ACCESSIBILITY / ACCOMMODATION TRAINING ROSS-PIKE ESC http://tinyurl.com/pbd4dfl

HOW IS THE TESTING STRUCTURED?

PARCC ASSESSMENTS Math in 3rd, 4th, 5th, 6th, 7th, 8th ELA in 4th, 5th, 6th, 7th, 8th (recent legislation has all 3rd graders taking OAA in spring)* High School – English 1 and 2; Algebra I and Geometry (or Integrated equivalents) Performance-based section On computer (Feb. 16 – Mar. 20) Paper/Pencil (Feb. 16 – Mar. 6) End of Year section On computer (April 13 – May 15) Paper/Pencil (April 13 – May 1) Districts/schools should schedule accordingly with no breaks (one-week spring break is allowed) or professional days scheduled within the 20-day or 10-day test window. For example, a district/school may schedule 3 five-day weeks, skip a week for spring break and schedule the last five-day week of the window for a total of 20 days.

BLOCK SCHEDULE SCHOOLS SHOULD CHECK ODE FOR BRAND NEW DATES AIR ASSESSMENTS Social Studies – 4th and 6th ; American History, American Government Science – 5th and 8th Physical Science/Biology – see next slide Performance-based section Computer or Paper/Pencil (Mar. 2 – 13) End of year section Computer or Paper/Pencil (May 4 -15) BLOCK SCHEDULE SCHOOLS SHOULD CHECK ODE FOR BRAND NEW DATES

PHYSICAL SCIENCE/BIOLOGY For the freshmen class beginning in 2015-2016, the end of course exam for graduation will change from physical science to biology There will be no biology test available this year. The first test available for biology will be next fall for block scheduled students. Students taking physical science this year for high school credit will take the physical science PBA and EOY assessments. When these students are sophomores and they take biology, they will take the biology PBA and EOY assessments. This year’s freshmen (Class of 2018) are the only group that may have to take two science tests to go toward their graduation requirement depending on their course sequence – NOTE: after this group takes the two courses and assessments, they can choose which one they actually want to go toward the “points”. If a student is currently in 9th grade and is enrolled in a biology course, they will NOT take a physical science test this year, nor will they take the biology test next year. The will be grandfathered in with a score to be determined. Current 8th grade students taking physical science for HS credit will take the PBA and EOY this year for physical science and then will take the PBA and EOY for biology when they take that course in HS. However, only the biology test will count toward graduation -INFORMATION FROM CATHY HOLMES, ODE -TESTING GRAPHIC FROM K. LANGE, OAKWOOD

TIME TO TEST ODE resource for how much time allowed and estimated time on task included in packet Can you give units out of order? NO

GRADUATION REQUIREMENTS OGT will continue to be in effect for this year’s sophomores, juniors, seniors. Double testing for many of these kids What about “freshmores” or “academic red-shirt freshmen”? They fall under sophomore classification OGT will continue to be given to those that don’t reach the minimum score.

WHO DOES IT AFFECT? End of Course (EOC) / End of Year (EOY) exams go into effect with this year’s freshmen class (class of 2018). However…. ANY student taking American History and/or American Government this year is required to take those exams

GRADUATION POINTS As one of the three pathways to a diploma, students can accumulate their scores from end-of-course exams. The higher a student scores on any end-of-course exam, the more graduation points he or she earns: §  Advanced Level = 5 points §  Accelerated Level = 4 points §  Proficient Level = 3 points §  Basic Level = 2 points §  Limited Level = 1 point If a student reaches 18 graduation points overall, he or she becomes eligible for a diploma.  Of these overall points, a student must earn at least four points between the math exams, four points between the English exams, and six points between the science and social studies exams. requirements for Graduation Credits has not changed (i.e. 4 math credits with Alg II or an equivalent are still required).

