1. 2016 Teacher Leader Summit: Increased Access and Online Testing June 1–June 3, 2016

2. Increased Access and Online Testing Louisiana Believes Objectives Identify how the use of accessibility features and accommodations increase student access to materials in class and online Make accessibility and accommodation decisions based on student needs in order to increase access to instructional materials through the year Determine how to align what a student needs to actions and instructional decisions throughout the year and during testing Create a plan for how and with whom to share this information

3. How often students use a computer, tablet, or other technology daily A survey was given to 2,548 students to gather the data within the chart. The following table shows the percentage of students who utilize a computer, tablet, or other technology in class daily. 8% 35% 5% 50%

4. Accessibility Features Other Than Math Read Aloud A survey was given to 2,548 students to gather the data within the chart. The following table shows the percentage of students who utilized the selected accessibility features on the LEAP assessments in April of 2016. *Other- includes flagging and crossing off answers 21% 28% 6% 31% 26% 61% 21% 18%

5. Students are able to click and drag, click, and utilize other methods of demonstrating content knowledge. System Features: Technology-Enhanced Items

6. Writing tools are similar to what students would be using in word processing software. System Features: Writing Tools

7. Students may highlight within passages, strike through to eliminate answers and use sticky notes to annotate within the system. System Features: Highlighter, Strikethrough, Sticky Note

8. Basic and scientific calculators are available as appropriate by grade level. System Features: Grade Appropriate Calculators

9. Rulers and protractors are available within the system and can be manipulated as needed by the student. System Features: Ruler and Protractor

10. Text-to-Speech with visual tracking and audio controls for meeting the needs of students with read aloud accommodations (or math accessibility). Accommodations and Accessibility: Text-to-Speech

11. Font and background color combinations are available and can be adjusted at the student level. Accommodations and Accessibility: Color Overlays

12. A line guide is available for students to use in visually tracking their reading on the screen. Accommodations and Accessibility: Line Guide

13. Masking tools can isolate text and can be used by students to focus on particular portions of the screen, reducing distractions. Accommodations and Accessibility: Masking Tools

14. Items are available in standard vies, 1.5x magnification, and 2.0x magnification. Accommodations and Accessibility: Magnifier/Variable Zoom

15. Accessibility Features Other Than Math Read Aloud The table below lists accessibility features all students can use when taking the LEAP in April 2016. These features can be practiced throughout the year whether using paper or computers Insight Platform FeatureClassroom (paper)Classroom (computer) Color Overlay Color filter or colored paperFont color or page color Contrasting/Reverse ColorColor filter or colored paper Font color or page color Equation BuilderWriting equations out Type equations Flag/Mark for ReviewMark or fold page Use marking tools on pdfs Masking ToolsPaper maskingCreate a shape to move as a mask Highlighter Highlight on electronic documents Line GuideLine guide or line reader Create a shape to move as a line reference MagnificationEnlarged font or magnification deviceEnlarge test or what is seen on screen Measuring Tools (ruler, protractor) Measurement tools Apps or software Sticky Notes Sticky notes or scratch paper or annotating Onscreen sticky notes StrikethroughCross off answersMark up electronic documents Writing Formatting ToolsWritingWord processing tools

16. Accessibility Feature Findings 2015-2016 Louisiana Believes Accessibility Feature Used Online Highlighter, Color Overlay, Answer Elimination, Masking, and Enlarged Text 2015-2016 ReflectionsThe majority of the students used the strikethrough tool to eliminate answer choices. Several flagged items they wanted to return to. Others highlighted text within the passage in order to refer back to the information quickly. What does this tell us?Students are using these learning and test taking strategies within the classroom and it is transferring to tests inside and outside of the classroom. Looking forward in the classroom PaperComputer Highlighter Color filter Cross off answers Paper masking Enlarged font Use highlighter tool on PDFs Change font or background color Use cross off tool on PDF or in Word Create a moveable shape to act as a mask Zoom in or use larger font OTT Practice Test Operational Test Classroom

17. Accessibility Feature Findings 2015-2016 Louisiana Believes Accessibility Feature UsedMath Read Aloud 2014-2015 Reflections45% of students who had the math read aloud selected on their PNP, met or exceeded their student transitional growth target.PNP What does this tell us?Although it is difficult to draw conclusions given the lack of baseline data, these data suggest that this accessibility feature may have helped students demonstrate their knowledge. Looking forward in the classroom PaperComputer Human Reader Text-to-Speech Recorded Voice Text-to-Speech Recorded Voice OTT Practice Test Operational Test Classroom

