Guidelines on Tools, Supports, & Accommodations

67 Pages·2014·0.63 MB·English

Guidelines on Tools, Supports, & Accommodations
FOR sTATE AssEssMENTs
2014-2015
Guidelines for decisions regarding classroom
orientation, assessments, & implementation of
tools, supports, & accommodations.
State of Washington
December 2014
Office of Superintendent of
Public Instruction
Office of Superintendent of Public Instruction
Old Capitol Building
P. O. Box 47200
Olympia, WA 98504-7200 www.k12.wa.us/Assessment/StateTesting
This document is available online at .
This material is available in alternate format upon request.
Contact the Resource Center at [phone], TTY [phone].
Copyright © 2014‒15 by the Office of Superintendent of Public Instruction, Olympia, Washington.
Portions of the materials included in this document are provided, in whole or part, by the Smarter Balanced
Assessment Consortium to support the Office of Superintendent of Public Instruction in implementing
Washington’s state assessment system, a part of which includes use of the assessments developed by the Smarter
Balanced Assessment Consortium. The original Smarter Balanced document was aided through assistance and
input from the National Center on Educational Outcomes.
As a member of Smarter Balanced, the Office of Superintendent of Public Instruction has authorization to make
available all content within this document for reproduction and distribution for educational purposes without
permissions.
OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion,
color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender
expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide
or service animal by a person with a disability. For questions and complaints of alleged discrimination, contact
OSPI’s Equity and Civil Rights Director (Title IX/Section 504 Coordinator) at [phone]/TTY: [phone]
or P.O. Box 47200 Olympia, WA 98504-7200.
TABLE OF CONTENTS
Structure of This Document 1
Introduction 3
Purpose of the 2014-15 Guidelines 3
Intended Audience and Recommended Use 4
Recognizing Access Needs in All students 5
Key Changes to the 2014-15 Guidelines 8
Section I: Universal Tools 9
What Are Universal Tools? 9
Embedded Universal Tools 9
Non-Embedded Universal Tools 11
Paper-&-Pencil Universal Tools 12
Section II: Designated Supports 13
What Are Designated Supports? 13
Who Makes Decisions About Designated Supports? 13
Embedded Designated Supports 13
Non-Embedded Designated Supports 16
Paper-&-Pencil Designated Supports 19
Section III: Accommodations 21
What Are Accommodations? 21
Who Makes Decisions About Accommodations? 21
Embedded Accommodations 21
Non-Embedded Accommodations 24
Paper-&-Pencil Accommodations 27
Test Security, Policies, & Procedures 29
General Overview 29
Test security Policy and Procedures 29
Issues Related to Fair and Ethical Assessment Administration 29
Ethics and Standardization 29
Planning for Accessibility and Coordinating Testing Logistics 30
Evaluating and Improving the Use of Accessibility Features 30
Appendices 33
Appendix A: Summary - Universal Tools, Designated Supports, & Accommodations 34
Appendix B: Research-Based Lessons Learned about Universal Design, Accessibility tools, and 35
Accommodations
Appendix C: Oral Presentation by Human Reader (Read-Aloud) Protocol 37
Appendix D: Translation Protocol 40
Appendix E: Scribing Protocol - General 42
Appendix F: Scribing Protocol - American Sign Language (ASL) and Signed Exact English (SEE) 43
Appendix G: Transcribing Protocol 44
Appendix H: Security Protocol 45
Appendix I: Frequently Asked Questions 47
Appendix J: Optional Resources 55
Appendix K: Glossaries 56
Resources 61
Acknowledgments 62
Structure of This Document
Introduction: This section introduces the document and
This document is divided into several parts:
the conceptual model that is the basis for the universal
tools, designated supports, and accommodations.
Section I: This section features the universal tools.
Section II: This section features the designated supports
available on assessments.
Section III: This section features the accommodations
available on assessments.
Test Security, Policies, & Procedures: Covering topics
related to maintaining test security, validity, and reliability
associated with implementation of the accessibility
features.
Appendices: Variety of summarizing, implementation
protocols, clarifying information, etc.
