notetaking guide new elpac coordinator - elpac (ca dept of ... · web viewin 2019–20, the...

Notetaking GuideCalifornia Department of Education • August 2019

Learning GoalsEducators will understand:

Your role as a local educational agency (LEA) English Language Proficiency Assessments for California (ELPAC) Coordinator.

The components of the ELPAC.

The systems that support ELPAC testing.

Where to find more information to help you in your role.

Success CriteriaEducators will be able to:

Speak about the assessments.

Connect with other coordinators throughout the state. This will be your support network when you have questions or need advice.

Plan for a successful administration of the ELPAC.

Notetaking Guide—New ELPAC Coordinator Training Page | 1

Assessment BasicsThe ELPAC StructureThe ELPAC consists of two separate assessments.

Initial ELPAC:

o A screener, which means it is a short assessment designed to determine whether a student is an English learner.

o Administered to students within 30 days of enrollment in a California school if:

They have not taken the ELPAC or California English Language Development Test (CELDT) before

They have not been classified as an English Learner (EL) before

Their Home Language Survey lists a language other than English.

o More specifically, within 30 days the student must be identified, the parent must be notified, the student must be assessed and then scored, and then their results communicated/reported to parents.

Summative ELPAC:

o The Summative is administered only to students who are identified as English Learners to gauge their level of proficiency.

o This is not a screener but a full summative assessment.

o Students designated as EL are required to take the Summative ELPAC annually, until they are reclassified.

Why Do We Test?The administration of an English language proficiency assessment is a state and federal requirement.

These laws require LEAs to test students:

1) Who are newly enrolled a State of California public school and whose primary language is not English; these students are tested with the Initial ELPAC, and

2) Who are ELs; all ELs take the Summative ELPAC each year until reclassified.

The Initial ELPAC screens students who are English learners from students who are initially fluent in English.


The Summative ELPAC gives us data for the proper program placement, as well as information about reclassification of ELs.

Computer-Based ELPAC In 2019–20, the Summative ELPAC is transitioning from paper-pencil to a

computer-based assessment.

For the writing domain, Kindergarten, grade one, and grade two assessments remain paper-pencil.

ELPAC Domains ELPAC is aligned with the 2012 California English Language Development

Standards and tests students in these four different domains:

o Listening

o Speaking

o Reading

o Writing

The primary focus of the Domain Information Sheets is to describe the different task types students are asked to respond to within that portion of the assessment. These are also available in Spanish.

Assessment Timeline Any student new to your LEA who meets the criteria needs to be assessed with

the Initial ELPAC. This can happen at any time.

The Summative ELPAC is given in the spring between February 1 and May 31.

View the complete assessment timeline at https://www.cde.ca.gov/ta/tg/ai/documents/assessmentstimeline.pdf.


Summative ELPAC Scores and Weighting

At the domain level, there are no scores but students will receive one of three possible performance levels.

o Beginning

o Somewhat to Moderately

o Well Developed

These domain levels roll up into composite scores.

o Listening and speaking roll up into the Oral Language composite score.

o Reading and writing roll up into the Written Language composite score.

At the composite score level students get a score that falls into one of four performance levels.

Oral and Written composites roll up into an overall score. The overall score will fall into one of four levels.

o Level 1

o Level 2

o Level 3

o Level 4

Weighting

In kindergarten, the overall score is weighted 70% oral and 30% written.

In grades 1–12, the overall score is weighted 50% oral and 50% written.


Making Connections

So how do the three levels for the domains align to the four levels of the overall score or composite scores?

o The beginning domain level aligns to level one

o The somewhat to moderately levels cover levels two and three

o The well-developed level aligns to level four

Initial ELPAC Scores and Weighting

For the Initial ELPAC Scores, since it is a screener and has less questions, there is no information reported at the domain level.

At the Oral and Written composite scores, you get one of three levels, but still no score.

At the overall score, you get a score that falls into one of three levels.

Weighting

In kindergarten, the overall score is weighted 90% oral and 10% written.

In grade one, the overall score is weighted 70% oral, 30% written.

In grades 2–12, the overall score is weighted 50% oral and 50% written.


