1. 2015-16 Tori Teague St. Vrain Valley Schools Annual Assessment Accommodations Training Oct. 29, 2015

2.  Colorado Measures of Academic Success (CMAS)  English Language Arts and Mathematics  PARCC – Partnership for Assessment of Readiness for College and Careers  DLM – Dynamic Learning Maps  Science and Social Studies  Grade-level  Alternate - CoAlt Today’s Agenda 2

3. 3 The Manuals  Instructional Accommodations Instructional Accommodations  PARCC Accessibility Features and Accommodations PARCC Accessibility Features and Accommodations  Colorado Science and Social Studies Supplement Colorado Science and Social Studies Supplement  Dynamic Learning Maps Accessibility Manual Dynamic Learning Maps Accessibility Manual  ACCESS for ELLs 2.0 ® Accessibility and Accommodations Guidelines ACCESS for ELLs 2.0 ® Accessibility and Accommodations Guidelines

4. 4 The Crosswalk Assessment Unit Webpage

5. ...every student enrolled in a public school is required to take the state assessments administered pursuant to subsection (1) of this section at the student’s grade level, as determined by the enrolling local education provider. 5 Assessment Accommodations C.R.S. 22-7-1006.3 (3) (a)

6. Accessibility for all students has increased 6 Assessment Accommodations Administrative Considerations

7. General Guidance: 7 Assessment Accommodations  In use at least 90 days prior to testing  Used regularly and with fidelity during classroom instruction  T HE ASSESSMENT IS NOT THE TIME TO BE LEARNING AN ACCOMMODATION  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 used only for assessments

8. 8 Instructional Accommodations for a Student with a Disability Instructional Accommodations for a Student with a Disability Webpage Source Document: Updated for 2015-16! Colorado Instructional Accommodations Manual: A Guide to the Selection and Implementation of Accommodations for Students with a Disability Instructional Accommodations

9. CMAS: PARCC English Language Arts/Literacy Colorado Measures of Academic Success

10. Manual will be reposted September 21 Access to the Manual

11. Presentation  Assistive Technology (non-screen reader)  Student Reads Assessment Aloud to Him- or Herself*  Refreshable Braille Display / Tactile Graphics  Hardcopy Braille Edition  Large Print Edition  Paper-Based Edition*  Closed-Captioning of Multimedia  Reading on ELA/L (TTS, ASL Video, Human Reader/Signer) - UAR  Human Signer for Test Directions  Word-to-Word Dictionary (ELL)  General Directions Read in Native Language (ELL)  General Directions Clarified (ELL) 11 Assessment Accommodations – CMAS English Language Arts/Literacy

12. Presentation  Assistive Technology (non-screen reader) Students may use a range of assistive technologies on the PARCC assessments, including devices that are compatible with the PARCC online testing platform, and those that are used externally on a separate computer. Assistive technology should be tested during an “Infrastructure Trial” to assess its compatibility with the testing platform. Assessment Unit 12 Assessment Accommodations – CMAS English Language Arts/Literacy Page 28

13. Presentation  Student Reads Assessment Aloud to Him- or Herself* The student reads aloud the assessment to themselves. Students may use an external device such as a Whisper Phone or other auditory feedback device. The student must test in a separate setting. Assessment Unit 13 Assessment Accommodations – CMAS English Language Arts/Literacy Page 29 https://www.flickr.com/photos/ckaroli/1688897198

14. Presentation  Refreshable Braille Display / Tactile Graphics  Hard Copy Braille Edition A student who is blind or has a visual impairment takes the ELA/L assessments using his or her preferred screen reader software, pending an “infrastructure trial,” with a refreshable braille display. JAWS 15 with Foxfire Or the student may use a hard copy braille edition. Tactile graphics are embedded in the hard copy edition. Answers are transcribed. Assessment Unit 14 Assessment Accommodations – CMAS English Language Arts/Literacy Page 29 – 30 Appendix M http://www.ccmaine.org/images/A-Z/ESBVIC/ChildWithBook.jpg

