ACCOMMODATIONS AND SUPPORTS: TRANSITION FROM STAR TO SBAC
|
|
|
- Osborn Harmon
- 7 years ago
- Views:
Transcription
1 ACCOMMODATIONS AND SUPPORTS: TRANSITION FROM STAR TO SBAC List all necessary accommodations (universal tools, designated supports, or accommodations) on the IP. Testing Support-STAR CST CMA Test administration directions that are simplified or clarified (does not apply to test questions) Student marks in test booklet (other than responses) including highlighting Universal Tools STUDNTS Access to the Test Instructions and Help screen at any time Digital epad- Global notes- Highlighter- Strikethrough- Mark for Review- Scratch paper- Supports-SLCTD STUDNTS + IP, 504 Test students in a small group setting Separate Setting- xtra time on a test within a testing day Test individual student separately, provided that a test examiner directly supervises the student Visual magnifying equipment 1 1 Breaks- and (There is no limit on a number of breaks that a student might be given.) 1 1 Separate Setting- Magnification- and ONLY IP and 504 Test (1) ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. Designated Supports can be used by some students. can be used by students with an IP or 504 plan. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page 1
2 Testing Support-STAR CST CMA Audio amplification equipment 1 1 Universal Tools STUDNTS Volume Control is embedded where applicable Supports-SLCTD STUDNTS + IP, 504 Noise buffers (e.g., individual carrel or study enclosure) 1 1 Separate Setting- Special lighting or acoustics; special or adaptive furniture 1 1 Separate Setting- Colored overlay, mask, or other means to maintain visual attention Manually Coded nglish or American Sign Language to present directions for administration (does not apply to test questions) Student marks responses in test booklet and responses are transferred to a scorable answer document by an employee of the school, district, or nonpublic school Student dictates multiple-choice question responses orally, or in Manually Coded nglish to a scribe, audio recorder, or speech-to-text converter for selected-response items Word processing software with spell and grammar check tools turned off for the essay responses (writing portion of the test) ssay responses dictated orally or in Manually Coded nglish to a scribe, audio recorder, or speech-to-text converter and the student provides all spelling and language conventions Color Contrast- and Color Overlays Translated Test Directions- (For math items) ONLY IP and 504 Scribe- Spell Check- Scribe- Test (1) ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan for use on the examination, standardized testing, or for use during classroom instruction and assessment. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page 2
3 Test (1) Testing Support-STAR CST CMA Assistive device that does not interfere with the independent work of the student on the multiple-choice and/or essay responses (writing portion of the test) Universal Tools STUDNTS Supports-SLCTD STUDNTS + IP, 504 ONLY IP and 504 Devices are under review for certification Braille transcriptions provided by the test contractor Braille Large-print versions or test items enlarged (not duplicated) to a font size larger than that used on large print versions Test over more than one day for a test or test part to be administered in a single sitting Breaks- and Supervised breaks within a section of the test Breaks- and Administration of the test at the most beneficial time of day to the student Magnification- xpandable passages- Zoom- Separate Setting- Test administered at home or in hospital by a test examiner Separate Setting- Manually Coded nglish or American Sign Language to present test questions and answer options Test questions and answer options read aloud to student or used audio CD presentation Calculator on the mathematics tests Calculator on the science tests 2 Grade 5 only Calculator- (For calculator allowed items only) Text-Speech- (LA Items-not passages and Math Items) or Read Aloud- American Sign Language- (LA listening and Math items) Text-Speech- (for LA reading passages grades 6-8 and 11) or Read Aloud- Calculator- (For calculator allowed items only) ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. Designated Supports can be used by some students. can be used by students with an IP or 504 plan. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page
