Washington Assessment of Student Learnings: Guidelines for Inclusion and Accommodations

Washington Assessment of Student Learning

Guidelines for Inclusion and Accommodations for Special Populations on State-Level Assessments

Approved for 1998 Spring Administration for 4th and 7th Grades
Field Test for 1998 Spring Pilot Administration for 10th Grade

Approved
Commission on Student Learning
December 10, 1997

Table of Contents

SPECIAL ACCOMMODATIONS ad hoc COMMITTEE MEMBERS
I. GUIDELINES FOR INCLUSION AND ACCOMMODATIONS FOR SPECIAL POPULATIONS ON STATE-LEVEL ASSESSMENTS.
II. ASSUMPTIONS
III. INTRODUCTION
IV. PURPOSES FOR INCLUDING ALL STUDENTS.
V. DEFINITIONS
VI. GUIDELINES FOR PARTICIPATION
Who Participates in the State Level Assessments?
Accommodations for Students in Special Populations
Who Decides on Student Participation?

VII. GUIDELINES FOR ACCOMMODATIONS

General Assessment Procedures for All Students
Deciding on Accommodations for Special Populations
Washington State's Assessment Accommodation Checklist for Special Populations

VIII. SPECIAL POPULATIONS IN WASHINGTON

Students in Special Education (WAC 392-172-045)
Students with Section 504 plans
Highly Capable Students (WAC 392-170-035)
ESL/Bilingual Students) (WAC 392-160-005)
Migrant Students (WAC 392-164-145 and WAC 392-164-150)

IX. END NOTES
X. RESOURCES
XI. ADDITIONAL INFORMATION
XII. RESPONSE FORM. COMMISSION ON STUDENT LEARNING

SPECIAL ACCOMMODATIONS ad hoc COMMITTEE MEMBERS

Mark Anderson
Special Education Teacher
Kent School District
Suzanne Hall
Dir., Elem. Special Programs
Pasco School District
Trisha Page
Manson Elementary
Manson School District

Sheila Bell
Spokane School District Marie Alice Hurst
Bilingual Teacher
Lake Chelan School District
Gayle Pauley
Prog. Sup.,
Highly Capable OSPI

Kirby Cleveland
Dir. of Special Education
North Thurston School District
Mark Jewell
Reading/L.A. Coord.
Highline School District
Christie Perkins
Special Ed Coalition
Parent

Carol Coar
School Psychologist
Tacoma/WESAC
Evelyn Johnson
University of Washington
Pat Steinburg
Program Coordinator
WEA

Marcia Davidson
Assistant Professor
Western Washington Univ.
Joe Kinney
Program Testing & Eval
Spokane School District
Helen Valdez
State Bilingual Education
Director, OSPI

Brad Doyel
Dir. of Special Programs
Eastmont School District
Alice Lara
Dir. BELEPS
Yakima School District
Silvia Voorhees Migrant Education OSPI

Gene Edgar
College of Education
University of Washington
Vickie Louden
Parent
Bothell
Sue Wallace
Program Coordinator: ESL/
Title I/ LAP/ Indian Education
Highline School District

Faye Fuchs
Dir. Special Education
ESD 105
Barbara Maurer
Curriculum Coordinator
Highline School District
Millie Watkins
Migrant Educ Dir.
ESD 171

Irene Gonzales
Elementary Principal
Yakima School District
Julie Moore
Spec Ed/Gen Ed Teacher
Central Kitsap School District
An Chi Wei
Thurgood Marshall Elem.
Seattle School District

Clarajane Goux
Compensatory Services
Bremerton School District
Shawn Olson
Research Analyst
CSL

Cathy Fromme
Supervisor of CSPD
OSPI
Kathy Kimball
Assistant Executive Director
CSL

