Testing and Special Populations (B-2)

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Testing and Special Populations(B-2)

• Ohio Department of EducationOffice of
  AssessmentSeptember 2008
• 09-05-08

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Purpose of this Session

• Highlight main topics related to testing of
  special populations
• Students with disabilities
• General test administrationOAT and OGT
• Alternate assessment for students with
  significant cognitive disabilities
• Limited English proficient students
• Ohio Test of English Language Acquisition (OTELA)
• General test administrationOAT and OGT

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Assessment Accommodations
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The Goal Include All Students in Instruction and
Assessments

• To include all students in standards-based
  instruction and assessments
• Provide accommodations during instruction and
  assessment to increase access

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Assessment Accommodations

• Accommodations are changes made in how a student
  has access to the curriculum or demonstrates
  learning.
• Accommodations provide equal access to learning,
  do not substantially change the instructional
  level or content,
• Are based on individual strengths and needs, and
  may vary in intensity or degree,
• In testing situations, accommodations are changes
  in format, response, environment, timing, or
  scheduling that do not alter in a significant way
  what the test measures or the comparability of
  the scores.
• (Batshaw, 2002, p. 603emphasis added)

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Assessment Accommodations

• Definition Accommodations are practices and
  procedures in the areas of
• presentation
• response
• setting
• and timing/scheduling
• that provide equitable instructional and
  assessment access for students with disabilities.
  
• Accommodations reduce or eliminate the effects of
  a students disability and do not reduce learning
  expectations.

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Assessment Accommodations Applications

• The use of accommodations is linked through each
  of these areas

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Criteria for Allowable Assessment Accommodations
in Ohio Statewide Testing

• Accommodations in test format and/or test
  administration procedures can be made to
  facilitate the needs of an individual student
• If the student is identified as LEP and/or
• if such accommodations are specified in the IEP
  or 504 Plan and
• are consistent with criteria established in Ohio
  Administrative Code Rule 3301-13-03.
• Any accommodation that gives a student identified
  as LEP and/or with disabilities an unreasonable
  advantage is not allowable because it does not
  allow for valid assumptions to be made from the
  results.

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Criteria for Allowable Assessment Accommodations
in Ohio Statewide Testing

• The accommodation must be typically afforded to
  the student in the classroom for classroom and
  district-wide tests.
• The accommodation cannot change the content or
  structure of the test.
• The accommodation cannot change what the test is
  intended to measure.
• The accommodation cannot change or enhance the
  students response.

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Elements of State Testing Program That Supports
Accommodations
Presentation accommodations Special Version
test formats

• Large-print text
• Spanish/English test booklets (OAT)
• Braille
• English audio CD (for standardized read-aloud
  accommodation)
• Foreign language CDs (LEP)
• Oral translation scripts (LEP)

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Accommodations Categories

• Presentation accommodations
• Allow students to access information in ways that
  do not require them to visually read standard
  print. These alternative modes of access are
  auditory, multisensory, tactile, and visual.

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Accommodations Categories

• Response accommodations
• Allow students to complete assignments, tests and
  activities in different ways or to solve or
  organize problems using some type of assistive
  device or organizer.

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Accommodations Categories

• Setting accommodations
• Change the location in which a test or assignment
  is given or the conditions of the assessment
  setting.

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Accommodations Categories

• Timing/scheduling accommodations
• Increase the allowable length of time to complete
  a test or assignment and may also change the way
  the time is organized.