4 Test (1) Testing Support-STAR CST CMA Arithmetic table or formulas (not provided) on the mathematics tests Dictionary Arithmetic table or formulas (not provided) on the science tests Math manipulatives on the mathematics tests 2 Universal Tools STUDNTS nglish Dictionary- and (for LA performance task full writes) Supports-SLCTD STUDNTS + IP, 504 Bilingual Dictionary- (For LA performance task full writes) ONLY IP and 504 Multiplication Table (for Math items beginning in grade 4) Math tools- (protractor and ruler) Scratch paper (Graph paper is required beginning in 6 th grade and can be used on all math assessment) Math manipulatives on the science tests 2 Word processing software with spell and grammar check tools enabled on the essay responses writing portion of test ssay responses dictated orally, in Manually Coded nglish, or in American Sign Language to a scribe audio recorder, or speech-to-text converter (scribe provides spelling, grammar, and language conventions) Assistive device that interferes with the independent work of the student on the multiple-choice and/or essay responses Spell Check- (for LA items) Scribe Speech to Text Devices are under review for certification ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan for use on the examination, standardized testing, or for use during classroom instruction and assessment. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page 4
5 Testing Support-STAR CST CMA Additional supervised breaks within a testing day or following each section (STAR) within a test part provided that the test section is completed within a testing day. A test section is identified by a STOP at the end of it. nglish learners (Ls) may have the opportunity to be tested separately with other Ls provided that the student is directly supervised by an employee of the school who has signed the test security affidavit and the student has been provided such a flexible setting as part of his/her regular instruction or assessment. Additional supervised breaks within a testing day or following each section (STAR) within a test part provided that the test section is completed within a testing day. A test section is identified by a STOP at the end of it. nglish learners (Ls) may have the opportunity to be tested separately with other Ls provided that the student is directly supervised by an employee of the school who has signed the test security affidavit and the student has been provided such a flexible setting as part of his/her regular instruction or assessment. Access to translation glossaries/word lists (nglish-toprimary language). Glossaries/word lists shall not include definitions or formulas. Universal Tools STUDNTS Breaks- and (There is no limit on a number of breaks that a student might be given.) Breaks- and (There is no limit on a number of breaks that a student might be given.) nglish Glossary- Thesaurus- Supports-SLCTD STUDNTS + IP, 504 Separate Setting- Separate Setting- Translation Glossary- (Math items only) ONLY IP and 504 Test (1) ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. Designated Supports can be used by some students. can be used by students with an IP or 504 plan. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page 5
6 Testing Support- W with SBAC CST CMA Universal Tools STUDNTS Masking NA NA Masking- Turn off any Universal Tools NA NA Supports SLCTD STUDNTS + IP, 504 Turn off any Universal Tools- ONLY IP and 504 Closed Captioning NA NA Closed captioning- Abacus NA NA Abacus- Alternate Response Options NA NA Alternate Response Options- Print on Demand NA NA Print on demand- Test (1) ligible students shall be permitted to take the examination/test with accommodations if specified in the eligible student s IP or Section 504 plan for use on the examination, standardized testing, or for use during classroom instruction and assessment. For the STAR Program (CST and STS only) and CLDT, eligible students shall be permitted to take the tests with modifications if specified in the eligible student s IP or Section 504 plan. Universal Tools can be used by all students. List necessary accommodation on the IP, regardless of SBAC label. mbedded-tools offered through the SBAC assessment technology platform. Page 6
Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress for 2014 15
Matrix One: niversal Tools, esignated Supports, and ccommodations for the CSPP for 2014 15 (Revised: March 12, 2015) niversal Tools, esignated Supports, and ccommodations for the California ssessment of
SAN DIEGO UNIFIED SCHOOL DISTRICT CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT) ADMINISTRATION, 2016-2017 SCHOOL YEAR
ADMINISTRATIVE CIRCULAR NO. 74 SAN DIEGO UNIFIED SCHOOL DISTRICT Date: April 0, 016 To: Subject: Department and/or Persons Concerned: All School Principals CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 11 Information on District-Wide Assessments / Graduation Requirements TABLE OF CONTENTS Question Page 1. What is STAR testing and how will it affect
Universal Tools, Supports, and Accommodations For MSP Science Online Assessment, 2015-2016
Universal Tools, Supports, and Accommodations For MSP Science Online Assessment, 2015-2016 Table 1: Universal Tool Amplification Highlighter Keyboard Navigation Mark for Review Strikethrough Table 2: Universal
Computer-Based Testing Accessibility Planning Tool
Computer-Based Testing Accessibility Planning Tool Students taking Ohio s state tests may use a number of accessibility features, including administrative considerations, universal tools, designated supports
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Prepared with the assistance of the National Center on Educational Outcomes July 1, 2016 Table of Contents Table of
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Prepared with the assistance of the National Center on Educational Outcomes August 25, 2015 Table of Contents Table
APPENDIX H MCAS TEST ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
APPENDIX H MCAS TEST ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES MCAS Test Accommodations for Students with Disabilities A. Definition and Purpose of Test Accommodations A test accommodation is a change
Assessment of Oregon s Students with Disabilities: Information and Updates
Assessment of Oregon s Students with Disabilities: Information and Updates Oregon Department of Education Office of Learning Fall 2013 Welcome Introductions Structure of this session 1 Objectives Overview
Guidelines on Tools, Supports, & Accommodations
Guidelines on Tools, Supports, & Accommodations FOR state assessments 2014-2015 Guidelines for decisions regarding classroom orientation, assessments, & implementation of tools, supports, & accommodations.
LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM
TITLE: NUMBER: ISSUER: Guidelines for the Implementation of the LAUSD Middle School Mathematics Placement Assessment for the end of Grade 6 DATE: April 10, 2015 Dr. Ruth Pérez, Deputy Superintendent of
PARCC Computer-Based Accessibility Features/Accommodations Form Instructions
PARCC Computer-Based Accessibility Features/Accommodations Form Instructions PARCC Computer-Based Accessibility Features and Accommodations Form is provided to assist in identifying and documenting the
Test Security. See SB TAM pp. 16-20 for more detailed information HAWAII STATE DEPARTMENT OF EDUCATION. HawaiiPublicSchools.org
Test Security See SB TAM pp. 16-20 for more detailed information HAWAII STATE DEPARTMENT OF EDUCATION HawaiiPublicSchools.org Test Security ENSURING TEST SECURITY All summative test items and test materials
FCPS STANDARDS OF LEARNING ACCOMMODATIONS REFERENCE CHART SWD=Students with Disabilities LEP=Limited English Proficient
FCPS STANDARDS OF LEARNING ACCOMMODATIONS REFERENCE CHART SWD=Students with Disabilities LEP=Limited English Proficient All accommodations are considered standard for the 2011-12 school year. VAAP Writing
Requirements for the Participation of Students with Disabilities in MCAS
2014 2015 Update Requirements for the Participation of Students with Disabilities in MCAS Including Test Accommodations and Alternate Assessment A Guide for Educators and Parents/Guardians This document
Testing Accommodations For English Learners In New Jersey
New Jersey Department of Education Partnership for Assessment of Readiness for College and Careers (PARCC) Testing Accommodations for English Learners (EL) Revised December 2014 Overview Accommodations
Lone Star College System Disability Services Accommodations Definitions
