The Participation Guidelines

1. The Participation Guidelines Presentation for District Test Coordinators September 2010 Grace Gray Alternative Assessment Program Manager

2. The Participation Guidelines • “The Participation Guidelinesfor Alaska Students in State Assessments is designed to help Alaska fulfill the commitment to include all students in state assessments.” The Participation Guidelinesis Alaska Regulation 4 AAC 06.775(a)

3. The Participation Guidelines • Accommodations • Students with Disabilities • Limited English Proficient (LEP) students • Flexible Scheduling • Alternative Assessment Program for the HSGQE • The Modified HSGQE • The Nonstandardized Assessment

4. Accommodations • Definition: • Accommodations are practices and procedures in the areas of: • timing/scheduling, • setting, • presentation, and • response that provide equitable instructional and assessment access for students • Accommodations should be applied in regular classroom practices as well as state-wide assessments

5. Accommodations How Do Districts Monitor & Evaluate the Use of Accommodations for Testing?

6. Modifications • Changing, lowering, or reducing learning or assessment expectations • May result in implications that could adversely affect a student throughout that individual’s educational career • Examples include: • Requiring a student to learn less material • Revising assignments or tests to make them easier

7. Accommodations V. Modifications • Accommodation is not the same as modification (Use questions on page 15 in theParticipation Guidelines to determine whether an adaptation is an accommodation or a modification) • Know the difference • Modification – a change in the content, format, and/or administration of a test that alters what the test is designed to measure or the comparability of scores. Generally, a modification makes a test invalid(Page 28 in the Participation Guidelines.)

8. Table 1: Limited English Proficient Accommodations Accommodations are allowed for LEP students when testing for academic content knowledge and skills, but not when testing for English language proficiency Notice this is not specific to the NAEP

9. Table 2: IEP/504 Accommodations • Who makes the decision on IEP/504 accommodations? • Teams of people (teachers, administrator, etc.) who know the educational needs of the student with disabilities Students with disabilities may use appropriate accommodations when taking assessments

10. Table 2: IEP/504 Accommodations • Table 2 is not an exhaustive list • If the adaptation is not listed on Table 2, the IEP/504 team should determine whether it is an accommodation or modification Page 15 in the Participation Guidelines

11. Table 2: IEP/504 Accommodations What is the Appendix?

12. Flexible Scheduling • Table 2: Administering the test over several days completing on or before the last day of the test window (must consult with department for security and timing reasons; see appendix for security procedures) • Documentation ensures the appropriate process was utilized and security measures are in place; Forms 05-05-029 and 05-05-030 are required Accommodation for LEP pupilsandstudents with disabilities

13. Flexible Scheduling Intent & Evidence • review the directions • consider the department recommendation • Is the evidence/proof available for this accommodation? • All documentation submitted to the department no less than five working days prior to testing Form 05-05-029

14. The ESER can be used for the following: to reference processing speed, to show a student’s cognitive scores, to show the percentage of accuracy when given flexed time for academic testing, and to provide measureable data from student observations. The PLEP page can provide data to support the statement that the student requires extra days to complete district wide testing. Include data from ESER as well. Flexible Scheduling Evidence is Required! PLEP: How Disability Impacts Student Learning: Johnny’s slow processing speed (see ESER) inhibits his ability to complete tasks in a timely manner. He has been unable to complete assignments and tests in the regular classroom more than 60% of the time in the past 3 months. However, with extra time or additional days and accommodations he was able to successfully complete his work in class or in the resource room. The outcome of his test scores indicate a range of 70 – 80% accuracy as a result.

15. Example of data log for student testing in class. Student Name DateClasstest/assn/settingOutcome 10/23 math unit assess. Completed in resource rm 11/07 math unit assess. Incomplete 11/28 math comprehensive exam Completed in resource rm 12/05 writing district assessment Incomplete assessment Completed in two days . .(Continue data to show a pattern of behavior.) Johnny was unable to complete any of his math tests in the timeframe given in the classroom. However, he was able to complete them over several days with support in the resource room. He will require extra time to complete tests in the future. A data log can be used as evidence to support the need for a flexible schedule for students with disabilities as well as Limited English Proficient (LEP)students. Attach the log to the application. The Goals and Objectives page can also be used to reflect a student’s need for extra days for testing by providing data on the student’s current behavior and/or academic objectives. Include observations or logs with this page. Flexible Scheduling More Evidence…

16. Flexible Scheduling Examples of Evidence • Incomplete test results obtained from district’s DTC • Time sheets indicating prior testing times • Documentation in the IEP that states student is not able to complete a test of similar length in one day* • Letter(s) from teachers documenting student’s need of flexible scheduling* *example justification statements on next slide

