The Use of Accommodations for a K-12 Standardized Assessment: Practical Considerations from a State Perspective 1999 th.


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Almond, KarvonenSavannah, GA March 2006. 2. In spite of the fact that SWD frequently bring state tests with facilities. States regularly experience serious difficulties which facilities to permit . . . (Olson, 2004). Almond, KarvonenSavannah, GA March 2006. 3. Thought/NCLBState LegislationState Policies (testing, advancement, graduation, etc.)Training and GuidelinesAssessment Technical Adequacy.
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The Use of Accommodations for a K-12 Standardized Assessment: Practical Considerations from a State Perspective 1999 through 2004 Patricia Almond, University of Oregon      Meagan Karvonen, Western Carolina University March 21, 2006 Savannah, GA Almond, Karvonen Savannah, GA March 2006

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Although SWD regularly bring state tests with lodging States frequently experience serious difficulties which facilities to permit . . . (Olson, 2004) Almond, Karvonen Savannah, GA March 2006

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Accommodations from a State Perspective In the Context of Requirements and Responsibilities IDEA/NCLB State Legislation State Policies (testing, advancement, graduation, and so forth.) Training and Guidelines Assessment Technical Adequacy Almond, Karvonen Savannah, GA March 2006

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Multiple Purposes and Full Participation "To win their keep, state appraisal frameworks endeavor to do it all, frequently by requesting that a similar evaluation satisfy a few purposes." (Almond, Lehr, Thurlow, Quenemoen, 2002, p. 346) Almond, Karvonen Savannah, GA March 2006

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Purposes that can be connected to extensive scale appraisal: Aiding in instructional choices about individual understudies Providing data about the status of the training framework Motivating change Evaluating program Holding schools responsible for understudy execution Encouraging change in classroom guideline Certifying singular understudy accomplishment and authority (Heubert and Hauser, 1999) Almond, Karvonen Savannah, GA March 2006

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School and District Accountability Schools are powerful or needing change High stakes rewards and endorses will bring about enhanced accomplishment Individual Student Proficiency Promotion to next review Graduation from secondary school Certification Types of choices in light of results acquired from appraisals brought with housing: Almond, Karvonen Savannah, GA March 2006

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Standard 13.2 the Standards In instructive settings, when a test is planned or used to fill numerous needs, confirmation of the test\'s specialized quality ought to be accommodated each reason. Almond, Karvonen Savannah, GA March 2006

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Aligning the Newly Reauthorized IDEA with Title 1 . . . States have a confirmed commitment to figure out what sorts of facilities can be made to evaluations while keeping up their unwavering quality and legitimacy House Committee Report on IDEA reauthorization? (108-77, April 29, 2003) Almond, Karvonen Savannah, GA March 2006

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State Responsibilities Documentation for Peer Review Written approaches, arrangements of suitable housing, score reports, observational reviews Training for teachers on the best way to choose proper facilities that won\'t negate the scores - Peer Review Guidance (2004) Almond, Karvonen Savannah, GA March 2006

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State Policies on Accommodations Differentiating between lodging (reasonable, standard) and alterations (not passable, nonstandard) Variations in documentation strategies, revealing practices, qualification rules (IEP, 504, ELL, all inclusive) Some basic leadership criteria: Use of instructional facilities (here and there utilized for timeframe preceding evaluation) Accommodation does not give out of line preferred standpoint/change legitimacy Prohibitions against choices in view of program setting, handicap class Thurlow, Lazarus, Thompson, & Morse, 2005 Almond, Karvonen Savannah, GA March 2006

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Potential issues in basic leadership (school level) Offering increasingly (or less) facilities than may be required Mismatch amongst instructional and appraisal lodging Lack of documentation about choices made Lack of information about settlement versus adjustment Almond, Karvonen Savannah, GA March 2006

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Guidance from the Standards Those who settle on convenience choices ought to know about existing examination on the impacts of inabilities on execution (10.2). Leaders need access to precise and current data about potential housing and changes (10.8). Lodging and their methods of reasoning should be depicted in detail (in organization manual and specialized archives), including conceivable breaking points on legitimacy of deductions (10.4, 10.5) Almond, Karvonen Savannah, GA March 2006

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Progress, and space for development… Increased utilization of facilities in huge scale appraisals ( Ysseldyke et al., 2004 ) States as of late recognized as present and rising issues identified with housing: Determination of fitting and passable facilities Technical help on propriety of particular facilities for both direction and evaluation Professional improvement, particularly for general training educators Degree of specificity required in state direction - NCEO 2005 State Report Almond, Karvonen Savannah, GA March 2006

