Supports and Accommodations Beth Schiltz, Special Ed Assessment Workshop Feb/Mar 2016

Topics Smarter Balanced –Levels of Supports –Cautions –Marking TIDE and what’s in TIDE –What goes to Beth –Resources available Dstep Science –Accommodations –Read Aloud/Separate Setting –How to mark

Smarter Balanced Assessment State ELA and Math Assessment

Accommodations Must be needed for instruction first Then decide if appropriate for assessment

Tools, Supports, & Accommodations South Dakota's version of Smarter Balanced: Usability, Accessibility and Accommodations guidance document Guidelines apply to all students Three levels of support Not just for Special Education staff, but for all staff including classroom teachers Scroll down to the Designated Supports and Accommodations table towards bottom of page

SBAC Accommodations Three levels of support both embedded and non-embedded Level 1 – Universal Tools –For ALL students Level 2 – Designated Supports –For SOME students Level 3 – Documented Accommodations –For a FEW students Taken from the Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines document

Level 1 – Universal Tools For ALL students All Students

Level 1 – Universal Tools Provided for all students Provided digitally or separately Based on student preference and selection Can be turned off if tool is viewed as a distraction Should be using these tools in other digital environments so students are familiar with them

Level 1 – Universal Tools Provided for ALL students –Breaks –Calculator (grades 6-8 & 11) –Digital Notepad –English Dictionary (for ELA performance task full write) –English Glossary –Expandable Passages –Global Notes (for ELA performance tasks –Highlighter –Keyboard Navigation –Mark for Review –Math Tools –Spell Check (for ELA items) –Strikethrough –Writing Tools –Zoom (can be set at a larger font in TIDE) Embedded Tools

Level 1 – Universal Tools Provided for ALL students Non-Embedded Tools –Breaks –English Dictionary (for ELA performance task full writes) –Scratch Paper –Thesaurus (for ELA performance task full writes)

Level 2 – Designated Supports For SOME students Some Students

Level 2 – Designated Supports Pages 9-13 For any student for which a need has been indicated –by an educator or –a team of educators with parent/guardian and/or student –Some Process ISAAP (Individual Student Assessment Accessibility Profile) IEP RtI/MTSS TAT (Teacher Assistance Team) Other Currently being used for instruction and/or other assessment Identified prior to the assessment Activated prior to testing in the TIDE (Test Information Distribution Engine)

Level 2 – Designated Supports Provided for SOME Students Embedded Supports –Color Contrast –Masking –Text-to-speech (ELA items and all Math) (May need to download Julie Voice pack for PC Computers) –Translated test directions –Translations (glossaries for math items) –Translations (stacked for math items) –Turn off universal tools (Can be turned off within TA interface)

Level 2 – Designated Supports Provided for SOME Students Non-Embedded Supports –Bilingual dictionary (for ELA performance task full writes) –Color contrasts –Color overlays –Magnification –Noise Buffers –Read aloud (for all math and ELA items – not reading passages) –Scribe (for ELA non-writing items and math items) –Separate setting –Translations (glossaries for math items)

Level 3 – Documented Accommodations For FEW students

Level 3 – Documented Accommodations Pages Documented need for the support such as an IEP or a 504 plan –Decisions made by a team –Information must be entered in the TIDE so they can be activated Exception may be a student who has a physical injury such as a broken hand or arm and can’t use the computer –May use the speech-to-text and/or –Scribe –If they have experience using these supports

Level 3 – Documented Accommodations For FEW students Embedded Accommodations –American Sign Language (for ELA listening items and math items) –Braille –Closed Captioning (for ELA listening items) –Streamline –Text-to-speech (for ELA reading passages) (Guidance provided for deciding who may need this accommodation)

Level 3 – Documented Accommodations For FEW students Non-embedded Accommodations – Abacus – Alternate response options – Calculator (Braille & Talking for calculator items only, grades 6-8, & 11) – Multiplication Table (grade 4 and above for math items – single digit 1-9) – Print on demand – Read aloud (for ELA passages) (Guidance provided for deciding who may need this accommodation) – Scribe (for writing items) – Speech to text (need a voice recognition software and must enable permissive mode)

Updating Student Information in TIDE

Student Information Select Student Information Icon Also notice Voice Pack download icon Student Information Icon Voice Pack Download

Individual Student Record The district should already show for you Select school you want Type in the last name Click on the search button –OR Click on the Search button to display more than one student record

Selecting One Student Click on View of the student you want to update

Individual Record Things to look for –IEP or 504 marked if accommodations needed –Non-Embedded Designed Supports shown first – check box –Embedded Designated Supports and Accommodations – drop down boxes –Non-Embedded Accommodations – check box

