crosswalk to compare smarter balanced embedded and non ... · strikethrough – student can cross...

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Crosswalk to Compare Smarter Balanced Embedded and Non-embedded Universal Tools, Designated

Supports, and Accommodations with Previous Hawaii State Assessment Accommodations

Updated December 20, 2014

The Smarter Balanced assessments are based on the Hawaii Common Core (HCC) Standards. Thus, the universal tools, designated supports, and accommodations that are appropriate for the Smarter Balanced assessments are somewhat different from those that Hawaii has allowed in the past. For the secure summative assessments, only the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines should be made available to students. The most current version of these Guidelines dated November 5, 2014 can be accessed at http://alohahsap.org/SMARTERBALANCED/resources/. To help states identify similarities between the assessment resources and classroom practices, Smarter Balanced has developed a Resources and Practices Comparison Crosswalk. The Crosswalk lists the resources that are currently included in the Guidelines document and assists educators and decision-makers by providing a description of both the resource and its classroom equivalent. (See the Test Administration Manual, Appendix H at http://alohahsap.org/SMARTERBALANCED/resources/.) Universal tools are access features that are available to all students, including those receiving designated supports and those receiving accommodations, based on student preference and selection.

Designated supports are those features that are available for use by any student (including English language learners and students with disabilities) for whom the need has been indicated by an educator or team of educators (with parent/guardian and student input as appropriate).

Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced Assessments for students who need them and allow these students the opportunity to show what they know and can do. Accommodations are available only to those students with a documented need through either an Individualized Education Program (IEP) or a 504 accommodation plan. Students who have IEPs or 504 accommodation plans also may use designated supports and universal tools.

Embedded – Provided as digitally-delivered components of the test delivery system.

Non-embedded – Provided separately from the computerized system.

http://alohahsap.org/SMARTERBALANCED/wp-content/uploads/2014/12/Usability-Accessibility-Accommodations-Guidelines-SmarterBalanced-110514.pdf

http://alohahsap.org/SMARTERBALANCED/resources/

Crosswalk to Compare Smarter Balanced Accessibility with Hawaii’s Previous Policies

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Table of Contents

Introduction ................................................................................................................................... 1 Universal Tools (embedded) ........................................................................................................ 3 Universal Tools (non-embedded) ................................................................................................. 7 Designated Supports (embedded) .............................................................................................. 8 Designated Supports (non-embedded) ..................................................................................... 10 Accommodations (embedded) .................................................................................................. 14 Accommodations (non-embedded) ........................................................................................... 16 Appendix A: Summary of Smarter Balanced Universal Tools, Designated Supports, and

Accommodations .................................................................................................................. 21 Revision Log ................................................................................................................................ 22


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Smarter Balanced Accommodations, Designated Supports, and Universal Tools

New Smarter Balanced Assessments

Previous Hawaii State Assessments

Universal Tools (embedded)

Breaks – number of items per session is flexibly defined based on the student’s need

The number of items per session can be flexibly defined based on the student’s need. Breaks of more than 20 minutes will prevent the student from returning to items already attempted by the student.

There is no limit on the number of breaks that a student might be given.

The same procedure applies to the HSA.

Calculator – an on screen embedded digital calculator is allowed for specific items on the math assessment

(See Non-embedded Accommodations for students who cannot use the embedded calculator)

An embedded on-screen digital calculator can be accessed for calculator-allowed items when students click on the calculator button. This tool is available only with the specific items for which the Smarter Balanced Item Specifications indicated that it would be appropriate.

• No handheld for grades 3-8 and 11

• No online pop-up for grades 3-5 • Online pop-up only for grades 6-8

and 11 • Grade 6: four function • Grades 7 and 8: scientific • Grade11: scientific/

regression/graphing Only for calculator allowed math items

When the embedded calculator, as presented for all students, is not appropriate for a student (for example, for a student who is blind), the student may use assistive technology devices (such as a talking calculator or a braille calculator). This is a non-embedded accommodation.

