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Special Educa,on Directors’ Winter Ins,tute
Winter 2016
Agenda
Tes$ng Best Prac$ces Universal Design for Learning
CBT/PBT Accommoda$ons Overview
Accessibility Features Accommoda$ons for SWD on all Assessments
Resources
2
Best Prac,ces (“Administra,ve Considera,ons”) May Be Used On ALL Assessments
• All students may use Test Administra$on Best Prac$ces if individually determined by the Student Assistance Team (SAT).
• May be added to SAT Plan during/aJer tes$ng. • Record in the Student’s file.
Tes,ng Best Prac,ces
• Addi$onal $me between sessions • Face student during test administra$on • Group students by tes$ng accommoda$on • Mul$ple and frequent breaks • Extended administra$on $me • Test during certain $me of day
Tes,ng Best Prac,ce
• Preferen$al sea$ng • Schedule addi$onal $me between sessions • Test individually • Test in loca$on with minimal distrac$on • Test in small group (fewer than 10) • Visual, verbal, or tac$le reminders to stay on task • Specialized Equipment or Furniture
For All Best Prac,ces, Accommoda,ons, and Accessibility Features:
• Students must have used accommoda$ons in daily instruc$on prior to use on standardized assessments.
• Train TAs and Proctors on administra$on of accommoda$ons.
• Maintain records of tes$ng for all best prac$ces, accommoda$ons and accessibility features administered.
Universal Design for Learning
7
• Concept or philosophy – provides all students with equal opportuni$es to demonstrate what they have learned.
• Acknowledges differences – Not one-‐size fits all.
• Purpose – Minimize the need for individualized design or accommoda$ons.
8
What is Universal Design as Applied to Assessment?
ALL students benefit from assessments that are universally designed, including, but not limited to:
Students who are giJed and talented English learners Students with physical, cogni$ve, or sensory disabili$es Students with emo$onal or language/learning disabili$es Students with more than one of these characteris$cs Students with unique linguis$c needs Underperforming students Students without disabili$es
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Who is Intended to Benefit from Universally Designed Assessments?
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Test Item Must be Presented in Different Formats
Magnification or Large Print
Paper Test Item
Text-to-Speech
Braille
American Sign Language (ASL)
Spanish Translation
• PED ac$vely par$cipates in PARCC reviews for components that make up universally designed assessments. – Bias & Sensi$vity Review Commi`ees – Accessibility Reviews – ELA and Math Reviews – State Lead Mee$ngs for consor$um-‐developed assessments
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Universal Design Item Review
1. Does the item take into considera$on the diversity of the assessment popula$on?
2. Has the construct been precisely defined and the item/task measures what is intended?
3. Is the item/task amenable to accommoda$ons?
4. Are instruc$ons and procedures simple, clear, and intui$ve?
5. Is the item/tasks designed for maximum readability, comprehensibility, and legibility?
12
Item Review CommiVee Universal Design Review
6. When appropriate, does the item/task material use clear and accessible visual elements?
7. Does the item or task material use text appropriate for the intended grade level?
8. Does the item/task measure what it is intended to measure for English learners with different levels of English proficiency and/or first language proficiency? (appropriate linguis/c complexity)
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Item Review CommiVee Universal Design Review
1. Are the items and tasks amenable to accommoda$ons?
2. Are the items and tasks designed for maximum readability, comprehensibility, and legibility?
3. Does the item or task material use a clear and accessible text format?
4. When appropriate, does the item/task material use clear and accessible visual elements?
14
Accessibility Universal Design Review
5. Have all accessibility features been considered that may increase access while preserving the targeted construct?
6. Have mul$ple means of presenta$on, expression, and engagement been considered with regard to the item/task?
7. Have changes to the format been considered that do not alter the item/task meaning or difficulty?
15
Accessibility Universal Design Review
Computer Based Tes$ng (CBT) And
Paper Based Tes$ng (PBT)
16
• In 2016, all assessments except NMAPA are online.
• All assessments will have a paper op$on available.
PBT Accommoda,ons
• A student in a grade taking the CBT may take PBT if s/he
• has a disorder that prohibits effec$ve computer use
• recently entered the school and lacks computer experience/familiarity
• requires assis$ve technology that is not compa$ble with the tes$ng plaiorm
• receives the Read Aloud accommoda$on and the student prefers not to use text-‐to-‐speech.
