Accessibility Features and Accommodations

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Transcript Accessibility Features and Accommodations

Training on Accessibility Features and Accommodations for Computer-based and Paper-based Testing

Purpose

By the end of this training module, you will be able to: 1.

Understand the types of accessibility features and accommodations that are available for students in your school.

Understand the Personal Needs Profile.

Select and assign accessibility features and accommodations in PearsonAccess next .

Locate resources available online.

PARCC Accessibility Features and Accommodations Manual

PARCC Accessibility Features and Accommodations Manual

http://www.parcconline.org/parcc accessibility-features-and accommodations-manual

Agenda

4 • • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Agenda

5 • • • • • • • • •

Commonly Used PARCC Acronyms

Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Acronym Name

CBT CCR CCSS EL ELA/L EOY LEA LP

Acronym Name

Computer Based Test College and Career Ready PARCC Partnership for Assessment of Readiness for College and Careers Performance Based Assessment Common Core State Standards PBA English Learners PBT Paper Based Test English Language Arts/Literacy SRI Student Registration Import End of Year Local Education Agency STC SWD School Test Coordinator Students with Disabilities Large Print TA Test Administrator TAM Test Administrator Manual Click the Interaction button to edit this interaction 6

Administrative Considerations

7 • • • • • • • • • Commonly Used PARCC Acronyms

Administrative Considerations

Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Administrative Considerations

School based teams (including IEP, 504, or EL teams as appropriate) may determine if any student requires any of the following test administration considerations: – Small group testing – – Frequent breaks Time of day – Separate or alternate location – Specified area or seating – Adaptive and specialized equipment or furniture

Types of Accessibility Features and Accommodations

• • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations

Types of Accessibility Features and Accommodations

Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Accessibility Features and Accommodations for Students

• • • Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations: – Students with Disabilities (SWD) – English Learners (EL) – English Learners with Disabilities

Types of Accessibility Features and Accommodations

Features for All Students Accessibility Features

Identified in advance

Accommodations

IEP/504/EL

Accessibility Features for All Students

• • •

Accessibility Features for All Students

Accessibility Features Identified in Advance Accommodations – Students with Disabilities (SWD) – English Learners (EL) – English Learners with Disabilities

Accessibility Features for All Students

Accessibility Features for All Students

Computer-Based Testing

Audio Amplification Blank Paper Eliminate Answer Choices Flag Items for Review General Administration Directions Clarified General Administration Directions Read Aloud and Repeated as Needed Highlight Tool Headphones or Noise Buffers Line Reader Tool

Magnification/Enlargement Device

Paper-Based Testing

Auditory Aids Blank Paper Visual Aids/Organizers Visual Aids/Organizers General Administration Directions Clarified General Administration Directions Read Aloud and Repeated Highlighter Headphones or Noise Buffers Line Reader (Straight Edge) Magnification/Enlargement Device

Accessibility Features for All Students

Accessibility Features for All Students

Computer-Based Testing

NotePad Pop-Up Glossary Redirect Student to Test External Spell Check Device Writing Tools in TestNav: Bold, Italicize, Underline, Bullet

Paper-Based Testing

Scratch Paper Glossary in Footnotes Redirect Student to Test External Spell Check Device Bold, Italicize, Underline, Bullet with Writing Instrument

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines Audio Amplification / Auditory Aids

The student raises or lowers the volume control on the computer, as needed, using headphones. Final volume must be set prior to testing. Student must be tested in a separate setting if unable to wear headphones.

Blank Paper (provided by test administrator)

The student may use amplification device assistive technology (e.g. FM System), noise buffers, or white noise machines (provided by the school or student) The student is provided blank scratch paper (graph, lined, or un-lined) to take notes and/or work through items during testing. This will be provided to all students. In addition, students with visual impairments may also use Braille paper, raised line paper, bold line paper, raised line graph paper, or bold line graph paper. 15

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines Eliminate Answer

For computer-based testing, on multiple choice items, the student electronically “crosses out” possible answer choices.

Flag Items for Review

For paper-based testing, students must place elimination mark away from the answer bubbles.

For computer-based testing, the student electronically “flags” items to review later. For paper-based testing, students can use place markers to indicate an item they want to review. Any “flags/place markers” must be removed from the test booklet prior to returning it for scoring. Students may also use blank paper to record items they want to review before submitting their test booklet. 16

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines General Administration Directions Clarified (by test administrator)

The test administrator clarifies general administration directions only. No part of the test may be clarified, nor may any assistance be provided to the student during testing. For guidance, refer to the Test Administrator Manuals.

General Administration Directions Read Aloud and Repeated as Needed (by test administrator) Highlight Tool

The test administrator reads aloud the general administration directions only. A student may raise his or her hand and request the directions be repeated. For guidance refer to the Test Administrator Manuals.