An embedded on-screen digital calculator is available for the HSA. However, on the HSA, any student is also allowed to use a hand-held four function calculator.


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Digital Notepad – item-specific tool in which notes can be entered electronically by the student

This tool is used for making notes about an item. The digital notepad is item-specific and is available through the end of a test segment. Notes are not saved when the student moves on to the next segment or after a break of more than 20 minutes.

N/A

English Dictionary /Thesaurus – for ELA performance task full-writes only (A full write is the second part of the performance task).

An English Dictionary/Thesaurus is an embedded universal tool for the performance task full writes.

N/A Electronic dictionaries are not allowed.

English Glossary – grade- and context-appropriate definitions of specific terms shown in English on the screen via a pop-up window

Grade- and context-appropriate definitions of specific terms are shown in English on the screen via a pop-up window. The student can access the embedded glossary by clicking on any of the pre-selected terms that have gray lines above and below.

N/A

Expandable Passages – stimulus can be expanded so that it takes up a larger portion of the screen

Each passage or stimulus can be expanded so a student can read the text in a format that more closely matches printed materials used during instruction.

N/A

Global Notes – for ELA performance task full-writes only; notepad in which notes can be entered electronically by the student

Global notes is a notepad that is available for ELA performance tasks in which students complete a full write.

During the ELA performance tasks, the notes are retained from segment to segment so that the student may go back to the notes even though the student is not able to go back to specific items in the previous segment.

N/A


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Highlighter – digital tool for marking desired text, item questions, item answers, or parts of these with a color

Highlighted text remains available throughout each test segment.

Highlight passages or sections of passages and test questions.

Keyboard Navigation – navigation throughout the test can be accomplished via keyboard strokes


Mark for Review – student can flag items for future review during a section of the assessment

Allows students to flag items for future review during the assessment. Markings are not saved when the student moves on to the next segment or after a break of more than 20 minutes.

Mark a question for review -students can mark test questions they have answered to review them later

Math Tools – includes embedded ruler, embedded protractor; tools are available only with items for which their use is appropriate

Math tools are associated with specific items.

Formula sheets and online calculators are available for all HSA Math items.

Spell Check – allowed for student-generated responses for selected ELA items

Writing tool for checking the spelling of words in student-generated responses. Spell check only gives an indication that a word is misspelled; it does not provide the correct spelling. This tool is available only with specific items.

N/A

Strikethrough – student can cross out answer options

Strikethrough allows students to cross out answer options. If an answer option is an image, a strikethrough line will not appear, but the image will be grayed out.

Cross out response options: Students can cross out text in answer options by using the strikethrough function.

Writing Tools – for ELA

(Also see spell check)

Selected writing tools (i.e., bold, italic, bullets, undo/redo) are available for all student generated responses.

N/A


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Zoom – text or other graphics in a window or frame are made to appear larger on the screen

The Zoom tool is used for making text or other graphics appear larger on the screen. The default font size for all tests is 14 pt. When using the zoom feature, the student only changes the size of text and graphics on the current screen. To increase the default print size of the entire test (from 1.5X to 3.0X default size), the print size must be set in TIDE by the test administrator prior to the start of the test.

Print Size. Taking the large-print version using the zoom function that is pre-set by the Test Administrator. Five magnification levels are available. Student must have a documented organic eye impairment and be receiving the services of a teacher for the visually impaired.


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Universal Tools (non-embedded)

Breaks – number of items per session is flexibly defined based on the student’s need

Breaks may be given at predetermined intervals or after completion of sections of the assessment for students taking a paper-based test. Sometimes individual students are allowed to take breaks when needed to reduce cognitive fatigue.


English Dictionary – allowed for ELA-performance task full writes

An English dictionary can be provided for the full write portion of an ELA performance task. A full write is the second part of a performance task.