• is tes$ng off campus.
CBT Accommoda,ons
Most Accommoda$ons are compa$ble with CBT administra$on.
Accommoda$on Overview
20
Accommoda$ons
Accommoda,ons
• TAs must administer accommoda$ons to small groups.
• EAs and IAs may administer accommoda$ons one on one, except scribing (must be done by TA).
1. PARCC Accommoda$ons and Accessibility Features Manual
2. PED Accommoda$ons Manual – SBA – EoCs
3. ACCESS for ELLs Accommoda$ons (on website)
4. NMAPA (in TAMs)
Accommoda$ons Manuals
PARCC
24
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The PARCC Accessibility Features and Accommoda$ons Manual can be found at:
• h`p://avocet.pearson.com/PARCC/Home#alpha-‐A
• h`p://ped.state.nm.us/ped/NMPARCCDocs/PARCC%20Updated%20Accessibility%20Features%20%20Accom%20Manual%209-‐28-‐15%20-‐%20highlighted.pdf
Accessibility Features for All Students
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Accessibility Features for All Students Audio Amplifica,on
Blank Paper (provided by test administrator)
Eliminate Answer Choices Bookmark Items for Review
General Administra,on Direc,ons Clarified (by test administrator)
General Administra,on Direc,ons Read Aloud and Repeated (by test administrator)
Highlight Tool Headphones
General Masking Line Reader Tool
Magnifica,on/Enlargement Device NotePad
Pop-‐Up Glossary Redirect Student to Test (by test administrator)
Spell Checker Wri,ng Tools
Accessibility Features Iden,fied in Advance
28
Accessibility Features Iden,fied in Advance
Answer Masking
Background/Font Color (Color Contrast)
Text-‐to-‐Speech for the Math Assessments
Human Reader or Signer for Math Assessments
A Note About Text-‐to-‐Speech for Mathema$cs Assessments Accessibility Feature
• Available to ALL students • Should be a small percentage of students • Should be part of daily instruc$on, not done for the first $me
during tes$ng. • Text-‐to-‐speech on the computer based plaiorm with the use of
headphones is the best op$on. • PARCC provides Appendix J: Mathema/cs Audio Guidelines. • A max. of approximately 5% of students should have this
accessibility feature. Some districts may have slightly higher counts.
Accommoda,ons for Students with Disabili,es
30
Accommoda$ons for SWD
31
Content Area Presenta,on Accommoda,ons ELA/Literacy Text-‐to-‐Speech or Video of a Human Interpreter for the ELA/Literacy
Assessments, including items, response op$ons, and passages* Braille Edi$on of ELA/Literacy Assessments (Hard-‐copy braille tests and refreshable braille displays for ELA/Literacy)
Closed-‐Cap$oning of Mul$media Passages on the ELA/Literacy Assessments Descrip$ve Video
Mathema,cs Video of a Human Interpreter for the Mathema$cs Assessments for a Student Who is Deaf or Hard of Hearing Braille Edi$on of Mathema$cs Assessments (Hard-‐copy braille tests for Mathema/cs)
Both Content Areas
Addi$onal Assis$ve Technology
Tac$le Graphics
Video of a Human Interpreter for Test Direc$ons for a Student Who is Deaf or Hard of Hearing Paper-‐and-‐Pencil Edi$on
Presenta$on Accommoda$ons Guidance
Text to Speech for ELA items: • ELA items cannot be separated into reading versus language,
the accommoda$on impacts the en$re ELA sec$on. • PARCC indicates this should be available to only 1-‐1.5% of
students and this accommoda,on will be reported and monitored.
• This accommoda$on should be implemented throughout the school year, not just on the assessment.
• PARCC provides two documents for the human reader op$on for this accommoda$on: an extensive manual Appendix I: ELA Audio Guidelines, and an administra$on protocol in Appendix B.