For computer-based testing, the student electronically highlights text as needed to recall and/or emphasize. Available colors include pink, blue, and yellow. For paper-based testing, students may use a non-carbon based highlighter and highlights text as needed to recall and/or emphasize.

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines Headphones or Noise Buffers

The student uses headphones or noise buffers to minimize distraction, access embedded text-to-speech, or filter external noise during testing. Additionally, headphones are required for the computer-based ELA/literacy PBA assessment.

Line Reader Tool

For computer-based testing, the student uses an onscreen tool to assist in reading by raising and lowering the tool for each line of text onscreen.

For paper-based testing, students may be provided a straight edge, or blank paper to assist with tracking.

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines Magnification/Enlargement Device

For computer-based testing, the student enlarges text and graphics onscreen via a magnification square (200%). The student can also use keyboard shortcuts (e.g., Ctrl+) for PCs or pinch/zoom for tablets to magnify what’s displayed on the screen (while preserving clarity, contrast, and color).

• • • • Current browser magnification limits are as follows: Chrome: 500% Internet Explorer: 1000% Firefox: 300% iOS: 400% Note: Magnifying beyond 300% may affect heading formatting and may cause text-wrapping, and therefore it is not recommended.

For paper-based testing, students may use a magnifying glass, or use a magnification device such as a CCTV.

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines NotePad

Available for computer-based testing only. The student writes notes using embedded NotePad application. For paper-based testing please refer to previous blank paper guidance.

Pop-up Glossary Redirect Student to the Test (by test administrator)

For computer-based testing, the student is able to view definitions of pre-selected, construct-irrelevant words by hovering over underlined words. The definition appears in a pop-up text box. Note: the text-to-speech functionality does not “read” the definitions in the pop-up glossary.

For paper-based testing, a glossary of pre-selected, construct irrelevant words are provided in the footnotes of the test booklets.

For computer-based and paper-based testing, the test administrator redirects the student’s attention to the test without coaching or assisting the student in any way.

Accessibility Features for All Students

Accessibility Features for All Students Administration Guidelines External Spell Check Device Writing Tools

The student uses an external spell check device. Device may not have embedded grammar check, connect to the internet, or save information.

For computer-based testing: The student uses writing process tools for written responses, including cut and paste, copy, underline, bold, and insert bullets. Students need to be familiar with the keyboard shortcuts for these tools. Writing tools are available in the constructed response items on the ELA/literacy performance-based assessment.

For paper-based testing, The student uses their writing instrument on written responses, to underline, bold, and insert bullets.

Accessibility Features Identified

in Advance

• • • • Accessibility Features for All Students

Accessibility Features Identified in Advance

Accommodations for Students with Disabilities (SWD) Accommodations for English Learners (EL)

Accessibility Features Identified

in Advance

Accessibility Features (for all Grades/Courses) Answer Masking Color Contrast Text-to-Speech for the Mathematics Assessments (CBT only)* Human Reader or Human Signer for the Mathematics Assessments*

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual.. Note: these accessibility features must be identified in advance and enabled in PearsonAccess next for the computer-based administration, and prepared in advance for paper-based testing.

Accessibility Features (for all Grades/Courses) Answer Masking Color Contrast

Accessibility Features Identified

in Advance

Administration Guidelines

For computer-based testing, the student electronically “covers” answer options, as needed. When enabled, answers will be masked. The student will uncover answer options one at a time when ready.

For paper-based testing, the Test Administrator can provide students with answer masking cards (e.g. blank paper, straight edge) to temporarily cover answers in their test booklet. For computer-based testing, alternate onscreen background and/or font color is enabled via the PNP based on need or preference. Student can adjust during the assessment.

For paper-based testing, colored overlays may be used by the student as needed. Paper and font color cannot be changed. 24

Accessibility Features (for all Grades/Courses) Text-to-Speech for the Mathematics Assessments*,**

Accessibility Features Identified

in Advance

Administration Guidelines

For computer-based testing, the test is read aloud to the student using embedded text-to-speech software. Student must be tested in a separate setting if unable to wear headphones.

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual.. ** Accessibility Feature for Math only, it is an accommodation for ELA 25

Accessibility Features Identified

in Advance

Accessibility Features (for all Grades/Courses) Human Reader or Human Signer for the Mathematics Assessments*

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual..

Administration Guidelines

For computer-based testing, in special cases where a human reader or human signer delivers the assessment, the student must be tested in a separate or small group setting. Human Readers providing this accessibility feature must refer to 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; and Appendix J: PARCC Mathematics Audio Guidelines Version 3.0.

