FCPS STANDARDS OF LEARNING ACCOMMODATIONS REFERENCE CHART SWD=Students with Disabilities LEP=Limited English Proficient

Transcription

1 FCPS STANDARDS OF LEARNING ACCOMMODATIONS REFERENCE CHART SWD=Students with Disabilities LEP=Limited English Proficient All accommodations are considered standard for the school year. VAAP Writing Please note that a wide range of assistive technology tools may be used as alternative pencils for students participating in the Virginia Alternate Assessment Program (VAAP) writing assessment. Please refer to the VAAP administration manual for additional information. Please be sure to indicate on the classroom accommodation page what tools the student may need to respond. SOL, VGLA, and VSEP Writing Please note that all rules regarding Standards of Learning (SOL) Writing test accommodations apply to the collection of evidence for Virginia Grade Level Alternative (VGLA) or Virginia Substitute Evaluation Program (VSEP). For example, the MS Word auto spell-check feature must be disabled when students are composing their writing evidence for the VGLA binder. If students are using assistive technology software or hardware on a consistent basis as curriculum/classroom accommodations noted on the Individualized Education Program (IEP) and these accommodations are required as accommodations for the SOL, VGLA, and VSEP, they should be coded as indicated below. The test examiner and/or proctor must sign the printed essay stating that the student was monitored during testing, used a blank template (if appropriate), and did not access software features beyond what is allowed as noted below. SOL, VSEP, VGLA, and VMAST Criteria pages for the use of the read-aloud accommodation for the Reading tests, and for use of the calculator accommodation for the Mathematics tests must be completed on the IEP/LEP Student Assessment Participation Plan to access these accommodations. Please see test administration manuals for more details. VMAST Math The Virginia Modified Achievement Standards Test (VMAST) is available for students with disabilities who are receiving instruction on the Standards of Learning in Algebra 1 or in grades 3-8 Mathematics but are not expected to achieve grade level expectations. The IEP team must complete the criteria for participation in VMAST form as part of an IEP decision. *Writing tests are not available online. Page 1 of 17

2 Dually Identified Student (SWD and LEP) All accommodations required for student assessment must be documented on both the IEP and the LEP Student Assessment Participation Plan. SOL ACCOMMODATION CODES FROM IEP AND SOL ACCOM. ANSWER SHEET ACCOMMODATION WHAT DOES IT MEAN? AVAILABLE FOR ONLINE TESTING* Breaks during testing and/or testing over several days based upon how the student accesses the general education curriculum during daily instruction must be outlined in detail on the Information Related to Present Level of Educational Performance (PLOP) page, (IEP 309). 1 Flexible Schedule For example, IEP teams should identify on the PLOP page the amount of time (i.e., number of days the student typically requires to complete a test, the number of questions typically attempted by the student during a specific time frame, and the number of breaks the student requires during a test and/or instructional session). LEP only students should have this outlined on the LEP Student Assessment Participation Plan, and for dually identified students it should be outlined on the PLOP page, as well as the LEP Assessment Participation Plan. (Only if completing the test in one day) Tests administered on different days should be kept locked and students should remain in a controlled setting during break(s) following Virginia Department of Education (VDOE) guidelines regarding testing materials, i.e., section must be completed prior to break; student may not go back to an attempted section after break. (te: Students who require testing over more than one day must take the paper/pencil version of the test). *Writing tests are not available online. Page 2 of 17

3 4 Visual Aids Place keeper, magnifying glass, graphic organizers, or graphic software such as Inspiration, Kidspiration and Draft: Builder (for direct writing only). When using spell checker functions of software, IEP must also indicate accommodation 23 (spell check). If student will use audio feature to read back what is written, IEP must also indicate accommodation 11 (audio tape or online audio). 5 Amplification Equipment Assistive listening device such as an FM system or sound field. 6 Large Print Test Different form of the test; use same answer document as regular form of test; grouped with other tests. 8 Increased Size of Answer Circles Xerox and enlarge answer document; student responses must be transcribed and verified; transcribed answer document is submitted as normal for scoring. 9 Braille Test / Braille Answer Document Different form of test; test comes with specific directions; student responses must be transcribed and verified; grouped with other tests. 10 Read-Aloud: Test Examiner Reads Test Items in English (except for Reading test) Student listens to the test depending on which read-aloud option is chosen AND the format of the test. READ-ALOUD OPTIONS There are four different read-aloud options which the IEP and/or LEP committee can chose from: *Writing tests are not available online. Page 3 of 17

