Transcript Digging Deeper with PARCC Accommodations

Digging Deeper
With PARCC Accommodations & Accessibility
http://goo.gl/IKiWsh access PARCC Accessibility &
Accommodations folder
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QUESTIONS?
● We encourage asking questions for clarification.
● Some questions will be addressed later in the
presentation. Bear with us!
● Please direct as many questions as possible to
Today’s meet.
https://todaysmeet.com/PARCCAccess
Today’s Learning Targets
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Identify three tiers of accessibility features and
accommodations.
Participate in a collaborative discussion regarding use of
PNP’s for identification of accessibility features and/or
accommodations to level the playing field for all students.
Recognize the connections between classroom instruction
/ assessment and PARCC accommodations / accessibility
features.
Identify requirements for specific accommodations for
English language learners and students with disabilities.
PARCC Accessibility & Accommodations
Manual, 3rd Edition
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Released 11/10/14
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This manual applies to ALL students, not just students
with disabilities or English language learners.
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http://parcconline.org/parcc-accessibility-features-andaccommodations-manual
Partnership for Assessment of Readiness for College and Career– Third Edition (2014). PARCC Accessibility Features and Accommodations Manual 2014 – 2015. Parcc, Inc.
Washington, DC: PARCC Assessment Consortia
3 Levels of Accessibility
Features for All Students: Features for all
students, which will be embedded through the
PARCC online delivery platform, or part of the
PARCC assessment administration.
Accessibility Features for All Students
(identified in advance): Features available to all
students but provided to students who have a need
identified ahead of the PARCC assessment.
Accommodations: Supports for students with
disabilities, English learners, and English learners
with disabilities that increase access while
maintaining a valid and reliable score."
3 Levels of Accessibility
Accessibility
Features for
Accessibility
Features for
Tier 1
Tier 2
Identified in
Advance
(PNP)
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Audio Amplification
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Blank Paper
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Eliminate Answer Choices
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Answer Masking
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Flag Items
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Color Contrast (Background/
Font Color)
Directions Read Aloud and Repeated
as Needed
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Highlight Tool
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Line Reader Tool
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Magnification/Enlargement
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Expand/ collapse passage
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NotePad
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Pop-up Glossary
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Spell Checker (external)
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Writing Tools (cut/paste, underline,
bold, bullets)
Tier 3
All Students
All Students
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Accommodations
(IEP, 504, ELL)
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Text-to-Speech (TTS) for the
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ASL video for Math/Test directions/ELA
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Braille Edition Braille versions of the
assessments.
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Calculation Device\ Math Tools
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Scribe or Speech to Text
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Text to speech or video of interpreter for
ELA/Literacy
Mathematics Assessments
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Human Reader/Human
Signer for Mathematics
Assessment
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Word Prediction (external device)
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Student reads aloud to themselves
Accommodations for English Learners (pages 4648 of Accessibility & Accommodations Manual)
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General Directions Clarified/Read Aloud
in Native Language
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Word to Word Dictionary
(English/Students Native Language
Accessibility & Accommodations on Paper / Pencil
Assessments
● See Appendix A for details.
● Outlines accessibility features and
accommodations for students with
disabilities.
● Read aloud accommodation and/ or
accessibility feature?
○
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See Appendix B: Test Administration Protocol for
the Human Reader Accommodation for English
Language Arts/Literacy Assessments, and the
Human Reader Accessibility Feature for
Mathematics Assessments
Readers must refer to Appendix I: PARCC ELA
Audio Guidelines and/or Appendix J: PARCC
Mathematics Audio Guidelines to ensure
consistency in how items are read.
Indicates the
accessibility
feature or
accommodation
and a description
of what this will
look like for
student use.
PARCC Accessibility Tools
Draft
Assistive Technology
Network
Accommodation Clarification - Calculator
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Accommodations
(IEP, 504, ELL)
PARCC Calculator Policy for Calculator Sections of the PARCC Assessment
Notation will be provided on confidential reports to school and parent stating the student was given
a calculation device accommodation, therefore no claims should be made re: the student’s ability to
perform math calculations.
