Transcript ACCESSIBILITY / ACCOMMODATION TRAINING

ACCESSIBILITY / ACCOMMODATION
TRAINING
ROSS-PIKE ESC
http://tinyurl.com/pbd4dfl
HOW IS THE TESTING
STRUCTURED?
PARCC ASSESSMENTS
• Math in 3rd, 4th, 5th, 6th, 7th, 8th
• ELA in 4th, 5th, 6th, 7th, 8th (recent legislation has all 3rd
graders taking OAA in spring)*
• High School – English 1 and 2; Algebra I and Geometry
(or Integrated equivalents)
• Performance-based section
– On computer (Feb. 16 – Mar. 20)
– Paper/Pencil (Feb. 16 – Mar. 6)
• End of Year section
– On computer (April 13 – May 15)
– Paper/Pencil (April 13 – May 1)
AIR ASSESSMENTS
• Social Studies – 4th and 6th ; American History,
American Government
• Science – 5th and 8th
– Physical Science/Biology – see next slide
• Performance-based section
– Computer or Paper/Pencil (Mar. 2 – 13)
• End of year section
– Computer or Paper/Pencil (May 4 -15)
BLOCK SCHEDULE SCHOOLS SHOULD CHECK ODE
FOR BRAND NEW DATES
PHYSICAL SCIENCE/BIOLOGY
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For the freshmen class beginning in 2015-2016, the end of course exam for
graduation will change from physical science to biology
There will be no biology test available this year. The first test available for biology
will be next fall for block scheduled students.
Students taking physical science this year for high school credit will take the
physical science PBA and EOY assessments. When these students are sophomores
and they take biology, they will take the biology PBA and EOY assessments. This
year’s freshmen (Class of 2018) are the only group that may have to take two
science tests to go toward their graduation requirement depending on their course
sequence – NOTE: after this group takes the two courses and assessments, they
can choose which one they actually want to go toward the “points”.
If a student is currently in 9th grade and is enrolled in a biology course, they will
NOT take a physical science test this year, nor will they take the biology test next
year. The will be grandfathered in with a score to be determined.
Current 8th grade students taking physical science for HS credit will take the PBA
and EOY this year for physical science and then will take the PBA and EOY for
biology when they take that course in HS. However, only the biology test will
count toward graduation
-INFORMATION FROM CATHY HOLMES, ODE
-TESTING GRAPHIC FROM K. LANGE, OAKWOOD
TIME TO TEST
• ODE resource for how much time allowed and
estimated time on task included in packet
• Can you give units out of order? NO
GRADUATION REQUIREMENTS
• OGT will continue to be in effect for this year’s
sophomores, juniors, seniors.
– Double testing for many of these kids
• What about “freshmores” or “academic redshirt freshmen”?
– They fall under sophomore classification
• OGT will continue to be given to those that
don’t reach the minimum score.
WHO DOES IT AFFECT?
• End of Course (EOC) / End of Year (EOY) exams
go into effect with this year’s freshmen class
(class of 2018).
• However…. ANY student taking American
History and/or American Government this
year is required to take those exams
GRADUATION POINTS
• As one of the three pathways to a diploma, students can
accumulate their scores from end-of-course exams. The higher a
student scores on any end-of-course exam, the more graduation
points he or she earns:
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§ Advanced Level = 5 points
§ Accelerated Level = 4 points
§ Proficient Level = 3 points
§ Basic Level = 2 points
§ Limited Level = 1 point
• If a student reaches 18 graduation points overall, he or she
becomes eligible for a diploma.
• Of these overall points, a student must earn at least four points
between the math exams, four points between the English exams,
and six points between the science and social studies exams.
