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ACCOMMODATIONS TRAINING2014-15
Agenda:• Policy• Accessibility features vs. Accommodations• Accessibility Features• Personal Needs Profile form• Accommodations
• Presentation• Response
• Entering Accommodations into Q
Assessment Policy:
• All students enrolled in a Colorado Public School in the grades assessed must be accounted for in either the general summative assessment or the alternate summative assessment.
• Alternate Assessment Participation• Student meets eligibility criteria for Intellectual Disability or
Establishes cognitive component within another disability category• CoAlt: Science & Social Studies• CoAlt: DLM (alternate to PARCC)• Alternate ACCESS for ELLs• 11th grade Alternate to ACT
Colorado Measures of Academic Success: Science & Social Studies and PARCC (ELA/Math)
Accessibility for all students has increased
ACCESSIBILITY FEATURES:Accessibility features are available to all students, even those with no formal plans, based on observed need
Setting Considerations for ALL: • Small Group
• Frequent Breaks• Does not stop the testing clock• May not access internet, text books,
friends, etc.
• Time of Day• Consider test security
• Separate/Alternate Location• Specified Testing Area or Seating• Specialized Equipment or Furniture
Things to think about: Best interest of
the student(s)
Maintain test security
Maintain standardized test environment
ALL CMAS: S&SS and
ELA/Math:
Embedded Features for ALL
• Navigation• forward, back• flag for review
• Highlighter • Enlargement
• Magnifier, Zoom (Ctrl +-0)
• Ruler (cm, ¼”, depending on grade & subject)
• Calculator• Periodic Table• Eliminate answer choice
CMAS: S & SSCMAS: PARCC
Computer Based Test (CBT)
“Available to any student at his or her discretion during testing”
More Features for ALL:
• External color overlays• Notepad may be available • Blank Paper
• Up to 2 sheets per section• Must be treated as secure test materials
• Audio Amplification• Headphones / Noise buffers• Redirect Students to Test• Writing Tools
• Keyboard shortcut keys
CMAS PARCC ONLY• Line Reader • Answer Masking
CMAS: S & SSCMAS: PARCC
Computer Based Test (CBT)
ALL CMAS: S&SS and
ELA/Math:
Accessibility Feature:Text-to-SpeechForm required
While available to all students (i.e., without a plan), it is not appropriate for all students.
• Generally speaking, students who used an Oral Script on TCAP should be considered for Text-to-Speech on computer based assessments – per CDE recommendation
• This can be made available for students who are in the RtI process for having difficulty reading grade level text.
• Large file size affects student testing – even with proctor caching
• The appropriate form must be assigned in PearsonAccess/Pearson Next prior to testing
• Students need headphones for this feature
It is strongly encouraged that students using text-to-speech as an accessibility feature access it in the ePAT environment to ensure they are familiar with it, and that they will use it.
(This is a special accommodation on CMAS: PARCC – ELA.)
CMAS:
S&SS and
Math:
Other Accessibility Features:Forms required • Answer Masking
• General Masking
• Color Contrast (all others will have white screen/black font)
CMAS: S & SSCMAS: PARCC – ELA/Math
Differences in Extended Time
CMAS: S&SS
• For CMAS: S & SS all students may access the additional time allowed in the timing structure of a test section/unit –• Time + Additional Time =
Extended Time
• For students with an IEP/504 plan or ELL• Follow time indicated in plan• Time and a half is presumed if it
is not specifically listed• Time + Additional Time + 10
minutes = Time and a Half
CMAS: PARCC ELA/Math
For students with an IEP/504 plan or ELL extended time is one school day• Document amount of extended time
anticipated• Logistics:
• Test in separate setting• Unit must be given in a continuous block
of time• Lunch – TA must accompany child to lunch and
remain with him/her or bring lunch back to testing room.
• If the TA observes that the student is no longer productively engaged, an inquiry may be made regarding testing status. Once the extended time provision is exhausted, the TA should proceed to the next test unit or end the testing process.
Redirection allowed for ALL:
The Test Administrator may redirect off-task students back to the test by saying,
“<student’s name>, continue working.”
LIMITATIONS TO TEACHER-TALK STILL APPLY:• No coaching or assistance may be provided in any way
• The Test Administrator may not remind or encourage students to complete a specific item
• The Test Administrator may not provide any physical cues to the test as they could be misconstrued as directing the student to incorrect or correct responses
Personal Needs Profiles• Who creates the personal Needs Profile (PNP) for
students?• Disabilities – IEP or 504 team• ELL – English Language Learner team• Without disabilities or ELL – RtI or informal team
• Teams should consist of:• Student (as appropriate)• Parent/guardian• Student’s primary educator in the subject of the assessment
• Entry into Q (not available yet)
Who Needs a PNP?
