2015-16 tori teague st. vrain valley schools annual assessment accommodations training oct. 29, 2015

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

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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

http://www.cde.state.co.us/cdesped/Accommodations.asp

http://www.parcconline.org/assessments/accessibility/manual

http://www.parcconline.org/assessments/accessibility/manual

http://www.cde.state.co.us/assessment/newassess-sum

http://www.cde.state.co.us/assessment/newassess-sum

http://dynamiclearningmaps.org/

http://dynamiclearningmaps.org/

http://www.cde.state.co.us/assessment/ela


http://dynamiclearningmaps.org/sites/default/files/accessibility_manual_2015-16.pdf

https://www.wida.us/assessment/WIDA_AccessAccGuidelines_5-28-15.pdf

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The Crosswalk

Assessment Unit Webpage


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...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)

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Accessibility for all students has increased


Administrative Considerations

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General Guidance:


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

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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

http://www.cde.state.co.us/cdesped/Accommodations

http://www.cde.state.co.us/cdesped/Accommodations

CMAS: PARCCEnglish Language Arts/Literacy

Colorado Measures of Academic Success

Manual will

be reposted

September

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Access to the Manual

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

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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

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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


Page 28

http://www.cde.state.co.us/assessment

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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


Page 29

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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


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


Page 31


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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


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


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

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Page 33 – 35https://farm9.static.flickr.com/8357/8425544104_289d773a5e.jpg


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Criterion 1The student is currently eligible for special education services or

has a 504 plan.

Reading Access

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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

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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

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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


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


Page 93 - 94

https://upload.w

ikimedia.org/w

ikipedia/en/a/af/Ilocano_Dictionary_Published_by_the_CICM

_in_1930.JPG


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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



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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


Page 35

https://www.flickr.com/photos/yaccesslab/5167737814/in/photostream/

https://www.flickr.com/photos/yaccesslab/5167737228/in/photostream/


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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


Page 36Appendix C

http://braillebug.afb.org/images/KID_W_BRAILLER.jpg http://braillebug.afb.org/images/girlswnotetaker.jpg


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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


Page 39 - 40Appendix C

http://www.spectronics.com.au/blog/wp-content/uploads/2011/02/speech-recognition21.jpg


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Response Scribe Constructed Response Items Human Scribe

– UAR Guidance Document Assessment Unit


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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


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has a 504 plan.

Scribe for Constructed Response on English Language Arts/Literacy

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Criterion 2The student has a documented physical disability which

severely limits or prevents written expression. Does not have to be a primary disability


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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


OT

Part of progress m

onitorin

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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


SWAAAC

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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


Page 40


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Response Word Prediction – External Device

Same requirements for Speech-to-Text or External Assistive Technology on constructed response items Assessment Unit


Page 41


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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


Page 42Appendix E

https://pyrus.com/en/blog/wp-content/uploads/2015/08/Time-Pyrus.jpg


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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


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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



CMAS: PARCCMathematics


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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


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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


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


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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


Page 34 - 35

http://parcc.pearson.com/practice-tests/math/


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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


Page 43 - 49


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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



48

Response Calculation Device on Calculator Sections* In Colorado a hand held calculator on calculation

sections for CBT is an accessibility feature Assessment Unit


https://pixabay.com/static/uploads/photo/2014/08/26/19/16/calculator-428294_640.jpg


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Response Calculator on Non-calculator Sections – UAR

Guidance documentAssessment Unit



50


has a 504 plan.

Calculator on Non-Calculator

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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


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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


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.


54

Criterion 5The student is using a calculation device, arithmetic table or

manipulatives during instruction the majority of the time. 55% or more


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Response Math manipulatives on Non-calculator Sections

Still must meet the criteria for calculator but no UAR is required. Assessment Unit


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


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Numberline:Yes for InstructionNO for assessment

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1:1 Counting chips– allowed on assessment

Pairing numeral with dots: NOT allowed on assessment

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Base 10 Blocks – allowed on assessment

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Response Scribe – SWD and/or ELL (Speech-to-Text, Human

Scribe, External AT)Assessment Unit


http://hillaryhomzie.com/wp-content/uploads/2013/05/writing-pencil.jpg


CoAlt: DLMEnglish Language Arts & Mathematics


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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

http://www.cde.state.co.us/cdesped/accommodationsmanual_participationguidelinesworksheet

CMAS: Science and Social Studies


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


ACCESS for ELLs 2.0®

English Language Proficiency

Assessment Unit

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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


Response Scribe Word Processor or Keyboarding Device AAC Recording Device – Transcribed by Student Braille Writer / Braille Notetaker Assistive Technology



Assessment Unit

70


Setting Non School Setting

Timing Extended Time for Speaking Test (computer) Extended Time within School Day Extended Time Multiple Days*

* Contact Tori Teague



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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

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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



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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



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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

2015-16 tori teague st. vrain valley schools annual assessment accommodations training oct. 29, 2015

Documents