Accommodations & Sol Testing - Mcps

Accommodations & Sol Testing - Mcps

ACCOMMODATIONS & SOL TESTING An Overview by Carol Jennings Assessment Coordinator Disclaimer This presentation is not meant to be the only document STCs, Test Examiners, and Proctors use when testing students who need accommodations. It is only designed to be a guide. The Test Implementation Manual and the Examiners Manual as well as the documents listed on the last page of this document should be read and followed in their entirety prior to

administering a test with accommodations to a student, and all guidelines as established by the Virginia Department of Education should be followed. 2 Online Testing All students are required to take the online version of the SOL tests except in very specific circumstances. The student attends school in a location where a secure network connection or the required technology is not available (i.e., BRACC, Minnick, etc.). The students accommodation requires a paper/pencil test (i.e., Large Print, Braille, or a flexible day schedule that requires multiple testing sessions over two or

more days). NOTE: The Grade 3 Mathematics CAT can be broken into two days online. The student has a documented medical condition (i.e., seizures) when exposure to a computer aggravates the condition. 3 ALL STUDENTS Allowable for ALL Students Small Group Size The Virginia Department of Education does not specify the number of students that constitutes class size; thus, classes

of students can be broken into smaller groups for testingfor example, individually, groups of 5, groups of 10, etc. 5 Allowable for ALL Students Small Group Size (continued) Anticipate those students who may be disruptive and remove them from the whole-class setting BEFORE testing starts. A good place to put them is with a person of authority. 6

Allowable for ALL Students Environmental Modifications Special lighting Noise buffers Use of a study carrel 7 Allowable for ALL Students Environmental Modifications Students may not be issued any kind of accessory to modify the environment. Accessories include, but are not limited to:

Head phones Ear plugs Ticking clocks Egg timers Stress balls Toys Music or soothing sounds 8 Allowable for ALL Students Students Reading Aloud to Themselves Students who test better when they read aloud to themselves would need to be tested in a separate setting because the student reading aloud would be

disruptive to other students. This strategy pairs with a previous slide which discusses removing potentially disruptive students BEFORE testing begins. NOTE: Regular education students may not use whisper phones. 9 Allowable for ALL Students Scratch Paper Students can have scratch paper for all tests. The scratch paper must be school issued and cannot be the students own paper. It must be distributed by the Test Examiner. All the scratch paper must be the same color.

Students cannot have multiple colors. All scratch paper must be collected and accounted for at the end of the test. Scratch paper must be turned in to the STC. The STC will shred all scratch paper 10 Allowable for ALL Students Scratch Paper (continued) Scratch paper may include: Plain paper (no lines) Lined paper Graph paper Sticky notes Note cards

The sticky notes and note cards must be all the same color. Particular care must be taken to ensure all sticky notes and note cards are accounted for after the test (i.e., number them prior to handing them out and then check the numbers when they are picked back up) Paddy paperpaper/pencil ONLY 11 Allowable for ALL Students Large Diameter PencilMust contain #2 lead Special PencilMust contain #2 lead Pencil Grip

12 Allowable for ALL Students Assistance with Directions Examiners may simplify or clarify the bold directions which are read to the students that explain how to take the test. Examiners and Proctors may not provide assistance with directions for test items within the students test. 13 SPECIAL EDUCATION/504/LEP

STUDENTS ONLY Charts from the Please follow the Accommodations Testing Manuals very carefully as all accommodations are not available for every test, and LEP students are not allowed all accommodations unless they also are identified as a student w/ a disability. Follow the Special Testing Accommodations Guidelines carefully in the Examiners Manual, Appendix B, and in the Test Implementation Manual, Appendix C. Students w/ Disabilities, 504 & LEP StudentsTiming/Scheduling Flexible Schedule (Accommodation Code 1) All SOL assessments are untimed, and ALL students may take the entire day to test if needed. Students w/

disabilities, 504, and LEP students can have supervised breaks during the day and/or have the test broken into more than one day (EXCEPT for the Short-Paper component on the Writing SOL). If a student takes the test in one day with breaks, the schedule for breaks must be determined prior to testing and based on the routine use of scheduled breaks during regular classroom and benchmark assessments. The STC and Test Examiner must have a system for notifying the student to begin and end a break during testing. The break must be supervised and test security must be maintained during the break. 15 Students w/ Disabilities, 504 & LEP StudentsTiming/Scheduling

