Statelevel Assessment Accessibility and Accommodations presented by Jared

State-level Assessment Accessibility and Accommodations presented by Jared Hogue Administrator for Dispute Resolution and Special Projects Special Education Unit Arkansas Department of Education

This Power. Point as well as other documents contained herein can be found at: http: //tiny. URL. com/Accommodations. PD 2

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Preface This document serves as guidance for Arkansas educators in the selection of accessibility features and accommodations, Arkansas Department of Education (ADE) accommodation policies, and the administration of selected features on state-wide assessments within the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP). Individual assessment vendors provide their own manuals for outlining accessibility and accommodations within their assessment; however, Arkansas policy supersedes vendor policies in the event of any conflict between this guidance document and any vendorspecific accessibility and accommodations manual. Barring such conflict, educators should look to vendor-provided manuals for administration guidance of accessibility features and accommodations within that assessment but should use this guidance document for selection considerations. (p. 3) 5

Federal and most state laws (including Arkansas), legal cases, and federal guidance require that all students be administered assessments intended to hold schools accountable for the academic performance of students. Educators must actively engage in a planning process that addresses: assurance of the provision of accessibility supports to facilitate student access to grade-level instruction and state assessments, use of alternate assessments to assess the achievement of students with the most significant cognitive disabilities, … (p. 5) 6

All accommodations requested for use by the students for statewide testing must be documented in the student’s current IEP, 504, or LPAC plan, and be on the list of allowable accommodations. The same accommodations requested for testing must also be used with the student for instructional purposes in the classroom. (p. 7) 7

Educators must adhere to the directives found in IDEA when making selections. According to IDEA, Sec. 300. 160 (b), under “Accommodation Guidelines, ” a state must develop guidelines for the provision of appropriate accommodations. The state guidelines must identify only those accommodations for each assessment that do not invalidate the score, and instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score. In keeping with this mandate, the Consideration of Special Factors page contained in all student IEPs instructs IEP team members to list any assessment accommodations needed (if any) that are consistent with IEP and test administration guidelines. (p. 7) 8

Practices to avoid when planning for the implementation of accommodations and/or accessibility features during testing: • Making “on the spot” decisions about what accommodations and/or accessibility features a student needs for testing, • Making an accommodation and/or accessibility feature available to everyone simply because of convenience, and • Not considering an accommodation and/or accessibility feature as essential because only one student needs it. (p. 12) 9

Arkansas’ State-Wide Assessments: • • ACT Aspire (general, grades 3 -10) The ACT (general, grade 11) ELPA 21 (English language proficiency, k-12) MSAA (alternate, grades 3 -8 and 11) AAPA (alternate, science grades 5, 7, and 10) QELI (kindergarten screener) early elementary (tbd) (grades 1 -2) 10

Click the image to link to the Accessibility User’s Guide.

Levels of Support: • • Support Level One – Default Embedded System Tools Support Level Two – Open Access Tools (PNP required) Support Level Three – Accommodations (PNP required) Support Level Four – Modifications 12

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Default Embedded System Tools Default Embedded 14

Default Embedded System Tools are… common supports made available to all users upon launch/start of the test. These tools are either integrated into the basic computer test delivery platform, or they may be locally provided as needed. No advance request is needed for these supports. A PNP is not needed. 15

Default Embedded System Tools Embedded supports Reading English Writing Math Science Answer Eliminator Yes Yes Yes Highlighter Yes Yes Yes Scratch Paper Yes Yes Yes Calculator (Grades 6 – EHS only) * * * Yes * Mark Item for Review Yes Yes Yes Browser Zoom (Online) Yes Yes Yes Browser Cut, Copy, and Paste (Online) Yes Yes Yes 16

Open Access Tools Open Access 17

Open Access Tools are… available to all users but must be identified in advance in the PNP, planned for, and then selected from the pull-down menu inside the test to be activated (online), or else provided locally. A PNP is needed. 18

Open Access Tools Answer Masking Respond in Test Booklet or on Scratch/Separate Paper Dictate Responses (Note, Reading English Yes Writing * Math Yes Science Yes Yes Yes Yes Magnifier Color Contrast Yes Yes Yes Line Reader Yes Yes Yes extra time is an accommodation. ) Keyboard or AAC + Local Print Those providing scribe accommodations must sign an ADE Affidavit Waiver Form for Providing an Approved Accommodation. 19