I. GUIDELINES FOR INCLUSION AND ACCOMMODATIONS FOR SPECIAL POPULATIONS ON STATE-LEVEL ASSESSMENTS
The Commission on Student Learning has approved the ad hoc Special Accommodations Committee's guidelines for use during administration of the Washington Assessment of Student Learning for the 4th and 7th grades in Spring 1998.
The committee welcomes comments and suggestions from the field that will help improve these guidelines. A response form is attached to the end of this document. These guidelines are also appropriate for use during the 10th grade pilot assessment in Spring 1998. Since the 10th grade assessment is currently connected to the Certificate of Mastery, final guidelines for accommodations on the 10th grade operational assessment will provide additional challenges. During Spring 1998, the 10th grade assessment items will be piloted, this offers an opportunity to gather information and reactions to guide the further work of the ad hoc accommodations committee. Please comment using the response form at the end of this document.

II. ASSUMPTIONS
The following assumptions provide a framework for thinking about special populations and the Washington Assessment of Student Learning.

All students should be included in this state-level assessment.

Information from the state-level assessment should always be used in conjunction with information from other sources when making decisions regarding the student's educational programs.

Participation, accommodations, and reporting decisions may differ as a function of the purpose of the assessment.

State-level assessments should be fair and provide accurate information.

Assessment procedures should be responsive to the individual needs of all students.

Assessment accommodations should provide equity, not advantage.

Assessment accommodations should be consistent with those provided in the student's instructional program.

Reports of results should include students in special populations.

District personnel involved in the state-level assessment should be trained in the administration of the assessment and appropriate use of accommodations.

(Adapted from Thurlow, M., Ysseldyke, J.E., & Olsen, K., 1996, pp. 11-12).

III. INTRODUCTION
Washington State is developing a new assessment system based on the Essential Academic Learning Requirements in language arts (reading, writing, communication) and mathematics. Eventually other academic subjects may be included as well. The aim of the new state-level assessments is to document the ways in which Washington State's education system is helping students learn and demonstrate their knowledge of the Essential Academic Learning Requirements. The Washington Assessment of Student Learning provides important information to ensure that the education system is providing the best educational opportunities possible for all students.
Nationally, students in special education, Section 504, ESL/bilingual, and migrant programs have been excluded at high rates from state-level assessments. As a result, these students are not routinely included in accountability systems and are excluded from the benefits of education reform. Both of these practices have negative consequences for these students' lives beyond school. In Washington State, the aim of education reform is "to develop a public education system... that includes high expectations for all students...." further, the intent of the legislation is to provide students with the opportunity to achieve at significantly higher levels, and to provide alternative or additional instructional opportunities to help students who are having difficulty meeting the essential academic learning requirements in RCW 28A.630.885." (see also RCW 28A.150.210).
Participation in the Washington Assessment of Student Learning ensures that the needs of all students will be considered in policy decisions. Therefore, all students should be included in this state-level assessment and the accountability system.

IV. PURPOSES FOR INCLUDING ALL STUDENTS
It is understood that all students may not progress at the same pace. Even so, all students should be included in the assessment process to gather important information about their academic progress. The intent of the state-level assessment is to improve instruction for all students, not to penalize students who are not at the standard, nor to impede the progress of highly capable students. Appropriate analysis and reporting of assessment results should lead to:

improved curricula and instructional practice,

appropriate supplemental instruction,

educational opportunities that challenge students, and

community discussion about how to provide the best education possible for all students.

The intent of the Washington state education reform act is to include all students in the state-level assessments. Information for students in special populations should be reported in two ways: First, data should be aggregated with all other students. Second, data should be reported by special population. This information should be useful when considering educational programs, curricula and academic standards for students in special populations.

