statewide assessment accessibility supports (required for dtcs, stcs, and tas)

STATEWIDE ASSESSMENT

ACCESSIBILITY SUPPORTS

(REQUIRED FOR DTCS, STCS, AND TAS)

Identify and understand the purpose of the statewide assessment accessibility supports

Administer the statewide assessment accessibility supports appropriately

ACCESSIBILITY OPTIONS

Big Picture Objectives

Accessibility Supports…Are intended to reduce or even

eliminate the effects of a student’s learning challenges during instruction and on the results of assessments.

Do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.

Are the only supports allowed during testing.


Purpose

Know the differences between the following statewide assessment accessibility supports:

Universal Tools Designated Supports Accommodations


Know the Options

Universal Tool Access features of the assessment that are either provided as digitally delivered

components of the test administration system or separate from it. Universal tools are available to all students based on student preference and selection.

Designated Support Access features of the assessment available for use by any student for whom the

need has been indicated by an educator (or team of educators working with the parent/guardian and student). They are either provided as digitally delivered components of the test administration system or separate from it.

Embedded designated supports must be assigned to the student in the Test Information Distribution Engine (TIDE) or from the TA Interface prior to test administration

Accommodation* Changes in procedures or materials that increase equitable access during the

statewide assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do.

*Note: Unlike the accommodations policy in place for prior Oregon Statewide Assessments, which made accommodations available for all students, beginning in 2014-15 statewide assessment accommodations are available only for students with documented Individualized Education Programs (IEPs) or Section 504 Plans. Many of the supports previously referred to as “accommodations” are now considered “designated supports” and so remain available to all students based on individual need.


Definitions

Contrary to statewide accessibility supports, any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, or content that is to be measured, grade-level standard, or measured outcome of the assessment and is not listed in Oregon’s Accessibility Manual (OAM) is considered a modification.

Assessments taken under any modified condition are counted as non-participants in all state and federal accountability measures and reports.


Modification

STEP 1 – Expect all students to achieve proficiency in the grade-level academic content standards

STEP 2 – Learn about statewide assessment accessibility supports (cf. Resources slide)


Five-Step Process

STEP 3* – Select statewide assessment accessibility supports for individual students (e.g. Individual Student Assessment Accessibility Profile (ISAAP) tool http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/08/ISAAP-Tool.xlsm)


Five-Step Process

Students on IEPs or 504 Plans must have needed accommodations documented within their plans (cf.http://www.ode.state.or.us/teachlearn/testing/admin/alt/ea/accommodations-statement-ieps.pdf). IEP teams are encouraged to include any/all other statewide assessment accessibility supports in a student’s IEP or 504 plan.

Students who are English Learners or General Education and not on an IEP or 504 Plan should have needed statewide assessment accessibility supports documented within their cumulative file.


*Documentation

STEP 4 – Administer statewide assessment accessibility supports during instruction and assessment

STEP 5 – Evaluate and improve use of statewide assessment accessibility supports


Five Step Process

Oregon’s Statewide Assessment Accessibility

Supports

http://www.ode.state.or.us/search/page/?id=487

OREGON ACCESSIBILITY MANUALTABLE OF CONTENTS

Introduction ...................................................................................................................................... 4

ACCESSIBILITY SUPPORTS

Smarter Balanced Mathematics & ELA ............................................................................................ 9

OAKS Online Science and Social Sciences ................................................................................... 24

Extended Assessments ................................................................................................................. 34

Kindergarten Assessments ........................................................................................................... 41

English Language Proficiency Assessment ................................................................................... 47

APPENDICES Appendix A: Grade 12 OAKS Retest .............................................................................................. 55

Appendix B: Guidelines for Signed Interpretation Support (For OAKS, Extended Assessment, and Kindergarten Assessment Only) .................................................................................................... 74

Appendix C: Selection, Administration, and Evaluation of Accessibility Supports (STEPS and TEACHER TOOLS) .......................................................................................................................... 80

Appendix D: Oregon’s Accessibility Panel ................................................................................... 106

Appendix E: APPROVAL PROCESS FOR A NEW ACCESSIBILITY SUPPORT ................................... 108

Appendix F: National Assessment Of Educational Progress (NAEP) ........................................... 111

Appendix G: Accessibility Guidelines For Classroom Activities ................................................... 123

Appendix H: Resources And Practices Comparison Crosswalk ................................................... 125

Smarter Balanced Resources ..................................................................................................... 132

INDEX .......................................................................................................................................... 133

Significant Shifts (per OAKS-Smarter Crosswalk)

Working with Accessibility Supportshttp://sbac.portal.airast.org/practice-test/


Support Comment

Alternate response option Smarter AT device certification process

ASL ASL only

Calculator, hand-held Accommodation

Calculator, online Restricted access

Formula and conversion sheets (ODE-provided) Non-allowable

List of common transitions/transitional phrases Non-allowable

Manipulatives Non-allowable

Print on demand Accommodation

Read-aloudDesignated Support (items); Accommodation (passages)

Text-to-SpeechDesignated Support (items); Accommodation (passages)

Translations (stacked) Non-allowable (ELA-Writing)

TIDE SettingsACCESSIBILITY OPTIONS

TIDE Settings (cont’d)ACCESSIBILITY OPTIONS

Smarter Balanced Student InterfaceACCESSIBILITY OPTIONS

Click to view student help

Zoom in/out buttons (to adjust text size).

