodation Guidelines for Content Area Assessment… Directly 18 Indirectly 6 (SEAs used GW-CEEE resources to make refinements on own) by sharing resources 10 5 WIDA Consortium

Influence of 2009/2010 ACCESS by Design Framework Fedorchak, Hock, Russell work with NECAP states Key points: • Reduce post-hoc accommodation by using UDL principles and by embedding accessibility features within items and the online interface • Expand accessibility to move beyond focus on IEP or ELL status to focus on diverse student needs 6 WIDA Consortium

WIDA Approach to Accessibility and Accommodations 1. Improved accommodation support for ELLs who have IEPs or 504 plans 2. Extended range of accessibility supports for all ELLs taking the assessment 7

Extend ¡Accessibility ¡Support ¡to ¡All ¡ELLs ¡ Taking ¡ACCESS ¡for ¡ELLs ¡2.0 ¡ Allowed only to students Accommodations with IEPs or 504 plans Accessibility Tools ¡ Test Allowed to all ELLs Administration Procedures ¡ Universal Design for Learning (Built into Test Directions and Items) ¡

Framework ¡Comparison ¡ ¡ ¡ Alaska, Minnesota, Virginia ACT (Grades 3-8) ELL-­‑Responsive ¡Support ¡ Accommodations Direct ¡Linguis-c ¡Support ¡ Accommoda-ons ¡ Accessibility Indirect ¡Linguis-c ¡Support ¡ Tools ¡ Accommoda-ons ¡ Test ¡Administra-on ¡ Procedures ¡ Test Administration Smarter Balanced Procedures ¡ PARCC Universal Design for Learning (Built into Test Directions and Items) ¡ WIDA

How ¡Might ¡AccommodaGon ¡and ¡ Accessibility ¡Decision-­‑Making ¡for ¡ English ¡Language ¡Proficiency ¡ Assessments ¡be ¡Impacted ¡By ¡ Approaches ¡Used ¡with ¡Other ¡ Assessments? ¡

Accommodations Decisions on English Proficiency and Content Area Tests Dan Wiener Administrator of Inclusive Assessment CCSSO NCSA June 2015

Topics and Perspectives ê Massachusetts is a member of both PARCC and WIDA • Both consortia are launching new online tests in a predominantly paper-based state. ê Title I vs. Title III: What’s the difference? ê What can each learn from the other re accessibility? ê Accommodations on both tests: More alike than not, with some important distinctions ê What factors have shaped state policies and decision-making on accessibility this time around? 12 ê Focus on: online testing, extended time, and need for consistency across states Massachusetts Department of Elementary and Secondary Education

Is ELP assessment just another ELA test? English Proficiency Academic Content Assessments Assessments Grades K-12, including Grades 3-high school Listening and Speaking English language proficiency ELA (Literacy) and Mathematics (i.e., language of content (i.e., knowledge of subject areas ) is assessed matter) is assessed Emphasis on vocabulary, Emphasis on application of grammar, mechanics, usage knowledge, concepts, skills 13 Locate answers in the text Analyze, interpret, infer from text Massachusetts Department of Elementary and Secondary Education

Accommodations on content and ELP tests More alike than not … with important differences: ê Language translations not allowed for ELP, but sometimes allowed for content area tests (by state policy). • Bilingual word-to-word dictionaries not allowed for ELP • For ELP, ASL not allowed and Braille somewhat controversial ê Reading aloud to students • Reading test: Allowed for some students on content test, but not for ELP • Number of oral repetitions may be a consideration (for Listening and Speaking tests) 14 ê Untimed vs. timed: the trade-off • Balance needs of some students vs. time away from instruction Massachusetts Department of Elementary and Secondary Education

Sample ACCESS Reading Test Item (Grade 2-3: Language of Math ) Why do the children multiply by 2? - WIDA Sample 15 Test Item Massachusetts Department of Elementary and Secondary Education

Sample ACCESS Reading Item (Grade 6-8: Language of Science ) - WIDA Sample Test Item 16 What happens after rain falls to the Earth’s surface? Massachusetts Department of Elementary and Secondary Education

Innovative Accommodations for English Learners on PARCC ê PARCC Mathematics tests can be read aloud to any student, including ELLs • Eliminates the need to read text in Math word problems • Verbal and listening skills develop earlier than literacy. ê English learners can: • have a scribe for Math test responses. • have directions clarified in their native language. • use approved bilingual word-to-word dictionaries (from annually updated list available at: www.doe.mass.edu/mcas/testadmin/lep-bilingual-dictionary.pdf) 17 ê Timed tests, but extended time for students with disabilities and English learners.

What Have We Learned About Accessibility? ê New tests provide an opportunity to “reset the clock” on accommodations policies. • Incorporate the lessons of ~20 years of testing ê Computer-based testing provides new possibilities and choices, but… • Schools that lack sufficient technology, or do not teach technology skills, will be left behind. ê Possible financial benefits for consortium members, and opportunities to share with like-minded professionals, but also significant loss of control 18 ê Potential for using embedded and external assistive technologies, but challenges remain Massachusetts Department of Elementary and Secondary Education

What do new ELP and content tests have in common? The number of accommodations is shrinking! ê Increased choices and options for most students • Online or paper—matching students to the right format. ê Changing perspectives on accommodations • Availability: Online tools and variations in test administration for all students (parallel accessibility features on paper tests) • Self-determination: Students select which tools to use, even as they test. • Flexibility: Schools decide whether to test students in separate rooms, in smaller groups, and individually. • Respect for students: Students take breaks during testing; 19 adults redirect students’ attention to test. • Consistency: Consortium members all follow the same accessibility policies. Massachusetts Department of Elementary and Secondary Education

Contact Information MA Department of Elementary and Secondary Education – Student Assessment (781-338-3625) Dan Wiener – dwiener@doe.mass.edu n General Inquiries – mcas@doe.mass.edu n ESE Website – www.doe.mass.edu n 20 Massachusetts Department of Elementary and Secondary Education

How to Train on ELP Assessment Accommodations: Building on What We Learned from Training on Accommodations for LEP Students for the the Virginia Statewide Content Assessments Robert Fugate, LEP Assessment Specialist 
 Virginia Department of Education

Question How can the procedures for determining appropriate accommodations for LEP students on statewide content assessments inform the process for determining appropriate accommodations for LEP students on an ELP assessment? - 22 -

Training Module Design for Accommodations for LEP Students on Statewide Content Assessments The Virginia Department of Education training includes nine modules: 1. Anticipatory Activities 2. An Overview of Assessment Participation and Testing Accommodations Available to LEP Students 3. The LEP Committee 4. LEP Students: A Broad Overview 5. Evidence-Based Decision Making and Developing an LEP Student Profile - 23 -