1. Janice Reese OT/L, ATP Little Tennessee Valley Educational Cooperative jreese@taat.org www.at4kids.com

2. Assistive Technology “For Americans without disabilities, technology makes things easier. For Americans with disabilities, technology makes things possible” (Radabaugh, 1988).

3. AT includes technology devices, strategies, and techniques that enable students to master tasks at home, school or work. They increase independence and improve quality of life— use of computers, toys, controls, equipment, communications, modifications, etc.

4. Guiding Principles Goal of AT is to enhance capabilities and remove barriers. A team approach is required to choose AT. AT does not eliminate the need for instruction in social or academic skills. Assessment and intervention are an ongoing process. *The Provision of Assistive Technology Services in Rehabilitation, Arkansas Research and Training Center, U of Arkansas

5. Learner Objectives  Become familiar with PARCC accessibility features and accommodations  Be able to identify, locate and use comparable supports within the curriculum  Offer support for student use with Web 2.0 or integrated tools  Support identification of Personal Need Profile tools

6. Access in Testing Before…

7. A Look at PARCC These tests will evaluate student progress according to the newly adopted Common Core State Standards (CCSS) 1. Online evaluation format 2. Will offer a range of accessibility supports 3. Demands expanded instruction with computer use and accessibility tools 4. Must establish student Personal Need Profiles (PNP)

8. PARCC alliance = shifting perspectives  Assess full range of CCSS  Applies principles of UDL  Expands use of technology  Offers integrated accessibility features  Opens use of general accommodations  Fosters greater independence in assessment

9. Who Benefits? ALL students will have access to SOME features Special Access Features for others…  Students with disabilities (with IEP’s)  Students with 504 plans  ELL students  ELL students who also have disabilities (and an IEP)

10. Personal Needs Profile  Required for ALL students  Determines which access supports are necessary (allowed) for online testing  Based upon history and use, teacher observations, IEP or 504 documentation *Determinations made by IEP & 504 teams, general educators, parents

11. PARCC is due to release practice tests. This will allow preview of the toolbar so students may begin looking at the supports they feel might be beneficial

12. 12 Features for All Students Accessibility Features * Identified in advance ** Accommodations * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

13.  Tool, support, or preference that is built into the assessment system that can be activated by any student, at his or her own discretion.  Universal Design features expected to benefit a diverse array of students and are available to all students.  Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed.  During the assessment, students can choose which accessibility features they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc. 13

14. 14 Accessibility Features for All Students Audio Amplification Blank Paper (provided by test administrator) Eliminate Answer Choices Flag Items for Review General Administration Directions Clarified (by test administrator) General Administration Directions Read Aloud and Repeated (by test administrator) Highlight Tool Headphones Magnification/Enlargement Device NotePad Pop-Up Glossary Redirect Student to Test (by test administrator) Spell Checker Writing Tools

15.  Common classroom supports  Students need exposure prior to testing use  They decide which tools to use  Can be turned on/off during test

16.  Timing and Scheduling Breaks or Time of Day Extended time for completion  Settings are now considered standard accommodations available to all students. Separate Location Small Group Testing Special Seating or space in room Other Accommodations…

17. 17 Features for All Students Accessibility Features * Identified in advance ** Accommodations * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

18. Special Accessibility Tools  Must be documented in 504 or IEP  Must be used routinely in class/with testing  Can be turned on/off by test administrators

19. Special Features Accessibility FeatureMust be Identified in Advance by the PNP (During Test Registration Process) Answer Masking ✔ Audio Amplification Background/Font Color (Color Contrast) ✔ Blank Paper (provided by test admin) Eliminate Answer Choices Flag Items for Review General Admin Directions Clarified (by test admin) General Admin Directions Read Aloud or Repeated as Needed (by test admin) General Masking ✔ Highlighting Tool

20. Accessibility FeatureMust be Identified in Advance by the PNP (During Test Registration Process) Headphones or Noise Buffers Line Reader Tool ✔ Magnification/Enlargement Device Note Pad Pop-Up Glossary Redirect Students to Test (by test admin) Spell Checker Text-to-Speech for Mathematics Assessment ✔ Writing Tools

21.  For general Use  For presentation  For responding  To modify timing or scheduling  Unique or emergency accommodations Different Kinds of Accommodations

22. Presentation Accommodations for Students with Disabilities Braille Edition of ELA/Literacy and Mathematics Assessment Closed-Captioning of Multimedia Passages on the ELA/Literacy Assessments Descriptive Video Paper-and-Pencil Edition of the ELA/Literacy and Mathematics Assessments Tactile Graphics Text-to-Speech or Video of a Human Interpreter for the LA/Literacy Assessments, including items, response options, and passages. ASL Video for the Mathematics Assessments for a Student Who is Deaf or Hard of Hearing ASL Video of Test Directions for a Student Who Is Deaf or Hard of Hearing.

