special ed. department, english learner department, and ... · summative assessment...

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STUDENTS | TEACHERS | INSTRUCTIONAL CONTENT

Alvord Unified School DistrictOur Promise: All students will realize their unlimited potential.

Summative Assessment ELA/Math/Science Refresher, Accessibility Supports, and

PlanningSpecial Ed. Department, English Learner Department, and Assessment Department

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STUDENTS TEACHERS INSTRUCTIONAL CONTENT

THE ALVORD UNIFIED SCHOOL DISTRICT PROMISE: ALL STUDENTS WILL REALIZE THEIR UNLIMITED POTENTIAL.

Objective

● Work collaboratively to ensure the successful implementation of the CAlifornia Assessment of Student Performance and Progress (CAASPP).

● Develop a process at your site that is used to identify accessibility supports for all students for all assessments

● Equal opportunity for all students to access instruction and demonstrate learning

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Agenda

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● California Assessment of Progress and Performance● CAASPP Test Site Coordinator Responsibilities● Accessibility Supports● California Alternate Assessments and Section 504 Plans● Practice: Identifying Accessibility Supports● Practice Tests and Interim Assessments● Bridging the Gap Through Communication● Planning: Implementation at Sites● Resources for Accessibility Supports




CAASPP

CA (California)Assessment ofStudent Performance and Progress

...one of the many measures that indicates whether students are on track to be college and career ready at each tested grade level.

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Important AcronymsCAASPP: California Assessment of Student Performance and Progress

ELPAC: English Language Proficiency Assessments for California

SA: Summative Assessment TOMS: Test Operations Management System

CAA: California Alternate Assessment SC: Site Coordinator

CAST: California Science Test TA: Test Administrator

CSA: California Spanish Assessment TE: Test Examiner (CAA Only)

SASP: Student Accessibility Supports Profile UDAs: Universal Tools, Designated Supports, and Accommodations. Also referred to as Accessibility Supports




Overview of CAASPP TestsAll Students

English Language Learners (ELLs)Students with IEPs or Section 504 plans

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Test Grade Assessment Window

SA English Language Arts/Literacy 3-8, & 11 March 6 - June 6, 2019

SA Mathematics 3-8, & 11 March 6 - June 6, 2019

Science (CAST) 5, 8, & 11* March 6 - June 6, 2019

CAA ELA 3-8, & 11 March 6 - June 6, 2019

CAA Math 3-8, & 11 March 6 - June 6, 2019

CAA Science Field Test 5, 8, & 11* September 4, 2018 - June 6, 2019January 7, 2019 - June 6, 2019

ELPAC Summative TK-12 Feb. 1 - May 31, 2019




CAASPP Test Site Coordinator Responsibilities

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Test Coordinator Roles and Responsibilities

● Highlights○ Gather signed 2018-19 CAASPP

Test Security Affidavit○ Create TOMS accounts for all

TAs and TEs○ Designate computers for testing,

ensure secure browser has been updated and installed

○ Identify ALL students with UDAs○ Enter ALL identified UDAs into

TOMS by December 14, 2018

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○ Organize documentation of identified UDAs for all students

○ Communicate identified UDAs with teachers

○ Create testing and makeup schedules

○ Train Staff○ Ensure all TAs follow the DFA○ Monitor testing in the classrooms

...and so much more!




Two-Step Authentication for Users Logging On for the First Time

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An email is generated and sent immediately to the user’s email address with a six-digit verification code that expires in 15 minutes.

Once the code is entered, the user will be directed to TOMS. If a user uses a different browser, different device, or if cookies are cleared from a user’s device, the user will be asked to complete the two-step authentication once again.




TOMS Welcome Screen

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● The Welcome screen now allows users to toggle between CAASPP and ELPAC; otherwise, the user will see only one program option.

● Users are able to select the appropriate role if they have multiple roles.




TOMS Logon:Filter by Role

● The filtering feature allows a user with multiple roles in multiple organizations to filter by role or organization.

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TOMS Dashboard

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Entering Supports into TOMS: Student Profile

● BEWARE: The California Spanish Assessment (CSA) Accessibility Supports have been added to the Student Profile page.

● Be careful when inputting supports.

For Example: Embedded Designated Supports - 3 Text-to-Speech options.

