O ve r v i ew o f t h e 2 0 1 3 - 14
B u ildi ng B r i d ge s fo r t h e Fu t ure
Colorado Accommodation Manual
Assessment Accommodations
Section V Policy
Section VI TCAP
Section VII CoAlt
Accessing State Assessments
Policy, TCAP and CoAlt
September 5, 2013
In Colorado, participation of all students in state academic
assessment is specified in the state law ( C.R.S. 22-7-409):
( d ) ( I ) ( A ) … e v e r y s t u d e n t e n ro l l e d i n a p u b l i c s c h o o l s h a l l b e
re q u i re d t o t a k e t h e a s s e s s m e n t s a d m i n i s t e re d … a t t h e g r a d e l e v e l i n
w h i c h t h e s t u d e n t i s e n ro l l e d , a s d e t e r m i n e d b y t h e s c h o o l d i s t r i c t .
(B) Any student who is eligible for the state's alternate assessment
for students with disabilities, also known as the "CSAP -A", or other
a s s e s s m e n t a p p ro v e d b y r u l e b y t h e b o a r d a c c o r d i n g t o t h e a n n u a l
re v i e w o f t h e s t u d e n t ' s i n d i v i d u a l i z e d e d u c a t i o n p ro g r a m … s h a l l
i n s t e a d t a k e t h e C S A P - A o r t h e o t h e r a p p ro v e d a s s e s s m e n t .
Page 141
Formal Educational Plan
 Based on the student ’s education-related need (area of impairment),
not preference
 Created by a team which includes at a minimum
Page 143
 Parent/guardian
 Licensed educator responsible for student ’s academic instruction
 Student
 Based on empirical data that has been evaluated and found to provide
access to instruction and assessment
 Documented in formalized manner including but not limited to an IEP,
a 504 plan or an ELL plan.
 Reviewed annually, at a minimum, and changed as appropriate to
reflect current student education -related need based on up-to-date
empirical data
 Must be signed by team members to indicate attendance and
agreement
Participation
All students, grades 3 - 12, including students with disabilities and
students identified as English Language Learners, are included in
either the summative academic assessment or alternate
summative academic assessment.
90 Days
 Selected accommodations must be used during
instruction and on classroom and district assessments
least 90 days prior to use on the assessment.
 During this time the accommodation must be evaluated on an
ongoing basis through data documentation.
 The accommodation must be used routinely with sufficient
frequency to ensure the student can use it with fluency and
independence.
It should be recognized that introducing an accommodation at the time of
the assessment may actually hinder the student’s performance.
Standard Accommodations /
Accessibility Features
 May be used by any student who has a documented
need.
 Have been predetermined to maintain the validity,
reliability, integrity and comparability of the
assessment (doesn’t give unfair advantage).
Restricted Accommodations /
Accommodations
 IEP, 504 plan, English Language Learner (ELL) ONLY
 provide additional support for specific areas of weakness which
would make the assessment inaccessible without the additional
support
 students must to meet specific criteria which necessitate the
accommodation
 the criteria affirm the accommodation provides access and does
not provide an unfair advantage
Nonstandard Accommodations /
Unique Accommodations
 IEP, 504 plan ONLY
 Requested for less than .01% of students taking TCAP
annually
 Must not invalidate the construct or provide advantage.
TCAP
Presentation












Large Print
Extra-Large Print (Order through CDE)
Black & White; High Contrast (Order through CDE)
Color Overlay
Low-Vision Devices
Teacher Read Directions (available on CTB Navigator)
Oral Scripts (available on CTB Navigator)
Signing
Braille
Read Aloud to Self
Audio Amplification
Page 148
Text-to-Speech
Reading
 To look at carefully so as to
understand the meaning of
something written, printed
etc.
 To have such knowledge of
a language as to be able to
understand things written
in it
 To comprehend the meaning
of signs, symbols,
characters, etc.
Presentation Accommodations Not
allowed on the Reading Test:
• Oral Scripts
• Signing
• Text-to-Speech
These invalidate the construct.
“Teacher Read Directions”
“Oral Scripts”
“Teacher Read Directions”
“Oral Scripts”
Special instruction for Signing of Oral
Scripts.
Response
 Speech-to-Text (Transcribe)