These features are available to all, but require a PNP. Open Access Test Cond. Reading English Breaks: Supervised within Yes Each Day Writing Math Science Yes Yes Special Seating/Grouping Yes Yes Yes Location for Movement Yes Yes Yes Individual Administration Yes Yes Yes Home Admin, Other Admin* Yes Yes Yes Audio Env. , Visual Env. Yes Yes Yes Physical/Motor Equipment Yes Yes Yes * Home/Other administration requires two certified test administrators be present. 20

Accommodations 21

Accommodations are… high-level accessibility tools needed by relatively few students. The ACT Aspire system requires accommodation-level supports to be requested by educational personnel on behalf of a student through the online PNP process. This will allow any needed resources to be assigned and documented for the student. 22

Accommodations Human Reader (English Audio) – PBT only Human Reader (English Audio + Orienting Description) –PBT only † Text-to-Speech (English Audio) Text-to-Speech (English Audio + Orienting Description) † Abacus Reading English Writing Math Science Directions Directions Only Only Yes Yes Yes * Yes * * * † with Braille + Tactile Graphics Those providing the human reader accommodations must sign an ADE Affidavit Waiver Form for Providing an Approved Accommodation. 23

Accommodations Reading English American Sign Language Yes (ASL): Directions Only (English Text) American Sign Language * * (ASL): Test Items (English Text) – PBT only Signing Exact English (SEE): Yes Directions Only (English Text) Signing Exact English (SEE): * * Test Items (English Text) – PBT only Writing Math Science Yes Yes Yes Per ACT: other sign systems are allowable, even though it is not listed. Those providing signing (test items) accommodations must sign an ADE Affidavit Waiver Form for Providing an Approved Accommodation. 24

Accommodations Reading English Braille, Contracted, Includes Yes Tactile Graphics - PBT only Braille, Uncontracted, Yes Includes Tactile Graphics - PBT only Writing Math Science Yes Yes Yes Braille, Contracted, Includes Tactile Graphics (TTS Audio) Braille, Uncontracted, Includes Tactile Graphics (TTS Audio) Yes Yes Yes Large Print Yes Yes Yes

Accommodations Translated Directions (Locally Provided) Reading English Writing Math Science Yes Yes Yes * * Yes Yes Yes * * (Spanish is available online. ) Word-to-Word Dictionary – ACT Approved Extra Time Cued Speech Electronic Speller 26

Procedure for W 2 W dictionaries not found in Appendix D …“Appropriate” here is defined to mean that the dictionary meets all of the following three criteria: The word-to-word dictionary: 1. must be in paper form (non-electronic); 2. provides only and strictly word-to-word translation; and 3. does not provide any definitions, pictures, examples, nor thesaurus for the word entries. The state authority is requested to also provide ACT Aspire staff with a copy of the title and ISBN number for any state-approved dictionary… 27

…Any requests for the use of word-to-word dictionaries not currently listed in Appendix D of the Accessibility User’s Guide must be submitted to the ADE prior to the ACT Aspire state testing window. The request should be sent, via e-mail, from the DTC to Susan Gray (susan. gray@arkansas. gov) and CC’ed to Alan Lytle (alan. lytle@arkansas. gov). The request must include the following information: • title of the proposed bilingual dictionary, • ISBN for the dictionary, • and a statement verifying that the dictionary is currently being used for instructional and assessment purposes and that the dictionary meets all three criteria in the ACT Aspire statement above. ” 28

Human Reader/Human Signer • Students using a human reader accommodation must take the paper-based test. Schools must receive ADE approval before ordering a paper test. Paper tests are ONLY available as an accommodation for those students with a physical disability that prevents access to the online test. • All human reader/signer accommodations should be delivered 1: 1, but can be provided as a small group of no more than 5 students per group (same grade) for schools that will have difficulty providing the 1: 1. 29

Accommodation Forms • ADE Affidavit Waiver for Providing an Approved Accommodation • ADE Student Accommodation Refusal Form • Special Accommodation Request form 30

Affidavit Waiver for Providing an Approved Accommodation 31

Accommodation Refusal Form 32

Special Accommodation Request 33

Special Accommodation Requests… …must be submitted for non-standard (unlisted) accommodations. They will be reviewed for “appropriateness” (meaning they don’t violate the construct being tested and comply with Arkansas assessment policy). Due to the varying nature of individual student need, ADE cannot provide a list of potential accommodations that fit this category; when in doubt, call the Assessment Unit. 34

Special Accommodation Requests… …must be submitted at least three weeks “prior to testing. ” BUT, for ACT Aspire, that really means at least three weeks prior to the paper ordering deadline. (Which was mid-February for 2016 testing. ) Sooner is better! 35