V. DEFINITIONS
The following definitions will apply for the administration of the 4th, 7th and 10th grade Spring 1998 Washington Assessment of Student Learning and for these Guidelines for Inclusion and Accommodations for Special Populations on State-level Assessments.
Special Populations: As defined by RCW 28A.630.885, special populations include students in special education programs and highly capable students. For the purposes of this state-level assessment, special populations shall also include students with Section 504 plans, ESL/bilingual students, and migrant students.
Accommodation: An accommodation is any variation in the assessment environment or process. Accommodations include variations in scheduling, setting, aids and equipment, and presentation format. These variations should not change the level, content, or performance criteria and should not change the reliability and validity of the assessment. Accommodations are made in order to provide a student with the opportunity to demonstrate what the student knows on the state-level assessment.
Modification: A modification is an alteration of the assessment content or the assessment instrument. Modifications affect the reliability and validity of the assessment. Modifications of the Washington state-level assessments are not allowed.
Reliability: Reliability is the measure of consistency for an assessment instrument. The instrument should yield similar results over time with similar populations in similar circumstances.
Validity: Validity refers to the extent to which the assessment measures the desired performance and appropriate inferences can be drawn from the results. A valid assessment accurately reflects the learning it was designed to measure.
4th, 7th and 10th Grade Students: A 4th, 7th, or a 10th grade student is a student enrolled in the school district assigned to a 4th, 7th, or a 10th grade class, or a student in a special program who is chronologically the age of most 4th, 7th, or 1 0th grade students. Enrollment data are reported each month to the Office of the Superintendent of Public Instruction through the P223 reporting process. These data should be used to determine which students are assigned to the 4th, 7th, or the 10th grades, and, therefore, who is eligible to participate in the 4th, 7th, or 10th grade assessment.

VI. GUIDELINES FOR PARTICIPATION

Who Participates in the State-level Assessments?

The intent of the Education Reform Act (RCW 28A.630.885) is to include all 4th, 7th and 10th grade students in the state-level assessments. All students should have the opportunity to attempt any or all portions of the assessments. Because the decision to exclude students from the state-level assessment can greatly affect educational opportunity, a decision-making team which includes the student's parents or guardians should be convened to make the final decision.

Nothing should trigger an automatic exclusion from the state-level assessments. Exclusions should not occur as a function of a disability category, time spent in a general classroom, or the language the student speaks.

March 1997 Federal Guidelines for Title I programs require that all Title I students be included in state-level assessments. It is expected that all Learning Assistance Program (LAP) students will also participate on state-level assessments.

June 1997 IDEA Reauthorization for special education students requires that children with disabilities be included in general state and district wide assessment programs with appropriate accommodations, where necessary. By July 2000, alternative assessments for students with disabilities will be available from OSPI. (IDEA, Sec. 612(a)(15)(c)(127)(A)).

Accommodations for Students in Special Populations

Special populations in Washington State include the following:

students in special education programs
students with Section 504 plans
English as a second language/bilingual students
migrant students
highly capable students

For purposes of this state-level assessment, accommodations are defined as any variation in the assessment environment or process. Accommodations include variation in scheduling, setting, aids or assistance, and presentation format. These variations should not change the level, content, performance criteria, or should not change the reliability and validity of the assessment.
Accommodations are neither intended nor necessary for most students, only for that small number who, because of significant individual circumstances or disability, require some change in the testing situation to enable them to demonstrate what they actually know and can do.
Guidelines for Inclusion and Accommodations for Special Populations will be available in every school building, district office, or from OSPI by January 1, 1998.

Who Decides on Student Participation?

Decisions regarding the extent of participation in state-level assessments by students in special populations should be made by a team of professionals and the student's parents or guardians on an individual basis.
A decision-making team must consider the student's ability to participate in the assessment, including why the assessment is not appropriate for the student. If the team determines that a student should be excluded from the assessment, their decision should include:

Consideration of the student's ability to participate, including why the assessment, even with accommodations, is not appropriate for the student.

Documentation of specific evidence supporting the decision to exclude the student.

Documentation of parental permission for exclusion.

A list of assessments that measure progress on state goals.

A provision for parents to challenge the team decision.

