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Digging Deeper With PARCC Accommodations & Accessibility - access PARCC Accessibility & Accommodations folder.

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Presentation on theme: "Digging Deeper With PARCC Accommodations & Accessibility - access PARCC Accessibility & Accommodations folder."— Presentation transcript:

1 Digging Deeper With PARCC Accommodations & Accessibility - access PARCC Accessibility & Accommodations folder - access this presentation

2 ●We encourage asking questions for clarification. ●Some questions will be addressed later in the presentation. Bear with us! ●Please direct as many questions as possible to Today’s meet. QUESTIONS? PARCC Accommodations IEP’s PNP Accessibility

3 ●Identify three tiers of accessibility features and accommodations. ●Participate in a collaborative discussion regarding use of PNP’s for identification of accessibility features and/or accommodations to level the playing field for all students. ●Recognize the connections between classroom instruction / assessment and PARCC accommodations / accessibility features. ●Identify requirements for specific accommodations for English language learners and students with disabilities. Today’s Learning Targets

4 PARCC Accessibility & Accommodations Manual, 3rd Edition ●Released 11/10/14 ●This manual applies to ALL students, not just students with disabilities or English language learners. ● accommodations-manual accommodations-manual Partnership for Assessment of Readiness for College and Career– Third Edition (2014). PARCC Accessibility Features and Accommodations Manual 2014 – 2015. Parcc, Inc. Washington, DC: PARCC Assessment Consortia

5 3 Levels of Accessibility Features for All Students: Features for all students, which will be embedded through the PARCC online delivery platform, or part of the PARCC assessment administration. Accessibility Features for All Students (identified in advance): Features available to all students but provided to students who have a need identified ahead of the PARCC assessment. Accommodations: Supports for students with disabilities, English learners, and English learners with disabilities that increase access while maintaining a valid and reliable score."

6 ●Audio Amplification ●Blank Paper ●Eliminate Answer Choices ●Flag Items ●Directions Read Aloud and Repeated as Needed ●Highlight Tool ●Line Reader Tool ●Magnification/Enlargement ●Expand/ collapse passage ●NotePad ●Pop-up Glossary ●Spell Checker (external) ●Writing Tools (cut/paste, underline, bold, bullets) ●Answer Masking ●Color Contrast (Background/ Font Color) ●Text-to-Speech (TTS) for the Mathematics Assessments ●Human Reader/Human Signer for Mathematics Assessment ●ASL video for Math/Test directions/ELA ●Braille Edition Braille versions of the assessments. ●Calculation Device\ Math Tools ●Scribe or Speech to Text ●Text to speech or video of interpreter for ELA/Literacy ●Word Prediction (external device) ●Student reads aloud to themselves Accommodations for English Learners (pages 46- 48 of Accessibility & Accommodations Manual) ●General Directions Clarified/Read Aloud in Native Language ●Word to Word Dictionary (English/Students Native Language 3 Levels of Accessibility Accessibility Features for All Students Accessibility Features for All Students Identified in Advance (PNP) Accommodations (IEP, 504, ELL) Tier 1Tier 2Tier 3

7 Accessibility & Accommodations on Paper / Pencil Assessments ● See Appendix A for details.Appendix A ● Outlines accessibility features and accommodations for students with disabilities. ● Read aloud accommodation and/ or accessibility feature? ○ See Appendix B: Test Administration Protocol for the Human Reader Accommodation for English Language Arts/Literacy Assessments, and the Human Reader Accessibility Feature for Mathematics AssessmentsAppendix B: ○ Readers must refer to Appendix I: PARCC ELA Audio Guidelines and/or Appendix J: PARCC Mathematics Audio Guidelines to ensure consistency in how items are read.Appendix I:Appendix J:

8 Indicates the accessibility feature or accommodation and a description of what this will look like for student use. PARCC Accessibility Tools Draft Assistive Technology Network