English Paper Dictionary. English paper dictionaries that are used by ELL and grade 5 HLIP students during classroom instruction may be used by these students during the administration of the online HSA Assessments. Electronic and bilingual dictionaries are not allowed.

Scratch Paper – paper provided for student to make notes, write computations, or record responses; scratch paper is collected and securely shredded at the end of each session

Scratch paper to make notes, write computations, or record responses may be made available. All scratch paper must be collected and securely destroyed at the end of each session to maintain test security.

Only plain paper or lined paper is appropriate for ELA.

Graph paper is required beginning in sixth grade and can be used on all math assessments.

A student can use an assistive technology device for scratch paper as long as the device is certified.1

Blank scratch paper is provided to all students.

Thesaurus – allowed for ELA performance task full writes

A thesaurus contains synonyms of terms that may be used while a student interacts with full write text.

N/A

1 Smarter Balanced is working closely with Hawaii’s test administration platform vendor to create a process through which assistive technology devices can be certified. Certification ensures that the device functions properly and appropriately addresses test security.


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Designated Supports (embedded)

Audio Glossary Students will be able to select an audio version of the English language glossary.

N/A

Color Contrast – screen background or font color can be adjusted, based on student needs or preferences

Use of Background colors is considered an accommodation for the HSA, but is a designated support for the Smarter Balanced Assessments.

Background Colors (Color Choices). Using an alternate background color on the computer screen.

Masking – content that is not of immediate need or that may be distracting to the student is blocked off

Masking is an accommodation for the HSA, but is a designated support for the Smarter Balanced Assessments.

Template for Screen. Using a template that is held against the computer screen to reduce a student’s visual field (school provides).

Text-to-speech – allowed for ELA items; allowed for math items in their entirety;

(See Embedded Accommodations for ELA passages)

Text is read aloud to the student via embedded text-to-speech technology. The student is able to control the speed as well as raise or lower the volume of the voice via a volume control.

Students who are struggling readers may need assistance accessing an assessment by having all or portions of the assessment read aloud. This support also may be needed by students with reading-related disabilities, or by students who are blind and do not yet have adequate braille skills.

Students who use text-to-speech will need headphones unless tested individually in a separate setting.

For the HSA, the text-to-speech feature for the mathematics assessment is automatically enabled for all students. Text-to-speech is not available for the reading assessment unless a student has dyslexia.

Translated Test Directions –

Translation of test directions is a language support available to a student prior to beginning the actual test items.

There are 11 supported languages: Spanish, Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Punjabi, Korean, Russian, and Ukranian

Students who have limited English language skills can use the translated directions support. However, this support should only be used for students who are proficient readers in the other language and not proficient in English.

Translated Test Directions are available for the HSA in Hawaiian.


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Designated Supports (embedded)

Translations (Glossaries)– for math items;

Allowed for selected construct-irrelevant terms in math items that are unrelated to what is being assessed, for example, smartphones is a construct-irrelevant term in the question, “What share of U.S. smartphones do the 12 students have? Explain your answer using a negative power of 10.”


Translations for these terms appear on the computer screen when students click on them. Students who have limited English language skills (whether or not designated as ELLs or ELLs with disabilities) can use the translation glossary for specific items. Students can select the audio icon next to a glossary term and listen to the audio recording if they are wearing headphones in the testing room so other students will not be distracted.

N/A

Translations (Stacked) – allowed for math items;

A full translation in Spanish is provided above the original item. Use of the stacked (dual language) translation may be appropriate for students whose primary language is not English and who use dual language supports in the classroom.

This support will increase reading load and cognitive load.

N/A

Turn off Any Universal Tools – any universal tools that might be distracting or that students do not need to use or are unable to use are turned off

Students who are easily distracted (whether or not designated as having attention difficulties or disabilities) may be overwhelmed by some of the universal tools.

Knowing which specific tools may be distracting is important for determining which tools to turn off.