Page 1
Page 2
Introduction
Purpose of the 2014-15 Guidelines
new assessments may be different from those that
states allowed in the past. For the secure summative
As Washington looks to implement new assessments,
assessments provided as part of the Smarter Balanced
various supporting guidelines will also require
system, a state can only make available to students
transition to better align with new and expected
Usability, Accessibility, and Accommodations the universal tools, designated supports, and
Usability, Accessibility, and Accommodations
administration protocols. To that end Washington will
Guidelines accommodations that are included in the Smarter
Guidelines
adopt the
Balanced
created by Smarter Balanced, enacting
(incorporated in this set of state guidelines).
state-specific adjustments particular to paper-&-pencil
A member state may elect not to make available to
administration.
its students, any universal tool, designated support,
Washington, in acknowledging the depth of process or accommodation that is otherwise included in the
and the design tenets employed by Smarter guidelines when the implementation or use of the
Balanced to provide every student with a positive universal tool, designated support, or accommodation
and productive assessment experience leading to is in conflict with a member state’s law, regulation, or
results that are a fair and accurate estimate of each policy.
student’s achievement, is providing a comprehensive
When identifying the appropriate accessibility features
set of accessibility guidelines for implementation in
for students, it is important to evaluate whether a
state testing. In doing so, Washington is leveraging
student needs greater aid in accessing the assessment.
the efforts taken by Smarter Balanced in building a
The goal of selecting appropriate accessibility features
framework of accessibility for all students, including
is to allow the student improved interaction with
English language learners, students with disabilities,
the assessment and an opportunity to enhance the
and English language learners with disabilities, but not
demonstration of skills and knowledge of the content.
limited to these groups. In the process of developing
There will be accessibility features used within the
next-generation assessments to measure students’
classroom for instructional purposes, but only those
knowledge and skills as they progress toward college
identified in the state’s guidelines, and under the
and career readiness, Smarter Balanced recognized Guidelines on Tools, Supports, &
applicable criteria, should be used on state assessments.
that the validity of assessment results depends on Accommodations
each and every student having appropriate universal The purpose of the
tools, designated supports, and accommodations for state assessments is to:
when needed based on the constructs measured by • Assist schools in providing students with the best
the assessment; in turn, Washington State desires opportunity to show what they know within the
to emulate these approaches through the use of state assessment environment.
these same guidelines where it applies to other state
• Make information available to assessment staff and
testing. This document is developed through the
other administrators who oversee the decisions that
concerted undertaking of Smarter Balanced member
are made in instruction and assessments.
states, and Washington uniquely, where state-specific
• Provide assessment staff and administrators with
testing warranted, in an effort to guide and support
a way to evaluate the effectiveness of assessment
the selection and administration of universal tools,
accommodations.
designated supports, and accommodations.
• Ensure that a uniform process is followed for
Washington’s transition to the Smarter Balanced
administrating the provision of accommodations for
assessments based on the Common Core State
eligible students.
Standards (CCSS) requires attention to several areas
for aligning testing protocols to new measurement This document identifies assessment accessibility
constructs. These transitions will apply to the features for eligible students designed to improve
guidelines the state will implement as accessibility student interaction with state assessments. The
features. The universal tools, designated supports, expectation is that improved interaction will result
and accommodations that are appropriate for these in better confidence in the inferences made about
Page 3
students regarding the content knowledge without the state’s English language proficiency assessment.
compromising the validity of the testing instrument. This document also acknowledges the unique situation
The accessibility features in this document have been where the mode of testing (computer-based versus
approved by the Office of Superintendent of Public paper-&-pencil) needs to be addressed. At the same
Instruction (OSPI) and include those approved, within time, it supports important instructional decisions
the constraints where delineated, for all state testing. about accessibility and accommodations for students
who participate in the state assessments. It recognizes
Student access to the state assessments falls into a
the critical connection between accessibility and
matrix of three categories and two delivery methods.
accommodations in instruction and accessibility and
• The categories are: (1) universal tools, (2)
accommodations during assessment. Professional
designated supports, and (3) accommodations.
development materials that support the guidelines
https://www.
• The delivery methods are: (1) embedded, meaning and this critical instruction-assessment link will be
k12.wa.us/assessment/StateTesting/default.aspx
built into the computer-based delivery system or (2) available through the state’s website:
non-embedded, meaning the technology either does .
not support integration into the computer-based The guidelines also are supported by the state’s Test
delivery system or because of the testing format Administration Manual.
The Smarter Balanced Assessment Consortium has
(i.e., paper-pencil) the accessibility feature must be
developed a system of valid, reliable, and fair next-
provided separate from the testing instrument.
Intended Audience and Recommended generation assessments aligned to the CCSS in English
Use language arts (ELA)/literacy and mathematics for
grades 3-8 and 11. The system includes summative
assessments for accountability purposes, optional
Usability, Accessibility, and Accommodations Guidelines
interim assessments for local use, and formative tools
The Smarter Balanced Assessment Consortium’s
and processes for instructional use. Computer adaptive

testing technologies are used for the summative
are intended for school-level personnel and
and interim assessments to provide meaningful
decision-making teams, particularly Individualized
feedback and actionable data that teachers and other
Education Program (IEP) teams, as they prepare for
stakeholders can use to help students succeed. For
and implement, in particular, the Smarter Balanced
more information, visit: www.smarterbalanced.org/
assessments. The guidelines provide information for
smarter-balanced-assessments/
classroom teachers, English development educators,
special education teachers, and related services
personnel to use in selecting and administering
universal tools, designated supports, and
accommodations for those students who need them.