9 Accommodation Clarification - Calculator Pg. 38-39, PARCC Accessibility and Accommodations Manual ●PARCC Calculator Policy for Calculator Sections of the PARCC AssessmentPARCC Calculator Policy for Calculator Sections of the PARCC Assessment ●Notation will be provided on confidential reports to school and parent stating the student was given a calculation device accommodation, therefore no claims should be made re: the student’s ability to perform math calculations. ●PARCC will not provide fluency subscores. ●Even if using computer testing, students should bring their own calculator if using calc accommodation on non-calc sections. ●It is the responsibility of the test proctor to confirm appropriateness of calc and clear the memory (if applicable). Accommodations (IEP, 504, ELL)

10 Accommodation Clarification - Calculator Pg. 38-39, PARCC Accessibility and Accommodations Manual ●Grades 3 - 5 : Four function with square root and percentage ●Grades 6 - 7: Four function with square root and percentage ●Grades 8: Scientific ●High School: Graphic Calculators (ex TI-84) Accommodations (IEP, 504, ELL)

11 ●In order to receive the accommodation the student would need to fall into one of 2 categories: ○A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding; ○A disability that severely limits or prevents the student from expressing written language, even after varied and repeated attempts to teach the student to do so. ●Teams should also take into consideration the following: ○The student’s inability to express in writing is documented in evaluation summaries from locally administered diagnostic assessments; ○The student routinely uses a scribe for written assignments; and ○The student receives ongoing, intensive instruction and/or interventions to learn written expression, as deemed appropriate by the IEP team or 504 plan coordinator. ●Appendix C (to be released soon)Appendix C ●See Transcription GuidelinesTranscription Guidelines Pg. 41, PARCC Accessibility and Accommodations Manual Accommodations (IEP, 504, ELL) Accommodation Clarification - Scribe

12 ○Small group of students will qualify ○Students with challenges in recalling expressive written language ○External device, not connected to internet, not able to save ○Students must be using this in classroom instruction / assessment ○documentation that they have a disability (recent evaluation) that requires use of this technology. ○Ongoing intensive instruction in language processing and writing Accommodation Clarification - Word Prediction Pg. 42, PARCC Accessibility and Accommodations Manual Accommodations (IEP, 504, ELL)

13 ●Extra time may be needed: ○to process written text (e.g., for a student who processes information slowly or has a human reader) ○to write (e.g., for a student with limited dexterity) ○to use other accommodations or augmentative devices (e.g., assistive technology, audio materials, or a scribe) ○for a student who needs frequent breaks that may extend the time needed to complete testing. ●This must be a continuous block of time. ●Direct supervision the entire time (including lunch and breaks) ●Be specific - ○1 hour ○Time and a half ○Double time Accommodation Clarification - Extended Time See Appendix E for clarification.Appendix E Accommodations (IEP, 504, ELL)

14 How do I determine accessibility features and accommodations? IMPORTANT! Do not add accessibility features or accommodations unless they have been used by the student as part of ongoing classroom instruction and assessment!

15 We did then what we knew how to do. Now that we know better, we can do better!

16 Factor 1: Student characteristics and learning needs (e.g., disabilities, language proficiency, accommodations used in classroom instruction/assessments to access and perform in academic standards and assessments) Factor 2: Individual assessment characteristics (i.e., knowledge about what tasks are required on PARCC assessments and ways to remove physical and other barriers to students’ ability to perform those tasks) Factor 3: PARCC accessibility features and accommodations policies that maintain the validity of assessment results. Step 3: Select Accessibility Features and Accommodations for Individual Students (pg. 52) Factor 1 Factor 2 Factor 3

17 Pg. 55, PARCC Accessibility and Accommodations Manual The PARCC Assessment should not be a student’s FIRST exposure to these features and / or accommodation s! TEAM decision!