PARCC will not provide fluency subscores.
Even if using computer testing, students should bring their own calculator if using calc
accommodation on non-calc sections.
It is the responsibility of the test proctor to confirm appropriateness of calc and clear the memory (if
applicable).
Pg. 38-39, PARCC Accessibility
and Accommodations Manual
Accommodation Clarification - Calculator
Accommodations
(IEP, 504, ELL)
● Grades 3 - 5 : Four function
with square root and
percentage
● Grades 6 - 7: Four function
with square root and
percentage
● Grades 8: Scientific
● High School: Graphic
Calculators (ex TI-84)
Pg. 38-39, PARCC Accessibility
and Accommodations Manual
Accommodation Clarification - Scribe
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Accommodations
(IEP, 504, ELL)
In order to receive the accommodation the student would need to fall into one of 2 categories:
○ A physical disability that severely limits or prevents the student’s motor process of writing through
keyboarding;
○ A disability that severely limits or prevents the student from expressing written language, even after
varied and repeated attempts to teach the student to do so.
Teams should also take into consideration the following:
○ The student’s inability to express in writing is documented in evaluation summaries from locally
administered diagnostic assessments;
○ The student routinely uses a scribe for written assignments; and
○ The student receives ongoing, intensive instruction and/or interventions to learn written expression, as
deemed appropriate by the IEP team or 504 plan coordinator.
Appendix C (to be released soon)
See Transcription Guidelines
Pg. 41, PARCC Accessibility and
Accommodations Manual
Accommodation Clarification -
Word Prediction
Accommodations
(IEP, 504, ELL)
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Small group of students will qualify
Students with challenges in recalling expressive written language
External device, not connected to internet, not able to save
Students must be using this in classroom instruction / assessment
documentation that they have a disability (recent evaluation) that requires use of
this technology.
○ Ongoing intensive instruction in language processing and writing
Pg. 42, PARCC Accessibility and
Accommodations Manual
Accommodation Clarification ●
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Extended Time
Accommodations
(IEP, 504, ELL)
Extra time may be needed:
○ to process written text (e.g., for a student who processes information slowly or has a
human reader)
○ to write (e.g., for a student with limited dexterity)
○ to use other accommodations or augmentative devices (e.g., assistive technology, audio
materials, or a scribe)
○ for a student who needs frequent breaks that may extend the time needed to complete
testing.
This must be a continuous block of time.
Direct supervision the entire time (including lunch and breaks)
Be specific ○ 1 hour
○ Time and a half
See Appendix E for
○ Double time
clarification.
How do I determine accessibility features
and accommodations?
Do not add accessibility features or
accommodations unless they have
been used by the student as part of
ongoing classroom instruction and
assessment!
We did then what we knew
how to do.
Now that we know better,
we can do better!
Step 3: Select Accessibility Features and
Accommodations for Individual Students (pg. 52)
Factor 1
Factor 1: Student characteristics and learning needs (e.g., disabilities, language proficiency,
accommodations used in classroom instruction/assessments to access and perform in academic
standards and assessments)
Factor 2
Factor 2: Individual assessment characteristics (i.e., knowledge about what tasks are required on
PARCC assessments and ways to remove physical and other barriers to students’ ability to perform
those tasks)
Factor 3
Factor 3: PARCC accessibility features and accommodations policies that maintain the validity of
assessment results.
TEAM
decision!
The PARCC
Assessment
should not be a
student’s FIRST
exposure to
these features
and / or
accommodation
s!