Flexible Schedule (continued) Students must be not allowed to discuss the test in any way, have access to educational materials or electronic devices, and must not disrupt other students during the break. The students test materials must not be accessible or viewable by other students or school personnel during the break. If the student is taking the test online and the room is securely maintained, the monitor can be turned off. The student may exit the test, and then have his/her test resumed by the STC prior to logging back into the test. 16 Students w/ Disabilities, 504 & LEP StudentsTiming/Scheduling

Flexible Schedule (continued) If a test is given over multiple days, it must be administered via the paper/pencil platform only. One option is to break the book apart and give the student only that portion of the test s/he will take on any given day. The student may not look forward to test questions for another day or look back at questions answered on a prior day. Online tests must be administered in one day. The only exception is the Grade 3 Mathematics CAT. 17 Students w/ Disabilities, 504 & LEP Students

Visual Aids (Accommodation Code 4) Presentation Physical magnifying devicesvisually impaired students only Magnifying glass Screen magnifier Electronic magnification devicesvisually impaired students only Close-circuit television (CCTV) Large monitor Interactive or electronic white board LCD projector which projects onto large screen Color overlay or tinted screenone color only 18 Students w/ Disabilities,

504 & LEP Students Visual Aids (continued) Presentation Template or masks to view only 1 word, sentence, or line of print at a timepaper/pencil only Blank graphic organizer which cannot contain directions, words, letters, numbers, symbols, color coding, or text of any kind Template Software must produce blank templates Template libraries, hyperlink functions and access to the Internet must be disabled and must be used on a separate computer than the online test 19 Students w/ Disabilities, 504 & LEP Students Amplification Equipment

Presentation (Accommodation Code 5) Hearing aid Auditory Trainer Whisper Phone 20 Students w/ Disabilities, 504 & LEP Students Large Print (Accommodation Code 6) Presentation This form of the test must be ordered through the Division Director of Testing and cannot be photocopied from the regular form of the test.

If a student marks his/her answers on an enlarged copy of the answer document, the students answers must be transcribed to the regular answer document by a school official and verified by a second school official. The large print answer document must be retained on file by the Division Director of 21 Students w/ Disabilities, 504 & LEP Students Braille Test (Accommodation Code 9) Presentation Students requiring this accommodation will also receive a test in regular print for the Examiner to

use. If the students answers are recorded on a Braille answer sheet, the responses must be transcribed to the regular answer document by a school official and verified by a second school official who has knowledge of Braille. The Braille answer sheet must be retained on file by the Division Director of Testing until scores are received and verified. 22 Students w/ Disabilities, 504 & LEP Students Braille Test (continued) Presentation If the test is read aloud to the student or if the student responds verbally to the responses, the

test session(s) must be recorded or proctored. If recorded, the recording must be retained on file by the Division Director of Testing until the Authorization to Proceed has been processed. If proctored, both the Test Examiner and Proctor must verify that the test was administered according to standardized procedures. This verification must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 23 Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (Accommodation Codes 10 & 14) Special attention must be given to

students IEP, 504, and LEP plans to determine how the test is to be administered. The entire test read aloud Words, questions, or sentences read aloud only upon the students request The test must be read aloud in English. 24 Students w/ Disabilities, 504 & LEP Students Reading Test Items (continued) Presentation The Test Examiner must be very careful to not lead the student to the correct

answer when reading test items aloud. Through intonation Through facial expressions or other nonverbal clues By repeating any part of the test that is not specifically requested by the student In describing graphics 25 Students w/ Disabilities, 504 & LEP Students Reading Test Items (continued) Presentation An examiner who administers a read-aloud test session must be familiar with how to read test items to students. Prior to testing examiners must (this is mandatory and

