1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction January 2015 Assessment Accessibility: ISAAP Process and Tool

2. TOM TORLAKSON State Superintendent of Public Instruction Agenda Recommended Seven-Step Process ISAAP Tool 2

3. TOM TORLAKSON State Superintendent of Public Instruction 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. 3

4. TOM TORLAKSON State Superintendent of Public Instruction Recommended Seven-Step Process 1.Designate key staff roles and responsibilities. 2.Provide information to parents and training to all staff, as appropriate. 3.Identify students who will benefit from designated supports and will need accommodations per IEP and 504 plans. 4

5. TOM TORLAKSON State Superintendent of Public Instruction 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. 5

6. TOM TORLAKSON State Superintendent of Public Instruction Step One: Identify Key Staff 1.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. 6

7. TOM TORLAKSON State Superintendent of Public Instruction 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 7

8. TOM TORLAKSON State Superintendent of Public Instruction Step One: Decision-making Tasks Team approach recommended. Potential decision makers: –Classroom teachers –Special education teachers –Others? 8

9. TOM TORLAKSON State Superintendent of Public Instruction 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) 9

10. TOM TORLAKSON State Superintendent of Public Instruction 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. 10

11. TOM TORLAKSON State Superintendent of Public Instruction 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. 11

12. TOM TORLAKSON State Superintendent of Public Instruction 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. TOM TORLAKSON State Superintendent of Public Instruction Training & Practice Test Comparison Training TestPractice Test Purpose Provide students with an opportunity to quickly become familiar with the software and interface features Provide students with a grade specific testing experience similar in structure and format to the field test Grade Levels Grade bands 3–5 6–8 High school Each grade 3–8, 11 Number and Types of Items Approximately 15 items per grade band (6 in ELA and 8–9 in math) No performance task (PT) Approximately 30 items in ELA and 30 items in math per grade level Includes 1 ELA PT and 1 math PT per grade level Universal Tools, Designated Supports, and Accommodations All included on Field Test are included Most included; 2014 version available Scoring Results are not scored Results are not scored, however answer keys and scoring rubrics are available

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

15. TOM TORLAKSON State Superintendent of Public Instruction Sample Task Planning Sheet 15 Implementation Task LEA Admin/ Support Staff Site Admin/ Support Staff TeachersTimeline Establish procedures for determining decision making team members Early fall Identify specific student needs for support (optional use of need categories from the CA ISAAP Tool) Early fall Identify accessibility supports currently being used by students Early fall Communicate with students, parents/guardians Fall and on-going Select Smarter Balanced designated supports to address identified student needs (optional use of CA ISAAP Tool) Fall

16. TOM TORLAKSON State Superintendent of Public Instruction Step Two: Training 2.Provide information to parents and students early in the year; provide training to staff as appropriate to role. 16

17. TOM TORLAKSON State Superintendent of Public Instruction 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? 17

18. TOM TORLAKSON State Superintendent of Public Instruction Step Three: Identify Students 3.Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans. 18

19. TOM TORLAKSON State Superintendent of Public Instruction 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 19

20. TOM TORLAKSON State Superintendent of Public Instruction 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. http://caaspp.org 20

21. TOM TORLAKSON State Superintendent of Public Instruction 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) 21

22. Using the CAASPP ISAAP Tool 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. EmbeddedNon-Embedded Designated SupportAccommodationDesignated SupportAccommodation Color Contrast American Sign Language (ELA listening and math items) Bilingual Dictionary (ELA performance task full writes) Abacus MaskingBrailleColor Contrast Alternate Response Options Text-to-Speech (math and ELA items) Closed Captioning (ELA listening items) Color OverlaysCalculator Translated Test Directions (math items) Streamlined InterfaceMagnificationMultiplication Table Translations (glossaries) (math items) Text-to-speech (ELA reading passages) Noise BuffersPrint on Demand** Translations (stacked) (for math items)* Read Aloud (math and ELA items) Read Aloud (ELA reading passages) Turn off any universal tools* Scribe (ELA non-writing and math items) Scribe Permissive ModeSeparate SettingSpeech-to-Text Print SizeTranslated Test DirectionsIndividualized Aids Translation (glossaries) (math items) Special Lighting or Acoustics Translated Test Directions (math items)

23. Using the CAASPP ISAAP Tool 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: 1.Become familiar with the Smarter Balanced tests and the available designated supports and accommodations. 2.Obtain input from students and parents about students’ needs. −Provide opportunities for students to try designated supports as appropriate. 3.Understand the recommended uses for designated supports (refer to Matrix One and the UAAG). 4.View this tutorial! 5.Print out ISAAP Instructions.

24. TOM TORLAKSON State Superintendent of Public Instruction 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 24

25. TOM TORLAKSON State Superintendent of Public Instruction 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 25

26. Using the CAASPP ISAAP Tool 26 Instructions 1.Download the ISAAP Tool from the CAASPP portal at http://caaspp.org.http://caaspp.org 2.Open the tool in Excel. –Note: The ISAAP Tool is accessible in Excel 2008 and above.

27. Using the CAASPP ISAAP Tool 27 ISAAP Tool Components About tab Instructions tab 15 individual student tabs Report tab

28. Using the CAASPP ISAAP Tool 28 Instructions 4.After enabling macros, select the [Student1] tab to begin the process. 5.Fill in the student information on the top of the Student1 sheet. Student Last Name Statewide Student Identifier (SSID) Grade Educator(s) Completing ISAAP Comments Student First Name Teacher of Record School (ID or Name)

29. Using the CAASPP ISAAP Tool 29 Instructions 10.Repeat this process for additional students on the [Student2]–[Student15] worksheets. 11.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. TOM TORLAKSON State Superintendent of Public Instruction File Specifications Available to LEAs to extract data from SEIS Go to www.caasp.orgwww.caasp.org Select the Test Administration tab 2015 CAASPP Online Student Test Settings File Specifications (PDF) 30

31. TOM TORLAKSON State Superintendent of Public Instruction Step Four: Assign Appropriate Supports 4.Assign designated supports and accommodations for all identified students who will require them. 31

32. TOM TORLAKSON State Superintendent of Public Instruction 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. 32

33. TOM TORLAKSON State Superintendent of Public Instruction Step Five: Upload into Toms 5.Upload designated supports and accommodations into TOMS. –Use CA-ISAAP –ETS Template –Manual entry in TOMS 33

34. TOM TORLAKSON State Superintendent of Public Instruction Steps Six and Seven 6.Perform a pre-administration check. −Use a consistent process. 7.At time of test administration, confirm student has assigned accessibility support. –Develop consistent procedures. –Provide training to test administrators and site coordinators. 34

35. TOM TORLAKSON State Superintendent of Public Instruction 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. 35

36. TOM TORLAKSON State Superintendent of Public Instruction Post-Test Evaluation Example Questions Which supports provided? Helpful? In what ways? Difficulties experienced? Use in the future? 36

37. TOM TORLAKSON State Superintendent of Public Instruction Usability, Accessibility and Accommodations Guidelines

38. TOM TORLAKSON State Superintendent of Public Instruction Accessibility Support Digital Library Module https://www.smarterbalancedlibrar y.org/content/introduction- individual-student-assessment- accessibility- profile?key=2261a6f6a11089da1a 0f15d17ca93789https://www.smarterbalancedlibrar y.org/content/introduction- individual-student-assessment- accessibility- profile?key=2261a6f6a11089da1a 0f15d17ca93789 38

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

40. TOM TORLAKSON State Superintendent of Public Instruction 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/ 40