Lone Star College System Disability Services Accommodations Definitions This document is intended to provide both students and employees with a better understanding of the most common reasonable accommodations
Critical Information about Accommodations for Students with Disabilities taking State Assessments
Critical Information about Accommodations for Students with Disabilities taking State Assessments This document outlines the appropriate use of accommodations for students with disabilities. For purposes
2014 2015 Statewide Assessments: The Year Ahead
2014 2015 Statewide Assessments: The Year Ahead Administrators' Management Meeting (AMM) September 9 11, 2014 2 3 4 Assessment Schedules Available on the Department s website at www.fldoe.org/asp/schedule.asp
SECTION 1: THE LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM
INTRODUCTION The Louisiana Educational Assessment Program (LEAP) and the Graduation Exit Examination (GEE) are part of Louisiana s criterion-referenced testing (CRT) program. LEAP and GEE are high-stakes
California High School Exit Examination. Directions for Administration July 2014 May 2015
California High School Exit Examination Directions for Administration July 2014 May 2015 Copyright 2014, California Department of Education. All rights reserved. The California High School Exit Examination
Guide to FCAT and FCAT 2.0 Accommodations for Students with Disabilities
Guide to FCAT and FCAT 2.0 Accommodations for Students with Disabilities Second Edition 2010 This publication is available through the Bureau of Exceptional Education and Student Services, Florida Department
Explanation of Testing Accommodations for Students with Disabilities - Assistive Technology Accommodations
Explanation of Testing for Students with Disabilities - Assistive Technology According to the Regulations Governing Special Education Programs for Children with Disabilities in Virginia, assistive technology
Instructionally Appropriate IEPs. A Skills Based Approach to IEP Development Division of Special Populations
Instructionally Appropriate IEPs A Skills Based Approach to IEP Development Division of Special Populations Agenda Division of Special Populations Policy Changes Tier I Instruction Common Core State Standards
C A L I F ORN I A. Assessment of Student Performance and Progress. Test Operations Management System:
C A L I F ORN I A Assessment of Student Performance and Progress Test Operations Management System: Winter/Spring 2015 Smarter Balanced Summative Assessments Smarter Balanced Interim Assessments Updated
Appendix C: Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses
: Protocol for the Use of the Scribe Accommodation and for Transcribing Student Responses Scribing a student s responses by an adult test administrator is a response accommodation that allows students
SECTION 1: THE LOUISIANA EDUCATIONAL ASSESSMENT PROGRAM
INTRODUCTION The Louisiana Educational Assessment Program for the 21st Century (LEAP 21) and the Graduation Exit Examination for the 21st Century (GEE 21) constitute Louisiana s criterion-referenced testing
Spring 2016 MCAS Administration Frequently Asked Questions (FAQs)
Spring 2016 MCAS Administration Frequently Asked Questions (FAQs) This document provides responses to questions that principals frequently ask during MCAS test administrations. It is intended to supplement
End-of-Course Assessments. Instructions for Accommodated Testing
End-of-Course Assessments Instructions for Accommodated Testing Dear Educator: This manual contains the instructions for coordinating ACT QualityCore End-of-Course Assessments for examinees requiring accommodations.
New Jersey. Spring 2012 GRADES 3 8 Test Coordinator Manual ASSESSMENT OF SKILLS AND KNOWLEDGE
New Jersey ASSESSMENT OF SKILLS AND KNOWLEDGE Spring 2012 GRADES 3 8 Test Coordinator Manual Copyright 2012 by New Jersey Department of Education All rights reserved. PTM # 1507.83 DISTRICT TEST COORDINATOR
ELA. Math. Science. 2015 Pennsylvania System of School Assessment Handbook for Assessment Coordinators
ELA Math Science 2015 Pennsylvania System of School Assessment TABLE OF CONTENTS NEW THIS YEAR............................................................................. 1 1. PIMS......................................................................................