32
* See notes below
Response Accommoda$ons
33
Content Area Response Accommoda,ons
ELA/Literacy Scribing or Speech-‐to-‐Text (i.e., Dicta$on/Transcrip$on or Signing) for constructed responses on the English Language Arts/Literacy Assessments* Word predic$on on the ELA/Literacy Performance-‐Based Assessment*
Mathema,cs Calcula$on Device and Mathema$cs Tools* (on Non-‐calculator Sessions of Mathema$cs Assessments)
Both Content Areas
Addi$onal Assis$ve Technology (Guidelines available fall 2013)
Braille note-‐taker Scribing or Speech-‐to-‐Text (i.e., Dicta$on/Transcrip$on or Signing) for the Mathema$cs assessments, and for selected response items on the English Language Arts/Literacy assessments
* See notes below
Response Accommoda$ons Guidance
• Speech to text or scribing guidelines and protocol in Appendix C: Protocol for the Use of the Scribe
• May not be needed as much if technology is used in the classroom.
• The use of an outside assis$ve technology device is also addressed in Appendix C
34 * See notes below
Response Accommoda$ons Guidance
h`p://avocet.pearson.com/PARCC/Home#srDoc=5188&srPage=1
Response Accommoda$ons Guidance
• Calculator Accommoda$ons for students who meet the guidelines:
36 * See notes below
Other Proposed Accommoda$ons for Students with Disabili$es
37
Category Accommoda,on
Timing & Scheduling Extended Time
Sebng
Many seongs that were once considered accommoda$ons are now consider accessibility features for all students and will be included in the test administrator manual. These include – separate loca$on, small group tes$ng, specified area or sea$ng, $me of day, and frequent breaks.
Appendix E: Guidance for Selec$ng and Administering the Extended Time Accommoda$on.
Unique/Emergency Accommoda$ons
• A small number of students may require addi$onal accommoda$ons either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommoda$on as a result of a recently-‐occurring accident or illness.
• Allowed if permi`ed by PED.
38
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Accommoda$ons for English Learners Word to Word Dic,onary
Speech-‐to-‐Text
Human Scribe
Direc,ons Read Aloud in Na,ve Language
Direc,ons Clarified in Na,ve Language
Spanish Transla,on of Math
Text-‐to-‐Speech in Spanish
Human Reader or Signer in Spanish
NOTE: THE SPANISH LANGUAGE ARTS ASSESSMENT FOR ENGLISH LEARNERS REMAINS THE SBA FROM MEASURED PROGRESS (GRADES 3-‐8, 10, 11)
PED will Monitor:
• ELA text to speech • Use of calculator on non-‐calculator sec$ons
• If above 1%, may ini$ate an audit
SBA Science and EOC
41
• Biogrid codes for all accommoda$ons
• For computer based SBA test enter the codes in iServices
(See Accommoda$ons Manual)
Biogrid Codes
PBT Accommoda,ons for SWD (SBA Science and EoC) 1. Braille Version 2. Large Print 3. Signing of Test 4. Read Aloud Test Items 5. Read Aloud to Self 6. Assist Tech-‐Presenta,on 7. Color Overlays 8. Math Manipula,ve 9. Manipula,ve Materials 10. Blank Graphic Organizer 11. Scribe-‐Selected Response 12. Scribe-‐Constructed Response 13. Assist Tech-‐Response 14. Audio record Response 15. PED-‐ Approved Accommoda,ons
PBT Accommoda,ons for ELLs (SBA Science and EoC) • Read Aloud in English • Picture Dic$onary • Spanish Language Version • Customized Dual Language Glossary • Commercial Word-‐To-‐Word Dic$onary • Pocket Word-‐To-‐Word Translator • Read-‐Aloud Test Direc$ons in Spanish • Read-‐Aloud Test Items in Spanish • PED-‐Approved Accommoda$on
CBT SWD Accommoda,ons (SBA Science)
• Signing of Test • Text-‐To-‐Speech • Read Aloud to Self (requires individual seong) • Assist-‐Tech • Math Manipula$ves • Manipula$ng Test Materials • Blank Graphic Organizer • Scribe • Audio Recording Responses (requires indiv. seong)
CBT ELL Accommoda,ons (SBA Science)
• Text-‐To-‐Speech • Picture Dic$onary • Spanish Test Version • Dual Language Glossary • Pocket-‐to-‐Word
Translator • Read-‐Aloud in Spanish
SBA Science CBT Text-‐To-‐Speech
iTester Features
Available to all students
1. “Text Appearance” tools to change color schemes
2. Enlarge font (to 22 point)
EoC Addi,onal Informa,on
50
Accommoda,ons on EoCs EoCs are divided into two groups:
