Accessibility and Accommodations Smarter Balanced Assessments February 2017

Accessibility and Accommodations Smarter Balanced Assessments February 2017 Assessment Section, Assessment & Accountability Branch, Office of Strategy, Innovation and Performance HAWAI‘I STATE DEPARTMENT OF EDUCATION 1

Desired Outcomes & Training Objectives Our students will be fully prepared for the statewide assessments which will be appropriately administered such that our young people have a fair and reliable opportunity to demonstrate their knowledge and skills. Educators who work with special education students will understand be able to successfully fulfill the important role they have in statewide testing as key members of the School Assessment Team. As a result of this training, educators will better understand: • participation requirements of statewide assessments, • processes, procedures, and polices associated with the identification and administration of testing accommodations and accessibility options, • requirements to successfully carry out responsibilities. Assessment Section, Assessment & Accountability Branch, Office of Strategy, Innovation and Performance HAWAI‘I STATE DEPARTMENT OF EDUCATION 2

Office of Strategy, Innovation and Performance Tammi Chun- Assistant Superintendent, OSIP Assessment and Accountability Branch Tom Saka - Director, Assessment and Accountability Branch Intranet Assessment Section Ø Brian Reiter – Administrator Ø Carol Anton – Smarter Balanced Ø Sue Forbes – HSA-Alt Ø Paul Dumas – Science Ø Bruce Hirotsu – Technology Ø Kua’anaa’i Lewis – ACT / ACT Aspire Ø Dianne Morada– Technical Quality Ø Karen Tohinaka – WIDA ACCESS for ELLs Ø Robert Hillier – NAEP Testing Specialist 3

Hawaii Statewide Assessment Program (HSAP) alohahsap. org 4

Statewide Summative Assessments: Participation Requirements All students enrolled in grades 3– 8 and 11 are required to participate in the Smarter Balanced summative assessments except: • Students with the most significant cognitive disabilities who meet the criteria for the HSA-Alternate Assessments • ELL program students who first enrolled in a U. S. school this school year are not required to take the ELA/Literacy Assessment but must be administered the Mathematics and WIDA ACCESS assessments. • Students who: o have a significant medical emergency, o are receiving services at an out-of-state residential program, or o meet the requirements of Regulation 4140, Exceptions to Compulsory School Attendance. (Home-schooled students may take the Smarter Balanced and HSA Science Assessments once at the request of their parents. ) 5

How do Students Participate in the Hawai’i Statewide Assessments? Ø HSA 1 - not enrolled in a tested grade Ø HSA 2 - test without accommodations Ø HSA 3 - test with accommodations Ø HSA 4 - will participate in the HSAA (now called the HSA-Alt) 6

SYs 2014 -15 & 2015 -16 State Participation Subject Mathematics ELA/Literacy Subgroup Percent Change Participating (2014 -2015 to (2014 -2015) (2015 -2016) Children with one or more disabilities (IDEA) 93. 56% 94. 60% 1. 05% Economically Disadvantaged (ED) Students 96. 09% 97. 32% 1. 23% Limited English proficient (LEP) Student 93. 79% 95. 55% 1. 76% Children with one or more disabilities (IDEA) 94. 04% 94. 87% 0. 83% Economically Disadvantaged (ED) Students 96. 44% 97. 30% 0. 86% Limited English proficient (LEP) Student 94. 68% 90. 68% -4. 01% 7

Parent Opt Out Requests Intranet: OSIP > Documents > Opt Out Guidance Ø Attorney General’s Ruling Ø For parents who do request an opt out, resources are posted on the Intranet: o Information points – Information that parents should know about the assessment, including the importance of having their child participate in the testing, the benefit of the information, and the potential impact on their school. o Procedure for addressing parent requests – Examples of requests from parents and responses. o Sample letter – A form letter that can be sent to a parent who has submitted a written request for opting his/her child out of testing. 8

