2014-15 Personal Needs Profile (PNP)

Agenda Purpose and Basics Determining Need for Support Completing the Personal Needs Profile (PNP)

Purpose and Objectives This presentation is designed to provide district staff and educators with an overview and understanding of the Personal Needs Profile (PNP), a document used for recording accessibility features for the PARCC assessments, and decision making processes related to the PNP. Objectives Through this overview educators will be able to understand: The purpose of the Personal Needs Profile (PNP) Indicators for use of accessibility features How to complete a Personal Needs Profile (PNP)

Basics of ELA and Math Assessments Test Content Louisiana will administer PARCC assessments for English language arts (ELA) and math to students in grades 3 to 8 in spring 2015. These will be the same test forms as those taken by students in districts and states across the country and will include the same questions field tested with nearly 50,000 Louisiana students during spring 2014. The test details were originally communicated in the assessment guides released last March. Minor improvements were made based on field test feedback. Test Dates Phase 1 (Performance-Based Assessment): March 16 to 20 Phase 2 (End-of-Year Assessment): May 4 to 8 Students will take only one session (called “units”) per day. Updates Paper administration only: PARCC will be given only on paper for 2014-2015. Educators have urged the Department to take a patient approach to technology implementation, allowing dedicated focus on the test’s content for 2015. In 2016, Louisiana will implement technology-based tests. One fewer EOY ELA passage with questions: Louisiana and other states have shortened the ELA test by removing one passage per grade level. These changes are included in the updated assessment guides. Louisiana Believes

Accessibility Features Accessibility Features are available to all students and increase access without subverting the purpose of the assessment. Some of these features must be predetermined and documented on IEP, IAP, LEP, or PNP forms. All forms for accommodations and accessibility features should be completed at least 30 days prior to the assessment window. Personal Needs Profile Form The Personal Needs Profile is a record of predetermined accessibility features to be used by a student on an assessment. Because Louisiana will be utilizing paper-based tests only and because IEP, IAP, and LEP forms were updated to include accessibility features, only students without IEP, IAP, or LEP forms require the completion of a PNP. The PNP form is available in the Assessment Library. Louisiana Believes

Agenda Purpose and Basics Determining Need for Support Completing the Personal Needs Profile (PNP)

Accessibility Features Accessibility Features are available to all students and increase access without subverting the purpose of the assessment. These should be used regularly in the classroom in order to be used for the state assessment. Some accessibility features require decisions and documentation for planning and reporting processes. The table below is a complete list of accessibility features on the paper-based tests. *Requires documentation on a PNP, IEP, IAP, or LEP form prior to the assessment window Accessibility Feature Auditory Aids (e.g., noise buffer, amplification)* Magnification Device* Small Group Testing* General Administration Directions Clarified Read Aloud for the Math Assessment (Text to Speech or Human Reader)* Specialized Furniture or Equipment* Individual Testing* Redirect Student to the Test Visual Aids* (e.g., line reader, color overlay) Louisiana Believes

Auditory Aids Indicator for Support: Easily distracted by classroom noises and movements Examples of use in the classroom: Student uses earplugs or ear buds on a regular basis during independent work Teacher plays quiet instrumental music on a regular basis in the classroom during independent work Examples of use on assessments: Use of earplugs or ear buds with no music streaming Quiet instrumental music (without lyrics) playing in the test environment

General Administration Directions Clarified Indicator for Support: Confused about the administrative directions and unclear on how to proceed with completing the assessment Examples of use in the classroom: Teacher gives directions in more than one way, rewords as necessary Examples of use on assessments: Repeating and rephrasing of the directions in order to clarify for a student *Only applies to the administration directions not to assessment items or responses

Small Group or Individual Testing Indicator for Support: Student is distracted to the point of being unable to complete the assessment in the regular classroom environment Student distracts other students in the regular classroom environment Examples of use in the classroom: Student regularly receives small group or individual instruction and testing Examples of use on assessments: Student is tested in a small group or individually for the duration of the assessment

Magnification Device Indicator for Support: Inability to see the text or illustrations used in print materials Examples of use in the classroom: Student regularly uses magnification devices to access print materials including assessments, assignments, and text Examples of use on assessments: Student uses a magnification device as needed on the paper-based assessment

Math Read Aloud Indicator for Support: Student reads below grade level Student’s reading ability interferes with the measurement of math standards Examples of use in the classroom: Student regularly receives read aloud of materials, assignments, and assessments in the math classroom and receives reading remediation Examples of use on assessments: Student receives read aloud of the entire math assessment *This cannot be a partial read aloud where the student only requests that certain words be read aloud by the test administrator.