For paper-based testing, Test Administrator will receive two test booklets (one for TA & one for student). Test Administrator will read aloud (or sign) the assessment to pre-selected students according to the Protocol and Math Audio Guidelines (Appendix B and J) on http://www.parcconline.org. Students in each grade/content area who need a human reader will take the same test form so small group administration can occur. 26

Accommodations for Students

• • • • Accessibility Features for All Students Accessibility Features Identified in Advance

Accommodations for Students with Disabilities (SWD)

–

Presentation Accommodations

–

Response Accommodations

–

Timing and Scheduling Accommodations

Accommodations for English Learners (EL)

Accommodations for Students

•

Accommodations for Students with Disabilities (SWD)

–

Presentation Accommodations

– Response Accommodations – Timing and Scheduling Accommodations

Students With Disabilities – Presentation Accommodations

Presentation Accommodations for Students with Disabilities Assistive Technology Screen Reader Version for Mathematics Refreshable Braille Display with Screen Reader Version for ELA/Literacy Hard Copy Braille Edition Tactile Graphics Large Print Edition Paper-based Edition Closed-Captioning of Multimedia for ELA/Literacy Assessments

Students With Disabilities – Presentation Accommodations

Presentation Accommodations for Students with Disabilities (continued) Text-to-Speech for the ELA/Literacy Assessments, including items, response options, and passages Screen Reader Version for ELA/Literacy, including items, response options, and passages ASL Video for the ELA/Literacy Assessments, including items, response options, and passages

* More information is available in the Accessibility Features and Accommodations Manual for selection implementation and notation.

Human Reader/Human Signer for the ELA/Literacy Assessments, including items, response options, and passages ASL Video for the Mathematics Assessments Human Signer for Test Directions Student Reads Assessment Aloud to Themselves

Accommodation Assistive Technology Screen Reader Version

Availability

All Content Mathematics

Students With Disabilities – Presentation Accommodations

Administration Guidelines

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 (i.e., on a separate computer).

For information on how to test assistive technology devices and software for use on the PARCC assessments with the TestNav 8 platform via an “Infrastructure Trial,” refer to the Assistive Technology Guidelines available at www.parcconline.org/parcc accessibility-features-and-accommodations-manual.

A student who is blind or has a visual impairment takes the mathematics assessments using screen reader software. This student will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, and visual descriptions (pictures and multimedia) when applicable for the assessment. If the student is not using headphones, the student must be tested in a separate setting.

For additional information, refer to the PARCC Assistive Technology Guidelines and the PARCC Technical Assistance Bulletin

Availability

Students With Disabilities – Presentation Accommodations

Administration Guidelines Accommodation Refreshable Braille Display with Screen Reader Version

ELA/Literacy Both Contents A student who is blind or has a visual impairment takes the ELA/literacy assessments using screen reader software with a refreshable Braille display. This student will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, and visual descriptions (pictures and multimedia) when applicable for the assessment. If the student is not using headphones, the student must be tested in a separate setting.

Hard Copy Braille Edition

Both Contents For information on compatible Braille display devices refer to the PARCC Assistive Technology Guidelines and the PARCC Technology Bulletin.

A student who is blind or has a visual impairment and is unable to take the computer-based test with a refreshable Braille display may take the ELA/literacy and mathematics assessments using a hard-copy contracted Braille Edition. Tactile graphics are embedded into the hard copy Braille edition. 32

Accommodation Tactile Graphics Large Print Edition* Availability

Mathematics ELA/Literacy All Contents

Students With Disabilities – Presentation Accommodations

Administration Guidelines

A student who is blind or has a visual impairment who uses a screen reader or refreshable Braille will also need a tactile graphics booklet, consisting only of the graphics portion of test questions, when applicable for the assessment. Tactile graphics will also be embedded in the hard copy Braille Edition assessments, when needed.

A large print paper-based form of each assessment is available for a student with a visual impairment who is unable to take a computer-based assessment due to his or her disability. The font size for the PARCC Large Print Edition will be 18 point on paper sized 11 x 17. * Additional Transcription Guidelines can found in Appendix C of the Test Coordinator Manual

Paper-based Edition

All Contents Responses must be transcribed verbatim by a test administrator in a standard student answer booklet. Only transcribed responses will be scored.

A paper-based assessment is available for students who are unable to take a computer-based assessment due to a disability. 33

Accommodation Availability Closed-Captioning of Multimedia

ELA/Literacy Assessments

Students With Disabilities – Presentation Accommodations

Administration Guidelines

A student who is deaf or hearing impaired views captioned text on multimedia (i.e., video) segments of the ELA/literacy performance-based assessments. Captioning can be turned on/off within the video player as needed.