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Updated Secure Browser in November

● Ensure secure browser has been installed and updated○ The secure browser must be opened to ensure it has been updated

● Interim Assessments can be administered using BOTH browsers

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2017-2018 Secure Browser 2018-2019 Secure Browser




New Interface for Student Login with Secure Browser or CAASPP.org Practice Test

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https://docs.google.com/file/d/1OqQrCF-hXGY2V0QqcjhUtbjfviskdNRF/preview




Scheduling

Important Reminders:

● For the CATs and PTs, students may be best served by sequential, uninterrupted time that may exceed the time in a student’s schedule.

● Minimize time between the beginning and completing each test within a content area.

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Suggestions for Scheduling, Breaks and Pause Rules

If scheduling the a test session for more than 1 hour:

● Ideally no longer than 2 hours ○ ALL students should have a break○ ALL students must pause the test.

■ If the test is paused for more than 20 minutes, the student will not be able to go back to the items on the previous pages for Math and ELA CAT.

■ No pause rules for the Math/ELA PTs and CAST.■ Once Part 1 is completed in a PT the student can not return to review or revise.

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Recommended Completion Times

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Test ELA CAT

ELA PT Math CAT Math PT CAST CAA ELA, Math and Science

Recommended completed within:

5 days 1 day 5 days 1 day 5 days 5 days

Expires in: 45 days 10 days 45 days 10 days 45 days 45 days

Minimize time between the beginning and completing each test within a content area.




Accessibility Supports ELA, Math and ScienceBridging the Gap between Instruction and Assessment

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Accessibility Supports

during testing

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● Tools for students to use in the classroom and during testing

● Using accessibility supports WILL NOT affect test scores or invalidate test results in any way.




Defining Accessibility

EquityAccess

Fairness

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Reflect

● Are students using any instructional supports at your site?

● Are students using any accessibility supports at your site?

● How are the accessibility supports identified for the students?

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Accessibility Purpose

Equal opportunity for all students to access instruction

and demonstrate learning

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CAASPP Accessibility Graphics for ELA,Math, and Science

These graphics include:● universal tools, ● designated supports, ● accommodations available

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Available at: https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp (coming soon)

https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp




Accessibility Supports for CAASPP

All StudentsEnglish Language Learners (ELLs)

Students with IEPs or Section 504 plans

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Accessibility Supports All StudentsEnglish

Learners (ELs)

Students with IEPs or

Section 504 Plans

Universal ToolsBased on student preference and selection

X X X

Designated SupportsNeed to be indicated by an educator or parent/guardian(example EL Facilitator, Teacher, and/or IEP team or 504 plan)

X X X

AccommodationsBased on IEP or Section 504 plan

X

Must be in IEP or 504

Must be in IEP or 504

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SASPSASP




Delivery of Accessibility Supports● The online assessments include embedded and non-embedded

Accessibility Supports: ○ Embedded: The student will access the support within the digital testing

interface. (e.g., digital notepad, calculator)○ Non-Embedded: The test administrator must provide the support to the

student. (e.g., scratch paper, noise buffers, breaks)

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Universal Tools Universal tools are supports that are available to ALL students based on student preference and selection.

Embedded Non-Embedded

● Breaks● Calculator● Digital Notepad● English Dictionary● English Glossary● Expandable Items● Expandable Passages● Global Notes● Highlighter● Keyboard Navigation

● Line Reader● Mark for Review● Math Tools ● Science Charts● Science Tools● Spell Check● Strikethrough● Thesaurus● Writing Tools ● Zoom

● Breaks● English Dictionary● Scratch Paper● Thesaurus

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Frequently Used Universal Tools

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Line Reader (embedded) The student uses an onscreen universal tool to assist in reading by raising and lowering the tool for each line of text on screen

Link - Line Reader

Calculator (embedded)(SA Math - for calculator allowed items only, grades 6-8 and 11.Science - four function calculator for grade 5, scientific for grade 8 and high school)

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.

Links - Grade 6 Grade 7 - 8 High School

https://drive.google.com/file/d/1DndhtZjWm6Kd2c8m5BGqTVz6KP48nQ5l/view?usp=sharing

https://drive.google.com/open?id=1aqBUsDoj6_KSiSEE980yTEIW9ovK5x_Q

https://drive.google.com/open?id=13XAFE3PwAWusvmigPpF8B5trRa-qRmf0

https://drive.google.com/open?id=1XZXVNTfYZhw6aEaySwWlUnqz-cioRFGi




Frequently Used Universal Tools

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Highlighter (embedded) A 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.

link - Highlighter

https://drive.google.com/open?id=1W9M0kfhFcSwVt4y5JYrsQi4tRlnCmoI_




Designated SupportsDesignated Supports are available to ALL students as indicated by a parent/guardian or educator (e.g., EL Facilitator, Teacher, and/or IEP team or Section 504 plan).

