SpecialEducaonDirectors’WinterInstute ( Winter2016( · ALL’students’beneﬁtfrom’assessments’thatare’universally’ designed,’including,’butnotlimited’to:’ Students’who’are’giJed’and’talented’

Special Educa,on Directors’ Winter Ins,tute

Winter 2016

Agenda

Tes$ng Best Prac$ces Universal Design for Learning

CBT/PBT Accommoda$ons Overview

Accessibility Features Accommoda$ons for SWD on all Assessments

Resources

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Best Prac,ces (“Administra,ve Considera,ons”) May Be Used On ALL Assessments

•  All students may use Test Administra$on Best Prac$ces if individually determined by the Student Assistance Team (SAT).

•  May be added to SAT Plan during/aJer tes$ng. •  Record in the Student’s file.

Tes,ng Best Prac,ces

•  Addi$onal $me between sessions •  Face student during test administra$on •  Group students by tes$ng accommoda$on •  Mul$ple and frequent breaks •  Extended administra$on $me •  Test during certain $me of day

Tes,ng Best Prac,ce

•  Preferen$al sea$ng •  Schedule addi$onal $me between sessions •  Test individually •  Test in loca$on with minimal distrac$on •  Test in small group (fewer than 10) •  Visual, verbal, or tac$le reminders to stay on task •  Specialized Equipment or Furniture

For All Best Prac,ces, Accommoda,ons, and Accessibility Features:

•  Students must have used accommoda$ons in daily instruc$on prior to use on standardized assessments.

•  Train TAs and Proctors on administra$on of accommoda$ons.

•  Maintain records of tes$ng for all best prac$ces, accommoda$ons and accessibility features administered.

Universal Design for Learning

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•  Concept or philosophy – provides all students with equal opportuni$es to demonstrate what they have learned.

•  Acknowledges differences –  Not one-‐size fits all.

•  Purpose – Minimize the need for individualized design or accommoda$ons.

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What is Universal Design as Applied to Assessment?

  ALL students benefit from assessments that are universally designed, including, but not limited to:

  Students who are giJed and talented   English learners   Students with physical, cogni$ve, or sensory disabili$es   Students with emo$onal or language/learning disabili$es   Students with more than one of these characteris$cs   Students with unique linguis$c needs   Underperforming students   Students without disabili$es

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Who is Intended to Benefit from Universally Designed Assessments?

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Test Item Must be Presented in Different Formats

Magnification or Large Print

Paper Test Item

Text-to-Speech

Braille

American Sign Language (ASL)

Spanish Translation

•  PED ac$vely par$cipates in PARCC reviews for components that make up universally designed assessments. – Bias & Sensi$vity Review Commièes – Accessibility Reviews – ELA and Math Reviews – State Lead Mee$ngs for consor$um-‐developed assessments

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Universal Design Item Review

1.  Does the item take into considera$on the diversity of the assessment popula$on?

2.  Has the construct been precisely defined and the item/task measures what is intended?

3.  Is the item/task amenable to accommoda$ons?

4.  Are instruc$ons and procedures simple, clear, and intui$ve?

5.  Is the item/tasks designed for maximum readability, comprehensibility, and legibility?

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Item Review CommiVee Universal Design Review

6.  When appropriate, does the item/task material use clear and accessible visual elements?

7.  Does the item or task material use text appropriate for the intended grade level?

8.  Does the item/task measure what it is intended to measure for English learners with different levels of English proficiency and/or first language proficiency? (appropriate linguis/c complexity)

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Item Review CommiVee Universal Design Review

1.  Are the items and tasks amenable to accommoda$ons?

2.  Are the items and tasks designed for maximum readability, comprehensibility, and legibility?

3.  Does the item or task material use a clear and accessible text format?

4.  When appropriate, does the item/task material use clear and accessible visual elements?

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Accessibility Universal Design Review

5.  Have all accessibility features been considered that may increase access while preserving the targeted construct?

6.  Have mul$ple means of presenta$on, expression, and engagement been considered with regard to the item/task?

7.  Have changes to the format been considered that do not alter the item/task meaning or difficulty?

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Accessibility Universal Design Review

Computer Based Tes$ng (CBT) And

Paper Based Tes$ng (PBT)

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•  In 2016, all assessments except NMAPA are online.

•  All assessments will have a paper op$on available.