4 Read entire test aloud the entire test is read to the student from beginning to end. (can be read by an adult or delivered via audio format) Read on demand the student raises his or her hand and the examiner reads the requested word, sentence, or section aloud. (Audio may not be an appropriate choice) 10 Read-Aloud: Test Examiner Reads Test Items in English (except for Reading test) Questions are read aloud first and then the passage is read the examiner reads aloud the questions first then reads the passage to the student. (Audio is not an appropriate choice) Word problems read aloud the examiner reads aloud just the math word problems (ex. Jill has 3 apples. If she eats 2, how many will she have left? ). If the student needs other sections of the math test read the IEP team may want to consider either the read on demand accommodation or read entire test aloud. (Audio is not an appropriate choice) All read-aloud accommodations must be documented on the Curriculum/Classroom Accommodations and Modifications form (IEP 308). The read-aloud accommodation will look different depending on the testing format. TEST ADMINISTRATION FORMAT Paper/Pencil Format: Examiner reads test to student. All students and the test examiner in this group must have the same form of the test. The state requires that all read-aloud paper/pencil test sessions MUST either be recorded using two tape recorders, or have two adults in the room (an examiner and a proctor) who both sign the FCPS Read-Aloud Affidavit. *Writing tests are not available online. Page 4 of 17

5 Online Format: The student listens to the examiner who reads from his or her own computer OR the student listens to an audio recording of the test via headphones at the computer. 10 Read-Aloud: Test Examiner Reads Test Items in English (except for Reading test) In the past, schools have been told that students should not use accommodations during testing that were not used throughout the year. Since it is difficult for schools to provide an online audio accommodation during instruction, it has been determined that it is acceptable for a student to receive the read-aloud accommodation throughout the school year and the audio accommodation during SOL testing. For students whom the IEP team and/or LEP committee determines that the audio accommodation is appropriate on the SOL test, the student should have practice with either Electronic Practice Assessments and Tutorials (e-pat) or the audio training test available on the Pearson Access Training Center webpage. For students who typically have an adult read them the test for classroom assessments, but will have the SOL delivered via the audio recording, accommodation #10 should be selected by the IEP team and/or LEP committee and it should be noted on the PLOP page and/or LEP Planning page that student will access the test by audio recording. 11 Audiotape Version of Test Items / Online Audio (except on the English: Reading test) The audio version accommodation will look different depending on the readaloud option selected and the testing format. READ-ALOUD OPTIONS There are four different read-aloud options which the IEP committee and/or LEP committee can choose from: Read entire test aloud the entire test is read to the student from beginning to end. (test is delivered via audio format) *Writing tests are not available online. Page 5 of 17

6 Read on demand the student raises his or her hand and the examiner reads the requested word, sentence, or section aloud. (Audio may not be an appropriate choice; accommodation 10 should be considered) Questions are read aloud first and then the passage is read the examiner reads aloud the questions first then reads the passage to the student. (Audio is not an appropriate choice; accommodation 10 should be considered) 11 Audiotape Version of Test Items / Online Audio (except on the English: Reading test) Word problems read aloud the examiner reads aloud just the math word problems (ex. Jill has 3 apples. If she eats 2, how many will she have left? ). If the student needs other sections of the math test read the IEP team and/or LEP committee may want to consider either the read on demand accommodation or read entire test aloud. (Audio is not an appropriate choice; accommodation 10 should be considered) All read-aloud accommodations must be documented on the Curriculum/Classroom Accommodations and Modifications form (IEP 308). The read-aloud accommodation will look different depending on the testing format. Paper/Pencil Format: Paper/pencil test takers should be grouped separately from other test takers, in a group labeled audio tape. Each student is provided a tape recorder and a cassette tape of the test to be administered. During the school year, students must utilize audio materials that follow the VDOE read-aloud guidelines on a consistent basis during daily instruction. The use of audio materials in the classroom during the year will satisfy the eligibility requirements for this accommodation. Online Format: After the test directions are read to the group, students will put on their computer headphones and listen to the test via the audio feature of the computer. *Writing tests are not available online. Page 6 of 17