18 Pg. 55, PARCC Accessibility and Accommodations Manual

19 When selecting accessibility features and/or accommodations for English learners, consider the student’s (p. 62) : 1.Level of English language proficiency (ELP) on the state ELP test (Ohio’s OTELA): ○Beginning, Intermediate or Advanced (see Table 7, p. 62) 2.Literacy development in English and/or the native language (see p. 63) ○Native language literacy ○Interrupted schooling/literacy background 3.Background factors that impact effective accommodations use (see pp. 63-64) ○Grade/age ○Affective filter (i.e, level of student anxiety/comfort with English) ○ Time in U.S. Schools See the PARCC Accommodations folder for a list ofPARCC Accommodations folder Title III/ELL Consortium District Contacts Also a group process and decision!

20 IEP Documentation: There are three areas in which accommodations can potentially be addressed in the IEP: 1.Section 12: “Participation in Assessments” [20 USC § 1412(a)(16)]. This section of the IEP documents accommodations needed to facilitate the participation of students with disabilities in State and district assessments. 2.Section 7: “Consideration of Special Factors” [20 USC § 1414(d)(3)(B)]. This is where communication and assistive technology supports are considered. 3.Section 7: “Supplementary Aids and Services” [20 USC §1401(33)and 20 USC §1414(d)(1)(A)(i)]. This area of the IEP includes “aids, services, and other supports that are provided in regular education classes or other education related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

21 ●Accommodations should be used in classroom assessments and instruction, aligned with the the student’s profile and “present levels of academic achievement and functional performance.” ●Document the conversation occurred in the PR-01!

22 Recent Changes: Reading Access Accommodations Text to Speech Reader / Human Reader on ELA Assessments

23 We are in a new era of statewide testing with new criteria and thinking about what is access for all and what is an accommodation for some. “Read Aloud” should not be considered the same as it was for the OAA/OGT. There are many differences both in who should/can receive a “read aloud” and how it is administered compared to what we did. Text to Speech for computer based testing or a Human Reader for paper based testing is now an accessibility feature available to all students for Math, Science and Social Studies. This is not to say that all students should have the feature provided, but it can be available to any student if the educational team knows that it would be beneficial. However, for ELA, only students who meet specific criteria may have the this as an accommodation. This accommodation for ELA, called the “reading access accommodation”, is “all or none”. Either the student needs it for everything (including the passages), or doesn’t get it at all. - Andrew Hinkle, ODE Reading Access Accommodations

24 ●Text to Speech or Human Reader (on paper/pencil assessments) as an accommodation for the entire reading test.Human Reader ●Limited eligibility for this accommodation. ●Notation on test results. Reading Access Accommodations

25 For ELA, it should be a very small number of students who receive this accommodation. The estimate is 1-1.5% of the total tested population, or around roughly 6-10% of SWD. The “read aloud” for ELA, referred to as the “reading access” accommodation is not an accessibility feature, it is a true accommodation only available to SWD who meet the criteria set forth in the accommodation manual. It allows for the entire test to be read, including the reading passages. The reasoning is that students who receive the reading access accommodation do so because they are virtual non-readers(i.e. at the beginning stages of learning to decode), so would be unable to take the test without. A virtual non-reader is not simply reading below grade level. There is no allowance to read only directions and items but not passages on ELA, it is all or none. - Andrew Hinkle, ODE Reading Access Accommodations

26 Read Aloud GuidanceRead Aloud Guidance from ODE (12/2/14) ●Read aloud is an accessibility feature identified in advance for math, science, and social studies. ●Read aloud on ELA is an accommodation for SWD who would be unable to participate because of severe print disabilities ●Consider: (Also on Appendix D)Also on Appendix D ○Blindness or a visual impairment and has not learned (or is unable to use) Braille; ○A disability that severely limits or prevents him or her from accessing printed text, even after varied and repeated attempts to teach the student to do so (for example, the student is unable to decode printed text); ○Deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation.

27 ●Refer to Appendix D, guidance document for reading access accommodation - Text to Speech / Screen Reader Tool.Appendix D ●Ohio has IEP Decision Making ToolIEP Decision Making Tool ●It’s a TEAM Decision! ●You need evidence to support your decision. This should be a thread woven throughout the IEP.

