1. Adapted by Monterey County SELPA from California Assessment of Student Performance and Progress (CAASPP) overview of Accessibility and Accommodations (10/22/2014) Smarter Balanced Assessment Consortium SBAC 1 Helping Teachers and Parents Understand and Choose Appropriate Supports

2. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Accessibility and Accommodations for California Assessment of Student Performance and Progress (CAASPP): An Overview October 22, 2014 Shobhana Rishi, Ed.D. Education Programs Consultant Assessment Development and Administration Division Kristin Wright Education Programs Consultant Special Education Division Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress, 2014–15

3. Overview  Purpose and Importance of Assessment Accessibility  Accessibility Highlights  General Guidelines  Universal Tools, Designed Supports, and Accommodations (UDA’s)  Support Documents for Educators, Parents, and Students  Example UDA’s  Resources and Information 3

4. Purpose and Importance of Assessment Accessibility Measuring students’ knowledge and skills as they progress toward college and career readiness Recognizing that the validity of assessment results depends on each and every student having appropriate universal tools, designated supports, and accommodations when needed based on the constructs being measured by the assessment Understanding Smarter Balanced Usability, Accessibility, and Accommodations Guidelines will help guide the selection and administration of universal tools, designated supports, and accommodations 4

5. 2014–15 Accessibility Highlights For students who have IEP or Section 504 plans SAMETeams meet to determine student needs and select accessibility resources that match student needs for use in classroom and for assessment. NEWOnline tests have different audio, visual, motor, and processing demands that must be considered in selecting accessibility resources. NEWAccessibility resources for the new Smarter Balanced assessments are new, and educators will require training on the functionality of the new accessibility features. 5

6. 2014–15 Accessibility Highlights (cont.) For students who will benefit from the use of designated supports NEW Process is needed to determine which students will receive designated supports; a systematic process for consistency is recommended by Smarter Balanced. The process is to address such access needs as: Attention issues Reading challenges Language supports 6

7. General guidelines for use of all accessibility features: Student is familiar with the support(s) Supports are the same or similar to those used for instruction and classroom assessment Student has multiple opportunities to practice in the test environment 7 General Guidelines

8. Universal Tools, Designated Supports and Accommodations Embedded Supports: Digitally delivered via online testing platform – Universal tools – Designated supports – Accommodations Non-embedded Supports: Furnished by local school – Universal tools – Designated supports – Accommodations These supports DO NOT change or alter the construct being assessed. Embedded and non-embedded supports must be entered into the Test Operations Management System (TOMS). 8

9. Universal Tools, Designated Supports and Accommodations (cont.) California Accessibility Supports for 2014–15

10. What Are Universal Tools? Universal tools are access features of the assessment that are either provided as digitally-delivered components of the test administration system (embedded) or separate from it (non-embedded). Universal tools are available to all students based on student preference and selection. 10

11. Universal Tools For ALL students Universal Tools Breaks Calculator Digital notepad English dictionary English glossary Expandable passages Global notes Highlighter Keyboard navigation Mark for review Masking Math tools Spell check Strikethrough Writing tools Zoom Breaks English dictionary Math tools Marks in paper /pencil test booklet Scratch paper Simplified or clarified test administration directions Thesaurus CAASPP Universal Tools

12. What are Designated Supports? Designated supports for the Smarter Balanced assessments are those features that are available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student). Scores achieved by students using designated supports will be included for federal accountability purposes. It is recommended that a consistent process be used to determine these supports for individual students. Designated supports need to be identified prior to assessment administration. Any non-embedded designated supports must be acquired prior to testing. 12

13. Universal Tools Breaks Calculator Digital Notepad English Dictionary English Glossary Expandable Passages Global Notes Highlighter Keyboard Navigation Mark for Review Math Tools Spell Check Strikethrough Writing Tools Zoom Breaks English Dictionary Math Tools Pupil marks in paper /pencil test booklet Scratch Paper Simplified or clarified test administration directions Thesaurus Administration of Test at the Most Beneficial Time of Day for Student American Sign Language Bilingual Dictionary Color Contrast Color Overlay Magnification Noise Buffers Read Aloud Scribe Separate Setting Special Lighting or Acoustics Translated Test Directions Translations (Glossary) Designated Supports Color contrast Masking Text-to-speech Translated test directions Translations (glossary) Translations (stacked) Turn off Any universal tools CAASPP Designated Supports For all students with a need identified by an educator or team of educators, parent/guardian, and student.