Smarter Balanced State Tests: Frequently Asked Questions
Smarter Balanced State Tests: Frequently Asked Questions Teaching & Learning Department 2014-15 Smarter Balanced State Tests What is the Smarter Balanced Assessment Consortium? The Smarter Balanced Assessment
Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)
Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation
Accommodations, Special Provisions, Deferrals and Exemptions
Permitted Accommodations for Students with Special Education Needs pages 2 4 Requests for Special Consideration of Accommodations page 5 How to Return Computer Responses to EQAO page 6 GUIDE FOR 2016 Accommodations,
Disability Programs and Services. Faculty Guide: Teaching Students with Disabilities
extendedtestingtimeminimaldistractio ntestingenironmentvolunteernotetaki ngalternativetextbooksinterpreterscri bereade rassistivetechnologty Disability Programs and Services specialse Faculty Guide: Teaching
ACCOMMODATIONS GUIDELINES
NEBRASKA DEPARTMENT OF EDUCATION ACCOMMODATIONS GUIDELINES HOW TO SELECT, ADMINISTER, AND EVALUATE ACCOMMODATIONS FOR INSTRUCTION OF STUDENTS WITH DISABILITIES OCTOBER 2009 TEMPLATE DEVELOPED BY THE CCSSO
ACCESS for ELLs 2.0. Test Coordinator Training Session. Fall 2015
ACCESS for ELLs 2.0 Test Coordinator Training Session Fall 2015 ACCESS for ELLs 2.0: Who Does What? MA Department of Elementary and Secondary Education (ESE) WIDA DRC Policy and program management Preparation
Smarter Balanced Assessment (SBA) Q & A. Seattle Public Schools
Smarter Balanced Assessment (SBA) Q & A Seattle Public Schools Test Administration/Time Q: Are the tests timed? A: Tests are untimed. Students can take additional time to finish test items. Once students
Assessment Arrangements Explained
Assessment Arrangements Explained Publication date: January 2010 Publication code: FA5351 Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow G2 8DQ Ironmills
Smarter Balanced Assessment Consortium:
Smarter Balanced Assessment Consortium: User Guide For the Spring 2014 Field Test Administration Updated March 25, 2014 Prepared by the American Institutes for Research Smarter Balanced Assessment Consortium,
Toll free number: 1-800-451-7849 Phone number: 717-787-4234 Fax number: 1-763-268-3008 or: 717-705-2343 Email:
DRC Contact Information: PDE contact information Toll free number: 1-800-451-7849 Phone number: 717-787-4234 Fax number: 1-763-268-3008 or: 717-705-2343 Email: pacustomerservice@datarecognitioncorp.com
Evaluating the Content and Quality of Next Generation High School Assessments
2016 No. 001 Evaluating the Content and Quality of Next Generation High School Assessments Final Report Prepared for: Rockefeller Philanthropy Advisors 6 West 48 th Street, 10 th Floor New York, New York
2014 Intermediate Literacy Assessment. Teacher Information Guide
2014 Intermediate Literacy Assessment Teacher Information Guide Table of Contents Introduction......................................................... What is the purpose of the assessment? When will
Assessment and Accountability in the Fifty States: 1999-2000
Consortium for Policy Research in Education (CPRE) Assessment and Accountability in the Fifty States: 1999-2000 Index: CONNECTICUT This profile was verified by the staff of the Connecticut Department of
General Information Online Assessment Tutorial before Options for Completing the Online Assessment Tutorial
General Information Online Assessment Tutorial Schools must ensure every student participating in an online assessment has completed the Online Assessment Tutorial for the associated assessment at least
Brazos School for Inquiry and Creativity
English as a Second Language (ESL) January 2013 It is the policy of the Brazos School for Inquiry and Creativity not to discriminate on the basis of race, color, national origin, sex or handicap in its
Los Angeles Unified School District Middle School Mathematics Placement Assessment. Online Administration Guide
Los Angeles Unified School District Middle School Mathematics Placement Assessment Online Administration Guide Contents I. Overview and Purpose 1 II. Security Affidavit 1 III. Roles and Responsibilities
o Text-to-Speech and Text-to-Speech Tracking Enhanced Accessibility Mode) o Toolbar Buttons
