2015-16Tori Teague
St. Vrain Valley Schools
Annual Assessment
Accommodations Training
Oct. 29, 2015
2
Colorado Measures of Academic Success (CMAS) English Language Arts and Mathematics
PARCC – Partnership for Assessment of Readiness for College and Careers
DLM – Dynamic Learning Maps Science and Social Studies
Grade-level Alternate - CoAlt
Today’s Agenda
3
The Manuals Instructional Accommodations PARCC Accessibility Features and Accomm
odations Colorado Science and Social Studies Suppl
ement Dynamic Learning Maps Accessibility Man
ual ACCESS for ELLs 2.0 ® Accessibility and Acc
ommodations Guidelines
5
...every student enrolled in a public school is required to take the state assessments administered pursuant to subsection (1) of this section at the student’s grade level, as determined by the enrolling local education provider.
Assessment Accommodations
C.R.S. 22-7-1006.3 (3) (a)
6
Accessibility for all students has increased
Assessment Accommodations
Administrative Considerations
7
General Guidance:
Assessment Accommodations
In use at least 90 days prior to testing Used regularly and with fidelity during
classroom instruction THE ASSESSMENT IS NOT THE TIME TO BE
LEARNING AN ACCOMMODATION Based on a documented educational need
Individual, not based on program or teaching style
Documented in an IEP, 504 plan or ELL plan Team includes educators, parents and student Parent signatures
NOT used only for assessments
8
Instructional Accommodations for a Student with a Disability Webpage
Source Document: Updated for 2015-16!
Colorado Instructional Accommodations Manual: A Guide to the Selection and
Implementation of Accommodations for Students with a Disability
Instructional Accommodations
CMAS: PARCCEnglish Language Arts/Literacy
Colorado Measures of Academic Success
11
Presentation Assistive Technology (non-screen reader) Student Reads Assessment Aloud to Him- or
Herself* Refreshable Braille Display / Tactile Graphics Hardcopy Braille Edition Large Print Edition Paper-Based Edition* Closed-Captioning of Multimedia Reading on ELA/L (TTS, ASL Video, Human
Reader/Signer) - UAR Human Signer for Test Directions Word-to-Word Dictionary (ELL) General Directions Read in Native Language (ELL) General Directions Clarified (ELL)
Assessment Accommodations – CMAS English Language Arts/Literacy
12
Presentation Assistive Technology (non-screen reader)
Students may use a range of assistive technologies on the PARCC assessments, including devices that are compatible with the PARCC online testing platform, and those that are used externally on a separate computer.
Assistive technology shouldbe tested during an “Infrastructure Trial” to assess its compatibility with the testing platform.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 28
13
Presentation Student Reads Assessment Aloud to Him- or
Herself*
The student reads aloud the assessment to themselves. Students may use an external device such as a Whisper Phone or other auditory feedback device.
The student must test in a
separate setting.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 29
https
://w
ww
.flic
kr.c
om/p
hoto
s/ck
arol
i/168
8897
198
Presentation Refreshable Braille Display / Tactile Graphics Hard Copy Braille Edition
A student who is blind or has a visual impairment takes the ELA/L assessments using his or her preferred screen reader software, pending an “infrastructure trial,” with a refreshable braille display. JAWS 15 with Foxfire Or the student may use ahard copy braille edition. Tactile graphics are embeddedin the hard copy edition. Answers are transcribed.
Assessment Unit
14
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 29 – 30Appendix M
http://ww
w.ccm
aine.org/images/A-Z/ESBVIC/ChildW
ithBook.jpg
Presentation Large Print Edition
Font size 18 point11 x 17 paper
Students will circle their answers, and write their answers in the large print booklet. Answers are transcribed.
Assessment Unit
15
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 31
16
Presentation Paper-Based Edition*
A student is unable to use a computer due to the impact of his or her disability.
A student who has recently entered the school and has had very little or no prior experience with technology
The school is providing paper-based assessments for its students as the primary mode of administration.
A student who is unable to access an online assessment due to religious beliefs.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 32Appendix A
https://crossroadsoffaith.files.w
ordpress.com/2011/03/test-booklets2.jpg
Presentation Closed-Captioning of Multimedia
A student who is deaf or hearing impaired views captioned text embedded in multimedia. Captioning can be turned on/off within the video player as needed.
Transcripts are also available in the “Exhibit” icon on the right side of the screen.