Decision-Making Team for Special Education Students
The decision-making team for special education students is the Individual Education Plan (IEP) team. The individual student's IEP team should be used to determine accommodations and possible exclusion. The IEP team membership will meet the requirements of WAC 392-172-156.
Decision-Making Team for Section 504 Students
Decisions for students included under Section 504 of the Rehabilitation Act should be made by a team including:

person(s) knowledgeable about the student

person(s) knowledgeable about disability conditions and program options

the student's parents

Note: The Code of Federal Regulations requires that the parents be notified of an accommodation plan (34 CFR 104.36).

Decision-Making Team for ESL/Bilingual/Migrant Students
A very limited number of exclusions may be needed for students who are not proficient in English. In such a case the building should convene a team who will determine whether an exclusion is appropriate. The team should include:

the student's regular classroom teacher
the building administrator
the ESL/bilingual/migrant specialist(s)
the student's parents
an interpreter (if necessary)

Many students move between school districts because of their parents' work needs. These students are often migrant students and students in military families. These students should still be allowed to demonstrate what they know and are able to do by being included in the assessment system with appropriate accommodations.
Decision-Making Team for Highly Capable Students
All highly capable students enrolled in 4th, 7th or 10th grade should be included in the state-level assessment. In any situation when an accommodation or exclusion decision is required, that decision should be made by a team including:

one of the student's teachers

a building administrator

the student's parents

VII. GUIDELINES FOR ACCOMMODATIONS

"Accommodations are to achieve equity, not to gain advantages over others. A person who wears glasses does not do so to make his or her sight better than that of other people. Glasses are worn to achieve the same level of sight as that of most people (the standard). Similarly, people who use hearing aids do so to achieve hearing levels as close as possible to those of people with normal hearing. This is the purpose of all accommodations -- to bring the person using the accommodation to the same level (on some dimension) as most other people (NCEO, 1996, p. 12)."

General Assessment Procedures for All Students
All students are expected to participate in this state-level assessment. In order to participate fully, some students may need accommodations. The purpose of an accommodation is to provide equity, not to provide an advantage to some students.
The Washington Assessment of Student Learning for 4th and 7th grades allows a number of test accommodations that can be used to address the needs of all students. All accommodations should be familiar to the student through their daily instruction.

Deciding on Accommodations for Special Populations
Many accommodations are available specifically for students in special populations. Accommodations are not necessary nor appropriate for most students (see checklist of General Administration Procedures and Accommodations). Accommodations are only appropriate for those students who, because of a significant individual circumstance or disability, require some change in the testing environment or process to be able to demonstrate what they actually know and can do on state-level assessments. Determining when and how to provide an accommodation will depend on professional judgment and responsiveness to the particular needs of the individual student.

No accommodation should be used for the first time on a state-level assessment

For a student receiving special education services, the student's IEP team should determine and document how the student is to be assessed and the nature of appropriate assessment accommodations.

For Section 504 qualified students, the Section 504 planning team should determine the appropriate accommodations necessary for the student's participation in this state-level assessment.

For ESL/bilingual and migrant students, a team of educators familiar with the student's special needs (e.g., child study team or teacher assistance team) would be the appropriate decision-making group.

It is also important to remember that some students have complex circumstances and multiple needs that require extra consideration (e.g., a student who is deaf and highly capable or an ESL student with visual impairment). The multiple needs of these students should be accommodated as well.

For all students, it is important to involve parents in any decision-making process regarding state-level assessments.

The decision-making team should review accommodation decisions at each assessment cycle to determine which accommodations are appropriate and necessary.

Washington State's Assessment Accommodation Checklist for Special Populations The following list includes allowable and appropriate accommodations for special populations on the Spring 1998 Washington state-level assessment:

GENERAL ASSESSMENT ADMINISTRATION PROCEDURES AND ACCOMMODATIONS

SCHEDULING - TIMELINE SETTING

These general assessment procedures are appropriate for all students including students in special populations.