Assessment and Accountability Branch Assessment Section Accessibility and Accommodations 2016 -17 Assessment Section, Assessment & Accountability Branch, Office of Strategy, Innovation and Performance HAWAI‘I STATE DEPARTMENT OF EDUCATION 9

Accessibility and Accommodations Testing accommodations are any changes made to testing conditions that allow students with physical disabilities, learning disabilities, or limited Englishlanguage ability to demonstrate their knowledge and skills in a testing situation. The general goal of providing accommodations is to create a level playing field for students whose disabilities or language abilities may adversely affect their ability to show on a test what they have learned. Testing accommodations can be different from those used for instruction. For example, using a spell-checker might help a student with writing difficulties take notes during class but would not be appropriate during a spelling test. Assessment Section, Assessment & Accountability Branch, Office of Strategy, Innovation and Performance HAWAI‘I STATE DEPARTMENT OF EDUCATION 10

Validity depends on students having appropriate : Ø universal tools Ø designated supports Ø accommodations (when needed) Assessment Section, Assessment & Accountability Branch, Office of Strategy, Innovation and Performance HAWAI‘I STATE DEPARTMENT OF EDUCATION 11

Where can accessibility and accommodations resources be found? alohahsap. org 12

alohahsap. org Test Coordinators / Administrators > General Information • Equation Response Editor • ISAAP Tool (XLSX) • ISAAP Tool (webbased) • ISAAP Tool Instructions 13

alohahsap. org Test Coordinators / Administrators > Test Administration • Braille Requirements and Testing Manual • Guidelines for Choosing TTS or Read Aloud Accommodations • Guidelines for Read Aloud, Test Reader • Guidelines for Simplified Test Directions • Instructions for Using Embedded Glossaries • Keyboard Command Chart • Scribing Protocol • Translated Test Directions • Usability, Accessibility, and Accommodations Guidelines 14

alohahsap. org Training Modules • Accessibility and Accommodations • Embedded Universal Tools and Online Features • ISAAP • Read Aloud • Scribing Protocol • Testing with Braille • TIDE 15

Usability, Accessibility, and Accommodations Guidelines Page 26 http: //alohahsap. org/SMARTERBALANCED/resources/ 16

Usability, Accessibility, and Accommodations Guidelines The Smarter Balanced Assessment Consortium’s Usability, Accessibility, and Accommodations Guidelines are intended for school-level personnel and decision-making teams, particularly Individualized Education Program (IEP) teams, as they prepare for and implement the Smarter Balanced assessments. Validity depends on students having appropriate : Ø universal tools Ø designated supports Ø accommodations when needed Something to keep in mind: If a tool/support/accommodation is not used regularly during instruction, this support is likely to be confusing and may impede the performance on assessments. http: //alohahsap. org/SMARTERBALANCED/resources/ 17

Six Categories UAAG, Page 4 18

Two Important Terms Embedded Ø Provided as digitally-delivered components of the test delivery system Non-Embedded Ø Provided separately from the computerized system 19

Accessibility and Accommodations Ø 51 Smarter Balanced Universal Tools, Designated Supports, and Accommodations Page 23 20

Universal Tools Ø Universal tools are access features that are available to all students based on their preference and selection. Ø Pre-selected in TIDE. 21

Designated Supports Ø Designated supports are features that are available for use by any student for whom the need has been indicated by an educator or team of educators with parent/ guardian and student input as appropriate, including English Language Learners and students with disabilities. Ø These supports may not be automatically provided for ALL students because they are not universal tools. Ø Students should be familiar with using the designated supports assigned to them. Ø Not pre-selected in TIDE. 22

Accommodations Ø Accommodations are changes in procedures or materials that increase the equitable access for students who need them and allow them the opportunity to show what they know and can do. Ø Only students who have documented needs in their IDEA-eligible Individualized Education Programs (IEPs) or their 504 Plans may use one or more of these accommodations. Ø Students should be familiar with using the accommodations assigned to them. Ø Not pre-selected in TIDE. 23