must be documented): Listen to an audio practice test prior to testing Read Virginia Standards of Learning Assessments Guidelines for Administering the Read-Aloud Accommodation 26 Students w/ Disabilities, 504 & LEP Students Reading Test Items (continued) Presentation Prior to reading a test item aloud, the Examiner may take a moment to review a test item so that the answer is not inadvertently given to a student. A printed copy of the test (i.e., online, large

print, or Braille) should be provided to the student so s/he can follow along as the test is read aloud. 27 Students w/ Disabilities, 504 & LEP Students Reading Test Items (continued) Presentation A Read Aloud administration must either be recorded or have a proctor present. If recorded, the recording must be retained on file by Division Director of Testing until the Authorization to Proceed has been processed. If proctored, the Test Examiner and Proctor must verify in writing that the test administration was conducted according

to standardized procedures. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the Examiner forgets to record the session or the session is not recorded in its entirety, the test will need to be administered using an alternate form of the test. 28 Students w/ Disabilities, 504 & LEP Students Reading Test Items for Computer Adaptive Presentation Tests (Accommodation Codes 10 & 14) All guidelines on the previous slides for Reading Test Items must be followed The assessment must be administered oneon-one.

The student must be seated directly in front of the computer, and the Test Examiner must sit to the side of the student and read from the students workstation. 29 Students w/ Disabilities, 504 & LEP Students Audio Version of the TestPaper/Pencil Presentation (Accommodation Codes 11 & 15) Students should have instructional experience with audio on a regular basis. If the student does not have experience using audio, the audio may cause more difficulty than assistance. Experience using audio may include the following:

Audio textbooks Recording lectures in class Recording tests The audio should be used in conjunction with a printed test (i.e., regular, large print, or Braille). 30 Students w/ Disabilities, 504 & LEP Students Audio Version of the TestOnline (Accommodation Presentation Codes 11 & 15) In the past, school divisions have been told that students should not use accommodations during

testing unless they used the same accommodation during classroom instruction and assessments. Since it would be very difficult for school divisions to provide an online audio accommodation during instruction, the following guidelines have been established to provide clarification as to the circumstances under which a student could be provided with an online audio accommodation during testing. 31 Students w/ Disabilities, 504 & LEP Students Audio Version of the TestOnline (continued) Presentation The IEP Team or 504 Committee must determine whether the read aloud or audio form of the test is the most appropriate delivery method

The parent must agree to the delivery method, and the decision must be documented in the IEP or 504 Plan. The online audio accommodation may be given to students who have a read aloud during class instruction or those who use audio-cassettes/CDs or text readers in the classroom. Students should practice the audio version of the test before attempting the live version of the test. Audio Practice Test www.doe.virginia.gov/testing/sol/practice_items/index.html Audio Training Test in PearsonAccess 32 Students w/ Disabilities, 504 & LEP Students

Interpreting/Transliterating Test Items Presentation (Accommodation Codes 12 & 16) The Interpreters/Transliterators role and professional code of ethics prohibit answering questions directly or providing assistance in answering test questions. The Interpreter/Transliterator must first read the test question to him/herself silently before interpreting/ transliterating to the student. The Interpreter/Transliterator must be very careful to not lead the student to a correct answer. Through facial expressions By repeating any part of the test that is not specifically requested by the student 33

Students w/ Disabilities, 504 & LEP Students Interpreting/Transliterating Test Items Presentation (continued) Students who are deaf or have a hearing impairment may be considered for the interpreting/transliteration accommodation on the Reading assessment because of difficulty hearing phonemes, which is part of the decoding process. Eligibility must be determined by a diagnostic tool or instrument administered by a qualified professional. 34

Students w/ Disabilities, 504 & LEP Students Interpreting/Transliterating Test Items (continued) Presentation An interpreted administration must be proctored by appropriate personnel who are fluent in the type of interpretation/ transliteration used or video recorded. If a proctor is present, both the Test Examiner and Proctor must verify in writing that the test was administered under standardized testing procedures. This written verification must be retained by the Division Director of Testing until the Authorization to Proceed has been processed. If video recorded, the video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed.