7 11 Audiotape Version of Test Items / Online Audio (except on the English: Reading test) For students who the IEP team and/or LEP committee determines that the audio accommodation is appropriate for the SOL test, the student should have practice with the e-pat or the audio training test available at the Pearson Access Training Center. Students who typically use audiocassettes, CD players, or test readers for classroom assessments, but will use the online audio accommodation during the SOL test, should be coded for accommodation 11. This accommodation should also be used to indicate the use of the audio feature on some writing, visual aide, word prediction, and voice recognition software (e.g. Co-Writer, Inspiration, Kidspiration, DraftBuilder, Dragon Naturally Speaking). 12 Interpreting (i.e. signing, cued speech) Test Items (except on the English: Reading test) Used for hearing impaired students; examiner and proctor must verify in writing that test administration was conducted with standardized procedures; must be proctored or videotaped. 13 Communication Board / Pictorial Presentation Can be used for all SOL tests. 14 Read-Aloud on the English: Reading Test Accommodation 14 is only allowed for students with a visual impairment, including blindness, or those students with a specific disability that severely limits or prevents them from decoding text. IEP teams must fill out the Read-Aloud Criteria form (IEP 326) if considering this accommodation for either the English: Reading SOL test or Reading VGLA. In the case of dually identified students who meet the special education criteria, it must be noted on the LEP Student Assessment Plan as well. *Writing tests are not available online. Page 7 of 17

8 Student listens to the test depending on which read-aloud option is chosen AND the format of the test. READ-ALOUD OPTIONS There are three different read-aloud options which the IEP committee can choose from: Read entire test aloud the entire test is read to the student from beginning to end. Read on demand the student raises his or her hand and the examiner reads the requested word, sentence, or section aloud. 14 Read-Aloud on the English: Reading Test Questions are read aloud first and then the passage is read the examiner reads the questions aloud first then reads the passage to the student. The read-aloud accommodation looks different depending on the testing format. TEST ADMINISTRATION FORMAT Paper/Pencil Format: Examiner reads test to student. All students and test examiner in this group must have the same form of the test. This requires that all read-aloud paper/pencil test sessions MUST either be recorded using two tape recorders, or have two adults in the room (an examiner and a proctor) who both sign the FCPS Read-Aloud Affidavit. Online Format: The IEP team, including an English Language Learner (ELL) teacher in the case of dually identified students, must determine if the test will be delivered by an adult reading the test (with all participants sitting at a computer, or by the student listening to an audio recording of the test). *Writing tests are not available online. Page 8 of 17

9 14 Read-Aloud on the English: Reading Test For students who typically have an adult read them the test for classroom assessments, but will have the SOL delivered via the audio recording, accommodation 14 should be selected by the IEP team, and it should be noted on the PLOP page that student will access the test by audio recording. This requires that all online test sessions that are read by an adult MUST either be recorded using two tape recorders, or have two adults in the room (an examiner and a proctor) who both sign the FCPS Read-Aloud Affidavit. Accommodation 15 is only allowed for students with a visual impairment, including blindness, and those students with a specific disability that severely limits or prevents them from decoding text. 15 Audiotape Version of the English: Reading Test IEP teams must fill out the Read-Aloud Criteria form (IEP 326) if considering this accommodation for either the English: Reading SOL test or Reading VGLA. In the case of dually identified students who meet the special education criteria, it must be noted on the LEP Student Assessment Plan as well. Student listens to the test depending on which read-aloud option is chosen AND the format of the test. READ-ALOUD OPTIONS There are three different read-aloud options which the IEP committee can chose from: Read entire test aloud the entire test is read to the student from beginning to end. Read on demand the student raises his or her hand and the examiner reads the requested word, sentence, or section aloud. (Audio may not be the best choice) *Writing tests are not available online. Page 9 of 17