Designated Supports TEXT-to-SPEECH or Read Aloud Ø For all ELA Items, all ELA PT Stimuli, all Math Items and all Math Stimuli (NOT for Reading Passages - this is the Accommodation) • Any student (regular ed, IEP/504, ELL) may have text-to-speech for ELA/math stimuli and items as a designated support • Documentation is recommended, e. g. , ISAAP Tool • Headphones required unless tested in a separate setting 24

Designated Support (embedded) TEXT-to-SPEECH For ELA Items, ELA PT Stimuli, Math Items and Stimuli (Not for Reading Passages - this is the Accommodation) 25

Designated Supports (non-embedded) Read Aloud For ELA Items, ELA PT Stimuli, Math Items and Stimuli (Not Reading Passages - this is the Accommodation) To create a fraction greater than…. 26

Accommodations TEXT-to-SPEECH or Read Aloud Ø For ELA Reading Passages only (All other TTS is considered a designated support) • IEP/504 Plan Students may have text-to-speech or Read Aloud for ELA reading passages as an accommodation for those whose need is documented in an IEP or 504 plan • TTS and Read Aloud accommodations are appropriate for a very small number of students • Guidelines for Choosing TTS or Read Aloud Accommodations provides guidance for IEP teams • Headphones required unless tested in a separate setting 27

Accommodations (embedded) TEXT-to-SPEECH For ELA Reading Passages only: 28

Accommodations (non-embedded) Read Aloud For ELA Reading Passages ONLY Like all living things, you need energy… 29

Accommodations (non-embedded) 30

Accommodations (non-embedded) 31

Knowledge Check (TTYNAT: Turn To Your Neighbor And Talk) 1. What testing accessibility/accommodation resources are available and where can they be found? 2. (a) What are Universal Tools, Designated Supports, and Accommodations and (b) what groups of students have access to each? 3. What is the distinction between: Ø Text-to-Speech and Read Aloud (hint: one is embedded and the other is non-embedded) Ø Text-to-Speech Designated Support and Text-to-Speech Accommodation 32

Identification of Appropriate Accessibility Features Ø Universal Tools, Designated Supports, Accommodations Ø Decision-making process • • Individualized (no ‘blanket’ assignments) Involvement: educators; parents; student Ø Resources (alohahsap. org > Smarter Balanced > Resources) Ø Documentation • • • ISAAP Tool (or a school-selected system) e. CSSS – IEPs and ELL program TIDE 33

Individual Student Assessment Accessibility Profile ISAAP Tool Ø Facilitates selection of Designated Supports and Accommodations Ø Should be used in conjunction with the Smarter Balanced Usability, Accessibility and Accommodations Guidelines Ø Used to create an “Individual Student Assessment Accessibility Profile (ISAAP)” for all students Ø Important benefit of this optional tool is that a student’s information can be referenced when entering into the TIDE system 34

Accessing the ISAAP Tool http: //alohahsap. org/SMARTERBALANCED/resources/ > Test Coordinators / Administrators > General Information Ø Individual Student Assessment Accessibility Profile (ISAAP) resources: • ISAAP Module (in the Digital Library) smarterbalancedlibrary. org – ISAAP Tool [XLSX] – ISAAP Tool (web-based) – ISAAP Tool Instructions 35

ISAAP Tool (XLSX) Student 1 36

ISAAP Tool (XLSX) REPORT 37

ISAAP Tool (web-based) 38

Guidelines for Choosing TTS or Read Aloud Accommodations • Describes the guidelines for choosing the text-to-speech or read aloud accommodation for reading passages on the ELA/Literacy Summative and Interim Assessments for students with disabilities. • Used when a professional diagnosis is not available 39