Paper-Based Testing Materials Paper-Based Test is an accommodation reserved for those whose disability prevents them from physically accessing the online test. • For those accommodations that require a PBT (ASL, Large Print, and Braille), no special accommodation request is necessary. • 36

Paper-Based Testing Materials …are ordered only upon entry into a session. Step One: Make sure that the student has the appropriate features marked in the PNP. Step Two: Place the student into a session marked “paper session. ” As the window approaches, and before the mid-February deadline, you must make sure this is done in order to get your materials on time. 37

Modifications 38

Modifications are… supports that are sometimes used during instruction, but they alter what the test is attempting to measure and thereby prevent meaningful access to performance of the construct being tested. Because modifications violate the construct being tested, they invalidate performance results and communicate low expectations of student achievement. Modifications are not permitted during ACT Aspire testing. 39

Administration Procedures for Accessibility Supports… can be found on pages 28 – 39 and detail protocols for use of accessibility supports before, during, and after the test. 40

Appendices Appendix A [p. 40]: Personal Needs Profile (PNP) Worksheet Appendix B [p. 45]: General Response Dictation and Scribing Procedures (Summative Testing Only) Appendix C [p. 49]: Guidelines for Sign Language Interpretation Appendix D [p. 54]: Approved Bilingual Word-to-Word Dictionaries Appendix E [p. 66]: Procedures for Local Delivery of Read-Aloud Support ADE Security Affidavit [last page] 41

Kahoot. it Time to test your knowledge! 42

Student Personal Needs Profile (PNP)

Personal Needs Profile Overview The Personal Needs Profile (PNP) defines a student’s specific test supports for testing. Keep in mind: – PNP supports apply to all subjects for some features but can be test-specific for others – Some PNP supports cannot be edited if the student is in a test session – Orders must be placed prior to the testing window for necessary paper-based materials Once the students have been loaded, you will be able to generate a PNP extract, make adjustments to those records as needed and then import. All of this would need to happen before placing students in test sessions.

Self-Paced Training • Self-paced training available focused on steps to update Student PNPs in the Portal • Go to to see the video training modules, such as updating PNP needs for accessibility features. https: //actaspire. tms. pearson. com/ Calendar of webinars: http: //actaspire. pearson. com/allresources. html

Editing a Student’s PNP

Editing a Student’s PNP, continued Alerts you if a student is in a test session Adding a formspecific support gives an error

Choosing Appropriate Supports for Testing: Constructing the PNP The ACT Aspire Portal Personal Needs Profile Page organizes features by access points: • • Presentation Supports Interaction and Navigation Supports Response Supports General Test Condition Supports 50

Choosing Appropriate Supports for Testing: Constructing the PNP Only those students who use Open Access or Accommodation level supports require an online PNP. Look at page 20 in the Accessibility User’s Guide for more details. 51

Choosing Appropriate Supports for Testing: Constructing the PNP Bundling Supports • Will the student also need extra time if this support is used? • Will the student also need an individual test administration if this support is used? • Will the student also need a small group or special seating if this support is used? • Will the student also need specially planned and secure breaks? 52

Let’s take a look at some sample student scenarios… = Accommodation level support = Open Access level support = Embedded level support 53

Meet “Pablo” Pablo is an 8 th grade student originally from Seville, Spain, who is classified as an English Learner. What features might he need to take the ACT Aspire? 54

• Text-to-Speech (English Audio) • Extra time • Instructions in native language • Word-to-word dictionary EL accessibility scenario 55

Things to consider… 56

• Text-to-Speech (English Audio) • Extra time • Instructions in native language , e c n e i c • SWord-to-word dictionary d n a , h Ø Automatic extra time of 300% t Ma Writing ONLY 57

• Text-to-Speech (English Audio) • Extra time • Instructions in native language • Word-to-word dictionary Ø Automatic extra time of 300% (added to those tests receiving TTS ONLY– you must add ET manually to reading and English) Ø Does not need to sit for the entire extra time if finished early 58

• Text-to-Speech (English Audio) • Extra time • Instructions in native language • Word-to-word dictionary Ø North American Spanish is available for you in Avocet, but you need to check Pablo’s dialect. Language instructions other than North American Spanish must be provided locally. 59

• Text-to-Speech (English Audio) • Extra time • Instructions in native language e h • r. Word-to-word dictionary t t e e m O y l Øv Must bes. ACT approved and nonu o i e r p electronic (check Appendix D) d e n o i t men criteria 60