23. Response Accommodations for Students with Disabilities Braille Note-Taker Calculation Device and Mathematics Tools (on Non-calculator Sessions of Mathematics Assessments) Scribing or Speech-to-Text (i.e., Dictation/Transcription or Signing) for the Mathematics Assessments; and for selected response (not constructed response) items on the ELA/Literacy assessments. Scribing or Speech-to-Text (i.e., Dictation/Transcription) for constructed responses on the ELA/Literacy Assessments Word Prediction on the ELA/Literacy Performance-Based Assessment (PBA)

24. Accommodations for English Language Learners Extended Time General Administration Directs Clarified in Student’s Native Language (by test admin) General Administration Directs Read Aloud and Repeated as Needed in Students Native Language (by test admin) Scribe or Speech-to-Text: Responses Dictated for Mathematics Assessment in English Word-to-Word Dictionary (English/Native Language)

25. Similar Accessibility Tools  Software supports  Web 2.0 tools  Built-in accessibility features  Digital content

26. Student Uses for Special Access Features  Must be documented (504 or IEP)  Given daily/weekly access  Opportunities for recreational use  Used during assessments  Document their progress; collect samples *Example: use of prediction software or apps (Co:Writer)

27. General Instruction and Use of Tools  Should be available on all systems  Use for web access and general texts  Encourage student exploration of tools  Create PNP for each student

28. Writing Test Sample  http://www.parcconline.org/samples/english- language-artsliteracy/grade-7-elaliteracy http://www.parcconline.org/samples/english- language-artsliteracy/grade-7-elaliteracy

29. What is AIM?  Accessible instructional materials (AIM) are materials that are designed or converted in a way that makes them usable and accessible across the widest range of student needs (print, digital, graphical, audio, video).  The term AIM refers to print instructional materials that have been transformed into new formats: Large printBrailleAudioDigital text

30. http://aim.cast.org/learn/accessiblemedia /allaboutaim

31. SOFTWARE PROGRAMS  Microsoft and Apple Accessibility Tools An array of built-in access features to accommodate those with vision, hearing, and/or mobility impairments. Includes: Narrator, Magnifier, Mouse and keyboard control adaptations  Word Prediction Provides word choices and prompts for correct writing Keystroke Reduction Text-to-Speech provides auditory feedback

32. Examples: Text-To-Speech / Word Prediction  Read-Aloud feature online  Library or text books  Free web toolbars  Bookshare (www.bookshare.org)www.bookshare.org  http://aim.cast.org/experience/training/aim_i mplementation_guide#.UsXgK_RDvTo http://aim.cast.org/experience/training/aim_i mplementation_guide#.UsXgK_RDvTo  WordQ  Co:Writer (or other apps)

33. Accessibility Feature Background/ Font Color (Color Contrast) -Mac (System Preferences>Accessibility>Seeing> Display) -Windows 7 (START>Control Panel>Ease of Access>Optimize Visual Display) -Windows XP (START>Control Panel>Accessibility Options>Adjust the contrast…) Magnification/ Enlargement -Mac (System Preferences>Accessibility>Seeing> Zoom ) -Windows 7 (START>Control Panel>Ease of Access>Ease of Access Center>Magnifier) -Windows XP (START>All Programs> Accessories> Accessibility> Magnifier HighlighterHighlighters available in Microsoft Word and other Word Processing Programs Integrated Supports

34. Accessibility Feature Note PadAll computer support word processing programs- Microsoft Word, WordPad, OneNote, Notes (Mac), Pages (Mac), etc. Pop-Up Glossary Mac- Right click any word and select “Look Up” Word- Review Tab>Click “Research”>enter a word or phrase to look up Spell Checker/ Writing Tools Word processing program standard features: spell check, copy, paste, underline, bold, italicize, bullets, tables, graphs, etc.

35. General Resources  www.udltechtoolkit.wikispaces.com (Web 2.0 tools) www.udltechtoolkit.wikispaces.com  www.eduapps.org (MyStudyBar) www.eduapps.org  www.atbar.org(ATBar) www.atbar.org  www.mits.cenmi.org/resources/MITSFreedomStick.aspx (Freedom Stick) www.mits.cenmi.org/resources/MITSFreedomStick.aspx  www.access.ecs.soton.ac.uk/projects/access-tools (Access Tools Flash Drive) www.access.ecs.soton.ac.uk/projects/access-tools  www.bookshare.org (digital books for SpEd students) www.bookshare.org  www.dropbox.com (cloud storage for docs) www.dropbox.com  www.donjohnston.com (Co:Writer software and app) www.donjohnston.com  Chrome Webstore / Google Play

36. Google Chrome Apps  Read & Write for Google  Keyboarding instruction  Note taking  Mind mapping  Calculators  Text To Speech readers

37. Apple Apps *lists on resource sites Audio Exam Creator PDF/doc management Document annotation and editing TTS readers, highlighting Magnification options (limited) **Do NOT use typing instruction apps

38. Tutorial Resources www.livebinders.com www.livebinders.com (TAAT 2013 file) www.spectronicsinoz.com www.freetech4teachers.com www.makeuseof.com www.ipadacademy.com http://www.inclusivetlc.com/Resources.aspx

39. Blogs to Follow AT4Kids (me) www.at4kids.comwww.at4kids.com Assistive Technology Bloghttp://bdmtech.blogspot.com/http://bdmtech.blogspot.com/ Spectronics http://www.spectronicsinoz.com/blog/http://www.spectronicsinoz.com/blog/ Teaching All Students http://teachingall.blogspot.com/http://teachingall.blogspot.com/

40. Software options  Simon SIO  Roller Typing  FirstKeys 2  WordQ  ReadPlease  Chrome apps  Apple apps  Web 2.0 Supports