Page 161
 restricted for writing
Brailler (Transcribe)
Assistive Technology (Transcribe)
Word Prediction (Transcribe)
 restricted for writing
Talking Calculator
Math Manipulatives
Abacus/Tactile Math Manipulatives
Scribe
 A scribe is only for those students who have a physical
disability that impacts their writing to the degree that they are
unable to write their own responses into the test booklets.
Math Manipulatives





touch math dots
items to count by ones (blocks, bears, beans, etc.)
positive integer number lines
1 – 100 chart
Refer to Abacus and/or Tactile Math Manipulatives for
students with a diagnosis of blindness/visual impairment .
Math manipulatives not listed above must be approved
through the nonstandard accommodation process.
Scribe
 Scribing cannot be used to compensate for:
 poor handwriting
 poor spelling
 difficulty with writing organization
 slow production
 lack of instruction in assistive technology use
 student’s resistance to performing writing tasks
Consider alternatives such as special paper (nonstandard) or
assistive technology
Students who use technology (word processor) to respond on a day -today based in the classroom and for assessments and who have the
appropriate documentation on their formal educational plans should use
technology in lieu of a scribe for state assessments.
Setting
 Sensory
 Pencil Grips or Large Pencils
 Noise Buffers
 Small Group
 Small groups may consist of 1 – 15
students using no accommodations or
the same accommodation.
Page 171
Timing
 Extended Time
 Time of Day
 Breaks: Multiple or Frequent (not stop the clock)
Page 176
Nonstandard Accommodations
Unique accommodations
that must be applied for
and approved annually by
CDE Office of Standards
and Assessments prior to
use on statewide
assessments.
Due to Assessment Unit
December 6, 2013
DO NOT SEND THESE TO CDE!
Accommodations
Nonstandard
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Nonstandard Accommodations
 Be specific
 Be individualized*
 Include documentation
DO NOT SEND THESE TO CDE!
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
*NOT based on a program, as in “all students in XXX program need the same
accommodation.”
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Instructional
Accommodations
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Assessment
Accommodations
Alex needs additional time, access to student based (one on one)
paraprofessional during testing, and answer choices labeled A, B, C, D
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Colorado School District
Mira Monroe
[email protected]
303-866-6709
Student
Any
0123456789
6th
ABC Middle School
O
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Nonstandard Accommodations
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
DO NOT SEND THESE TO CDE!
Accommodation Needs Change Over
Time
CoAlt
CoAlt
 The Colorado Alternate Assessments (CoAlt) is a standardsbased assessment designed specifically for students with
significant cognitive disabilities and is meant to provide a
picture of student performance to schools, districts, educators,
parents and the community.
‹#› CoAlt RWM
Participation
 It is important to remember that the term significant cognitive
disabilities is not a category under IDEA, nor is it synonymous
with the term Intellectual Disability (ID).
 Students must qualify to take the alternate assessment, and if
they do not meet all the qualifications they must take the
general assessment.
 SPED staff must work with the SPED facilitators to qualify students
for COALT
 Begin this process now!
Accommodations for CoAlt
 Do not read the reading test
Do not translate the reading test
 Do not write the writing test
Do not translate student answers
 Do not reduce the number of answer
choices
Questions?
33
O ve r v i ew o f t h e 2 0 1 3 - 14
B u ildi ng B r i d ge s fo r t h e Fu t ure
Colorado Accommodation Manual
Assessment Accommodations
ACCESS for ELLs
ACCESS for ELLs® is a secure large-scale English language
proficiency assessment given annually to Kindergarten through
12th graders who have been identified as English language
learners (ELLs). It provides educators and parents information
about the English language proficiency level in the language
domains of Listening, Speaking, Reading and Writing.
ACCESS Participation
 All students identified as English Language
Learners (LEP and NEP).
 Some students who are also identified with a disability
(IEP or 504 plan) may need additional support to access
the assessment.
 A very small number of students may qualify to take the
Alternate Access for ELLs. Must qualify for the CoAlt as their
academic measure. Must have an IEP.
Who can have accommodations for
accessing the ACCESS assessment?
 Students with an IEP
 Students with a 504
plan
ACCESS Listening
process, understand, interpret and
evaluate spoken language in a
variety of situations
ACCESS Speaking
engage in oral communication in a
variety of situations for a variety of
purposes and audiences
ACCESS Reading
process, understand, interpret, and
evaluate written language, symbols
and text with understanding and
fluency
ACCESS Writing
engage in written communication in
a variety of situation for a variety of
purposes and audiences
ACCESS Test Directions
Text in the Test Administers Script in bold
 May be translated into student’s native
language
 May translate into sign system
 Repeat
 Not allowed
 Explanation of directions in any language
(English and/or native language)
 Use directions that have been marked by
teacher
ACCESS Presentation Access
Test items – including introductory text and graphic supports
 Translation into sign

