1. CMAS Accommodations Training ELA-L Math Science Social Studies December 7, 2015

2. Norms and Learning Goals This learning time is for you! Please turn off your email and place your cellphone on silence or vibrate Keep Table Conversations to a minimum Take a moment and write down one or two things you would like to learn today

3. Assessment Acronyms* CBT: Computer-Based Test DAC: District Assessment Coordinator ELA: English Language Arts ELA/L: English Language Arts/Literacy LEA: Local Education Agency (District) LTC: LEA Test Coordinator (DAC) PAnext: PearsonAccess next PBT: Paper-Based Test PII: Personally Identifiable Information SR/PNP: Student Registration/ Personal Needs Profile S/SS: Science and Social Studies STC:School Test Coordinator (STC = SAC) SAC: School Assessment Coordinator (SAC = STC) TCM: Test Coordinator Manual TAM: Test Administrator Manual TEM: Test Examiner Manual TTS:Text-to-Speech UAR: Unique Accommodations Request 3 *See handout for additional acronyms and definitions. handout

4. ...every student enrolled in a public school is required to take the state assessments administered pursuant to subsection (1) of this section at the student’s grade level, as determined by the enrolling local education provider. Adjustments to the testing conditions, test format, or test administration that provide equitable access during assessments for students with disabilities and students who are English learners. Why? 4 Assessment Accommodations C.R.S. 22-7-1006.3 (3) (a)

5. Accessibility for all students has increased All Students 5 Assessment Accommodations Administrative Considerations

7. Accommodations Adjustments to the testing conditions, test format, or test administration that provide equitable access during assessments for students with disabilities and students who are English learners. ◦ Assessment should not be the first occasion in which an accommodation is introduced to the student. ◦ To the extent possible, accommodations should:   provide equitable access during instruction and assessments;   mitigate the effects of a student’s disability;   not reduce learning or performance expectations;   not change the construct being assessed; and   not compromise the integrity or validity of the assessment.

8. 8 PearsonAccess next

9. PARCC English Language Arts and Mathematics: Purple Science and Social Studies: Green Unit (may have Sections within Unit)Section Scratch Paper (locally provided) Provide for all PBT and CBT Math District decision for CBT ELA/L Sending back is optional Scratch Paper (locally provided) Provide for all PBT District decision for CBT Must send back in secure envelopes Spanish Versions (Math Only) CBT Spanish Text CBT Spanish Text w/TTS PBT Spanish Text Spanish Versions CBT Spanish Text w/TTS PBT Spanish Text (MS/HS) PBT Bilingual Spanish/English Text (ES) Make-up Testing Units cannot be tested out of order, except for make-up testing Make-up Testing Sections cannot be tested out of order Comparisons between CMAS ELA/Math and S/SS 9

10. What’s New this Year? PARCC ELA and Math:Science and Social Studies: One Window (no PBA/EOY) Increased alignment to PARCC procedures and systems PBT in packs of 4; order 1-to-1 Grades 4+ PBT ELA and Math have test booklet and answer document Spanish Versions CBT Spanish Text w/TTS PBT Spanish Text (MS/HS) PBT Bilingual Spanish/English Text (ES) CSLA can replace grades 3 and 4 ELA for eligible students Spell check included in Text Editor Syncplicity PAnext – one login for all CMAS assessments; No seal codes Opening PBT packages 4 days prior to testing TestNav Updates TestNav Desktop App Text-Extractor and Hot-Text Update (no longer appears as highlighting) Highlighter and Text-to-Speech compatibility with Color Contrast Increased size of Text Editor response box Google Chrome not supported 10

11. Available on the CDE Website Resources for you refer to: 11 The Manuals Instructional Accommodations PARCC Accessibility Features and Accommodations PARCC Accessibility Features and Accommodations Colorado Science and Social Studies Supplement Colorado Science and Social Studies Supplement Dynamic Learning Maps Accessibility Manual ACCESS for ELLs 2.0 ® Accessibility and Accommodations Guidelines ACCESS for ELLs 2.0 ® Accessibility and Accommodations Guidelines