SUBSTITUTE EXAMS Students in certain courses can take a substitute exam, such as an Advanced Placement (AP) exam, instead of the state’s end-of-course exam. The State Board-approved AP exams may be substitute tests for the following courses: Physical Science: §  AP Physics 1: Algebra-Based §  AP Physics 2: Algebra-Based American History: §  AP United States History American Government: §  AP United States Government and Policy

RETAKING EXAMS A student who scores below Proficient on any end-of-course exam may retake the exam after receiving extra help from the school. A student scoring Proficient or higher can retake an exam only if he or she has taken all seven end-of-course exams and still is below the minimum point requirements. Any student who automatically earned three graduation points from a course can retake the exam for a higher score. Highest score counts The highest score a student gets on a test will count. For example, if a student retakes an end-of-course exam, or if he or she takes the college admissions test before or after it is offered by the state, the student’s highest recorded score will count. Transfer students Districts will scale down the graduation points requirements for students who arrive at a school with credit for some, but not all, tested courses. However, these students still must earn at least five points between the English II and either the Geometry or Integrated Math II exams. Students who transfer having taken all of the tested courses will take only the college admissions test (see below for more information on this test). If the student does not reach the score needed for graduation, the student must take the English II and Integrated Math II exams and earn five points between them.

MAJOR STEPS FORWARD Phase-in exemption and automatic points If a student earned high school credit for a tested course before July 1, 2014, the student automatically earns three graduation points. Students who earn credit for a first semester block course in American history, American government or physical science before January 31, 2015, will also automatically earn three graduation points. If a student receives automatic points, he or she does not have to take the exam, unless that student chooses to take it. The exemption for block schedule students is part of a rule that will be finalized in December 2014. Industry credentials The State Board approved the criteria for the industry credentials a student may use to help qualify for a diploma. All credentials must be tied to jobs that are in-demand, either statewide or locally. A student can use any credential for graduation that appears on the list during the student’s junior year, even if that credential comes off the list during the senior year. A student may always use new credentials added to the list after his or her junior year. The department will release the first approved credentials list in December 2014.

FUTURE WORK State Board of Education ODE and Districts College admission test Job skills test Substitute exams ODE and Districts Linkage Process for selected subjects will begin this spring. College admission test - Reaching a remediation-free score on the approved college admissions test (like the SAT or ACT) is one of the pathways to a diploma. The State Board will select a college admissions test in the spring of 2015 to be given to the class of 2018 in the fall of their junior year (2016). Job skills test - Earning an approved industry credential and achieving a workforce readiness score on a corresponding job skills test, such as the WorkKeys assessment, is one of the pathways to a diploma. The State Board will approve a job skills test in December 2014. Substitute exams- The State Board will consider more AP exams, International Baccalaureate exams and dual enrollment course exams in the coming months. The department will release the score crosswalk for assigning graduation points for these exams early spring 2016, when all the state and substitute assessment results from 2014-2015 are reported and compared.

WHAT DO WE DO ABOUT ALTERNATE ASSESSMENT? 9TH grade students identified as eligible for AASCD do not test in 9th grade. Upon entry into 10th grade, the student will take the suite of AASCD HS tests in ELA, Math, Science, and Social Studies. There is no separate AASCD for each end-of-course test. A proficient score in each assessed content area may be used in lieu of the required minimum score on the 7 EOC tests for the grad requirement. EMAIL FROM BOB RALSTIN, SST AND ANDREW HINKLE, ODE 12-10-14 (INCLUDED IN YOUR PACKET)

Accommodations and Accessibility

FEATURES FOR ALL STUDENTS Based on Principles of Universal Design May be available for ANY student Onscreen, toolbar, or menu access

For All – Provided by Test Admin Blank Paper General Administration Directions Read Aloud and Repeated General Administration Directions Clarified Redirect Students to Assessment

For All – Student Directed Audio Amplification Eliminate Choices Flag Items / Review Highlight Tool Headphones Magnification Enlargement NotePad Pop-Up Glossary Spell Checker Writing Tools

Administrative Considerations for All Students School-based teams may determine that any student can receive one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture PARCC Manual pg. 26

To Prepare All Students… What tools are all students using now? What tools might all students benefit from?