This document also references specific Washington
testing opportunities and it is the intent that the
guidelines further provide the input for educators to
support testing decisions for students associated with
these unique state tests.
The guidelines are also intended for assessment staff
and administrators who oversee the decisions that are
made in instruction and assessment.
The guidelines apply to all students, emphasizing
individualized approaches to the implementation of
assessment practices for those students who have
diverse needs while participating in large-scale content
assessments. This document focuses on universal
tools, designated supports, and accommodations for
the content assessments of English language arts/
literacy, mathematics (math), and science, as well as
Page 4
Recognizing Access Needs in All Students
example, calculator). Similarly, a designated support
may also be an accommodation, depending on
All students (including students with disabilities,
the content target (see, for example, scribe). This
English language learners, and English language
approach is consistent with the emphasis that Smarter
learners with disabilities) are to be held to the same
Balanced and Washington has placed on the validity of
expectations for participation and performance on state
Universal tools, designated supports, and
assessment results coupled with access.
assessments. Specifically, all students enrolled in grades
accommodations all yield valid scores that count as
3-8 and 11 are required to participate in the state’s
participation in statewide assessments when used in a
mathematics assessment except:
manner consistent with these guidelines.
• Students with the most significant cognitive
disabilities who meet the criteria for the
Approximately 1%
mathematics alternate assessment based on Also, as shown on the following page, in Figure 1, for
or fewer of the student population
alternate achievement standards ( each category of assessment features – universal tools,
). designated supports, and accommodations – there
exist both embedded and non-embedded versions of
All students enrolled in grades 3-8 and 11 are required
the tools, supports, or accommodations depending
to participate in the state’s English language/literacy
on whether they are provided as digitally-delivered
assessment except:
components of the test administration system or
• Students with the most significant cognitive
separate from it.
disabilities who meet the criteria for the English
approximately 1%
language/literacy alternate assessment based on
or fewer of the student population
alternate achievement standards (
).
• English language learners who are enrolled for
the first year in a U.S. school. These students
instead participate in their state’s English language
proficiency assessment.
Usability, Accessibility, and
The conceptual model that serves as the basis for
Accommodations Guidelines
the Smarter Balanced
is shown in Figure 1. This
figure portrays several aspects of the Smarter Balanced
assessment features – universal tools (available for
all students), designated supports (available when
indicated by an adult or team), and accommodations
(available need is documented in IEP or 504 plan).
It also portrays the additive and sequentially-
inclusive nature of these three aspects. Universal
tools are available to all students, including those
receiving designated supports and those receiving
accommodations. Designated supports are available
only to students for whom an adult or team has
indicated the need for these accommodations (as well
as those students for whom the need is documented).
Accommodations are available only to those students
with documentation of the need through a formal plan
(i.e., IEP). Those students also may use designated
supports and universal tools.
A universal tool for one content focus may be an
accommodation for another content focus (see, for
Page 5
Usability, Accessibility, and Accommodations
Guidelines
Figure 1: Conceptual Model Underlying the Smarter Balanced
(computer-based delivery).
Universal Tools
Designated Supports
Embedded
Breaks, Calculator,
Digital Notepad, Eng-
Embedded
lish Dictionary, English
Color Contrast,
Glossary, Expand-
Masking,
able Passages, Global Text-to-speech,
Notes, Translated Test
Highlighter, Directions,
Translations (Glossary),
Keyboard Navigation,
Translations (Stacked),
Mark for Review,
Turn off Any Universal
Math Tools, Tools
Spell Check,
Accommodations
Strikethrough,
Writing Tools, Zoom
Non-embedded
Bilingual Dictionary, Non-embedded
Color Contrast, Abacus, Alternate
Embedded
Non-embedded Color Overlay, Response Options, Cal-
American sign
Breaks, Magnification, culator, Multiplication
Language, Braille,
English Diction- Read Aloud, Table, Noise Buffers,
Closed Captioning,
ary, Scratch Scribe, Print on Demand, Read
Text-to-speech
Paper, Separate Setting, Aloud, Scribe, Speech-
Thesaurus Translated Test to-text
Directions, Transla-
tion (Glossary)
Page 6