PBT Accommoda,ons

•  A student in a grade taking the CBT may take PBT if s/he

•  has a disorder that prohibits effec$ve computer use

•  recently entered the school and lacks computer experience/familiarity

•  requires assis$ve technology that is not compa$ble with the tes$ng plaiorm

•  receives the Read Aloud accommoda$on and the student prefers not to use text-‐to-‐speech.

•  is tes$ng off campus.

CBT Accommoda,ons

Most Accommoda$ons are compa$ble with CBT administra$on.

Accommoda$on Overview

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Accommoda$ons

Accommoda,ons

• TAs must administer accommoda$ons to small groups.

•  EAs and IAs may administer accommoda$ons one on one, except scribing (must be done by TA).

1.  PARCC Accommoda$ons and Accessibility Features Manual

2.  PED Accommoda$ons Manual –  SBA –  EoCs

3.  ACCESS for ELLs Accommoda$ons (on website)

4.  NMAPA (in TAMs)

Accommoda$ons Manuals

PARCC

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The PARCC Accessibility Features and Accommoda$ons Manual can be found at:

•  h`p://avocet.pearson.com/PARCC/Home#alpha-‐A

•  h`p://ped.state.nm.us/ped/NMPARCCDocs/PARCC%20Updated%20Accessibility%20Features%20%20Accom%20Manual%209-‐28-‐15%20-‐%20highlighted.pdf

Accessibility Features for All Students

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Accessibility Features for All Students Audio Amplifica,on

Blank Paper (provided by test administrator)

Eliminate Answer Choices Bookmark Items for Review

General Administra,on Direc,ons Clarified (by test administrator)

General Administra,on Direc,ons Read Aloud and Repeated (by test administrator)

Highlight Tool Headphones

General Masking Line Reader Tool

Magnifica,on/Enlargement Device NotePad

Pop-‐Up Glossary Redirect Student to Test (by test administrator)

Spell Checker Wri,ng Tools

Accessibility Features Iden,fied in Advance

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Accessibility Features Iden,fied in Advance

Answer Masking

Background/Font Color (Color Contrast)

Text-‐to-‐Speech for the Math Assessments

Human Reader or Signer for Math Assessments

A Note About Text-‐to-‐Speech for Mathema$cs Assessments Accessibility Feature

•  Available to ALL students •  Should be a small percentage of students •  Should be part of daily instruc$on, not done for the first $me

during tes$ng. •  Text-‐to-‐speech on the computer based plaiorm with the use of

headphones is the best op$on. •  PARCC provides Appendix J: Mathema/cs Audio Guidelines. •  A max. of approximately 5% of students should have this

accessibility feature. Some districts may have slightly higher counts.

Accommoda,ons for Students with Disabili,es

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Accommoda$ons for SWD

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Content Area Presenta,on Accommoda,ons ELA/Literacy Text-‐to-‐Speech or Video of a Human Interpreter for the ELA/Literacy

Assessments, including items, response op$ons, and passages* Braille Edi$on of ELA/Literacy Assessments (Hard-‐copy braille tests and refreshable braille displays for ELA/Literacy)

Closed-‐Cap$oning of Mul$media Passages on the ELA/Literacy Assessments Descrip$ve Video

Mathema,cs Video of a Human Interpreter for the Mathema$cs Assessments for a Student Who is Deaf or Hard of Hearing Braille Edi$on of Mathema$cs Assessments (Hard-‐copy braille tests for Mathema/cs)

Both Content Areas

Addi$onal Assis$ve Technology

Tac$le Graphics

Video of a Human Interpreter for Test Direc$ons for a Student Who is Deaf or Hard of Hearing Paper-‐and-‐Pencil Edi$on

Presenta$on Accommoda$ons Guidance

Text to Speech for ELA items: •  ELA items cannot be separated into reading versus language,

the accommoda$on impacts the en$re ELA sec$on. •  PARCC indicates this should be available to only 1-‐1.5% of

students and this accommoda,on will be reported and monitored.

•  This accommoda$on should be implemented throughout the school year, not just on the assessment.

•  PARCC provides two documents for the human reader op$on for this accommoda$on: an extensive manual Appendix I: ELA Audio Guidelines, and an administra$on protocol in Appendix B.