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● Color Contrast● Masking● Mouse Pointer● Text-to-Speech Items● Translated Test Directions● Translations (Glossary)● Translations (Spanish Stacked)● Turn off any Universal Tools● Streamline*

● 100s Number Table● Amplification● Bilingual Dictionary● Calculator● Color Contrast● Color Overlays● Magnification● Medical Device*

● Multiplication Table● Noise Buffers● Read Aloud Items● Science Charts ● Scribe● Separate Setting● Simplified Test Directions● Translated Test Directions● Translations (Glossary)

*Indicates New Support




Frequently Used Designated Supports

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Streamline (embedded) The support provides a streamlined interface of the test in an alternate, simplified format in which the items are displayed below the stimuli. This also allows the student to increase the size of the text.

link- Streamline

Text-to-Speech (embedded) - for math stimuli and items and ELA items, not for 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.

link - ELA Items Math Stimuli

https://drive.google.com/open?id=1Nk2gGLo9OD5IeUY6Xs7iu5TculL2Iu0a

https://drive.google.com/open?id=195BHfZiEvI63mM5JE1uw9bAjLbTpXEcw

https://drive.google.com/open?id=1wiOIJvwFad0WS1iCgkTQv-52OnFi-L3z





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Read Aloud (non-embedded) - for math stimuli and items and ELA items, not for reading passages

Text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines. All or portions of the content may be read aloud.

Scribe (non-embedded) for all items except ELA performance task full write

Students dictate their responses to a human who records verbatim what they dictate. The scribe must be trained and qualified.

Separate Setting (non-embedded) Test location is altered so that the student is tested in a setting different from that made available for most students.





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Medical Device (non-embedded) NEW: Students may have access to an electronic device for medical purposes (e.g., Glucose Monitor). The device may include a cell phone, and should only support the student during testing for medical reasons.

Noise Buffers (non-embedded) Ear mufflers, white noise, and/or other equipment used to block external sounds

Amplification (non-embedded) The student adjusts the volume control beyond the computer’s built in settings using headphones or other non-embedded devices.

Magnification (non-embedded) The size of specific area and changing of the color contrast, including the size and color of the mouse pointer, to a level not provided for by the zoom universal tool, color contrast designated support, and/or mouse pointer designated support.




AccommodationsAccommodations are available only to students with a current IEP or Section 504 Plan.

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● American Sign Language● Audio Transcript (includes braille transcript)● Braille● Braille Transcript● Closed Captioning● Text-to-Speech Passages

● 100s number table● Abacus● Alternate Response Options● Braille● Calculator● Multiplication Table● Print on Demand● Read Aloud Passages● Scribe (writing only)● Speech-to-Text ● Word Prediction




Frequently Used Accommodations

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Closed Captioning (embedded) - For ELA listening items only

Printed text that appears on the computer screen as audio materials are presented.

link - Closed Captioning

Text-to-Speech (embedded) - Available only for ELA reading passages, all grades

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.

link - Text-to-Speech Accommodation

Scribe (non-embedded) - For ELA Performance Task Full Write

Students dictate their responses to a human who records verbatim what they dictate.

Word Prediction (non-embedded) New: Word prediction allows students to begin writing a word and choose from a list of words that have been predicted from word frequency and syntax rules.

https://drive.google.com/open?id=1CCP7jw3Y21xsWFkEssGewOBmzElzd8FY

https://drive.google.com/open?id=1IhMmBqnR32olwdW6HKgdrh0R70sX72PM




Frequently Used Accommodations

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Calculator (non-embedded) -(for calculator allowed items only, grades 6-8 and 11)

For students needing a special calculator, such as a braille or a talking calculator and can be accessed only for calculator-allowed items.

100s Number Table (non-embedded) - Grades 4-8, and 11 math items

A paper-based table listing number from 1– 100 available from Smarter Balanced for reference.

Multiplication Table (non-embedded) - Grades 4-8 and 11, math items

A paper-based single digit (1–9) multiplication table will be available from Smarter Balanced for reference.




