2014 – 2015 Accessing Statewide Assessments Mira Monroe 303-866-6709 monroe_m@cde.state.co.us September 29, 2014

2014 Accommodations Manuals Policy Agenda 2014 Accommodations Manuals Policy CMAS: Science & Social Studies and CMAS: PARCC Accessibility Features Accommodations CoAlt: DLM CoAlt: Science & Social Studies ACCESS for ELLs LS: Assessment - 9/2012

2 Manuals Instructional Accommodations Manual http://www.cde.state.co.us/cdesped/Accommodations Accessing Statewide Assessments Manual http://www.cde.state.co.us/assessment/cmasaccoms http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual http://dynamiclearningmaps.org/sites/default/files/accessiblity_manual.pdf http://www.cde.state.co.us/assessment/2014coaltexamman http://www.cde.state.co.us/assessment/accessforellsaccommodations 3

Assessment Participation Policy All students enrolled in a Colorado Public School in the grades assessed must be accounted for in either the general summative assessment or the alternate summative assessment.

Alternate Assessment Participation 9/21/2018 Alternate Assessment Participation Policy CoAlt: S & SS CoAlt: DLM Alternate ACCESS for ELLs 11th grade Alternate It is the existence of the significant cognitive disability, regardless of special education eligibility category, that allows the IEP Team to consider the option of alternate standards and assessment. It is the existence of the significant cognitive disability, regardless of eligibility category, that allows the IEP Team to consider the option of alternate standards and assessment. Only a small number of students who have a significant cognitive disability meet the participation guidelines to receive instruction based on the EEOs and take alternate district/state assessments based on alternate academic achievement standards. However, the number of students who meet the participation guidelines is not limited, nor can it be administratively determined. Linda Lamirande, ESSU 303-866-6863 lamirande_l@cde.state.co.us

3 formal plans allow for statewide Assessment accommodations. Policy Students with an IEP Students with a 504 plan Students identified as an English language learner 6

How do you know? Assessment accommodation must be: Policy In use at least 90 days prior to testing Used regularly and with fidelity during classroom instruction For High School accommodations would be in place the previous spring 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 be only used for assessments How do you know? 7

Exceptions to the 90-day rule New Student to the District: Contact the student’s former school for all relevant documentation (IEP,504,or ELP) If no documentation can be obtained, consult the student and parent to discuss any accommodations that have been provided over the past three months Student may have access to accessibility features or accommodations listed in their IEP, 504 plan or ELL plan Unforeseeable Circumstances: If a student suffers from an unforeseeable (not predicted or scheduled) circumstance less than three months prior to the start of testing and requires an accommodation to access the state test, he/she may be provided with it HS events over summer Example: Student with a concussion needs breaks Policy 8

Unique Accommodations Policy IEP or 504 plans Historically less than .01% of students State deadline is DECEMBER 15 Examples: Record answers into a tape recorder and play back to type Picture cues to stay on task Magazines to tear when frustrated Student given “Skittles” at specific intervals for time on task 9

Embedded features: available to all students to increase accessibility Accessibility for all students has increased CMAS: S & SS CMAS: PARCC Embedded features: available to all students to increase accessibility Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility Additional embedded and non- embedded accommodations available to students consistent with their IEP, 504, or English Language Acquisition Plan (ELP)

Setting Considerations for All CMAS: S & SS CMAS: PARCC Implementation determined at the District level Small Group Follow the IEP specifications Frequent Break Does not stop the testing clock May not access internet, text books, friends, etc. Time of Day Consider test security Separate/Alternate Location Specified Testing Area or Seating Specialized Equipment or Furniture Things to think about: Best interest of the student(s) Maintain test security Maintain standardized test environment 11

Features for All Navigation Highlighter Enlargement Ruler Calculator CMAS: S & SS CMAS: PARCC Navigation forward, back flag for review Highlighter Enlargement Magnifier, Zoom Ruler Calculator Periodic Table Eliminate answer choice CBT 12

Features for All cont. Notepad may be available Blank Paper CMAS: S & SS CMAS: PARCC Notepad may be available Blank Paper Up to 2 sheets per section Must be treated as secure test materials Audio Amplification Headphones / Noise buffers Redirect Students to Test Writing Tools Keyboard shortcut keys CMAS PARCC ONLY Line Reader Answer Masking CBT 13

CMAS: S & SS CMAS: PARCC - Math 9/21/2018 Accessibility Feature: Text-to-Speech CMAS: S & SS CMAS: PARCC - Math While available to all students, it is not appropriate for all students. Generally speaking, students who used an Oral Script on TCAP should be considered for Test-to-Speech on computer based assessments Large file size affects student testing – even with proctor caching The appropriate form must be assigned in PearsonAccess/Pearson Next prior to testing Students need headphones for this feature It is strongly encouraged that students using text-to-speech as an accessibility feature access it in the ePAT environment to ensure they are familiar with it, and that they will use it. This is a special accommodation on CMAS: PARCC – ELA/L Provide examples of Math 14

