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CMAS 12 th Grade . Accessibility and A ccommodations. Accessibility Features and Accommodations Overview. Increased Accessibility. TestNav 8 Embedded features: available to all students to increase accessibility
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CMAS 12th Grade Accessibility and Accommodations
Increased Accessibility • TestNav 8 • Embedded features: available to all students to increase accessibility • Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility • Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans
Available to all students Accessibility Features
Accessibility feature-Redirection The Test Administrator may redirect off-task students back to the test by saying, “<student’s name>, continue working.” • No coaching or assistance may be provided in any way • The Test Administrator may not remind or encourage students to complete a specific item • The Test Administrator may not provide any physical cues to the test as they could be misconstrued as directing the student to incorrect or correct responses
Embedded Features that Must Be Requested • Selected by form • Text-to-speech (accessibility feature) • Continue to play • Click to hear *CDE recommends students are taught to default to this • Spanish audio (accommodation) • Color contrast (accommodation) • Text-to-speech with color contrast (accommodation) • Spanish audio with color contrast (accommodation) • Oral script (accommodation)
Text to Speech While available to all students, it is not appropriate for all students. • Generally speaking, students who used an Oral Script on TCAP should be considered for Text-to-Speech on computer based assessments • Large file size affects student testing – even with proctor caching • The appropriate form must be assigned in PearsonAccessprior to testing • Students need headphones for this feature It is strongly encouraged that students using text-to-speech as an accessibility feature access it in the ePAT environment to ensure they are familiar with it, and that they will use it.
Should every student be given Text-to-Speech (TTS)? • No. Only students who really need this accessibility feature should have it • Security issues: There is only one form for text-to-speech • Training issues: students must know how to use it before testing • Network performance issues: file sizes for items with TTS are 4-10 times larger than regular item files. Network and computer performance estimates are based on the standard file size
Accessibility Features Available to All Students Who Use Similar Accessibility Strategies During Instruction and class/district assessments
Table talk- Text to speech • Who might text to speech be appropriate for at your school? • Who do you need to talk to in order to find out which students with IEP/504 and ELL are currently using text to speech (oral script)? • Will you use the epats? When?
IEP, 504 or ELL only accommodations
Accommodations • Must be based on an individual need documented in the student’s approved IEP, 504, or English Learner plan • A master list of all students and their accommodations must be maintained by the SAC. These will need to be recorded in PearsonAccess. Please include students using text-to-speech. • Accommodations are available for computer-based and paper-based administration. • Paper-based form is itself intended to be an accommodated form • Some accommodations must be indicated in PearsonAccess/Pearson Next prior to testing
Idea-way to track accommodations (and accessibility features)
3 formal plans allow for statewide Assessment accommodations • Students with an IEP • Students with a 504 plan • Students identified as an English language learner
Assessment accommodation must be: • In use at least 90 days prior to testing • Used regularly and with fidelity during classroom instruction • For High School accommodations would be in place the previous spring • Based on a documented educational need • Individual, not based on program or teaching style • Documented in an IEP, 504 plan or ELL plan • Team includes educators, parents and student • Parent signatures • NOT be only used for assessments How do you know? 20
Exceptions to the 90-day rule • New Student to the District: • Contact the student’s former school for all relevant documentation (IEP,504,or ELP) • If no documentation can be obtained, consult the student and parent to discuss any accommodations that have been provided over the past three months • Student may have access to accessibility features or accommodations listed in their IEP, 504 plan or ELL plan • Unforeseeable Circumstances: • If a student suffers from an unforeseeable (not predicted or scheduled) circumstance less than three months prior to the start of testing and requires an accommodation to access the state test, he/she may be provided with it • HS events over summer • Example: Student with a concussion needs breaks 21
Unique Accommodations (new name for Non Standard Accommodations requests) • IEP or 504 plans • Historically less than .01% of students • State deadline is DECEMBER 15 • Examples: • Record answers into a tape recorder and play back to type • Picture cues to stay on task • Magazines to tear when frustrated • Student given “Skittles” at specific intervals for time on task
Accommodations for Computer-Based Administration • Presentation • English oral script used for: • On-site translations into languages other than Spanish* • On-site sign language presentation* • Spanish audio • Spanish oral script* • Color contrast, including high contrast and reverse contrast • External cover overlays • Word-to-word dictionaries (English/native language) • Assistive technology devices – compatibility will need to be established *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable. New
Oral Presentation Options • English oral script for computer is used for: • On-site translations into other languages • On-site sign language presentation • English oral script for paper • Recommend group size of 3 or less for Science • Recommend group size of 1 for Social Studies .
