1. Adapted for CSI Schools 2014 – 2015 Accessing Statewide Assessments November 2014

2. Agenda  2014 Accommodations Manuals  Policy  ACCESS for ELLs  CMAS: Science & Social Studies and CMAS: PARCC  Accessibility Features  Accommodations  CoAlt: DLM (ELA & Math)  CoAlt: Science & Social Studies

3. 3  Instructional Accommodations Manual  http://www.cde.state.co.us/cdesped/Accommodations http://www.cde.state.co.us/cdesped/Accommodations  Accessing Statewide Assessments Manuals  ACCESS for ELLs: ACCESS for ELLs:  http://www.cde.state.co.us/assessment/accessforellsaccommodations http://www.cde.state.co.us/assessment/accessforellsaccommodations  CMAS S & SS: CMAS S & SS:  http://www.cde.state.co.us/assessment/cmasaccoms http://www.cde.state.co.us/assessment/cmasaccoms  CMAS ELA & Math: CMAS ELA & Math:  http://www.parcconline.org/parcc-accessibility-features-and- accommodations-manual http://www.parcconline.org/parcc-accessibility-features-and- accommodations-manual  CoAlt: CoAlt:  ELA & Math: http://dynamiclearningmaps.org/sites/default/files/accessiblity_manual.pdf ELA & Math: http://dynamiclearningmaps.org/sites/default/files/accessiblity_manual.pdf  Science & Social Studies: http://www.cde.state.co.us/assessment/2014coaltexamman Science & Social Studies: http://www.cde.state.co.us/assessment/2014coaltexamman Instructional & Assessment Accommodations Manuals Manuals

4.  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. Assessment Participation Policy

5. Alternate Assessment Participation CoAlt: S & SS CoAlt: DLM Alternate ACCESS for ELLs 11 th grade Alternate Policy 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. Please work with your CSI ESS Coordinator to identify students who may be eligible for the alternate assessment.

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

7. 7  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 Assessment accommodation must be: Policy

8. 8  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 Exceptions to the 90-day rule Policy

9. 9  IEP or 504 plans  Historically less than.01% of students  State deadline is DECEMBER 15—  CSI deadline is December 10 th Unique Accommodations Policy 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

10. ACCESS for ELLs Alternate ACCESS for ELLs English Language Proficiency ACCESS Accommodation Form: due 12/12 Visit CSI’s ACCESS Page

11.  http://www.cde.state.co.us/assessment/accessforellsaccommoda tions http://www.cde.state.co.us/assessment/accessforellsaccommoda tions  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) or 504 plan.  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 ACCESS for ELLs

14. CMAS S & SS ELA & Math

15.  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 (and shared with the DAC)  Accommodations are available for computer- based and paper-based administration  Some accommodations must be indicated in PearsonAccess/Pearson Next prior to testing Accommodations Overview Accommodations IEP 504 ELL CMAS: S & SS CMAS: PARCC

16. Accessibility for all students has increased CMAS: S & SS CMAS: PARCC

17. 17 Implementation determined at the School 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 Setting Considerations for All Things to think about: Best interest of the student(s) Maintain test security Maintain standardized test environment CMAS: S & SS CMAS: PARCC

18. 18  Navigation  forward, back  flag for review  Highlighter  Enlargement  Magnifier, Zoom  Ruler  Calculator  Periodic Table  Eliminate answer choice Features for All CBT CMAS: S & SS CMAS: PARCC

19. 19  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 Features for All cont. CBT CMAS: S & SS CMAS: PARCC

20. 20 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. Accessibility Feature: Text-to-Speech This is a special accommodation on CMAS: PARCC – ELA/L CMAS: S & SS CMAS: PARCC - Math

21. 21  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  For students with an IEP/504 plan or ELL, extended time is one school day Accessibility Feature: Extended Time CMAS: S & SS

22. 22 The Test Administrator may redirect off-task students back to the test by saying, “, 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 Accessibility Feature: Redirection CMAS: S & SS CMAS: PARCC

23. 23 Assessment accommodations are about accessing the assessment without changing the construct. Accommodations CBT CMAS: S & SS CMAS: PARCC

24. 24 Accommodations IEP 504 ELL CMAS: S & SS CMAS: PARCC

25. 25  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. Paper Based Form Accommodations: IEP 504 ELL CMAS: S & SS

26. 26  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 Color Contrast Accommodation IEP 504 CMAS: S & SS CMAS: PARCC

27.  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. **Schools are encouraged to use Text to Speech in the online form** Oral Presentation Options Accommodations IEP 504 ELL CMAS: S & SS

28.  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 Oral Presentation Options – Languages other than English Accommodations ELL CMAS: S & SS CMAS: PARCC

29.  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 Oral Presentation Options cont. Accommodations IEP 504 ELL CMAS: PARCC

30. 30 Oral Presentation on ELA/L Accommodation IEP 504 Additional Paperwork Required CMAS: PARCC  Students must be at the basal/foundational reading level

31. 31 Oral Presentation on ELA/L Accommodation IEP 504 CMAS: PARCC  The student must receive printed instructional materials for all subjects in an audio format the majority of instructional time.

32. 32 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. Oral Presentation on ELA/L Accommodation IEP 504 CMAS: PARCC

33. 33 Accommodations IEP 504 ELL 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).

34. 34 Accommodations IEP 504 ELL CMAS: S & SS CMAS: PARCC

35. 35  Assistive technology includes but is not limited to:  computers  Keyboards  Communication devices and  adaptive computer input/output devices  Check for compatibility  www.pearsononlinetesting.com/at  Speech – to – Text  Separate Machine  Printed and transcribed into test  Word Prediction  Separate Machine  Printed and transcribed into test Assistive Technology Accommodations IEP 504 EL CMAS: S & SS CMAS: PARCC

36. 36 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. Assistive Technology cont. Accommodations IEP 504 EL CMAS: S & SS CMAS: PARCC

37. 37 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. Assistive Technology cont. Accommodations IEP 504 EL CMAS: S & SS CMAS: PARCC

38. 38  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 Scribe Accommodations IEP 504 EL CMAS: S & SS CMAS: PARCC

39. 39 Accommodations IEP 504 ELL 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

40. 40  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 Written in Native Language Accommodations IEP 504 EL CMAS: S & SS CMAS: PARCC

41. CoAlt Colorado Alternate Assessments

42. Accessibility Features CoAlt: DLM

43. Accessibility Features cont. CoAlt: DLM

44. 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

45.  Accommodations or adaptations must be:  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. Accommodations CoAlt: S & SS

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

47. 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. Pictures CoAlt: S & SS

48. Prepping for Assessment Accommodations: A SAC To Do List

49. 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.) Feel free to use verbiage from the accommodation manuals to ensure alignment between the plan and requested accommodation(s).  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).

50. 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).  Science & Social Studies: PearsonAccess.com  ePats tab  ELA & Math: coming soon!

51. Questions  Please work with your special education staff to identify students who may be eligible for accommodations.  SACs should field all questions from school staff. If a SAC is unable to answer the question, the SAC can direct the question to CSI’s DAC (Janet Dinnen)