ALL
STUDENTS

The administration of the assessment may be spread over the three week testing window.
Provide more testing time, frequent breaks and adjust materials to attention span.
Allow students to continue working on each subtest as long as they are productively engaged.
Time for individual students will vary considerably on a performance assessment.
Administer the assessment at a time of day most beneficial to the student(s).

Allow students to use study carrels or other private space.
Use preferential seating (e.g., near the test administrator to see or hear directions better).
Assess student individually or in a small group to reduce distractions.
Assess student in a familiar school environment that maximizes his/her performance.
Provide special lighting, furniture, or acoustics
Allow low level of calming music or nature sounds to drown out distractions.
Allow freedom for student to move or stand as needed.

Accommodations used for Special Populations must be familiar to the student and must not be used for the first time on the state assessment.

SPECIAL
POPULATIONS All of the above apply.

Provide architecturally accessible testing sites.
Assess student in a hospital or institution; homebound students in their home (with appropriate test security procedures).

Accommodations not identified above must be approved by the office of Assessment and Accountability at OSPI prior to use on the assessment.

AIDS OR ASSISTANCE FORMAT

AIDS OR ASSISTANCE FORMAT

These general assessment procedures are appropriate for all students including students in special populations.

ALL
STUDENTS

Use student's first (primary) language or signing to give assessment directions ONLY.
When needed:

Reread directions or quietly repeat for individuals
Clarify language on directions only; have student reread directions.
Assist the student in tracking the assessment items by pointing or placing the student's finger on the items. Allow assessment administrator or other familiar adult to sit beside student.
Encourage students to sustain effort and remain on task.
Provide physical assistance in turning pages, handling materials, etc.
Secure papers and materials to work area with tape or magnets.
Provide pencils adapted in size or grip.
Provide English or native language dictionaries -- except on reading test.

Student responses must be written in test booklet, added pages will not be scored.
Student should use the space available. If student cannot write within available space their work must be transcribed VERBATIM into the booklet.

Accommodations used for Special Populations must be familiar to the student and must not be used for the first time on the state assessment.

SPECIAL
POPULATIONS If the student's IEP or Section 504 Plan documents a disability that affects reading or written communication, allow student to:

Answer orally, point, or sign an answer. A scribe records student's response VERBATIM (e.g., from written dictation or audio tape) without interpretation, translation or corrections.
Use appropriate physical supports or assists (e.g., easel, magnifier, arm or stabilizer guide, text-talk converter, communication device to indicate responses, noise buffers, FM or other sound amplification device to assist in hearing directions, slantboard or wedge ).
Use a reader to read math assessment items VERBATIM in English.
Use a computer or word processor for recording responses (no spell check) when a computer is indicated for written communication.
Isolate portions of the assessment page to focus student's attention (mask).
Use math manipulatives (except calculators) as indicated. Use calculators only as specifically permitted in test directions.
If an ESL student falls within a "Limited English Speaker Range" (based on a state approved language proficiency test), allow student to:

Use a reader to read math assessment items VERBATIM in English
Allow Braille or large-type editions of the assessment, with appropriate test security measures for all students who use large print.

Please Contact:
Instructional Resources Center, Washington State School for the Blind 1 (800) 562-4176 ext. 183 or (360) 696-6321 ext. 183

Call state school to register or place request to obtain materials.
Use materials with student.
Student responses must be transcribed VERBATIM into regular scoring booklet.
District fee for service for students who do not have a visual impairment.

Accommodations not identified above must be approved by the office of Assessment and Accountability at OSPI prior to use on the assessment.

VIII. SPECIAL POPULATIONS IN WASHINGTON
Following is a list of definitions and information about Washington State special populations:
Students in Special Education (WAC 392-172-045)
106,758 students or 11.5% of the student population in Washington State are in special education programs (January 1997).
Students in special education programs are students who have been evaluated and determined to have one or more of the 14 disabling conditions identified in Washington State (WAC 392-172-114 through 148). These students have unique needs that cannot be addressed exclusively through education in general education classes with or without individual accommodations. These students are determined to be in need of "specially designed instruction." "Specially designed instruction" is arranged and planned instructional activities which are designed by certificated special education and related services personnel.

