updates and innovation for title iii programs spring conference for federal program directors and...
TRANSCRIPT
Updates and Innovation for Title III Programs
Spring Conference for Federal Program Directors and
Chief Instructional LeadersWaterfront Place Hotel, Morgantown, WV
Thursday, March 10, 201112:30 – 2:00 pm
Wharf AB
Agenda
• Overview: West Virginia Standards for High Quality Schools
• 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 PullinOffice of Information Systems
Accommodations Provision and Monitoring for
State and County Required Assessments
Melissa GholsonOffice 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) 6
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.
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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.8
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 2419.
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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.
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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.
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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 accommodationso Stopping the assessment if the student provides
no response to any portiono 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 Participation13
Accommodations Chart
WVEIS Code
Standard Conditions with AccommodationsKey: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 2Reading 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
PresentationPO2 Have test read out loud verbatim * A A A A A A A **PO3 Use Braille or other tactile form of print A A A A A A A A APO6 Have test presented through sign
language *A A A A A A A **
P13 Have test presented through text-talk converter (VI)
A A A A A A A **
FORM 1
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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.
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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.
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LEP Documentation LEP Assessment Participation Form
Page of School Year:
DATE_______________________
A. District and School Information District Name: School Name: LEP Committee Contact Names:
B. Student information Student Name Gender Student ID number Country of Origin Grade Native language
C. LEP Status* D. Native Language Status* E. Additional Factors*
*Refer to STEPS ONE and Two in the West Virginia Participation Guidelines, Additional Guidance for Assigning Accommodations
Beginning [Level 1] Advanced Beginning [Level 2] Intermediate [Level 3] Early Fluent [Level 4] Fluent [Level 5] Monitored Former LEP
Student
Limited Intermediate Strong
Comments:
PART VII: Statewide Testing: (Please check all appropriate boxes) 1) Indicate the appropriate WV Measures of Academic Progress Assessment (WV-MAP) and 2) Check standard conditions or standard conditions w/accommodations.
WESTEST 2 Grades 3-11 Alternate Assessment (APTA) Grades 3-8 & 11(MA & RLA) WESTEST 2 Online Writing Grades 3-11 Alternate Assessment (APTA) Grades 4, 6 & 11 (Science) A) Standard Conditions A) Standard Conditions B) Standard Conditions w/Accommodations B) Standard Conditions w/Accommodations
NOTE: For APTA eligibility, the student must exhibit significant cognitive disabilities, be instructed through Alternate Academic Achievement Standards and be pursuing a modified diploma (age 14+). APTA is large print formatted. Justification for APTA:
WVEIS Code
Standard Conditions with Accommodations Check all that apply
WVEIS Codes: P – Presentation R – Response T – Timing
Specify the test or the part of the test*
Direct Linguistic Support
P02 Read aloud test verbatim (except WESTEST 2 R/LA)
P15 Have directions only read aloud (acceptable for WESTEST 2 R/LA)
P18 Have directions rephrased by trained examiner
P23 Use approved bilingual word-to-word dictionary (except WESTEST 2 R/LA)
P24 Use electronic translator to present test (except WESTEST 2 R/LA)
P25 Use electronic translator to present directions only (acceptable for WESTEST 2 R/LA)
P26 Read aloud directions, passage and prompt (acceptable for Online Writing)
R02 Indicate responses to a scribe (for all selected-response items and WESTEST 2)
R04 Indicate responses to a scribe, specify all elements to be scored (constructed-response items)
R14 Use an electronic translator to respond (except WESTEST 2 R/LA)
R15 Use a bilingual word-to-word dictionary to respond (except WESTEST 2 R/LA)
Indirect Linguistic Support
T03 Take more breaks (no studying)
T04 Use extra time for any test
T07 Flexible scheduling, extra time within the same day (no studying)
Documentation of Assessment
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IEP Form Documentation
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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.
Middle Initial This student has no accommod. listed in WVEIS Student ID Number Student’s First Name Student’s Last Name A code is still in WVEIS which is no longer valid Underline the student’s name Circle accomm. that were given Asterisk acc. not used
Ref: WVS.326 Student Testing Options ASSESSMENT WITH
ACCOMODATION
Grade Level
This student does not take the Alt. Assessment; so she must take the WESTEST School Name This student is not in regular education This student will take the WESTEST w/ the listed accommod. Write “refused” if student refused an accommod.
CIMS ID Student Name School Class Regular Assessment Alternate W/ Accommodations
Assessment
120031111 ADKINS HELEN E TADPOLE ELE. 05 N Y N
NO DETAILS
120041111 HURT DONNIE A TADPOLE ELE. 05 N Y
P02 HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA)
T04 USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED) R05 USE AN ABACUS ALL PARTS MATHEMATICS TEST FOR BLIND STUDENTS
120021111 DAILEY AMANDA D TADPOLE ELE. 05 N Y
N
P02 HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA) T04 USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
T06 DO NOT USE THIS CODE
120021111 ELSWICK ERNIE B TADPOLE ELE. 05 N Y N
T04 USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED) 120021111 WEST LOUELLA A TADPOLE ELE. 05 N Y
N
P19 USE LARGE-PRINT EDITION OF TEST WHEN IT IS TYPICAL ACCESS
P16 HAVE DIRECTIONS PRESENTED THROUGH SIGN LANGUAGE FOR RLA TEST
P02 HAVE TEST READ ALOUD VERBATIM (EXCEPT RLA)
P15 HAVE DIRECTIONS ONLY READ ALOUD ON THE RLA TEST REFUSED
P18 HAVE DIRECTIONS REPHRASED BY A TRAINED EXAMINER
R16 MARK RESPONSES ON LARGE-PRINT TEST BOOKLET
*T04 USE EXTRA TIME FOR ANY TIMED TEST (NOT WESTEST, NOT TIMED)
Emma Lou Toadstool 5/18/05 Sign and date at the bottom of the report; return to school test coor.
RLA MATH SCIENCE Circle the Appropriate Subtest
Report Information from WVEIS
CTC&
Title IIISpecial 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
PrincipalBLC
• 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 IIISpecial Education Director
• Assure any errors within the reports are corrected in WVEIS
• Provide guidance during assessment
• Contact WVDE for technical support as per policy
PrincipalBLC
• 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 2340.
•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 IIISpecial Education
Director
• Examine returned reports and investigate any incident where accommodations were not provided. (1 week after testing)
• Submit investigations to OAAR (30 days)
PrincipalBLC
• 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.
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ExaminersFilling 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.
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Documentation of AccommodationsWVEIS Number Student Name School Number
Grade Level280019422 ALDRINS CHARLES A 402
07 WVEIS Accommodation Code WVEIS Code DescriptorP02 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.
InvalidationsFailing 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). 32
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).
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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
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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
WVS.326 Form
Learning Objects& Learning Objects Repository
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85 % of U.S. colleges offered online courses in 2006
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Current Content
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John Miller, Instructional Technology Coordinator