18. Accessibility Feature Findings 2015-2016 Louisiana Believes OTT Practice Test Operational Test Classroom Accessibility Feature UsedLEP Spanish Math Form 2014-2015 Reflections29% of the ELL students who took the test, not in Spanish form, met or exceeded their student transitional growth target. 50% of the ELL students who took the test, in Spanish form, met or exceeded their student transitional growth target. What does this tell us?LEP students who used the Spanish form showed better progress toward meeting their academic goals. Looking forward in the classroom PaperComputer FreeTranslation.com Google Translate iTranslate App Google Translate App

19. Accessibility Features Are… Louisiana Believes Discussion Point: Who can use accessibility features?

20. Accessibility Features… Louisiana Believes Are assessment supports available to all students to individualize the testing experience and increase access (e.g highlighter, masking, color overlay, small group, individual, and math read aloud) Are based on instructional observations and supports that have been found to increase access during instruction and assessment Should be adjusted as needed Must be documented on a Personal Needs Profile (PNP) at least 30 calendar days prior to test administration and kept at the school level Should NOT be the same for all students Should NOT be used without parental approval Should NOT be used only during testing Are NOT a path to lowering the expectations for what students learn Do NOT change what students are taught or tested on

21. 2016-2017 Personal Needs Profile (PNP) Louisiana Believes The 2016-2017 PNP can now be accessed within the Assessment Library.PNPAssessment Library

22. 2016-2017 Limited English Proficient Form (LEP) Louisiana Believes The 2016-2017 LEP can be accessed within the Assessment Library.LEPAssessment Library Note: No changes have been made

23. 2016-2017 Individual Accommodation Plan (IAP) Louisiana Believes The 2016-2017 IAP can now be accessed within the Assessment Library.IAPAssessment Library Updates Social Studies section includes computer based accessibility and accommodations Added drop down boxes within the pdf form Human reader, text-to-speech, and recorded voice incorporated within test read aloud

24. 2016-2017 Individualized Education Program (IEP) Louisiana Believes The 2016-2017 IEP can now be accessed within the SER. Updates Social Studies section includes computer based accessibility and accommodations Human reader, text-to-speech, and recorded voice incorporated within test read aloud Unique Accommodation Form must be submitted and approved for a paper version of tests. Unique Accommodation

25. Accommodations Are… Louisiana Believes Discussion Point: Who can use accommodations?

26. Accommodations Louisiana Believes Give students with disabilities an equal opportunity in assessment (e.g. if a student has trouble with writing legibly, a teacher might accept spoken responses. This doesn’t change the test the student is taking. It changes the way the student demonstrates what he/she knows.) Include a change in test setting, timing, scheduling, presentation format, and/or method of response to the assessment Are used by students with disabilities who need test accommodations to provide a valid and accurate measure of their abilities Should be adjusted as needed Must be documented on a IEP, IAP, or LEP at least 30 calendar days prior to test administration and kept at the school level

27. Accommodations Louisiana Believes Do NOT give students with disabilities an unfair advantage over other students Do NOT subvert or invalidate the purpose of the tests Do NOT lower the expectations for what kids learn Do NOT change what kids are taught or tested on

28. Classroom and Assessment Align Louisiana Believes Test accommodations should not be different from or in addition to the accommodations provided in the classroom during instruction and assessment, as indicated on the student’s IEP or Section 504 plan. According to the 1997 amendments to the Individuals with Disabilities Education Act (IDEA), accommodations for administration of general state- and district-wide assessments must be based on each student’s needs as documented in the student’s Individualized Education Program (IEP). If an accommodation is not provided in regular instruction or assessment, even though it is an indicated accommodation, it would be inappropriate to provide that accommodation during testing; even though it might improve the student’s score on the assessment. For example, if the student does not use a calculator in regular classroom instruction and assessment, then a calculator would not be appropriate as a test accommodation.

29. Steps in Decision-Making Engaging in the accessibility and accommodations determinations Step 1: Ensure that the accessibility and accommodations are used in the classroom. Step 2: Gather evidence that the supports increased access during instruction and assessments (observation and performance/assessment data). Step 3: Meet as a team (teacher, parent, student, and other relevant stakeholders) to discuss accessibility and accommodations and create the plan of support using the LEAP Accessibility and Accommodations Manual for guidance.LEAP Accessibility and Accommodations Manual Step 4: Measure continued effectiveness of the accessibility and accommodations through classroom observation and performance data and adjust as needed.