14. What are Accommodations? Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Smarter Balanced states have identified digitally-embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 accommodation plan. 14

15. What are Accommodations? (cont.) Determination of which accommodations an individual student will have available for the assessment is necessary because these accommodations must be made available before the assessment, either by entering information into the TOMS for embedded accommodations, or by ensuring that the materials or setting are available for the assessment for non-embedded accommodations. One exception to the IEP or 504 requirement is for students who have had a physical injury (e.g., broken hand or arm) that impairs their ability to use a computer. These students may use the speech-to-text or the scribe accommodations (if they have had sufficient experience with the use of these). 15

16. Universal Tools Breaks Calculator Digital Notepad English Dictionary English Glossary Expandable Passages Global Notes Highlighter Keyboard Navigation Mark for Review Math Tools Spell Check Strikethrough Writing Tools Zoom Breaks English Dictionary Math Tools Pupil marks in paper /pencil test booklet Scratch Paper Simplified or clarified test administration directions Thesaurus Administration of Test at the Most Beneficial Time of Day for Student American Sign Language Bilingual Dictionary Color Contrast Color Overlay Magnification Noise Buffers Read Aloud Scribe Separate Setting Special Lighting or Acoustics Translated Test Directions Translations (Glossary) Color Contrast Masking Text-to-Speech Translated Test Directions Translations (Glossary) Translations (Stacked) Turn off Any Universal Tools Designated Supports Accommodations American Sign Language Braille Closed Captioning Streamlining Text-to-speech Abacus Alternate response Options American Sign Language Braille Calculator Large-print version of paper-pencil test Multiplication table Print on demand Read aloud Scribe Speech-to-text For students with an IEP plan or Section 504 plan CAASPP Accommodations

17. A Closer Look at Universal Tools 17

18. 18 Universal ToolEmbedded/Non- Embedded Feature and Description BreaksEmbeddedThe number of items per session can be flexibly defined based on the student’s need. There is no limit on the number of breaks that a student might be given. Breaks of more than 20 minutes will prevent the student from returning to items already attempted by the student. Non-EmbeddedBreaks may be given at predetermined intervals or after completion of sections on a paper based test, or as individually needed to reduce cognitive fatigue. Keyboard Navigation EmbeddedStudents can navigate text using a keyboard. Expandable Passages EmbeddedStudents can expand each passage or stimulus onto a larger portion of the screen. Universal Tools Defined

19. 19 Universal ToolEmbedded/Non- Embedded Feature and Description HighlighterEmbeddedStudents can use digital tool color to mark desired text, item questions, or item answers. Color remains throughout each test segment. Mark for ReviewEmbeddedStudents can use digital tool to flag items for future review during assessment. Markings are not saved when student moves on to the next segment or after a break of more than 20 minutes. StrikethroughEmbeddedStudents can cross out answer options using strikethrough. If answer option is an image, the image will be grayed out instead. ZoomEmbeddedStudents can make text or graphics in a window or frame appear larger on screen using Zoom In button. Universal Tools Defined (cont.)

20. 20 Universal ToolEmbedded/Non -Embedded Feature and Description Digital NotepadEmbedded(Item-specific) Students can make notes about an item using digital notepad. Notes are not saved when the student moves to the next segment, or after a break of more than 20 minutes. Simplify/clarify test directions Non-EmbeddedTest administration directions may be simplified or clarified (does not apply to test questions). Student marks in paper-pencil test booklet Non-EmbeddedStudents mark in paper-pencil test booklet (other than responses including highlighting). Scratch paperNon-EmbeddedStudents can use scratch paper to make notes, record responses or write computations. (1) Plain lined paper appropriate for ELA; (2) Graph paper can be used on all math assessments and is required beginning in sixth grade; (3) Student can use a certified assistive technology device for scratch paper. Paper must be destroyed at the end of each test. Universal Tools Defined (cont.)