Students With Disabilities – Presentation Accommodations

Accommodation Availability

• •

Text-to-Speech* Screen Reader Version*

• •

ASL Video* Human Reader/Human Signer *,**

* IEP teams and 504 plan coordinators should carefully review Appendix D when identifying students to receive this accommodation. A notation will appear on the confidential parent report. ELA/Literacy Assessments, including items, response options, and passages

Administration Guidelines

A student receives an audio representation of the ELA/literacy assessment via text-to-speech, screen reader software, embedded ASL video, or a human reader/signer.

The text-to-speech, ASL video, human reader, and human signer accommodations are intended to provide access to printed or written texts on the PARCC ELA/literacy assessments to a very small number of students with print-related disabilities who would otherwise be unable to participate in the assessment because their disability severely limits or prevents their ability to access printed text by decoding.

The screen reader accommodation is intended to provide access to the PARCC ELA/literacy assessments to students who are blind or have a visual impairment and have not learned (or are unable to use) braille.

This accommodation is not intended for students reading somewhat (i.e., only moderately) below grade level.

Note: If headphones are not used for text-to-speech, screen reader, or the ASL video, the student must be tested in a separate setting. In special cases where a test administrator reads aloud to a student due to a disability (human reader or human signer), the student must be tested in a separate setting.

Accommodation ASL Video Availability

Mathematics Assessment

Students With Disabilities – Presentation Accommodations

Administration Guidelines

The student views an embedded video of a human signer for the mathematics assessments. If a student does not use ASL, a human signer and separate test setting will be required.

Human Signer for Test Directions

All Content Areas A human signer will sign the test directions to a student. The student may need to be tested in a small group or separate setting.

Student Reads Assessment Aloud to Themselves

All Content Areas The student reads the assessment aloud to themselves. The student may use an external device such as a whisper phone. The student must be tested in a separate setting.

Accommodations for Students with Disabilities

•

Accommodations for Students with Disabilities (SWD)

– Presentation Accommodations –

Response Accommodations

– Timing and Scheduling Accommodations

Students With Disabilities – Response Accommodations

Response Accommodations for Students with Disabilities Assistive Technology Braille Note-taker Braille Writer Calculation Device and Mathematics Tools (on Calculator Sections of Mathematics Assessments) Calculation Device and Mathematics Tools (on Non-Calculator Sections of Mathematics Assessments)*

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual.

Students With Disabilities – Response Accommodations

Response Accommodations for Students with Disabilities (continued) ELA/Literacy Selected Response Speech-to-Text ELA/Literacy Selected Response Human Scribe ELA/Literacy Selected Response Human Signer ELA/Literacy Selected Response External Assistive Technology Device Mathematics Response Speech-to-Text Mathematics Response Human Scribe Mathematics Response Human Signer Mathematics Response Assistive Technology Device

Students With Disabilities – Response Accommodations

Response Accommodations for Students with Disabilities (continued) ELA/Literacy Constructed Response Speech-to-Text * ELA/Literacy Constructed Response Human Scribe * ELA/Literacy Constructed Response Human Signer * ELA/Literacy Constructed Response Assistive Technology Device * Word Prediction External Device Monitor Test Response Answers Recorded in Test Book

* More information is available in the Accessibility Features and Accommodations Manual for selection implementation and notation.

Accommodation Assistive Technology* Availability

All Contents

Students With Disabilities – Response Accommodations

Administration Guidelines

Braille Note-taker

All Contents A student who is blind or has a visual impairment may use an electronic Braille note-taker. For PARCC assessments, grammar checker, internet, and stored file functionalities must be turned off. The responses of a student who uses an electronic Braille note-taker during PARCC assessments must be transcribed by a test administrator who is proficient in reading Braille exactly as entered in the electronic Braille note-taker. Only transcribed responses will be scored. Transcription guidelines are available in Appendix C: Protocol for the Use of the Scribe Accommodation.

* Refer to the Assistive Technology Guidelines posted on parcconline.org

for more information.

Accommodation Braille Writer Availability

All Contents

Students With Disabilities – Response Accommodations

Administration Guidelines

A student who is blind or has a visual impairment may use an electronic Braille writer. The responses of a student who uses an electronic Braille writer during PARCC assessments must be transcribed by a test administrator who is proficient in reading Braille exactly as entered in the electronic Braille writer. Only transcribed responses will be scored. Transcription guidelines are available in Appendix C: Protocol for the Use of the Scribe Accommodation 42

Availability

Students With Disabilities – Response Accommodations

Administration Guidelines Accommodation Calculation Device and Mathematics Tools

On Calculator Sections of Mathematics Assessments All Grades A student uses a specific calculation device (e.g., large key, talking, or other adapted calculator) on the calculator section of the mathematics assessments. If a talking calculator is used, the student must use headphones or be tested in a separate setting.