SUBSTITUTE EXAMS
• Students in certain courses can take a substitute exam, such as an
Advanced Placement (AP) exam, instead of the state’s end-ofcourse exam. The State Board-approved AP exams may be
substitute tests for the following courses:
• Physical Science:
• § AP Physics 1: Algebra-Based
• § AP Physics 2: Algebra-Based
• American History:
• § AP United States History
• American Government:
• § AP United States Government and Policy
RETAKING EXAMS
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A student who scores below Proficient on any end-of-course exam may retake the exam after
receiving extra help from the school. A student scoring Proficient or higher can retake an exam only
if he or she has taken all seven end-of-course exams and still is below the minimum point
requirements. Any student who automatically earned three graduation points from a course can
retake the exam for a higher score.
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Highest score counts
The highest score a student gets on a test will count. For example, if a student retakes an end-ofcourse exam, or if he or she takes the college admissions test before or after it is offered by the
state, the student’s highest recorded score will count.
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Transfer students
Districts will scale down the graduation points requirements for students who arrive at a school
with credit for some, but not all, tested courses. However, these students still must earn at least
five points between the English II and either the Geometry or Integrated Math II exams.
Students who transfer having taken all of the tested courses will take only the college admissions
test (see below for more information on this test). If the student does not reach the score needed
for graduation, the student must take the English II and Integrated Math II exams and earn five
points between them.
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MAJOR STEPS FORWARD
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Phase-in exemption and automatic points
If a student earned high school credit for a tested course before July 1, 2014, the
student automatically earns three graduation points. Students who earn credit for
a first semester block course in American history, American government or physical
science before January 31, 2015, will also automatically earn three graduation
points. If a student receives automatic points, he or she does not have to take the
exam, unless that student chooses to take it. The exemption for block schedule
students is part of a rule that will be finalized in December 2014.
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Industry credentials
The State Board approved the criteria for the industry credentials a student may
use to help qualify for a diploma.
All credentials must be tied to jobs that are in-demand, either statewide or locally.
A student can use any credential for graduation that appears on the list during the
student’s junior year, even if that credential comes off the list during the senior
year. A student may always use new credentials added to the list after his or her
junior year. The department will release the first approved credentials list in
December 2014.
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FUTURE WORK
• State Board of Education
– College admission test
– Job skills test
– Substitute exams
• ODE and Districts
– Linkage Process for selected subjects will begin
this spring.
WHAT DO WE DO ABOUT ALTERNATE
ASSESSMENT?
• 9TH grade students identified as eligible for AASCD
do not test in 9th grade.
• Upon entry into 10th grade, the student will take
the suite of AASCD HS tests in ELA, Math, Science,
and Social Studies.
• There is no separate AASCD for each end-ofcourse test.
• A proficient score in each assessed content area
may be used in lieu of the required minimum
score on the 7 EOC tests for the grad
requirement.
EMAIL FROM BOB RALSTIN, SST AND ANDREW HINKLE, ODE 12-10-14 (INCLUDED IN YOUR PACKET)
Accommodations and Accessibility
FEATURES FOR ALL STUDENTS
• Based on Principles of Universal Design
• May be available for ANY student
• Onscreen, toolbar, or menu access
For All – Provided by Test Admin
• Blank Paper
• General Administration Directions Read Aloud
and Repeated
• General Administration Directions Clarified
• Redirect Students to Assessment
For All – Student Directed
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Audio Amplification
Eliminate Choices
Flag Items / Review
Highlight Tool
Headphones
Magnification
Enlargement
NotePad
Pop-Up Glossary
Spell Checker
Writing Tools
Administrative Considerations for All
Students
• School-based teams may determine that any student
can receive one or more of the following test
administration considerations, regardless of the
student’s status as a student with a disability or who is
an English learner:
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Small group testing
Frequent breaks
Time of day
Separate or alternate location
Specified area or seating
Adaptive and specialized equipment or furniture
• PARCC Manual pg. 26
To Prepare All Students…
• What tools are all students using now?
• What tools might all students benefit from?
• Table 1 – Accessibility Features for All
Students
WHAT IS A PNP?