Accessibility Feature: Extended Time CMAS: S & SS For CMAS: S & SS all students may access the additional time allowed in the timing structure of a test section – Time + Additional Time = Extended Time For students with an IEP/504 plan or ELL Follow time indicated in plan Time and a half is presumed if it is not specifically listed Time + Additional Time + 10 minutes = Time and a Half Timing on the CMAS: PARCC were released earlier today. For students with an IEP/504 plan or ELL extended time is one school day 15

Accessibility Feature: Redirection CMAS: S & SS CMAS: PARCC The Test Administrator may redirect off-task students back to the test by saying, “<student’s name>, continue working.” No coaching or assistance may be provided in any way The Test Administrator may not remind or encourage students to complete a specific item The Test Administrator may not provide any physical cues to the test as they could be misconstrued as directing the student to incorrect or correct responses 16

Accommodations CMAS: S & SS CMAS: PARCC Assessment accommodations are about accessing the assessment without changing the construct. CBT 17

Accommodations Overview CMAS: S & SS CMAS: PARCC Accommodations must be based on an individual student’s academic need documented in the student’s approved IEP, 504, or ELP A master list of all students and their accommodations should be maintained by the SAC Accommodations are available for computer- based and paper-based administration Some accommodations must be indicated in PearsonAccess/Pearson Next prior to testing Accommodations IEP 504 ELL

CMAS: S & SS CMAS: PARCC Accommodations IEP 504 ELL 19

Paper Based Form CMAS: S & SS Most students will be taking CMAS: Science and Social Studies assessments on a computer The paper-based versions of the CMAS: Science and Social Studies assessments are considered accommodated forms Use of the paper-based assessments is expected only to be available for students with specific needs or conditions Have a neurological disorder (such as recent concussion), a condition that causes seizures, or another health condition that prevents the student from accessing the computer* Braille Adaptive equipment is not compatible *Students with disabilities that prevent them from utilizing devices safely may meet this criterion. Accommodations: IEP 504 ELL 20

Color Contrast Embedded color contrast External color overlays CMAS: S & SS CMAS: PARCC Embedded color contrast Check with vision specialist/SPED team Must indicate color contrast form prior to testing When the color contrast setting is selected only the background and text are adjusted Graphics are presented in full color on a white background External color overlays May be used on paper or computer Accommodation IEP 504 21

Oral Presentation Options CMAS: S & SS English oral script for computer is used for: On-site translations into other languages On-site sign language presentation English oral script for paper Recommend group size of 3 or less for Science Recommend group size of 1 for Social Studies CMAS: PARCC does not provide Oral Scripts for test items. Presenters are expected to know and apply the Audio Guidelines provided. Accommodations IEP 504 ELL

Oral Presentation Options – Languages other than English CMAS: S & SS CMAS: PARCC Qualifying NEP/LEP and in program 3 years or less Grade 12 - entered EL programming on or after November 1st, of their 9th grade year Grade 8 - entered EL programming on or after April 15th, of their 5th grade year Grade 7 - entered EL programming on or after April 15th, of their 4th grade year Grade 5 - entered EL programming on or after April 15th, of their 2nd grade year Grade 4 - entered EL programming on or after April 15th, of their 1st grade year Science and Social Studies Embedded Spanish Audio (S & SS) Spanish oral script for computer or paper Translated English Oral Script Accommodations ELL

Oral Presentation Options cont. CMAS: PARCC General test directions are provided in a downloadable PDF in 10 languages The Mathematics assessment Spanish translation ASL Video For year 1 there are no multi-media items on the ASL compatible form Screen-reader compatible for 3 systems Refreshable Braille Accommodations IEP 504 ELL

Oral Presentation on ELA/L CMAS: PARCC Accommodation IEP 504 Additional Paperwork Required Students must be at the basal/foundational reading level 25

Oral Presentation on ELA/L CMAS: PARCC The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time. Accommodation IEP 504 26

Oral Presentation on ELA/L CMAS: PARCC Colorado guidance/clarification: Students must be at the basal/foundational reading level AND  The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time. Basal/foundational readers are: at the beginning stages of sound/symbol relationship, able to decode consonant-vowel-consonant words, as well as some high-frequency words. Accommodation IEP 504 27

For students using an Oral Presentation on the ELA assessment: CMAS: PARCC – ELA/L For students using an Oral Presentation on the ELA assessment: notation will be provided on all confidential score reports to the school and parent stating that the student was given a reading access accommodation on the PARCC ELA/Literacy assessment and therefore, no claims should be inferred regarding the student’s ability to demonstrate foundational reading skills (i.e., decoding and fluency). Accommodations IEP 504 ELL 28