Pg. 55, PARCC
Accessibility and
Accommodations Manual
Pg. 55, PARCC Accessibility and
Accommodations Manual
When selecting accessibility features and/or accommodations for English
learners, consider the student’s (p. 62):
1. Level of English language proficiency (ELP) on the state ELP test (Ohio’s OTELA):
○ Beginning, Intermediate or Advanced (see Table 7, p. 62)
2. Literacy development in English and/or the native language
○ Native language literacy
○ Interrupted schooling/literacy background
(see p. 63)
3. Background factors that impact effective accommodations use (see pp. 63-64)
○ Grade/age
○ Affective filter (i.e, level of student anxiety/comfort with English)
○ Time in U.S. Schools
See the PARCC Accommodations folder for a list of
Title III/ELL Consortium District Contacts
IEP Documentation:
There are three areas in which accommodations can potentially be addressed
in the IEP:
1.
Section 12: “Participation in Assessments” [20 USC § 1412(a)(16)].
This section of the IEP documents accommodations needed to
facilitate the participation of students with disabilities in State and
district assessments.
2.
Section 7: “Consideration of Special Factors” [20 USC §
1414(d)(3)(B)]. This is where communication and assistive technology
supports are considered.
3.
Section 7: “Supplementary Aids and Services” [20 USC
§1401(33)and 20 USC §1414(d)(1)(A)(i)]. This area of the IEP
includes “aids, services, and other supports that are provided in
regular education classes or other education related settings to enable
students with disabilities to be educated with nondisabled students to
the maximum extent appropriate.
● Accommodations should be used in
classroom assessments and instruction,
aligned with the the student’s profile and
“present levels of academic achievement and
functional performance.”
● Document the conversation occurred
in the PR-01!
Recent Changes:
Reading Access Accommodations
Text to Speech Reader / Human Reader on ELA
Assessments
Reading Access Accommodations
We are in a new era of statewide testing with new criteria and thinking about what is access for all and what
is an accommodation for some. “Read Aloud” should not be considered the same as it was for the
OAA/OGT. There are many differences both in who should/can receive a “read aloud” and how it is
administered compared to what we did. Text to Speech for computer based testing or a Human Reader for
paper based testing is now an accessibility feature available to all students for Math, Science and Social
Studies. This is not to say that all students should have the feature provided, but it can be available to any
student if the educational team knows that it would be beneficial. However, for ELA, only students who
meet specific criteria may have the this as an accommodation.
This accommodation for ELA, called the “reading access accommodation”, is “all or none”.
Either the student needs it for everything (including the passages), or doesn’t get it at all.
- Andrew Hinkle, ODE
Reading Access Accommodations
● Text to Speech or Human Reader (on paper/pencil
assessments) as an accommodation for the entire reading test.
● Limited eligibility for this accommodation.
● Notation on test results.
Reading Access Accommodations
For ELA, it should be a very small number of students who receive this accommodation. The
estimate is 1-1.5% of the total tested population, or around roughly 6-10% of SWD. The “read
aloud” for ELA, referred to as the “reading access” accommodation is not an accessibility
feature, it is a true accommodation only available to SWD who meet the criteria set forth in the
accommodation manual. It allows for the entire test to be read, including the reading passages.
The reasoning is that students who receive the reading access accommodation do so because they
are virtual non-readers(i.e. at the beginning stages of learning to decode), so would be unable to
take the test without. A virtual non-reader is not simply reading below grade level. There is no
allowance to read only directions and items but not passages on ELA, it is all or none.
- Andrew Hinkle, ODE
Read Aloud Guidance from ODE (12/2/14)
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Read aloud is an accessibility feature identified in advance for
math, science, and social studies.
Read aloud on ELA is an accommodation for SWD who would
be unable to participate because of severe print disabilities
Consider: (Also on Appendix D)
○ Blindness or a visual impairment and has not learned
(or is unable to use) Braille;
○ A disability that severely limits or prevents him or
her from accessing printed text, even after varied and
repeated attempts to teach the student to do so (for
example, the 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.
● Refer to Appendix D, guidance
document for reading access
accommodation - Text to Speech /
Screen Reader Tool.
● Ohio has IEP Decision Making Tool
● It’s a TEAM Decision!
● You need evidence to support your
decision. This should be a thread
woven throughout the IEP.