Initial to Summative ComparisonDO NOT, under any circumstances, try to compare results from the Initial to the Summative. Remember they are two different tests with different purposes. One is a screener and one is a summative assessment.

Resources and Supports for CoordinatorsWho’s Who

CDE, or the California Department of Education, is our state education agency.

ETS, or Education Testing Service, is the testing vendor for all California Assessment of Student Performance and Progress (CAASPP) and ELPAC assessments.

The Sacramento County Office of Education, or SCOE, holds the contract for Assessment Outreach, and produces trainings like these and the annual Assessment Information Meeting on behalf of the CDE.

Training Opportunities Monthly there is some type of support for you in your new role.

The support may be a webinar or an in-person training.

In all, there are 3–4 in-person opportunities and 6–7 online opportunities.

All of these training options for new coordinators are listed on the “Support for New CAASPP and ELPAC Coordinators” flyer.

Materials, as well as registration links to these trainings, are available on the Training Opportunities web pages of http://www.caaspp.org or https://www.elplac.org.

RANRun by the County Superintendents Association, COE staff participate in every other month statewide meeting. Once they go back to their county, they are tasked with sharing information that they receive from the CDE with you.

You should research if there is an active Regional Assessment Network (RAN) in your area or surrounding county as this is a great place to find colleagues in similar roles.

You can link up with your RAN representative for your county. All of their contact information is provided on the CDE website.


https://www.elplac.org/

http://www.caaspp.org/

When you get back to your office, reach out to that person and ask about joining their email distribution list and upcoming meetings. Today is a great place to start making those connections and collecting contact information.

View the Regional Map at https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp.

My region is:

My RAN Member is:

Their contact information is:

CalTAC Contact InformationMonday–Friday 7:00 a.m.–5:00 p.m. PST | 800-955-2954 | [email protected]

ELPAC WebsiteThe ELPAC website, https://www.elplac.org, is your one-stop-shop for all information about the ELPAC system.

CDE WebsiteLastly, we have the CDE website. Some resources are housed on the CDE web page and others on http://www.caaspp.org, so if you cannot find what you are looking for on one site, be sure to check out the other site.

1) If you click on Testing and Accountability in the upper navigation bar, you will see the Testing section on the right.

2) If you click the Testing header, it takes you to the main testing page.

This page has links to all of the assessments, such as CAASPP, ELPAC, Physical Fitness Test (PFT), etc. It also has links to pages that hold all of the Quick Reference Guides, Fact Sheets, and Parent Guides to Understanding. If you bookmark only one page, this is the page it should be!

The setup of the pages for specific assessments are all the same by design, if you are on the page of the California Science Test (CAST), the Digital Library, the ELPAC, or the California Spanish Assessment (CSA).

At the top is an overview of the assessment, a link to the California Ed Facts, and a link to the assessment timeline.

Then all pages have the same sections:

Resources and Communication Materials is where you will find all deliverables for that assessment.


http://www.caaspp.org/

https://www.elplac.org/

mailto:[email protected]

https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp

Test Administration is where you will find manuals and documents about how to administer the test.

Scores and Results is where you will see (surprise!) items pertaining to the release of scores and results, including letter templates that can be sent home with the Student Score Reports.

Laws and Regulations and Technical Documents are where all of the documents pertaining to laws, regulations, blueprints, etc. live.

The CDE has tried very hard to organize their website in a user-friendly manner.

ELPAC Resources

Assessment Fact Sheetshttps://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp

Available Resources Flyerhttps://www.cde.ca.gov/ta/tg/ca/catestingresources.asp

Quick Reference Guidehttps://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp

Parent Guides to Understandinghttps://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

