Transcript CMAS 12th Grade - Division of Accountability and Research

CMAS 12th Grade
Accessibility and Accommodations
ACCESSIBILITY
FEATURES AND
ACCOMMODATIONS
OVERVIEW
Increased Accessibility

TestNav 8
◦ Embedded features: available to all students to
increase accessibility
◦ Embedded accessibility features that must be
requested ahead of time: available to all students to
increase accessibility
◦ Additional embedded and non-embedded
accommodations available to students consistent with
their IEP, 504, or English learner plans
Crosswalk from TCAP
CMAS Science/Social Studies
Presentation
Accessibility Features and ACCOMMODATIONS
TCAP
S=Standard
Accessibility Features for ALL
R=Restricted to IEP/504, ELL Students-highlighted ones must be
NSA=IEP/504 Nonstandard marked in advance in pearson access
Accommodations
IEP, 504, ELL Plan ONLY
highlighted ones must be marked or
ordered in advance in pearson access
1
2
Large Print 18
Extra Large
S
R (IEP, 504)
Magnifier or Zoom
Zoom
paper based large print
3
4
5
Color Contrast
External Color Overlays
Low-Vision Devices*
S
S
R(IEP, 504)
Yes-black font on white screen
Screen Contrasts-color
Yes
6
Teacher Read Directions
S
Yes
7
Oral Scripts-English-human reads it
S (No-Reading)
Yes, oral script
7a
Translated Oral Script-Spanish (human
reads it)
R (No-Reading)
Yes, use provided Spanish
translated oral script
7b
Translated Oral Script-other languages
R (No-Reading)
Yes, must first translate locally
the English oral script
8
Text-to-Speech-English-computer reads it
R (No-Reading)
8a
Text-to-Speech-Spanish-computer reads
it
8
Sign Language
R (No-Reading)
Use oral script to translate
9
Braille w/ Tactile Graphics
R(IEP, 504)
Yes, provided with paper copy
10
11
Read Aloud to Self
Audio Amplification
S
R(IEP, 504)
12
Word-to-Word Glossary/Dictionary
13
Closed Captioning of Video
14
Redirect Student to Test
15
Descriptive Video (for blindness)
Zoom
Yes-text to speech
Yes-Spanish text to speech
Setting Consideration
Volume Control
R
Yes, school provides
Yes
NSA
Yes
Yes
Available to all students
ACCESSIBILITY
FEATURES
Accessibility Features
Available to All Students
Feature
New
Scientific calculator
Answer eliminator
Extended time
Flag items for review
General administration considerations
General administration directions repeated
Highlighter
Line reader guide (Ruler)
Magnification/ enlargement
Navigation tools
Pointer
Redirect student to the test
Ruler (can also be used as a line guide)
Writing tools
Periodic Table
Notepad
Periodic Table
Periodic Table
Accessibility feature-Redirection
The Test Administrator may redirect off-task
students back to the test by saying,
“<student’s name>, 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
Embedded Features that Must
Be Requested

Selected by form
1. Text-to-speech (accessibility feature)
 Continue to play
 Click to hear *CDE recommends students are taught
to default to this
2. Spanish audio (accommodation)
3. Color contrast (accommodation)
4. Text-to-speech with color contrast (accommodation)
5. Spanish audio with color contrast (accommodation)
6. Oral script (accommodation)
Text to Speech
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 Text-to-Speech on
computer based assessments
 Large file size affects student testing – even with
proctor caching
 The appropriate form must be assigned in
PearsonAccess 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.
Should every student be given
Text-to-Speech (TTS)?




No. Only students who really need this
accessibility feature should have it
Security issues: There is only one form for
text-to-speech
Training issues: students must know how to
use it before testing
Network performance issues: file sizes for
items with TTS are 4-10 times larger than
regular item files. Network and computer
performance estimates are based on the
standard file size
Accessibility Features Available to All Students
Who Use Similar Accessibility Strategies During
Instruction and class/district assessments
Feature
Text-to-Speech
Description
Icon
1) Select “Play”
OR
2) Select “Click
Hear” button
to
Table talk- Text to speech
Who might text to speech be appropriate
for at your school?
 Who do you need to talk to in order to
find out which students with IEP/504 and
ELL are currently using text to speech
(oral script)?
 Will you use the epats? When?

IEP, 504 or ELL only
ACCOMMODATIONS
Accommodations

Must be based on an individual need documented in the
student’s approved IEP, 504, or English Learner plan

A master list of all students and their accommodations must
be maintained by the SAC. These will need to be recorded in
PearsonAccess. Please include students using text-to-speech.