9/21/2018 CMAS: S & SS CMAS: PARCC Accommodations IEP 504 ELL 29

Assistive Technology CMAS: S & SS CMAS: PARCC Assistive technology includes but is not limited to: computers Keyboards Communication devices and adaptive computer input/output devices Check for compatibility www.pearsononlinetesting.com/at Speech – to – Text Separate Machine Printed and transcribed into test Word Prediction Accommodations IEP 504 EL 30

Assistive Technology cont. Additional considerations for test security must be applied when students are using assistive technology, including speech-to-text and word prediction software. Students must be seated in such a manner that they cannot see other students’ screens. Students must not retrieve or access work from another student. Students must not be able to access additional programs or the Internet while in the testing environment. Student must not be able to access any previously saved data while in the testing environment. Extra time may not be given for “lost” work. CMAS: S & SS CMAS: PARCC Accommodations IEP 504 EL 31

Assistive Technology cont. CMAS: S & SS CMAS: PARCC Students may not have access to assistive technology devices that contain secure materials until all secure materials have been removed from the device. Devices that still contain secure materials must be secured with testing materials. Answers must be transcribed for scoring. Accommodations IEP 504 EL 32

Scribe Selected Response: Constructed Response: CMAS: S & SS CMAS: PARCC Selected Response: Physical disability that prohibits the use of a keyboard/mouse Or adaptive equipment is not compatible with TestNav 8 Constructed Response: A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding or other assistive technology Accommodations IEP 504 EL 33

CMAS: PARCC – ELA/L For students using a Scribe for Constructed Response on the ELA assessment: A notation will be provided on all confidential score reports to the school and parent stating that the student was provided a scribe accommodation on the PARCC ELA/Literacy assessment, and therefore, no claims should be inferred regarding the student’s ability to demonstrate expressive writing skills Accommodations IEP 504 ELL 34

Written in Native Language CMAS: S & SS CMAS: PARCC Students may write in English or Spanish on the CMAS: Science and Social Studies assessment Students who write in a language other than English or Spanish will need their answers translated and transcribed Students must write in English on the CMAS: PARCC ELA/L assessment Accommodations IEP 504 EL 35

Colorado Alternate Assessments CoAlt

Accessibility Features CoAlt: DLM

Accessibility Features cont. CoAlt: DLM

All questions and answer choices are read aloud to students, and The CoAlt: Science and Social Studies is intended to be accessible for students with significant cognitive disabilities All questions and answer choices are read aloud to students, and All students are assessed individually and in a separate setting Educators may adapt materials and presentation methods based on each student’s needs CoAlt: S & SS

Accommodations Accommodations or adaptations must be: CoAlt: S & SS documented in the student’s IEP, and used regularly during instruction and classroom assessments for at least three months prior to the assessment window to ensure that the student can successfully use the accommodations.

Allowable Adaptations CoAlt: S & SS The student facing pages of test items may need to be adapted: Size Color Contrast levels Dimension Assistive technology Tactile

Pictures CoAlt: S & SS CoAlt Test Examiners should use the picture symbols in the CoAlt test materials provided, except in the following circumstances: The student needs to use objects rather than pictures. The student needs pictures of real objects rather than drawings. The student has a personal lexicon with a specific representation for the concept or words in the student answer choices. In this case, all answer choices must be from the student’s personal lexicon. For students with visual impairments including blindness, additional information related to materials adaptations, including standardized picture descriptions, are available through the DAC.

English Language Proficiency ACCESS for ELLs Alternate ACCESS for ELLs

Policy ACCESS for ELLs http://www.cde.state.co.us/assessment/accessforellsaccommodations Accommodations for this assessment are only available to students with disabilities, and the testing accommodation should be stated in the student’s Individual Education Plan (IEP). It is important to remember that accommodations for this assessment follow the guidelines established by the WIDA Consortia. These guidelines were set by the 28 governing members of WIDA. Conversely, accommodations available on Colorado specific statewide assessments may not be available on ACCESS for ELLs. Policy

ACCESS for ELLs

ACCESS for ELLs

9/21/2018 9/21/2018 9/21/2018 To Do List Document all accommodations properly in formal, written educational plans. Be sure that documentation is specific (ex: content area, length of extended time, etc.). Check all IEP, 504, and ELL plans NOW to make sure that all accommodations listed are currently in use in classroom instruction and assessments. If an accommodation is no longer needed or being used, revise the document and remove the accommodation. (IEP Additional Meeting – Case Manager, Parent, General Ed Teacher; 504 – Counselor, Parent). LS-Assessment: 47 47 47

9/21/2018 9/21/2018 9/21/2018 To Do List If a teacher is consistently providing a non-documented individual accommodation for a student that would be appropriate for use on CMAS, convene a formal meeting conducted by an educational team (includes parent) to evaluate and properly document the accommodation. Involve parents and students in accommodations decisions and evaluate to make sure they are useful and purposeful. Remember that accommodations must be regularly used for at least 90 days prior to CMAS in order to be allowed. Provide time for students to practice accommodations in the online test environment (ePAT). LS-Assessment: ba 48 48 48