AcronymsCAASPP: California Assessment of Student Performance and Progress

CAAs: California Alternate Assessments

CAST: California Science Test

CSA: California Spanish Assessment

DL: Digital Library

ICA: Interim Comprehensive Assessment

IAB: Interim Assessment Block

SBAC: Smarter Balanced Assessment Consortium

CALPADS: California Longitudinal Pupil Achievement Data System

CERS: California Educator Results System

CHSPE: California High School Proficiency Exam

ELPAC: English Language Proficiency Assessments for California


https://www.cde.ca.gov/ta/tg/ca/parentguidetounderstand.asp

https://www.cde.ca.gov/ta/tg/ca/caasppqrg.asp

https://www.cde.ca.gov/ta/tg/ca/catestingresources.asp

https://www.cde.ca.gov/ta/tg/ca/assessmentfactsheets.asp

LST: Local Scoring Tool

PFT: Physical Fitness Test

RAN: Regional Assessment Network

SIS: Student Information System

TDS: Test Delivery System

TIDE: Test Interface Design Engine

TOMS: Test Operations Management System

Assessment SpotlightSend a blank email to [email protected].

Systems of SupportIn your role as the CAASPP Coordinator, you will become familiar with several different systems:

Systems that store your student data,

Systems that communicate with state systems that store student data, and

A few systems that are specific to the CAASPP System.

Student Information SystemYour local student information system is the foundation for knowing about the students who are enrolled in your district. This system contains information about their demographics, parent contact information, emergency information, grades, courses, discipline information, etc. You also have access to easily change and manipulate data in your local system. Most LEAs create required CALPADS files from their local student information system.

CALPADSNext, we have CALPADS or the California Longitudinal Pupil Achievement Data System. This statewide system collects from LEAs information about students including demographic information, program participation, suspensions, expulsions, enrollment status, course enrollment, etc.

CALPADS is the official source of information for students and staff attending or working in California public schools. It also serves as the official data source for funding and other important data releases. LEAs submit data several times per year based on established deadlines.



Maintaining accurate student data in CALPADS is critically important.

If you are not your LEA’s CALPADS Coordinator, make sure that part of your homework is to find out who is if you do not know already. It will be critical that you and that person coordinate tasks and activities throughout this process.

Special Ed DataLet’s talk for a few minutes about your other local data systems. Most LEAs maintain a special education data or information system. The system used by about 80% of LEAs is called SEIS–Special Education Information System.

This data system stores information about students who have an Individualized Education Plan or IEP and the types of supports or accommodations for students, including in which assessments students should participate.

How Special Education (SpEd) data gets into your SIS, and therefore into CALPADS, can vary from LEA to LEA. Some have automated integration, moving or updating data nightly, weekly, etc. If this is the case, then any data that transfers from SEIS to your SIS will automatically get to CALPADS. If not, a manual process needs to be put in place so that data from SEIS is uploaded to your SIS. It is important to know what your local system is and how often data is updated between the two systems.

Sometimes data from your SpEd system can be loaded directly into TOMS.

For example, SEIS has a report of all designated supports and accommodations that you can load into TOMS for all students with an IEP.

Garbage in, Garbage OutGarbage in, Garbage Out means that if you aren’t keeping your local data accurately, the data you submit to CALPADS isn’t accurate and programmatic and funding decisions are at risk because the data don’t reflect the true situation at your LEA.

It may also mean that the data displayed through the California School Dashboard, California’s accountability system, is erroneous. This data is available publicly and errors are very serious.

Every LEA has their own way of ensuring accurate data – your job is to make sure you know what happens at your LEA and that there are procedures in place for periodic data audits, etc., so that data clean up does not become an emergency.


TOMS

Test Operations Management System

TOMS receives student data from CALPADS automatically. TOMS is run by ETS and is the system that opens the door to many other systems and it supports CAASPP testing.

Within TOMS, you can manage the test window for your LEA, enter accessibility resources, and check demographic characteristics for students including grade level, check test assignments, domain exemptions, and more.

TOMS provides information to three other systems.

Up until this year, there have always been two TOMS systems, one for CAASPP and one for ELPAC. Last month, CAASPP TOMS and ELPAC TOMS became a single instance TOMS – a single system that will support both the CAASPP and the ELPAC. This will save users from having to log onto two separate systems, or toggle back and forth between systems.

In July, TOMS launched with features that support the Initial ELPAC. In September, additional features that will support the Summative ELPAC and the CAASPP will be available.