• • Specific calculation devices must match the final PARCC • • Calculator Policy. Allowable calculators include: Grades 3-5: No calculators allowed Grades 6-7: Four-function with square root and percentage functions Grade 8: Scientific calculators High School: Graphing calculators (with functionalities consistent with TI-84 or similar models) A student with a visual impairment may need other mathematical tools such as an abacus, a large print ruler (embedded PARCC ruler is designed in 18 point font), Braille ruler, tactile compass, or Braille protractor. Note that Braille mathematics kits will include the appropriate grade-level Braille ruler and Braille protractors.

Availability

Students With Disabilities – Response Accommodations

Administration Guidelines Accommodation Calculation Device and Mathematics Tools*

On Non-Calculator Sections of Mathematics Assessments A student uses a calculation device (e.g., four-function calculator, large key or other adapted calculator), arithmetic table (including addition/ subtraction and/or multiplication/division charts), and/or manipulatives (IEP or 504 plan must specify which device or manipulative) on the non calculator sections of the mathematics assessments. If a talking calculator is used, the student must use headphones or be tested in a separate setting.

* IEP teams and 504 plan coordinators should carefully review the guidelines found in the PARCC

Accessibility Features and Accommodations

Manual for identifying students to receive this accommodation.

44 For students with a disability that severely limits or prevents their ability to perform basic calculations (i.e., single-digit addition, subtraction, multiplication or division), this accommodation allows a calculation device to be used on non calculator mathematics assessment sections. The accommodation would be permitted on test sections for which calculators are not allowed for other students.

Reporting Notation to Schools and Parents.

Availability

Students With Disabilities – Response Accommodations

Administration Guidelines Accommodation ELA/Literacy

• • • •

Selected Response Speech-to-Text Human Scribe Human Signer External Assistive Technology Device Mathematics

• • • •

Response Speech-to-Text Human Scribe Human Signer Assistive Technology Device

ELA/Literacy – Selected Responses only Math A student dictates responses either verbally, using an external speech-to-text device, an augmentative/assistive communication device (e.g., picture/word board), or by dictating, signing, gesturing, pointing, or eye-gazing. The student must be tested in a separate setting. The student must have experience using any assistive technology external device prior to assessment administration. Student’s 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). Only transcribed responses will be scored. For administration guidance on scribing and post-test transcription, refer to Appendix C: Protocol for the Use of the Scribe Accommodation and the Test Administrator Manuals.

Accommodation ELA/Literacy Constructed

• • • •

Response Speech-to-Text * Human Scribe * Human Signer * Assistive Technology Device * Word Prediction External Device Availability

Students With Disabilities – Response Accommodations

Administration Guidelines

The student dictates responses either verbally, using a speech-to text device, augmentative/ assistive communication device (e.g., picture/word board), or by dictating, signing, gesturing, pointing, or eye-gazing. Grammar checker, internet, and stored files functionalities must be turned off. Word prediction must also be turned off for students who do not receive this accommodation. The student must be tested in a separate setting.

Reporting Notation to Schools and Parents

The student uses an external word prediction device that provides a bank of frequently- or recently-used words onscreen as a result of the student entering the first few letters of a word. The student must be familiar with the use of the external device prior to assessment administration. The device cannot connect to the internet or save information.

46 * More information is available in the Accessibility Features and Accommodations Manual for selection implementation and notation. Additional Transcription Guidelines can found in Appendix C

Accommodation Monitor Test Response Availability

Students With Disabilities – Response Accommodations

Administration Guidelines

The test administrator or assigned accommodator monitors proper placement of student responses on a test book/answer sheet. The test examiner or assigned accommodator cannot assist the student with changing a response to the correct answer.

Answers Recorded in Test Book

All Contents This accommodation is to ensure that the student is marking the answer for the problem the student intends to answer. For example, a student may accidentally put two answers for one problem on the same line or accidentally skip a question. Students who are able to use bubbled answer sheets may benefit from having an adult simply monitor the placement of their responses to ensure that they are actually responding to the intended question.

The student records answers directly in the test book. Responses must be transcribed verbatim by a test administrator in a student answer book or answer sheet. Only transcribed responses will be scored.

Accommodations for Students with Disabilities

•

Accommodations for Students with Disabilities (SWD)

– Presentation Accommodations – Response Accommodations –

Timing and Scheduling Accommodations

Students With Disabilities – Timing and Scheduling

Timing and Scheduling Accommodations for Students with Disabilities Extended Time

Accommodation Extended Time Availability

All Courses

Students With Disabilities – Timing and Scheduling

Administration Guidelines

Students have until the end of the school day to complete a single test unit administered during the prescribed testing window. It is recommended to test students with the extended time accommodation in a separate setting to minimize distractions to other students, and to schedule these students for testing in the morning to allow adequate time for completion of a test unit by the end of the school day.

