The ABCs of Accessibility and Accommodations in State Assessments Martha Thurlow, Sheryl Lazarus, and Laurene Christensen National Center on Educational Outcomes

Topics Types of Assessments Technology-based Assessments Paradigm Shift in Accessibility and Accommodations Challenges and Solutions in Technology-based Approaches to Accessibility and Accommodations

Types of Assessments Based on Every Student Succeeds Act: General (Regular) Assessments Alternate Assessments for Students with the Most Significant Cognitive Disabilities (Alternate Assessments based on Alternate Achievement Standards) English Language Proficiency Assessments

Forms of Assessment Summative** Interim or Benchmark Formative Progress Monitoring Classroom Diagnostic **Primary focus today

Summative Assessments Standardized assessment (norm-referenced, criterion referenced)** Performance Tasks/Authentic Tasks Portfolios **Criterion-referenced assessments are the primary type of assessment used for summative purposes (including for ESEA accountability)

Assessment Formats Paper and pencil tests have a long history of development, over time increasingly including only multiple choice and short constructed response. Technology-based assessments are now being used with increasing frequency, expanding greatly after the 2010 Race-to-the-Top Assessment Program provided funding to consortia of states.

National Education Technology Plan (2016) Provides a vision for including students with disabilities in technology-based assessment Makes four recommendations ( * Developed by U.S. Dept. of Education, Office if Educational Technology Available at: Is this vision being realized? Are the recommendations being followed?

Technology-based Assessments Innovative item types promoted (a sample)  Drag and drop  Audio and/or video stimuli  Multiple responses Possibility of adaptivity Possibility of timely reporting Embedded accommodations**

Accommodations Redefined Paradigm shift in thinking about meeting the “accommodations” needs of all students, not just students with disabilities. Each of the consortia of states, and many states not in a consortium, now have a range of accessibility features. All assessments incorporate (to greater or lesser extent) a “universal design” approach.

New Paradigm Universal features – accessibility supports available to all students as part of the technology platform (may need to be turned off for some) Designated features – accessibility supports available to students for whom the need has been indicated by an adult or team of adults Accommodations – accessibility supports that are available only to students with disabilities and/or English learners

Smarter Balanced Framework The three levels in Smarter Balanced are Universal Tools, Designated Supports, and Accommodations. Accommodations are available only to students with disabilities (IEP and 504).

PARCC Framework The three levels in PARCC are Features for All Students, Accessibility Features (Identified in Advance), and Accommodations. Accommodations are available to students with disabilities (IEP and 504), ELs and ELs with disabilities.

ELPA21 Framework The three levels in ELPA21 are Universal Features, Designated Features, and Accommodations. Accommodations are available only to ELs with disabilities (IEP and 504).

Individualized Features Personal Needs Profile: Digital version of accessibility features and accommodations needed by an individual student, formatted to an international standard that allows it to be sent electronically with other student information (PARCC Definition). ISAAP: Individualized Student Assessment Accessibility Profile (Smarter Balanced)

Lessons Learned Most lessons were related to instruction or to the assessment Many lessons, though, were about the technology (will address these in more depth in next webinar)

Lessons Learned About Instruction Reading Writing Justification of Answers Getting the Research and Essay Done in One Day

Lessons Learned About Assessment Unfamiliarity with Item Types Accessibility Challenges Technical Challenges

Other Lessons Decision making about which accessibility supports and accommodations are needed by an individual student remains a challenge Adults often are more challenged by the technology than are the students

Technology Challenges Many lessons, though, were about the technology itself (will address these in more depth in next webinar), for example: Scrolling requirements were a big issue Accessibility features and accommodations did not work as intended Use of accessibility features and accommodations was not tracked

“Assistive and Instructional Technology Supporting Learners with Disabilities” The Center on Technology and Disability is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP) under award #H327F – 13A.