Clarification on determining if a student meets the criteria to receive a read aloud accommodation...
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- Slide 1
- Clarification on determining if a student meets the criteria to
receive a read aloud accommodation in one of the following formats:
Human Reader Text-to-Speech ASL Video Human Signer PARCC: Read
Aloud Accommodation for ELA February 3, 2015
- Slide 2
- Read Aloud Accommodation for PARCC ELA/L Assessment Read Aloud
is a broad term which includes: Text-to-speech Screen reader ASL
video Human reader Human signer Strict guidelines are provided to
determine appropriateness of accommodation.
- Slide 3
- Students with Disabilities and ELLs Any student receiving a
read aloud accommodation must be a student with a disability and
have an IEP or 504 plan. An English Language Learner may be
eligible only if they are also a student with a disability with an
IEP or 504 plan.
- Slide 4
- Criteria for Receiving a Read Aloud Does the student meet one
of the following conditions? 1. Has blindness or a visual
impairment. This means that the student: 1. has not learned or
cannot access text through Braille and 2. cannot access text
through large print/enlarged text. 2. Deafness or hearing
impairment that severely limits or prevents him/her from decoding
text due to a documented history of early and prolonged language
deprivation. 3. A disability that severely limits or prevents
him/her from accessing printed text even after varied and repeated
attempts to teach the student to do so (e.g., student is unable to
decode printed text or read fluently); This means that the student
is at the basal/foundational reading level, which is defined as
being at the beginning stages of sound/symbol relationship and able
to decode consonant-vowel-consonant words, as well as some high-
frequency words.
- Slide 5
- Additionally, IEP or 504 plan teams should also ensure that:
the student has access to printed text during routine instruction
through a reader or other spoken-text audio format, or interpreter.
the students inability to decode printed text or read Braille is
documented in evaluation summaries from locally-administered
diagnostic assessments. the student receives ongoing, intensive
instruction and/or interventions in the foundational reading skills
to continue to attain the important skill of independent reading.
This means that the student must receive printed instructional
materials for all subjects in an audio format the majority of
instructional time.
- Slide 6
- Rhode Island Summary Guidance and Clarification: Summary of
guidance/clarification: Students must meet one of the three
criteria For criteria 3, what does severely limits mean for
students? Students should be at the basal/foundational reading
level. For criteria 3, what does access to printed text during
routine instruction mean for students? Students should be receiving
printed instructional materials in an audio format for the majority
of instructional time for all subjects. Basal/foundational readers
are: at the beginning stages of sound/symbol relationship, able to
decode consonant-vowel-consonant words, as well as some
high-frequency words.
- Slide 7
- Scoring of assessments completed with read aloud accommodation:
If all guidelines are met, and the student is given a Read Aloud
accommodation for the PARCC ELA assessment, he/she will receive a
valid score on the assessment. If all guidelines are not met, and
the student is given a Read Aloud accommodation on a PARCC ELA
assessment, the students score may be invalidated. This means that
the score would not be included in the overall assessment
results.
- Slide 8
- Score Reports and Accountability: Notation will be provided on
all confidential school and parent reports stating that the student
was given a reading access accommodation on the PARCC ELA/Literacy
assessment and therefore no claims should be inferred regarding the
students ability to demonstrate foundational reading skills (i.e.,
decoding and fluency). However, the students score will not be
calculated any differently nor will schools or districts
accountability determinations be affected assuming that the student
meets all criteria for receiving this accommodation.
- Slide 9
- PARCC Accommodations Planning Tool: Below is an excerpt from
the PARCC Accommodations Planning Tool that can help schools and
districts track all accommodations and assessment features for
students. Can be downloaded from
www.parcconline.orgwww.parcconline.org
- Slide 10
- Questions Please direct questions on accommodations to:
PARCC@ride.ri.gov Phyllis Lynch, phyllis.lynch@ride.ri.gov
401-222-4693 Heather Heineke, heather.heineke@ride.ri.gov
401-222-8493