15. Presentation  Large Print Edition Font size 18 point 11 x 17 paper Students will circle their answers, and write their answers in the large print booklet. Answers are transcribed. Assessment Unit 15 Assessment Accommodations – CMAS English Language Arts/Literacy Page 31

16. Presentation  Paper-Based Edition*  A student is unable to use a computer due to the impact of his or her disability.  A student who has recently entered the school and has had very little or no prior experience with technology  The school is providing paper-based assessments for its students as the primary mode of administration.  A student who is unable to access an online assessment due to religious beliefs. Assessment Unit 16 Assessment Accommodations – CMAS English Language Arts/Literacy Page 32 Appendix A https://crossroadsoffaith.files.wordpress.com/2011/03/test-booklets2.jpg

17. Presentation  Closed-Captioning of Multimedia A student who is deaf or hearing impaired views captioned text embedded in multimedia. Captioning can be turned on/off within the video player as needed. Transcripts are also available in the “Exhibit” icon on the right side of the screen. Assessment Unit 17 Assessment Accommodations – CMAS English Language Arts/Literacy http://www.stenograph.com/HelpFiles/Images/ closed_caption_sample.jpg Page 32

18. Presentation  Reading on ELA/L (TTS, ASL Video, Human Reader/Signer) – UAR  Guidance Document Assessment Unit 18 Assessment Accommodations – CMAS English Language Arts/Literacy Page 33 – 35 https://farm9.static.flickr.com/8357/8425544104_289d773a5e.jpg

19.  Criterion 1  The student is currently eligible for special education services or has a 504 plan. Reading Access 19

20.  Criterion 2  Visual Impairment, including Blindness  Unable to access braille due to additional factors  Not yet learned braille due to recent onset of the visual impairment or rapid decrease in visual acuity  Hearing Impairment, including Deafness  History of early and prolonged language deprivation  Other disability which severely limits or prevents a student’s ability to decode text  Disability that limits access to printed text, and is unable to decode text. Reading Access 20

21.  Criterion 3  The student’s inability to decode printed text (or braille) is documented by evaluation on at least one recent locally- administered diagnostic assessment.  Name of diagnostic reading assessment  Date of the most recent diagnostic assessment  Score received  Summary of the results Reading Access 21 Part of progress monitoring

22.  Criterion 4  The student is receiving supplemental reading instruction.  The student is receiving regular and ongoing reading instruction in addition to English language arts instruction. Reading Access 22

23. Presentation  Human Signer for Test Directions A human signer will sign the test directions to a student. Group size should be based on the student’s experiences during classroom assessments. Assessment Unit 23 Assessment Accommodations – CMAS English Language Arts/Literacy https://www.flickr.com/photos/daveynin/5882838988 Page 35

24. Presentation  Word-to-Word Dictionary (ELL)  General Directions Read in Native Language (ELL)  Spanish  Arabic  Navajo  Chinese Mandarin  Vietnamese  Portuguese  Polish  Haitian Creole  Urdu  Russian  General Directions Clarified (ELL) Assessment Unit 24 Assessment Accommodations – CMAS English Language Arts/Literacy Page 93 - 94 https://upload.wikimedia.org/wikipedia/en/a/af/Ilocano_Dicti onary_Published_by_the_CICM_in_1930.JPG

25. Response  Assistive Technology (non-screen reader)  Braille note-taker / Braille writer  Scribe Selected Response Items (Speech-to-Text, Human Scribe, External AT)  Scribe Constructed Response (speech-to-text and external AT)  Scribe Constructed Response Items Human Scribe – UAR  Word Prediction Assessment Unit 25 Assessment Accommodations – CMAS English Language Arts/Literacy

26. Response  Assistive Technology (non-screen reader)  Test administrators are responsible for collecting all non-scoreable student work created from assistive technology devices.  Content must be cleared off all devices.  Non-scoreable student work must be securely shredded. Assessment Unit 26 Assessment Accommodations – CMAS English Language Arts/Literacy Page 35 https://www.flickr.com/photos/yaccesslab/5167737814 /in/photostream/ https://www.flickr.com/photos/yaccesslab/5167737228 /in/photostream/