Accommodations for English Learners

• • • • Accessibility Features for All Students Accessibility Features Identified in Advance Accommodations for Students with Disabilities (SWD)

Accommodations for English Learners (EL)

Accommodations for English Learners

Accommodations for English Learners Extended Time Word-to-Word Dictionary (English/Native Language) Mathematics Response Speech-to-Text Mathematics Response Human Scribe General Administration Directions Read Aloud and Repeated in Student’s Native Language (by test administrator) General Administration Directions Clarified in Student’s Native Language (by test administrator) Online Translation of the Mathematics Assessment in Spanish (or other translated languages as needed)

Accommodations for English Learners

Accommodations for English Learners (Continued) Paper-based Edition of the Mathematics Assessment in Spanish (or other translated languages as needed) Large Print Edition of the Mathematics Assessments in Spanish (or other translated languages as needed) Text-to-Speech for the Mathematics Assessments in Spanish (or other translated language as needed)* Human Reader for the Mathematics Assessments in Spanish (or other translated language as needed)*

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual..

Accommodation Extended Time Word-to-Word Dictionary (English/Native Language)

Accommodations for English Learners

Administration Guidelines

The student uses an approved bilingual, word-to-word dictionary. Dictionaries that include definitions, phrases, sentences, or pictures are not allowed. The student should be familiar with the dictionary they will use during testing. Students should be given ample time to complete the test using the accommodation. If no hard copy word-to-word dictionary can be found for a specific language, an electronic translator may be used. The device cannot connect to the internet or store information. An example of word-to-word dictionary list is located at: http://www.parcconline.org/sites/parcc/files/lep_bilingual_dictionary.

pdf 54

Accommodation

• •

Mathematics Response Speech-to-Text* Human Scribe

Accommodations for English Learners

Administration Guidelines

The student dictates responses verbally in English or Spanish*, using an external speech-to-text device or to a human scribe. The student must be tested in a separate setting. The student must be familiar with any external devices prior to assessment administration. Student’s responses must be transcribed exactly as dictated. *Some States’ policies do not allow for responses in languages other than English.

* More information is available in the Accessibility Features and Accommodations Manual for selection implementation and notation. Additional Transcription Guidelines can found in Appendix C 55

Accommodation General Administration Directions Read Aloud and Repeated in Student’s Native Language (by test administrator)

Accommodations for English Learners

Administration Guidelines

The test administrator, or state approved interpreter, reads aloud the general administration instructions in the student’s native language. The student may request that directions be repeated. The student must be tested in a separate setting. Test administrators providing this accommodation should be literate and fluent in English, as well as in the student’s native language, if an administrator who speaks the language is available. Hard copy (PDF) directions will be translated into the highest incidence languages across PARCC states: (1) Spanish; (2) Arabic; (3) Navajo; (4) Chinese Mandarin; (5) Vietnamese; (6) Portuguese; (7) Haitian Creole; (8) Polish; (9) Somali; and (10) Marshallese. States may request translations into other languages as needed.

Accommodation General Administration Directions Clarified in Student’s Native Language (by test administrator) Online Translation of the Mathematics Assessment in Spanish (or other translated languages as needed) 20

Accommodations for English Learners

Administration Guidelines

The test administrator, or state approved interpreter, clarifies general administration instructions in the student’s native language. No part of the test may be clarified, nor may any assistance be provided to the student during testing. The student must be tested in a separate setting. Test administrators providing this accommodation should be literate and fluent in English, as well as in the student’s native Language. For guidance, refer to the Test Administrator Manuals.

A student takes the online mathematics assessment in their native language, if approved by the PARCC state’s policy. PARCC will provide online and paper translations of the mathematics assessments in Spanish for use at the discretion of PARCC states. If other languages are needed, states may request additional translations.

Accommodation Paper-based Edition of the Mathematics Assessment in Spanish (or other translated languages as needed)

Accommodations for English Learners

Administration Guidelines

The student takes a hard-copy mathematics assessment in their native language, if approved by the PARCC state’s policy.

Large Print Edition of the Mathematics Assessments in Spanish (or other translated languages as needed)

Text-to-Speech for the Mathematics Assessments in Spanish (or other translated language as needed)*

58 The student listens to an oral translation of mathematics assessment via text-to-speech in the translated language. If unable to wear headphones, the student must be tested in a separate setting.

* Information on the selection of this accommodation & the notation is available in the Accessibility Features and Accommodations Manual.

Accommodation Human Reader for the Mathematics Assessments in Spanish (or other translated language as needed)

Accommodations for English Learners

Administration Guidelines

The student takes a hard-copy mathematics assessment in their native language, if approved by the PARCC state’s policy. In special cases where a test administrator reads aloud to a student in their native language, the student must be tested in a separate setting. Human Readers providing the read aloud accommodation must refer to 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; and Appendix J: PARCC Math Audio Guidelines Version 3.0 for administrative guidance. Translated tests, scripts, and directions are provided in Spanish language.

