1. Challenges of Administering MI-Access To Students with Visual and Hearing Impairments Presenters: COLLETTE BAUMAN Supervisor, Michigan Department of Education-Low Incidence Outreach Presenters: COLLETTE BAUMAN Supervisor, Michigan Department of Education-Low Incidence Outreach DEB RAKAS Consultant Deb Rakas Productions DEB RAKAS Consultant Deb Rakas Productions

2. Visually Impaired and Hearing Impaired students deserve to participate in assessment.

3. How to administer MI-Access Functional Independence assessments to students with visual impairments?

4. Assessing VI Students How to administer MI-Access Functional Independence assessments to students with visual impairments? –Student Braille Booklet –Assessment Administrator Booklet for Braille –Enlarged Print Booklet –Audio CDs and tapes How to administer MI-Access Functional Independence assessments to students with visual impairments? –Student Braille Booklet –Assessment Administrator Booklet for Braille –Enlarged Print Booklet –Audio CDs and tapes

5. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –APH Workshop –Michigan School for Deaf and Blind –Review items Can item be Brailled? Will students with low vision be able to read text/graphics? How to develop items that work for Braille and enlarged print? –APH Workshop –Michigan School for Deaf and Blind –Review items Can item be Brailled? Will students with low vision be able to read text/graphics?

6. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Simplify artwork Remove unnecessary details Use simple line drawings –Line weight (thickness) Thicker line weight is easier to see How to develop items that work for Braille and enlarged print? –Simplify artwork Remove unnecessary details Use simple line drawings –Line weight (thickness) Thicker line weight is easier to see

7. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Shading Use shading only when needed Make sure shading has separation from lines –Size and spacing of graphics How to develop items that work for Braille and enlarged print? –Shading Use shading only when needed Make sure shading has separation from lines –Size and spacing of graphics Shading example

8. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Labels Tactile readers need labels or explanations of graphics –No chance of instant recognition –Labels assist in reading tactile graphic How to develop items that work for Braille and enlarged print? –Labels Tactile readers need labels or explanations of graphics –No chance of instant recognition –Labels assist in reading tactile graphic

9. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Labels Label all graphics that are allowed Omit graphics that are unnecessary How to develop items that work for Braille and enlarged print? –Labels Label all graphics that are allowed Omit graphics that are unnecessary

10. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Symbols used to represent pictures How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Symbols used to represent pictures

11. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Keys may need to be added How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Keys may need to be added

12. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Labels may need to be moved outside of graphic How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Labels may need to be moved outside of graphic

13. MI-ACCESS VI CHALLENGE How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Orientation of keys and compasses may change Pictures/graphics may be substituted with descriptive text How to develop items that work for Braille and enlarged print? –Some adaptations need to be made for Braille Orientation of keys and compasses may change Pictures/graphics may be substituted with descriptive text

14. MI-ACCESS VI CHALLENGE What is the process for producing accommodated versions? –Items developed –Items reviewed internally –Items reviewed by Sensitivity Review Committee (SRC) Made up of teachers and parents Review items for bias and sensitivity issues What is the process for producing accommodated versions? –Items developed –Items reviewed internally –Items reviewed by Sensitivity Review Committee (SRC) Made up of teachers and parents Review items for bias and sensitivity issues

15. MI-ACCESS VI CHALLENGE What is the process for producing accommodated versions? –Standard print booklets approved –Work with American Printing House for the Blind (APH) –send transcription notes to be used as reference –Braille and enlarged print booklets proofed by APH and outside sources What is the process for producing accommodated versions? –Standard print booklets approved –Work with American Printing House for the Blind (APH) –send transcription notes to be used as reference –Braille and enlarged print booklets proofed by APH and outside sources

16. MI-ACCESS VI CHALLENGE What is the process for producing accommodated versions? – Accommodated booklets approved –APH sends Transcription notes –Assessment Administrator Booklet for Braille is produced to be used with student Braille booklet What is the process for producing accommodated versions? – Accommodated booklets approved –APH sends Transcription notes –Assessment Administrator Booklet for Braille is produced to be used with student Braille booklet

17. MI-ACCESS VI CHALLENGE What is the Assessment Administrator Booklet for Braille? –Standard print booklet with assessment administrator notes –Visual depiction of changes and/or assessment administrator notes describing adaptations. What is the Assessment Administrator Booklet for Braille? –Standard print booklet with assessment administrator notes –Visual depiction of changes and/or assessment administrator notes describing adaptations.

18. MI-ACCESS VI CHALLENGE What is the Assessment Administrator Booklet for Braille? –Grade 3 English Language Arts – Word Recognition Picture items required substitute items for Braille booklet Item stems are only in Assessment Administrator Booklet for Braille and are to be read aloud to student What is the Assessment Administrator Booklet for Braille? –Grade 3 English Language Arts – Word Recognition Picture items required substitute items for Braille booklet Item stems are only in Assessment Administrator Booklet for Braille and are to be read aloud to student

19. MI-ACCESS VI CHALLENGE What is the Assessment Administrator Booklet for Braille? – Assessment Administrator Booklet for Braille MUST be used with student Braille booklet –Standard print booklet is used with enlarged print and audio versions – Do NOT use with the student Braille booklet What is the Assessment Administrator Booklet for Braille? – Assessment Administrator Booklet for Braille MUST be used with student Braille booklet –Standard print booklet is used with enlarged print and audio versions – Do NOT use with the student Braille booklet