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In the Opening Session we got a write about the status of lodging: Accommodations in State Policies-What a Wonderful World of Diversity: Issues and Implications      Martha Thurlow, NCEO Almond, Karvonen Savannah, GA March 2006

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In this Session We Provide A Case Study: One State\'s Approach to Determining "Suitable" Testing Accommodations From 1999 through 2004 Almond, Karvonen Savannah, GA March 2006

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Chronology Almond, Karvonen Savannah, GA March 2006

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Comprehensive not Alternate Integral piece of the entire appraisal framework Inclusive of all understudies Almond, Karvonen Savannah, GA March 2006

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Knowledge & Skills Reading/Literature Mathematics Science Perf. Evaluations Writing Math Problem Solving All with Adaptations Accommodations Modifications Extended Perf. Measures X-Reading X-Math X-Writing X-CLRAS Oregon\'s Comprehensive Assessment System In 1999-2000 Almond, Karvonen Savannah, GA March 2006

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NCEO Description of Accommodations "Housing are changes in testing materials or methods that empower understudies to take an interest in appraisals in a way that permits capacities to be evaluated instead of inabilities. They are given to \'even the odds.\' Without housing, the evaluation may not precisely quantify the [individual] understudy\'s learning and aptitudes." Emphasis included. Almond, Karvonen Savannah, GA March 2006

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Accommodations and Modifications Tables in Test Administration Manuals Almond, Karvonen Savannah, GA March 2006

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The Settlement Feb. 2001 . . . Lodging might be viewed as passable, substantial, and scorable on the off chance that they are utilized amid guideline [1] . . . furthermore, are recorded on an understudy\'s IEP or Section 504 arrangement, unless [the department] can demonstrate that the settlement negates the score understanding. [2] Almond, Karvonen Savannah, GA March 2006

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The Settlement Feb. 2001 proceeded with . . . As opposed to consider all housing first invalid until turned out to be substantial, [the department] might consider all facilities legitimate unless [it] can demonstrate that the convenience would discredit the score elucidation. Almond, Karvonen Savannah, GA March 2006

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The Settlement Feb. 2001 proceeded with Any rundown of affirmed or not endorsed lodging distributed by [the department] as a guide for school regions might not be regarded restrictive . . . Almond, Karvonen Savannah, GA March 2006

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The Settlement Feb. 2001 proceeded When . . . a specific convenience would refute the score elucidation, [the department] must give a substitute evaluation as well as exchange scoring methodology . . . to bear the cost of . . . understudies an evaluation alternative that prompts to the Certificate of Initial Mastery. Almond, Karvonen Savannah, GA March 2006

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2000-2001 Expanded Menu of Testing Options for Full Participation Regular Tests & Achievement Level Testing (Rdg/Lit & Math)* Challenge up or down Accommodations Modifications Extended Reading, Math, Writing Ext. Profession and Life Role Assessment Juried Assessment * Regular alludes to tests directed with and without facilities. Almond, Karvonen Savannah, GA March 2006

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Juried Assessment Juried CIM Assessment Juried Modifications Almond, Karvonen Savannah, GA March 2006

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Pathways to Certificate of Initial Mastery (CIM) Collections ODE Collection of Evidence OR University System—Proficiency Based Admission Standards System (PASS) Statewide Assessments CIM level State Tests (w/or w/o lodging) CIM level State Tests w/independently endorsed alterations Almond, Karvonen Savannah, GA March 2006

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Juried Modifications Available at CIM Level District presents ask for Student must have the capacity to meet state models Decision is understudy by-understudy & test-by-test Almond, Karvonen Savannah, GA March 2006

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"Three cases of such demands for a juried survey of an adjustment take after: An understudy educated in a dialect other than English, Spanish or Russian, wishes to take the science test converted into his or her essential dialect. Such an interpretation would commonly be viewed as an adjustment. 2. An understudy with restricted physical aptitude composes utilizing an extraordinary word handling program that makes words or expressions from a couple of keystrokes and the understudy wishes to take the written work test utilizing the product. 3. An understudy with a huge learning handicap, for example, dyslexia, influencing the understudy\'s capacity to peruse and compose, utilizes sound-related techniques, for example, taped writings and perusers as an essential learning mode." Almond, Karvonen Savannah, GA March 2006

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"The board may affirm this alteration as a settlement for the specific understudy in the wake of exploring the understudy\'s case if: The understudy is talented in utilizing the perused resoundingly adjustments The measure of appreciation mirrors the understudy\'s own insight and comprehension The understudy accomplishes similar benchmarks for int

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