Statewide Assessment Accessibility Supports (Required for DTCs, STCs, and TAs)

1. Statewide Assessment Accessibility Supports(Required for DTCs, STCs, and TAs)

2. Accessibility Options Big Picture Objectives • Identify and understand the purpose of the statewide assessment accessibility supports • Administer the statewide assessment accessibility supports appropriately

3. Accessibility Options Purpose 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.

4. Accessibility Options Know the Options • Know the differences between the following statewide assessment accessibility supports: • Universal Tools • Designated Supports • Accommodations

5. Accessibility Options Definitions 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.

6. Accessibility Options Modification • 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.

7. Accessibility Options Five-Step Process • 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)

8. Accessibility Options 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)

9. Accessibility Options *Documentation • 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.

10. Accessibility Options Five Step Process • STEP 4 – Administer statewide assessment accessibility supports during instruction and assessment • STEP 5 – Evaluate and improve use of statewide assessment accessibility supports

11. Oregon’sStatewide Assessment Accessibility Supports http://www.ode.state.or.us/search/page/?id=487

12. OREGON ACCESSIBILITY MANUAL

13. Accessibility Options Working with Accessibility Supports http://sbac.portal.airast.org/practice-test/ Significant Shifts (per OAKS-Smarter Crosswalk)

14. TIDE Settings Accessibility Options

15. Accessibility Options TIDE Settings (cont’d)

16. Accessibility Options TIDE Settings (cont’d)

17. Accessibility Options TIDE Settings (cont’d)

18. Accessibility Options Smarter Balanced Student Interface

19. Test Administrators OAKS Online Science & Social Sciences Student Interface Click to open periodic table Pause test button. Toggle between test pages. End test button. Click to open calculator 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. Save button appears on technology enhanced items Click for item type tutorial. Click to view student help Click to select a comment about the item. Click to adjust the volume. Click to mark item for review.

20. ELPA Student Interface Toggle between test pages. Pause test button. 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. Click to view student help Click to mark item for review. Click to select a comment about the item. Click to have listening item played, or if playing, pause the audio. Click for item type tutorial. Click to have answer option played. Click to have instructions read aloud Click to adjust the volume

21. Smarter Balanced ASL Video

22. Smarter Balanced Calculators (Scientific, Graphing, & Regression)

23. Smarter Balanced Color Overlay

24. Smarter Balanced Dictionary

25. Smarter Balanced Expanding Passages

26. Smarter Balanced Expanding Passages (cont’d)

27. Smarter Balanced Glossary

28. Smarter Balanced Masking

29. Smarter Balanced Streamlined Mode

30. Smarter Balanced Stacked Spanish/English Translations

31. Smarter Balanced Volume Control Click to adjust the volume. Click to adjust the volume Click to adjust the volume

32. Accessibility Options Zoom Levels

33. Accessibility 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.

34. Accessibility Options Do’s… • 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.

35. Accessibility Options … and Don’ts • 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

36. Accessibility Options …Don’ts (cont’d) • 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.

37. Accessibility Options Promising Practices • 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” ifthey appear to lose focus

38. Accessibility Options Online Resources • 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

39. Accessibility Options In a Nutshell • 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

40. Accessibility Options Acorns for Storage • 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?