Ohio s State Tests English Language Arts and Mathematics Sample Items Science and Social Studies Practice Tests and Released Items Guidance Document Updated Dec. 28, 2015 This document covers the following
Differentiated Instruction
Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual
Transitional Colorado Assessment Program
Transitional Colorado Assessment Program 2014 TCAP TEST PROCTOR S MANUAL grades 3 and 4 ENGLISH AND SPANISH Not a secure document 2705019-W Transitional Colorado Assessment Program TEST security requirements
Text-to-Speech and Read Aloud Decision Guidelines Page 1
Text-to-Speech and Read Aloud Decision Guidelines Page 1 Guidelines for Choosing Text-to-Speech or Read Aloud for Smarter Balanced ELA Summative and Interim Assessment Reading Passages for Students with
GUIDELINE: DEVELOPING INDIVIDUAL EDUCATIONAL ACCESS PLANS
GUIDELINE: DEVELOPING INDIVIDUAL EDUCATIONAL ACCESS PLANS The University has chosen to adopt and adapt the principles of the International Classification of Functioning, Disability and Health (ICF; WHO,
Assessment of Student Performance and Progress. Administration of the Online Interim Tests Resource Guide
CALIFORNIA Assessment of Student Performance and Progress Administration of the Online Interim Tests Resource Guide Winter/Spring 2015 Smarter Balanced Interim Assessments for English Language Arts/Literacy
Teaching Students with Sensory Impairments Developed by Patricia Carlton and Jennifer Hertzfeld
Introduction F AST FACTS FOR FACULTY Teaching Students with Sensory Impairments Developed by Patricia Carlton and Jennifer Hertzfeld The Ohio State University Partnership Grant Students with sensory disabilities
How To Teach A Deaf Person
Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator
It is not this. What is the assessment?
What is the assessment? What is the purpose of assessing in English and math? What assessment tool to we use? What placement tests do we offer? Why should we encourage students to prepare before taking
Schools for All Children
Position Paper No. Schools for All Children LOS ANGELES UNIFIED SCHOOL DISTRICT John Deasy, Superintendent Sharyn Howell, Executive Director Division of Special Education Spring 2011 The Los Angeles Unified
MIST TEST EXAMINER S MANUAL. Grades 5 and 8 Science
MIST TEST EXAMINER S MANUAL Grades 5 and 8 Science 2015 CSDE Web site: www.ct.gov/sde CONNECTICUT STATE DEPARTMENT OF EDUCATION and MEASUREMENT INCORPORATED (MI) WEB SITE LISTINGS CAPT/CMT Accommodations
Mathematics Sample Test 2005 Teacher s Directions
Mathematics Sample Test 2005 Teacher s Directions Grade 5 Table of Contents Introduction.............................................................. Page 1 Check Your Sample Test Materials.............................................
New England Common Assessment Program Test Coordinator Workshop
New England Common Assessment Program Test Coordinator Workshop April 14 & 15, 2015 Goals of this Workshop Prepare principals and test coordinators so that they may ensure a positive and productive assessment
Helping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency
High School to College Transition for Students with Specific Learning Disabilities. Best Practice Documentation Guidelines for Secondary Educators
High School to College Transition for Students with Specific Learning Disabilities Best Practice Documentation Guidelines for Secondary Educators The following document was developed by a group of secondary
Offline Test Administration Manual for District-Wide Assessments
Galileo K-12 Online User Manual Offline Test Administration Manual for District-Wide Assessments Look Inside: Steps for the day before the test Tips for the day of the test Test administration directions
General Information Online Assessment Tutorial before Options for Completing the Online Assessment Tutorial
General Information Online Assessment Tutorial Schools must ensure every student participating in an online assessment has completed the Online Assessment Tutorial for the associated assessment at least
IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS
IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL
Student Learning Tools in Edgenuity