Spanish Text to Speech • Students select to play button to hear the text in Spanish • Students can control volume
Spanish Audio in Performance Events – Interacting with Items
Color Contrast • Embedded color contrast • Check with vision specialist/SPED team • Must indicate color contrast form prior to testing • When the color contrast setting is selected only the background and text are adjusted • Graphics are presented in full color on a white background • External color overlays • May be used on paper or computer 28
Assistive Technology • Devices with demonstrated TestNav 8 compatibility: www.pearsononlinetesting.com/at
Assistive Technology • Assistive technology includes but is not limited to: • computers • Keyboards • Communication devices and • adaptive computer input/output devices • Check for compatibility • www.pearsononlinetesting.com/at • Speech – to – Text • Separate Machine • Printed and transcribed into test • Word Prediction • Separate Machine • Printed and transcribed into test 30
Assistive Technology cont. Additional considerations for test security must be applied when students are using assistive technology, including speech-to-text and word prediction software. • Students must be seated in such a manner that they cannot see other students’ screens. • Students must not retrieve or access work from another student. • Students must not be able to access additional programs or the Internet while in the testing environment. • Student must not be able to access any previously saved data while in the testing environment. • Extra time may not be given for “lost” work. 31
Assistive Technology cont. Students may not have access to assistive technology devices that contain secure materials until all secure materials have been removed from the device. Devices that still contain secure materials must be secured with testing materials. Answers must be transcribed for scoring. 32
Accommodations for Computer-Based Administration • Response • Written responses in Spanish • Scribe (must be individually administered) • English • Other languages • Assistive technology devices – compatibility will need to be established
Scribe • Selected Response: • Physical disability that prohibits the use of a keyboard/mouse • Or adaptive equipment is not compatible with TestNav 8 • Constructed Response: • A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding or other assistive technology 34
Written in Native Language • Students may write in English or Spanish on the CMAS: Science and Social Studies assessment • Students who write in a language other than English or Spanish will need their answers translated and transcribed • Students must write in English on the CMAS: PARCC ELA/L assessment 35
Accommodations for Computer-based Administration • Setting • Small group • Individual • Timing • Extended time greater than time and a half • Time of day • Multiple breaks (requires separate setting)
Paper Pencil or Online? • Paper-based Assessments: A paper-based form of the assessments will only be available for students who: • Have a neurological disorder, a condition that causes seizures or another health condition that prevents the student from accessing the computer • Need a braille form with tactile graphics • IEP or 504 plan requires assistive technology, such as speech-to-text, that may not be compatible with the test engine. www.pearsononlinetesting.com/at • Will provide written responses in a language other than English or Spanish
Accommodations for Paper-based Administration • Presentation • Braille with tactile graphics • Large print (Reminder: computer-based has zoom and magnifier) • External cover overlays • English oral script (text-to-speech in computer-based)* • On-site translations into languages other than Spanish • On-site sign language presentation • Spanish oral script (also computer-based)* • Word-to-word dictionary (English/native language) *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.
Accommodations for Paper-based Administration • Response • Braille note-taker • Scribe (also for computer-based) • Must be administered individually • Speech-to-text • Assistive technology devices (word prediction) • Setting (same as computer-based) • Small group • Individual • Timing (same as computer-based) • Extended time greater than time and a half • Time of day • Multiple breaks (requires separate setting)
Keeping track and organizing • Simple list of student names and accessibility features and accommodations they will use
To Do List • Be sure that documentation is specific (ex: content area, length of extended time, etc.). • Check all IEP, 504, and ELL plans NOW to make sure that all accommodations listed are currently in use in classroom instruction and assessments. • If an accommodation is no longer needed or being used, revise the document and remove the accommodation. (IEP Additional Meeting – Case Manager, Parent, General Ed Teacher; 504 – Counselor, Parent).
To Do List • If a teacher is consistently providing a non-documented individual accommodation (so for IEP or 504 or ELL only) for a student that would be appropriate for use on CMAS, convene a formal meeting conducted by an educational team (includes parent) to evaluate and properly document the accommodation. • Involve parents and students in accommodations decisions and evaluate to make sure they are useful and purposeful. • Remember that accommodations must be regularly used for at least 90 days prior to CMAS in order to be allowed. • Provide time for students to practice accessibility features and accommodations in the online test environment (ePAT).
Talk/Think/Plan next steps • Where are current accommodations documents for students kept? 12th graders? If nothing current kept, what will your building use? • Who is your building ESS contact (s) for finding out which IEP/504 students need accommodations and what accommodations they need? • How will you decide which students need text to speech? • How will you collect from teachers which ELL students need which accommodations? • End date that you will have all collected in so you can order and so you can create test sessions in pearson access?