12. Manual will be reposted September 21 Access to the Manual

13. Accommodations Crosswalk State Accommodations Crosswalk 2015- 2016 State Accommodations Crosswalk 2015- 2016

14. 14 Administrative Considerations, Accessibility Features and Accommodations Administrative Considerations and Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations: – Students with Disabilities (SWD) – English Learners (EL) – English Learners with Disabilities

15. Administrative Considerations Adaptive and specialized equipment or furniture Frequent breaks (do not stop the clock) Noise buffers/headphones Small group testing Specified, separate, or alternate area or seating Time of day 15

16. Things to think about: Best interest of the student(s) Maintain test security Maintain standardized test environment Administrative Considerations

17. Features for All Students

18. Accessibility Features What are Accessibility Features? Tools or preferences that are either built into the assessment system or provided externally by test administrators. Accessibility features can be used by any student taking the PARCC/CMAS assessments (i.e., students with and without disabilities, gifted students, English learners, and English learners with disabilities). Not classified as accommodations. Students should have prior exposure to accessibility features. Intended to benefit a wide range of students

19. Accessibility Features for All Students These do NOT have to entered in advance in PearsonAccess next

20. Accessibility Features for All Students 20 Accessibility Features for All Students Computer-Based TestingPaper-Based Testing Audio AmplificationAuditory Aids Blank Paper Eliminate Answer ChoicesVisual Aids/Organizers Spell CheckExternal Spell Check Device Bookmark Items for ReviewVisual Aids/Organizers General Administration Directions Read Aloud, Repeated and Clarified as Needed Headphones or Noise Buffers Highlight ToolHighlighter Line Reader Masking Tool/RulerLine Reader (Straight Edge)

21. Accessibility Features for All Students 21 Accessibility Features for All Students Computer-Based TestingPaper-Based Testing Magnification/Enlargement DeviceMagnifying Glass or Enlargement Device NotePadScratch Paper Pop-Up GlossaryGlossary in Footnotes Redirect Student to Test Calculator (Math and Science) Calculator sections Calculator (Math and Science) Calculator sections

22. Accessibility Features Identified in Advance

23. A relatively small number of students will require additional accessibility features for their particular needs (e.g., changing the background or font color onscreen, or listening to text- to-speech for the mathematics assessments). Recent research suggests that providing too many tools onscreen may lead to ineffective use of the tools provided and/or an impact on a student’s test performance. Furthermore, the on-off controls for these features might distract some students if they were shown onscreen, or interfere with other features or accommodations. Therefore, some accessibility features will be selected ahead of time

24. Headphones PARCC ELA all students must have headphones for all Units. ◦ Not every unit has sound, but 1 unit for each student will ◦ Need to be prepared and adjust sound prior to each unit Text-to-Speech To be in a testing room with other students, headphones must be worn. Students may be tested separately if they are not able to wear headphones. 24

25. Accessibility Features that must be identified prior to testing Answer Masking Color Contrast* -- is now an accessibility feature for S/SS Human Reader or Human Signer for the Mathematics Assessments ASL Video for the Mathematics Assessments (CBT only) Text-to-Speech for Mathematics, Science and Social Studies Accessibility Features Identified in Advance 25 Note: These accessibility features must be identified in advance and enabled in PearsonAccess next through the User Interface or SR/PNP file for the computer- based administration, and prepared in advance for paper-based testing.

26. Accessibility Features Identified in Advance 26 Accessibility Features (for all Grades/Courses) Administration Guidelines Human Reader or Human Signer for the Mathematics Assessments Human Readers providing this accessibility feature must refer to Appendix B: Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics Assessments. For computer-based testing, the student must be tested in a separate or small group setting. The Human Reader for math must use the provided Computer-based Oral Script to read or sign the assessment. For paper-based testing, Test Administrator will receive two test booklets (one for TA & one for student). The Human Reader must use the provided Paper-based Oral Script to read or sign the assessment. This year an oral script is provided for math.

