CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Accessibility and Accommodations for California Assessment of Student Performance and Progress (CAASPP): An Overview October 22, 2014 Shobhana Rishi, Ed.D. Education Programs Consultant Assessment Development and Administration Division Kristin Wright Education Programs Consultant Special Education Division Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress, 2014–15

TOM TORLAKSON State Superintendent of Public Instruction Today’s Overview Smarter Balanced Field Test Feedback Purpose and Importance of Assessment Accessibility Universal Tools, Designated Supports, and Accommodations 2014–15 Accessibility Highlights Recommended Seven Step Process Trainings and Webinars Resources and Information Questions and Answers 2

TOM TORLAKSON State Superintendent of Public Instruction 2014 Smarter Balanced Field Test Feedback Kudos to local educational agencies (LEAs) and schools. Overall, Field Test was positive, successful, and useful: –Most schools completed tests. –Testing was a multi-department effort. –LEAs reported it was useful and eased LEAs’ fears. –Practice and Training Tests were very helpful. 3

TOM TORLAKSON State Superintendent of Public Instruction 2014 Smarter Balanced Field Test Feedback (cont.) Lessons learned; issues to be addressed: –More timely information needed –More training for designated supports –More planning for accessibility and accommodations 4

TOM TORLAKSON State Superintendent of Public Instruction Purpose and Importance of Assessment Accessibility Equal opportunity to demonstrate learning –Access to CAASPP assessments –Access to instruction –Access to classroom assessments 5

TOM TORLAKSON State Superintendent of Public Instruction Purpose and Importance of Assessment Accessibility (cont.) Accuracy and validity of test results Standardization and consistency of test administration procedures across Consortium states through: –Alignment with Smarter Balanced policies –Alignment with California laws and regulations 6

TOM TORLAKSON State Superintendent of Public Instruction Universal Tools, Designated Supports and Accommodations New assessments, new access demands Embedded: Digitally delivered via online testing platform –Universal tools –Designated supports –Accommodations Non-embedded: Furnished by local school –Universal tools –Designated supports –Accommodations 7

TOM TORLAKSON State Superintendent of Public Instruction CAASPP Individualized Aids: Previously called Accessibility Supports, Unlisted accommodations Require IEP or Section 504 Plan Must request permission to use with the CAASPP Individualized Aid Request Form. COMING SOON 8 Universal Tools, Designated Supports and Accommodations (cont.)

TOM TORLAKSON State Superintendent of Public Instruction General guidelines for use of all accessibility features: –Student is familiar with the support(s) –Supports are same or similar to those used for instruction and classroom assessment –Student has multiple opportunities to practice in test environment 9 Universal Tools, Designated Supports and Accommodations (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Matrix One Training Webinar Trainings and Webinars (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Matrix One Crosswalk Trainings and Webinars (cont.)

TOM TORLAKSON State Superintendent of Public Instruction 12 Matrix One Training: Example UDA TRANSLATIONS (STACKED) Trainings and Webinars (cont.)

TOM TORLAKSON State Superintendent of Public Instruction 2014–15 Accessibility Highlights For students who have IEP or Section 504 plans SAMETeams meet to determine student needs and select accessibility resources that match student needs for use in classroom and for assessment. NEWOnline tests have different audio, visual, motor, and processing demands that must be considered in selecting accessibility resources. NEWAccessibility resources for the new Smarter Balanced assessments are new, and educators will require training on the functionality of the new accessibility features. 13

TOM TORLAKSON State Superintendent of Public Instruction 2014–15 Accessibility Highlights (cont.) For students who will benefit from the use of designated supports NEW Process is needed to determine which students will receive designated supports; a systematic process for consistency is recommended by Smarter Balanced. The process is to address such access needs as: Attention issues Reading challenges Language supports 14

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps 1.Designate key staff for roles and responsibilities in test administration related to student accessibility. 2.Provide information to parents and students early in the year; provide training to staff, as appropriate, for role in test administration. 3.Identify students who will benefit from designated supports and will need accommodations per IEP and 504 plans. 15

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 4. Assign designated supports and accommodations for all identified students who will require them. 5. Upload designated supports and accommodations into TOMS. 6. Perform a pre-administration check. 7. At time of test administration, confirm student has assigned accessibility support. 16

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 1.Designate key staff for roles and responsibilities in test administration related to student accessibility. –Have district or school accessibility team review all seven steps to assign specific roles to staff. –Make a plan (who, what, where, when, how) for all actions that must be addressed for each of the seven steps. 17

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 2.Provide information to parents and students early in the year; provide training to staff as appropriate for role in test administration. –Determine communications for parents. –Provide key information to staff: Process for identifying students Security agreements and affidavits Request form for Individualized Aid Process for checking for correct delivery of support 18

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 3.Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans. –Have existing IEP or Section 504 plans –Need IEP or Section 504 plans –Might benefit from designated supports English learners Students with attention difficulties Students with other needs –Remember inclusion of parents/guardians 19

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 4.Assign designated supports and accommodations for all identified students who will require them. –For students with IEP and Section 504 Plans: Update existing plans to align with selected accommodations and designated supports. –For students who will benefit from the use of designated supports: Use district wide process to identify students and assign designated supports –For both: Explore the use of supports during instruction and assessment. 20

TOM TORLAKSON State Superintendent of Public Instruction Designated Supports: LEA Implementation Webinar Identify student needs Match needs to available supports Evaluate effectiveness of supports Finalize support selections Access Interim Assessments Use supports at classroom level Use Practice Tests and Training Tests Enter supports into TOMS Access Summative Assessments Trainings and Webinars (cont.) Designated Supports: LEA Implementation

TOM TORLAKSON State Superintendent of Public Instruction California Individual Student Assessment Accessibility Profile (CA-ISAAP) Webinar 22 Educator-friendly Tool to facilitate selection of support Trainings and Webinars (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 5.Upload designated supports and accommodations into TOMS. –CAASPP Individual Assessment Accessibility Profile (CAASPP-ISAAP) Tool Teacher friendly! –Template Large districts may prefer this option –Manual entry in TOMS 23

TOM TORLAKSON State Superintendent of Public Instruction Student Settings in TOMS Webinar November 12, 2014 Three options: ISAAP upload to TOMS Manually assign settings in TOMS Template option (similar to Field Test) 24 Trainings and Webinars (cont.)

TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven Steps (cont.) 6.Perform a pre-administration check. −Schools use a consistent process 7.At time of test administration, confirm student has assigned accessibility support. –Develop procedure. –Provide training to test administrators and site coordinators. 25

TOM TORLAKSON State Superintendent of Public Instruction Trainings and Webinars Accessibility and Accommodations for CAASPP: An Overview Matrix One: 2014–15 Universal Tools, Designated Supports, and Accommodations Designated Supports: LEA Implementation CAASPP ISAAP Process and Tool Student Settings in Test Operations Management System (TOMS) 26

TOM TORLAKSON State Superintendent of Public Instruction Resources and Information Smarter Balanced Usability, Accessibility, and Accommodations Guidelines and FAQs – Practice Tests and Training Tests (to support student fluency with Universal Tools, Designated Supports, and Accommodations – 27

TOM TORLAKSON State Superintendent of Public Instruction Resources and Information (cont.) National Center on Educational Outcomes – mlhttp:// ml National Center on Accessible Instructional Materials – /allaboutaimhttp://aim.cast.org/learn/accessiblemedia /allaboutaim 28

TOM TORLAKSON State Superintendent of Public Instruction For Further Information California Assessment of Student Performance and Progress (CAASPP) Office California Assessment of Student Performance and Progress (CAASPP) Webpage 29