Questions for Teachers and IEP Teams (Regarding Text-to-Speech and Read Aloud Accommodations) 1. Is this student blind or does this student have a significant visual impairment? If so, is the student learning to read braille? 2. Does the student have a reading-based disability? Does the disability affect the student’s decoding skills, fluency skills, or comprehension skills? 3. 4. Is the student an English language learner (ELL)? 5. Have interventions been used to improve the student’s decoding, fluency, or comprehension skills? If so, what approaches have been used to strengthen the student’s decoding, fluency, or comprehension skills? 6. Does the student use text-to-speech or receive a read aloud accommodation during instruction? 7. Does the student use text-to-speech or receive a read aloud accommodation during formative assessments or during other Smarter Balanced summative assessments? 8. Does someone (e. g. , teacher, paraprofessional, another student, parent) regularly read aloud to the student in school? Does the student have other needs that might be accommodated by the provision of the text-to-speech or read aloud accommodation? 40

Diagnostic Information to Collect • Nature and duration of targeted interventions provided to the student to improve decoding, fluency, or comprehension skills • Evidence of improvement or non -improvement following each targeted intervention • Student performance with and without either text-to-speech or read aloud 41

Table 1. Documentation of Possible Need for Text-to-Speech or Read Aloud Accommodations for ELA Reading Passages for Students with Disabilities (Guidelines for Choosing TTS or Read Aloud Accommodations, p. 10) Document the following: • Nature and duration of targeted interventions provided to the student to improve decoding, fluency, or comprehension skills • Evidence of improvement or non-improvement following each targeted intervention • Student performance with and without either text-tospeech or read aloud 42

Accommodations Verification • NEW procedure and form for 2016 -17 • ONE form for all accommodations • Four embedded accommodations set by school • TTS Reading Passages and all Non-Embedded set in TIDE by Assessment Section • Sent to Assessment Section by FAX or encrypted email 43

Knowledge Check (TTYNAT: Turn To Your Neighbor And Talk) 1. What is the ISAAP Tool? 2. Which students should receive: Ø Text-to-Speech and/or Read Aloud Designated Support? Ø Text-to-Speech and/or Read Aloud Accommodation? 3. Why are the TTS and Read Aloud Accommodations inappropriate for struggling readers? 4. What is the procedure for verification of TTS and non-embedded accommodations? 44

e. CSSS > SPED / 504 IEP/504 Plan: Statewide Assessments 45

Clarification of Supports and Services 46

TIDE hitide. org 47

alohahsap. org Logging in to TIDE Upon clicking Secure Login the TIDE dashboard will appear. • A user’s privileges within TIDE vary by role group (test coordinator, test administrator, teachers, etc. ) so the dashboards may vary. • Some users have multiple roles, in those cases TIDE may prompt you to select a specific user role to complete the login process. 48

Test Information Distribution Engine: TIDE 49

Student Records Veiw/Edit Students: 1. From the Students task menu on the TIDE dashboard, select View/Edit Student. The View/Edit Student page appears. Fill in the fields needed as indicated by the asterisk or search a student by entering their SSID#. 2. In the list of retrieved students, click for the student whose account you want to view. The View and Edit Student form appears. This is where student accommodations are entered. 50

TIDE: Preparing for Testing (Test Setting and Tools) 51

Viewing and Editing Test Settings and Tools To edit a student’s Test Settings and Tools: 1. Click Test Settings and Tools – Click View/Edit Test Settings and Tools – Fill in required fields or if looking for just one student fill in the student SSID# then – Click SEARCH. 2. Retrieve the student accounts whose settings and tools you want to view. 3. In the list of retrieved students, click for the student whose test settings and tools you want to edit. The Edit Test Settings and Tools form appears. 4. The Edit Test Settings and Tools form is identical to the form used to modify student records. Instead of clicking on the + sign to open each selection, hover the “GO to buttons to the side and it will tell you what the sections name is. 52

