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Assessment Accessibility: ISAAP Process and Tool

This document provides guidelines and steps for implementing the ISAAP process and tool for assessing accessibility in January 2015. It includes recommendations, key staff roles, identifying students, and training requirements.

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Assessment Accessibility: ISAAP Process and Tool

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  1. Assessment Accessibility: ISAAP Process and Tool January 2015

  2. Agenda • Recommended Seven-Step Process • ISAAP Tool

  3. Guidelines for Use • General guidelines for use of all accessibility features: • Student is familiar with the support(s). • Supports are same or similar to those used for instruction and classroom assessment. • Student has multiple opportunities to practice in test environment.

  4. Recommended Seven-Step Process • Designate key staff roles and responsibilities. • Provide information to parents and training to all staff, as appropriate. • Identify students who will benefit from designated supports and will need accommodations per IEP and 504 plans.

  5. Recommended Seven Steps (cont.) 4. Assign designated supports and accommodations for all identified students who will require them. 5. Upload designated supports and accommodations into TOMS. 6. Perform a pre-administration check. 7. At time of test administration, confirm student has assigned accessibility support.

  6. Step One: Identify Key Staff • Designate key staff for roles and responsibilities in test administration related to student accessibility. • Review all seven steps to assign specific roles to staff. • Make a plan (who, what, where, when, how) for all actions that must be addressed for each of the seven steps.

  7. Step One: Identify Key Staff • What are the tasks that must be completed to ensure the appropriate, equitable use of designated supports at all schools in the LEA? • Decision making tasks • Implementation tasks

  8. Step One: Decision-making Tasks • Team approach recommended. • Potential decision makers: • Classroom teachers • Special education teachers • Others?

  9. Step One:Decision-making Tasks • Establish procedures for determining decision making team members. • Composition will vary based on student needs • Recommend including parents/guardians • Consider existing structures/formats (e.g. Student Study Team, Redesignation Team)

  10. Step One: Implementation Tasks • Effective implementation: • student using the same accessibility support tools during daily instruction • and on classroom assessments that will be available on the Smarter Balanced Interim and Summative assessments.

  11. Implementation Tasks, (cont.) • Goal of the implementation process is to give all students every available opportunity to demonstrate their best performance • at the classroom level and • on Practice and Training Tests • on interim assessments • on state-wide summative assessments.

  12. Practice and Training Tests • Benefits: • Familiarize teachers and student with technology interface • Familiarize teachers and students with item types/formats • Provide multiple opportunities to explore and practice using accessibility features

  13. Training & Practice Test Comparison

  14. LEA Implementation Tasks Access Summative Assessments Access Interim Assessments Match needs to available supports Identify student needs Enter supports into TOMS Use supports at classroom level Use Practice Tests and Training Tests Finalize support selections Evaluate effectiveness of supports

  15. Sample Task Planning Sheet

  16. Step Two: Training • Provide information to parents and students early in the year; provide training to staff as appropriate to role.

  17. Step Two: Training • Who are the stakeholder groups that need information and/ or training? • What information do specific stakeholder groups need? • What training and informational materials are available for LEA use and what materials will need to be developed?

  18. Step Three: Identify Students • Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans.

  19. CA-ISAAP Tool • CA Individual Student Assessment Accessibility Tool (CA-ISAAP) • Excel workbook format • Matches identified needs to specific designated supports and/or accommodations • Produces the online student test settings file that can be uploaded to the Test Operations Management System (TOMS). • Use is optional

  20. CAASPP Version of the ISAAP Tool • The ISAAP Tool has been enhanced for California users and is available to download from http://caaspp.org. Please look for the CAASPP logo within the tool to ensure you are using the correct version.

  21. CA-ISAAP Tool The person(s) using the ISAAP Tool to select designated supports and accommodations for students should know: • The student’s instructional needs • The purpose and functions of the designated supports and accommodations • The recommended use of the supports and accommodations per the Smarter Balanced Usability, Accessibility, and Accommodations Guideline (UAAG)

  22. Overview *Must be activated in the test delivery system. **Print on demand for stimuli only can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact the CDE.

  23. Preparing to Use the ISAAP Tool Q: What do I need to prepare to complete an ISAAP for my students? A: ISAAP Tool users should: • Become familiar with the Smarter Balanced tests and the available designated supports and accommodations. • Obtain input from students and parents about students’ needs. • Provide opportunities for students to try designated supports as appropriate. • Understand the recommended uses for designated supports (refer to Matrix One and the UAAG). • View this tutorial! • Print out ISAAP Instructions.

  24. Step Three: Identify Students • What are the specific accessibility needs of each student? • CA Individual Student Assessment Accessibility Tool (CA-ISAAP) • Executive functioning: attention, cognitive control and processing • Persistent calculation disability: dyscalculia • Reading-related disabilities, print disabilities, struggling readers

  25. Step Three: Identify Students, cont. • Reading access in language(s) of translation • Significant motor difficulties and recent injury • Visual impairments/blindness • Hard-of-hearing/deafness

  26. Instructions • Download the ISAAP Tool from the CAASPP portal at http://caaspp.org. • Open the tool in Excel. • Note: The ISAAP Tool is accessible in Excel 2008 and above.

  27. ISAAP Tool Components • About tab • Instructions tab • 15 individual student tabs • Report tab

  28. Instructions • After enabling macros, select the [Student1] tab to begin the process. • Fill in the student information on the top of the Student1 sheet.

  29. Instructions • Repeat this process for additional students on the [Student2]–[Student15] worksheets. • Upon completing each student worksheet, select the [Report] tab to see the comprehensive spreadsheet of all the selections from the [Student #] tabs. This sheet allows users to view all students’ accessibility profile data in a single view.

  30. File Specifications • Available to LEAs to extract data from SEIS • Go to www.caasp.org • Select the Test Administration tab • 2015 CAASPP Online Student Test Settings File Specifications (PDF)

  31. Step Four: Assign Appropriate Supports • Assign designated supports and accommodations for all identified students who will require them.

  32. Step Four: Assign Appropriate Supports • For students with IEP and Section 504 Plans: • Update existing plans to align with selected accommodations (required) and with selected designated supports (recommended). • For students who will benefit from the use of designated supports: • Use district wide process. • For both: • Explore the use of supports during instruction and classroom assessment.

  33. Step Five: Upload into Toms • Upload designated supports and accommodations into TOMS. • Use CA-ISAAP • ETS Template • Manual entry in TOMS

  34. Steps Six and Seven • Perform a pre-administration check. • Use a consistent process. • At time of test administration, confirm student has assigned accessibility support. • Develop consistent procedures. • Provide training to test administrators and site coordinators.

  35. Post-Test Evaluation • Interview student about the designated supports and/or accommodations provided and used. • Note any difficulties experienced and/or adjustments needed by the student.

  36. Post-Test Evaluation Example Questions • Which supports provided? • Helpful? In what ways? • Difficulties experienced? • Use in the future?

  37. Usability, Accessibility and Accommodations Guidelines

  38. Accessibility Support Digital Library Module • https://www.smarterbalancedlibrary.org/content/introduction-individual-student-assessment-accessibility-profile?key=2261a6f6a11089da1a0f15d17ca93789

  39. Related Resources • Matrix One (PDF; Updated Sep-2014) • Usability, Accessibility, and Accommodations Guidelines (PDF) • Guidelines: Frequently Asked Questions (PDF)

  40. For Further Information California Assessment of Student Performance and Progress (CAASPP) Office caaspp@cde.ca.gov 916-445-8765 California Assessment of Student Performance and Progress (CAASPP) Webpage http://www.cde.ca.gov/ta/tg/ca/

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