Students with Section 504 plans
Section 504 of the Rehabilitation Act of 1973 is a civil rights statute. Section 504 requires that persons with disabilities be provided aids, benefits, or services that are as effective as those provided non-disabled persons. A person with disabilities is defined as: "any person who (i) has a mental or physical impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment" (504 34 CFR 104.3(j). A student identified as Section 504 eligible needs to be provided with aids, benefits, or services so he/she can participate fully in a regular classroom or basic program. Students identified as Section 504 eligible are required to have a Section 504 plan.

Highly Capable Students (WAC 392-170-035)
34,158 students in Washington State are classified as highly capable (1995-96 school year).
Students who have been assessed to have superior intellectual ability as demonstrated by one or more multiple criteria, including cognitive ability, specific academic achievement in one or more major content areas (reading, mathematics, social studies, language arts, and science), and exceptional creativity.

ESL/Bilingual Students (WAC 392-160-005)
50,737 students or about 7.5% of the student population in Washington State are in transitional bilingual education programs (June 1996).
Students identified in the Washington State Transitional Bilingual Program have a primary language other than English and have English language skill deficiencies which impair their learning in regular classrooms.

Migrant Students (WAC 392-164-145 and WAC 392-164-150) 36,564 students or 3.9% of the student population in Washington State are in Title I/Migrant Programs (1994-95 school year).
A migrant student is a student who has moved, or whose parents, spouse, or guardians have moved across school district lines to seek temporary or seasonal agricultural or fishing employment within the last 36 months.

Notes from the Special Accommodations ad hoc Committee

The Special Accommodations ad hoc Committee believes that one purpose of the state level assessments is to provide data to inform the state regarding the needs for students in special populations. Including all students in the state assessments is intended to provide important information to inform policy decisions.

The Commission on Student Learning (CSL) has established that performance assessment in English is the standard for all students in the state. Nevertheless, it is NOT the intent to advocate English only instruction. It is the intent to encourage appropriate instructional practices which are conducive to the cognitive and academic development of students' who are acquiring English. These practices may include instruction in the students' native language, ESL: instruction, sheltered English instruction, cooperative learning strategies, and use of a wide variety of presentation strategies and instructional materials. Good instruction builds on students' prior knowledge and experiences. The participation of transitional bilingual students in the educational process should be built on a base of respect for the home language and culture of all students. As our statewide population becomes more diverse, we should carefully construct learning environments which recognize diversity and support instructional practices which lead to fluent English proficiency in all academic areas.

IX. END NOTES

Thurlow. M.. Ysseldvke. J. E.. & Olsen, K. (1996). Self-study guide for the development of statewide assessments that include students with disabilities. Minneapolis, MN: University of Minnesota, National Center for Educational Outcomes.

Erickson, R. N., Thurlow, M. L., & Ysseldyke J. E. (1996). Neglected numerators, drifting denominators, and fractured fractions: Determining participation rates for students with disabilities in statewide assessment programs (Synthesis Report 23). Minneapolis, MN: University of Minnesota, National Center for Educational Outcomes.