21. A Closer Look at Designated Supports 21

22. 22 Designated Supports Defined Designated Support Embedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Color Contrast EmbeddedStudent can adjust screen background color or font color, reverse background colors or choose color of font and background, based on needs or preferences. (1) Students with attention difficulties or (2) Students with visual impairments or (3) Students with print disabilities (including learning disabilities) MaskingEmbeddedStudent can block off content not of immediate need, that may be distracting, or to hide/reveal individual answer options, menus, and navigational buttons. (1) Students with attention difficulties or (2) Students with visual impairments or (3) Students with print disabilities (including learning disabilities)

23. 23 Designated Supports Defined (cont.) Designated SupportEmbedded/N on-Embedded Feature and Description RECOMMENDED for the following if this support is needed and used in the classroom Turn off any Universal Tools EmbeddedStudent can disable any universal that s/he does not need, is unable to use or might be distracting. Students who are easily distracted may be overwhelmed by some of the universal tools Noise BuffersNon-embeddedStudent is provided with individual study carrel or noise cancelling headphones. Students who are easily distracted or who distract others, if this support is used in the classroom Special lighting or acoustics, assistive devices, and/or special or adaptive furniture Non-embeddedStudent is provided with special lighting or acoustics, assistive devices, and/or special or adaptive furniture that student typically uses in the classroom By default, “Will not use” is selected. If needed by student, select “Will use.”

24. 24 Designated Support Embedded/Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Color OverlaysNon-embeddedColor transparencies can be placed over a paper- based assessment (1) Students with attention difficulties or (2) Students with visual impairments or (3) Students with print disabilities (including learning disabilities) Color ContrastNon-embeddedTest content of online items may be printed with different colors. Color choices should be based on student’s needs (1) Students with attention difficulties or (2) Students with visual impairments or (3) Students with print disabilities (including learning disabilities) for whom embedded color contrast is not enough Designated Supports Defined (cont.)

25. 25 Designated Support Embedded/Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom MagnificationNon-EmbeddedStudent can use assistive technology device to adjust size of specific areas of the screen (e.g., text, formulas, tables, graphics, and navigation buttons) to a level not provided by the zoom universal tool. (1) Students with visual impairments or (2) Students with print disabilities (including learning disabilities) Separate SettingNon-EmbeddedStudent is tested in a setting different from that made available for most students. Separate setting may be in a different room that allows student to work individually or among a smaller group, or in the same room but in a specific location. Students who are easily distracted or who distract others Designated Supports Defined (cont.)

26. A Closer Look at Accommodations 26

27. 27 AccommodationEmbedded/Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Test administered at student’s most beneficial time of day Non-Embedded Administration of all or parts of the test at student’s most beneficial time of day Accommodations

28. English Language Arts and Writing Universal Tools, Designated Supports, and Accommodations 28

29. 29 Universal ToolEmbedded/Non- Embedded Feature and Description Global Notes for ELA performance tasks full writes (long essays) EmbeddedStudents can use embedded notepad to make notes on ELA performance tasks full writes (long essays; not short responses) in which a full write is completed. Notes are retained from segment to segment so that student can go back to notes Writing ToolsEmbeddedStudents can use selected writing tools (i.e., bold, italic, bullets, undo/redo) in specified student generated responses English Language Arts and Writing Universal Tools

30. 30 Universal ToolEmbedded/Non- Embedded Feature and Description Spell-check for ELA writing (item-specific) EmbeddedAllows student to check for misspelling of words in student-generated responses. Spell-check only gives an indication that a word is misspelled; it does not provide correct spelling of words. Available only for specific items. English Dictionary for ELA performance full writes EmbeddedStudents can use digitally embedded English dictionary for the ELA performance full write long essay (not short responses) English Language Arts and Writing Universal Tools (cont.)

31. 31 Universal ToolEmbedded/Non- Embedded Feature and Description Thesaurus for ELA performance full writes Non-EmbeddedA thesaurus can be provided to students to use while interacting with the text during the ELA performance full write portion. English Dictionary for ELA performance full writes Non-EmbeddedAn English dictionary can be provided to student to use for the ELA performance full write long essays (not short responses). English Language Arts and Writing Universal Tools (cont.)

32. 32 Designated Supports Embedded/Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Bilingual Dictionary for ELA performance task full writes Non-EmbeddedA bilingual/dual language word-to-word dictionary can be provided to student for ELA performance task full write portion. Students whose primary language is not English and who use dual language supports in the classroom. English Language Arts and Writing Designated Supports

33. 33 AccommodationEmbedded/Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Closed Captioning for listening items EmbeddedPrinted text appears on computer screen as audio materials are presented. Students who are deaf or hard of hearing who typically access presented information via closed captioning Text-to-Speech for ELA reading passages (Grades 6,7,8 and 11 ONLY) Embedded **Content experts agree that this accommodation should not be provided in grades 3-5 because it would compromise the construct being measured.** Student can access embedded text-to-speech technology to have text read aloud. Student can control speed and volume of the voice. Headphones needed if not tested in a separate setting. The 1-2% of students with disabilities participating in a general assessment whose need for this support is documented on the IEP or 504 Plan English Language Arts and Writing Accommodations

