Transcript Smarter Balanced Accommodations – Knowing and Using

Smarter Balanced
Accommodations –
Knowing and Using
Allowed Resources
Presenters:
Donna Gearns
Alicia Skelly
8/20/2014
Learning Targets for This
Session
O Differentiate between accommodations and
modifications
O Basic understanding of the Smarter
Balanced Assessment – who gets tested
O Awareness of the 3 key “features” –
O Universal Tools
O Designated Supports
O Accommodations
What is the Smarter Balanced
Assessment
O Assessment aligned to the Common Core
Standards
O English language Arts (ELA)/literacy
O Math
O Grades 3-8 and 11
O All students are expected to participate
O Exceptions are students with the most
significant cognitive disabilities ( about 1% or
fewer of student population)
Who takes which test??
O Elementary Grades 3-8
O Secondary
O Info. From OPSI website
Elementary
Secondary
What are accommodations?
O Tool and Procedures
O Provide equal access to instruction and
assessment for students with disabilities
O “level the playing field”
O Intended to lessen the effects of a student’s
disability
Accommodations VS
Modifications
O Accommodations
O Lessen the effects of a student’s disability
O Provides multiple means for students to learn the
standards
O Very important – an accommodation does not
change the content being taught or reduce
learning or achievement expectations
O Can be –
O A device
O A practice
O A procedure
Accommodations vs
Modifications
O Modifications
O Change the core content standard or
performance expectation
O Can be –
O A device
O A practice
O An intervention
Test your knowledge
O Should accommodations be used only for testing
purposes??
O Who gets to decide what accommodations are
used
a. Parents
b. Classroom teacher
c. OT/PT or SLPs
d. Special Ed teacher
e. All of the above as long as they are part of the
IEP/ 504 team
Selecting accommodations
O Questions to consider –
O What are the students learning strengths?
O How do the student’s learning needs affect
the achievement of the grade level content
standards?
O What specialized instruction does the
student need to achieve the grade level
standards?
Other questions to consider
O What accommodations is the student
regularly using in the classroom and on
tests?
O What is the student’s perception of how well
the accommodation has worked?
O Has the student been willing to use the
accommodation?
O What are the perceptions of parents,
teachers and others about how the
accommodations appear to have worked?
PAR
Protocol for Accommodations in Reading
O Dr. Denise DeCoste
O Comparison of:
O Student’s oral reading,
O Adult reading and
O Using a text reader
O Free from Don Johnston website:
donjohnston.com/download-par/
O Videos from PAR website
www.ATcollective.com
discussion groups
enter videos in the search field
PAR Results
Learning to use
accommodations
O Be sure to plan how and when the student
will learn to use each accommodation
O Be sure the student has time to learn to use
the accommodation before using if for state
and district wide assessments
Things to remember
O Be sure student has plenty of practice
opportunities to use accommodations
O If the student is using AT (Assistive
Technology)
O Check it out ahead of time
O Be sure it works with testing platform
Smarter Balanced Assessment
Features
O 3 Categories of Assessment Features
O Universal Tools
O Designated Supports
O Accommodations
Universal Tools
O Available to all students for computer
administered Smarter Balanced
Assessments
O Features of the assessment provided
digitally as part of the testing system or
separate from it
O Embedded Universal Tools
O Non-embedded Universal Tools
Pages 6-8 of Guide
Universal Tools Video
http://smarterbalanced.articulateonline.com/p/7753246145/DocumentViewRouter.ashx?Cust=77532&DocumentID=e2486dcc-d881-451c-aa4a-
Designated Supports
O Features available for use by any student
O Need is indicated by an educator or team of
educators
O Process needs to be developed to make
these decisions
O Use of an Individual Students Assessment
Accessibility Profile (ISAAP)
O Need to be identified prior to assessment
O Need to be entered into the Test Information
Distributions Engine (TIDE)
Types of Designated Supports
O Embedded Designated Supports
O Examples – color contrast, masking, text- to -
speech
O Non-embedded Designated Supports
O Examples – bilingual dictionary, color
contrast, color overlays
Pages 9-13 of Guide
ISAAP
O Individual Student Assessment Accessibility
Profile
O Can be used to determine which designated
supports should be available for an individual
student
O Needs to be completed in advance
Accommodations
O What are they –
O Changes in procedures or materials that
allow students to show what they know
O Who Decides What Accommodations are
used –
O IEP teams
O 504 teams
O Must be noted in the IEP or 504 plan
O Must be entered into TIDE
2 Types of Accommodations
O Embedded Accommodations
O Examples – American Sign Language, Braille,
Closed captioning, Text-to-Speech
O Students grades 3-5, text-to-speech not
available
O Non-embedded Accommodations
O Examples – abacus, Alternate response
options, calculator
Pages 15-19 of the Guide
Accommodation Reminder
O Accommodations are those features available
for use by a student with a documentation of
need in an Individualized Education Program
(IEP) or 504 accommodation plan.
O Accommodations need to be identified and
assigned in the Test Information Distribution
Engine (TIDE) prior to assessment
administration.
O Students should be familiar with using the
accommodations assigned to them.
Which tools are available for
which students?
Summary of Tools, Supports
and Accommodations
O Review chart – Universal Tools, Designated
Supports, Accommodations
Sample Test Items
ELA Sample Items
What does Naomi learn about Grandma
Ruth? Use details from the text to support
your answer.
Type your answer in the space provided.
Read the sentences from the
passage. Then answer the question.
Why does the
video compare
being in space
to lying in bed?
Based on what you read in
the text, do you think cell
phones should be allowed in
schools? Using the lists
provided in the text, write a
paragraph arguing why your
position is more reasonable
than the opposing position.
The following excerpt is
from a writer’s first draft
of a narrative essay.
Read the excerpt. Then
rewrite it, revising it to
correct errors.
Now rewrite the excerpt, revising it to
correct errors.
Type your answer in the space provided.
Using Specific
Accommodations
O Using a scribe
O Need to practice before the test
O General Guidelines
O Content Specific Guidelines
O Using Read Aloud, Test Reader
O Test reader must be trained and qualified
O General Guidelines
O Need to know content specific guidelines
O Completing the PAR early in the year can help
determine effectiveness of using a reader
Considering Student Accessibility and
Accommodation Needs
O Resource 1
Resource # 1
Implementation Guide
Do’s and Don’ts
O Resource 2
Resource # 2
Implementation Guide
Designated Supports and
Accommodations from the Student's
Perspective
O Resource 4
Resource # 4
Implementation Guide
Tools Descriptions and How to
Incorporate Daily
Tools, Supports and
Accommodations Chart
O Working with the chart
O Students you currently have
O What tools would they need?
O What supports do they need?
O What accommodations would be beneficial?
O How do you know?
Accommodation Planning
Resources
O http://www.smarterbalanced.org/?s=accommodatio
ns Smarter Balanced accommodation site:
resources and guides for testing and implementation
O http://smarterbalanced.articulateonline.com/p/7753246145/DocumentViewRouter.as
hx?Cust=77532&DocumentID=e2486dcc-d881451c-aa4a348cba44d48e&Popped=True&v=2&InitialPage=pre
sentation.html Universal tools video (15 min.)
O http://sbac.portal.airast.org/practice-test/ Student
practice test for AT