1. 2014 – 2015 Accessing Statewide Assessments
Mira Monroe
September 29, 2014

2. 2014 Accommodations Manuals Policy
Agenda
2014 Accommodations Manuals
Policy
CMAS: Science & Social Studies and CMAS: PARCC
Accessibility Features
Accommodations
CoAlt: DLM
CoAlt: Science & Social Studies
ACCESS for ELLs
LS: Assessment - 9/2012

3. 2 Manuals Instructional Accommodations Manual
Accessing Statewide Assessments Manual 3

4. Assessment Participation
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.

5. Alternate Assessment Participation
9/21/2018
Alternate Assessment Participation
Policy
CoAlt: S & SS
CoAlt: DLM
Alternate ACCESS for ELLs
11th grade Alternate
It is the existence of the significant cognitive disability, regardless of special education eligibility category, that allows the IEP Team to consider the option of alternate standards and assessment.
It is the existence of the significant cognitive disability, regardless of eligibility category, that allows the IEP Team to consider the option of alternate standards and assessment.
Only a small number of students who have a significant cognitive disability meet the participation guidelines to receive instruction based on the EEOs and take alternate district/state assessments based on alternate academic achievement standards. However, the number of students who meet the participation guidelines is not limited, nor can it be administratively determined.
Linda Lamirande, ESSU

6. 3 formal plans allow for statewide Assessment accommodations.
Policy
Students with an IEP
Students with a 504 plan
Students identified as an English language learner 6

7. How do you know? Assessment accommodation must be:
Policy
In use at least 90 days prior to testing
Used regularly and with fidelity during classroom instruction
For High School accommodations would be in place the previous spring
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 be only used for assessments
How do you know? 7

8. 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
HS events over summer
Example: Student with a concussion needs breaks
Policy 8

9. Unique Accommodations
Policy
IEP or 504 plans
Historically less than .01% of students
State deadline is DECEMBER 15
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 9

10. Embedded features: available to all students to increase accessibility
Accessibility for all students has increased
CMAS: S & SS CMAS: PARCC
Embedded features: available to all students to increase accessibility
Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility
Additional embedded and non- embedded accommodations available to students consistent with their IEP, 504, or English Language Acquisition Plan (ELP)

11. Setting Considerations for All
CMAS: S & SS CMAS: PARCC
Implementation determined at the District level
Small Group
Follow the IEP specifications
Frequent Break
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 11

12. Features for All Navigation Highlighter Enlargement Ruler Calculator
CMAS: S & SS CMAS: PARCC
Navigation
forward, back
flag for review
Highlighter
Enlargement
Magnifier, Zoom
Ruler
Calculator
Periodic Table
Eliminate answer choice
CBT 12

13. Features for All cont. Notepad may be available Blank Paper
CMAS: S & SS CMAS: PARCC
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
CBT 13

14. CMAS: S & SS CMAS: PARCC - Math
9/21/2018
Accessibility Feature: Text-to-Speech
CMAS: S & SS CMAS: PARCC - Math
While available to all students, it is not appropriate for all students.
Generally speaking, students who used an Oral Script on TCAP should be considered for Test-to-Speech on computer based assessments
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/L
Provide examples of Math 14

15. Accessibility Feature: 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 –
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
Timing on the CMAS: PARCC were released earlier today.
For students with an IEP/504 plan or ELL extended time is one school day 15

16. Accessibility Feature: Redirection
CMAS: S & SS CMAS: PARCC
The Test Administrator may redirect off-task students back to the test by saying,
“<student’s name>, continue working.”
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 16

17. Accommodations
CMAS: S & SS CMAS: PARCC
Assessment accommodations are about accessing the assessment without changing the construct.
CBT 17

18. Accommodations Overview
CMAS: S & SS CMAS: PARCC
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
Accommodations are available for computer- based and paper-based administration
Some accommodations must be indicated in PearsonAccess/Pearson Next prior to testing
Accommodations
IEP
504
ELL

19. CMAS: S & SS CMAS: PARCC
Accommodations
IEP
504
ELL 19

20. Paper Based Form
CMAS: S & SS
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
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.
Accommodations:
IEP
504
ELL 20