10 Questions are read aloud first and then the passage is read the examiner reads aloud the questions first then reads the passage to the student. (Audio is not the best choice) The read-aloud accommodation looks different depending on the testing format. 15 Audiotape Version of the English: Reading Test Paper/Pencil Format: Paper/pencil test takers should be grouped separately from other test takers, in a group labeled audio tape. Each student is provided a tape recorder and a cassette tape of the test to be administered. During the school year, students must utilize audio materials that follow the VDOE read-aloud guidelines on a consistent basis during daily instruction. The use of audio materials in the classroom during the year will satisfy the eligibility requirements for this accommodation. Online Format: After the test directions are read to the group, students will put on their computer headphones and listen to the test via the audio feature of the computer. For students that the IEP team determines that the audio accommodation is appropriate, the student should have practice with the e-pat or the audio training test available at the Pearson Access Training Center. Students who typically use audiocassettes, CD players, or test readers for classroom assessments, but will use the online audio accommodation during the SOL test, should be coded for accommodation Interpreting (i.e. signing, cued speech) Test Items on the English: Reading Test Used only for the English: Reading test; examiner and proctor must verify test administration was standardized; must be proctored or video-taped. *Writing tests are not available online. Page 10 of 17

11 17 LEP OR Bilingual Dictionary May be used for all tests if the student is an LEP or Dually Identified student. Must be a commercially produced paper word to word dictionary (not student made and no electronic devices). Picture dictionaries and thesauruses are not allowed. May be used in conjunction with accommodation 29: English dictionary. 18 Mark in Test Booklet (choose this and/or the next one based upon how instruction is delivered during daily instruction) Student Responds Verbally or Indicates a Response (choose this and/or the previous one based upon how instruction is delivered during daily instruction) If taking paper/pencil test, then student responses must be transcribed and verified; signatures should be written on the cover of the marked test booklet; transcribed answer document submitted as normal for scoring. If student is accessing online assessments, his or her use of the keyboard is considered mark in test booklet and does not need to be indicated on the accommodation page. If taking a paper/pencil test, student responses must be marked in test booklet and then transcribed and verified; signatures should be written on the cover of the marked test booklet; transcribed answer document submitted as normal for scoring; must be taped and proctored, OR proctored with an affidavit, OR use two tape recorders for each session. If taking an online test, an examiner or proctor may record their responses. An audio recording, video recording, or a 2 nd adult with a signed affidavit must be submitted with the test. 19 Math Aids Math aids include: abacus, number line, fraction bar, fraction circle, and currency. Other math aids may be submitted to the Office of Student Testing (OST) for VDOE approval. Accommodation only permissible for the Science and Mathematics test. Do not code if using math manipulatives that all students are allowed to use for the test. Here is the VDOE link of acceptable math aids: on_code19.pdf *Writing tests are not available online. Page 11 of 17

12 21 (n-writing tests) Respond by Word Processor, Typewriter, Brailler Answers must be transcribed and verified. Student, examiner, and proctor must sign document stating that grammar checker and thesaurus were not used, and the test is student s own work. Student s document is filed in student s cumulative folder. Student printed copy is placed in SOL accommodations envelope. Transcribed answer document is submitted as normal for scoring. The automatic spell checker, auto correct feature, and thesaurus functions must not be used. In Word 2007, the large tool ribbon at the top of the page must be minimized. The spell check icon should appear or can be added to the small tool bar which remains at the top of the page. Students should be instructed to use this smaller tool bar when completing class writing assessments. When using audio features of Write:Out Loud or Read Please also indicate code 11 (audio). Please see comments above. When implementing the respond by word processor, typewriter, or Brailler accommodation via a word processor during the grade level short paper SOL, the student is allowed to check his or her 21 (Grade level short paper test) Respond by Word Processor, Typewriter, Brailler spelling AFTER he or she has completed typing by using the button. This is how the student should be trained to access the spell checker when using respond by word processor during daily instruction, as noted on the Curriculum/Classroom Accommodations and Modifications form (IEP 308). Therefore, when the IEP team selects Respond by word processor (accommodation 21) on the appropriate grade level accommodations form (IEP 311, IEP 313, or IEP 315), it is understood that the student has use of the button because this is considered part of respond by word processor (accommodation 21) per VDOE, because all students have access to a dictionary during the grade level short paper SOL test. *Writing tests are not available online. Page 12 of 17