Student Learning Tools in Edgenuity Table of Contents Student Learning Tools... 2 The Lesson Support Pane... 2 enotes... 3 Glossary... 4 Transcript... 4 Video Captions... 5 Video Transcripts... 5 General
Smarter Balanced Assessment Consortium:
Smarter Balanced Assessment Consortium: Online Pilot Test Administration Manual For Spring 2013 Pilot Tests of English Language Arts/Literacy & Mathematics Updated March 11, 2013 Prepared by the American
Assistive Technology: A System of Support for Including Students with Disabilities within General Education Programs
Assistive Technology: A System of Support for Including Students with Disabilities within General Education Programs A General Overview Presented by: Melanie O Dea Special Education Consultant Learning
for SDC Phase 1: Order special versions through SDC system Receive delivery of assessment materials
Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1 3) and Junior Division (Grades 4 6) GUIDE for Accommodations, Special Provisions and Exemptions Spring 2016 For English Language
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant
Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant 1 Objectives discuss the changes from the KTEA-II to the KTEA-3; describe how the changes impact assessment of achievement. 3 Copyright
Guidance Notes for Teachers of Candidates with Special Requirements: Cambridge English Writing Papers
Guidance Notes for Teachers of Candidates with Special Requirements: Cambridge English Writing Papers Please read through the following information about Braille and Modified Large Print versions of Cambridge
www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ http://www.tinyurl.com/accomcentral
www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/ http://www.tinyurl.com/accomcentral Accommodations Process: ARD Classroom Assessment adjustments Gearing Up for the SOA (Standardized
Accommodations and Modifications
Accommodations and Modifications Accommodations Versus Modifications Accommodations Accommodations indicate changes to how the content is: 1) taught, 2) made accessible; and/or 3) assessed. Accommodations
WESTERN KENTUCKY UNIVERSITY. Web Accessibility. Objective
WESTERN KENTUCKY UNIVERSITY Web Accessibility Objective This document includes research on policies and procedures, how many employees working on ADA Compliance, audit procedures, and tracking content
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today
Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing
Achievement Examination
Prairie State Achievement Examination 2011 2012 Prairie State Achievement Examination Teacher s Handbook Illinois State Board of Education 2012 by the Illinois State Board of Education All rights reserved.
ADULT EDUCATION ASSESSMENT TECHNICAL ASSISTANCE PAPER 2014 2015
[Pick the date] ASSESSMENT TECHNICAL ASSISTANCE PAPER 2011 2012 ADULT EDUCATION ASSESSMENT TECHNICAL ASSISTANCE PAPER 2014 2015 Florida Department of Education 1 This document was prepared by staff in
ESL Programs and Instruction in the Schenectady City School District
ESL Programs and Instruction in the Schenectady City School District What is ESL? ESL stands for English as a Second Language. ESL students can be referred to as ELLs (English Language Learners) or LEP
Proctor Handbook. Measures of Academic Progress (MAP) > Step 1 MAP Administration
Proctor Handbook Measures of Academic Progress (MAP) > Step 1 MAP Administration Table of Contents Table of Contents... i MAP Basics... 1 How MAP Assessments Work...1 What is a RIT?...1 How do I know which
Modifying Curriculum and Instruction
Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications
ASSISTIVE TECHNOLOGY
ASSISTIVE TECHNOLOGY VI- 1 Assistive Technology and Transition Planning Many students with disabilities require assistive technology to participate in and benefit from their educational programs. Students
TEA UPDATE ON STAAR MATHEMATICS. Texas Education Agency Student Assessment Division Julie Guthrie July 2014
TEA UPDATE ON STAAR MATHEMATICS Texas Education Agency Student Assessment Division Julie Guthrie July 2014 New STAAR Mathematics Information Implementation of New STAAR Mathematics General STAAR Updates
STAAR. End-of-Course. State of Texas Assessments of Academic Readiness. Test Administrator Manual STAAR STAAR L STAAR A