Redirection to the Test Indicator for Support: Student is easily distracted from completion of the assessment Student loses focus during assignments and/or assessments Examples of use in the classroom: Student regularly receives redirection during independent work Examples of use on assessments: Test administrator redirects the student using visual or audible cues

Specialized Furniture or Equipment Indicator for Support: Student is easily frustrated during independent work Student fidgets during independent work Student is easily distracted by others Examples of use in the classroom: Student utilizes a stress ball or other device during independent work to focus attention or relieve frustration Student uses a carousel during independent work on a regular basis Examples of use on assessments: Student have access to the equipment or furniture for the entire assessment

Visual Aids Indicator for Support: Student is better able to engage in printed text by utilizing aids such as a line reader or color overlay Examples of use in the classroom: Student utilizes a line reader or color overlay on a regular basis to engage in printed text Examples of use on assessments: Student is given access to the line reader or color overlay for the entire assessment *Highlighters (yellow, non-carbon) are also available to any student but do not require a PNP

Agenda Purpose and Basics Determining Need for Support Completing the Personal Needs Profile (PNP)

Personal Needs Profile (PNP) The Personal Needs Profile is a record of predetermined accessibility features to be used by a student on an assessment. Because Louisiana will be utilizing paper-based tests only and because IEP, IAP, and LEP forms were updated to include accessibility features, only students without IEP, IAP, or LEP forms require the completion of a PNP. The PNP should be based on instructional observations and supports that have been found to increase access during instruction and assessment. The PNP form is available in the Assessment Library. School-level teams should use the PARCC Accessibility and Accommodations Manual for guidance in making selections for individual students.

Steps in Completion Step 1: Ensure that the accessibility feature is used in the classroom. Step 2: Gather evidence that the support increases access during instruction and assessments (observation and performance/assessment data). Step 3: Meet as a school level committee (teacher, parent, student, and other relevant stakeholders) to discuss accessibility features and create the PNP using the PARCC Accessibility and Accommodations Manual for guidance. The form is available in the Assessment Library. Step 4: Measure continued effectiveness of the accessibility features through classroom observation and performance data and adjust as needed.

Roles in Determining Accessibility District Leaders: Provide guidance on process and timelines for completing and maintaining records of PNPs Work with schools to ensure comparability so that students are being provided equal access across schools School leaders: Ensure completion of process and adherence to timelines Ensure maintenance of records Participate in SBLC decision-making process Teachers: Ensure usage of accessibility features in the classroom on a regular basis Gather evidence that the support increases access to instruction and results in student being better able to demonstrate their understanding of the content Monitor for continued effectiveness of accessibility features

The PNP Form Part I: Demographics The first part of the PNP form focuses on the student’s demographics as noted below: Component Description Name Student’s name as listed on records and test documents Student ID Number Student’s ID Number (SSN or Local ID) Grade Student’s current grade level Date of Birth Student’s date of birth District/LEA District/LEA of enrollment School School of enrollment

The PNP Form Part II: PARCC Administration Selection of accessibility features should be made based on individual student need. Not all accessibility features are included on the PNP, only those requiring predetermination for data or planning purposes. For a complete list of accessibility features, please see slide 7. Feature Indication for usage: Auditory Aid Student benefits from use of an auditory aid (e.g. noise buffer) Math Read Aloud Measure of student’s math ability may be impeded by deficiency in reading Individual or Small Group Testing Student may be distracted or distracts other students in a typical classroom setting Specialized Furniture or Equipment Student regularly uses specialized equipment or furniture (e.g. study carousel, or stress ball) Visual Aid Student benefits from use of a visual aid (e.g., line reader, color overlay, or magnification)

The PNP Form Part II: PARCC Administration This section asks for the evidence that supports the selection of the accessibility feature(s). Evidence may include observation and/or performance data from classroom instruction and assessment and should indicate that the selection increases access to instruction and assessment through regular usage. Example: Through classroom observation and assessment performance, it has been determined that the student is better able to express his math knowledge when the assessment is read aloud. The student’s inability to read and comprehend the text prevents accurate measurement of his math ability.

The PNP Form Part II: PARCC Administration This section asks for documentation about the different people involved in the decisions surrounding the use of accessibility features. The school level team might include the parent, teacher, administrator, student and other relevant stakeholders. Records of the selections should be maintained locally at either the school or district level. While not all signatures are required, PARCC encourages the involvement of all stakeholders in the PNP Process.

The PNP Form School Level Example #1 *This student would receive a line reader to use during his test. He will test in his regular testing section.

The PNP Form School Level Example #2 *This student, who does not have an IEP or IAP, would receive test read-aloud for math only. He will test with a read aloud group for the math session and return to his regular testing group for ELA.

Next Steps Louisiana Believes Task Key Dates Districts should: Ensure all PNPs are updated Ensure accessibility features are being used 30 days prior to the assessment windows Weekly PARCC Office Hours Background: Dedicated time to answer educator questions related to the PARCC assessments When: Held every Thursday at 11:00 a.m. and 3:00 p.m. Access: Join the PARCC Office Hours here. For more information, contact assessment@la.gov. Louisiana Believes