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
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


system (SEE or PSE only)
Reading of test in English
Use of yellow highlighters
Use of place markers
Large print
Magnification devices
Audio amplification
Read-aloud to self
 Not allowed
 Translation into
student’s native
language
 Bilingual dictionary
What about students with visual
impairments including blindness?
 Check list
 WIDA is having a meeting on September 19 – 20 and we
anticipate to have more information after that.
ACCESS Setting Access
 School personnel
familiar to student
 Non-school setting only
in extenuating
circumstances (public
library)
 MUST GET DAC APPROVAL
 D11 does not support the
testing of grievously ill
students
 In a separate room
 In a small group
 Preferential seating
 Individually
 Study carrel
 Special lighting
 Special acoustics
 Special furniture
 Equipment/technology
ACCESS Timing / Schedule Access
Flexibility with timing of test is permitted as documented on student’s IEP




More breaks as needed by student
Short-segment testing
Extended time within the same school day
Extended time over multiple days
 Not allowed for Speaking section
ACCESS Response Access
Devices and practices used to facilitate testing for student who have difficulty with bubbling
or writing in the correct area of the test book
 Braille writers
 Must be transcribed
 Computer, word
 Not allowed
 Tape recorders
 Student’s native language
processer
 Spell check – Off
 Grammar check – Off
 Dictionary/Thesaurus – Off
 Points/Indicates answers
 Scribe – for students
who meet the criteria
for all Colorado
Kinders may have assistance in bubbling if needed.
assessments
Social
Studies
Grades 4 & 7
Science
Grades 5 & 8
Colorado Measures of Academic
Success (CMAS)
Computer Based
The expectation is that most students will be taking the Colorado
Science and Social Studies Assessments using an electronic
platform (i.e., computer).
 Paper-based assessments will be available for a small number of
students who are unable to access the computer -based assessment for a
specific reason (for example, seizures from using a computer, need to
use braille, adaptive input does not work with test engine, etc.).
 Additionally, some accommodations are not yet available in the
computer-based testing environment and are only available via a paper based assessment. (Assistive Technology)
CMAS Vocabulary
 Tools
 Part of the test engine
 Available for all students
 Embedded Accommodations
 Part of the test engine
 Available to students with an IEP, 504 plan or identified as ELL
 Identified and turned on prior to testing
 Still seeking clarification from vendor on this.
 Locally Provided
 May be on the computer, or on a Paper/Pencil form
CMAS Tools
Embedded Tools for Computer-Based Testing in
CMAS Operational Administration
Windows
Spring
2014
Mac
iOS
Chrome OS
Fall
2014
Spring
2014
Fall
2014
Spring
2014
Fall
2014
Spring
2014
Fall
2014
TOOLS – Available for All Students
Eliminate Answer
Choice
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Flag Items for Review
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Magnification/
Enlargement Device
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Notepad
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Calculator - Scientific
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Calculator - Four
function with square
root
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Pencil tool
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Ruler
Inches/Centimeters
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Audio with Volume
Control
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Highlight tool
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Spell Check
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Writing Tools
(Cut/Copy/Paste)
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Line Guide
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Tools – Can be selected locally in the online platform prior to administration based on students individual
academic need
Text-to-Speech
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes













Eliminate answer choice
Flag items for review
Magnification/Enlargement
Notepad
Calculator
Pencil tool
Ruler
Audio with Volume Control
Highlight
Spell Check
Writing Tools
Line Guide
Text-to-Speech
CMAS Tools
Eliminate Answer Choice
Pencil Tool
CMAS Magnification / Enlargement
We do not know specifics of how it will work – only that
it will be available.
It will use the screen size provided – thus
a larger screen will be able to provide
larger text and graphics with less
scrolling.
CMAS Calculator
Older grades
Younger Grades
CMAS Text-to-Speech
 Speed, volume, and voice
options are available.
 Word-by-word highlighting
accompanies a continuous
read of the item text.
 Considerations
 Bandwidth
 Headphones
 Screen real estate
 Must be “turned on” locally
prior to the assessment
CMAS Embedded Accommodations
 Color Contrast Settings
Accommodations for Computer-Based Testing in
CMAS Operational Administration
Windows
Mac
iOS
Chrome OS
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
2014 2014
2014 2014
2014 2014
2014 2014
Embedded Accommodations – Can be selected by locally in the online platform prior to
administration according to a student’s 504, IEP, or English Learner Plan.
Color Contrast
Settings
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Spanish Audio
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Yes
Yes
Yes
Embedded Accommodations – do not need preselected
Spanish written
Responses
Yes
Yes
Yes
Yes
Yes
 Spanish Audio
 Spanish Written
Responses
CMAS Locally Provided
 Teacher Read
Directions
 Word-to-Word
dictionary
 Translated Oral
Script**
 Spanish Provided
 Other languages locally
translated
 As documented in the
IEP, 504 plan or ELA
plan
 Small group
 Extended time
 Multiple breaks
 Scribe (limited)
CMAS Teacher Read Directions
Teachers may read what is
in the yellow band on the
top of the screen.
CMAS Scribe
We do not know specifics of how it will work – only that
it will be available.
For students with a physical
disability that prohibits
them from accessing the
computer-based
assessment.
• Extreme fatigue
• Incompatible A.T.
CMAS Assistive Technology
** A number of “plug and play ” devices are being investigated for
compatibility with the computer -based test engine. A list of
compatible devices will be provided at a later time, once a
determination is made that a device works without error.
If you have a student that needs AT to access the computer, the
current recommendation is to plan on ordering a paper/pencil
assessment for the student – if their technology is deemed
compatible, the student should test on the computer and the
paper/pencil assessment returned unused.
As Documented in IEP, 504 plan or ELL
plan
Extended Time
Breaks
 Generously allotted
 Does not stop the clock
testing sessions
 Separate environment
CMAS Translated Oral Scripts
 Computer-based
 As long as the student is
responding in English or
Spanish
 Indicated prior to
testing in
PearsonAccess will
“force” onto one
form.
Locally provided
 Spanish
 Provided by CDE in
paper/pencil.
 Other languages and
sign language
 a script will be provided
for translation at the
local level
CMAS Small Group
PARCC Wording
Principals may determine if any
student requires one or more of
the following test administration
considerations regardless of the
student ’s status as a student with
a disability or who is an English
learner:
 Small group
 Frequent breaks
 Time of Day
 Separate or alternate location
 Specified area or seating
 Adaptive or specialized
equipment or furniture
Colorado Small Group
As documented in the IEP,
504 plan or ELL plan
If the plan does not give a
specific number consider:
 What is the small group size
used in instruction and on
classroom and district
assessments? What data do
you have that this child
needs a small group?
CMAS Paper/Pencil Accommodations
 Braille
 Speech-to-Text
 Word Prediction
 Locally translated
responses
CMAS: Remember
 There is no limit to what is
used in the classroom to help
students access instruction
BUT
 Accommodations on the
assessment must maintain the
construct of the assessment
 When in doubt, ask the DAC
Nonstandard Accommodations
December 6, 2013
 Be specific
 Be individualized
 Include documentation
of need – (IEP or 504)
 Have SASID (10-digit)
 Two signatures
 All the questions
answered
SEND TO JACQUELINE LAW, ASSESSMENT DIRECTOR, EDSS
Assessment Office Hot Line: 520-2080
[email protected]
Jacqueline Law
Director of Assessment
Office: 520-2414
Cell: 719-238-1633
Fax: 520-2388
[email protected]
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