34. 34 AccommodationEmbedded/Non -Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Read Aloud for reading passages in grades 6,7,8, and 11; and for blind students in grades 3-8 and in grade 11 who do not yet have adequate Braille skills Non-EmbeddedAll or portions of the test are read aloud to the student by a trained and qualified person. Student has option to ask reader to slow down, or repeat text. Readers are provided to an individual student only (not to groups) The 1-2% of students with disabilities participating in a general assessment whose need for this support is documented on the IEP or 504 Plan Scribe for ELA writing items Non-EmbeddedStudent dictates responses, planning notes, and composition to a trained and qualified person who records verbatim what student dictated. Student may view what s/he produces while composing via dictation to the scribe (1)Students who have documented significant motor or processing difficulties, or (2)Students who have had a recent injury (such as a broken hand or arm) who may need to dictate their responses to a scribe. English Language Arts and Writing Accommodations (cont.)

35. Mathematics Universal Tools, Designated Supports, and Accommodations 35

36. 36 Universal ToolEmbedded/No n-Embedded Feature and Description Math ToolsEmbeddedStudents can use embedded digital tools (i.e. ruler or protractor) for measurements related to specific math problems. Calculator (calculator-allowed items only) EmbeddedStudent can use an embedded on screen calculator for calculator allowed items when student clicks on the calculator button. When the embedded calculator is not appropriate (for example, a student who is blind), student may use the calculator offered with assistive technology devices (such as a talking calculator or a Braille calculator). Math ToolsNon- Embedded Student can be provided with physical math tools (i.e. ruler or protractor) to use for measurements related to specific math problems. Mathematics Universal Tools

37. 37 Designated Support Embedded /Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Translated test directions for math EmbeddedStudent can see test directions in another language prior to beginning the actual test items. Students with limited English language skills who are proficient readers in their primary language but not proficient in English Translations (glossary) for math items EmbeddedStudents can access translated glossaries within the test for selected construct-irrelevant math terms. Students with limited English language skills who can use translation glossaries Translations (stacked) for math items EmbeddedStudents can access a full translation of math test items (above the original English). Use of this support will increase student’s reading load and cognitive load. Students whose primary language is not English and who use dual language supports in the classroom Mathematics Designated Supports

38. 38 Designated Support Embedded /Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Translated directions for math Non- Embedded Student is provided test directions in another language prior to beginning the actual test items. Students with limited English language skills who are proficient readers in their primary language but not proficient in English Translations (glossary) for math items Non- Embedded Student is provided with translations (glossary) for selected construct-irrelevant math terms. Students with limited English language skills and who can use a translation glossary Mathematics Designated Supports (cont.)

39. 39 AccommodationEmbedded /Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom AbacusNon- Embedded Abacus is provided to student in place of scratch paper. Students with visual impairments who typically use an abacus Multiplication Table – Grades 4 through 11 only Non- Embedded A paper-based single digit (1- 9) multiplication table is provided to student to use. Students with a documented and persistent calculation disability (i.e., dyscalculia) Calculator (calculator- allowed items only) Non- Embedded Calculator is provided to student who is unable to use the embedded calculator or to student who typically uses a special calculator (such as a Braille or talking calculator) in the classroom. Students with visual or impairments who are unable to use the embedded calculator Mathematics Accommodations

40. Special Factors and Features Including considerations for English Language Arts and Math features 40

41. 41 Universal ToolEmbedded/Non- Embedded Feature and Description English GlossaryEmbeddedStudent can access embedded English glossary of grade- and context-appropriate definitions via a pop-up window. The glossary is available on specific construct-irrelevant terms when student clicks on any of the pre-selected terms. English Language Arts and Mathematics Features

42. 42 English Language Arts and Mathematics Features Designated Support Embedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Text-to- Speech for math & ELA items; not for reading passages EmbeddedStudent can access embedded text-to-speech technology to have text (but not reading passages) read aloud. Student can control speed and volume of the reading voice. Headphones needed if not tested in a separate setting. (1)Students with reading- related disabilities, or (2)Students who are blind and do not yet have adequate Braille skills, or (3)Students who are struggling readers who need assistance by having portions of the assessment read aloud