30. Roles in Determining Accessibility and Accommodations District Leaders – Provide guidance on process and timelines for completion based on guidance in Appendix C of the LEAP Accessibility and Accommodations ManualLEAP Accessibility and Accommodations Manual – Work with schools to ensure comparability – Ensure appropriate evidence and documentation are used in decision making process School leaders – Ensure completion of process and adherence to timelines – Participate in IEP/IAP team decision-making process based on guidance in Appendix C of the LEAP Accessibility and Accommodations ManualLEAP Accessibility and Accommodations Manual – Use appropriate evidence and documentation in decision-making process Teachers – Ensure usage of accommodations in the classroom on a regular basis – Use appropriate evidence and documentation in decision-making process – Gather evidence that the support increases access to instruction and results in student being better able to demonstrate their understanding of the content – Participate in IEP/IAP team decision making process based on guidance in Appendix C of the LEAP Accessibility and Accommodations ManualLEAP Accessibility and Accommodations Manual – Monitor for continued effectiveness of accommodation

31. ELA Read Aloud Criteria Prior to 2014-2015 – Grades 3–8 tests were less integrated and students answered questions based on more discrete skills like writing, research, reading, and language – All sections except for Reading Comprehension to be read aloud to students with this accommodation (NOTE: This is still an accommodation available for high school assessments—EOC, GEE, and LAA 2.) Starting in 2014-2015 – Grades 3–8 ELA tests became more integrated – Assess reading, writing, and language through a series of tasks or passage sets – The ELA read aloud accommodation applies to the entire ELA assessment small population of students who meet the ELA Reading Criteria NOTE: Math, science, and social studies do not have a specific criteria to be read aloud. This would be an IEP/IAP/LEP team discussion.

32. 32 Louisiana Believes Read Aloud on the ELA assessment Includes read aloud of the entire ELA assessment Will be noted on student performance reports Is available to students with IEP and IAP accommodations that meet the following criteria: – Blindness or a visual impairment and has not learned (or is unable to use) braille – A disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text) – Deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation *See the LEAP Accessibility and Accommodations Manual for more information.LEAP Accessibility and Accommodations Manual for more information Grades 3–8 ELA Read Aloud

33. Read Aloud Accommodations Louisiana Believes Online Accommodation Grades 3–8 Available 2015-2016Available 2016-2017 Text-to-Speech EnglishXX Text-to-Speech SpanishNEW Paper Accommodation Grades 3–4 Available 2015-2016Available 2016-2017 Text-to-Speech: EnglishXX Text-to-Speech: SpanishXX Human Reader MP3: EnglishXX Human Reader MP3: SpanishXX *The files above are specific to the paper assessment and can not be used in conjunction with the online test.

34. Determining Eligibility In determining the appropriateness of the ELA read aloud accommodation, the following should be considered: The IEP team must use the evaluation results to determine that the student’s disability precludes or severely limits the student’s ability to gain meaning from written language. The IEP team should also determine if a learning disability exists in the area of reading, which includes decoding, comprehension, or fluency. There must be documentation of the following: remedial reading services student’s current reading skills IEP or instructional goals related to reading development response to intervention (RTI) model and outcomes such as the use of research or evidence-based interventions aids and/or services provided to the student to support reading instruction

35. Decisions Based on Student Needs Case Study 1: Read Aloud Louisiana Believes Matthew is a fourth-grade student with a specific learning disability in reading and has received read aloud as an accommodation on state assessments as recorded on his IEP. The disability prevents Matthew from being able to engage in printed text. He has been included in the RTI process at his local school and is receiving reading remediation daily. Matthew regularly receives read aloud as an accommodation in the classroom and uses audio files in place of much of the printed text.

36. Decisions Based on Student Needs Case Study 1: Read Aloud Louisiana Believes Matthew is a fourth-grade student with a specific learning disability in reading and has received read aloud as an accommodation on state assessments as recorded on his IEP. The disability prevents Matthew from being able to engage in printed text. He has been included in the RTI process at his local school and is receiving reading remediation daily. Matthew regularly receives read aloud as an accommodation in the classroom and uses audio files in place of much of the printed text. In evaluating the evidence available, the school level team determines that because Matthew has a disability that severely impacts his ability to read and comprehend printed text as determined by reading assessments, has been involved in the school RTI process, is currently receiving reading remediation, and has IEP goals related to reading development, he is eligible for the ELA read aloud accommodation on state assessments. The school-level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed.

