Friday, April 19, 2013

Brief of DRAFT PARCC Accommodations Manual English Learner (EL) Section

Full document can be found at the bottom of the page at this address: http://parcconline.org/parcc-draft-accommodations-manual

Download Brief Here

PARCC’s goals for promoting student access:
  • Apply principles of Universal Design
  • Minimizing/eliminating features that are irrelevant to what is being measured
  • Measuring the full range of the complexity of the standards
  • Leveraging technology for delivering assessment to allow for wide accessibility
  • Building accessibility throughout the test itself without hindering validity
  • Using a combination of accessible-authoring and accessible technologies from the inception of items and tasks
  • Engaging state and national experts in the development process: item review, bias and sensitivity review, policy development and review, and research.
Abbreviations and Jargon in the Manual:
  • ELs: Students whose primary or home language is other than English and cannot perform ordinary classwork in English because they may have limited or no age-appropriate ability to understand, speak, read, or write in English.
  • Refused ESL/ESOL Services are students considered EL who are qualified to receive ESL or ESOL services, but whose families have refused or waived such services.
  • Former English Learners: Students who are no longer classified as ELs, but whose progress is tracked for two years after they achieved the standards of fluency as identified on the state English proficiency assessment.
Effective accommodations for ELs should meet three conditions
  1. Reduce the linguistic load necessary to access the content of the curriculum or assessment
  2. Do not alter what is measured by the test or the test itself. As a result, accommodated scores of students receiving accommodations should be included and reported together with scores of students not receiving accommodations
  3. Address the unique linguistic and socio-cultural needs of an EL student by reducing the effects of English language skills on the student’s overall performance on the assessment.
Eligibility
  • ELs with IEPs are eligible to receive BOTH EL accommodations and accommodations determined for SWDs by their IEP/504 team.
  • Students for whom a district elects to provide EL support, but who are not officially classified as EL, are NOT ELIGIBLE for EL accommodations or exemptions for any statewide assessments.
  • Students not receiving language support program services due to parent/guardian refusal, but who are classified as EL, ARE considered eligible for PARCC testing accommodations.
Modifications are unacceptable changes to the test itself or what the test measures and are NOT
PERMITTED on PARCC assessments. Examples include:
  • Clarifying or paraphrasing test items
  • Answering questions about test items or coaching students during the test
  • Defining words or paraphrasing the test for the student
  • Using dictionaries that provide definitions rather than word-to-word
  • Allowing the student to complete the assessment in a language other than English.
Individuals involved in making accommodation decisions:
  • ESL/bilingual teachers, general educators who work with the student, school/district ESL/bilingual coordinator, school/district test coordinators, school administrators, guidance counselor, students, and parents
The group should:
  • discuss which accommodations might assist a student during daily instruction in the classroom;
  • determine which accommodations to “try out” with the student during instruction in each content area; 
  • document and evaluate the effectiveness of the accommodations used over time; 
  • make adjustments to the use of accommodations for the future; 
  • determine which of the accommodations used effectively in the classroom should be used on PARCC tests, provided they are allowed on the tests.
The process for selecting, administering, and evaluating accommodations for EL is outlined on pages 58-61. This includes the table for calculating the Composite ELP level from WIDA scores and ELDA scores.

Considerations:
  • Level of English language proficiency (ELP) on the state ELP test classified as beginning, intermediate, or advanced
  • Literacy development in the native language and interrupted schooling/literacy background
Background factors that impact effective accommodations use :
  • grade/age, 
  • affective filter such as level of student anxiety/comfort with English, and 
  • time in U.S. schools

To submit feedback on the Students with Disabilities portion of the Manual, please go to the PARCC website and click on the feedback survey link at the bottom of this page: http://parcconline.org/parcc-draft-accommodations-manual







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