Accessibility Accommodations for State Assessments Melissa Gholson Ed

Accessibility & Accommodations for State Assessments Melissa Gholson, Ed. D. Coordinator Office of Assessment

Participation Guidelines

Participation Guidelines Latest edition no later than Jan. 1, 2016

Participation Guidelines • The guidance document was delayed due to Policy 2340 revisions, assessment decisions and new accessibility features, designated supports and accommodations. • The document provides guidance on the following assessments: General Summative Assessment, Alternate Summative Assessment, Language Proficiency (ELPA 21) and NAEP. • District required assessments must follow the same provision of supports and accommodations.

Overall Systems Codes This document will be available on the OA website.

Master Code List All codes Specific Assessment Tabs The crosswalk for each code and it’s availability for each test is contained within each tab. Specific information for code definitions and recommendations for selection are available within the PG document.

NAEP Tab Example

Smarter Balanced GENERAL SUMMATIVE ASSESSMENT

Framework for Universal Design

An accessibility plan has been made available in the PG to assist teams on the selection of the supports and accommodations for General Summative Assessment.

Smarter Balanced General Summative Assessment Universal Tools Designated Supports Accommodations Available to all students Available for Students with ELL, IEP, 504 and SAT Plans Available for Students with IEP and 504 plans. Embedded Into the platform Breaks Calculator Digital Notepad English Dictionary English Glossary Expandable Passages Global Notes Highlighter Keyboard Navigation Mark for Review Math Tools Spell Check Strikethrough Writing Tools Zoom Color Contrast/P 28 Masking /P 37 Text-to-Speech /P 01 Translated Test Directions/P 30 Translations(Glossary)/P 31 Translations (Stacked)/P 32 Turn off Any Universal Tools/P 33 American Sign Language/P 34 Braille/P 03 or P 35 Closed Captioning/P 36 Text-to-Speech/P 13 Breaks English Dictionary Scratch Paper Thesaurus Bilingual Dictionary /R 15 Color Contrast/P 38 Color Overlay/P 39 Magnification/P 23 Read Aloud/P 02 Scribe/R 02 Separate Setting/T 09 Translations(Glossary)/P 41 Noise Buffers/P 42 Translated Test Directions/P 30 Read Aloud in Spanish /P 46 Abacus/R 05 Alternate Response Options/R 11 Calculator/R 19 Multiplication Table/R 20 Print on Demand/P 40 Read Aloud/P 14 Scribe/R 04 Speech-to-Text/R 21 Non. Embedded Provided locally Streamline/ P 43

P 22 is locally entered into TIDE. Tools that are nonembedded should be provided within the testing environment.

New Codes for GSA • Designated Support: Non-Embedded P 46 -Read aloud in Spanish • Accommodation: Embedded P 43 -Streamline • New support codes are available for ELPA 21

For students with plans (SAT, ELL, IEP or 504) DESIGNATED SUPPORTS

New

New Support for ELLs P 46 Read aloud in Spanish Allowed for: General summative assessment Description: Spanish text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines provided in the Test Administration Manual and the read aloud guidelines. All or portions of the content may be read aloud. Instructional Practices: • When to select: Students receiving the Translations (stacked) Designated Support and who are struggling readers may need assistance accessing the assessment by having all or portions of the assessment read aloud. • Notes: If not used regularly during instruction, this support is likely to be confusing and may impede the performance on assessments. • See Appendix P in the Participation Guidelines for Read Aloud in Spanish.

New Non-Embedded Designated Supports SAT Paper version is now available for any student with a plan.

Other ELL Supports • Read Aloud (P 02) for math may be provided for any language with a certified human interpreter (All grades) • Stacked Translations (P 32) is available only in Spanish. • Spanish translated test directions (P 30) are available as an embedded designated support and is automatically enabled when stacked translations are selected.

Translated Test Directions (P 30) • Test directions are allowable for mathematics & ELA • Spanish Translated Test Directions are available as an embedded Designated Support. This support is automatically enabled when translations (stacked) is selected. • A PDF of the translated test directions is available for the following languages: Arabic, Cantonese, Filipino (Ilokano, and Tagalog), Korean, Mandarin, Punjabi (East and West), Russian, Ukrainian, Vietnamese, Haitian-Creole, French, Hmong, Japanese, Somali, Dakota, Lakota, and Yup’ik. • A biliterate adult trained in the test administration manual can read the test directions to the student. Follow guidance from Federal Programs for language certification procedures. .

Translations Glossary (P 31) • Non-embedded glossaries are delivered in PDF format. Languages include: Spanish, Arabic, Cantonese, Filipino, (Ilokano and Tagalog), Korean, Mandarin, Punjabi (East and West), Russian, Spanish, Ukrainian, and Vietnamese • Embedded glossaries are only available for math. The default language in TIDE is English. • See Appendix Q in the PG for how to use translation glossaries.