Table 1 – Accessibility Features for All Students

WHAT IS A PNP? Personal Needs Profile (PNP) Term used to describe the file upload into the testing system Also used for paper version that keeps documentation of need (see Louisiana example in packet) Not appropriate as blanket accessibility feature

Table 2 – Presentation Accommodations for Students with Disabilities Table 3 – Response Accommodations for Students with Disabilities Table 4 – Timing and Scheduling Accommodations for Students with Disabilities

CALCULATORS Considerations: A disability that severely limits or prevents the student’s ability to perform basic calculations (i.e., single-digit addition, subtraction, multiplication, or division), even after varied and repeated attempts to teach the student to do so. The student is unable to perform calculations without the use of a calculation device, arithmetic table, or manipulative during routine instruction; The student’s inability to perform mathematical calculations is documented in evaluation summaries from locally-administered diagnostic assessments. The student receives ongoing, intensive instruction and/or interventions to learn to calculate without using a calculation device, in order to ensure that the student continues to learn basic calculation and fluency.

SCRIBE On the ELA/Literacy Selected Response and the Mathematics Response – No major changes to how we’ve been doing it On the ELA/Literacy Constructed Response, considerations include: A physical disability that severely limits or prevents the student’s motor process of writing through keyboarding; OR 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. Additional considerations are whether: 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.

WHAT ABOUT “READ ALOUDS”? Computer-based testing – “text to speech” Paper-based testing – human reader All content is read Available in Math, Science and Social Studies to any student identified as needing it in advance of testing Not appropriate for every student; student should experience both human reader and text to speech prior to testing to determine need

WHAT ABOUT “READ ALOUDS” FOR ELA? Everything is read (including passages) Reading access accommodation Very small number of students Unable to participate in the assessment due to disability severely limiting or preventing them from decoding printed text Consideration given to: Blindness or visual impairment (who haven’t learned Braille) Student that is unable to decode printed text and varied/repeated attempts have been made to teach the student to do so Deafness or a hearing impairment that severely limits/prevents from decoding text READ ALOUD GUIDANCE FOR OHIO’S NEW STATE TESTS DECEMBER 1, 2014 – ODE -FOUND IN YOUR PACKET

WHY DID I HEAR ONLY 6-10 PERCENT OF SWDS WILL QUALIFY FOR “READ ALOUDS”? 1-1.5 percent of the total tested population should qualify for this accommodation. Approx. 15 percent of Ohio students have disabilities. Using these figures, statistically in Ohio, 6-10 percent of students with disabilities may qualify for the reading access accommodation. Reading Access White Paper – not in packet but can be found at http://tinyurl.com/onjtunz

HOW DO WE DOCUMENT “READ ALOUDS” FOR ELA? Should have documentation in PNP for Math, Science, Social Studies ELA requires additional documentation ODE has developed a “Decision-Making Tool” Optional but strongly recommended you use it Copy in packet; MS Word and PDF version at http://tinyurl.com/onjtunz

HOW DO I DOCUMENT IN THE IEP/504? Documented in Section 12 of IEP or testing section of 504 plan Must be documented to receive Accessibility features and administrative considerations (e.g. small group) are not required to be documented in a student’s IEP/504 but it’s a good idea If student no longer qualifies for an accommodation, the IEP should be revised Changes may take place through face-to-face or via phone call or email (amendment to IEP) Copy must be sent to parent within 30 days ODE-OEC MEMO #2014-1 (in packet)

How do you decide what they need? Step 1 – Expect All Students to Achieve Academic Grade-Level and Course Content Standards Step 2 – Learn About Accessibility Features and Accommodations Step 3 – Select Accessibility Features and Accommodations for Individual Students

SPECIAL EDUCATION SUPERVISORS Lori Lowe – llowe@rpesd.org Steve Good – stevegood@rpesd.org Heidi Gray – hgray@rpesd.org Tom Kitchen – tkitchen@rpesd.org