37. Decisions Based on Student Needs Case Study 2: Read Aloud Sarah is a seventh-grade student with ADHD tendencies and has received read aloud as an accommodation on state assessments as recorded on her IAP for 3 years. She does not have a reading disability, but the IAP team has found that read aloud results in Sarah being less distracted by movement and noises in the classroom setting.

38. In evaluating the evidence available, the school level team determines that because Sarah does not have a reading disability and is not receiving reading remediation, she is not eligible for ELA read aloud as an accommodation on the state assessment. However, they also determine that she would benefit from other support including using a noise buffer (ear buds or earplugs) and by being redirected by the test administrator when distracted. The school level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed. Decisions Based on Student Needs Case Study 2: Read Aloud

39. Decisions Based on Student Needs Case Study 3: Read Aloud Tim is a seventh-grade student with ADD and receives small group testing as an accommodation for classroom and state assessments as recorded on his IAP. Tim’s condition prevents him from remaining focused in the regular classroom. He attends bi- weekly counseling sessions at his local school and is under the care of a medical professional for ADD. Tim regularly receives small group instructional as an accommodation in the classroom and reports to a small group testing room for all classroom tests and quizzes.

40. In evaluating the evidence available, the school level team determines that because Tim has been evaluated by and is under the care of a medical professional for ADD, receives bi- weekly counseling at his local school to help him learn techniques to improve his ability to focus while in a larger group, and has an evaluation indicating ADD with the inability to remain focused in a large group, Tim is eligible for the accommodation of small group testing for state assessments. The school level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed. Decisions Based on Student Needs Case Study 3: Read Aloud

41. Decisions Based on Student Needs Case Study 4: Read Aloud Davonte is a sixth-grade student who has a severe visual impairment. He used to be able to read independently, but his sight has been declining at a rapid rate. For the past several months he has been working toward learning Braille. However, he has still not become fluent in Braille and is currently unable to access large print using a magnifier.

42. In evaluating the evidence available, the school level team determines that in order for Davonte to access to the test at this time, he will receive the accommodation of test read aloud in ELA and all other subjects. The school level team determines that Davonte will have a goal on his IEP that targets progressing in the area of reading Braille. He will continue to work on his Braille reading in class to work toward becoming an independent tester in the future. Decisions Based on Student Needs Case Study 4: Read Aloud

43. Decisions Based on Student Needs Case Study 5: Read Aloud Kayla is a fourth-grade student who is blind. Through the years she has worked hard to learn to read Braille. Kayla takes works hard and takes her time tests, which is typically longer than the time given. She also gets frustrated with extraneous noise.

44. In evaluating the evidence available, the school level team determines that in order for Kayla to access the test, the accommodation that would best fit her needs would be using a Braille Reader or take the Braille form of the test in all subjects. It was also decided that Kayla would benefit from extended time and the use of noise buffers. Decisions Based on Student Needs Case Study 5: Read Aloud

45. Decisions Based on Student Needs Case Study 6: Read Aloud James is a third-grade student who lost most of his hearing prior to starting kindergarten. Because he was unable to hear the speech of others when growing up, he has a speech and language deficit. These deficits have increasingly caused him to struggle when trying to access text. He has learned sign language and works closely with his interpreter within his classes.

46. Decisions Based on Student Needs Case Study 6: Read Aloud James is a third-grade student who lost most of his hearing prior to starting kindergarten. Because he was unable to hear the speech of others when growing up, he has a speech and language deficit. These deficits have increasingly caused him to struggle when trying to access text. He has learned sign language and works closely with his interpreter within his classes. In evaluating the evidence available, the school level team determines that because James has a significant deficit in speech and language that also prevents him from accessing text, he is eligible for the human signer accommodation on state assessments, as well as the other subjects. The school level team records the appropriate accessibility and accommodations and continues to work on his language and reading deficits in and out of the regular education classroom. Based on ongoing classroom assessment and observation, appropriate changes will be made if needed.