X. RESOURCES

Aoki, P.K. (1995). Overview of world language education. Olympia, WA: Washington State Commission on Student Learning.
Bond, L. A. (1996). Statewide assessment of students with disabilities. Oak Brook, IL: North Central Regional Educational Laboratory.
Elliott, Thurlow, M., & Ysseldyke, J.E. (1996). Assessment guidelines that maximize the participation of students with disabilities in large-scale assessments: Characteristics and considerations. (Synthesis Report 25). Minneapolis, MN: University of Minnesota, National Center for Educational Outcomes.
Farr, B. P. & Trumball, E. (1997). Assessment alternatives for diverse classrooms. Norwood, MA: Christopher-Gordon Publishers, Inc.
Julnes, R. E. & Patterson, R.E. (1992). Proficiency standards for graduation of regular and special education students: Law and policy analysis. Law and education desk notes: Analysis, commentary, and edited cases. Seattle, WA: University of Washington, College of Education-School Law Division.
McLaughlin, M. J. (1995). Defining special education: A response to Zigmond and Baker. The journal of special education. 29, 200-208.
Neill, M. & Mitchell, R. (1995). Principles and indicators for student assessment systems. Cambridge, MA: National Forum on Assessment.
Schnaiberg, L. (March 5, 1997). The politics of language. Education Week, 16, 23, 25-27
Sharp, L.L. (1996). Assessment policy as it impacts special populations: Modifications and accommodations in student assessment. Final Report. Institute for the Study of Educational Policy. Seattle, WA: University of Washington,
Sireci, S.G. (1997). Problems and issues in linking assessments across languages. Educational measurement: Issues and practice, 16, 2, 12-19, 29.
Thurlow, M., Elliott, J., Ysseldyke, J.E., & Erickson, R. (1996). Questions and answers: Tough quesfions about accountability systems and students with disabilities. (Synthesis Report 24). Minneapolis, MN: University of Minnesota, National Center for Educational Outcomes.

XI. ADDITIONAL INFORMATION

Contact the Assessment and Accountability Office at OSPI for consideration of other accommodations.

Guidelines will be distributed at the 5th Annual Commission on Student Learning Conference in Spokane, WA on January 20 and 21, 1998.

Informational meetings will be held at each Educational Service District (February 23 - March 6, 1998)

Guidelines will be mailed to all public elementary and middle (junior high) schools in January, 1998

GUIDELINES FOR INCLUSION AND ACCOMMODATIONS FOR SPECIAL POPULATIONS ON STATE-LEVEL ASSESSMENT

XII. RESPONSE FORM

The Commission on Student Learning requests your input and assistance to make this work meaningful and useful to the community, students, and educators of Washington.
Please complete the following:

Were the Guidelines for Inclusion and Accommodations for Special Populations on State-Level Assessment helpful? (Why, or why not? Please be specific.)

What should be added, revised, or deleted?

Other comments or suggestions.

Please add specific comments regarding use of the Guidelines for the 10th grade pilot assessment.

Please return this form by mail to:

Commission on Student Learning
Old Capitol Building, Room 222
P.O. Box 47220
Olympia, WA 98504

This article is in the public domain and can be freely copied and used in trainings as handouts at parent and community meetings, and in creating your school or district programs. (Please cite all sources of materials you use.)

This information is provided by:
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu

Mark Anderson Special Education Teacher Kent School District	Suzanne Hall Dir., Elem. Special Programs Pasco School District	Trisha Page Manson Elementary Manson School District
Sheila Bell Spokane School District	Marie Alice Hurst Bilingual Teacher Lake Chelan School District	Gayle Pauley Prog. Sup., Highly Capable OSPI
Kirby Cleveland Dir. of Special Education North Thurston School District	Mark Jewell Reading/L.A. Coord. Highline School District	Christie Perkins Special Ed Coalition Parent
Carol Coar School Psychologist Tacoma/WESAC	Evelyn Johnson University of Washington	Pat Steinburg Program Coordinator WEA
Marcia Davidson Assistant Professor Western Washington Univ.	Joe Kinney Program Testing & Eval Spokane School District	Helen Valdez State Bilingual Education Director, OSPI
Brad Doyel Dir. of Special Programs Eastmont School District	Alice Lara Dir. BELEPS Yakima School District	Silvia Voorhees Migrant Education OSPI
Gene Edgar College of Education University of Washington	Vickie Louden Parent Bothell	Sue Wallace Program Coordinator: ESL/ Title I/ LAP/ Indian Education Highline School District
Faye Fuchs Dir. Special Education ESD 105	Barbara Maurer Curriculum Coordinator Highline School District	Millie Watkins Migrant Educ Dir. ESD 171
Irene Gonzales Elementary Principal Yakima School District	Julie Moore Spec Ed/Gen Ed Teacher Central Kitsap School District	An Chi Wei Thurgood Marshall Elem. Seattle School District
Clarajane Goux Compensatory Services Bremerton School District	Shawn Olson Research Analyst CSL
Cathy Fromme Supervisor of CSPD OSPI	Kathy Kimball Assistant Executive Director CSL