N/A


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Designated Supports (non-embedded)

Bilingual Dictionary – allowed for ELA-performance task full writes; a bilingual/dual language word-to-word dictionary can be provided

A bilingual/dual language word-to-word dictionary is a language support. A bilingual/dual language word-to-word dictionary can be provided for the full write portion of an ELA performance task.

For students whose primary language is not English and who use dual language supports in the classroom, use of a bilingual/dual language word-to-word dictionary may be appropriate.

N/A

Color Contrast – online items may be printed with different colors

Students with attention difficulties may need this support for viewing the test when digitally provided color contrasts do not meet their needs. Some students with visual impairments or other print disabilities (including learning disabilities) also may need this support. Choice of colors should be informed by evidence of those colors that meet the student’s needs.

N/A

Color Overlays – color transparencies are placed over a paper-based assessment

Students with attention difficulties may need this support to view test content. This support also may be needed by some students with visual impairments or other print disabilities (including learning disabilities). Choice of color should be informed by evidence of those colors that meet the student’s needs.

N/A

Magnification – size of specific areas of the screen may be adjusted by the student with an assistive technology device

Magnification is a designated support, not an accommodation.

The size of specific areas of the screen (e.g., text, formulas, tables, graphics, and navigation buttons) may be increased to a level not provided for by the Zoom universal tool with an assistive technology device.

Closed Circuit TV. Using a closed-circuit TV to enlarge the online test questions when the largest online font size is not large enough. Student must have a documented organic eye impairment and be receiving the services of a teacher for the visually impaired.


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Read Aloud – allowed for math items and for ELA items, but not reading passages;

(See Non-embedded Accommodations for ELA passages)

Text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines provided in the Smarter Balanced Test Administration Manual.

All or portions of the content may be read aloud. This support may be needed by students who are struggling readers, have reading-related disabilities, or by students who are blind and do not yet have adequate braille skills. If not used regularly during instruction, this support is likely to be confusing and may impede the performance on assessments.

Readers should be provided to students on an individual basis – not to a group of students. A student should have the option of asking a reader to slow down or repeat text.

Permitted for the mathematics items but is not permitted for the HSA reading passages or items.

Scribe – for math and for ELA non-writing items; students dictate their responses to a human who records verbatim what they dictate

(See Accommodations for Writing)

Students who have documented significant motor or processing difficulties, or who have had a recent injury (such as a broken hand or arm) that makes it difficult to produce responses may need to dictate their responses to a human, who then records the students’ responses verbatim. It is important that these students be able to develop planning notes via the human scribe, and to view what they produce while composing via dictation to the scribe.

The scribe must be trained and qualified, and must follow the administration guidelines provided in the Smarter Balanced Test Administration Manual.

Please note that for the Smarter Balanced Assessments a scribe is a designated support for math and for ELA non-writing items.

Scribe. Having a scribe record the responses for a student who has an orthopedic-related impairment in the online testing system in an individual setting. The scribe must be a certified Test Administrator.


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Separate Setting – test location is altered, so the student is tested in a setting different from that made available to most students

Students who are easily distracted or may distract others may need an alternate location during the assessment. The separate setting may be in a different room that allows them to work individually or among a smaller group, or in the same room, but in a specific location

Being seated near the TA, being tested individually, and being tested in a small group are designated supports and not accommodations for the Smarter Balanced Assessments.

Some students may benefit from being in an environment that allows for movement, such as being able to walk around. In some instances, students may need to interact with instructional or test content outside of school, such as in a hospital or their home.

A student who may benefit from reading text aloud to self may be provided with the separate setting designated support.

Seated Near TA. Being seated near the Test Administrator during testing.

Tested Individually. Being tested in an individual setting.

Tested in Small Group. Being tested in a small-group setting.

The total number of students may not exceed eight. If a proctor is present in the testing room with the Test Administrator, the total number of students should not exceed 12 to maintain the intent and benefits of a small-group setting.