Test Delivery System

Based on the information entered into TOMS, the Test Delivery System or TDS delivers the test to the student. When students access the test, the TDS knows which test the student should receive based on information that you previously entered or uploaded into TOMS.

You can probably see now why grade level is important, especially for the California Science Test, which is not administered at every grade. You can also see why special education information is important—the TDS will administer the regular or alternate assessment to a student.

Test Information Distribution Engine

Fed again by the information in TOMS, the main purpose of the TIDE is to help you monitor completion status of testing at multiple levels. TIDE is also the system where you need to go if you want to process an appeal for a testing situation.

In TIDE, you can:

Create completion reports

Monitor test administration progress and

Submit and or process appeals.


Online Reporting System / California Educator Reporting System

The third system TOMS talks to is the reporting system. The current reporting system for summative assessments is called ORS or the online reporting system. It includes results from the spring 2019 summative assessments.

During the course of this school year, a new system will be introduced, the California Education Reporting System or CERS. CERS will launch this fall and be the place to access scores from all of the interim assessments.

As the school year progresses, CERS will replace ORS for the summative assessments as well. Next spring, results from the summative assessments will be accessed through CERS and ORS will sunset.

CERS

Assessment Name Historical Data Available Daily Feed Available

ELPAC November 2019 January 2020

Summative ELA and Mathematics January 2020 Spring 2021

CAA Summative ELA and Mathematics January 2020 Spring 2021

CSA Summer 2020 Spring 2021

There are varying lag times for the connections between TOMS and each of the other systems. For example, it takes up to 48 hours for data to update between CALPADS and TOMS.

Just keep that in mind when you update something in CALPADS, there is lag time between that update and when it will appear in TOMS and there also a short lag time between when information appears in TOMS and when it’s available in these other complementary systems.

Moodle Training SiteMoodle is a series of online modules that show test examiners specific item types and train them on how to score those item types. This scoring calibration is an important part of the training process. As the LEA Coordinator, it will be your job to ensure all of your test examiners have completed the scoring calibration through the Moodle site.


Roles and ResponsibilitiesThe major responsibilities are:

Knowing and following state law and regulations.

Maintaining security of materials while in your possession and informing your site coordinators of their responsibility pertaining to secure materials.

Training and supporting Site Coordinators from the planning and preparing stages of testing all the way through to reporting of results.

Communicating with key stakeholders, including letting them know initial information as well as updating them throughout the testing administration.

Lastly, as the LEA ELPAC Coordinator, you will be responsible for reporting results and understanding the use of results accurately.

Coordinator ChecklistAn ELPAC Coordinator checklist is posted on CDE’s website and elpac.org for your reference and use. It includes a very comprehensive list of the tasks and activities that are part of your new role.

When you look at this online, you will see a simple checklist with hyperlinks to additional information in the appendix.

The ELPAC Coordinator Checklist is organized by month. You can download it into MS Word where you can customize it to better meet your needs at your LEA. For example, there might be activities listed on the checklist that you are not responsible for in your LEA so you could delete or hide those. In other cases, you might have additional responsibilities and you could add those to the checklist.

Finally, you can re-organize either of those checklists to make the tasks appear in the exact order that you will accomplish them at your LEA.

Checklist Activity

Highlight one task you have accomplished.

Underline two things that are on your radar.


Circle three things that are new or unfamiliar.

ResultsPrior to the official release on the public website, CDE provides LEAs a preview of the data with the purpose of checking the data for accuracy. It is important for you to look at the number of students includes in your district counts. It is also important to look at the number of students by grade and for key student groups.

During the preview period, you have access to data for all schools and school districts. Countywide averages are also included. It is critically important to keep in mind that during this preview period, all data are embargoed. That means that the data are not public. This means that you can still share your local data, but you cannot share countywide or state results with anyone, including the media, until the official statewide release.

Official Statewide ReleaseOnce embargo is complete, aggregate results will be released on the new public reporting website.

Public Reporting WebsiteThe same type of information that we just reviewed will also be available on the public reporting website on the updated public reporting website. This new site will house both CAASPP and ELPAC results all in one place.

There will be options for you to look at the results for a specific grade level over time and to compare your entity with up to two other entities.