13 21 (Grade level short paper test) Respond by Word Processor, Typewriter, Brailler In addition, VDOE does not allow the use of an automatic spell checker of a word processor while typing. Therefore, this functionality of the word processor must be disabled for SOL testing because the spell checker functionality highlights the misspelled words and prompts the student regarding spelling errors while typing. Grammar check, auto correct, and the thesaurus may not be used. Another word processor, such as WordPad or tepad may also be used, but would require a separate spell checker. 22 Augmentative Communication Device Can be used for all SOL tests; only devices that produce students responses verbatim may be used; answers must be transcribed and verified; same procedures for accommodation 21 should be followed. te: Co-writer should not be coded here, as it is not used on an augmentative communication device. It should be coded under accommodation 25 Dictation in English to a scribe. 23 Spelling Aids: Spell Checker, Spelling Dictionary Can be used on all SOL tests. If student is also accessing accommodation 21, student may not use the word processor s automatic spell checker. However, the student may use the button if he or she uses this button during daily instruction. Student may not be prompted to use during high stakes testing. In Word 2007, the large toolbar ribbon should be minimized. This will leave spell-check icon in small toolbar at top of page, but will remove thesaurus and grammar check buttons. 24 Tape Recorder For pre-short paper only. Student is able to tape his or her thoughts during the prewriting process. However, once the final writing session begins, the tape recorder must be off. *Writing tests are not available online. Page 13 of 17

14 25 Dictation in English to a Scribe Writing assessment: short paper ONLY Scribe must capitalize and punctuate as directed by student when scribing for short paper writing test only. Word prediction software may be used for writing test but predict ahead and predict in-line must be disabled. Word prediction and/or selection is limited to selections of single words. The software should not provide phrases, grammatically appropriate options, or other unrelated word choices generated by student keystrokes to predict ahead sentence structure. Voice recognition software may also be used for writing test. Software must not provide prompting for spell checking, grammar checking, predicting ahead of phrases, or word choices, and must not make use of a thesaurus. Use of audio feature (reading what student has written) when using word prediction or voice recognition software must also be noted as accommodation 11 (audio tape/online audio). 26 Use of a Calculator or Arithmetic Tables (when not allowed by test) for Students in Grades 3-7 Only Use of a calculator, arithmetic tables (such as a multiplication chart), or calculation software such as Math Pad or TI Interactive Software on portion of math test that does not allow a calculator. If the student needs to use a calculator on both portions based upon how he or she accesses the general education curriculum in daily instruction, place a check in the accommodation 26 box for the test (if the accommodation is listed in the Classroom Testing Accommodations column). Students must meet specific criteria to receive accommodation 26. IEP teams must fill out the Calculator Criteria form (IEP 325) if considering use of the calculator or arithmetic tables for the portion of Mathematics SOL test or VMAST that does not allow a calculator. The use of a calculator or arithmetic tables on the portion of the math test that does not allow a calculator for students in grades 3-7 may only be used for students with a specific disability that involves attention to sequence and/or memory (short term, long term, or active working) that severely limits or prevents mathematical calculation at any level of difficulty. The need for the calculator or arithmetic tables accommodation must be documented on the Calculator Criteria form (IEP 325). *Writing tests are not available online. Page 14 of 17