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* See notes below

Response Accommoda$ons

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Content Area Response Accommoda,ons

ELA/Literacy Scribing or Speech-‐to-‐Text (i.e., Dicta$on/Transcrip$on or Signing) for constructed responses on the English Language Arts/Literacy Assessments* Word predic$on on the ELA/Literacy Performance-‐Based Assessment*

Mathema,cs Calcula$on Device and Mathema$cs Tools* (on Non-‐calculator Sessions of Mathema$cs Assessments)

Both Content Areas

Addi$onal Assis$ve Technology (Guidelines available fall 2013)

Braille note-‐taker Scribing or Speech-‐to-‐Text (i.e., Dicta$on/Transcrip$on or Signing) for the Mathema$cs assessments, and for selected response items on the English Language Arts/Literacy assessments

* See notes below

Response Accommoda$ons Guidance

•  Speech to text or scribing guidelines and protocol in Appendix C: Protocol for the Use of the Scribe

•  May not be needed as much if technology is used in the classroom.

•  The use of an outside assis$ve technology device is also addressed in Appendix C

34 * See notes below


h`p://avocet.pearson.com/PARCC/Home#srDoc=5188&srPage=1


•  Calculator Accommoda$ons for students who meet the guidelines:

36 * See notes below

Other Proposed Accommoda$ons for Students with Disabili$es

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Category Accommoda,on

Timing & Scheduling Extended Time

Sebng

Many seongs that were once considered accommoda$ons are now consider accessibility features for all students and will be included in the test administrator manual. These include – separate loca$on, small group tes$ng, specified area or sea$ng, $me of day, and frequent breaks.

Appendix E: Guidance for Selec$ng and Administering the Extended Time Accommoda$on.

Unique/Emergency Accommoda$ons

•  A small number of students may require addi$onal accommoda$ons either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommoda$on as a result of a recently-‐occurring accident or illness.

•  Allowed if permièd by PED.

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Accommoda$ons for English Learners Word to Word Dic,onary

Speech-‐to-‐Text

Human Scribe

Direc,ons Read Aloud in Na,ve Language

Direc,ons Clarified in Na,ve Language

Spanish Transla,on of Math

Text-‐to-‐Speech in Spanish

Human Reader or Signer in Spanish

NOTE: THE SPANISH LANGUAGE ARTS ASSESSMENT FOR ENGLISH LEARNERS REMAINS THE SBA FROM MEASURED PROGRESS (GRADES 3-‐8, 10, 11)

PED will Monitor:

•  ELA text to speech •  Use of calculator on non-‐calculator sec$ons

•  If above 1%, may ini$ate an audit

SBA Science and EOC

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•  Biogrid codes for all accommoda$ons

•  For computer based SBA test enter the codes in iServices

(See Accommoda$ons Manual)

Biogrid Codes

PBT Accommoda,ons for SWD (SBA Science and EoC) 1.   Braille Version 2.   Large Print 3.   Signing of Test 4.   Read Aloud Test Items 5.   Read Aloud to Self 6.   Assist Tech-‐Presenta,on 7.   Color Overlays 8.   Math Manipula,ve 9.   Manipula,ve Materials 10.   Blank Graphic Organizer 11.   Scribe-‐Selected Response 12.   Scribe-‐Constructed Response 13.   Assist Tech-‐Response 14.   Audio record Response 15.   PED-‐ Approved Accommoda,ons

PBT Accommoda,ons for ELLs (SBA Science and EoC) • Read Aloud in English • Picture Dic$onary •  Spanish Language Version • Customized Dual Language Glossary • Commercial Word-‐To-‐Word Dic$onary • Pocket Word-‐To-‐Word Translator • Read-‐Aloud Test Direc$ons in Spanish • Read-‐Aloud Test Items in Spanish • PED-‐Approved Accommoda$on

CBT SWD Accommoda,ons (SBA Science)

•  Signing of Test •  Text-‐To-‐Speech •  Read Aloud to Self (requires individual seong) •  Assist-‐Tech •  Math Manipula$ves •  Manipula$ng Test Materials •  Blank Graphic Organizer •  Scribe •  Audio Recording Responses (requires indiv. seong)

CBT ELL Accommoda,ons (SBA Science)

•  Text-‐To-‐Speech •  Picture Dic$onary •  Spanish Test Version •  Dual Language Glossary •  Pocket-‐to-‐Word