43. 43 English Language Arts and Mathematics Features (cont.) Designated Support Embedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Read Aloud for math items and ELA items; not for reading passages Non- Embedded All or portions of the test (but not reading passages) are read aloud to student by a trained and qualified person. Student has option to ask reader to slow down or repeat text. Readers are provided to an individual student (not to groups). (1)Students with reading-related disabilities, or (2)Students who are blind and do not yet have adequate Braille skills, or (3)Students who are struggling readers who need assistance by having portions of the assessment read aloud Scribe for math, reading, and listening Non- Embedded Student dictates responses to a trained and qualified person who records verbatim what student dictated. (1)Students who have documented significant motor or processing difficulties, or (2)Students who have had a recent injury (such as a broken hand or arm) who may need to dictate their responses to a scribe

44. 44 Special Factors AccommodationEmbedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom American Sign Language (ASL) for math and listening Embedded Test content is translated into ASL video. ASL human signer and the signed test content are viewed on the same screen. Students may view portions of the ASL video as often as needed. Students who are deaf or hard of hearing who typically use ASL in the classroom when accessing text-based content. Braille Embedded Test is provided by SBAC in contracted or non-contracted Braille. Graphic material (e.g., maps, charts, graphs, diagrams, and illustrations) presented in a raised format. Nemeth code is available for math. Tactile overlays and graphics also may be used. Students with visual impairments who read text via Braille

45. 45 Special Factors AccommodationEmbedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Streamlining (Streamlined Interface) EmbeddedPresents the test in an alternate format in which the items are displayed below the stimuli (rather than 2 columns). All tools and navigation buttons are on the bottom of the screen. *IMPORTANT NOTE: Streamlined Interface is NOT compatible with tablets Small number of students who have specific learning and/or reading disabilities in which the text is presented in a more sequential format. Permissive ModeEmbeddedWhen permissive mode is disabled the only application that can be open on the computer is the secure browser. *Must be enabled for access to accessibility software Students who require access to accessibility software in order to interact with the test (e.g., screen readers, magnifiers, etc.)

46. 46 Special Factors (cont.) AccommodationEmbedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Alternate Response Options Non- Embedded Options include (but are not limited to) adapted keyboards, large keyboards, StickyKeys, MouseKeys, FilterKeys, adapted mouse, touch screen, head wand, and switches. Devices must be compatible with assessment delivery platform. Students with some physical disabilities (including both fine motor and gross motor skills) who need the alternate response options accommodation as documented on the IEP or 504 Plan American Sign Language (ASL) for math and listening Non- Embedded Test content is translated by ASL human signer. Students who are deaf or hard of hearing who typically use ASL in the classroom when accessing text-based content and who cannot use embedded ASL

47. 47 Special Factors (cont.) AccommodationEmbedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Braille for pencil- paper test Non- Embedded Test is provided in Braille by district for a pencil-paper test. Tactile overlays and graphics also may be used. Students with visual impairments who read text via Braille Speech-to-TextNon- Embedded Student can use own voice as an input device to the computer to dictate responses or to give commands (e.g., opening application programs, pulling down menus, and saving work). Student may use own assistive technology devices. (1) Students who have documented significant motor or processing difficulties, or (2) Students who have had a recent injury (such as a broken hand or arm) that make it difficult to produce text or commands using computer keys

48. 48 Special Factors (cont.) AccommodationEmbedded/ Non- Embedded Feature and DescriptionRECOMMENDED for the following if this support is needed and used in the classroom Large print versions of pencil-paper test Non- Embedded Large print version of pencil-paper test can be provided to student who requires large print version of materials in classroom. Students who require large print versions of materials in the classroom Print on demandNon- Embedded Paper copies of passages, stimuli, and/or items can be printed for students. The small number of students with disabilities who may need paper copies of passages, stimuli, or items

49. Support Documents for Educators, Parents and Students California Individual Student Assessment Accessibility Profile (CA-ISAAP) Tool –Used to help determine appropriate Designated Supports and Accommodations for individual students. Matrix One: Universal Tools, Designated Supports, and Accommodations – Used to help identify a specific accessibility support(s) and determine its designation as a Universal Tool, Designated Support or Accommodation.

