2016 Teacher Leader Summit: Increased Access and Online Testing

2016 Teacher Leader Summit: Increased Access and Online Testing
Back to School Inservice August 8 and 9, 2016 Redelivered by Mary Duzan, Supervisor of Testing

Increased Access and Online Testing
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 you will incorporate computers in your instruction to help students become comfortable with the online testing platform and features prior to testing. Louisiana Believes

Online Testing LEAP/EOC
LEAP Grades 3 -4 ELA, Math, Science, and Social Studies Paper Based (PBT) May 1 – 5, 2017 Last year to take Science test in old LEAP/iLEAP format. LEAP Grades 5-8 ELA, Math, and Social Studies online tests (CBT) Window for online testing April 3 – May 5 Science test will be May 4 (Paper Based) (PBT) Last year to take Science test in old format. End of Course (EOC) - Algebra I, Geometry, English II, English III, Biology, U. S. History, Integrated Algebra and Geometry Window for online testing Fall Test/Retest November28 – December 14 Spring Test April 24 – May 19 Summer Retest June Louisiana Believes

All Practice and Tests on One Platform
Insight Portal - Icon on all computers LEAP and EOC Online Summative Tests EAGLE Tests (Coming in September) LEAP Practice Tests (Coming late fall early winter) Grade and Subject specific test questions EOC Practice Tests (Coming in October) Online Training Tools (OTT) (Coming in August) Practice Using Online Test Features/Tools per grade and subject – tools are grade specific not the questions Formative Assessments (Coming in December) Louisiana Believes

How often students use a computer, tablet, or other technology daily
50% 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. 35% 8% 5% 8%

Accessibility Features Other Than Math Read Aloud
21% 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 28% 6% 31% 26% What do you notice about the % of accessibility features used? Students use the features they are comfortable using. The majority of students know how to highlight and magnify text in Word documents (as is in slide 7) . 61% 21% 18%

Online Tools Training (OTT)
Students and teachers should utilize the Online Tools Training (OTT) available within INSIGHT, the online assessment platform, prior to engaging in the online practice tests. These tools provide an opportunity for teachers and students to become familiar with INSIGHT and the online testing tools (e.g., highlighter, magnification, etc.). Additionally the OTT: may be reviewed as many times as desired; is not to be considered representative of an actual test; is available via computer desktop once INSIGHT is installed; is accessed through INSIGHT; and is available for by grade span for both mathematics and ELA. Added this slide. You can delete if you don’t like. I think it’s a good introduction to the online tools. Louisiana Believes

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

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

Highlighter, Strikethrough, Sticky Note
System Features: Highlighter, Strikethrough, Sticky Note Students may highlight within passages, strike through to eliminate answers and use sticky notes to annotate within the system. This will be a new feature added to the new EAGLE platform. Another great tool to use.

Grade Appropriate Calculators
System Features: Grade Appropriate Calculators Basic and scientific calculators are available as appropriate by grade level. Hand held calculators will be available for students to use. 6th and 7th will use four function calculator. A scientific will not be allowed in these grades (do not write a scientific into an IEP/IAP). Do not allow students to use scientific in classwork/homework. They need to practice the tools that are allowed on the end-of-year assessments. I believe 8th grade will have a choice of 4-function or scientific. Is that correct?

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

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

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

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

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

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

Accessibility Features Other Than Math Read Aloud
The table below lists accessibility features all students can use when taking the LEAP in April These features can be practiced throughout the year whether using paper or computers Insight Platform Feature Classroom (paper) Classroom (computer) Color Overlay Color filter or colored paper Font color or page color Contrasting/Reverse Color Equation Builder Writing equations out Type equations Flag/Mark for Review Mark or fold page Use marking tools on pdfs Masking Tools Paper masking Create a shape to move as a mask Highlighter Highlight on electronic documents Line Guide Line guide or line reader Create a shape to move as a line reference Magnification Enlarged font or magnification device Enlarge 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 Strikethrough Cross off answers Mark up electronic documents Writing Formatting Tools Writing Word processing tools