27. Accessibility Features Identified in Advance For Math, Science, and Social Studies, students may use Text-to-Speech if they use similar access strategies during every day instruction. ◦ Teacher Read Directions are not available. ◦ NOTE: ELA measures reading as well as literacy. Therefore, Text-to-Speech for ELA is a unique accommodation and is limited to a very small number of students who have been approved through the unique accommodation request process. 27 Text-to-Speech for Math, Science, and Social Studies

28. Accommodations

29. General Guidance: 29 Assessment Accommodations  In use at least 90 days prior to testing  Used regularly and with fidelity during classroom instruction  T HE ASSESSMENT IS NOT THE TIME TO BE LEARNING AN ACCOMMODATION  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 used only for assessments

30. 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  Example: Student with a concussion needs breaks 30

31. Emergency Accommodations A case where a student needs a new accommodation immediately due to unforeseen circumstances. Cases could include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses have broken; or a student returning from a serious or prolonged illness or injury. Emergency accommodation form must be completed and maintained in the district. Contact CDE if a student requires a paper-based administration. Refer to Appendix G of the PARCC Accessibility Features and Accommodations Manual online: Use of an Emergency Accommodation on a PARCC Assessment. Also use this form for Science and Social Studies. This will be identified in the Student’s Information through the User Interface. 31

32. 32 Accommodations for Students Accommodations for Students with Disabilities (SWD) – Presentation Accommodations – Response Accommodations – Timing and Scheduling Accommodations

33. Students With Disabilities – Presentation Accommodations 33 Presentation Accommodations for Students with Disabilities Assistive Technology Screen Reader Version for Mathematics* Refreshable Braille Display with Screen Reader Version for ELA/L* Braille Edition* Large Print Edition* Paper-Based Edition Closed-Captioning of Multimedia for ELA/Literacy Assessments *Transcription Guidelines in the S/SS Accommodations Supplement must be followed for ELA/math and S/SS.

34. Students With Disabilities – Presentation Accommodations 34 Presentation Accommodations for Students with Disabilities (cont.) Text-to-Speech for the ELA/Literacy Assessments, including items, response options, and passages * Screen Reader Version for ELA/Literacy, including items, response options, and passages * ASL Video for the ELA/Literacy Assessments, including items, response options, and passages * Human Reader/Human Signer for the ELA/Literacy Assessments, including items, response options, and passages * ASL Video for the Mathematics Assessments Human Signer for Test Directions Student Reads Assessment Aloud to Themselves *In CO, Unique Accommodation form required by December 15

35. Students With Disabilities – Response Accommodations 35 Response Accommodations for Students with Disabilities Assistive Technology Braille Note-taker or Writer Calculation Device and Mathematics Tools (on Calculator Sections of Mathematics Assessments) Calculation Device and Mathematics Tools (on Non-Calculator Sections of Mathematics Assessments*) Monitor Test Response *In CO, Unique Accommodation form required by December 15

36. Response Accommodations for Students with Disabilities (cont.) ELA/Literacy Selected Response Speech-to-Text ELA/Literacy Selected Response Human Scribe ELA/Literacy Selected Response Human Signer ELA/Literacy Selected Response External Assistive Technology Device ELA/Literacy Constructed Response Speech-to-Text * ELA/Literacy Constructed Response Human Scribe * ELA/Literacy Constructed Response Human Signer * ELA/Literacy Constructed Response Assistive Technology Device * Students With Disabilities – Response Accommodations 36 *In CO, Unique Accommodation form required by December 15

37. Response Accommodations for Students with Disabilities (cont.) Response Speech-to-Text Response Human Scribe Response Human Signer Response Assistive Technology Device Word Prediction External Device Monitor Test Response Students With Disabilities – Response Accommodations 37

38. Students With Disabilities – Timing and Scheduling Accommodations 38 Timing and Scheduling Accommodations for Students with Disabilities Extended Time Extended Time (ET) All Content Areas New test design does not have 1.5 time built into it. Must be in a separate room If students need frequent breaks and have ET, they can have until the end of the school day to complete a single unit. Strongly suggest that districts provide additional guidance. Students should not work on an assessment unit all day. Time-and-a-half is included in the Science and Social Studies section testing time. Students who need extended time accommodations beyond time-and-a-half should take the assessment in a separate setting.