List of student records The district should already show for you Select school you want Click on the Search button to display more than one student record

How to download student file to check Supports and Accommodations Click the export button Will ask which format (I choose excel) Can open in an excel file

Reading the downloaded document Column Headers –Column J - Non-Embedded Designated Supports (all included in this one column) –Column K – Color Contrast (default is black on white) –Column L – Permissive Mode (default is disabled) –Column M – Print Size (default is zoom applied) –Column N – Language (default is English) –Column O – Text-to-Speech (default if none) –Column P – American Sign Language (default is Do not show ASL videos) –Column Q – Print on Demand (default is None) –Column R – Closed Captioning (default is Closed Captioning Not Available) –Column S – Non Embedded Accommodation (all included in this column) –Column T – Streamline (default is off)

What to Send to Beth Students who need Text-to-Speech for Reading Passage –District Name and number –School –Student Name –Student Grade Be able to answer some questions (with the help of your special ed staff and especially for students in Grades 3-5) –What instructional strategies have been tried? –Is the student receiving the read aloud for instruction? –How do you know this accommodation is working (what data do you have)?

Change Accommodations TA – Can turn off universal tools before starting the test within the Test Administrator's Interface TA - Make sure the accommodations are correct before starting the assessment Once the assessment has started and accommodations are not correct –End test –Fill out test irregularity (test incident form) –Apply for appeal –Reset accommodations –Restart test

Resources

ISAAP Tool (Individual Student Assessment Accessibility Profile) Tool used to help document decisions on designated supports and accommodations needed Can be used to provide information to person designated to input TIDE information

ISAAP Tool (Individual Student Assessment Accessibility Profile)

Another Student Plan Tools State developed tool –SBAC Student Plan Worksheet – MARTERbalanced.aspx - in the Designated Supports and Accommodations Information Table (towards the bottom of the page) MARTERbalanced.aspx District developed tool IEP (Individual Education Plan) process LAP (Language Acquisition Plan) process

This and That Smartboards Stimuli vs Passages Practice/training website – –Secured Browser

Tools to Inform Setting for TIDE State Assessment Accommodations Worksheet (pdf) TIDE Settings Worksheet – New (word document – form) SMARTERbalanced.a spx (found in Designated Supports and Accommodations Information table towards the bottom of the page) SMARTERbalanced.a spx State Assessment Accommodations Worksheet TIDE Settings Worksheet - New

Determining TTS/Read Aloud for Reading Passages Guidelines for Choosing Text-to-Speech or Read Aloud for Reading Passages –Usability, Accessibility, and Accommodations Guidelines document (pages 50-58) –SD Accommodations Manual (pages 91-97) – ARTERbalanced.aspxhttp://doe.sd.gov/octe/SM ARTERbalanced.aspx

Protocols and Trainings Read Aloud –SBAC Read Aloud Guidelines –Read Aloud Training Webinar recording (coming soon) Scribe –SBAC Scribing Protocol –Scribe Training Webinar recording (coming soon)

Assistive Tech Help DakotaLink –Braille – refreshable Brailler and embossers –Julie Voice Pack for text-to-speech –Speech-to-Text Need the permissive mode Steps for using that with the secured browser Contact info: Patrick Czerny

Guides and Manuals SD Usability, Accessibility, and Accommodations Guidelines SD Accommodations Manual TIDE Manual (Test Information Distribution Engine) TAM (Test Administrator Manual) Two places

DSTEP SCIENCE

Online Science Accommodations Embedded Tools –Answer Choice Eliminator –Bookmark Flag –Calculator –Digital Notepad –Highlighter –Line Reader –Magnify –Zoom Accommodations –Non-embedded Alternate Setting ASL Calculator (talking) Noise Buffers Read Aloud (needs to be trained) Scribe –Hold down the ctrl key to select more than one accommodations By selecting read aloud – will provided a fixed form so can be administer to a group of students

Paper/Pencil Science Accommodations Same as in previous years Still need to mark the student demographic sheet for accommodations

Read Aloud Person reading the assessment –Needs to be trained –Must sign a test security agreement Make sure to select Read Aloud and Separate Setting Can do groups –Will be a fixed assessment Will read the assessment over the student’s shoulder –No physical copies available

Guidelines and/or Training Read Aloud – SBAC Read Aloud Guidelines Scribe – SBAC Scribing Protocol Sign Language – (Contact SD DOE) Found at:

Accommodations D-Step Science -

Questions

Contact Information Beth Schiltz South Dakota Department of Education Office of Special Education