• Students receiving form-specific accessibility features:• Answer Masking• General Masking• Color Contrast• Text-to-Speech (Math)
• Students receiving accommodations
The PNP is the only documentation that the Assessment Office is requiring this year. This does NOT negate your obligation to document for the RtI process, READ plans or other school/district processes.
ACCOMMODATIONSAssessment accommodations are about accessing the assessment without changing the construct.
Accommodations Policy:• Accommodations are provided for students with formal plans: IEP, 504, ELL
• Must be in use at least 90 days prior to testing No later than Dec 9th
• Regularly and with fidelity during classroom instruction• For High School Fall test window– that means the
accommodations would be in place the previous spring.
• Based on individual need, not based on program or teaching style
• Determined by a team of educators, parents, and student
• Must NOT be used only for assessments
Accommodation Policy Exceptions: New Student to the District:
Contact the student’s former school for all relevant documentation (IEP,504,or ELP)
If no documentation can be obtained, consult the student and parent to discuss any accommodations that have been provided over the past three months
Student may have access to accessibility features or accommodations listed in their IEP, 504 plan or ELL plan
Unforeseeable Circumstances: If a student suff ers from an unforeseeable (not
predicted or scheduled) circumstance less than three months prior to the start of testing and requires an accommodation to access the state test, he/she may be provided with it
HS events over summer
Example: Student with a concussion needs breaks
Unique Accommodations:(formerly known as Nonstandard Accommodations)
• IEP or 504 plans • Historically less than .01% of students• State deadline is DECEMBER 15 (This data subject to change
when CDE publishes state accommodation manual.)
Examples:• Record answers into a tape recorder and
play back to type• Picture cues to stay on task• Magazines to tear when frustrated• Student given “Skittles” at specific
intervals for time on task
Overview:
• Accommodations must be based on an individual student’s academic need documented in the student’s approved IEP, 504, or ELP
• A master list of all students and their accommodations should be maintained by the SAC and entered into Q (Q will give you a report that can serve as your master list.)
• Accommodations are available for computer-based (CBT) and paper-based (PBT) administration
CMAS: S & SSCMAS: PARCC
Students with Plans:IEP504ELL
CBT Presentation Accommodations:
IEP Only:• Oral Script – Sign Language
ELL Only:• Word-to-Word Dictionary• Translated Oral Script – Spanish• Translated Oral Script – Other
Languages (must be translated locally)
IEP/504 only: • Low vision devices
IEP/504/ELL:• Oral Scripts (delivered by human
rather than text-to-speech delivered by computer)
CMAS: S & SSCMAS: PARCC
Students with Plans:IEP504ELL
Oral scripts are not allowed for the ELA test except in rare circumstances.
Paper Based Form as an Accommodation:
• Most students will be taking CMAS: Science and Social Studies assessments on a computer
• The paper-based versions of the CMAS: Science and Social Studies assessments are considered accommodated forms
• Use of the paper-based assessments is expected only to be available for students with specific needs or conditions#1 Disability:• Have a neurological disorder (such as recent concussion), a condition
that causes seizures, or another health condition that prevents the student from accessing the computer*
• Braille• Adaptive equipment is not compatible
*Students with disabilities that prevent them from utilizing devices safely may meet this criterion.
#2 New to technology#3 Religion/beliefs
CMAS: S & SSCMAS: PARCC – ELA/Math
Students with Plans:IEP504ELL
Accommodations for PBT• The following presentation accommodations are available for students who are taking the paper-based accommodated form:
• Large Print • Low-Vision Devices• Oral Scripts – English• Oral Scripts – Translated• Oral Scripts – Sign Language• Braille• Word-to-Word Glossary/Dictionary
(Human) Oral Presentation Options: English
CMAS:S & SS
English oral script for computer is used for: On-site translations into
other languages On-site sign language
presentation English oral script for paper Recommend group size of 3
or less for Science Recommend group size of 1
for Social Studies
CMAS: PARCC – ELA/Math
• PARCC/Pearson does not provide Oral Scripts for test items.
• Presenters are expected to know and apply the Audio Guidelines provided.