Assessment Unit
17
Assessment Accommodations – CMAS English Language Arts/Literacy
http://ww
w.stenograph.com
/HelpFiles/Images/
closed_caption_sample.jpg
Page 32
Presentation Reading on ELA/L (TTS, ASL Video, Human
Reader/Signer) – UAR Guidance Document Assessment Unit
18
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 33 – 35https://farm9.static.flickr.com/8357/8425544104_289d773a5e.jpg
19
Criterion 1The student is currently eligible for special education services or
has a 504 plan.
Reading Access
20
Criterion 2Visual Impairment, including Blindness
Unable to access braille due to additional factors Not yet learned braille due to recent onset of the visual impairment or
rapid decrease in visual acuityHearing Impairment, including Deafness
History of early and prolonged language deprivationOther disability which severely limits or prevents a student’s
ability to decode text Disability that limits access to printed text, and is unable to decode text.
Reading Access
21
Criterion 3 The student’s inability to decode printed text (or braille) is
documented by evaluation on at least one recent locally-administered diagnostic assessment. Name of diagnostic reading assessment Date of the most recent diagnostic assessment Score received Summary of the results
Reading Access
Part of progress m
onitorin
g
22
Criterion 4 The student is receiving supplemental reading instruction.
The student is receiving regular and ongoing reading instruction in addition to English language arts instruction.
Reading Access
Presentation Human Signer for Test Directions
A human signer will sign the test directions to a student.Group size should be based on the student’s experiences during classroom assessments.
Assessment Unit
23
Assessment Accommodations – CMAS English Language Arts/Literacy
https://www.flickr.com/photos/daveynin/5882838988
Page 35
Presentation Word-to-Word Dictionary (ELL) General Directions Read in Native Language (ELL)
Spanish Arabic Navajo Chinese Mandarin Vietnamese Portuguese Polish Haitian Creole Urdu Russian
General Directions Clarified (ELL)
Assessment Unit
24
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 93 - 94
https://upload.w
ikimedia.org/w
ikipedia/en/a/af/Ilocano_Dictionary_Published_by_the_CICM
_in_1930.JPG
25
Response Assistive Technology (non-screen reader) Braille note-taker / Braille writer Scribe Selected Response Items (Speech-to-Text,
Human Scribe, External AT) Scribe Constructed Response (speech-to-text and
external AT) Scribe Constructed Response Items Human Scribe
– UAR Word Prediction
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
26
Response Assistive Technology (non-screen reader)
Test administrators are responsible for collecting all non-scoreable student work created from assistive technology devices.
Content must be cleared off all devices. Non-scoreable student work must be securely
shredded.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 35
https://www.flickr.com/photos/yaccesslab/5167737814/in/photostream/
https://www.flickr.com/photos/yaccesslab/5167737228/in/photostream/
27
Response Braille note-taker / Braille writer
The grammar checker, internet, and stored file functionalities must be turned off.
Students should number their responses to be sure that their answers can be transcribed accurately into a scoreable test booklet or answer document.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 36Appendix C
http://braillebug.afb.org/images/KID_W_BRAILLER.jpg http://braillebug.afb.org/images/girlswnotetaker.jpg
28
Response Scribe Selected Response Items (Speech-to-Text,
Human Scribe, External AT) Scribe Constructed Response (speech-to-text and
external AT) Physical disability that severely limits the student’s
motor process of writing A disability that severely limits the student from expressing written language.
Responses must be transcribed exactly asdictated/signed (e.g., the human scribe/signer may not change, embellish, or interpret a student’s responses when transcribing) into the student’s standard test booklet or answer document.
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 39 - 40Appendix C
http://www.spectronics.com.au/blog/wp-content/uploads/2011/02/speech-recognition21.jpg
29
Response Scribe Constructed Response Items Human Scribe
– UAR Guidance Document Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
http://w
ww
.public-domain-im
age.com/free-im
ages/people/female-
wom
en/wom
an-working-at-table-w
riting-361x544.jpg
Page 39 - 40Appendix C
30
Criterion 1The student is currently eligible for special education services or
has a 504 plan.