EL Math and Science Supports: Embedded Designated Supports

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Text to Speech ● Math and Science stimuli is read aloud via

embedded text-to-speech technology. ● Students may control the speed and raise or

lower the volume of the voice via a volume control.

● Students who are struggling readers may need assistance accessing the assessment by having all or portions of the assessment read aloud.




EL Math and Science Supports: Embedded Designated Supports

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Translated Test Directions/Stacked Translation● language resource ● Spanish translation of each test item is

presented above the English item● assigned before testing if student reads in

Spanish ● only available for the math and science

assessments● on-screen directions in Spanish

http://drive.google.com/file/d/1FafDxXn9VMjkty7R0hAsVCKiBdOypkT0/view




EL Science and Math: Non-Embedded Designated Supports:

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● Guidelines for Choosing Text-to-Speech or Read Aloud in Grades 3-5

Read Aloud Items: Text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines provided by Smarter Balanced. All or portions of the content may be read aloud.

● Guidelines for Read Aloud Test Reader ● struggling readers include many ELs

● be an adult who is familiar with the student● adult who is typically responsible for providing

this support during educational instruction ● test readers must be trained ● separate setting● individual basis● applies to math stimulus items only

https://portal.smarterbalanced.org/library/en/guidelines-for-choosing-tts-or-read-aloud-in-grades-3-5.pdf


https://portal.smarterbalanced.org/library/en/read-aloud-guidelines.pdf




EL Math and Science: Non-Embedded Designated Supports:

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Read Aloud in Spanish: Spanish text is read aloud to the student by a trained and qualified human reader who follows the administration guidelines provided by Smarter Balanced. All or portions of the content as presented in the Spanish stacked translation may be read aloud.

Guidelines for Read Aloud in Spanish

Guidelines for Choosing Text-to-Speech or Read Aloud in Grades 3-5

● test reader should be a biliterate adult who is familiar with the student

● adult who is typically responsible for providing a Read Aloud support in Spanish during educational instruction

● test readers must be trained ● may use separate setting● student may ask to slow down or repeat the text

https://portal.smarterbalanced.org/library/en/read-aloud-guidelines-in-spanish.pdf






EL Math and Science Supports: Embedded Designated Supports:

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Translated glossaries are a language resource.• The translated glossaries are provided for selected

construct-irrelevant terms for mathematics.• Translations for these terms appear on the computer

screen when students select them. • This designated support can be set as either the

language of translation or the language of translation and English.

Languages of Translations for Mathematics

Languages of Translations for Science

Arabic Russian Arabic Russian

Cantonese Spanish Cantonese Spanish

Ilokano Tagalog Korean Tagalog

Korean Ukrainian Mandarin Vietnamese

Mandarin Vietnamese Punjabi

Punjabi

http://drive.google.com/file/d/1fNfedxXD0UvmozlnzDs_xEmVx4eK_r9H/view




EL Science: Non-Embedded Designated Supports:

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100s Number Table pg. 32

● The 100s number table is a paper-based table listing numbers from 1–100 available for reference.





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Multiplication table pg. 35

● A paper-based single-digit (1–9) multiplication table is a resource.





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Science Charts (State Approved) pg. 37● Students taking the grades eight and high

school CAST assessments may refer to a State approved, paper-based, periodic table of elements as a designated support in grades eight, ten, eleven, and twelve.

● Students taking the grade eight and high school CAST assessments may refer to a state-approved reference sheet. These resources are available for download as PDFs.




EL Math, ELA and Science: Non-Embedded Designated Supports:

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Simplified Test Directions: (pg 39)● The test administrator simplifies or paraphrases the test directions found in the test administration

manual according to the Guidelines for Simplified Test Directions. ● Guidelines for Simplified Test Directions

https://portal.smarterbalanced.org/library/en/guidelines-for-simplified-test-directions.pdf




EL ELA Supports

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Recommended Embedded/Non-Embedded Universal Tools Supports:

● English Dictionary (W)- Can be used during the second part of the performance task, known as the full write portion for looking up definitions of unknown words.

● English Glossary-to look up the definitions of pre-selected words in the answer portion.

● Expandable Items- to make a reading pane or the question section bigger, you may expand either side so that it takes up the entire page.

● Global Notes (W)- to take notes on any of the questions or passages you may be working on during the English language arts performance task.

● Highlighter- to highlight words or sentences that you want to remember in order to answer questions.