* More information is available in the Accessibility Features and Accommodations Manual for selection implementation and notation. Additional Transcription Guidelines can found in Appendix C 59

Transcription Guidelines

For Paper-based Test:

• • • • At least two persons must be present during any transcription of student responses. The student’s response must be transcribed verbatim into the Test Booklet. Exception for ASL.

Braille transcription: Only a certified Test Administrator may transcribe student’s responses.

After transcription, shred any responses made from an assistive technology device.

Transcription Guidelines

Selected Responses and Technology-Enhanced Items on Computer based Test:

– Student responses should be entered into TestNav by the Test Administrator during the unit.

– Student will Exit the test, student should not Submit the test.

Constructed Response Items on Computer-based Tests:

– Student responses should be entered into TestNav by the Test Administrator before the online testing window closes.

– Student will response to questions on their assistive device.

– – Student will Exit the test, student should not Submit the test. Resume the student’s test and call PARCC Customer Support 24 hours in advance to unlock the student’s test.

– Log-in as the student and transcribe the responses.

Transcription Guidelines

• • • •

Computer-based Tests:

At least two persons must be present during any transcription of student responses. ‒ Note for Braille transcription: Only a certified Test Administrator may transcribe student’s responses.

The student’s response must be transcribed verbatim into the TestNav. Exception for ASL.

Submit the test once all items have been transcribed. After transcription, shred any responses made from an assistive technology device.

Student Registration for Accessibility Features and Accommodations

• • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations

Personal Needs Profile

Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Personal Needs Profile (PNP)

What is a Personal Needs Profile?

The Personal Needs Profile (PNP) is used to gather information regarding a student’s testing condition, materials, or accessibility features and accommodations that are needed to take a PARCC assessment. Base-roles: 1. State, 2. LEA/District Test Coordinator, 3. Non-School Institution, 4. Test Coordinator, or 5. School Institution Test Coordinator.

Personal Needs Profile (PNP)

What student information is collected and where?

Embedded Accessibility features, identified in advance, that need to be enabled (via PNP File Layout/User Interface). Embedded Accommodations that need to be enabled (via PNP File Layout/User Interface). Externally-provided accessibility features, identified in advance, and accommodations (via PNP File Layout/User Interface). Hard copy accommodated editions that required advance shipping (via Student Registration File).

Personal Needs Profile (PNP)

66 • • • • • • • • • • • • • • • • • • Frequent Breaks Separate/Alternate Location Small Testing Group Specialized Equipment of Furniture Specified Area or Setting Time of Day Answer Masking Color Contrast Text-to-Speech for Mathematics Human Reader or Human Signer for Mathematics ASL Video Assistive Technology (AT) Screen Reader Application Closed Captioning for ELA/L Human Reader or Human Signer for ELA/L Refreshable Braille Display for ELA/L Tactile Graphics Text-to-Speech for ELA/L Answers Recorded in Test Book • • • • • • • • • • • • • • Braille Response Calculation Device and Mathematics Tools ELA/L Constructed Response ELA/L Selected Response or Technology Enhanced Items Mathematics Response Monitor Test Response Word Prediction General Administration Directions Clarified in the student’s Native Language (by test administrator) General Administration Directions Read Aloud and Repeated as Needed in the student’s Native Language (by test administrator) Mathematics Response – EL Translation of the Mathematics Assessment in Text-to Speech Translation of the Mathematics Assessment Online Word to Word Dictionary (English/Native Language) Extended Time

Personal Needs Profile (PNP) - Training

Personal Needs Profile Training Module

https://parcc.tms.pearson.com

Student Registration for Accessibility Features and Accommodations

• • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile

Student Registration for Accessibility Features and Accommodations

Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources Support

Student Registration

Which fields in the Student Registration indicate Accessibility Features and Accommodations?

Column Field Name PARCC Definitions and Notes Expected Values

AQ Assessment Accommodation: English learner (EL) English learner accommodations needed for a given assessment.

Y = Yes Blank AR Assessment Accommodation: 504 504 accommodations needed for a given assessment.

Y = Yes Blank 69 AS Assessment Accommodation: Individualized Educational Plan (IEP) Individualized Educational Plan accommodations needed for a given assessment.

Y = Yes Blank

Column Field Name

Student Registration

PARCC Definitions and Notes Expected Values

70 AT AU AV AW AX Alternate Representation – Paper Test Student requires paper and pencil test format as an approved accommodation.