Read Aloud to Self. Reading Online HSA passages, mathematics or science problems, and related test questions aloud to self in an individual setting.

All of these supports are accommodations for the HSA Assessments.

Translated Test Directions – Translation of test directions is a language support available to a student prior to beginning the actual test items.


PDFs of translated directions for the supported languages are available.

Students who have limited English language skills can use the translated directions support. However, this support should only be used for students who are proficient readers in the other language and not proficient in English.

Translated Test Directions are available for the HSA in Hawaiian.


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Translations (Glossaries)– for math items;

Allowed for selected construct-irrelevant terms in math items that are unrelated to what is being assessed, for example, smartphones is a construct-irrelevant term in the question, “What share of U.S. smartphones do the 12 students have? Explain your answer using a negative power of 10.”

There are 11 supported languages: Spanish, Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Punjabi, Korean, Russian, and Ukranian.

Translations for these terms appear on the computer screen when students click on them. Students who have limited English language skills (whether or not designated as ELLs or ELLs with disabilities) can use the translation glossary for specific items. Students can select the audio icon next to a glossary term and listen to the audio recording if they are wearing headphones in the testing room so other students will not be distracted.

N/A


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Accommodations (embedded)

American Sign Language (ASL) – allowed for math items in their entirety; allowed for listening items;

Instead of an on-site interpreter, an ASL video with an ASL human signer will be provided.

Test content is translated into ASL video. ASL human signer and the signed test content are viewed on the same screen. Students may view portions of the ASL video as often as needed.

On-Site Interpreter. Having an on-site interpreter who meets the Test Administrator requirements sign only the verbal directions in ASL or the Signed English version, depending on the version currently being used during classroom instruction, before a student logs into the system to take the online assessment. Interpreter may also sign one mathematics test question at a time, along with its answer options, if the student asks for assistance. Videotaped sign language directions will not be provided.

Braille – raised dot code that individuals read with the fingertips.

Graphic material (e.g., maps, charts, graphs, diagrams, and illustrations) is presented in a raised format (paper or thermoform). Tactile overlays and graphics also may be used to assist the student in accessing content through touch. Contracted and non-contracted braille is available and needs to be set in TIDE.

Math ELA

Nemeth code

Available Not available

Embosser Will be presented via embosser

Embosser-created Braille can be used.

Refreshable Braille

Not available

Available

Braille – TCs must request this accommodation for students by contacting the Student Assessment Section. Complex area teachers for the visually impaired administer the online adaptive tests to students using two laptops, appropriate software, and a braille embosser. Students’ answers are entered online by the test administrators. Contracted and non-contracted braille are available and Nemeth code is available for math. Refreshable braille is available for reading. Embosser-created braille is provided for reading and math.


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Accommodations (embedded)

Closed Captioning – allowed for ELA listening items; printed text appears on the computer screen as audio materials are presented

Students who are deaf or hard of hearing and who typically access audio information presented by reading words that appear in synchrony with the audio presentation may need this support.

Some students who are hard of hearing will be able to listen to information presented orally if provided with appropriate amplification and a setting in which extraneous sounds do not interfere.

N/A

Streamline Streamline provides an alternate, more linear display of an item and stimulus.

N/A

Text-to-Speech – for reading passages grades 6-8 and 11; text is read aloud to student via embedded technology

This accommodation is appropriate for a very small number of students (estimated to be approximately 1-2% of students with disabilities participating in a general assessment).

For students in grades 3 - 5, text-to-speech will not be an available accommodation.

For students in grades 6 – 8 and 11, text-to-speech is available as an accommodation for students whose need is documented in an IEP or 504 plan.

Students who use text-to-speech will need headphones unless tested individually in a separate setting. Please note that text-to-speech is an embedded designated support for reading items and mathematics items in their entirety.