Printing Students’ Test Settings 1. Click Test Settings and Tools – Click View/Edit Test Settings and Tools – Fill in required fields or if looking for just one student fill in the student SSID# then – click SEARCH. 2. Click the column headings to sort the retrieved students in the order you want the records printed. 3. Do one of the following: – Mark the checkboxes next to the name of the student(s) you want to print. – Or mark the checkbox at the top of the table to print labels for all retrieved students. 4. Click and then select Student Settings and Tools. The Students Test Settings and Tools report appears. 5. Verify Student Settings and Tools is selected in the Print Options section 6. Click the layout you require, and then click Print. Your browser downloads the generated PDF. 53

Uploading Student Test Settings and Tools 54

Download the Template 55

Enter SSID Enter Subject Area (using drop-down menu) 56

Use drop down menus to enter: Tool Name and Value 57

Save file to desktop Upload file to TIDE 58

Knowledge Check (TTYNAT: Turn To Your Neighbor And Talk) 1. How are testing accommodations documented in a student’s IEP? 2. Why must accommodations be manually entered into TIDE? And by whom? 3. What is your school’s procedure to ensure testing accommodations are provided during the administration of a statewide assessment? What TIDE resource can be utilized for this purpose? 59

WIDA ACCESS for ELLs 2. 0 Accessibility and Accommodations Framework

WIDA ACCESS for ELLs 2. 0 Accessibility and Accommodations Framework [Triangle width indicates estimated proportion of ELLs using each type of support]

ACCESS for ELLS 2. 0 Accessibility and Accommodations Supplement • Participation guidance • Framework • Types of supports • Alternate ACCESS for ELLs criteria • Keyboard shortcuts • Transcription guidance • Scribe guidance • Accommodation checklists

Accommodations Tables Test domains in which allowed Two-letter data code Accommodation is the same for both online and paper administrations Accommodation is the different for online and paper administrations Common use case for accommodation: (first bullet) Administration guidelines

Assigning Accommodations: Paper Test: Online Test: • Bubble text booklet • WIDA AMS

Computer Based Accommodations • There are three that MUST be initiated in WIDA AMS BEFORE student begins the test IF they have this accommodation: • Manual control of item audio (MC) • Repeat item audio (RA) • Extended Speaking test response time (ES)

Additional Resources: Tutorials • Accessibility Overview: ACCESS for ELLs 2. 0 Online • Accessibility Overview: ACCESS for ELLs 2. 0 Paper • Assigning Accommodations for ACCESS for ELLs Online test • Assigning Accommodations for ACCESS for ELLs Paper test

Login to access Training Courses Test Administrators are provided a login by the Test Coordinator to the WIDA Secure Portal in order to: • Access the training course and quiz specific to the assessment(s) • Manage User Account • Access training materials in the Facilitator Toolkit

Case Scenarios As the SPED/504 specialist at your school, what would you do? 1. A mathematics teacher at your school wants the TTS designated support for all her students. 2. An ELA teacher at your school wants the Read Aloud accommodation for all SPED students because they are “struggling readers. ” 69

Case Scenarios What would you do? 3. The ELL Program Coordinator at your school wants to provide the extended response time accommodation on the online WIDA ACCESS for ELLs for a student who has an IEP. 4. A teacher at your school wants to test SPED students with regular education students in a separate setting. 70

Questions? • Accessibility and Accommodations? • Resources / Tools? • TTS / Read Aloud? • e. CSSS? • TIDE? • Other? 71

Resources / Support 1. Resources and documentation available at the portal: alohahsap. org 2. HSAP Help Desk: § Hours: 7: 30 am to 4: 00 p. m. HST, Monday-Friday (except holidays) § Phone: 1 -866 -648 -3712 (toll free) § Email: HSAPHelp. Desk@air. org 3. Contact the Assessment Section § Phone: (808) 733 -4100 § Email: HSA/SAS/HIDOE@notes. k 12. hi. us 72