● Line Reader- to highlight each line as you read it, helping to not lose your place.● Strikethrough- to cross out answer options you know for sure are not correct




DLI Supports

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Recommended Supports:

In addition to the recommended Embedded Universal Tools Supports suggested for ELs, Stacked Translations and Translated Test Directions could be used for the Math and Science Assessments only if, the student would benefit from reading the information in Spanish.

For example, for an English-dominant DLI student, these supports may not be beneficial and could hinder the student by adding to the cognitive load (having to process items in two languages).

Stacked Translations (Spanish):This resource is for students whose primary language is not English and/or who use dual language supports in the classroom. For these students, use of the stacked (dual language) translation may be appropriate.




California Alternate Assessments (Cal Alt)ELA, Math and Science and Section 504 Plans

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California’s statewide alternate assessments for students with the most significant cognitive disabilities.




Purpose of the CAAs

● To measure what students know and can do.● To help identify and address gaps in knowledge or skills so students

can receive the support they need.

Eligible Students for CAAsOnly eligible students may participate in the administration of the CAAs. Any student identified for alternate testing takes the alternate version of all tests. Individualized education program (IEP) teams “shall determine when a child with the most significant cognitive disability shall participate in an alternate assessment aligned with the alternate academic achievement standards.” (Title 1, Part A, Subpart 1, Sec. 1111(b)(2)(D)(ii)(I)—Every Student Succeeds Act, 2015)

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1 Percent Threshold on Alternate Assessments

● Every Student Succeeds Act (ESSA) regulations established a 1% threshold, statewide, on the number of students taking alternate assessments.

● Overall, the intent of the regulations is to help address concerns about disproportionality related to potentially over identifying students for alternate assessments.

● LEAs are required to notify CDE if they believe that they will exceed 1% of its total assessed student population taking alternate assessments and to provide justification for surpassing that threshold.

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CAA Participation Descriptions

● A student with a significant cognitive disability.

● The student is learning content derived from the CCSS and/or the CA NGSS.

● The student’s need for extensive, direct individualized instruction and substantial supports to achieve measurable gains in the grade-level and age-appropriate curriculum.

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Administration of the CAA For ELA and Mathematics

● Available in grades 3-8, & 11

● Each CAA is administered in a one-to-one setting by the student’s teacher.

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Administration of the CAA for Science Field Test

The CAA for Science is available in grades:● 5, 8 & 11*

The CAA for Science is administered as:

● 3 separate embedded performance tasks (PTs) ● integrated into each student’s instructional calendar

Embedded PTs are available for administration any time, in any order, between January 8, 2019, and the end of the instructional calendar.

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Embedded Accessibility Supports NOT Available for ELA and Math CAASince CAAs are administered to students one-on-one by a test examiner and they may also be administered in the language of instruction, some embedded resources are not provided:

● American Sign Language videos (The test examiner is allowed to sign to the student as the language of instruction.)

● Braille (either by means of an embosser or a refreshable display)*● Closed captioning● Text-to-speech● Translation glossaries

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Available Embedded Accessibility Supports for CAA Science

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Type Universal Tool Designated Support Accomodation

Embedded Breaks Digital Notepad Expandable passages Expandable items Highlighter Keyboard navigation Line reader Mark for review Strikethrough Zoom

Color contrast Masking Mouse pointer (size and color) Streamline Turn off an universal tools

None




Available Nonembedded Accessibility Supports for CAA Science

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Type Universal Tool Designated Support Accomodation

Nonembedded Breaks Calculator Scratch paper

100s number table Amplification Color contrast Color overlay Magnification Medical device Multiplication table (for items) Noise buffers Read aloud (for items), Scribe Separate setting

Abacus Additional instructional supports and resources for alternate assessments Alternate response items Print-on-demand Word prediction




Section 504 Plan Annual Review Requirement

● Alvord Unified School District annual review 504 plans as best practice in the beginning of the year.

Participants of a 504 Team:

● Section 504 site Coordinator● General Education Administrator● General Education teacher● School Psychologist, a special education teacher, and/or a school

counselor

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Practice: Identifying Accessibility Supports for Students

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Students with IEPs: Reading a Special Factors Page

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Students with a Section 504 Plan:Reading a 504

Section 504 Plans could vary from site to site

● Match the written Accomodation with the available Designated Supports and Accommodations

*The language could be different.