This report is useful for comparing a school to its district results and then maybe the county or state.

Access to ResultsWho needs access?

Site Coordinators

Teachers

District staff

School Board

Parents

Community partners


It is likely that each stakeholder group listed on this slide, and other important groups at your school or school district, have different information needs.

Training Think about what training will be needed around each part of your plan.

In determining your training needs you will want to think about making sure people understand how to access the information and more importantly how to understand what data they are seeing and what it means.

Decide how you will get the information to users and stakeholders.

It is extremely important that you do not wait until May to have a plan and get any trainings needed on the calendar.

Communicating About Results Customize to audience

Tell a story using data

Use a combination of text and graphics

Avoid jargon or acronyms

Electronic Score ReportingFour Options

Electronic PDF files through the parent portal

Downloaded PDF files from TOMS available via a local secure method

Downloaded PDF files from TOMS, to be printed and mailed to student’s family

The purchase of paper SSRs from ETS, to be shipped to the LEA via mail

Distributing SSRs to FamiliesThe LEA shall notify each pupil's parent or guardian of the pupil's test contractor-scored summative assessment results within 30 calendar days following receipt of the test results from the test contractor.

If the test results are received from the test contractor after the last day of instruction for the school year, the LEA shall notify each pupil's parent or guardian of the pupil's results within 15 working days of the start of the next school year.

Understanding the SSR Video


View the “Understanding the Summative ELPAC Student Score Report” Video on the ELPAC Video web page at https://www.elpac.org/resources/videos/archived-training-summative-elpac-ssr-english/.

Reclassification All English learners are required to take the Summative ELPAC annually, until

they are reclassified as fluent English proficient.

Reclassification is the process where a student’s status is changed from EL to Reclassified Fluent English Proficient (RFEP).

This process happens only when students meet specific criteria that are established by each LEA with guidance from the state.

The ELPAC is part of those criteria.

The CDE is working towards reclassification criteria that are set at the state level.

The SBE has approved Level 4 Overall on the ELPAC to meet the first criteria for reclassification.

Additionally, the CDE is working to develop consistent exit criteria for #2 and #3. They will provide updates along the way.

The goal is to have full implementation of reclassification using criteria set by the state in the 2022–23 academic year.

Checklist ActivitiesApril through July

Order Initial Materialshttps://www.elpac.org/test-administration/instructions/

Local Trainings

Initial ELPAC Administration and Scoring Training, or AST, hosted by the CDE, took place in the spring.

Every LEA is required to send someone to that training and it is usually the LEA ELPAC Coordinator.

After you attend the AST, you are responsible for returning to your LEA and providing similar training to your site coordinators and test examiners.

Anyone who is administering the ELPAC must attend an in-person training before doing so.


https://www.elpac.org/test-administration/instructions/

https://www.elpac.org/resources/videos/archived-training-summative-elpac-ssr-english/

https://www.elpac.org/resources/videos/archived-training-summative-elpac-ssr-english/

Start Initial Testing

The Initial testing windows starts July 1 and runs through the end of June.

Establish a process for testing all eligible students with the Initial ELPAC.

The Initial Process

View the “How to Complete the Initial ELPAC Process Quick Reference Guide” at https://www.cde.ca.gov/ta/tg/ep/documents/qrginitialelpac.pdf.

The Local Scoring Tool (LST)

The Initial ELPAC testing administration window runs the entire school year.

Examiners will score the Initial ELPAC locally and use the Local Scoring Tool, or LST, to input raw scores.

The LST is be accessible to LEAs via a password-protected secure web site.

The LST is available during the entire school year, excluding scheduled system downtimes.

Entry of raw scores will only be allowed for students who have an enrollment record, who have an English Language Acquisition Status (ELAS) of “to be determined” (TBD), and where their primary language is a language other than English.

This is necessary for student data retrieval and validation CALPADS.

Through the LST in TOMS, LEAs can enter scores and print individual Student Score Reports (SSRs).

Important note: The results in the LST DO NOT automatically change the ELAS status in CALPADS. Ensure that a system is in place at the LEA level for getting these scores into CALPADS.

