dessa accessibility guidelines online training, 2014-2015 general education students with supports...
TRANSCRIPT
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DeSSA Accessibility Guidelines Online Training, 2014-2015
General Education Students With Supports
Helen Dennis – Office of AssessmentSarah Celestin – Exceptional Children (Special Education)
Terry Richard – Exceptional Children (ELL/Migrant)October2014
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Purpose of this Training Session
Become familiar with:• Identification of “General Ed with Supports”
students, or “GWS”• Smarter Designated Supports, or “Supports”• Selection of Supports for GWS• Identifying a school’s decision makers for GWS• Expected school level documentation for GWS• Forms and Databases
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DeSSA Accessibility Guidelines
This document provides guidelines for making decisions about the inclusion in assessments of • students with disabilities (SWD), • English language learners (ELL), • students who are classified as both (SWD/ELL);• “General Ed Students With Supports,”
(students not identified as SWD or ELL that may be provided supports during assessments)
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What is DeSSA?
• Delaware• System of• Student• Assessments
• Includes Smarter, DCAS, DCAS ALT 1, SAT/PSAT, ACCESS/ALT ACCESS, NAEP
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Smarter
• Content Areas:– ELA: Items measuring reading, listening, writing,
research– Mathematics
• Accommodations and Supports for SWDs• Supports for ELLs and Gen Ed students receiving
supports• Universal tools for all
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Smarter
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What are Smarter “Designated Supports?”
• Another name for an accessibility feature of the test that is available to selected groups– Available to more student-types than Smarter
Accommodations– Might be called accommodations on another test (i.e.
DCAS)– Might be called universal tools on another test
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What are the Available Supports?
Embedded• 3.01 Color contrast (on-
screen) • 3.02 Masking• 3.03 Text-to-speech for items • 3.04 Translated test
directions • 3.05 Translations (glossaries) • 3.06 Spanish Translations
(stacked) • 3.07 Turn off any universal
tools
Non-Embedded• 4.01 Bilingual dictionary • 4.02 Color Contrast (printed) • 4.03 Color overlays • 4.04 Magnification • 4.05 Human Reader - items • 4.06 Scribe • 4.07 Separate Setting • 4.08 Translations (glossaries) • 4.09 Translated test directions • 4.10 Paper/Pencil• 4.11 Noise Buffers
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What are Universal Tools?
• Accessibility feature available to all students– No need to select prior to test– Student selects independently/spontaneously during the test
• Smarter Balanced Module on Embedded Universal Tools and Online Features :– Narrated module: https://
docs.google.com/file/d/0B9nrTDov_T0zaTUtLXhrYnRLZWs/edit?pli=1
– Non-narrated module: https://docs.google.com/file/d/0B9nrTDov_T0zcXAxQWs5T29iZms/edit?pli=1
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Embedded vs. Non Embedded Supports
• Embedded*: delivered online via the browser• Non-Embedded: provided in the classroom by
staff
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Relationship Between Designated Supports in the Classroom
and in Assessment
Smarter Supports
Classroom Supports
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Identifying GWS Students
• NON-ELL, NON-SWD• If a student is ELL=Y or SWD=Y, then they are
not permitted to be GWS=Y.• Exited ELLs can become GWS=Y after exiting • Students must be identified as GWS and
supports selected prior to test administration– Embedded supports must be entered into
Assessment Accommodations Database (IMS) at least 3 days prior to test administration
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Identifying GWS Students, Cont’d
• Consider the following students:– Struggling and at-risk students– Students receiving RTI interventions– Students referred to the school’s problem-solving team – Students with physical injuries
• Supports should be identified by a team:– RTI Committee/PLC– Problem Solving Team (IST/ICT/SIT)– English Language Acquisition Committee (ELAC)
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Within-District Process and Structures for GWS
• Recommended that more than one educator participate in the – identification of students – selection of supports for individuals
• District- or School- Specific—State does not dictate • Depends on your building’s structure and existing
mechanisms • Documentation should be clear and present but is not
required to be the same as required for students with IEPs.
• Use the existing forms provide in Accessibility Guidelines.
How to Flag Student as Gen Ed w/Supports
Follow these steps after identifying a student to receive supports on the Smarter assessments as a general education student:1. Log in to ESchool2. Go to the Accountability screen. 3. Flag the student “Y” as a general education student
receiving supports.4. Wait overnight for the student’s data to “roll up” to DELSIS.5. Enter the student’s supports in the Assessment
Accommodations database.Please contact your Eschool support contact with any questions regarding data entry.
Eschool Accountability ScreenHow to Formally Document a General Education Student Receiving Supports in the Pupil Accounting and Accommodations SystemsPage 36 of Guidelines .
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Designated Supports: Selecting Supports
• Based on student’s documented needs– Consider data about student performance with and without the
support– Compare observational data or curriculum-based measures with
and without the support to select
• Must be used during classroom instruction– Familiar to the student– Try out different supports during the practice test
• More Supports are not necessarily BETTER for the student!– Selection should be customized for student needs
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What are the Available Supports?
Embedded• 3.01 Color contrast (on-
screen) • 3.02 Masking• 3.03 Text-to-speech for items • 3.04 Translated test
directions • 3.05 Translations (glossaries) • 3.06 Spanish Translations
(stacked) • 3.07 Turn off any universal
tools
Non-Embedded• 4.01 Bilingual dictionary • 4.02 Color Contrast (printed) • 4.03 Color overlays • 4.04 Magnification • 4.05 Human Reader - items • 4.06 Scribe • 4.07 Separate Setting • 4.08 Translations (glossaries) • 4.09 Translated test directions • 4.10 Paper/Pencil• 4.11 Noise Buffers
Text-to-Speech (TTS) andHuman Reader Questions
Questions/Items
Embedded (TTS)
Grades 3-5 Available – also activates TTS passages on ELA PT.