28 Updates from ODE - OEC (12/17/14) : ●PARCC accessibility features and accommodations are different from OAA & OGT’s ●Accommodations MUST be documented in the IEP (Section 12) or 504 plan to be allowable. ●Accessibility features & administrative considerations (ex: small group) do not need to be addressed in IEP / 504 plans, however it is recommended that they are to ensure student has them. ● If a student no longer qualifies for an accommodation, IEP’s should be revised (including read aloud accommodation). ●Amendments do not have to be face to face meetings, at discretion of the team. ●Once amended, school must send the amended IEP home to parents within 30 days.

29 Our suggestion for future IEP meetings: ●Bring Appendix D, or Ohio’s IEP / 504 Decision Making ToolAppendix DOhio’s IEP / 504 Decision Making Tool ●Bring a PNP recording form to start the discussion and complete during the meeting.PNP recording form ●On Section 12, specify classroom accommodations and Next Gen Assessment accommodations (by subject area, if applicable) ●Remember the thread should start in the profile and be developed throughout the IEP. ●Document this conversation on the PR-01!

30 How do we practice using the accessibility features and accommodations? IMPORTANT! Practice with these features and tools should be embedded in instruction and assessment.

31 Practice, Practice, Practice Practice Tests Practicing turning on and off the tools Practice tool navigation Use Low Tech and High Tech Tools, aligned with accessibility features and accommodations, in everyday instruction. Refer to PARCC Accessibility Tools Draft Youngstown City Schools - Technology IntegrationTechnology Integration SSTR10 Livebinder SSTR9 Livebinder

32 ● ○Click on Training Modules (bottom right) ○Sign in or create an account ●Module on the Student Readiness ●Access the powerpoint for this modulepowerpoint ●Provides training on TestNav 8 Tutorial Student Tutorials Sample Items Practice Tests Resources Student Readiness Resource for PARCC

33 Tools to assist educators in practicing use of accessibility features and accommodations. PARCC Accessibility Tools Draft Assistive Technology Network

34 How do we document accessibility features and accommodations for testing? IMPORTANT! Personal Needs Profile (PNP) must be completed for all accommodations and some accessibility features (Tier 2).

35 PNP File ● Computer Based ● Assigns features to student ● Complete before testing ● Information is input during student registration ● Required for students to have access to pre-identified features such as accessibility features and accommodations PNP Document - (Recording Form) ● Hard copy - documentation ● Optional Tool ● Sample provided ● ODE is developing an optional tool ● Decision - making process documentation ● Complete throughout the year ● Reviewed and updated annually Personal Needs Profile

36 PNP Information Important You will need to import a Personal Needs Profile for each administration (i.e., one file for PBA and another for EOY). If you are importing both files at the same time, select the administration “PARCC Op Spring PBA 2015” (see step 2 on the following page) and import the Personal Needs Profile. Next, select the administration “PARCC Op Spring EOY 2015” and import the Personal Needs Profile again. Field values do not need to be changed in the file itself. You will only need to change a field value if that value changes between the PBA and EOY administrations. If a student has more than one test assignment (e.g., Grade 3 ELA/Literacy and Grade 3 Mathematics), each test assignment needs to appear as a separate record on the Personal Needs Profile. For example, if a student is taking Grade 3 ELA/Literacy and Grade 3 Mathematics, this student will have two records on the Personal Needs Profile (one for each test assignment).

37 ●Sample PNP Recording Document, based on New Jersey’s PNPSample PNP Recording Document, based on New Jersey’s PNP ●ODE to release an optional document soon. Access it here when

38 ● MTraining MTraining ○Click on Training Modules (bottom right) ●Module on the PNP (38 Minutes) Personal Needs Profile Module

39 Questions? More Information? ANDREW HINKLE, ODE Talk to your Educational Service Center! Mahoning, Columbiana, Trumbull, & Ashtabula County ESC’s Michelle Elia, SSTR5 (330) 965-7828, ext 1023

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