(1)

Text-to-Speech –Using the text-to-speech feature for the reading passages, test questions, and answer options. Students using this accommodation must submit a Verification of Student Need Form and receive approval from the Student Assessment Section. The criteria are:

(2) The student is a non-reader who will never be able to read any sentences at any grade level throughout his or her life. The student accesses all

printed materials for every subject via an audio format all of the time during classroom instruction.


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Accommodations (non-embedded)

Abacus – for math used in place of scratch paper for students who typically use an abacus

Some students with visual impairments who typically use an abacus may use an abacus in place of using scratch paper.

N/A

Alternate Response Option – adapted keyboards, large keyboards, StickyKeys, MouseKeys, FilterKeys, adapted mouse, touch screen, head wand, and switches are examples

Students with some physical disabilities (including both fine motor and gross motor skills) may need to use the alternate response options accommodation.

Some alternate response options include external devices that are compatible with the assessment delivery platform.

N/A

Calculator – for math, non-embedded calculator for students needing a special calculator such as a braille calculator or a talking calculator

Students with visual impairments who are unable to use the embedded calculator for calculator-allowed items will be able to use the calculator that they typically use, such as a braille calculator or a talking calculator.

Test administrators should ensure that the calculator is available only for designated calculator items.

Hand-held four function calculators are allowed on all mathematics items.

Multiplication Table – allowed for math items for grade 4 and above; a paper-based single digit (1-9) multiplication table will be available from Smarter Balanced for reference.

This accommodation is only for students with a documented and persistent calculation disability (i.e., dyscalculia).

N/A


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Noise Buffers Ear mufflers, white noise, and/or other equipment used to block external sounds. One student (not groups of students) wears equipment to reduce environmental noises. A student may have these testing variations if regularly used in the classroom. A student who uses noise buffers will need headphones unless tested individually in a separate setting.

N/A

Print on Demand – paper copies of stimuli or items

Some students with disabilities may need paper copies of either passages/stimuli and/or items. A very small percentage of students should need this accommodation.

For those students needing a paper copy of a passage or stimulus, permission for the students to request printing must first be set in TIDE.

Print on Request. A Test Administrator may print the stimulus or test questions for any online HSA assessment for a student whose specific visual impairment requires the use of a paper format in an individual setting due to an inability to be tested using a computer, closed circuit TV, or projection screen.


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Read Aloud – allowed for ELA passages, grades 6-8 and 11, and for students who are blind in grades 3-8 and 11 and who do not yet have adequate braille skills;

Text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines provided in the Smarter Balanced Test Administration Manual. All or portions of the content may be read aloud.

This accommodation is appropriate for a very small number of students (estimated to be approximately 1-2% of students with disabilities participating in the general assessment).

For students in grades 3 - 5, read aloud will not be an available accommodation.

For students in grades 6 – 8 and 11, read aloud is available as an accommodation for students whose need is documented in an IEP or 504 plan. Readers should be provided to students on an individual basis – not to a group of students. A student should have the option of asking a reader to slow down or repeat text.

N/A


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Scribe – for ELA writing; students dictate their responses to a human who records verbatim what they dictate.

(See Designated Supports for math and non-writing ELA)

Students who have documented significant motor or processing difficulties, or who have had a recent injury (such as a broken hand or arm) that makes it difficult to produce responses may need to dictate their responses to a human, who then records the students’ responses verbatim. It is important that these students be able to develop planning notes via the human scribe, and to view what they produce while composing via dictation to the scribe.

The scribe must be trained and qualified, and must follow the administration guidelines provided in the Smarter Balanced Test Administration Manual.

Please note that a scribe is an accommodation for the writing ELA, but a designated support for math and non-writing ELA.

Scribe. Having a scribe record the responses for a student who has an orthopedic-related impairment in the online testing system in an individual setting. The scribe must be a certified Test Administrator.


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Speech-to-text – voice recognition allows students to use their voices as input devices to the computer, to dictate responses or give commands (e.g., opening application programs, pulling down menus, and saving work). Students may use their own assistive technology devices.