Grades 6-8
Non-Embedded (Human Reader)
Grades 3-5 Available – also includes reading of passages on ELA PT.Grades 6-8
Smarter is expected to announce that TTS will be available in Spanish, as well as English, as a support for spring 2015.
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Language Translation SupportsSupport Smarter ELA/Math
Full Spanish Translation – Stacked (online)
Available for Math only (not permitted for ELA)
Full translation in Other Languages (besides Spanish)
Not available. Human Interpreter/Translator NOT PERMITTED.
Print Glossary or word to word dictionary
Available from Smarter in 10 languages. Use of non-smarter-produced glossary not permitted. For MATH only.
Online glossary or word-to-word dictionary
Available for 10 languages with audio. For MATH only.
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Translated Glossaries & Full Translations (Supports)
• Following languages are listed in the Smarter Accommodation & Supports “Frequently Asked Questions”
• Full translation for Spanish (“stacked” with English )• Math only (not ELA)
Vietnamese
Arabic
Tagalog
Ilokano
Cantonese
Mandarin
Korean
Punjabi
Russian
Ukrainian
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Do’s and Don’ts for Selecting SupportsDo’s• Do…make support decisions based
on individualized needs (e.g., the student’s amount of time in the country, disability needs)
• Do…be specific about the content area test on which the support is needed
• Do…evaluate supports used by the student
• Do…get input about supports from teachers and students, and use it to make decisions
• Do…select supports that have been routinely used during instruction
• Do…select supports based on documented student learning needs
Don’ts• Don’t…make support decisions
based on whatever is easiest to do • Don’t…check every support possible
on a checklist simply to be “safe”• Don’t…assume the same supports
remain appropriate year after year• Don’t…provide an assessment
support for the first time on the day of a test
• Don’t…assume certain supports, such as text-to-speech for test questions, are appropriate for every student in every content area
• Don’t…use a support that is not related to a documented need
Adapted from the CCSSO Accommodations Manual, 2013
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Designated Supports Timeline• When can I plan supports?
– Any time before the assessment.• When can I enter supports into the Assessment Accommodations
Database?– Between test windows– during the planned test window, prior to testing– With 3 days prior to testing, (number specified in DeSSA Test
Administrator Training)– Do not enter accommodations for 2015-16 before spring 2015 window
closes (June 4). • When should the student start using the supports?
– In the classroom – as soon as it can benefit the student– On the test –
• after the student becomes proficient in the support• after it is showing in the TIDE database
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Accommodations Form
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Accommodations Listings/Forms• Smarter Example
Documenting Supports in the Assessment Accommodations Database
• Access Via IMS
• Contains Accommodations and Supports for – Students with Disabilities (IEP, 504)– ELLs– Gen Ed with Supports
• Enter, List, or Report Accommodations and Supports• Data for AIR TIDE (Test Information Distribution
Engine) is extracted from it
Opening Screen (“Search” Screen)
Students with IEP’s
Search Results Screen
Edit, View
Student-Related Reports
Currently-DCAS only
Report Results Screen
Save, Print
Steps to Flag Student as Gen Ed w/Supports
Follow these steps after identifying a student to receive supports on the Smarter assessments as a general education student:1. Log in to ESchool2. Go to the Accountability screen. 3. Flag the student “Y” as a general education student
receiving supports.4. Wait overnight for the student’s data to “roll up” to DELSIS.5. Enter the student’s supports in the Assessment
Accommodations database.Please contact your Eschool support contact with any questions regarding data entry.
Eschool Accountability ScreenHow to Formally Document a General Education Student Receiving Supports in the Pupil Accounting and Accommodations SystemsPage 36 of Guidelines .
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Smarter Reset Policy• Wrong Accoms the most frequent reason for reset request
on DCAS• Different from previous DCAS Reset Policy• If student answered 5 or more items, no reset will be
granted. – If the test was administered incorrectly (i.e., the wrong
accommodations were provided), the test will be invalidated, and the student will not get another opportunity to test.
• If the student answered fewer than 5 items, a reset can be granted. – If the test was administered incorrectly, the test reset will give
you another chance to administer the test correctly.• DCAS/EOC will adopt the new Smarter reset policy.
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AIR TIDE
• In 2014-15, TIDE will contain all information related to – Smarter ELA/Math– DCAS Science/Social Studies– EOC Alg II/IM III, US History– DCAS ALT 1 ELA/Math/Science/Social Studies
• Student will have one record in TIDE that has the info for all his/her tests
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Future Updates to 2014-15 Accessibility Guidelines
• Additional updates and clarifications are likely between now and spring 2015 testing
• Look out on DOE website and DCAS Portal – Updates memo– Updated Accommodations form
• Expected future updates– Announcement regarding Spanish TTS
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Upcoming Training
• DOE Training on how to use the Assessment Accommodations Database
• Smarter module on universal tools
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Questions
• Sarah Celestin – Students with Disabilitieso 302-735-4210o [email protected]
• Terry Richard – English Language Learnerso 302-735-4210o [email protected]
• Helen Dennis – Office of Assessmento 302-735-4090o [email protected]