LEAs have two options for LST use during the summer, before the first day of classes:

o They can request a Statewide Student Identifier, even though the student has not attended a day of school at their LEA just yet, and then submit the ELAS of “To Be Determined” (TBD). This allows LEAs to enter raw student scores into the LST to generate an official score for the student before their official enrollment.

o Alternatively, they can choose to use the preliminary score template to score the Initial ELPAC by hand and retain the results until the student arrives on the first day of school. Once the student arrives at their school, they will use the LST to generate an official score.


https://www.cde.ca.gov/ta/tg/ep/documents/qrginitialelpac.pdf

RSVP

RSVP stands for the Rotating Score Validation Process.

Every year the CDE has a certain percent of agencies return their Initial ELPAC materials so ETS can score them.

Those scores are then compared to the scores produced by the LEA.

View the ELPAC RSVP web page at https://www.elpac.org/test-administration/rsvp/.

August through December

Initial ELPAC

Initial ELPAC tasks happen all year long.

Initial ELPAC window is July 1 through June 30.

Students who enter your district, take the Initial ELPAC during the Summative ELPAC window, and are identified as ELs before May 31 must also take the Summative ELPAC.

Practice Tests

The computer based training test will be available in September and the computer based practice test will be available in November.

Attend Training

In September and October are the CDE sponsored “The Results Are In…Now What?” trainings.

Field Test

In October, we have the ELPAC field test.

You should know by now if your LEA is participating or not.

Currently they are looking for LEAs with grades K–2 or high school to participate. Grades 3–5 and 6–8 are full. If you would like to sign up, please email [email protected] and do so soon, as the deadline for registration is September 1.

Order Summative Materials

The Summative ELPAC ordering window opens in October at the school site level.



https://www.elpac.org/test-administration/rsvp/

o For the writing domain, Kindergarten, grade one, and grade two remains paper-pencil; some materials will need to be ordered for the K–2 writing domain.

Materials can be ordered through the TOMS site.

Pre-ID labels will be generated for K–2 students, sent to LEAs free of charge at the beginning of the testing window, and then sent again later in the window for newly enrolled students.

Local Trainings

You will receive CDE sponsored training. Anyone who is administering the ELPAC must attend an in-person training before doing so.

Training Plan

Questions to consider when developing training:

What information needs to be covered in the training?

Who needs to be trained?

Does everyone need the same information?

Inventory Materials

You will also want to inventory and distribute the Summative ELPAC test materials for K–2 writing.

Summative ELPAC materials will arrive between December and January, depending on when order was placed.

You will want to contact CalTAC for missing materials.

AccessibilityAccessibility Resources—A Definition

What are accessibility resources?

Accessibility resources represent a set of supports that help a student better access classroom instruction. They are also provided as features in a testing environment so that students can do their best to demonstrate what they know and can do on statewide assessments.

Access and fairness are issues for all students when it comes to learning and testing. Students with specific learning needs may require accessibility resources during


instruction and on assessments so that they can validly demonstrate mastery of content.

As everyone in this room knows, specific learning styles are not only found in students with disabilities. Some students are struggling readers, some are English learners, some have attention deficit disorders, etc. All of these learning styles can benefit from accessibility resources, not just students with disabilities. It is about ensuring all students have access.

One PurposeTo ensure equal opportunity for all students to access instruction and demonstrate learning, which is a fundamental principle of public education.

Two TypesResources are delivered two ways for California’s assessments:

Resources can be non-embedded meaning they happen outside the testing system. Examples of this are things like breaks or scratch paper.

Resources can also be embedded within the test delivery system.

Remember the session on systems, TOMS-where the accessibility resources are assigned, talks to the TDS, where embedded accessibility resources are used. For example, translated test directions or stacked translations.

Three CategoriesResources included in the CAASPP system fall into these three basic categories:

Engagement

Action and Expression, and

Presentation

There are resources that support students to remain engaged with the assessment, for example providing breaks, a separate setting, or even noise buffers.

There are also resources that support students by allowing them to respond through various actions & expressions, such as through an adaptive key board or by using a scribe.