39. Response Accommodations for Students with Disabilities (cont.) Response Speech-to-Text Response Human Scribe Response Human Signer Response Assistive Technology Device Word Prediction External Device Monitor Test Response Students With Disabilities – Response Accommodations 39

40. Accommodations for English Learners 40 Accommodations for English Learners Extended Time Word-to-Word Dictionary (English/Native Language) Mathematics Response Speech-to-Text Mathematics Response Human Scribe General Administration Directions Read Aloud, Repeated and Clarified in Student’s Native Language (by Test Administrator) Spanish Text-to-Speech for Mathematics, Science and Social Studies Online Translation of Mathematics in Spanish (or other translated languages) Online Translation of Science and Social Studies in languages other than English or Spanish

41. Accommodations for English Learners 41 Accommodations for English Learners (Cont.) Paper-Based Edition of the Mathematics, Science and Social Studies Assessments in Spanish Large Print Edition of the Mathematics Assessments in Spanish Text-to-Speech for the Mathematics Assessments and Science and Social Studies in Spanish Human Reader (Oral Script) for the Mathematics Assessments in Spanish (or other translated language as needed) CSLA Paper-Based and Large Print Spanish Oral Script (Paper)

42. Spanish Language Arts Accommodated Form The CSLA is a paper/pencil Language Arts accommodated form available for eligible 3 rd and 4 th grade students. This Spanish form is administered in place of PARCC ELA. Large print available These students will still take PARCC Math. Enter “CSLA” in State Field 12 on current student ELA record. http://www.cde.state.co.us/assessment/csla 42

43. Transcription Guidelines 43 Transcription Paper-based and Computer-based: At least two persons must be present during any transcription of student responses. The student’s responses must be transcribed verbatim into the Test Booklet/Answer Document or TestNav. – Note for braille transcription: Only a braille certified Test Administrator may transcribe student’s responses. CBT: Submit the unit once all items have been transcribed. After transcription, shred any responses made from an assistive technology device.

44. Unique Accommodation Requests Submitted by December 15 Unique accommodations must be approved by CDE. Includes any accommodations not listed in the AF&A Manual. A unique accommodation request is required for: Oral presentation of the English language arts/Literacy assessment (e.g., text-to-speech, ASL, human reader) Calculation device, including math manipulatives, on the non- calculator portion of the mathematics assessment Scribing, including speech-to-text, on the constructed response portions of the English language arts assessment UAR resources: http://www.cde.state.co.us/assessment/uniqaccomreqinstructi ons http://www.cde.state.co.us/assessment/uniqaccomreqinstructi ons http://www.cde.state.co.us/assessment/uniqueaccomrequestfor m http://www.cde.state.co.us/assessment/uniqueaccomrequestfor m 44

45. 45 Unique Accommodation Requests Submit on proper COLORADO UAR form All requests need to be submitted to Kim Patten, so the request can forward to CDE for approval. Include a completed guidance document ◦ Instructions page does not need to be included Kim Patten will send an Excel list to CDE with all submitted requests If you have not already completed this step, I absolutely need to have this no later than December 11, 2015!

46. Personal Needs Profile: PNP What is a Personal Needs Profile (PNP)? The PNP is a collection of student information regarding a student’s testing condition, materials, or accessibility features and accommodations that are needed to take a PARCC assessment. Why Collect Student Information Prior to the Assessment? Prior to the assessment, the following student information should be collected so students receive the appropriate accessibility features and accommodations on testing day: 1. Embedded accessibility features in the TestNav 8 online platform that need to be enabled for students during administration (e.g., color contrast [background/font color], text-to-speech for mathematics, etc.) 2. Embedded accommodations in the TestNav 8 online platform that need to be enabled for students during administration (e.g., ASL, closed captioning, text-to-speech for ELA/literacy, etc.) 3. Externally-provided accessibility features identified in advance, and accommodations for students with disabilities and English learners 4. Hard copy accommodated forms that require advance shipping (braille edition, paper-based edition, large print edition, etc.)