Scribe for Constructed Response on English Language Arts/Literacy
31
Criterion 2The student has a documented physical disability which
severely limits or prevents written expression. Does not have to be a primary disability
Scribe for Constructed Response on English Language Arts/Literacy
32
Criterion 3 The student’s inability to express through writing is documented by
evaluation on at least one recent locally-administered diagnostic assessment. Fine motor Motor planning Name of diagnostic assessment Date of the most recent diagnostic assessment Score received Summary of the results
Scribe for Constructed Response on English Language Arts/Literacy
OT
Part of progress m
onitorin
g
33
Criterion 4 The student is working with assistive technology for writing the
majority of the time but is not yet proficient enough to use it on assessment. Regularly for writing Not “upon request” Not preferential
Scribe for Constructed Response on English Language Arts/Literacy
SWAAAC
34
Response Monitor Test Response
NOT RECOMMENDED The district must have significant procedures in place
to ensure there is not impropriety or the appearance of inappropriate assistance
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 40
35
Response Word Prediction – External Device
Same requirements for Speech-to-Text or External Assistive Technology on constructed response items Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 41
36
Response Extended Time
Up to the end of the school day CDE does not recommend more than double time
Grades 6-8 ELA Unit TimesUnit 1 - 110 minUnit 2 - 90 minUnit 3 - 110 min
Assessment Unit
Assessment Accommodations – CMAS English Language Arts/Literacy
Page 42Appendix E
https://pyrus.com/en/blog/wp-content/uploads/2015/08/Time-Pyrus.jpg
37
It is the Panel’s opinion that 50% additional time is a reasonable amount of additional time in most cases. However, some individuals have exceptional needs that justify the request for a testing accommodation of more than 50% additional time. In such situations, the qualified professional should provide a rationale based on history and objective evidence for the request for more than 50% extra time.
Best Practices Document Guidance
ADA
http://www.ada.gov/lsac_best_practices_report.docx
38
50% extra time Learning DisabilitiesADHDPsychiatric Disorders
100% Extra timeVisual Impairments
Stop-the-ClockPainChronic Medical Disorders
Stop-the-Clock plus 50% extra timeChronic Medical Disorder with cognitive impairment
Best Practices Document GuidanceADA – Recommended Minimums
http://www.ada.gov/lsac_best_practices_report.docx
CMAS: PARCCMathematics
Colorado Measures of Academic Success
40
Presentation Assistive Technology (non-screen reader) Screen Reader Version (blindness/VI) Student Reads Assessment Aloud to Him- or Herself* Hardcopy Braille Edition Large Print Edition Paper-Based Edition* ASL Video Human Signer for Test Directions Word-to-Word Dictionary (ELL) General Directions Read in Native Language (ELL) General Directions Clarified (ELL) Online Translation in Spanish (ELL) Paper-Based Edition in Spanish (ELL)
Other language translation at local level Large Print Edition in Spanish (ELL) Text-to-Speech in Spanish – Computer (ELL) Human Reader in Spanish (ELL)
Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
41
Presentation Screen Reader Version (blindness/VI)
Recommended: Windows 7 Firefox Jaws 15
ALWAYS test beforehand Also have a tactile graphics book The following embedded tools are not included:
Pointer Notepad Answer eliminator Magnifier Line reader
Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
http://w
ww
.eaccessibilitywales.org.uk/easyread/
wordpress/w
p-content/uploads/using-screen-reader.png
Page 27 -28, 214
Color contrast Ruler Protractor Calculator
42
Presentation ASL Video
Practice tests can be found at: http://parcc.pearson.com/practice-tests/math/
Teach navigation:Click video clip iconClick play to start / can be repeated as often as desiredMove screen to sideOnly want question again? Click question
Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
Page 34 - 35
43
44
45
46
Presentation Online Translation in Spanish (ELL) Paper-Based Edition in Spanish (ELL)
Other language translation at local level Large Print Edition in Spanish (ELL) Text-to-Speech in Spanish – Computer (ELL) Human Reader in Spanish (ELL)
Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
Page 43 - 49
47
Response Assistive Technology (non-screen reader) Braille note-taker / Braille writer Calculation Device on Calculator Sections Calculator on Non-calculator Sections – UAR Math manipulatives on Non-calculator Sections Scribe – SWD and/or ELL (Speech-to-Text, Human
Scribe, External AT) Word Prediction
Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
48
Response Calculation Device on Calculator Sections* In Colorado a hand held calculator on calculation
sections for CBT is an accessibility feature Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
https://pixabay.com/static/uploads/photo/2014/08/26/19/16/calculator-428294_640.jpg
49
Response Calculator on Non-calculator Sections – UAR
Guidance documentAssessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
50
Criterion 1The student is currently eligible for special education services or
has a 504 plan.
Calculator on Non-Calculator
51
Criterion 2The student has a disability that severely limits or prevents
basic calculation. Single digit addition Single digit subtraction Single digit multiplication Single digit division
Calculator on Non-Calculator
52
Criterion 3The student’s inability to perform mathematical calculations is
documented by evaluation on at least one recent locally-administered diagnostic assessment. Name of diagnostic assessment Date of the most recent diagnostic assessment Score received Summary of the results
Calculator on Non-Calculator
Part of p
rogress monito
ring
53
Criterion 4 The student is receiving supplemental calculation instruction.