Questions or Comments about Pablo’s scenario? 61

Meet “Teresa” Teresa is a 6 th grade student with blindness. What features might she need to take the ACT Aspire? 62

• Braille form (Contracted)… …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator IEP accessibility scenario 63

Things to consider… 64

• Braille form (Contracted)… …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator Ø Extra time of 300% automatically assigned Ø Braille form automatically ordered upon PNP entry *AND* placement in a paper session. Ø Allow plenty of time for shipping 65

• Braille form (Contracted)… …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator Ø Extra time of 300% automatically assigned Ø Does not need to sit the entire extra time if finished early 66

• Braille form (Contracted)… …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator Ø Dictation is an Open Access Support Ø Braille Notetaker is under Dictation (without voice) Ø Scribe must follow protocols in Appendix B Ø Scribe must sign the ADE security affidavit Ø Affidavit to be filed locally for 3 years 67 Ø Notetaker printout must be returned to ACT

• Braille form (Contracted) …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator Ø Even adaptive calculators are listed as Embedded supports Ø Not necessary to enter into the PNP (In fact, it’s not even listed in the PNP. ) 68

• Braille form (Contracted) …with TTS with orienting description • Extra time • Dictation (via Braille notetaker) • Braille calculator • Individual administration 69

Questions or Comments about Teresa’s scenario? 70

Meet “Kirsten” Kirsten is a 10 th grade student with ADHD. What features might she need to take the ACT Aspire? 71

• Extra time • Small group • Answer masking 504 accessibility scenario 72

Things to consider… 73

• Extra time • Small group • Answer masking Ø Extra time is selected in increments (150%, 200%, etc) Ø Does not need to sit the entire extra time if finished early 74

• Extra time • Small group • Answer masking Ø Open Access support Ø Must be entered into PNP 75

• Extra time • Small group • Answer masking Ø Open Access support Ø Must be entered into PNP 76

Questions or Comments about Kirsten’s scenario? 77

Meet “Tameka” Tameka is a 3 th grade student with deafness (hard of hearing) who uses English-based sign language. What features might she need to take the ACT Aspire? 78

• Signing Exact English (SEE) - Directions • Signing Exact English (SEE) – Test items • Extra time • Audio environment • Special (or Individual) seating IEP accessibility scenario 79

Things to consider… 80

• Signing Exact English (SEE) – Test items • Signing Exact English (SEE) - Directions • Extra time , e c n e i c S • Audio environment d n a , h t Ma • Special (or Individual) seating g n i t i r W Ø Trained interpreter must review protocols in Appendix C Ø Test administrator and interpreter must sign ADEO Security NLYaffidavit Ø Paper test is required for summative, so a Special Accommodation Request form is not necessary 81

• Signing Exact English (SEE) – Test items • Signing Exact English (SEE) - Directions • Extra time • Audio environment • Special (or Individual) seating Ø Trained interpreter must review protocols in Appendix C Ø Test administrator and interpreter must sign ADE Security affidavit Ø If she didn’t have the test items interpreted, she could take the online test. If she has test items interpreted, it must be PBT. 82

• Signing Exact English (SEE) – Test items • Signing Exact English (SEE) - Directions • Extra time • Audio environment • Special (or Individual) seating Ø Suggested extra time of 300% Ø Does not need to sit the entire extra time if finished early 83

• Signing Exact English (SEE) – Test items • Signing Exact English (SEE) - Directions • Extra time • Audio environment • Special (or Individual) seating Ø FM Loop system Ø Interpreter can provide simultaneous voicing (Sim-Com) without the need to add “Read Aloud” accommodation 84

• Signing Exact English (SEE) – Test items • Signing Exact English (SEE) - Directions • Extra time • Audio environment • Special (or Individual) seating Ø Tameka can test individually, or with a small group of 5 or less Ø If Tameka tests in a small group, it must be with other students receiving the same accommodation, either with or without voicing 85

Questions or Comments about Tameka’s scenario? 86

Meet “Tommy” Tommy is a 3 rd grade general education student. He broke his arm (dominant) over the weekend. What features might he need to take the ACT Aspire? 87

• Dictation emergency accessibility scenario 88

Things to consider… 89

• Dictation Ø Ø Ø Dictation is an Open Access Support; must be entered in a PNP Scribe must follow protocols in Appendix B Scribe must sign the ADE security affidavit Affidavit to be filed locally for 3 years No emergency 504 is technically required …HOWEVER Ø Extra time is recommended by ACT Aspire emergency accessibility scenario 90