47. Process for Collecting PNP Information For students with disabilities, the IEP team or 504 plan coordinator will collect information to populate the student’s PNP. For English learners, the educators responsible for selecting accommodations (or an English learner team, if available) will identify which accessibility features and accommodations should be identified in the student’s PNP. For English learners with disabilities, the IEP team (which includes an adult familiar with the language needs of the student) or 504 plan coordinator will make decisions about which features and accommodations should be identified in the PNP. For students without disabilities, and who are not English learners, decisions about which accessibility features identified in advance (if any and if allowed) will be included in the student’s PNP will be made based on the student’s education-related needs and preferences by an informal team, which may include the: ◦ a. Student (as appropriate); ◦ b. Parent/guardian; and ◦ c. Student’s primary educator in the subject of the assessment.

48. Keeping track and organizing Simple list of student names and accessibility features and accommodations students will use: NameSASI ID Accessibility to mark in advance for Science Accommodation Science Accessibility features to mark in advance for Social Studies Accommodation Social Studies

49. AF&A and SR/PNP - Training 49 https://parcc.tms.pearson.com http://www.cde.state.co.us/assessment/trainings http://www.cde.state.co.us/assessment/guidancereadingaccom http://www.cde.state.co.us/assessment/guidancescribeaccom-0 http://www.cde.state.co.us/assessment/guidancecalculatoraccom

50. NEXT STEPS: November – December Create a list of students who require accommodations and accessibility features that must be identified in advance (e.g., large print, braille, oral presentation, Spanish accommodations, text-to-speech, color contrast) Notify Kim Patten of any Unique Accommodation Requests immediately

51. UNIQUE ACCOMMODATION REQUESTS 51

52. January 11 - 22  Confirm student registration in PearsonAccess next against current district enrollment  http://www.cde.state.co.us/assessment/newassess-parcc http://www.cde.state.co.us/assessment/newassess-parcc  http://www.cde.state.co.us/assessment/newassess-sum http://www.cde.state.co.us/assessment/newassess-sum  View applicable training modules at http://parcc.pearson.com/tms. http://parcc.pearson.com/tms  Register missing and new students  Delete incorrect test assignments (e.g., math grades 7-9) and add the correct assignment  Delete withdrawn students  Add accommodations and accessibility features that must be identified in advance based on information collected from November – December  This information is used to automatically generate PBT labels and initial materials shipment  If Class is included for PBT, then labels will be sorted by Class 52 handout

53. PNP Work Sessions(optional) Jan 12, 2016- 1:30-4:00 Jan 15, 2016- 1:00-4:00 Jan 22, 2016- 8:00-11:00 All Sessions will be at PLCC

54. February -March Prior to the Assessment Window

55. Student Readiness Student tutorials and practice materials are available. ◦ Tutorial walks through all item types. During testing, TAs will not be able to help students with navigation within TestNav. ◦ Not able to help with how to answer a question. ◦ Not able to show how to go to the next question or the review screen. ◦ Not able to assist with drag and drop or other technology enhanced items. ◦ Not able to tell how to change from radians to degrees. Strongly recommended that students have access and practice prior to testing. 55

56. Prior Access for Accommodations PARCC - Human Reader or Signer (Oral Script) ◦ Math will have oral scripts available (will follow audio guidelines) ◦ ELA and CSLA require a unique accommodation ◦ Prior to materials arriving – review and understand the audio guidelines ◦ Review the text-to-speech tutorial so that the audio guidelines are understood and are used when presenting test content orally to a student ◦ Two days prior to testing, a TA may have supervised access to the assessment to determine how to apply the audio guidelines.  The TA must check the materials in and out each day Science and Social Studies ◦ PBT English and Spanish oral scripts 24 hours prior to testing ◦ CBT and PBT translated oral scripts, including Signed presentation, 5 days prior to testing ◦ Teacher Notes for braille assessment 24 hours  May verify the correct form has been received upon shipment arrival 56

57. Reflection Review what your goals were from today’s session: ◦ Did your questions get answered? ◦ What questions do you still have?