27. Response  Braille note-taker / Braille writer  The grammar checker, internet, and stored file functionalities must be turned off.  Students should number their responses to be sure that their answers can be transcribed accurately into a scoreable test booklet or answer document. Assessment Unit 27 Assessment Accommodations – CMAS English Language Arts/Literacy Page 36 Appendix C http://braillebug.afb.org/images/KID_W_BRAILLER.jpg http://braillebug.afb.org/images/girlswnotetaker.jpg

28. Response  Scribe Selected Response Items (Speech-to-Text, Human Scribe, External AT)  Scribe Constructed Response (speech-to-text and external AT)  Physical disability that severely limits the student’s motor process of writing  A disability that severely limits the student from expressing written language. Responses must be transcribed exactly as dictated/signed (e.g., the human scribe/signer may not change, embellish, or interpret a student’s responses when transcribing) into the student’s standard test booklet or answer document. Assessment Unit 28 Assessment Accommodations – CMAS English Language Arts/Literacy Page 39 - 40 Appendix C http://www.spectronics.com.au/blog/wp- content/uploads/2011/02/speech-recognition21.jpg

29. Response  Scribe Constructed Response Items Human Scribe – UAR  Guidance Document Assessment Unit 29 Assessment Accommodations – CMAS English Language Arts/Literacy http://www.public-domain-image.com/free-images/people/female- women/woman-working-at-table-writing-361x544.jpg Page 39 - 40 Appendix C

30.  Criterion 1  The student is currently eligible for special education services or has a 504 plan. Scribe for Constructed Response on English Language Arts/Literacy 30

31.  Criterion 2  The student has a documented physical disability which severely limits or prevents written expression.  Does not have to be a primary disability Scribe for Constructed Response on English Language Arts/Literacy 31

32.  Criterion 3  The student’s inability to express through writing is documented by evaluation on at least one recent locally-administered diagnostic assessment.  Fine motor  Motor planning  Name of diagnostic assessment  Date of the most recent diagnostic assessment  Score received  Summary of the results Scribe for Constructed Response on English Language Arts/Literacy 32 Part of progress monitoring

33.  Criterion 4  The student is working with assistive technology for writing the majority of the time but is not yet proficient enough to use it on assessment.  Regularly for writing  Not “upon request”  Not preferential Scribe for Constructed Response on English Language Arts/Literacy 33

34. Response  Monitor Test Response  N OT R ECOMMENDED  The district must have significant procedures in place to ensure there is not impropriety or the appearance of inappropriate assistance Assessment Unit 34 Assessment Accommodations – CMAS English Language Arts/Literacy Page 40

35. Response  Word Prediction – External Device  Same requirements for Speech-to-Text or External Assistive Technology on constructed response items Assessment Unit 35 Assessment Accommodations – CMAS English Language Arts/Literacy Page 41

36. Response  Extended Time  Up to the end of the school day  CDE does not recommend more than double time Grades 6-8 ELA Unit Times Unit 1 - 110 min Unit 2 - 90 min Unit 3 - 110 min Assessment Unit 36 Assessment Accommodations – CMAS English Language Arts/Literacy Page 42 Appendix E https://pyrus.com/en/blog/wp-content/uploads/2015/08/Time-Pyrus.jpg

37. It is the Panel’s opinion that 50% additional time is a reasonable amount of additional time in most cases. However, some individuals have exceptional needs that justify the request for a testing accommodation of more than 50% additional time. In such situations, the qualified professional should provide a rationale based on history and objective evidence for the request for more than 50% extra time. 37 Best Practices Document Guidance ADA http://www.ada.gov/lsac_best_practices_report.docx

38.  50% extra time  Learning Disabilities  ADHD  Psychiatric Disorders  100% Extra time  Visual Impairments  Stop-the-Clock  Pain  Chronic Medical Disorders  Stop-the-Clock plus 50% extra time  Chronic Medical Disorder with cognitive impairment Best Practices Document Guidance ADA – Recommended Minimums 38 http://www.ada.gov/lsac_best_practices_report.docx