20. MI-ACCESS VI CHALLENGE How to administer Functional Independence Science assessment? – Science uses many graphics –All graphics in item stems and answer choices that can be are labeled –Unnecessary graphics are omitted –Graphics that cannot be labeled are replaced by descriptions of the artwork How to administer Functional Independence Science assessment? – Science uses many graphics –All graphics in item stems and answer choices that can be are labeled –Unnecessary graphics are omitted –Graphics that cannot be labeled are replaced by descriptions of the artwork

21. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to students with visual impairments? –No accommodated versions for P/SI –P/SI uses activity-based observation items –New selected-response items are picture items How to administer P/SI ELA, mathematics and science to students with visual impairments? –No accommodated versions for P/SI –P/SI uses activity-based observation items –New selected-response items are picture items

22. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to students with visual impairments? –Selected-response items 8 1/2 by 11 picture cards are provided Field test items for 07-08 school year Students not graded on field test items How to administer P/SI ELA, mathematics and science to students with visual impairments? –Selected-response items 8 1/2 by 11 picture cards are provided Field test items for 07-08 school year Students not graded on field test items

23. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to VI students? –Be sure to check the inside cover of each booklet for “Do Not Read Aloud” items –Review the items and their scoring focuses How to administer P/SI ELA, mathematics and science to VI students? –Be sure to check the inside cover of each booklet for “Do Not Read Aloud” items –Review the items and their scoring focuses

24. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to VI students? –Become familiar with Extended Grade Level Content Expectations (EGLCEs) and Extended Benchmarks (EBs) for each item. –Can help in determining if actual items can be substituted for picture items, or items more familiar to students can be used. How to administer P/SI ELA, mathematics and science to VI students? –Become familiar with Extended Grade Level Content Expectations (EGLCEs) and Extended Benchmarks (EBs) for each item. –Can help in determining if actual items can be substituted for picture items, or items more familiar to students can be used.

25. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to VI students?

26. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to VI students? –Need to decide on a student-by-student basis. –Examples in items are just that, EXAMPLES. Different/substitute items or locations can be used if doing so doesn’t change the item construct. How to administer P/SI ELA, mathematics and science to VI students? –Need to decide on a student-by-student basis. –Examples in items are just that, EXAMPLES. Different/substitute items or locations can be used if doing so doesn’t change the item construct.

27. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to VI students?

28. MI-ACCESS HI CHALLENGE How to administer assessments to students with hearing impairments? –Visual cues have been fine for students with hearing impairments –New items will affect students with hearing impairments How to administer assessments to students with hearing impairments? –Visual cues have been fine for students with hearing impairments –New items will affect students with hearing impairments

29. Participation and Supported Independence assessments How to administer P/SI ELA, mathematics and science to students with visual and hearing impairments? –Options being considered for future assessments: Tactile picture cards for students with visual impairments Special scoring for students with visual impairments and hearing impairments How to administer P/SI ELA, mathematics and science to students with visual and hearing impairments? –Options being considered for future assessments: Tactile picture cards for students with visual impairments Special scoring for students with visual impairments and hearing impairments

30. Standard vs. Non-Standard Accommodations How were MI-Access Assessments developed? –MI-Access assessments were developed using universal design principles. –Many of the P/SI items use an activity-based format, because traditional paper and pencil tests were not considered appropriate. How were MI-Access Assessments developed? –MI-Access assessments were developed using universal design principles. –Many of the P/SI items use an activity-based format, because traditional paper and pencil tests were not considered appropriate.

31. Standard vs. Non-Standard Accommodations How were MI-Access Assessments developed? –P/SI selected-response items use picture answer choices because most P/SI students are not fluent readers and picture identification is a typical part of their instruction. How were MI-Access Assessments developed? –P/SI selected-response items use picture answer choices because most P/SI students are not fluent readers and picture identification is a typical part of their instruction.

32. Standard vs. Non-Standard Accommodations How were MI-Access Assessments developed? –FI assessments are written specifically to accommodate reading levels and interests of students being assessed. –Assessment administrators are allowed to read questions and answer choices aloud (with some exceptions). How were MI-Access Assessments developed? –FI assessments are written specifically to accommodate reading levels and interests of students being assessed. –Assessment administrators are allowed to read questions and answer choices aloud (with some exceptions).

33. Standard vs. Non-Standard Accommodations What if a student still needs accommodations to participate fully and meaningfully in MI-Access? –Under General Information in manual – a section on Assessment Accommodations. –Appendix C in manual – State Board of Education approved Assessment Accommodations Summary Table. What if a student still needs accommodations to participate fully and meaningfully in MI-Access? –Under General Information in manual – a section on Assessment Accommodations. –Appendix C in manual – State Board of Education approved Assessment Accommodations Summary Table.

34. Standard vs. Non-Standard Accommodations What is the Assessment Accommodations Summary Table in Appendix C? –Outlines standard and non-standard accommodations for MI-Access. –Table updated to include science. –Full table is available on MI-Access Web page under “Resources” section. What is the Assessment Accommodations Summary Table in Appendix C? –Outlines standard and non-standard accommodations for MI-Access. –Table updated to include science. –Full table is available on MI-Access Web page under “Resources” section.

35. Accommodations Decisions Accommodations decisions must –be made by student’s IEP Team. –be documented in the student’s IEP (by content area). –reflect what the student routinely uses or responds during instruction. Not appropriate to introduce a new accommodation just for the assessment. Accommodations decisions must –be made by student’s IEP Team. –be documented in the student’s IEP (by content area). –reflect what the student routinely uses or responds during instruction. Not appropriate to introduce a new accommodation just for the assessment.

36. Thank You!