50. California Individual Student Assessment Accessibility Profile (CA-ISAAP) The ISAAP tool is designed to facilitate the selection of the designated supports and accommodations that match student needs for the Smarter Balanced assessments, as supported by Smarter Balanced Usability, Accessibility, and Accommodations Guidelines. The ISAAP tool should be used in conjunction with the guidelines, state regulations, and policies related to assessment accessibility as part of the ISAAP process. 50

51. Where to find the ISAAP Tool http://caaspp.org/administration/instructions 51

52. When opening file, be sure to select “Enable Macros.” 52

53. Using the ISAAP Tool 53

54. 54 Student Need Recommendation

55. Student Need Drives the Selection Process 55 Supports become available as needs are selected Need(s) Support(s)

56.  Click on a Designated Support or Accommodation, then hover the curser over it. A pop-up will display a description. 56 Pop-up  This tool may be helpful when explaining supports to parents and/or teachers.

57. Matrix One: Quick reference tool used to identify supports for individual students http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf

58. Page 10 of Matrix One describes accessibility supports that change the construct being measured. These are considered Individualized Aids. CAASPP Individualized Aids: Individualized Aids are NOT Universal Tools, Designated Supports, or Accommodations. Previously called Accessibility Supports or Unlisted accommodations Require IEP or Section 504 Plan Must request permission to use the accessibility supports on Page 10 as well as any unlisted supports with the CAASPP Individualized Aid Request Form http://californiatac.org/administration/forms/index.htmlhttp://californiatac.org/administration/forms/index.html (form not yet available as of 2/3/15 58 Matrix One (cont.)

59. CAASP Individualized Aids (Matrix One page 10) : Identified Non-Embedded Accessibility Supports that Change the Construct Being Measured 59

60. Matrix One (cont.) Important Note about Individualized Aids: CCR Section 853.5(h) Use of Individualized Aids that change the construct being measured by a CAASPP test invalidate the test score and results in a score that cannot be compared to other CAASPP results. Scores for students using individualized aids that change the construct being measured will not be counted as participating in statewide testing (and impacts the accountability participation rate indicator). However, the student will still receive a student score report. IEP teams should not allow the impact of a LEA’s accountability to outweigh the needs of the student. 60

61. The following slides include examples of supports as they appear on the computer screen. Some supports may increase reading load and cognitive load Some supports may require the student to use additional time Embedded Examples of Embedded Supports Samples are from the Student Interface Practice and Training Tests found at http://caaspp.org/practice-and-training/index.html

62. TRANSLATIONS (STACKED) 62 Translation (stacked) Stacked translation in Spanish

63. Right Click in the white space or click the contents button to see additional options such as: Tutorial, Notepad, Mark for Review, ASL, Text-to-Speech options 63

64. Color Contrast 64 Color contrast options include the following: (Yellow on Blue) (Black on Rose) (Reverse Contrast (white on black))(Medium Grey on Light Grey)

65. American Sign Language 65 Video appears in the bottom left hand corner of the screen when selected.

66. Digital Notepad 66 When selected the digital notepad appears on the screen and can be moved by clicking and dragging the mouse. Notes within the notepad become unavailable after a break exceeding 20 minutes.

67. Glossary 67 When the Glossary tool is indicated for a word, tiny dotted lines will appear above and below the word. As the mouse hovers over the word it will highlight in blue. This indicates that the Glossary tool is available for this word. Click for the description.

68. Practice Tests http://californiatac.org/practice-and-training/index.html http://californiatac.org/practice-and-training/index.html 68 It is highly recommended that students have several opportunities to practice test taking with UDA’s prior to the official testing window.

69. References, Resources & Information National Center on Educational Outcomes – http://www.cehd.umn.edu/nceo/default.ht ml http://www.cehd.umn.edu/nceo/default.ht ml National Center on Accessible Instructional Materials – http://aim.cast.org/learn/accessiblemedia/al laboutaim http://aim.cast.org/learn/accessiblemedia/al laboutaim Practice Tests and Training Tests (to support student fluency with Universal Tools, Designated Supports, and Accommodations) – http://caaspp.org/training/index.html http://caaspp.org/training/index.html 69

70. References, Resources & Information (cont.) Smarter Balanced Usability, Accessibility and Accommodations Guidelines http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdf http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdf Smarter Balanced Usability, Accessibility, and Accommodations Guidelines and FAQs – http://www.cde.ca.gov/ta/tg/ca/ http://www.cde.ca.gov/ta/tg/ca/ 70

71. 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/ 71