39. CMAS: PARCC Mathematics Colorado Measures of Academic Success

40. Presentation  Assistive Technology (non-screen reader)  Screen Reader Version (blindness/VI)  Student Reads Assessment Aloud to Him- or Herself*  Hardcopy Braille Edition  Large Print Edition  Paper-Based Edition*  ASL Video  Human Signer for Test Directions  Word-to-Word Dictionary (ELL)  General Directions Read in Native Language (ELL)  General Directions Clarified (ELL)  Online Translation in Spanish (ELL)  Paper-Based Edition in Spanish (ELL)  Other language translation at local level  Large Print Edition in Spanish (ELL)  Text-to-Speech in Spanish – Computer (ELL)  Human Reader in Spanish (ELL) Assessment Unit 40 Assessment Accommodations – CMAS: PARCC Mathematics

41. Presentation  Screen Reader Version (blindness/VI)  Recommended:  Windows 7  Firefox  Jaws 15  ALWAYS test beforehand  Also have a tactile graphics book  The following embedded tools are not included:  Pointer  Notepad  Answer eliminator  Magnifier  Line reader Assessment Unit 41 Assessment Accommodations – CMAS: PARCC Mathematics http://www.eaccessibilitywales.org.uk/easyread/w ordpress/wp-content/uploads/using-screen- reader.png Page 27 -28, 214  Color contrast  Ruler  Protractor  Calculator

42. Presentation  ASL Video  Practice tests can be found at: http://parcc.pearson.com/practice-tests/math/ http://parcc.pearson.com/practice-tests/math/ Teach navigation: Click video clip icon Click play to start / can be repeated as often as desired Move screen to side Only want question again? Click question Assessment Unit 42 Assessment Accommodations – CMAS: PARCC Mathematics Page 34 - 35

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46. Presentation  Online Translation in Spanish (ELL)  Paper-Based Edition in Spanish (ELL)  Other language translation at local level  Large Print Edition in Spanish (ELL)  Text-to-Speech in Spanish – Computer (ELL)  Human Reader in Spanish (ELL) Assessment Unit 46 Assessment Accommodations – CMAS: PARCC Mathematics Page 43 - 49

47. Response  Assistive Technology (non-screen reader)  Braille note-taker / Braille writer  Calculation Device on Calculator Sections  Calculator on Non-calculator Sections – UAR  Math manipulatives on Non-calculator Sections  Scribe – SWD and/or ELL (Speech-to-Text, Human Scribe, External AT)  Word Prediction Assessment Unit 47 Assessment Accommodations – CMAS: PARCC Mathematics

48. Response  Calculation Device on Calculator Sections*  In Colorado a hand held calculator on calculation sections for CBT is an accessibility feature Assessment Unit 48 Assessment Accommodations – CMAS: PARCC Mathematics https://pixabay.com/static/uploads/photo/2014/08/26/19/16/calculator-428294_640.jpg

49. Response  Calculator on Non-calculator Sections – UAR  Guidance document Assessment Unit 49 Assessment Accommodations – CMAS: PARCC Mathematics

50.  Criterion 1  The student is currently eligible for special education services or has a 504 plan. Calculator on Non-Calculator 50

51.  Criterion 2  The student has a disability that severely limits or prevents basic calculation.  Single digit addition  Single digit subtraction  Single digit multiplication  Single digit division Calculator on Non-Calculator 51

52.  Criterion 3  The student’s inability to perform mathematical calculations is documented by evaluation on at least one recent locally- administered diagnostic assessment.  Name of diagnostic assessment  Date of the most recent diagnostic assessment  Score received  Summary of the results Calculator on Non-Calculator 52 Part of progress monitoring

53.  Criterion 4  The student is receiving supplemental calculation instruction.  The student is receiving regular and ongoing reading instruction in addition to Mathematics instruction. Calculator on Non-Calculator 53

54.  Criterion 5  The student is using a calculation device, arithmetic table or manipulatives during instruction the majority of the time.  55% or more Calculator on Non-Calculator 54