The interpreter may have access to the test 24 hours prior to the test administration as authorized by the Division Director of Testing. 35 Students w/ Disabilities, 504 & LEP Students Interpreting/Transliterating Test Items for Presentation Computer Adaptive Tests (Accommodation Codes 12 & 16) All guidelines on the previous slides for Interpreting/Transliterating must be followed. The assessment must be administered one-on-one.

The student and the Interpreter/Transliterator must position themselves so the student has access to the computer and can see the Interpreter/Transliterator, and the Interpreter/Transliterator can see the questions on the students computer screen. 36 Students w/ Disabilities, 504 & LEP Students Specific Verbal Prompts (Accommodation Presentation Code 20) If documented in the students IEP or 504 plan, the Test Examiner may use verbal prompts to help the student remain focused on completing the SOL assessment. Following are the only prompts that may be used

during SOL tests: Please continue with your tests. Keep working. Keep going. Focus. Stay focused. 37 Students w/ Disabilities, 504 & LEP Students Specific Verbal Prompts (continued) Presentation The IEP Team or 504 Committee must choose from the verbal prompts on the previous screen, and the specific prompt(s) must be documented in the IEP or 504 Plan.

All other verbal prompts must be submitted for review on a Special Assessment Accommodation Request form and have prior approval from the VDOE. 38 Students w/ Disabilities, 504 & LEP Students Specific Verbal Prompts (continued) Presentation Students must be assessed individually; the test session must either be proctored or recorded. If proctored, both the Proctor and Test Examiner must verify in writing that the test administration was conducted according to standardized procedures. This is done on the Examiners/Proctors Transmittal Form and Affidavit for Recorded Test Sessions. This

verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 39 Students w/ Disabilities, 504 & LEP Students Presentation Plain English Math (Accommodation Code A) This form of the test covers the same content as the regular Mathematics form of the test. LEP students may not participate for more than three consecutive years. The Access for ELLs ranges that allow the Plain English Math version are as follows: Grades 3-51.0 3.5 (Grades 9-12(Algebra I

only)1.0 3.5 Grades 6-81.0 3.3 The modifications on this test include: Simplification of reading load Syntax Vocabulary 40 Students w/ Disabilities, 504 & LEP StudentsResponse Dry Erase Board (Accommodation Code 2)

The student may use a dry erase board in place of scratch paper, and s/he must use it independently without assistance from the Test Examiner/Proctor. The student may not be prompted to use the board. The student must be tested individually where the dry erase board is not visible to others. 41 Students w/ Disabilities, 504 & LEP StudentsResponse Additional Markers, Highlighters, Colored Pens, and/or Pencils (accommodation code not required)

The student may use additional markers if the dry erase board is used. The additional items must be provided to the student at the beginning of the test session. If the student is being assessed with a paper/pencil test, s/he may not use the colored markers, highlighters, pens, and/or pencils on the answer document. The student must not be prompted to use the additional markers, and s/he must use them without assistance from the Test Examiner. 42 Students w/ Disabilities, 504 & LEP StudentsResponse Enlarged Copy of Answer Document Paper/Pencil Only (Accommodation Code 8)

The answers must be transcribed by a school official and then verified by a second school official. The answer document with the larger answer circles must be retained on file with the Division Director of Testing until the Authorization to Proceed has been processed. Notify the Division Director of Testing before enlarging an answer document for use. 43 Students w/ Disabilities, 504 & LEP StudentsResponse Communication Board or Choice Cards (Accommodation Code 13)

Student responses must be transcribed to an answer document or entered online by a school staff member. This method must be used instructionally on a regular basis. 44 Students w/ Disabilities, 504 & LEP StudentsResponse Communication Board or Choice Cards (continued) The test session must either be video recorded or proctored. If the test session is video recorded, the answer document/online responses must be verified using the video recording. The video

recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the test session is proctored, both the Test Examiner and Proctor must verify in writing that the test session was administered according to appropriate guidelines. This is done on the Examiners/Proctors Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 45 Students w/ Disabilities, 504 & LEP StudentsResponse Examiner Records Responses (Accommodation Code 18) Student marks in test booklet, responds

verbally, points, or otherwise indicates a response. If a student marks in his/her test booklet, answers must be transcribed to the regular answer document and verified by a second school employee. 46 Students w/ Disabilities, 504 & LEP StudentsResponse Examiner Records Responses (continued ) The test session must either be video recorded or proctored.