End-of-Course 2015 State of Texas Assessments of Academic Readiness Test Administrator Manual STAAR STAAR L STAAR A Information about the Texas Student Assessment Program can be found on TEA s Student
Section 9: Accommodations Tools for English Language Learners (ELLs)
: Accommodations Tools for English Language Learners (ELLs) Tool ELL-1 Access Needs that May Require Accommodations Directions: Use these questions to identify various types of Presentation, Response,
Critical Components of Lesson Design Guide
Critical Components of Lesson Design Guide There are a variety of lesson plan formats available as many districts have different ways to showcase each lesson plan component. In the 1980 s Madeline Hunter
PARCC Recommendation for 2015. Presentation to School Committee 09/17/2014
PARCC Recommendation for 2015 Presentation to School Committee 09/17/2014 1 Overview: Background Field Test Feedback from Students and Teachers Testing Options for 2015 Key Considerations Instruction Students
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY. Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS:
CENTRAL TEXAS COLLEGE SYLLABUS FOR DIRW 0305 PRINCIPLES OF ACADEMIC LITERACY Semester Hours Credit: 3 INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION Principles of Academic Literacy (DIRW 0305) is a Non-Course-Based-Option
Grade 4 Reading Comprehension Sample Selections and Items Test Information Document
Grade 4 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained
ADVANCE NOTICE OF PROPOSED RULEMAKING RIN 3046- AA94
BEFORE THE UNITED STATES EQUAL EMPLOYMENT OPPORTUNITY COMMISSION Federal Sector s Obligation to be a Model Employer of Individuals with Disabilities (Draft) ADVANCE NOTICE OF PROPOSED RULEMAKING RIN 3046-
Mathematics Concepts and Applications Administration and Scoring Guide
Mathematics Concepts and Applications Administration and Scoring Guide Pearson Executive Office 560 Green Valley Drive Blmington, MN 55437 800.627.727 www.psychcorp.com Copyright 20 2 NCS Pearson, Inc.
for Students with Disabilities Tools to Guide Decision-Making
EST CCESS & CCOMMODATIONS for Students with Disabilities Tools to Guide Decision-Making The University of the State of New York The State Education Department Office of Vocational and Education Services
Modern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
Illinois State Board of Education. Student Assessment Inventory for School Districts
Illinois State Board of Education Student Assessment Inventory for School Districts April 2015 Assessment and Accountability Illinois State Board of Education 110 North First Street Springfield, IL 62777
www.collegeboard.com Research Report No. 2008-6 Testing Accommodations for English Language Learners: A Review of State and District Policies
Research Report No. 2008-6 Testing Accommodations for English Language Learners: A Review of State and District Policies John W. Young and Teresa C. King www.collegeboard.com College Board Research Report
Project IEP-D Data Tables / Figure for NCEO Conference Call
1 Project IEP-D Data Tales / Figure for NCEO Conference Call Septemer, 2006 From: Shriner & DeStefano (2006a) (Word Document Format) 2 ITBS Participation/Accommodation of Specific Students with Disailities
Indiana Assessment Information 2013-14
Indiana Assessment Information 2013-14 1 Test Windows 2 March 4 13 ISTEP+ Applied Skills (Paper/Pencil and Online) April 29 May 8 ISTEP+ Multiple-Choice Paper/Pencil IMAST April 29 May 10 ISTEP+ Multiple-Choice
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
EXAMINER S MANUAL FALL 2015, SPRING 2016, & SUMMER 2016
EXAMINER S MANUAL FALL 2015, SPRING 2016, & SUMMER 2016 Virginia and United States History, World History I, World History II, and World Geography With Online Test Directions Only those persons who have
Mathematics Computation Administration and Scoring Guide
Mathematics Computation Administration and Scoring Guide Pearson Executive Office 560 Green Valley Drive Blmington, MN 55437 800.627.727 www.psychcorp.com Copyright 20 2 NCS Pearson, Inc. All rights reserved.
MACHINE TRANSCRIPTION BUSI 275 2 UNITS, 3 HOURS
2277 Napa/Vallejo Highway, Napa, CA 94558 Business Skills Center Room 1436 (707) 256-7144 MACHINE TRANSCRIPTION BUSI 275 2 UNITS, 3 HOURS INTRODUCTION Information processing systems require knowledgeable