17. Flexible Scheduling Example of Evidence • The student was given a reading practice exam, which is 50% the length of the regular exam. The student took three hours to complete the test. The performance on the practice test as well as classroom and other assessments indicate this student is at grade level. Due to the student’s history of testing, as documented in the attached teacher notes, and is a result of the student’s ED disability, the reading assessment should be given over two separate days. (attached notes include history of ED issues that arise due to concentrated lengthy testing that interfere with the student’s ability to show true achievement level) • Example includes: • Specific data (percentage of time on test and other classroom work) • Student’s grade level • History of testing with log attached • How disability affects student’s learning

18. Flexible Scheduling Not acceptable Evidence • Johnny has a difficult time staying on task and cannot complete tests in class. He will need a flexible schedule for statewide testing Data is needed to support this statement

19. Flexible Scheduling Student Agreement • Terms of Agreement • The agreement form, containing all three required signatures, must be submitted to the department with completed application Form #05-05-030

20. Flexible Scheduling Plan for Administration • IMPORTANT: All subtests must be completed on or before the last day of testing – October 7, 2010 • Dates testing begins and ends • Sections/pages of subtest to be scheduled each day • Example: ½ reading subtest on 10/04 and remaining ½ on 10/05

21. Flexible Scheduling Security Keep sections of the test previously taken or to be taken, secure from being reviewed • Paper clips • Rubber bands • No staples! No tape!

22. Flexible Scheduling Security Cont. Ensuring test is secure during additional days of testing • Where will test be secured? • Who has access to this location? Sufficient response? • Test materials locked in building test coordinator’s office • Tests locked in school vault. Only principal and secretary have the key

23. Flexible Scheduling Is Your Application Complete? • Completed Application • Student ID # • Proctor Information • All necessary signatures • Two pages of student’s IEP • Evidencedocumenting need • Terms of Agreement with all signatures

24. The Participation Guidelines • The Alternative Assessment Program refers to the HSGQE; and • The Alternative Assessment Programhas two components: • Modified HSGQE • Nonstandardized HSGQE Page 19 in the Participation Guidelines

25. Alternative Assessment Program • Diploma Track • Modified HSGQE • Nonstandardized HSGQE • Must apply to EED for approval of an alternative assessment

26. Alternative Assessment Program The Modified HSGQE • The Modified is the HSGQE given with allowable modifications • Changes to the test situation that normally would not be allowed Modification – A change in the content, format, and/or administration of a test that alters what the test is designed to measure or the comparability of scores

27. Alternative Assessment Program Alaska School Laws & Regulations • Statewide assessment program for students with disabilities • A student eligible for an alternative assessment program is eligible to take a modified HSGQE for the subtest that the student has not passed. The modifications allowed to each student shall be determined on an individualized basis consistent with the ParticipationGuidelinesand (h) and (j) of this section. 4 AAC 06.775(g)

28. Alternative Assessment Program Modifications List • A list of acceptable modifications exists • And the Department may approve other modifications Page 21 in the Participation Guidelines

29. Alternative Assessment Program Modified HSGQE Requirements Page 22 in the Participation Guidelines

30. Alternative Assessment Program Modified HSGQE • Before the testing date, sped directors and district test coordinators will receive a full list of students approved for modifications. • District test coordinators receive copies of the Modified applications. Teachers also receive copies for the students’ files. • If the student’s application is accepted or partially accepted, it is the district’s responsibility to ensure that the modifications are available on examination day and the test proctor understands the testing procedures.

31. Alternative Assessment Program Modified HSGQE List of Applicants • Observe: • Which teachers are consistently receiving partial and/or denials? • Are comments consistently the same issue?

32. Alternative Assessment Program Modified HSGQE • The application is updated for each test administration http://www.eed.state.ak.us/tls/assessment/modified.html

33. Alternative Assessment Program Nonstandardized HSGQE • The Nonstandardizd HSGQE requires a student to prepare an extensive collection of work that reflects competency in each of the state standards tested on the HSGQE • The Nonstandardized HSGQE Administrative Manual should be reviewed prior to any IEP/504 team decision

34. Alternative Assessment Program Nonstandardized HSGQE • Qualifications for the Nonstandardized are important to note: Nonstandardized HSGQE Page 22 of the Participation Guidelines

35. Alternative Assessment Program Nonstandardized HSGQE Application • The application is updated for each test administration http://www.eed.state.ak.us/tls/assessment/nonstandardized.html

36. Alternative Assessment Program Nonstandardized HSGQE • Take a few minutes at your tables to discuss the following: • How might DTCs get deadline information to teachers submitting applications for the modified HSGQE? • How can teachers prepare modified applications when they are gone during the deadline period? • How do districts ensure modifications are provided on testing day?

37. Department Support • Grace Gray, Alternative Assessment Program Manager, 465-8432, grace.gray@alaska.gov • Janacie Peters, Assessment Office Assistant, 465-2900, janacie.peters@alaska.gov