1. EoCs used as ADCs (for HS gradua$on) 2. Other EoCs (generally used for EES)
Accommoda,ons on EoCs
1. EoCs used as ADCs: Students may only use the coded accommoda$ons permissible for SBA Science tes$ng.
2. Other EoCs: Students may use instruc$onal accommoda$ons.
3. ALL accommoda$ons must be documented in a student’s IEP, 504 Plan, or SAT Plan.
ACCESS for ELLs
53
• Test Direc$ons – Transla$on – Signing -‐ Repea$ng
• Presenta$on Format – Highlighters -‐ low vision – amplifica$on – oral reading
• Seong – Non-‐school seong-‐ preferen$al sea$ng -‐ technology
• Response – Computer –Scribes – Na$ve Language
• The above is a sampling. More Informa$on can be found at: • h`p://www.wida.us/assessment/ACCESS/
accommoda$ons.aspx
54
ACCESS Accommoda$ons
NMAPA
55
• Task Delivery Modes – The standard script may be presented to students in the modality that students receive instruc$on.
• Response Modes – For every task, response op$ons will be provided. These op$ons may include concrete objects, photographs, line drawings, picture symbols, or le`ers or words.
56
Alterna$ve Assessment
Resources
57
Website Content Audience
hVp://parcconline.org/ Assessment, Resources, Instruc,onal Tools, Videos and News
Teachers – Students-‐ Parents
hVp://parcc.pearson.com/ Tutorials, manuals and training, test support, bulle,ns, technology setup
Teachers – Students-‐ Parents
hVp://avocet.pearson.com/PARCC/Home
Test Administra,on Informa,on, Test Manuals, Technology Informa,on, Accessibility Features and Accommoda,ons
Teachers – Students-‐ Parents – IT department
58
Resources
Website Content Audience
hVp://understandthescore.org/
Score report guide, Understanding the test , parent resources and informa,on about the PARCC test.
Teachers – Students-‐ Parents – Community Members
hVp://www.nmparcc.com/
How parents and educators can help students. FAQ and DATA
Teachers – Students-‐ Parents – Community Members
hVps://public.tableau.com/views/NewMexicoPARCCResultsDashboard/Dashboard1?:embed=y&:display_count=yes&:showTabs=y&:toolbar=no&:showVizHome=no#3
PARCC results – statewide Teachers – Students-‐ Parents – Community Members
59
Resources
Website Content Audience
hVp://www.ped.state.nm.us/ped/Assessment_index.html
New Mexico Public Educa,on Department Assessment, Accountability and Evalua,on website
Teachers – Students-‐ Parents – Community Members
hVp://www.greatschools.org/gk/common-‐core-‐test-‐guide/?state=new-‐mexico
Worksheets, Videos, Parent sugges,ons for working with their child, Gives strategies, Discusses disabili,es, etc
Teachers –Parents – Community Members
hVp://newmexicocommoncore.org/
Informa,on on the Common Core
Teachers – Students-‐ Parents – Community Members
60
Resources
AF&A Manual h`p://www.parcconline.org/assessments/accessibility/manual
PARCC LOCAL EDUCATOR PLANNING TOOL FOR ACCOMMODATIONS AND ACCESSIBLIITY FEATURES
h`p://ped.state.nm.us/ped/NMPARCCindex.html
SBA Science h`p://ped.state.nm.us/AssessmentAccountability/AssessmentEvalua$on/SBA/index.html
EOC h`p://ped.state.nm.us/AssessmentAccountability/AssessmentEvalua$on/EOC/index.html
ACCESS h`p://ped.state.nm.us/BilingualMul$cultural/ACCESS-‐ELL/index.html
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Resources
Assessment Procedures [email protected]
All Assessment Accommoda,ons [email protected]
PearsonAccess Next and the PNP Gabriel.Mar,[email protected]
PARCC Administra,on [email protected]
SBA Administra,on Gabriel.Mar,[email protected]
EOC Administra,on Severo.Mar,[email protected]
ACCESS Administra,on Severo.Mar,[email protected]
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Assessment Ques$ons?