15 26 Use of a Calculator or Arithmetic Tables (when not allowed by test) for Students in Grades 3-7 Only As a result of a specific disability, the student is able to perform calculations only with a calculator or arithmetic tables routinely used in instruction. Unless the student meets the criteria for the calculator accommodation (and it is documented on the IEP on the Calculator Criteria form (IEP 325): a) A calculator cannot be used on the grade 3 SOL b) A calculator cannot be used on section 1 of the SOL Reporting Category 2-Computation and Estimation, for grades 4-7 (unless required by a specific standard) c) A calculator is allowed for all of 8th grade, and all end-of-course tests In grade 8, applies to Mathematics SOL test if the student is using an approved calculator with functions beyond those of the calculator recognized by VDOE. In high school, available on End-of-Course (EOC) Science tests, i.e. EOC: Biology, Earth Science (GeoSystems), and Chemistry. 28 Use of a Calculator with Functions Beyond what is Routinely supplied to Students Students must meet specific criteria to receive accommodation 28. IEP teams must fill out the Calculator Criteria form (IEP 325) or if dually identified, must be on LEP Student Assessment Participation form, if considering the use of a calculator or arithmetic tables with functions beyond what is routinely supplied to students for the Mathematics SOL test or VMAST. The use of a calculator or arithmetic tables with functions beyond what is routinely supplied to students may only be used for students with a specific disability that involves attention to sequence and/or memory (short term, long term, or active working) that severely limits or prevents mathematical calculation at any level of difficulty. Documented criteria page must be included with IEP. As a result of a specific disability, the student is able to perform calculations only with a calculator or arithmetic tables routinely used in instruction. *Writing tests are not available online. Page 15 of 17

16 28 Use of a Calculator with Functions Beyond what is Routinely supplied to Students Function limitation (to use other functions, must meet criteria for accommodation): a). Four function calculator is allowed on grade 4-5 test (section 2 on SOL) b). Scientific calculator is allowed on grade 6-7 test (section 2 on SOL) c). Scientific calculator is allowed on all of grade 8 test d). Graphing calculator is allowed on all EOC tests 29 LEP OR English Dictionary LEP students may use an English dictionary for all tests when a bilingual dictionary in the student s native language is not available, or when the LEP Student Assessment Participation Plan specifies an English dictionary. Must be paper dictionary (no electronic devices) that is commercially produced (not student made). Picture dictionaries and thesauruses are not allowed. May be used in conjunction with accommodation 17: Bilingual Dictionary. A SWD, CERTAIN LEP, OR Reduced / Simplified Language (Plain English) Use of the Plain English Mathematics test in grades 3-8 and on the Algebra 1 EOC as an accommodation under presentation is available to students with disabilities (SWD) as specified in their IEPs. (Reduced/simplified language accommodation must be necessary in daily instruction and on classroom assessments.) The Plain English Mathematics test can only be used for certain LEP students for three consecutive years from the date of first use provided they continue to meet WIDA ACCESS/W-APT Overall Composite Score eligibility criteria. Students who are dually identified (LEP SWD) and have reduced/simplified language as an accommodation on their IEP based on their special education needs do not have a time limit on use of the Plain English Mathematics test. (for Grades 3-8 Mathematics and Algebra 1) PLEASE NOTE: A student with an identified disability or identified as Limited English Proficient who has passed an SOL assessment utilizing any of the above mentioned accommodations has passed for all purposes. *Writing tests are not available online. Page 16 of 17

17 Please review the examiner s manual for each test being administered to ensure that an accommodation is available on the test, review how to implement the accommodation, and review how to document the accommodation on the student s answer document. If you have questions regarding accommodations for Standards of Learning testing, please contact: Department of Special Services Andrew Guillen IEP Specialist Debra Hill Elementary SOL/Summer School Specialist Melissa Sisk Secondary SOL/Summer School Specialist Ellie Stack ESY and Assessment Manager Or have your School Test Coordinator or Department Chair contact: Office of Student Testing Sheri Masich Test Administration Specialist Erica Meadows Test Administration Specialist Stuart Pierce Test Administration Specialist Office of ESOL Services Jean Bender Test Analysis Specialist Assistive Technology Services Meaghan Tracy Technology Resource Teacher *Writing tests are not available online. Page 17 of 17