ACCOMMODATIONS TRAINING

Agenda: Policy Accessibility features vs. Accommodations Accessibility Features Personal Needs Profile form Accommodations Presentation Response Entering Accommodations into Q

Assessment 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 Student meets eligibility criteria for Intellectual Disability or Establishes cognitive component within another disability category CoAlt: Science & Social Studies CoAlt: DLM (alternate to PARCC) Alternate ACCESS for ELLs 11 th grade Alternate to ACT

Colorado Measures of Academic Success: Science & Social Studies and PARCC (ELA/Math) Accessibility for all students has increased

ACCESSIBILITY FEATURES: Accessibility features are available to all students, even those with no formal plans, based on observed need

Setting Considerations for ALL: Small Group Frequent Breaks 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 ALL CMAS: S&SS and ELA/Math:

Embedded Features for ALL Navigation forward, back flag for review Highlighter Enlargement Magnifier, Zoom (Ctrl +-0) Ruler (cm, ¼”, depending on grade & subject) Calculator Periodic Table Eliminate answer choice CMAS: S & SS CMAS: PARCC Computer Based Test (CBT) “Available to any student at his or her discretion during testing”

More Features for ALL: External color overlays 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 CMAS: S & SS CMAS: PARCC Computer Based Test (CBT) ALL CMAS: S&SS and ELA/Math:

Accessibility Feature: Text-to-Speech Form required While available to all students (i.e., without a plan), it is not appropriate for all students. Generally speaking, students who used an Oral Script on TCAP should be considered for Text-to-Speech on computer based assessments – per CDE recommendation This can be made available for students who are in the RtI process for having difficulty reading grade level text. 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.) CMAS: S&SS and Math:

Other Accessibility Features: Forms required Answer Masking General Masking Color Contrast (all others will have white screen/black font) CMAS: S & SS CMAS: PARCC – ELA/Math

Differences in 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/unit – 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 CMAS: PARCC ELA/Math For students with an IEP/504 plan or ELL extended time is one school day Document amount of extended time anticipated Logistics: Test in separate setting Unit must be given in a continuous block of time Lunch – TA must accompany child to lunch and remain with him/her or bring lunch back to testing room. If the TA observes that the student is no longer productively engaged, an inquiry may be made regarding testing status. Once the extended time provision is exhausted, the TA should proceed to the next test unit or end the testing process.

Redirection allowed for ALL: The Test Administrator may redirect off-task students back to the test by saying, “, continue working.” LIMITATIONS TO TEACHER-TALK STILL APPLY: 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

Personal Needs Profiles Who creates the personal Needs Profile (PNP) for students? Disabilities – IEP or 504 team ELL – English Language Learner team Without disabilities or ELL – RtI or informal team Teams should consist of: Student (as appropriate) Parent/guardian Student’s primary educator in the subject of the assessment Entry into Q (not available yet)

Who Needs a PNP? Students receiving form- specific accessibility features: Answer Masking General Masking Color Contrast Text-to-Speech (Math) Students receiving accommodations The PNP is the only documentation that the Assessment Office is requiring this year. This does NOT negate your obligation to document for the RtI process, READ plans or other school/district processes.

ACCOMMODATIONS Assessment accommodations are about accessing the assessment without changing the construct.

Accommodations Policy: Accommodations are provided for students with formal plans: IEP, 504, ELL Must be in use at least 90 days prior to testing No later than Dec 9th Regularly and with fidelity during classroom instruction For High School Fall test window– that means the accommodations would be in place the previous spring. Based on individual need, not based on program or teaching style Determined by a team of educators, parents, and student Must NOT be used only for assessments

Accommodation Policy Exceptions:  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

Unique Accommodations: (formerly known as Nonstandard Accommodations) IEP or 504 plans Historically less than.01% of students State deadline is DECEMBER 15 (This data subject to change when CDE publishes state accommodation manual.) 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

Overview: 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 and entered into Q (Q will give you a report that can serve as your master list.) Accommodations are available for computer-based (CBT) and paper- based (PBT) administration CMAS: S & SS CMAS: PARCC Students with Plans: IEP 504 ELL

CBT Presentation Accommodations: IEP Only: Oral Script – Sign Language ELL Only: Word-to-Word Dictionary Translated Oral Script – Spanish Translated Oral Script – Other Languages (must be translated locally) IEP/504 only: Low vision devices IEP/504/ELL: Oral Scripts (delivered by human rather than text-to-speech delivered by computer) CMAS: S & SS CMAS: PARCC Students with Plans: IEP 504 ELL Oral scripts are not allowed for the ELA test except in rare circumstances.