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Dos and Donts When SelectingAccommodations
Domake accommodation decisions based on individualized needs. Dontmake accommodations decisions based on whatever is easiest to do (e.g., preferential seating).
Doselect accommodations that reduce the effect of the disability to access instruction and demonstrate learning. Dontselect accommodations unrelated to documented student learning needs or accommodations intended to give students an unfair advantage.
Dobe familiar with the types of accommodations that can be used as both instructional and assessment accommodations. Dontassume that all instructional accommodations are appropriate for use on assessments.
Dobe specific about the Where, When, Who, and How of providing accommodations. Dontsimply indicate an accommodation will be provided as appropriate or as necessary.
Dorefer to state accommodations policies and understand implications of selections. Dontcheck every accommodation possible on a checklist simply to be safe.
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Dos and Donts When SelectingAccommodations
(Cont.)
Doprovide accommodations for assessments routinely used for classroom instruction. Dontprovide an assessment accommodation for the first time on the day of a test.
Doselect accommodations based on specific individual needs in each content area. Dontassume certain accommodations, such as extra time or scribing, are appropriate for every student in every content area.
Doevaluate accommodations used by the student. Dontassume the same accommodations remain appropriate year after year.
Doget input about accommodations from teachers, parents and students and use it to make decisions at IEP team or 504 planning committee meetings. Dontmake decisions about instructional and assessment accommodations alone.
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Web Site Resources for Assessment Accommodations
Issues

• Office for Exceptional Children
• State-Wide Assessment Accommodations
• Office of Assessment
• Ohio State-Wide Testing Program Rules Book

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Alternate Assessments
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Alternate Assessments

• Nonscorable assessments (NSA).
• High levels of proficiency overall.
• Ensure alignment between collection-of-evidence
  page and what is submitted.
• ODE continues to strongly recommend three pieces
  of evidence per entry based on 2006, 2007 and
  2008 results.

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Nonscorable (NSA) Assessments

• An Alternate Assessment is nonscorable when
• Evidence is not linked to the content
  standard/benchmark/application identified.
• One or more of the required entries is/are
  missing (ODE recommends using three pieces of
  evidence per entry).
• An insufficient amount of evidence to determine a
  score is provided.
• Incomplete or inaccurate evidence is submitted.

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AASWD for 20082009

• The Statewide Student Identifier (SSID) is
  required for the AASWD.
• Pre-ID labels available for AASWD (requires
  submission of Pre-ID files).
• Specific content standards have been designated
  for each grade level assessed.
• Collection of Evidence Student Answer Document
  (COESAD) and Entry Sheets will now be grade-level
  specific.
• COESAD will be used for scoring (not the Entry
  Sheets).
• Teachers will not be allowed to retain copies of
  evidence submitted (these are considered secure
  testing responses).

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Required Testing in 20082009
Alternate Assessments for Students with
Disabilities (AASWD)
Grades 3 and 6 Reading and Math
Grades 4 and 7 Reading, Writing and Math
Grades 5 and 8 Reading, Math, Science, and Social Studies
Grade 10 (OGT) Reading OR Writing, Math, Science, and Social Studies
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Ohio AASWD for 20082009
Entry 1 Entry 2 Entry 3 Entry 4
Grade 3 Reading Phonemic Awareness Reading Reading Process Mathematics Number and Number Sense Mathematics Geometry and Spatial Sense
Grade 4 Reading Literary Text Writing Writing Process Mathematics Data Analysis and Probability Mathematics Patterns, Functions and Algebra
Grade 5 Reading Informational Text Mathematics Measurement Science Life Science Social Studies Geography
Grade 6 Reading Literary Text Reading Acquisition of Vocabulary Mathematics Number and Number Sense Mathematics Patterns, Functions and Algebra
Grade 7 Reading Informational Text Writing Writing Applications Mathematics Data Analysis and Probability Mathematics Measurement
Grade 8 Reading Reading Process Mathematics Geometry and Spatial Sense Science Earth Science Social Studies History
Grade 10 (OGT) Reading Informational Text OR Writing Writing Conventions Mathematics Patterns Functions and Algebra Science Physical Science Social Studies Economics
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AASWD Collection of Evidence Student Answer
Document Sample (Used for Grades 38)
Grade 3
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AASWD Collection of Evidence Student Answer
Document Sample
OGT
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Visual Representation of COE 20082009
Grade 3
optional
1
2
3
Reading
Reading
optional
optional
Mathematics
Mathematics
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Visual Representation of COE 20082009
Grade 4
optional
1
2
3
Reading
Writing
optional
optional
Mathematics
Mathematics
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Visual Representation of COE 20082009
Grade 5
optional
1
2
3
Reading
Mathematics
optional
optional
Science
Social Studies
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Visual Representation of COE 20082009
Grade 6
optional
1
2
3
Reading
Reading
optional
optional
Mathematics
Mathematics
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Visual Representation of COE 20082009
Grade 7
optional
1
2
3
Reading
Writing
optional
optional
Mathematics
Mathematics
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Visual Representation of COE 20082009
Grade 8
optional
1
2
3
Mathematics
Reading
optional
optional
Science
Social Studies
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Visual Representation of COE
OGT
optional
1
2
3
3
Mathematics
Reading or Writing
optional
optional
Social Studies
Science
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Alternate Assessment Schedule 20082009