Students who have motor or processing disabilities (such as dyslexia) or who have had a recent injury (such as a broken hand or arm) that make it difficult to produce text or commands using computer keys may need alternative ways to work with computers.

Students will need to be familiar with the software, and have had many opportunities to use it prior to testing. Speech-to-text software requires that the student go back through all generated text to correct errors in transcription thus, prior experience is essential.

If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test

It is important that students who use speech-to-text also be able to develop planning notes via speech-to-text, and to view what they produce while composing via speech-to-text.

N/A


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Usability, Accessibility, and Accommodations Guidelines

Appendix A: Summary of Smarter Balanced Universal Tools, Designated Supports, and Accommodations

Universal Tools Designated Supports Accommodations

Embedded

Non-embedded

Breaks Calculator1

Digital Notepad English Dictionary/Thesaurus2 English Glossary Expandable Passages Global Notes Highlighter Keyboard Navigation Mark for Review Math Tools3

Spell Check4

Strikethrough Writing Tools5

Zoom

Audio Glossary Color Contrast Masking Text-to-Speech6

Translated Test Directions7

Translations (Glossary)8

Translations (Stacked)9

Turn off Any Universal Tools

American Sign Language10 Braille Closed Captioning11

Streamline Text-to-Speech12

Breaks English Dictionary13

Scratch Paper Thesaurus14

Bilingual Dictionary15

Color Contrast Color Overlay Magnification Read Aloud Scribe16

Separate Setting Translated Test Directions Translations (Glossary)17

Abacus Alternate Response Options18

Calculator19

Multiplication Table20

Noise Buffers Print on Demand Read Aloud Scribe Speech-to-Text

*Items shown are available for ELA and Math unless otherwise noted.

1 For calculator-allowed items only 2 For ELA performance task full-writes 3 Includes embedded ruler, embedded protractor 4 For ELA items 5 Includes bold, italic, underline, indent, cut, paste, spell check, bullets, undo/redo. 6 For ELA items (not ELA reading passages) and math items 7 For math items 8 For math items 9 For math test 10 For ELA listening Items and math items 11 For ELA listening items 12 For ELA reading passages grades 6-8 and 11 13 For ELA performance task full-writes 14 For ELA performance task full-writes 15 For ELA performance task full-writes 16 For ELA non-writing items and math items 17 For math items 18 Includes adapted keyboards, large keyboards, StickyKeys, MouseKeys, FilterKeys, adapted mouse, touch screen, head

wand, and switches. 19 For calculator-allowed items only 20 For math items beginning in grade 4.

Usability, Accessibility, and Accommodations Guidelines


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Revision Log

Updates to the Crosswalk to Compare Smarter Balanced and HSA are captured in this Revision Log. Updates are based on requests that do not impact policy. The table below lists the changes that have been made to this document since its original publication.

Section Page Description of Change Date Version

Introduction 1 Changed version date of UAAG and web link 12/19/14 1.2

Changed all references of “Common Core State Standards” to “Hawaii Common Core Standards”

12/19/14 1.2

Added descriptions for embedded and non-embedded 12/19/14 1.2

Table of Contents

2 Added Table of Contents 12/19/14 1.2


3 Added bulleted list of calculator information 12/19/14 1.2


16 Removed reference to contact Smarter Balanced Help Desk

12/19/14 1.2

Throughout document

Throughout document

Added Header 12/19/14 1.2

Alphabetized lists of universal tools, designated supports and accommodations

12/19/14 1.2

Changed title of column 2 to read “Previous Hawaii State Assessments”

12/19/14 1.2

Changed title of column 3 to read “New Smarter Balanced Assessments”

12/19/14 1.2

Switched columns two and three 12/19/14 1.2

Added “terms that have gray lines above and below” to “pre-selected.”

12/19/14 1.2

crosswalk to compare smarter balanced embedded and non ... · strikethrough – student can cross...

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