Accommodations are available for computer-based and
paper-based administration.
◦ Paper-based form is itself intended to be an accommodated form

Some accommodations must be indicated in
PearsonAccess/Pearson Next prior to testing
Name
Accessibility
SASI ID
Social Studies
Accommodation
features to mark in advance for Social
Studies
Accessibility
Science
Accommodation
Features to mark in advance for
Science
Idea-way to track accommodations
(and accessibility features)
3 formal plans allow for statewide
Assessment accommodations
Students with an IEP
 Students with a 504 plan
 Students identified as an English language
learner

Assessment accommodation must
be:


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
20
Exceptions to the 90-day rule

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
21
Unique Accommodations (new
name for Non Standard
Accommodations requests)
 IEP or 504 plans
 Historically less than .01% of students
 State deadline is DECEMBER 15
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
Accommodations for
Computer-Based
Administration

New
Presentation
◦ English oral script used for:
 On-site translations into languages other than Spanish*
 On-site sign language presentation*
◦ Spanish audio
◦ Spanish oral script*
◦ Color contrast, including high contrast and reverse contrast
◦ External cover overlays
◦ Word-to-word dictionaries (English/native language)
◦ Assistive technology devices – compatibility will need to be established
*Due to the number, length and complexity of sources in the Social
Studies assessment, it is recommended that this accommodation be
provided individually when practicable.
Oral Presentation Options
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
.
Spanish Text to Speech
Students select to play button to hear the
text in Spanish
 Students can control volume

Spanish Audio in Performance
Events - Directions
Spanish Audio in Performance
Events – Interacting with Items
Color Contrast

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
28
Assistive Technology

Devices with demonstrated TestNav 8
compatibility:
www.pearsononlinetesting.com/at
Assistive Technology




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
30
Assistive Technology cont.
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.
31
Assistive Technology cont.
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.
32
Accommodations for
Computer-Based
Administration

Response
◦ Written responses in Spanish
◦ Scribe (must be individually administered)
 English
 Other languages
◦ Assistive technology devices – compatibility will need
to be established
Scribe

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
34
Written in Native Language
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
35
Accommodations for
Computer-based Administration


Setting
◦ Small group
◦ Individual
Timing
◦ Extended time greater than time and a half
◦ Time of day
◦ Multiple breaks (requires separate setting)
Paper Pencil or Online?

Paper-based Assessments: A paper-based
form of the assessments will only be
available for students who:
◦ Have a neurological disorder, a condition that
causes seizures or another health condition that
prevents the student from accessing the
computer
◦ Need a braille form with tactile graphics
◦ IEP or 504 plan requires assistive technology, such
as speech-to-text, that may not be compatible
with the test engine.
www.pearsononlinetesting.com/at
◦ Will provide written responses in a language
other than English or Spanish
Accommodations for Paperbased Administration

Presentation
◦
◦
◦
◦
Braille with tactile graphics
Large print (Reminder: computer-based has zoom and magnifier)
External cover overlays
English oral script (text-to-speech in computer-based)*
 On-site translations into languages other than Spanish
 On-site sign language presentation
◦ Spanish oral script (also computer-based)*
◦ Word-to-word dictionary (English/native language)
*Due to the number, length and complexity of sources in the Social
Studies assessment, it is recommended that this accommodation be
provided individually when practicable.
Accommodations for Paperbased Administration

Response
◦ Braille note-taker
◦ Scribe (also for computer-based)
 Must be administered individually
◦ Speech-to-text
◦ Assistive technology devices (word prediction)

Setting (same as computer-based)
◦ Small group
◦ Individual

Timing (same as computer-based)
◦ Extended time greater than time and a half
◦ Time of day
◦ Multiple breaks (requires separate setting)
Keeping track and organizing

Simple list of student names and
accessibility features and accommodations
they will use
To Do List

Be sure that documentation is specific (ex: content area, length of
extended time, etc.).

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).
To Do List

If a teacher is consistently providing a non-documented individual
accommodation (so for IEP or 504 or ELL only) 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 accessibility features and
accommodations in the online test environment (ePAT).
Talk/Think/Plan next steps





Where are current accommodations documents for
students kept? 12th graders? If nothing current kept,
what will your building use?
Who is your building ESS contact (s) for finding out
which IEP/504 students need accommodations and
what accommodations they need?
How will you decide which students need text to
speech?
How will you collect from teachers which ELL
students need which accommodations?
End date that you will have all collected in so you
can order and so you can create test sessions in
pearson access?