• Dictation • Extra time Ø Extra time is an accommodation Ø An emergency 504 is required to provide extra time Ø Choose the amount and enter into PNP for Test. Nav Ø Does not need to sit the entire extra time if finished early emergency accessibility scenario 91

Questions or Comments about Tommy’s scenario? 92

Periodic Assessments 93

Periodic Assessments ACT Aspire periodic tests differ from summative tests in the following ways: o ACT Aspire periodic tests are exclusively delivered online. o To be scored, all student responses must be returned through the online platform. o Students must use browser zoom magnification and magnifier tools, as needed, instead of large print paper tests. o Hard-copy Braille and tactile graphics are available for ACT Aspire periodic testing and must be ordered in advance, but there is no paper answer document or paper companion test proctor booklet for the braille test. All student responses, even the responses of students with blindness, must be provided through the online system. 94

Periodic Assessments ACT Aspire periodic tests differ from summative tests in the following ways: o. Translations of test directions may be provided at the local level in the language needed by the student. o. Periodic tests are untimed. Timing of these tests is determined and controlled locally. See pages 16 – 19 of the ACT Aspire Accessibility User’s Guide for complete details for accessibility supports for periodic assessments. 95

How will the periodic supports differ from the summative supports for our student scenarios? 96

Pablo Summative scenario (CBT) For Periodic (CBT) Computer-based test Text-to-Speech (English) same Extra time same Instructions in native language same Word-to-word dictionary same 97

Teresa Summative scenario (CBT + Braille) For Periodic (CBT + Braille) Braille (contracted) with TTS Same Extra time Same Dictation (from Braille Notetaker) Same Braille calculator Same 98

Kirsten Summative scenario (CBT) For Periodic (CBT) Extra time Same Small group Same Answer masking Same Answer eliminator Same 99

Tameka Summative scenario (PBT) For Periodic (CBT) Paper-based test Computer-based test Signing Exact English Directions Signing Exact English – Directions (read from screen) Signing Exact English – Test Items (read from screen) Extra time same Audio environment same Small group or Individual same 100

Tommy Summative scenario (CBT) For Periodic (CBT) Dictation Same Extra Time Same 101

What do the features look like? Although they may change in appearance from their appearance in the Test. Nav exemplar site, some of the features can be viewed. 102

Exemplars 103

Open Access Features Exemplars 104

Exemplars Default Embedded Features 105

Exemplars Text-to-Speech 106

Choosing Appropriate Supports for Testing See the ACT Aspire Accessibility User’s Guide for complete details about support features. 107

Other Arkansas State-Level Assessments • • • The ACT ELPA 21 MSAA AAPA QELI Grades 1 & 2 (formerly IOWA), tbd ADE Assessment Unit website ADE Assessment Unit Live. Binder 108

Other Arkansas State-Level Assessments: The ACT • No changes • All accommodations must be REQUESTED from ACT via the TAA system • Request does not mean approval - If denied? * test without accommodations * choose not to test (not an auto opt-out) * Commissioner’s Memo with instructions - Appeal process 109

Other Arkansas State-Level Assessments: ELPA 21 • Much the same as ACT Aspire’s process • Fill out a PNP for those needing accommodations or accessibility features that must be activated • All features for EL students must be listed in the LPAC • All features for EL SWDs must be listed in the LPAC and/or IEP/504 • Specific training to come • Questions about ELPA 21? - Contact Alan Lytle (501 -682 -4468) 110

Other Arkansas State-Level Assessments: MSAA • Most accommodations built into the system • However, check IEP thoroughly for any necessary materials that must be shipped (braille cards) • Specific training to come • Questions about MSAA? - Contact the ADE Assessment Unit (501 -682 -4558) 111

Other Arkansas State-Level Assessments: AAPA • Portfolio assessment for science, grades 5, 7, & 10 • Accommodations are given during classroom assignments as “entry assignments/assessments” are completed • Questions about AAPA? - Contact the Ann Finch (501 -682 -5303) 112

Other Arkansas State-Level Assessments: QELI • • QUALLS Early Learning Inventory Primary grades (Kindergarten, 1 st) Accommodations are given during the process Questions about QELI? - Contact the Sheree Baird (501 -683 -0902) 113

Comments? http: //Tinyurl. com/SEUPadlet 114

Should you have questions or need more information, please contact: ADE Assessment Unit 501 -682 -4558 -or- Robin Stripling Curriculum and Assessment Coordinator ADE Special Education Unit 501 -682 -4221 robin. stripling@arkansas. gov 115