If video recorded, the recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If proctored, the Test Examiner and Proctor must verify in writing the test session was administered according to standardized procedures. This written verification will be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 47 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication Device (Accommodation Code 22)

This is NOT facilitated communication. Projects the speech or in some other way communicates for the student. Board with letters, numbers, etc. where the student may indicate by pressing the letters/numbers his/her responses. It could be as simple as a two-way switch. Must be specific on IEP/504 Plan the type of augmentative communication device and how it will be used. 48 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication Device (continued)

Documentation must exist that indicates the student uses an augmentative communication device for his/her written work on a regular basis in the classroom. Only communication devices which produce student work verbatim may be used. If the augmentative communication device produces auditory output, it should be treated as dictation to a scribe and all procedures followed. 49 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication Device (continued)

The test session must either be video recorded or proctored. If the test session is video recorded, the video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the test session is proctored, both the Test Examiner and Proctor must verify in writing that the test session was administered according to appropriate guidelines. This is done on the Examiners/Proctors Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 50 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication

Device (continued) Non-Writing & Writing Multiple Choice Test Examiners and students must work together prior to testing to complete multiple-choice practice items which include TEI. Based on the practice sessions, the Test Examiner may use vocabulary software of the augmentative communication device to create preset word banks of direction words (i.e., select, drag, drop, up, down, right, left, etc.) which will allow the student to direct the Test Examiner to complete the TEI items. 51 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication

Device (continued) Non-Writing & Writing Multiple-Choice The student may use a preset template to select multiple-choice responses. The student may not have access to subject-linked vocabulary with the augmentative communication device. The Test Examiner must record the students response on the students test computer or answer document. The students responses must be verified by a second school employee, following the procedures. 52 Students w/ Disabilities, 504 & LEP StudentsResponse

Student Uses Augmentative Communication DeviceWriting Assessment (continued) Short-Paper Component Two separate computers must be made available to the student. The student will log into TestNav on one computer, and the second workstation will be the augmentative communication device. The student must not have access to the Internet or any other software during testing. The student will use the augmentative communication device to type the short paper using the QWERTY keyboard. 53

Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication DeviceWriting Assessment (continued) Short-Paper Component The student may not have access to subjectlinked options on the device. If the word prediction software is used, it must provide only single words and may not be linked by subject. The student may not use automatic correction, thesaurus, or grammar-check features. 54 Students w/ Disabilities, 504 & LEP StudentsResponse Student Uses Augmentative Communication

DeviceWriting Assessment (continued) Short-Paper Component The students response must be transcribed into the TestNav response screen and verified by a second school official. The school must either print a copy of the students response or make an electronic copy on a jump drive or CD; the copy will be maintained in the Division Director of Testing (DDOT) Office until the Authorization to Proceed (ATP) has been processed. 55 Students w/ Disabilities, 504 & LEP StudentsResponse

Student Uses Augmentative Communication DeviceWriting Assessment (continued) Short-Paper Component The students short paper must be deleted from the augmentative communication device the student used to compose the paper. The Test Examiner and Proctor must sign a document stating that the response to the writing prompt is entirely the students work and that no automatic correction, thesaurus, or grammar check features were used. This document must be retained on file in the office of the DDOT until the Authorization to Proceed has been processed. 56

Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (Accommodation Code 21) This accommodation is to be used with students in responding to the Short-Paper component of the SOL Writing assessment. NOTE: The Brailler may be used with paper/pencil tests only. Only those devices which produce the students response verbatim may be used. 57

Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) If the device produces an auditory output, the session must be recorded and the recording must be retained by the Division Director of Testing until the Authorization to Proceed has been processed. Or, a proctor can be present, and such procedures followed. If speech-to-text software is used, the student must be assessed in a one-to-one setting. 58

Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) Automatic correction, thesaurus, or grammar check features must be disabled. A hand-held spell checker or the spell checking capacity of a computer can be used. However, the student cannot be prompted to use it. The typed or printed essay must be transcribed to the regular answer document or into TestNav by school personnel and verified by a second school employee. 59

Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) Word Prediction Software The word prediction software must not provide prompting for spell checking, grammar checking, predicting of phrases, or word choices. The student cannot use the thesaurus function of the software. If the software allows selection of a dictionary, a grade-level appropriate dictionary must be chosen. 60 Students w/ Disabilities,

504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) Word Prediction Software The software used for this accommodation should provide the student with a selection of single words from a student-generated single or multiple keystroke. The software should not provide phrases, grammatically appropriate options, or other unrelated word choices generated by the students keystrokes to predict sentence structure. The student should type his/her paper on a separate computer than the testing computer and then transcribe his/her work into TestNav on the testing computer.

61 Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) A document stating the typed or printed essay is entirely the students work and that no automatic correction, thesaurus, or grammar check features were used must be signed by the Test Examiner and Proctor and retained in the office of the Division Director of Testing. The students short-paper component must be retained on file by the Division Director of Testing

until the Authorization to Proceed has been processed. 62 Students w/ Disabilities, 504 & LEP StudentsResponse Responds by Word Processor, Word Processor with Speech to Text, Brailler, or Word Prediction Software (continued) The test session must either be video recorded or proctored. If the test session is video recorded, the video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the test session is proctored, both the Test Examiner and Proctor must verify in writing that the test session was

administered according to appropriate guidelines. This is done on the Examiners/Proctors Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 63 Students w/ Disabilities, 504 & LEP StudentsResponse Spelling AidsShort Paper Component of the Writing Assessment Only (Accommodation Code 23) Students w/ disabilities are allowed to use approved spelling aids on the short-paper component of the SOL Writing assessment. This includes the use of a spell checker and spelling

dictionaries. Spelling checkers may not automatically correct words, provide prompting for spell checking, or include a thesaurus. If the spell checker allows for the selection of a dictionary, a dictionary appropriate to the students grade level must be chosen. 64 Students w/ Disabilities, 504 & LEP StudentsResponse Spelling Aids (continued) A spelling dictionary should only contain the words in alphabetical order and not contain hints or clues. The spelling dictionary may be teacher- or

student- made with words that the student uses on a regular basis in his/her writing. This does not include the use of grammar check. 65 Students w/ Disabilities, 504 & LEP StudentsResponse English DictionaryShort-Paper Component of the Online Writing Assessment Only (Accommodation Code 29) Students with an IEP/504/LEP Plan who cannot access the online spell-check tool or other permitted spelling aid are allowed to use an English dictionary to check spelling. It must be a general dictionary without a thesaurus. It must not be content specific or specialized.

It must be a paper dictionary. An electronic dictionary is not allowed. It may be school owned or student owned. It should be familiar to the student. It must not be altered in any way with hand-written notes or include class notes. 66 Students w/ Disabilities, 504 & LEP StudentsResponse Bilingual Dictionary (Accommodation Code 17) The bilingual dictionary is available ONLY to LEP students. The bilingual dictionary accommodation is available for all SOL testssee final note below. The bilingual dictionary must be paper and not electronic. It must be a general, word-to-word bilingual dictionary. It cannot be content specific, rhyming, contain pictures, etc.

It must not be altered with hand-written notes. The bilingual dictionary may be used alone or in conjunction with an English dictionarywithout a Thesaurus. The English dictionary is not allowed on the multiple-choice component of the 2010 SOL writing test. 67 Students w/ Disabilities, 504 & LEP StudentsResponse Dictation Using a Recording DevicePre- writing Only on the Short-Paper Component of the SOL Writing Test (Accommodation Code 24)

Organization PhaseA student may organize his/her thoughts for the short-paper component into a recorder and then play it back as s/he composes the short paper. The final short paper may not be transcribed from a recording device by school personnel . 68 Students w/ Disabilities, 504 & LEP StudentsResponse Dictation to a Scribe (Accommodation Code 25) The student dictates in English (or uses an augmentative communication device with

auditory output) to respond to the shortpaper component of the Writing assessment. The scribe must format, capitalize, and punctuate only as directed by the student. 69 Students w/ Disabilities, 504 & LEP StudentsResponse Dictation to a Scribe (continued) The scribe can either type or write the students dictation. When the student is finished, the student should have an opportunity to review the rough draft and make final corrections to capitalization, grammar, punctuation, etc.