For students with IEP or 504 plans ACCOMMODATIONS

New braille descriptions

New Accommodation Streamline (P 43) • This accommodation provides a streamlined interface of the test in an alternate, simplified format in which the items are displayed below the stimuli. • This embedded accommodation may benefit a small number of students who have specific learning and/or reading disabilities in which the text is presented in a more sequential format

Example of Math Item without Streamline

Math with Streamline Some scrolling…

ELA Item without Streamline

ELA with Streamline Thinking about the needs of the student…. • Will scrolling be an issue? • Will memory processing be an issue? • Does the student need sequential display?

ELA with Streamline Scrolling is significant

Student must scroll down to get to the item stem. Passages must be scrolled and are lengthy. Stems are located at the bottom of the passages instead of side by side

New Braille Accommodations ELA & Math (ELA-CAT) N E W

Assessment Options for Students who use Braille • Students who use braille have access to an adaptive form of the test using either: refreshable braille displays for ELA only or a braille embosser for ELA. The adaptive form of math is available using the embosser. • An online fixed form of mathematics is available with tactile graphics provided by the OA. This eliminates the need to use the embosser. This is not available for ELA which is still adaptive. Consider the braille skills of the student in making such determinations. • A paper braille form is available in both ELA & math contents.

Braille Paper Fixed Forms This version is available for ELA, math and science.

Braille Online P 17 Use braille (online CAT-computer adaptive test) • Allowed for: General summative assessment English language arts and mathematics subtests excluding science and NAEP • Description: Use CAT braille. This is for students who will use the platform computer adaptive braille which includes options for refreshable braille displays for ELA and/or use of embossers to print the ELA and math sections for the general summative assessment. • Science is online but is not computer adaptive.

Braille Online Fixed Form-Math P 35 Use braille math online fixed form with provided tactile graphics (ELA is computer adaptive) • Allowed for: Students who use braille. The math fixed form provides preembossed tactile graphics which may assist in reducing the amount of time for testing. Therefore, embossing of the tactile graphics is not necessary. Description: This braille math is an online fixed form. It is expected that this is very time efficient way to access information. Tactile graphics are provided (e. g. , maps, charts, graphs, diagrams, and illustrations). This eliminates the need for embossing numerous math items that are displayed in Nemeth code is a familiar braille code for math. The use of tactile graphics makes visual content available to a student who is blind. • This only for math. ELA online is still a computer adaptive test (CAT). The student may use refreshable braille or embosser produced braille.

Accommodation Clarifications • Scribe (R 02) for scribing (excludes ELA full writes) • Scribe (R 04) for scribing including full writes. This is an accommodation for students with IEPs & 504 s. • Supports & accommodations for summative assessments should be provided for interims and diagnostics.

Clarifications for 2015 -2016 • Separate Setting (T 09): Use a device requiring voicing (e. g. , a Whisper Phone). ” (p. 14) or reading out loud • Text-to-speech including passages (P 13) available for all grades • Read aloud including passages (P 14) for all grades

Critical Information • Prior to testing check on compatibility of assistive technology devices and make appropriate adjustments if necessary. • When a non-embedded designated support or accommodation is used that involves a human having access to items (e. g. , reader, scribe), procedures must be in place to ensure that the individual understands and has agreed to security and confidentiality requirements.

Text To Speech (P 01) Description: Text is read aloud to the student via embedded text-to-speech technology or a human. Only available in English. Instructional Practice: • Teacher or assistant reads aloud instructions. • Listening skills are taught using read-aloud material, and then students are checked for understanding. • Students listen to a prerecorded audio interpretation book-ontape) of text or a book. • See Appendix R for guidance on the selecting TTS vs read aloud.

P 01 -TTS Considerations TTS and read aloud are impacted by: • lack of use, or familiarity of the tool or accommodation. • fatigue, when reading text and listening • variable audio speed • quality of audio presentation Caution: This designated supports rely on the ability of the student to be able to use auditory processing skills. This may actually add to the cognitive load and negatively impact results. Test accommodations must be “consistent with the accommodations provided during instruction” (U. S. Department of Education, 2001). Do not overuse TTS. No one really knows the effects on performance.

Appendix R in the Participation Guidelines.

P 02 Read aloud • Text is read aloud to the student by a trained and qualified human reader. • Must be a one to one provision • Follow read aloud guidance document • If not used regularly during instruction, this support is likely to be confusing and may impede the performance on assessments.

Separate Setting (T 09) • Description-The test location is altered so that the student is tested in a setting different from that made available for most students. • Instructional Practice-Special seating arrangements • Students who are distractible are provided seating within the classroom to focus. • Students come in during off periods to do homework or class assignments when the classroom has only a few students. • During instruction and or testing, students are allowed to find an alternative environment to be in. • Allowed -students read out loud using a whisper phone.

Color Contrast • This is a designated support that will be set locally in TIDE prior to the assessment. • Color contrast enables students to adjust screen background or font color, based on student needs or preferences. • Consult with VI specialists at the local level to set the color.