Accessibility Feature Findings 2015-2016
Accessibility Feature Used Online Highlighter, Color Overlay, Answer Elimination, Masking, and Enlarged Text Reflections The 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 Paper Computer 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 Practice these test-taking strategies in your daily instruction so they are second nature. OTT Practice Test Operational Test Classroom Louisiana Believes

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

Accessibility Features…
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 Know your students and their needs. The Personal Needs Profile is available for students that do not have an educational plan. However, they may need some additional support, based on observations in the classroom. Louisiana Believes

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

2016-2017 Individual Accommodation Plan (IAP)
The IAP can now be accessed within the Assessment 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 Louisiana Believes

2016-2017 Individualized Education Program (IEP)
The 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. Louisiana Believes

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

Accommodations 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 Louisiana Believes

Accommodations 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 Louisiana Believes

Classroom and Assessment Align
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. Louisiana Believes

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. Step 4: Measure continued effectiveness of the accessibility and accommodations through classroom observation and performance data and adjust as needed.

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 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 Manual Use appropriate evidence and documentation in decision-making process Teachers Ensure usage of accommodations 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 Participate in IEP/IAP team decision making process based on guidance in Appendix C of the LEAP Accessibility and Accommodations Manual Monitor for continued effectiveness of accommodation

ELA Read Aloud Criteria
Prior to 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 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.

Grades 3–8 ELA Read Aloud 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. Louisiana Believes

Read Aloud Accommodations
Paper Accommodation Grades 3–4 Available Available Text-to-Speech: English X Text-to-Speech: Spanish Human Reader MP3: English Human Reader MP3: Spanish *The files above are specific to the paper assessment and can not be used in conjunction with the online test. Online Accommodation Grades 3–8 Available Available Text-to-Speech English X Text-to-Speech Spanish NEW Louisiana Believes

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

Decisions Based on Student Needs Case Study 1: Read Aloud
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. I eliminated case studies 4 – 6. They addressed specific disabilities that may be addressed on an individual basis or at a special education teachers/coordinators meeting. 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. Louisiana Believes

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.

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. 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.

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.

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. 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.

Small-Group Testing 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. Louisiana Believes

Case Study 7: Small Group
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.

Case Study 7: Small Group
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. 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
Calculator 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. Grade Level Non-accommodated Students Accommodated Students (Entire Math Assessment) Grades 3–5 No calculator usage allowed Four function calculators with only percent and square root Grades 6–7 For the calculator portion of the assessment Grade 8 Scientific calculators

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.

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. 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.

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.

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. 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 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

Decisions Based on Student Needs
Recorded vs Transferred Answers Accommodation Area of Need Process Answers Recorded Student 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 Answers Student 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.

Extended Time 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. Louisiana Believes

From Classroom to Assessment
Accommodation In the Classroom Text-to-Speech Kurzweil Read and Write Gold Read and Write Google Recorded Voice Audacity Transferred Answers Student uses computer to type responses and prints it Answers Recorded TA writes or types the student response Large Print Enlarge text to print on larger paper or on the computer screen Louisiana Believes

From Classroom to Assessment
Accommodation Paper Online Text-to-Speech Order 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 Voice Not Applicable Transferred Answers Student types response, TA prints out Not needed for online assessment as students are able to type Answers Recorded TA writes what the student says TA types and selects what the student says Human Reader TA reads the entire selected assessment aloud Louisiana Believes

Wrapping Up 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 How will you use this information in your classroom? How will you change your lessons to prepare students for online testing? When will you expose your students to: OTT (Online Training Tools) Math Equation Builder Typing written responses Create a plan Make it happen Louisiana Believes

Continuous Support The Instructional Annex Team offers continuous support to schools and teachers seeking information or assistance about assessment administration and accountability. Assessment and Accountability– Instructional Annex ( ) Mary Duzan Testing, Accountability, and Accessibility Maribeth Holzer Accommodations Robin Austin Elementary Testing Marsha Baker Accessibility and Accommodations Louisiana Believes

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