21. Color Contrast Embedded color contrast External color overlays
CMAS: S & SS CMAS: PARCC
Embedded color contrast
Check with vision specialist/SPED team
Must indicate color contrast form prior to testing
When the color contrast setting is selected only the background and text are adjusted
Graphics are presented in full color on a white background
External color overlays
May be used on paper or computer
Accommodation
IEP
504 21

22. Oral Presentation Options
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 does not provide Oral Scripts for test items. Presenters are expected to know and apply the Audio Guidelines provided.
Accommodations
IEP
504
ELL

23. Oral Presentation Options – Languages other than English
CMAS: S & SS CMAS: PARCC
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 - entered EL programming on or after April 15th, of their 5th grade year
Grade 7 - entered EL programming on or after April 15th, of their 4th grade year
Grade 5 - entered EL programming on or after April 15th, of their 2nd grade year
Grade 4 - entered EL programming on or after April 15th, of their 1st grade year
Science and Social Studies
Embedded Spanish Audio (S & SS)
Spanish oral script for computer or paper
Translated English Oral Script
Accommodations
ELL

24. Oral Presentation Options cont.
CMAS: PARCC
General test directions are provided in a downloadable PDF in 10 languages
The Mathematics assessment
Spanish translation
ASL Video
For year 1 there are no multi-media items on the ASL compatible form
Screen-reader compatible for 3 systems
Refreshable Braille
Accommodations
IEP
504
ELL

25. Oral Presentation on ELA/L
CMAS: PARCC
Accommodation
IEP
504
Additional Paperwork Required
Students must be at the basal/foundational reading level 25

26. Oral Presentation on ELA/L
CMAS: PARCC
The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time.
Accommodation
IEP
504 26

27. Oral Presentation on ELA/L
CMAS: PARCC
Colorado guidance/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.
Accommodation
IEP
504 27

28. For students using an Oral Presentation on the ELA assessment:
CMAS: PARCC – ELA/L
For students using an Oral Presentation on the ELA assessment:
notation will be provided on all confidential score reports to the school and parent stating that the student was given a reading access 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).
Accommodations
IEP
504
ELL 28

29. 9/21/2018
CMAS: S & SS CMAS: PARCC
Accommodations
IEP
504
ELL 29

30. Assistive Technology
CMAS: S & SS CMAS: PARCC
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
Accommodations
IEP
504 EL 30

31. Assistive Technology cont.
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.
CMAS: S & SS CMAS: PARCC
Accommodations
IEP
504 EL 31

32. Assistive Technology cont.
CMAS: S & SS CMAS: PARCC
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.
Accommodations
IEP
504 EL 32

33. Scribe Selected Response: Constructed Response:
CMAS: S & SS CMAS: PARCC
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
Accommodations
IEP
504 EL 33

34. CMAS: PARCC – ELA/L
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
Accommodations
IEP
504
ELL 34

35. Written in Native Language
CMAS: S & SS CMAS: PARCC
Students may write in English or Spanish on the CMAS: Science and Social Studies assessment
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
Accommodations
IEP
504 EL 35

36. Colorado Alternate Assessments
CoAlt

37. Accessibility Features
CoAlt: DLM

38. Accessibility Features cont.
CoAlt: DLM

39. All questions and answer choices are read aloud to students, and
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: S & SS

40. Accommodations Accommodations or adaptations must be: CoAlt: S & SS
documented in the student’s IEP,
and 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.

41. Allowable Adaptations
CoAlt: S & SS
The student facing pages of test items may need to be adapted:
Size
Color
Contrast levels
Dimension
Assistive technology
Tactile

42. Pictures
CoAlt: S & SS
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.

43. English Language Proficiency
ACCESS for ELLs
Alternate ACCESS for ELLs

44. Policy
ACCESS for ELLs
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.
Policy

45. ACCESS for ELLs

46. ACCESS for ELLs

47. 9/21/2018
9/21/2018
9/21/2018
To Do List
Document all accommodations properly in formal, written educational plans.
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).
LS-Assessment: 47 47 47

48. 9/21/2018
9/21/2018
9/21/2018
To Do List
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).
LS-Assessment: ba 48 48 48