Click to view list of item pages. Pages with marked items will be indicated. Select item/item page to navigate.

Pause test button.Toggle between

test pages.

Click for item type tutorial.

Click to select a comment about the item.

Click to mark item for review.

Click to adjust the volume.

End test button.

Click to open periodic table

Click to open calculator

Save button appears on technology enhanced items

OAKS ONLINE SCIENCE & SOCIAL SCIENCES STUDENT INTERFACE

Test Administrators

ELPA Student Interface

Click to view student help

Zoom in/out buttons (to adjust text size).

Click to view list of item pages. Pages with marked items will be indicated. Select item/item page to navigate.

Pause test button.

Toggle between test pages.

Click for item type tutorial.

Click to select a comment about the item.

Click to mark item for review.

Click to have listening item played, or if playing, pause the audio.

Click to have instructions read aloud

Click to have answer option played.

Click to adjust the volume

ASL Video

SMARTER BALANCED

Calculators (Scientific, Graphing, & Regression)

SMARTER BALANCED

Color Overlay

SMARTER BALANCED

Dictionary

SMARTER BALANCED

Expanding Passages

SMARTER BALANCED

Expanding Passages (cont’d)

SMARTER BALANCED

Glossary

SMARTER BALANCED

Masking

SMARTER BALANCED

Streamlined Mode

SMARTER BALANCED

Stacked Spanish/English Translations

SMARTER BALANCED

SMARTER BALANCED

Volume Control

Click to adjust the volume.

Zoom LevelsACCESSIBILITY OPTIONS

OREGON ACCESSIBILITY SUPPORTS UPDATES

The Interim Oregon Accessibility Manual (OAM) is posted (cf Online Resources slide for link).

The final draft of OAM will be released following review by Oregon’s Accessibility Panel in October.

Accessibility supports may change in the future if additional tools, supports, or accommodations are identified for the assessment based on state experience and research findings.


Refer to the Oregon Accessibility Manual for implementation guidance.

Refer to student’s IEP, 504 Plan or cumulative file to determine which accessibility supports must be provided.


Do’s…

Indicate “as needed” or “as appropriate” when documenting accessibility supports

Choose every accessibility support available for an assessment “just to be safe”

Assume the same accessibility supports remain appropriate year-after-year

Provide an accessibility support for the first time on the day of testing

Provide the same accessibility supports for every student in the class, grade, or program


… and Don’ts

TAs may not provide instruction or give suggestions regarding process.

TAs may not choose to administer an accessibility supports for all students in a class or a grade.

If you can’t find it in the TAM or OAM, don’t do it.


…Don’ts (cont’d)

Develop a process to determine appropriate statewide assessment accessibility supports for students not on IEPs or 504 Plans

Develop a system to inform students of available accessibility supports and allow them to request consideration for use during testing

Encourage students to “do their best”

Ask a student if he/she “needs a break” if they appear to lose focus


Promising Practices

Oregon Test Administration Manual and Webpage: http://www.ode.state.or.us/search/page/?=486

Oregon’s Statewide Assessment Accessibility Webpage & Manual: http://www.ode.state.or.us/search/page/?=487

Smarter-OAKS Accessibility Crosswalk: http://www.ode.state.or.us/search/page/?id=487

Smarter Practice/Training Test https://oakspt.tds.airast.org/student

Promising Practices: http://www.ode.state.or.us/search/page/?=2444


Online Resources

Accessibility supports are selected and administered for individual students

Accessibility supports used during state testing must be selected from the Oregon Accessibility Manual

Providing accessibility supports for the first time during state testing is not allowed

Administration of accessibility supports for one student must not interfere with the testing conditions of another student


In a Nutshell

What are some common errors in the administration of accessibility supports and how can they be avoided?

Why are accessibility supports provided to students?

May decisions regarding accessibility supports be made for: Individual students? Groups of students?


Acorns for Storage

statewide assessment accessibility supports (required for dtcs, stcs, and tas)

Documents

statewide accessibility

assessment available

individual students

valid assessment results

accommodations available

embedded designated

student preference

individual need