• Preparing Collection-of-Evidence Period
• Recommend 1216 weeks (beginning as early as
  September 2008)
• Enrollment period Pre-ID file submission
• OAT SchoolHouse (Pearson) Nov. 3Dec. 5, 2008
• OGT TIDE (DRC) Nov. 3Nov. 14, 2008
• Binders and support materials delivered
• Jan. 2009
• Materials back to contractors for scoring (OAT
  and OGT)
• March 6, 2009
• Reports to districts
• May 6, 2009

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ODE Contacts

• Alternate Assessments
• 614-466-0223
• Andrew Hinkle (andrew.hinkle_at_ode.state.oh.us)
• Wendy Stoica
• (wendy.stoica_at_ode.state.oh.us)

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Web Site Resources for Alternate Assessments

• Resources, administration manuals and support
  materials at ODE Web site
• www.ode.state.oh.us search keywords
• alternate assessments

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Testing of Limited English Proficient (LEP)
Students

• Two required areas of testing

• English Language Proficiency AssessmentOhio Test
  of English Language Acquisition (OTELA)
• Participation in State Assessments

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Testing of LEP Students
Ohio Test of English Language Acquisition (OTELA)

• Required annual English Language proficiency
  assessment under Federal Title III and NCLB
• Required for all identified LEP students
• Is not to be used as an intake or placement
  assessment tool

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Testing of LEP Students
Ohio Test of English Language Acquisition (OTELA)

• Dates of Administration grade bands K12
• January 19March 13, 2009 note changeall grade
  bands same test administration period
• March 16 is deadline for materials pickupno
  changes acceptedmaterials picked up after this
  date will not be scored
• No modified dates
• Four domains Reading, Writing, Speaking, and
  Listening
• Test material ordering processTIDE

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OTELA K2 Band

• Teacher Inventory/Observational Scale for each
  domain.
• K2 will be self-scored and recorded on scannable
  sheets sent to the test vendor.

Grade Band Subject/Domain of Inventory Items
Kindergarten Reading 14
Writing 9
Listening 7
Speaking 8
12 Reading 14
Writing 9
Listening 7
Speaking 8
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OTELA 312 Grade Bands

• These domains may be group administered (Reading,
  Writing, Listening).
• Speaking must be individually administered.
• Test vendor scores and reports.
• Results available online May 13.

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OTELA Field Test
Field-test questions will be added to each domain

• Reading 46 questionspassage
• Writing 46 questionsprompt
• Listening 46 questions
• Speaking 4-6 questions