47. 47 Louisiana Believes Who can benefit from small-group testing? Student who acts out Student who is overwhelmed in larger groups Student who needs more attention to ensure work is being completed What does this mean for transitioning to online assessments? Students who are using headphones to listen to audio may not need to be in a small group setting. Determine if student still needs small group when they are working from a computer. NOTE: Students who have read aloud or the extended time should not automatically be placed in small groups. *See the LEAP Accessibility and Accommodations Manual for more information.LEAP Accessibility and Accommodations Manual for more information Small-Group Testing

48. Decisions Based on Student Needs Case Study 7: Small Group Tameka is an eighth-grade student with an anxiety disorder and has small-group testing as an accommodation on state assessments as recorded on her IAP for 3 years, but she has not received the accommodation on regular basis. She is currently passing all of her courses, but her teachers report that she will perform better on the state test if she has small-group testing for state assessments.

49. Tameka is an eighth-grade student with an anxiety disorder and has Small Group Testing as an accommodation on state assessments as recorded on her IAP for 3 years, but she has not received the accommodation on regular basis. She is currently passing all of her courses, but her teachers report that she will perform better on the state test if she has small-group testing for state assessments. In evaluating the evidence presented, the school level team determines that because Tameka is not receiving small-group testing on a regular basis, she is not eligible for small-group testing as an accommodation on state assessments. However, they also determine that she could benefit from a partisan around her desk to narrow her field of vision to only her testing area. The use of noise buffers may reduce her stress levels. The school level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed. Decisions Based on Student Needs Case Study 7: Small Group

50. Paper-Based Tests: For students whose IEP or IAP dictate, they may be provided a hand-held calculator during the non-calculator and calculator sessions of the test. Computer-Based Tests: For all calculator sessions of the test during the online test, students will have access to the online calculator. For students whose IEP or IAP dictate, they should be provided a hand-held calculator during the non-calculator sessions of the test. 50 Grade LevelNon-accommodated StudentsAccommodated Students (Entire Math Assessment) Grades 3–5  No calculator usage allowed  Four function calculators with only percent and square root Grades 6–7  Four function calculators with only percent and square root  For the calculator portion of the assessment  Four function calculators with only percent and square root Grade 8  Scientific calculators  For the calculator portion of the assessment  Four function calculators with only percent and square root  Scientific calculators Decisions Based on Student Needs Calculator

51. Decisions Based on Student Needs Case Study 8: Calculator Jasmine is a ninth-grade student with dyslexia and has been allowed to use calculator accommodation on state assessments as recorded on his IEP. The disability prevents Jasmine from being able to do math calculations mentally or with pencil and paper. She has been included in the RTI process at her local school and is receiving math remediation daily. Jasmine regularly receives calculator use as an accommodation in the classroom and utilizes a hand-held calculator on all tests and quizzes.

52. In evaluating the evidence available, the school level team determines that because Jasmine has a disability that severely impacts her ability to math calculations as indicated on math assessments, has been involved in the school RTI process, is currently receiving math remediation, and has IEP goals related to math calculation development, she is eligible for the calculator on state assessments. The school level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed. Decisions Based on Student Needs Case Study 8: Calculator

53. Decisions Based on Student Needs Case Study 9: Calculator Carlos is a tenth-grade student with a behavior disorder and has an accommodation for the use of a calculator on state assessments as recorded on his IAP. Carlos does all math calculations in the classroom and on tests mentally or by pencil and paper. Carlos currently has an 89% average in his Geometry course.

54. In evaluating the evidence available, the school level team determines that Carlos does not have a disability that severely impacts her ability to math calculations as indicated on math assessments and does not use a calculator on a regular basis even though he is provided one, he is not eligible for the calculator on state assessments. The school level team records the appropriate accessibility and accommodations, plans to determine the effectiveness of the supports through classroom assessment and observation, and make appropriate changes if needed. Decisions Based on Student Needs Case Study 9: Calculator

55. Decisions Based on Student Needs LEP: Directions in Native Language LEP students may be provided written general administration directions on statewide assessments as indicated on the LEP or IAP for the following languages: Arabic, Cantonese, Mandarin, French, Spanish, Urdu, Vietnamese Paper-Based Test A Math Spanish Kurzweil CD and a Human Reader Script are available for student testing with a paper-based test and require that their math Spanish test be read aloud. Directions in Native Language May be printed and given to students May be printed and read aloud by the TA to the students May be recorded by a native speaker and used by the TA on testing day

56. Decisions Based on Student Needs Recorded vs Transferred Answers AccommodationArea of NeedProcess Answers RecordedStudent is physically unable to write A student verbally states and answer and that answer is recorded (written) directly into the test book on a paper-based assessment or typed in to the answer section of a computer- based assessment. Responses must be transcribed verbatim in an answer document. Transferred AnswersStudent does not have legible hand writing and uses a typing device A student records answers on to one document and those answers are then transferred to the answer document to be scored. Responses must be transferred exactly as the student has written in an answer document.