• The Guidelines are ~36 pages long each: ELA and Math.
IEP/504/ELL only
Oral Presentation Options: Languages Other Than English Qualifying
NEP/LEP and in program 3 years or less Grade 12 - entered EL programming on or after November 1st, of their
9th grade year Grade 8 - on or after April 15th, of their 5th grade year Grade 7 - on or after April 15th, of their 4th grade year Grade 5 - on or after April 15th, of their 2nd grade year Grade 4 - on or after April 15th, of their 1st grade year
Science and Social Studies Embedded Spanish Audio Spanish oral script for computer or paper Translated English Oral Script
ELL only
Oral Presentation Options continued: PARCC ELA/Math
General test directions are provided in a downloadable PDF in 10 languages (Spanish, Arabic, Navajo, Chinese Mandarin, Vietnamese, Portuguese, Haitian Creole, Polish, Somali, and Marshallese)
The Mathematics assessment only: Spanish translation
Screen-reader compatible for 3 systems
Refreshable Braille
IEP/504/ELL onlyDepending on accommodation
These are Assistive Technology Devices.
Oral Presentation of PARCC: ELA
Students must be at the basal/foundational reading level
Oral Presentation of PARCC: ELA (cont.)
Guidelines for IEP or 504 Team Consideration
Additional Guidance Agree/Disagree
Before listing the accommodation in the student’s IEP or 504 plan, teams should also consider whether:
States may provide additional guidance for their respective states based on state policy or practice.
Agree Disagree
The student has access to printed text during routine instruction through a reader or other spoken-text audio format or interpreter.
The student’s inability to decode printed text or read braille is documented in evaluation summaries from locally-administered diagnostic assessments:
The student should receive ongoing intensive instruction and/or interventions to remediate his or her foundational reading skills in order to continue to attain the important college and career-ready skill of independent reading.
The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time.
Clarification: Students must be at the basal/foundational
reading level AND
The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time.
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.
How will oral presentation of ELA impact the individual student’s scores?
• Notation will be provided on all confidential score reports to the school and parent stating that the student was given a reading accommodation on the PARCC ELA/Literacy assessment and therefore, no claims should be inferred regarding the student’s ability to demonstrate foundational reading skills (i.e., decoding and fluency).
• Summative assessment scores for students who receive any of the accommodations listed in the Accommodations Manual will be aggregated with the scores of other students and those of relevant groups and can be included for accountability purposes.
CBT Response Accommodations
IEP with visual impairment only:• Talking Calculator/Abacus/Tactile Math
Manipulatives
ELL Only:• Scribe – Spanish spoken• Scribe – Other language spoken• Spanish written• Other language written (Transcription
required)
IEP/504/ELL:• Assistive Technology• Speech-to-Text• Word Prediction• Scribe – English spoken
Accommodations for PBT• The following response accommodations are available for students who are taking the paper-based accommodated form:
• Assistive Technology• Speech-to-Text• Word Prediction• Brailler/Braille Note-taker• Talking Calculator/Abacus/Tactile Math Manips
• Scribe – English or Spanish• Scribe – other language• Spanish written• Other language written (transcription required)
Assistive technology includes but is not limited to: Computers Keyboards Communication devices and Adaptive computer input/output devices
Check for compatibility www.pearsononlinetesting.com/at
Speech – to – Text Separate Machine Printed and transcribed into test
Word Prediction Separate Machine Printed and transcribed into test
Assistive Technology
Assistive Technology continued:
Additional considerations for test security must be applied when students are using assistive technology, including speech-to-text and word prediction software.
• Students must be seated in such a manner that they cannot see other students’ screens.
• Students must not retrieve or access work from another student.• Students must not be able to access additional programs or the Internet
while in the testing environment.• Student must not be able to access any previously saved data while in the
testing environment.• Extra time may not be given for “lost” work.
Assistive Technology continued:
Students may not have access to assistive technology devices that contain secure materials until all secure materials have been removed from the device. Devices that still contain secure materials must be secured with testing materials.
Answers must be transcribed for scoring.