The student is receiving regular and ongoing reading instruction in addition to Mathematics instruction.
Calculator on Non-Calculator
54
Criterion 5The student is using a calculation device, arithmetic table or
manipulatives during instruction the majority of the time. 55% or more
Calculator on Non-Calculator
55
Response Math manipulatives on Non-calculator Sections
Still must meet the criteria for calculator but no UAR is required. Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
Allowable mathematics tools include: • Arithmetic tables (e.g., addition charts,
subtraction charts, multiplication charts; division charts)
• Two-color chips (e.g., single-sided or double-sided)
• Counters and counting chips • Square tiles • Base 10 blocks • 100s chart
56
57
Numberline:Yes for InstructionNO for assessment
58
59
1:1 Counting chips– allowed on assessment
Pairing numeral with dots: NOT allowed on assessment
60
Base 10 Blocks – allowed on assessment
61
Response Scribe – SWD and/or ELL (Speech-to-Text, Human
Scribe, External AT)Assessment Unit
Assessment Accommodations – CMAS: PARCC Mathematics
http://hillaryhomzie.com/wp-content/uploads/2013/05/writing-pencil.jpg
CoAlt: DLMEnglish Language Arts & Mathematics
Colorado Measures of Academic Success
63
Review Eligibility Requirements for each Disability Category
Eligibility criteria for SLD/SED and most likely SLI will NOT meet participation requirements for alternate standards for instruction or participation in alternate
DLM rosters should NOT show a primary disability of SLD/ SED or SLI
*Note: Developmental Delay does not apply after age 8 (typically 3rd Grade)
Participation Guidelines
Updated!
Alternate Standards for Instruction and Assessment Participation Guidelines Worksheet
CMAS: Science and Social Studies
Colorado Measures of Academic Success
Presentation Accessibility Features in PARCC are not
identical to CMAS Science and Social Studies
New this year: Color contrast is now an accessibility feature
on S and SS Spanish Text to Speech (TTS) replaces
Spanish Audio Spanish translation - computer based or
paper based (CBA/PBA)
Assessment Unit
65
Assessment Accommodations – CMAS: Science and Social Studies
CoAlt: Science and Social Studies
Colorado Measures of Academic Success
ACCESS for ELLs 2.0®
English Language Proficiency
Assessment Unit
68
Assessment Accommodations – ACCESS for ELLs 2.0®
Presentation Sign Test Directions Manual Control of Item Audio Human reader/signer for Listening Test Repeat Test Listening Items by Human Reader (online) Read Aloud Test Items by Human Reader (paper) Repeat Test Items by Human Reader (paper) Large Print Version Braille Version
Now Computer Based!
Assessment Unit
69
Assessment Accommodations – ACCESS for ELLs 2.0®
Response Scribe Word Processor or Keyboarding Device AAC Recording Device – Transcribed by Student Braille Writer / Braille Notetaker Assistive Technology
Assessment Unit
70
Assessment Accommodations – ACCESS for ELLs 2.0®
Setting Non School Setting
Timing Extended Time for Speaking Test (computer) Extended Time within School Day Extended Time Multiple Days*
* Contact Tori Teague
71
Brain Break
http://glamoursmiles.com/wp-content/uploads/2014/01/True-of-false-thought-bubbles.jpg
True = Punch CeilingFalse = Stand up and march in place
Due to the Assessment Department by Dec. 1st
Unique Accommodation Requests
72
Assessment Unit
73
Unique Accommodation Requests
Unique accommodations are those accommodations that: potentially could violate the construct of
the assessment OR are not specified in the accommodations
manuals and may be perceived as providing an advantage
74
Unique Accommodations Unique accommodations that could invalidate the test
must be approved by CDE. These include, but are not limited to:
Reading of the ELA/L (reading) test (oral script, TTS) Scribing for ELA/L constructed responses Calculator for the non-calculator section of Mathematics
Assessment Unit
75
Unique Accommodation Requests Submit on proper COLORADO UAR form No email Submit only via
Alpine Achievement Secure Share Personal delivery
Include a completed guidance document Instructions page does not need to be included
DAC (Tori Teague) will send to CDE
76
Assessment Questions??
Assessment Department 303-682-7242 Tori Teague Doug Morland Kim Wiggins Liz Garcia Sheila Koenig
Questions about Eligibility for Alternate Standards & Assessment and Instructional Practice
Sundee Pietsch Student Services
Contacts