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Practice: Case Study

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Student Description Accessibility Supports

Katherine ● 5th grade; 2 years in U.S. Schools; EL Level is beginning; English only instruction

● Literate in her primary language of Spanish● Below standard across ELA areas● Teacher provides simplified test directions and provides

additional instructional materials in her primary language when possible.

Stephen ● 4th grade; 4 years in U.S. Schools; EL Level is Somewhat to Moderately; English only instruction

● Not literate in his primary language● Teacher provides all instruction in English

Jack ● 3rd grade; 3 years in U.S. Schools; EL Level is Beginning; English only instruction

● Literate in his primary language of French● Below standards in ELA and Math● Teacher provides simplified test directions and additional

materials in his primary language when possible




Practice: Case Study

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Student Description Accessibility Supports

Norman ● 7th grade; Native English speaker● English only instruction● Strong reading and math skills● Often gets distracted and does not complete assignments● Teacher allows him to move to a different area in the

classroom and gives him the option to use headphones to block the noise

Megan ● 4th grade; Native English speaker● Below standard across ELA areas● Reading level 1.5 grade equivalent● Strong computation skills in mathematics● Teacher provides audio of text in math and allows her to

read with a partner in ELA

Henry ● 3rd grade; 3 years in U.S. Schools; EL Level is Beginning; English only instruction

● Literate in his primary language of Arabic● Below standards in ELA and Math● Teacher provides simplified test directions




Practice Tests and

Interim Assessments

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Using the Practice Test to Experience Accessibility Supports

● The practice test provides an opportunity for students and teachers to select and experience specific accessibility supports that are available to the students. ○ Including, Universal Tools, Designated Supports,and Accommodations

● The practice test may help inform decisions about the selection and assignment of accessibility supports for students.

● Go to: http://www.caaspp.org/practice-and-training/index.html

or

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http://www.caaspp.org/practice-and-training/index.html




Using Interim Assessments to Experience Accessibility Supports

● The interim assessments allow students to experience specific accessibility supports that are available to them.○ Including, Universal Tools, Designated Supports,and Accommodations

● Student accessibility supports can be set in TOMS before administering an interim assessments.

● Interim assessments may help inform decisions about the selection and assignment of accessibility resources for students.

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Student Feedback with Accessibility Supports

Once you have taught and allowed the students to experience the accessibility supports in the digital platform:

Ask the students to share what supports:

● they liked/disliked● worked/didn’t work for them● helped provide a better understanding of the test

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Bridging the Gap ThroughCommunication

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Team Approach

Team of educators familiar

with:

● the student

● the supports

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Students with IEPs and Section 504 Plans

Suggested continuous cycle of communication.

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Team determines appropriate accessibility

supports for student and enters into

SEIS/504.

Teacher implements

supports during instruction.

Case carrier/teacher teaches student

how to use supports. Student

gives feedback

Case Carrier communicates

appropriate supports to

student’s teacher(s) and testing coordinator

Site Testing Coordinator

enters accessibility supports in

TOMS

Instructional supports and accessibility supports are not identical. Students must be taught how to access them on the digital interface.




Special Factors Page for Students with IEPs

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** It is important for Case Carriers and Testing Coordinators to review the Special Factors together to ensure all supports are indicated.




Section 504 Plans

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It is important for the 504 Chairperson and Testing Coordinator to review the Section 504 Plan together to ensure the listed accommodations match the selected CAASPP accessibility supports.

● The language could be different.




General Ed and English Language Learners

Suggested continuous cycle of communication.

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Teacher implements

supports during instruction.

Teacher gives Site Testing

Coordinator the SASP who enters

accessibility supports in

TOMS

Student gives feedback on supports and

teacher modifies as necessary.

Teacher matches instructional

supports with accessibility

supports for student and enters onto

SASP

Teacher teaches

students how to access supports

using Secure Browser*

Instructional supports and accessibility supports are not identical. Students must be taught how to access them on the digital interface.




Student Accessibility Supports Profile (SASP) for ALL Students Who Do Not Have an IEP or a 504 Plan

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Planning:Implementation at Sites

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Reflect

What action steps are needed to increase equitable use and

bridge the gap between instruction and assessment?

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Sample Process

General Ed. and EL Students● Teacher implements supports during

instruction.● Teacher matches instructional supports with

accessibility supports for student and enters onto SASP

● Teacher gives Site Testing Coordinator the SASP who enters accessibility supports in TOMS

● Teacher teaches students how to access supports using Secure Browser*

● Student gives feedback on supports and teacher modifies as necessary.