Y = Yes Blank Translation of the Mathematics Assessment in Paper (Spanish) Human Reader or Human Signer Large Print Used to assign the form administered for paper testing based on another language other than English.

PARCC to provide Large Print Booklet for student to read. Answer Document will be the standard edition so that a Proctor can transcribe the student’s responses. SPA = Spanish Blank The paper test is read aloud or signed to the student by the test administrator (Human Reader). HumanReadAloud HumanSigner Blank Y = Yes Blank Braille with Tactile Graphics A hard copy Braille test booklet is provided with embedded tactile graphics.

Y = Yes Blank

Student Registration

71 • To receive an initial order of materials you must meet the deadline to submit Student Registration* for the Spring Administrations: • If you missed the deadline dates for the initial order and need materials, follow these steps: 1.

Student Registration must be imported for the student’s test administration (PBA and EOY) for reporting purposes.

Test Coordinators must order additional test materials for each participating school via PearsonAccess next Additional Orders.

* Check your state policy in the PARCC Test Coordinator or Test Administrator Manual for the person responsible to complete the Student Registration Import process.

Agenda

72 • • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms

Unique and Emergency Accommodations and Student Accommodation Refusal Forms

Resources Support

Unique Accommodations

• • • For the PARCC Assessment, unique accommodation requests must be submitted to the state at least six weeks prior to testing.

For the PARCC Assessment, unique accommodation requests will be approved by your State.

Refer to Appendix F of the PARCC Accessibility Features and Accommodations Manual, online: Unique Accommodation Request Form

Emergency Accommodation

• • • • A case where a student needs a new accommodation immediately due to unforeseen circumstances. – Cases could include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only pair of eyeglasses have broken; or a student returning from a serious or prolonged illness or injury. Emergency accommodation form must be completed.

See your state policy on approval of emergency accommodations. Refer to Appendix G of the PARCC Accessibility Features and Accommodations Manual, online: Use of an Emergency Accommodation on a PARCC Assessment

Student Accommodation Refusal Form

75 • • • • If a student refuses an accommodation, the school should document in writing that the student refused the accommodation.

Refer to Appendix H of the PARCC Accessibility Features and Accommodations Manual, online: Student Accommodation Refusal Form.

The accommodation must be offered and remain available to the student during testing. School Test Coordinators should work with Test Administrators to determine if anyone else should be informed when a student refuses an accommodation documented in an IEP, 504 Plan, or EL Plan (if required by the PARCC member state).

Agenda

76 • • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations

Resources

Support

Resources – Support Page

Resources

78 • • • • PARCC Accessibility Features and Accommodations Manual & Implementation Guidance – PARCC Accessibility Features and Accommodations Manual – Overview website page, including implementation Appendices A-K – Translation Policy Memo – All located at parccconline.org

Training Modules – Located at https://parcc.tms.pearson.com

Test Coordinator & Test Administrator Manuals for Computer based and Paper-Based Testing – Found at PARCC.pearson.com

on the Support page PARCC Test Tutorials and Sample Items – Located under Sample Sets and Tutorials of PARCC.pearson.com

Resources – Accessibility Features and Accommodations

PARCC Accessibility Features and Accommodations Manual

http://www.parcconline.org/parcc accessibility-features-and accommodations-manual

Agenda

80 • • • • • • • • • Commonly Used PARCC Acronyms Administrative Considerations Types of Accessibility Features and Accommodations Personal Needs Profile Student Registration for Accessibility Features and Accommodations Ordering Large Print and Braille Forms Unique and Emergency Accommodations Resources

Support

Support: PARCC Support

Contact

PARCC Support

for assistance with:

  Navigating PearsonAccess next Navigating the Training Center   Managing Student Registration Data Setting up units  Managing user IDs and passwords   Accessing resources Setting up proctor caching   Submitting additional orders Inquiring about shipments Online Support and Resources: http://parcc.pearson.com/support Call Toll Free: 1-888-493-9888 (5:00 am – 7:00 pm CT, Mon. – Fri.) Email: [email protected] 81

Support: State or LEA Support

Contact your

State or LEA Test Coordinator

for assistance with:

  Testing schedule Testing accommodations  Unusual circumstances on test days   Violations of test security School emergencies that affect testing   Questions about general testing policies Questions about state communications

83 A highlighter tool and magnification are considered an: a. Accessibility Features b. Accommodation Are the Answer Masking and Color Contrast features available to all students if approved by their school-based educator? a. Yes b. No Is Extended Time an: a. Accessibility Features b. Accommodation Can a student refuse to use his/her accommodation?

a. Yes b. No What date do accommodations need to be coded in a student profile in order to receive shipment in the original order?

a. September 20, 2014 b. October 3, 2014 c. November 25, 2014 d. December 1, 2014 Click the Quiz button to edit this quiz