1. 2016-17 Accessibility Supports Training
Required for DTCs, STCs, & TAs

2. Topics Familiarity with the… Selection of Accessibility Supports
Administration of Accessibility Supports
Evaluation of Accessibility Supports
Oregon Accessibility Manual (OAM)

3. Selection of Accessibility Supports
to increase equitable access to grade-level content assessments and supporting students in demonstrating what they know and can do.
OAM, Appendix C

4. Resource
The Oregon Accessibility Manual (OAM) contains all final accessibility policies and supports for Oregon’s Statewide Assessments.

5. Selection of Supports
Requirement
All accessibility supports a student receives on the statewide assessments are to mirror the supports currently being provided to that student in their classroom instruction and assessments.

6. Selection of Supports
Know the Options
Know the following categories of accessibility supports, the differences between them, as well as the specific supports that are available for each statewide assessment:
Universal Tool
Designated Supports
Accommodations
OAM, pp. 5-6

8. Modification Selection of Supports
Contrary to statewide accessibility supports, any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, or content that is to be measured, grade-level standard, or measured outcome of the assessment and is not listed in Oregon’s Accessibility Manual (OAM) is considered a modification.
Assessments taken under any modified condition are counted as non-participants in all federal and state accountability measures and reports.

9. Selection of Supports
Practice Tests
The practice test can assist IEP/504 teams to determine which universal tools, designated supports and accommodations are needed for each individual student to be successful on the new assessments.

10. Options for Documenting accessibility supports
Selection of Supports
Options for Documenting accessibility supports
Cumulative File
Individualized Education Plan
504 Plan
Local Documentation Processes
OAM, Appendix C

11. “Teacher Tools” Included in the OAM
Selection of Supports
“Teacher Tools” Included in the OAM
Tool #1:
Access Needs That May Require Accessibility Supports
Questions to aid in identifying various types of accessibility supports for students (p. 80)
Tool #2:
Questions to Guide Accessibility Supports Selection
Questions to guide discussion about selecting supports for instruction and assessment during a team meeting (p. 82)
Tool #3:
Accessibility Supports from the Student’s Perspective
questionnaire to collect information about needed accessibility supports from the student’s perspective (p. 83)
OAM, Appendix C

12. “Teacher Tools” Included in the OAM (cont.)
Selection of Supports
“Teacher Tools” Included in the OAM (cont.)
Tool #4:
Assessment Accessibility Supports Plan
A planning aid for ensuring supports are implemented during testing (p. 86).
Tool #5:
Assessment Accessibility Supports Agreement
An example form that a student could carry on test day into the testing environment (p. 87)
OAM, Appendix C

13. Administration of Accessibility Supports
to ensure reliable and valid administration of the assessment.
OAM, Appendix C

14. Administration of Supports
Requirements
All practices and procedures used for students during instruction must be selected on the basis of the individual student’s needs.
For accessibility supports to be used during administration of an Oregon Statewide Assessment, the support must also be:
previously approved by the Accessibility Panel and listed in the appropriate accessibility supports tables, be
implemented during instruction, and
familiar to the student prior to use during assessment.

15. Teacher Tools Included in the OAM
Administration of Supports
Teacher Tools Included in the OAM
Tool #6:
Logistics Planning Checklist
Can be used in the planning and implementation of assessment accessibility supports for an individual student or for a system and includes the following topics:
Accessibility Supports Throughout the Academic Year
Preparation for Test Day
Accessibility Supports on the Day of the Test
Consideration After the Day of the Test
OAM, Appendix C

16. Evaluation of Accessibility Supports
to ensure the meaningful participation of students with disabilities in statewide assessments.
OAM, Appendix C

17. Evaluation of Supports
Reasons to Evaluate
Collecting and analyzing data on the use and effectiveness of these supports is necessary to ensure the meaningful participation of students with disabilities in state and district-wide assessments.
Data on the use and impact of supports during assessments may reveal questionable patterns of use, as well as support the continued use of some supports or the rethinking of others.
Examination of the data may also indicate areas in which the IEP team, Section 504 plan committee, and TAs need additional training and support.

18. Evaluation of Supports
Reasons to Evaluate
In addition to collecting information about the use of accessibility supports within the classroom, districts may also decide to gather information on the implementation of supports during assessment.
Observations conducted during test administration, interviews with TAs, and talking with students after testing sessions may yield data that can be used to guide the formative evaluation process at the student level and at the school or district levels.

19. Teacher Tools for Evaluation in the OAM
Administration of Supports
Teacher Tools for Evaluation in the OAM
Tool #7:
Questions to Guide Evaluation of Accessibility Supports Use
Questions to guide discussion about selecting accessibility supports for assessment during any meeting
OAM, Appendix C

20. Q&A Discussion
What are the local considerations and challenges around the selection, administration, and/or evaluation of accessibility supports within your school or district?
What are some effective approaches you could use to support effective selection, administration, and/or evaluation of accessibility supports use in your school or district?
What resources do you plan to use to assist you in developing and/or implementing effective approaches to the selection, administration, and/or evaluation of accessibility supports?

21. Online Resources
Oregon Test Administration Manual and Webpage:
Oregon’s Statewide Assessment Accessibility Webpage & Manual:
Smarter Practice/Training Test
Promising Practices: 4