57. 57 Louisiana Believes Who can benefit from extended time? Students who routinely need more time than is offered Extended time provides students with more time to: Process written text (e.g. for a student who processes information slowly or has a human reader) Write (e.g. for a student with limited dexterity) Use other accommodations or augmentative devices (e.g. assistive technology, audio materials, or a scribe) Take more frequent breaks *See the LEAP Accessibility and Accommodations Manual for more information.LEAP Accessibility and Accommodations Manual for more information. Extended Time

58. From Classroom to Assessment Louisiana Believes AccommodationIn the Classroom Text-to-SpeechKurzweil Read and Write Gold Read and Write Google Recorded VoiceAudacity Transferred AnswersStudent uses computer to type responses and prints it Answers RecordedTA writes or types the student response Large PrintEnlarge text to print on larger paper or on the computer screen

59. From Classroom to Assessment Louisiana Believes AccommodationPaperOnline Text-to-SpeechOrder the Kurzweil text-to-speech files using the additional materials ordering system within eDIRECT *A pdf may be ordered for those who do not use Kurzweil Within the eDIRECT System, “text-to- speech” should be checked within the student’s profile *If this is not clicked, the accommodation will not be turned on Recorded VoiceOrder the Kurzweil text-to-speech files using the additional materials ordering system within eDIRECT Not Applicable Transferred AnswersStudent types response, TA prints outNot needed for online assessment as students are able to type Answers RecordedTA writes what the student saysTA types and selects what the student says Human ReaderTA reads the entire selected assessment aloud Not Applicable

60. Multiplication Charts Louisiana Believes

61. Multiplication Charts Louisiana Believes Yes

62. Multiplication Charts Louisiana Believes

63. Multiplication Charts Louisiana Believes No

64. Multiplication Charts Louisiana Believes

65. Multiplication Charts Louisiana Believes No

66. Multiplication Charts Louisiana Believes

67. Multiplication Charts Louisiana Believes No

68. Hundreds Chart Louisiana Believes

69. Hundreds Chart Louisiana Believes No

70. Hundreds Chart Louisiana Believes

71. Hundreds Chart Louisiana Believes Yes

72. Hundreds Chart Louisiana Believes

73. Hundreds Chart Louisiana Believes No

74. Number Line Louisiana Believes

75. Number Line Louisiana Believes Yes

76. Number Line Louisiana Believes

77. Number Line Louisiana Believes Yes

78. Number Line Louisiana Believes

79. Number Line Louisiana Believes Yes

80. Number Line Louisiana Believes

81. Number Line Louisiana Believes No

82. Number Line Louisiana Believes

83. Number Line Louisiana Believes No

84. Clock Louisiana Believes

85. Clock Louisiana Believes No

86. Clock Louisiana Believes

87. Clock Louisiana Believes Yes

88. Clock Louisiana Believes

89. Clock Louisiana Believes No

90. Clock Louisiana Believes

91. Clock Louisiana Believes Yes

92. Wrapping Up Louisiana Believes Throughout this presentation we have Identified the difference between an accessibility feature and accommodation Determines accessibility features and accommodations based on student need Identified how to align classroom instructional and testing procedures with online testing Developed a better understanding of what tools can and cannot be used during testing. Next Steps With whom will you share this information? How will you share the information? Create a plan Make it happen

93. Continuous Support Louisiana Believes The Assessment team offers continuous support to districts, schools, and teachers seeking information or assistance about assessment administration and accountability. Assessment@ All stakeholders are encouraged to email assessment and accountability questions and/or concerns to assessment@la.gov.assessment@la.gov Assessment Hotline For immediate assistance regarding assessment and accountability, district-level staff may call the Assessment Hotline at 1-844-268-7320. DRC Customer Service DRC provides customer support to district test coordinators each day from 8:30 a.m. to 4:30 p.m. at 1-888-718-4836 or by email at LAHelpDesk@datarecognitioncorp.com. LAHelpDesk@datarecognitioncorp.com