Locally Set Supports Zoom Select color Pop-up math glossaries are available in Spanish, Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian and Ukrainian. 1. 5 X to 3 X

ZOOM versus Magnification • Zoom is a universal tool. • Default font sizes are 14 pt. • The zoom feature will allow the size of text and graphics on the current screen. • To increase the default size for the entire test from 1. 5 X to 3. 0 X default size, the print size must be set in TIDE locally set by the test administrator prior to the start of the test. Administrators should seek input from VI teachers who will know what is the best size. • Magnification is a non-embedded support using an assistive technology device

Consortia Agreed Not Allowed • ELA – American Sign Language (ASL) video is only for ELA listening so sign is only allowable on the ELA listening; not the ELA reading passages unless the student also has P 14. – Bilingual word to word dictionary for any section except-ELA performance task writes items. – Translated ‘word list’ for ELA tests • Math – No calculator on mathematics items in grades 3 -5 – No use of external protractor/ruler for online mathematics tests – No multiplication table for mathematics items in grade 3

State Assessments Supports (SAS) SUPPORTING STUDENTS WITH PLANS

Supporting Teams for Students with Plans • Guidance for Student Assistance Teams (SAT) in the selection for SAT Plans with State Assessment Supports (SAS) • School administrators must tag each student with a SAT Plan in the WVEIS • Select the supports for each student and enter the codes into the SAS WOW application

Student Assistance Team • A copy of this form is provided to help teams identify state assessment supports during the SAT plan development process. • Principals must follow the directions for tagging and identifying the supports into the WOW application. Each district should review requests for paper versions in the Accommodations 14 App. Justification

How to prepare and assure all students get supports and accommodations? ACCM. 14 APP

Monitoring Accommodations • Accommodations are identified for any student with a plan for whom the need has been indicated by a team (IEP/504/ ELL/SAT). • All supports & accommodations are viewable in the WOW: Accms. 14 Application

WOW: Accommodations App • Purpose of the Accm. 14 application is to have one place to verify of accommodations of all students with plans. • Updated daily into the assessment system for students with plans. • Includes students with assistance teams plans (SAT) who have been tagged as state assessment supports (SAS)

Preparing for State Assessments • All students should be familiar with any tools, supports and accommodations • Students with designated supports and accommodations should practice any tools. • The Accommodations 14 Application is useful in assisting you in preparing for state assessment supports and accommodations.

Accommodations 14 Application • School administrators use the Accom. 14 Assessment Accommodations Application in WOW as a verification process for identifying and providing appropriate supports/accommodations for students with plans. • Accommodations are updated daily and are available at the district, school and student level. • The accommodations application allows users to sort by school, student ID, name, grade, accommodation and assessment type. • The application allows for printing or creation of spreadsheets to support provision and monitoring during state assessment.

Using the Accommodations 14 Application for General Assessment • Identify all students who need supports and accommodations • Identify students by code: o P 01 -Text to speech-how many headphones do you need per grouping o P 02 - human read aloud (P 02) is only provided in a one-on-one setting (T 09). The adaptive nature of the ELA and math requires a one-on one administration. This will impact scheduling for school personnel.

Critical Practices • R 11 - Make sure assistive technology works correctly. • P 21 -Use screen reading software to access the computer. Be sure that JAWS is the correct version. • Increase security when R 11 is used.

Alternate Assessment and the Accommodations 14 Application • Identify students on alternate assessment • Compare the list to the student enrollment file for Alternate Summative Assessment (English language arts and math lists should match) • Make sure each student is rostered for an ELA and Math test only one time. • Identify students for science in grade 4, 6, and 10 and roster in Educator Portal. • Search by assessment type and value “E” for alternate assessment • Identify students who need a braille version

Alternate Assessment Value “E” How to use the application Standard Type E School PDFs can be printed or converted to Excel Alternate “E” identifies students on alternate assessment Filter by standard type and value “E” to identify students on alternate assessment.

Data System: WOW Applications

Accommodations 14 Application

Using the Application Directions Determine the kind of data you want. Which group will best fit your needs? • Students with state assessments supports (SAS) –has been added to the application. Directions for using the application have been updated

What values can I filter/sort? • • • School Student ID Last Name Grade Standard Type-(general or alternate assessment=“E”) • Accommodation-especially useful for filtering for accommodation codes (T 09) separate setting and read aloud (P 02) and R 02 and R 04 (scribe).

Accommodations 14 Application • All school administrators should use the Accom. 14 Assessment Accommodations Application in WOW to support the verification process for identifying students and the supports/accommodations identified on their plans. • County Test Coordinators should provide training to administrators on the Accm. 14 App. and its uses. • Accommodations are updated daily and are available at the school and district level. • The accommodations application contains filters and allows users to sort by school, student ID, name, grade, accommodation and standards type. • The application allows for printing and creation of spreadsheets.

Where does the Accommodation 14 data come from? • Online IEP- picks up the last finalized IEP • English Language Learners-LEP- WOW application • Section 504 - tagging student as 504 in WVEIS and select accommodations in the WOW application • SAT plan- tagging student as SAS in WVEIS and select supports in the WOW application

RESOURCES

• Presentation for State Accessibility and Accommodations for ELL’s Webinar http: //wvde. state. wv. us/federalprograms/documents/Participation. Guidelines_2 015 -2016 Formincluded. pptx • Office of Assessment http: //wvde. state. wv. us/assessment/