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Accommodations. State Assessment Accommodations The Role of School Assessment Coordinator Documentation & Decisions Office of Planning & Assessment Boulder Valley School District November 2, 2011. Agenda. The School Assessment Coordinators’ Role Purpose for accommodation

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  1. Accommodations State Assessment Accommodations The Role of School Assessment Coordinator Documentation & Decisions Office of Planning & Assessment Boulder Valley School District November 2, 2011

  2. Agenda • The School Assessment Coordinators’ Role • Purpose for accommodation • Criteria for using accommodations on state assessments • Resources to support decisions around accommodations • Testing requirements for state assessments • Accommodations available for students on state assessments • What’s new for state approved accommodations? • Nonstandard accommodations for state assessments

  3. The School Assessment Coordinator • Record Keeper, maintain documentation for a year • Accommodation Tracking Forms • Document for Unforeseeable Circumstances • Scheduling for accommodations during testing • CDE 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 identifying who made the decision? • Is it clear that accommodation use is monitored throughout the year? • Information flows through SAC • Support from Administrator(s) and Special Ed Liaisons • Train proctors to deliver accommodations during testing

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

  5. 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

  6. Criteria to use Accommodations on State Assessments • Must be based uponindividualstudent’s identifiable need(s). • May notbe 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 processconducted by an educational teamwho 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 • New Accommodations Plan combined with Documentation of Regular Classroom/Assessment Accommodations for students in the RTI process. Note: Teacher’s grade book is NOT sufficient documentation. Limited use of “Assessment form.”

  7. Criteria for State Accommodations… • Must be used regularlyduring 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 14: Grade 3, Reading • December 5: Grade 3 Writing & Math, Grades 4-10 • December 1: Non-Standard Accommodation form due • January 27: Grade 11, ACT • Must be a standard accommodation allowed during TCAP or an approved non-standard accommodation (only available for IEP or 504).

  8. Accommodation Resources http://www.bvsd.org/assessment/Pages/default.aspx District Resources • Power Point & Informational Forms • Testing Options for State Assessments • Eligibility considerations for standard accommodations • Scribe Eligibility State Assessment Publications • Colorado Accommodations Manual • Part 2: State Assessment Accommodations • ELL Accommodations Guide • CO Procedures Manual

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

  10. Scribe Criteria The student must have an IEP or a 504 Plan The student is physically unable to writein 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.

  11. What’s new for Accommodations • All accommodations used on TCAP should be marked on the student data grid; similar to procedures for CSAPA last year • Clarified language in Section 7: Special Instructions for selected accommodations (begins on page 68 in CO Accommodations Manual) • Assistive Technology (page 74-75) • Word Prediction w/audio & w/out audio (page 81-82) • Scribe restrictions, only for students with IEP or 504 plan (pages 79-80) • Using Sign Language with Oral Scripts (page 73) • New Code in Section 6, Chart for Standard Accommodations allowed on TCAP (R = Restricted) • Reminder: Flow Chart for determining eligibility for CoALT/CSAPA (pages 9-11 in CO Accommodations Manual) • Updated Non-Standard Accommodation From

  12. What are 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: tracking devices, visual cues to stay on task, 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 dueDec. 1

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