55. Response  Math manipulatives on Non-calculator Sections  Still must meet the criteria for calculator but no UAR is required. Assessment Unit 55 Assessment Accommodations – CMAS: PARCC Mathematics Allowable mathematics tools include: Arithmetic tables (e.g., addition charts, subtraction charts, multiplication charts; division charts) Two-color chips (e.g., single-sided or double- sided) Counters and counting chips Square tiles Base 10 blocks 100s chart

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57. 57 Numberline: Yes for Instruction NO for assessment

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59. 59 1:1 Counting chips– allowed on assessment Pairing numeral with dots: NOT allowed on assessment

60. 60 Base 10 Blocks – allowed on assessment

61. Response  Scribe – SWD and/or ELL (Speech-to-Text, Human Scribe, External AT) Assessment Unit 61 Assessment Accommodations – CMAS: PARCC Mathematics http://hillaryhomzie.com/wp-content/uploads/2013/05/writing-pencil.jpg

62. CoAlt: DLM English Language Arts & Mathematics Colorado Measures of Academic Success

63. 63 Review Eligibility Requirements for each Disability Category Eligibility criteria for SLD/SED and most likely SLI will NOT meet participation requirements for alternate standards for instruction or participation in alternate DLM rosters should NOT show a primary disability of SLD/ SED or SLI *Note: Developmental Delay does not apply after age 8 (typically 3 rd Grade) Participation Guidelines Updated! Alternate Standards for Instruction and Assessment Participation Guidelines Worksheet Worksheet

64. CMAS: Science and Social Studies Colorado Measures of Academic Success

65.  Presentation  Accessibility Features in PARCC are not identical to CMAS Science and Social Studies  New this year:  Color contrast is now an accessibility feature on S and SS  Spanish Text to Speech (TTS) replaces Spanish Audio  Spanish translation - computer based or paper based (CBA/PBA) Assessment Unit 65 Assessment Accommodations – CMAS: Science and Social Studies

66. CoAlt: Science and Social Studies Colorado Measures of Academic Success

67. ACCESS for ELLs 2.0® English Language Proficiency

68. Assessment Unit 68 Assessment Accommodations – ACCESS for ELLs 2.0 ® Presentation  Sign Test Directions  Manual Control of Item Audio  Human reader/signer for Listening Test  Repeat Test Listening Items by Human Reader (online)  Read Aloud Test Items by Human Reader (paper)  Repeat Test Items by Human Reader (paper)  Large Print Version  Braille Version Now Computer Based!

69. Assessment Unit 69 Assessment Accommodations – ACCESS for ELLs 2.0 ® Response  Scribe  Word Processor or Keyboarding Device  AAC  Recording Device – Transcribed by Student  Braille Writer / Braille Notetaker  Assistive Technology

70. Assessment Unit 70 Assessment Accommodations – ACCESS for ELLs 2.0 ® Setting  Non School Setting Timing  Extended Time for Speaking Test (computer)  Extended Time within School Day  Extended Time Multiple Days* * Contact Tori Teague

71. 71 Brain Break http://glamoursmiles.com/wp-content/uploads/2014/01/True-of-false-thought-bubbles.jpg True = Punch Ceiling False = Stand up and march in place

72. Unique Accommodation Requests 72

73. Assessment Unit 73 Unique Accommodation Requests Unique accommodations are those accommodations that:  potentially could violate the construct of the assessment OR  are not specified in the accommodations manuals and may be perceived as providing an advantage

74. Unique Accommodations 74  Unique accommodations that could invalidate the test must be approved by CDE. These include, but are not limited to:  Reading of the ELA/L (reading) test (oral script, TTS)  Scribing for ELA/L constructed responses  Calculator for the non-calculator section of Mathematics

75. Assessment Unit 75 Unique Accommodation Requests  Submit on proper COLORADO UAR form  No email  Submit only via  Alpine Achievement Secure Share  Personal delivery  Include a completed guidance document  Instructions page does not need to be included  DAC (Tori Teague) will send to CDE

76. Assessment Questions??  Assessment Department  303-682-7242  Tori Teague  Doug Morland  Kim Wiggins  Liz Garcia  Sheila Koenig Questions about Eligibility for Alternate Standards & Assessment and Instructional Practice  Sundee Pietsch  Student Services Contacts 76