Paper Based Form as an Accommodation: 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 #1 Disability: 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. #2 New to technology #3 Religion/beliefs CMAS: S & SS CMAS: PARCC – ELA/Math Students with Plans: IEP 504 ELL

Accommodations for PBT The following presentation accommodations are available for students who are taking the paper-based accommodated form: Large Print Low-Vision Devices Oral Scripts – English Oral Scripts – Translated Oral Scripts – Sign Language Braille Word-to-Word Glossary/Dictionary

(Human) Oral Presentation Options: English 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 – ELA/Math PARCC/Pearson does not provide Oral Scripts for test items. Presenters are expected to know and apply the Audio Guidelines provided. The Guidelines are ~36 pages long each: ELA and Math. IEP/504/ELL only

Oral Presentation Options: Languages Other Than English  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 - on or after April 15th, of their 5th grade year  Grade 7 - on or after April 15th, of their 4th grade year  Grade 5 - on or after April 15th, of their 2nd grade year  Grade 4 - on or after April 15th, of their 1st grade year  Science and Social Studies  Embedded Spanish Audio  Spanish oral script for computer or paper  Translated English Oral Script ELL only

Oral Presentation Options continued:  PARCC ELA/Math  General test directions are provided in a downloadable PDF in 10 languages (Spanish, Arabic, Navajo, Chinese Mandarin, Vietnamese, Portuguese, Haitian Creole, Polish, Somali, and Marshallese)  The Mathematics assessment only:  Spanish translation  Screen-reader compatible for 3 systems  Refreshable Braille IEP/504/ELL only Depending on accommodation These are Assistive Technology Devices.

Oral Presentation of PARCC: ELA  Students must be at the basal/foundational reading level

Oral Presentation of PARCC: ELA (cont.) Guidelines for IEP or 504 Team Consideration Additional GuidanceAgree/Disagree Before listing the accommodation in the student’s IEP or 504 plan, teams should also consider whether: States may provide additional guidance for their respective states based on state policy or practice.  Agree  Disagree The student has access to printed text during routine instruction through a reader or other spoken-text audio format or interpreter. The student’s inability to decode printed text or read braille is documented in evaluation summaries from locally-administered diagnostic assessments: The student should receive ongoing intensive instruction and/or interventions to remediate his or her foundational reading skills in order to continue to attain the important college and career-ready skill of independent reading.  The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time.

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.

How will oral presentation of ELA impact the individual student’s scores? Notation will be provided on all confidential score reports to the school and parent stating that the student was given a reading 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). Summative assessment scores for students who receive any of the accommodations listed in the Accommodations Manual will be aggregated with the scores of other students and those of relevant groups and can be included for accountability purposes.

CBT Response Accommodations IEP with visual impairment only: Talking Calculator/Abacus/Tactile Math Manipulatives ELL Only: Scribe – Spanish spoken Scribe – Other language spoken Spanish written Other language written (Transcription required) IEP/504/ELL: Assistive Technology Speech-to-Text Word Prediction Scribe – English spoken

Accommodations for PBT The following response accommodations are available for students who are taking the paper-based accommodated form: Assistive Technology Speech-to-Text Word Prediction Brailler/Braille Note-taker Talking Calculator/Abacus/Tactile Math Manips Scribe – English or Spanish Scribe – other language Spanish written Other language written (transcription required)

 Assistive technology includes but is not limited to:  Computers  Keyboards  Communication devices and  Adaptive computer input/output devices  Check for compatibility   Speech – to – Text  Separate Machine  Printed and transcribed into test  Word Prediction  Separate Machine  Printed and transcribed into test Assistive Technology

Assistive Technology continued: 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.

Assistive Technology continued: 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.

Scribe: 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

Scribe for PARCC: ELA 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

Written Responses in Native Language Students may write in English or Spanish on the CMAS tests 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

COLORADO ALTERNATE ASSESSMENTS CoAlt

CoAlt: DLM (Dynamic Learning Maps) Accessibility Features

CoAlt: DLM (Dynamic Learning Maps) Accessibility Features cont.

CoAlt: Science & Social Studies: 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 Accommodations: Accommodations or adaptations must be: Documented in the student’s IEP, 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: The student facing pages of test items may need to be adapted: Size Color Contrast levels Dimension Assistive technology Tactile

Pictures: 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.

ACCESS FOR ELLS English Language Proficiency

ELL Accommodation Policy: 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.

Guidelines for Accommodating: ELLs with Disabilities

Guidelines for Accommodating: ELLs with Disabilities

SAC To Do List:  Document all accommodations properly in formal, written educational plans.  Enter accommodations into Q  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).

SAC To Do List Continued:  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).

Entering Accommodations in Q: 1. Log-in to the “Q-Desktop” application (D11 username & password) 2. Click on the “Services and Programs” Icon: 3. Click on the “Student Services” Icon: 4. Use the “Find” feature to locate students. 5. Use the “Add” feature to insert accommodations. 6. Required fields: “Service”: Accommodation “How Served”: Plan Documented “Status”: SY Repeat the process for each accommodation.

Due by November 17 th : Type of Plan: English learner (EL) 504 Individualized Educational Plan (IEP) Assessment Accommodation – Printed Materials Paper Test Translation of the Mathematics Assessment in Paper - Spanish Human Reader or Human Signer - “HumanReadAloud” or “HumanSigner”; Large Print Braille with Tactile Graphics

Assessment Hotline Eric Mason, Director of Assessment Gina Daugherty, Assessment Specialist Jan Berry, Assessment Facilitator Natasha Crouse, Assessment TOSA Pauline Stinchcomb, Data & Reports Coordinator Carolyn Hayward, Data Support Specialist