	SCHEDULING - TIMELINE	SETTING
	These general assessment procedures are appropriate for all students including students in special populations.
ALL STUDENTS	The administration of the assessment may be spread over the three week testing window. Provide more testing time, frequent breaks and adjust materials to attention span. Allow students to continue working on each subtest as long as they are productively engaged. Time for individual students will vary considerably on a performance assessment. Administer the assessment at a time of day most beneficial to the student(s).	Allow students to use study carrels or other private space. Use preferential seating (e.g., near the test administrator to see or hear directions better). Assess student individually or in a small group to reduce distractions. Assess student in a familiar school environment that maximizes his/her performance. Provide special lighting, furniture, or acoustics Allow low level of calming music or nature sounds to drown out distractions. Allow freedom for student to move or stand as needed.
	Accommodations used for Special Populations must be familiar to the student and must not be used for the first time on the state assessment.
SPECIAL POPULATIONS	All of the above apply.	Provide architecturally accessible testing sites. Assess student in a hospital or institution; homebound students in their home (with appropriate test security procedures).

	AIDS OR ASSISTANCE	FORMAT
	These general assessment procedures are appropriate for all students including students in special populations.
ALL STUDENTS	Use student's first (primary) language or signing to give assessment directions ONLY. When needed: Reread directions or quietly repeat for individuals Clarify language on directions only; have student reread directions. Assist the student in tracking the assessment items by pointing or placing the student's finger on the items. Allow assessment administrator or other familiar adult to sit beside student. Encourage students to sustain effort and remain on task. Provide physical assistance in turning pages, handling materials, etc. Secure papers and materials to work area with tape or magnets. Provide pencils adapted in size or grip. Provide English or native language dictionaries -- except on reading test.	Student responses must be written in test booklet, added pages will not be scored. Student should use the space available. If student cannot write within available space their work must be transcribed VERBATIM into the booklet.
	Accommodations used for Special Populations must be familiar to the student and must not be used for the first time on the state assessment.
SPECIAL POPULATIONS	If the student's IEP or Section 504 Plan documents a disability that affects reading or written communication, allow student to: Answer orally, point, or sign an answer. A scribe records student's response VERBATIM (e.g., from written dictation or audio tape) without interpretation, translation or corrections. Use appropriate physical supports or assists (e.g., easel, magnifier, arm or stabilizer guide, text-talk converter, communication device to indicate responses, noise buffers, FM or other sound amplification device to assist in hearing directions, slantboard or wedge ). Use a reader to read math assessment items VERBATIM in English. Use a computer or word processor for recording responses (no spell check) when a computer is indicated for written communication. Isolate portions of the assessment page to focus student's attention (mask). Use math manipulatives (except calculators) as indicated. Use calculators only as specifically permitted in test directions.	If an ESL student falls within a "Limited English Speaker Range" (based on a state approved language proficiency test), allow student to: Use a reader to read math assessment items VERBATIM in English Allow Braille or large-type editions of the assessment, with appropriate test security measures for all students who use large print. Please Contact: Instructional Resources Center, Washington State School for the Blind 1 (800) 562-4176 ext. 183 or (360) 696-6321 ext. 183 Call state school to register or place request to obtain materials. Use materials with student. Student responses must be transcribed VERBATIM into regular scoring booklet. District fee for service for students who do not have a visual impairment.