Translator •  Read-‐Aloud in Spanish

SBA Science CBT Text-‐To-‐Speech

iTester Features

Available to all students

1.  “Text Appearance” tools to change color schemes

2.  Enlarge font (to 22 point)

EoC Addi,onal Informa,on

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Accommoda,ons on EoCs EoCs are divided into two groups:

1.  EoCs used as ADCs (for HS gradua$on) 2.  Other EoCs (generally used for EES)

Accommoda,ons on EoCs

1.  EoCs used as ADCs: Students may only use the coded accommoda$ons permissible for SBA Science tes$ng.

2.  Other EoCs: Students may use instruc$onal accommoda$ons.

3.  ALL accommoda$ons must be documented in a student’s IEP, 504 Plan, or SAT Plan.

ACCESS for ELLs

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•  Test Direc$ons –  Transla$on – Signing -‐ Repea$ng

•  Presenta$on Format –  Highlighters -‐ low vision – amplifica$on – oral reading

•  Seong –  Non-‐school seong-‐ preferen$al sea$ng -‐ technology

•  Response –  Computer –Scribes – Na$ve Language

•  The above is a sampling. More Informa$on can be found at: •  h`p://www.wida.us/assessment/ACCESS/

accommoda$ons.aspx

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ACCESS Accommoda$ons

NMAPA

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•  Task Delivery Modes – The standard script may be presented to students in the modality that students receive instruc$on.

•  Response Modes – For every task, response op$ons will be provided. These op$ons may include concrete objects, photographs, line drawings, picture symbols, or leèrs or words.

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Alterna$ve Assessment

Resources

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Website Content Audience

hVp://parcconline.org/ Assessment, Resources, Instruc,onal Tools, Videos and News

Teachers – Students-‐ Parents

hVp://parcc.pearson.com/ Tutorials, manuals and training, test support, bulle,ns, technology setup

Teachers – Students-‐ Parents

hVp://avocet.pearson.com/PARCC/Home

Test Administra,on Informa,on, Test Manuals, Technology Informa,on, Accessibility Features and Accommoda,ons

Teachers – Students-‐ Parents – IT department

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Resources


hVp://understandthescore.org/

Score report guide, Understanding the test , parent resources and informa,on about the PARCC test.

Teachers – Students-‐ Parents – Community Members

hVp://www.nmparcc.com/

How parents and educators can help students. FAQ and DATA


hVps://public.tableau.com/views/NewMexicoPARCCResultsDashboard/Dashboard1?:embed=y&:display_count=yes&:showTabs=y&:toolbar=no&:showVizHome=no#3

PARCC results – statewide Teachers – Students-‐ Parents – Community Members

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Resources


hVp://www.ped.state.nm.us/ped/Assessment_index.html

New Mexico Public Educa,on Department Assessment, Accountability and Evalua,on website


hVp://www.greatschools.org/gk/common-‐core-‐test-‐guide/?state=new-‐mexico

Worksheets, Videos, Parent sugges,ons for working with their child, Gives strategies, Discusses disabili,es, etc

Teachers –Parents – Community Members

hVp://newmexicocommoncore.org/

Informa,on on the Common Core


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Resources

AF&A Manual h`p://www.parcconline.org/assessments/accessibility/manual

PARCC LOCAL EDUCATOR PLANNING TOOL FOR ACCOMMODATIONS AND ACCESSIBLIITY FEATURES

h`p://ped.state.nm.us/ped/NMPARCCindex.html

SBA Science h`p://ped.state.nm.us/AssessmentAccountability/AssessmentEvalua$on/SBA/index.html

EOC h`p://ped.state.nm.us/AssessmentAccountability/AssessmentEvalua$on/EOC/index.html

ACCESS h`p://ped.state.nm.us/BilingualMul$cultural/ACCESS-‐ELL/index.html

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Resources

Assessment Procedures [email protected]

All Assessment Accommoda,ons [email protected]

PearsonAccess Next and the PNP Gabriel.Mar,[email protected]

PARCC Administra,on [email protected]

SBA Administra,on Gabriel.Mar,[email protected]

EOC Administra,on Severo.Mar,[email protected]

ACCESS Administra,on Severo.Mar,[email protected]

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Assessment Ques$ons?

Documents

SpecialEducaonDirectors’WinterInstute ( Winter2016( · ALL’students’beneﬁtfrom’assessments’thatare’universally’ designed,’including,’butnotlimited’to:’ Students’who’are’giJed’and’talented’