Finally, there are resources that support students by varying the way the assessment is presented. For example, all or parts of the assessment might be translated for an English learner, or the assessment might be read aloud to struggling readers through text to speech.


While not all student accessibility resources will transfer exactly as might be provided in the classroom, CAASPP assessments are seen as being the most forward thinking in terms of accessibility resources provided to ensure student access. It is important to note that only resources that do not change the construct of the assessment item are available for use on the CAASPP tests—a major difference between how accessibility resources may be used in the classroom versus on the CAASPP summative and interim assessments.

Most important for our discussion today, these resources are available to a broad range of students based on identified student needs. Thinking about the nature of student needs can help determine which types of resources might best support them.

Four Types of ToolsThe assessments utilize a multi-level approach to providing accessibility resources for students, which is why there are four types of accessibility resources:

Universal tools,

Designated Supports,

Accommodations, and

Unlisted Resources.

Universal tools are available to all students based on student preference and selection. Students choose which tools to use and when. Some universal tools are only available for selected items.

Designated supports are available to all students for whom a need has been identified by an adult who is familiar with the student’s instructional needs. That could be an educator or a group of educators, or parents/guardians, etc.

As for accommodations, they are only available to students whose need is documented through an active IEPs or Section 504 plan. Accommodations are identified at an IEP or section 504 meeting by members of the IEP or section 504 team.

The type of accessibility resource provided depends on individual student needs.

Using universal tools, designated supports, and accommodations will not affect the test score or invalidate the test because these resources

do not change the construct of what is being tested.

The fourth type of Accessibility Resource is called Unlisted Resources. These are only available for students with an active IEP.


When approved by the CDE, the requesting LEA will be informed if the unlisted resource does not change the construct tested – and the student will receive a valid score – or if the unlisted resource DOES change the construct tested, in which case the student will be assigned the lowest obtainable scale score, or LOSS. One example of an unlisted resource would be a third grade student using a multiplication table on the mathematics assessment.

Domain Exemptions If the student cannot access a domain with the use of accessibility resources

listed above, the student may be exempted from the domain.

For an Overall score to be generated, only one domain from the Oral Language score (Listening or Speaking) and one from the Written Language score (Reading or Writing) may be exempted.

Accessibility ResourcesResources can be accessed at https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp/.

ISAAP ProcessSmarter Balanced created a seven-step process called the Individual Student Assessment Accessibility Profile or ISAAP process to help educators make sure that they are going through the appropriate steps in identifying student needs and selecting the most appropriate accessibility resources that will aid the student in showing what they know and are able to do.

Let us briefly highlight these seven steps.

Steps 1 and 2 involve identifying the stakeholders at your LEA who need to be involved in the process, providing them with information and with training so that they can fulfill their role in the process.

Steps 3 and 4 are related to the students. Step 3 describes the process of identifying students who may benefit from using accessibility resources, and Step 4 is the process of identifying which of those resources would be most beneficial.

Steps 5 through 7 are procedural and involve interacting with the testing interface to ensure that the selected accessibility resources are entered into TOMS and therefore available for students.

Student Resource Selection ProcessLet us dig deeper into steps 3 and 4 of the ISAAP process. After the school year begins, and after staff are trained on your local process, they should:

Identify student needs


https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp/

Review resources from previous years

Match needs to available resources

Implement resources at classroom level

Administer practice and training tests

Enter resources in TOMs

Evaluate effectiveness of resources

Add or remove as needed

Continue use in classroom and interim assessment

Refine as needed

Administer Summative Assessments!

Matrix FourAccess Matrix Four at https://www.cde.ca.gov/ta/tg/ep/documents/elpacmatrix4.docx.

Coordinator RoleThe items to do NOW include:

Getting familiar with accessibility resources

Sharing those resources with staff

o The accessibility resource graphics

o Matrix Four

o The Smarter balanced Crosswalk

Providing local training on your process and the available resources

Later you will need to:

Confirm resources assignments for students

Enter those assignments into TOMS

Action Steps Steps I will take include…

Question and AnswerAny questions?


The Next Webinar is September 17, 2019 https://bit.ly/2KSRPov


https://bit.ly/2KSRPov