70 Students w/ Disabilities, 504 & LEP StudentsResponse Dictation to a Scribe (continued) The testing session must either be recorded or proctored by a second person. If the session is recorded, the scribes transcription and the audio recording must be verified by a second school official. The recording and the transcription must be retained by the Division Director of Testing until the appeals process is over and the Authorization to Proceed has been processed. If the session is proctored, the Proctor and Test Examiner must verify the students response was typed exactly as the student directed and that nothing was changed, added, or deleted. The scribe and the Proctor must verify in writing

that the test administration was conducted according to standardized procedures. This verification and transcription will be retained in the office of the Division Director of Testing. 71 Students w/ Disabilities, 504 & LEP StudentsResponse Read-Back Student ResponseShort Paper Component of Writing Assessment (Accommodation Code 30) The Read-Back Student Response accommodation may be provided by either a Test Examiner or from a workstation equipped with text-to-speech capabilities.

The IEP/504 plan must clearly indicate if the students response is read by the Test Examiner or the work station. Please follow the directions in Appendix B (Examiners Manual) or Appendix C (Test Implementation Manual) carefully for both the text-to-speech and Test Examiner. 72 Students w/ Disabilities, 504 & LEP StudentsResponse Read-Back Student Response (continued) The students response must be read verbatim without providing any clues or assistance. A Read-Back Student Response administration must either be recorded or have a proctor present.

If recorded, the recording must be retained on file by Division Director of Testing until the Authorization to Proceed has been processed. If proctored, the Test Examiner and Proctor must verify in writing that the test administration was conducted according to standardized procedures. This is done on the Examiners/ Proctors Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed is processed. 73 Students w/ Disabilities, 504 & LEP StudentsResponse Calculators and Arithmetic TablesGrades 3-7 Mathematics Assessments Only (Accommodation

Code 26) The students IEP Team or 504 Committee must determine that the student is eligible based on the calculator accommodation criteria established by VDOE. Arithmetic tables and charts are defined as tools that serve the same function as a calculator. Multiplication tables Division tables Addition tables Subtraction tables This accommodation cannot be used by LEP students unless

they are also identified as a student w/ a disability or a 504 student. 74 Students w/ Disabilities, 504 & LEP StudentsResponse Calculator with Additional FunctionsGrades 4- 8 & EOC Mathematics Assessments Only (Accommodation Code 28) The student may use a calculator with additional functions designed to accommodate his/her disability. The student must meet the eligibility requirements on either the Calculator Accommodation Criteria Form for SWD or the Calculator Accommodation Criteria Form for

Students with Blindness or Visual Impairments. Calculators with additional functions are allowed if the additional mathematical functions are required for the student to access the SOL assessment and are directly related to his/her disability. 75 Students w/ Disabilities, 504 & LEP StudentsResponse Calculator with Additional Functions Grades 4-8 & EOC Mathematics Assessments Only (continued) Calculators with additional functions are not allowed if:

they are not related to the students disability; they provide an unfair advantage to the student; they are designed solely to enhance student performance; or they are designed to compensate for below gradelevel mathematics skills. 76 Students w/ Disabilities, 504 & LEP StudentsResponse Mathematical Aids (Accommodation Code 19) Math aids allowed examplesnumber line, fraction circles, colored shapes, etc. Math aids not allowed examplesplace value chart, fraction chart, clocks, coins, bills, base 10 blocks, etc.