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OTELA Grade Bands 312 Formats
Estimated Time in Minutes Includes Field Test Subjects Domains Number of Items per Grade Band MC Multiple Choice Number of Items per Grade Band MC Multiple Choice Number of Items per Grade Band MC Multiple Choice
Band 35 Band 68 Band 912
40 R 20 MC field test 20 MC field test 20 MC field test
Notes Group Setting Notes Group Setting Notes Group Setting Notes Group Setting
60 W 9 MC 2 writing prompts field test 9 MC 2 writing prompts field test 9 MC 3 writing prompts field test
Notes Group Setting Notes Group Setting Notes Group Setting Notes Group Setting
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OTELA Grade Bands 312 Formats
Estimated Time in Minutes Includes Field Test Subjects Domains Number of Items per Grade Band MC Multiple Choice Number of Items per Grade Band MC Multiple Choice Number of Items per Grade Band MC Multiple Choice
Band 35 Band 68 Band 912
35 L 18 MC field test 18 MC field test 20 MC field test
Notes Group Setting, requires use of audio CD player to play listening prompt CD Notes Group Setting, requires use of audio CD player to play listening prompt CD Notes Group Setting, requires use of audio CD player to play listening prompt CD Notes Group Setting, requires use of audio CD player to play listening prompt CD
35 S 12 tasks field test 12 tasks field test 12 tasks field test
Notes Individual Setting, requires use of audio CD player to play listening prompt CD and may require use of cassette recorder to record student responses for teacher scoring Notes Individual Setting, requires use of audio CD player to play listening prompt CD and may require use of cassette recorder to record student responses for teacher scoring Notes Individual Setting, requires use of audio CD player to play listening prompt CD and may require use of cassette recorder to record student responses for teacher scoring Notes Individual Setting, requires use of audio CD player to play listening prompt CD and may require use of cassette recorder to record student responses for teacher scoring
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LEP Student Participation in State
AssessmentsOAT and OGT

• Accommodations of dictionary and extended time
  for all
• Additional accommodations for eligible students
• English read-aloud (in person or CD audio) fall
  and spring OAT and OGT
• Translated versions of tests (in person or CD
  audio for certain languages) (OAT CD spring only)
  
• Bilingual tests in Spanish for students
  instructed in bilingual settings (OAT spring only)

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Which LEP Students Are Eligible for Additional
Accommodations on State Assessments?

• LEP students who are eligible for additional
  accommodations are those students who
• have been enrolled in U.S. schools for less than
  three years, and
• are at the beginning or intermediate level in
  Reading and Writing on an assessment of English
  language proficiency

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Additional Accommodations for Eligible LEP
Students

• Grades 38 Achievement Tests
• Grade 3 Reading Fall Administrations
• English audio forms (CDs) available (to help with
  read-aloud accommodation)
• English read-aloud accommodation allowed
• Oral translators allowed at district expense

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Additional Accommodations for Eligible LEP
Students (Cont.)

• Grades 38 Achievement Tests
• Grades 38 spring administrationall subjects
• Translated forms (CDs) available for most
  prevalent languages for eligible students
• Spanish, Somali, Korean, Japanese, and Ukrainian
• English audio forms (CDs) available
• English read aloud accommodation allowedForm A
  test booklet is required
• Spanish bilingual form available
• Oral translators allowedreimbursement provided

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Additional Accommodations for Eligible LEP
Students (cont.)

• OGT
• Translated forms (CD) available
• Fall 2008Spanish, Somali and Arabic
• Spring 2009based on fall 2008 language survey of
  districts by test vendors
• Form 1 test booklet for all special versions in
  spring only
• English audio forms (CD) available in fall and
  spring administrations
• English read-aloud accommodation allowed in all
  administrations
• Oral translators allowed in all administrations

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Form A

• When do you need Form A?
• Spring OAT special versions
• Why do you need Form A?
• to ensure student test booklets match the CD or
  test administrator test booklets

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Ongoing Questions About Accommodations for LEP
Students

• When should accommodations be used (and which
  ones)?
• Who makes the decision about accommodations?

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(No Transcript)
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Web Site Resources for LEP Testing Issues

• www.ode.state.oh.us search keywords
• OTELA
• Special formats
• Testing rules book

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ODE Contacts

• 614-466-0223
• OTELA and Special Versions OAT
• Paula Mahaley
• paula.mahaley_at_ode.state.oh.us
• Special Versions OGT
• Wendy Stoica
• wendy.stoica_at_ode.state.oh.us