● Repeat as necessary

Students with IEPs and 504s● IEP or 504 Team determines appropriate

accessibility supports for student and enters into SEIS or on the 504 Plan.

● Case Carrier communicates appropriate supports to student’s teacher(s) and testing coordinator

● Teacher implements supports during instruction.

● Site Testing Coordinator enters accessibility supports in TOMS

● Case carrier/teacher teaches student how to use supports.

● Student gives feedback

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Organizing Documentation of Accessibility Supports● Keep a binder with:

○ a list of students names with an IEP, 504 or SASP○ documents of each students Special Factors Page, 504, and SASP ○ ALWAYS update with new documents

■ After every IEP a NEW Special Factors Page should be given to TC.

● Communicate identified UDAs with teachers BEFORE testing○ Accessibility Supports should match instructional supports○ Students should be taught how to access supports during

practice/training and interim assessments■ Instructional supports and accessibility supports are not identical. Students must be taught how

to access them on the digital interface.

Enter ALL identified UDAs into TOMS by December 14, 2018

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Resources for Accessibility Supports

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SBAC Usability, Accessibility, and Accommodations GuidelinesProvides detailed● guidelines for selecting and administering

universal tools, designated supports, and accommodations for those students who need them; and

● recommendations for use in the classroom.

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Available at: https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf

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https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf

https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf




Matrix One

● Graphically displays the embedded and non-embedded Accessibility Supports allowed as part of CAASPP system for 2018-19 ○ English Language Arts○ Mathematics○ Science Test - CAST

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Available at: https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp

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California Student Assessment Accessibility Graphic

● Graphics of embedded and non-embedded Accessibility Supports for students○ English Language Arts○ Mathematics○ Science Test - CAST

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Available at: http://www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp (coming soon)

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2018 - 2019 Version

Coming Soon

http://www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp

http://www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp




Smarter Balanced Resources and Practices Comparison Crosswalk

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Available at:http://portal.smarterbalanced.org/library/en/uaag-resources-and-practices-comparison-crosswalk.pdf

Provides:● information on identifying similarities

between the assessment supports and classroom practices

● a description of both the support and its classroom equivalent.

http://portal.smarterbalanced.org/library/en/uaag-resources-and-practices-comparison-crosswalk.pdf

http://portal.smarterbalanced.org/library/en/uaag-resources-and-practices-comparison-crosswalk.pdf




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Accessibility Resources

All accessibility resources will be available at: http://www.caaspp.org/administration/accessibility/index.html

http://www.caaspp.org/administration/accessibility/index.html




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Special Education Department Contacts

Paulina NwubaDirector of Special Education

951-509-5167

Dr. Ruth Heger, Ph.DAssistant Director

951-509-5167

Angelina CastilloProgram Specialist

951-509-6023

Susan KimuraProgram Specialist

951-509-5172

Randi ChaplukProgram Specialist

951-509-5140

Diane TankersleyAssistant to the Director

951-509-5159

Maria Victoria TaylorInstructional Specialist

951-509-5169

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English Learner Support Services Contacts

Martha MartinezDirector of EL Support Services

951-509-5094

Dr. Sarai PadillaInstructional Specialist, EL

951-509-5035

Dr. Catalina MarquezInstructional Specialist, EL

951-509-5154

Dr. Ofelia CerveraInstructional Specialist, EL

951-509-5075

Araceli SilgueroAssistant to the Director

951-509-5094

Norma VillalpandoSecretary

951-509-5087

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Assessment Department Contacts

Gina SimpsonDirector, Assessment

LEA CAASPP CoordinatorCell: 951-840-6947

Joyce StarkAssistant to the Director, Assessment

Office: 951-509-5055Brandy Robb

Assists with Federal, State, and local assessment administration (pre-id, materials, and logistics)

Office: 951-509-6177

Mariela Aguilar Assists with State and local assessments (technical

support), reports, and NPS Office: 951-509-5178

Grace LedesmaAssists with user accounts, testing budgets, personnel authorizations (PAs), and reports

Office: 951-509-5004Mark Rasmussen

Instructional Specialist/AssessmentOffice: 951-509-5047

Elizabeth JugeInstructional Specialist/Assessment

Office: 951-509-5003

Group Email -

[email protected]

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special ed. department, english learner department, and ... · summative assessment...

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