Scribe:
• Selected Response:• Physical disability that prohibits the use of a
keyboard/mouse
• Or adaptive equipment is not compatible with TestNav 8
• Constructed Response:• A physical disability that severely limits or prevents the student’s
motor process of writing through keyboarding or other assistive technology
Scribe for PARCC: ELA
For students using a Scribe for Constructed Response on the ELA assessment: • A notation will be provided on all confidential score reports to the school and parent stating that the student was provided a scribe accommodation on the PARCC ELA/Literacy assessment, and therefore, no claims should be inferred regarding the student’s ability to demonstrate expressive writing skills
Written Responses in Native Language
• Students may write in English or Spanish on the CMAS tests
• Students who write in a language other than English or Spanish will need their answers translated and transcribed
• Students must write in English on the CMAS: PARCC ELA/L assessment
COLORADO ALTERNATE ASSESSMENTS CoAlt
CoAlt: Science & Social Studies:
The CoAlt: Science and Social Studies is intended to be accessible for students with significant cognitive disabilities • All questions and answer choices are read aloud
to students, and • All students are assessed individually and in a
separate setting• Educators may adapt materials and
presentation methods based on each student’s needs
CoAlt Accommodations:
• Accommodations or adaptations must be:• Documented in the student’s IEP, • Used regularly during instruction and classroom assessments for
at least three months prior to the assessment window to ensure that the student can successfully use the accommodations.
Allowable Adaptations:
• The student facing pages of test items may need to be adapted: • Size
• Color
• Contrast levels• Dimension• Assistive technology• Tactile
Pictures:
CoAlt Test Examiners should use the picture symbols in the CoAlt test materials provided, except in the following circumstances:
• The student needs to use objects rather than pictures.
• The student needs pictures of real objects rather than drawings.
• The student has a personal lexicon with a specific representation for the concept or words in the student answer choices.
• In this case, all answer choices must be from the student’s personal lexicon. For students with visual impairments including blindness, additional information related to materials adaptations, including standardized picture descriptions, are available through the DAC.
ACCESS FOR ELLSEnglish Language Proficiency
ELL Accommodation Policy:• http://www.cde.state.co.us/assessment/accessforellsaccommodations
• Accommodations for this assessment are only available to students with disabilities, and the testing accommodation should be stated in the student’s Individual Education Plan (IEP).
• It is important to remember that accommodations for this assessment follow the guidelines established by the WIDA Consortia. These guidelines were set by the 28 governing members of WIDA. Conversely, accommodations available on Colorado specific statewide assessments may not be available on ACCESS for ELLs.
Guidelines for Accommodating:
ELLs with Disabilities
Guidelines for Accommodating:
ELLs with Disabilities
SAC To Do List:
Document all accommodations properly in formal, written educational plans.
Enter accommodations into Q
Be sure that documentation is specific (ex: content area, length of extended time, etc.).
Check all IEP, 504, and ELL plans NOW to make sure that all accommodations listed are currently in use in classroom instruction and assessments.
If an accommodation is no longer needed or being used, revise the document and remove the accommodation. (IEP Additional Meeting – Case Manager, Parent, General Ed Teacher; 504 – Counselor, Parent).
SAC To Do List Continued:
If a teacher is consistently providing a non-documented individual accommodation for a student that would be appropriate for use on CMAS, convene a formal meeting conducted by an educational team (includes parent) to evaluate and properly document the accommodation.
Involve parents and students in accommodations decisions and evaluate to make sure they are useful and purposeful.
Remember that accommodations must be regularly used for at least 90 days prior to CMAS in order to be allowed.
Provide time for students to practice accommodations in the online test environment (ePAT).
Entering Accommodations in Q:
1. Log-in to the “Q-Desktop” application (D11 username & password)
2. Click on the “Services and Programs” Icon:
3. Click on the “Student Services” Icon:
4. Use the “Find” feature to locate students.
5. Use the “Add” feature to insert accommodations.
6. Required fields:• “Service”: Accommodation
• “How Served”: Plan Documented
• “Status”: SY 14-15
7. Repeat the process for each accommodation.
Due by November 17th:• Type of Plan:
• English learner (EL)• 504 • Individualized Educational Plan (IEP)
• Assessment Accommodation – Printed Materials• Paper Test• Translation of the Mathematics Assessment in Paper - Spanish • Human Reader or Human Signer - “HumanReadAloud” or
“HumanSigner”;• Large Print• Braille with Tactile Graphics
Assessment Hotline 520-2080• Eric Mason, Director of Assessment
• 520-2414
• Gina Daugherty, Assessment Specialist• 520-2260
• Jan Berry, Assessment Facilitator• 520-2245
• Natasha Crouse, Assessment TOSA• 520-2078
• Pauline Stinchcomb, Data & Reports Coordinator• 520-2063
• Carolyn Hayward, Data Support Specialist• 520-2052