(See Explanation of Math Aids Handout for Math Aids that are Allowed and Not Allowed) 77 Transcription of Student AnswersAll Assessments This accommodation is available only to those students as stated in their IEPs, 504 Plans, or LEP Plans (or due to a documented temporary condition). The students responses must be entered exactly as the student indicated. The students responses must not be corrected or altered in any way. The transcription must be verified by a second school

official to ensure no errors occurred in the transcription. All materials containing student responses to test items are considered as secure test materials and must be maintained in a secure location. 78 Transcription of Student AnswersAll Assessments This accommodation is available only to those students as stated in their IEPs, 504 Plans, or LEP Plans (or due to a documented temporary condition). Documentation of the students responses (i.e., audio/video of the session, output from a Brailler, augmentative communication device, word

processor, enlarged answer documents, paper and electronic copies of the students response, etc.) must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 79 Special Accommodation Request Form Some students may require an accommodation beyond those listed by the Virginia Department of Education. Prior approval by the VDOE is required before administering these accommodations. If you have a student who requires an accommodation that is not listed by VDOE, you should submit the Special Assessment

Accommodation Request Form to the Division Director of Testing. The DDOT will submit the form to VDOE for approval. Each form will be reviewed based upon the need to provide equal access to the SOL test for the student and the need to maintain standardized procedures and security. Accommodations may be approved, approved with conditions, or not approved. 80 Students w/ Disabilities, 504 & LEP Students Resources: Students with Disabilities: Guidelines for Assessment Participation Students with Disabilities: Guidelines for Special Test Accommodations

Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program Guidelines for Administering the Read-Aloud Accommodation for Standards of Learning Assessments Explanation of Testing Accommodations with DisabilitiesMath AidsAccommodation Code 19 Explanation of Testing Accommodations for 81

Recently Viewed Presentations

  • A more in depth analysis of Rhyme, Rhythm and Meter

    A more in depth analysis of Rhyme, Rhythm and Meter

    METER. The length of a line of poetry, based on what type of rhythm is used. The length of a line of poetry is measured in metrical units called "FEET". Each foot consists of one unit of rhythm. So, if...
  • CALIBRATION OF THE PPTICRM: COMPONENT 5; Sub Components

    CALIBRATION OF THE PPTICRM: COMPONENT 5; Sub Components

    5.1 Sub-Component 18: Hygiene & Cleanliness (Element 136-137) Sourced, TRAINED* and allocated EPWP volunteers to augment on the few existing F/T groundsmen. Developed an individualised, action & time specific grounds maintenance programme. Provided an appropriate basic training on essential cleaning...
  • Virtual Pool - Columbia University

    Virtual Pool - Columbia University

    Virtual Pool is a projection and vision-based pool game - uses a projected image of a pool table with balls placed on it. A camera placed some distance from the projected image and facing the image detects movements of a...
  • Master Naturalists

    Master Naturalists

    Arial Calibri Default Design Microsoft Graph Chart Envirothon Topics Typical Loamy Soil Typical Clayey Soil Typical Sandy Soil Forming Factors Climate Living Organisms Parent Material Topography Time Texture Clayey Soils Sandy Soil Loamy Soil Soil Color Dark= High Organic Light=Low...
  • Shakespearean Sonnets - Ms. Bishop's English IV Class

    Shakespearean Sonnets - Ms. Bishop's English IV Class

    What do you think Shakespeare's purpose in writing this sonnet? Sonnet Review Mistress doesn't mean the same as today's mistress Poem about physical beauty vs. internal beauty Humorous tone Answers It doesn't matter to the speaker that she doesn't have...
  • What Change History Tells Us about Thread Synchronization

    What Change History Tells Us about Thread Synchronization

    My name is Ray Gu. I'd like to present our work about "What change history tells us about thread synchronization". This is a joint work with my previous phd colleges and Prof. Shan Lu when we were all at University...
  • PowerApps for SharePoint Users

    PowerApps for SharePoint Users

    Abstract. Have you been a user of SharePoint Designer? InfoPath? Access Services? How are you building business solutions today? Microsoft PowerApps is the successor to InfoPath and targets the business user and power user gaps left between SharePoint's out of...
  • Snímek 1 - dum.rvp.cz

    Snímek 1 - dum.rvp.cz

    Č e s k o m o r a v s k á v r ch o v i n a Jaká je půda v této oblasti? Co vytváří krajinu Českomoravské vrchoviny ? Jak se jmenuje tato řeka, která odtéká...