• Personal Needs Profile (PNP)
– Term used to describe the file upload into the
testing system
– Also used for paper version that keeps
documentation of need (see Louisiana example in
packet)
• Not appropriate as blanket accessibility
feature
• Table 2 – Presentation Accommodations for
Students with Disabilities
• Table 3 – Response Accommodations for
Students with Disabilities
• Table 4 – Timing and Scheduling
Accommodations for Students with Disabilities
CALCULATORS
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Considerations:
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A disability that severely limits or prevents the student’s ability to perform basic
calculations (i.e., single-digit addition, subtraction, multiplication, or division),
even after varied and repeated attempts to teach the student to do so.
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The student is unable to perform calculations without the use of a calculation
device, arithmetic table, or manipulative during routine instruction;
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The student’s inability to perform mathematical calculations is documented in
evaluation summaries from locally-administered diagnostic assessments.
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The student receives ongoing, intensive instruction and/or interventions to learn
to calculate without using a calculation device, in order to ensure that the student
continues to learn basic calculation and fluency.
SCRIBE
• On the ELA/Literacy Selected Response and the Mathematics
Response – No major changes to how we’ve been doing it
• On the ELA/Literacy Constructed Response, considerations include:
– A physical disability that severely limits or prevents the student’s
motor process of writing through keyboarding; OR 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.
– Additional considerations are whether:
• 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.
WHAT ABOUT “READ ALOUDS”?
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Computer-based testing – “text to speech”
Paper-based testing – human reader
All content is read
Available in Math, Science and Social Studies
to any student identified as needing it in
advance of testing
– Not appropriate for every student; student should
experience both human reader and text to speech
prior to testing to determine need
WHAT ABOUT “READ ALOUDS” FOR
ELA?
• Everything is read (including passages)
• Reading access accommodation
– Very small number of students
– Unable to participate in the assessment due to disability
severely limiting or preventing them from decoding printed text
• Consideration given to:
– Blindness or visual impairment (who haven’t learned Braille)
– Student that is unable to decode printed text and
varied/repeated attempts have been made to teach the student
to do so
– Deafness or a hearing impairment that severely limits/prevents
from decoding text
READ ALOUD GUIDANCE FOR OHIO’S NEW STATE TESTS DECEMBER 1, 2014 – ODE
-FOUND IN YOUR PACKET
WHY DID I HEAR ONLY 6-10 PERCENT OF
SWDS WILL QUALIFY FOR “READ ALOUDS”?
• 1-1.5 percent of the total tested population
should qualify for this accommodation.
• Approx. 15 percent of Ohio students have
disabilities.
• Using these figures, statistically in Ohio, 6-10
percent of students with disabilities may
qualify for the reading access accommodation.
Reading Access White Paper – not in packet but can be found at http://tinyurl.com/onjtunz
HOW DO WE DOCUMENT “READ
ALOUDS” FOR ELA?
• Should have documentation in PNP for Math,
Science, Social Studies
• ELA requires additional documentation
• ODE has developed a “Decision-Making Tool”
– Optional but strongly recommended you use it
– Copy in packet; MS Word and PDF version at
http://tinyurl.com/onjtunz
HOW DO I DOCUMENT IN THE
IEP/504?
• Documented in Section 12 of IEP or testing section of
504 plan
• Must be documented to receive
• Accessibility features and administrative considerations
(e.g. small group) are not required to be documented
in a student’s IEP/504 but it’s a good idea
• If student no longer qualifies for an accommodation,
the IEP should be revised
• Changes may take place through face-to-face or via
phone call or email (amendment to IEP)
– Copy must be sent to parent within 30 days
ODE-OEC MEMO #2014-1 (in packet)
How do you decide what they need?
• Step 1 – Expect All Students to Achieve
Academic Grade-Level and Course Content
Standards
• Step 2 – Learn About Accessibility Features
and Accommodations
• Step 3 – Select Accessibility Features and
Accommodations for Individual Students
SPECIAL EDUCATION SUPERVISORS
• Lori Lowe – [email protected]
• Steve Good – [email protected]
• Heidi Gray – [email protected]
• Tom Kitchen – [email protected]