Updates from ODE - OEC (12/17/14):
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PARCC accessibility features and accommodations are different from OAA
& OGT’s
Accommodations MUST be documented in the IEP (Section 12) or 504 plan
to be allowable.
Accessibility features & administrative considerations (ex: small group) do
not need to be addressed in IEP / 504 plans, however it is recommended
that they are to ensure student has them.
If a student no longer qualifies for an accommodation, IEP’s should be
revised (including read aloud accommodation).
Amendments do not have to be face to face meetings, at discretion of the
team.
Once amended, school must send the amended IEP home to parents within
30 days.
Our suggestion for future IEP meetings:
● Bring Appendix D, or Ohio’s IEP / 504
Decision Making Tool
● Bring a PNP recording form to start the
discussion and complete during the meeting.
● On Section 12, specify classroom
accommodations and Next Gen Assessment
accommodations (by subject area, if
applicable)
● Remember the thread should start in the
profile and be developed throughout the
IEP.
● Document this conversation on the PR-01!
How do we practice using the accessibility
features and accommodations?
Practice with these features and tools
should be embedded in instruction
and assessment.
Practice, Practice, Practice
• Practice Tests
http://parcconline.org/practice-tests
•Practicing turning on and off the tools
•Practice tool navigation
• Use Low Tech and High Tech Tools, aligned with
accessibility features and accommodations, in everyday
instruction.
•Refer to PARCC Accessibility Tools Draft
•Youngstown City Schools - Technology Integration
•SSTR10 Livebinder
•SSTR9 Livebinder
•http://nextgen.apps.sparcc.org/home
Student Readiness Resource for PARCC
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http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/pcPEMTraining
○ Click on Training Modules (bottom right)
○ Sign in or create an account
Module on the Student Readiness
Access the powerpoint for this module
Provides training on
•TestNav 8 Tutorial
•Student Tutorials
•Sample Items
•Practice Tests
•Resources
Tools to assist
educators in
practicing use of
accessibility
features and
accommodations.
PARCC Accessibility Tools
Draft
Assistive Technology
Network
How do we document accessibility features
and accommodations for testing?
Personal Needs Profile
(PNP) must be completed for all
accommodations and some accessibility features
(Tier 2).
Personal Needs Profile
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PNP File
Computer Based
Assigns features to student
Complete before testing
Information is input during
student registration
Required for students to have
access to pre-identified
features such as accessibility
features and
accommodations
PNP Document - (Recording
Form)
● Hard copy - documentation
● Optional Tool
● Sample provided
● ODE is developing an optional
tool
● Decision - making process
documentation
● Complete throughout the year
● Reviewed and updated
annually
PNP Information
Important
You will need to import a Personal Needs Profile for each administration (i.e., one file for PBA and
another for EOY). If you are importing both files at the same time, select the administration “PARCC Op
Spring PBA 2015” (see step 2 on the following page) and import the Personal Needs Profile. Next, select
the administration “PARCC Op Spring EOY 2015” and import the Personal Needs Profile again. Field
values do not need to be changed in the file itself. You will only need to change a field value if that value
changes between the PBA and EOY administrations.
If a student has more than one test assignment (e.g., Grade 3 ELA/Literacy and Grade 3 Mathematics),
each test assignment needs to appear as a separate record on the Personal Needs Profile. For example, if a
student is taking Grade 3 ELA/Literacy and Grade 3 Mathematics, this student will have two records on
the Personal Needs Profile (one for each test assignment).
● Sample PNP Recording Document,
based on New Jersey’s PNP
● ODE to release an optional
document soon. Access it here
when available.
Personal Needs Profile Module
● http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/QuickLink/pcPE
MTraining
○ Click on Training Modules (bottom right)
● Module on the PNP (38 Minutes)
Questions?
More Information?
ANDREW HINKLE, ODE
[email protected]
Talk to your Educational Service Center!
Mahoning, Columbiana, Trumbull, & Ashtabula
County ESC’s
Michelle Elia, SSTR5
(330) 965-7828, ext 1023
[email protected]