1. S TATEWIDE A SSESSMENT A CCESSIBILITY S UPPORTS (R EQUIRED FOR DTC S, STC S, AND TA S )

2.  Identify and understand the purpose of the statewide assessment accessibility supports  Administer the statewide assessment accessibility supports appropriately A CCESSIBILITY O PTIONS Big Picture Objectives

3. Accessibility Supports…  Are intended to reduce or even eliminate the effects of a student’s learning challenges during instruction and on the results of assessments.  Do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.  Are the only supports allowed during testing. A CCESSIBILITY O PTIONS Purpose

4.  Know the differences between the following statewide assessment accessibility supports:  Universal Tools  Designated Supports  Accommodations A CCESSIBILITY O PTIONS Know the Options

5. Universal Tool  Access features of the assessment that are either provided as digitally delivered components of the test administration system or separate from it. Universal tools are available to all students based on student preference and selection. Designated Support  Access features of the assessment available for use by any student for whom the need has been indicated by an educator (or team of educators working with the parent/guardian and student). They are either provided as digitally delivered components of the test administration system or separate from it.  Embedded designated supports must be assigned to the student in the Test Information Distribution Engine (TIDE) or from the TA Interface prior to test administration Accommodation*  Changes in procedures or materials that increase equitable access during the statewide assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. *Note: Unlike the accommodations policy in place for prior Oregon Statewide Assessments, which made accommodations available for all students, beginning in 2014-15 statewide assessment accommodations are available only for students with documented Individualized Education Programs (IEPs) or Section 504 Plans. Many of the supports previously referred to as “accommodations” are now considered “designated supports” and so remain available to all students based on individual need. A CCESSIBILITY O PTIONS Definitions

6.  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 state and federal accountability measures and reports. A CCESSIBILITY O PTIONS Modification

7.  STEP 1 – Expect all students to achieve proficiency in the grade-level academic content standards  STEP 2 – Learn about statewide assessment accessibility supports (cf. Resources slide) A CCESSIBILITY O PTIONS Five-Step Process

8.  STEP 3* – Select statewide assessment accessibility supports for individual students (e.g. Individual Student Assessment Accessibility Profile (ISAAP) tool http://www.smarterbalanced.org/wordpress/w p-content/uploads/2014/08/ISAAP-Tool.xlsm) http://www.smarterbalanced.org/wordpress/w p-content/uploads/2014/08/ISAAP-Tool.xlsm A CCESSIBILITY O PTIONS Five-Step Process

9.  Students on IEPs or 504 Plans must have needed accommodations documented within their plans (cf. http://www.ode.state.or.us/teachlearn/testing/ad min/alt/ea/accommodations-statement-ieps.pdf ). IEP teams are encouraged to include any/all other statewide assessment accessibility supports in a student’s IEP or 504 plan. http://www.ode.state.or.us/teachlearn/testing/ad min/alt/ea/accommodations-statement-ieps.pdf  Students who are English Learners or General Education and not on an IEP or 504 Plan should have needed statewide assessment accessibility supports documented within their cumulative file. A CCESSIBILITY O PTIONS *Documentation

10.  STEP 4 – Administer statewide assessment accessibility supports during instruction and assessment  STEP 5 – Evaluate and improve use of statewide assessment accessibility supports A CCESSIBILITY O PTIONS Five Step Process

11. Oregon’s Statewide Assessment Accessibility Supports http://www.ode.state.or.us/search/page/?id=487

12. OREGON ACCESSIBILITY MANUAL

13. Significant Shifts (per OAKS-Smarter Crosswalk) Working with Accessibility Supports http://sbac.portal.airast.org/practice-test/ A CCESSIBILITY O PTIONS SupportComment Alternate response optionSmarter AT device certification process ASLASL only Calculator, hand-heldAccommodation Calculator, onlineRestricted access Formula and conversion sheets (ODE-provided)Non-allowable List of common transitions/transitional phrasesNon-allowable ManipulativesNon-allowable Print on demandAccommodation Read-aloud Designated Support (items); Accommodation (passages) Text-to-Speech Designated Support (items); Accommodation (passages) Translations (stacked)Non-allowable (ELA-Writing)

14. TIDE Settings A CCESSIBILITY O PTIONS

15. TIDE Settings (cont’d) A CCESSIBILITY O PTIONS

16. TIDE Settings (cont’d) A CCESSIBILITY O PTIONS

17. TIDE Settings (cont’d) A CCESSIBILITY O PTIONS

18. Smarter Balanced Student Interface A CCESSIBILITY O PTIONS

19. Click to view student help Zoom in/out buttons (to adjust text size). Click to view list of item pages. Pages with marked items will be indicated. Select item/item page to navigate. Pause test button. Toggle between test pages. Click for item type tutorial. Click to select a comment about the item. Click to mark item for review. Click to adjust the volume. End test button. Click to open periodic table Click to open calculator Save button appears on technology enhanced items OAKS O NLINE S CIENCE & S OCIAL S CIENCES S TUDENT I NTERFACE Test Administrators

20. ELPA Student Interface Click to view student help Zoom in/out buttons (to adjust text size). Click to view list of item pages. Pages with marked items will be indicated. Select item/item page to navigate. Pause test button. Toggle between test pages. Click for item type tutorial. Click to select a comment about the item. Click to mark item for review. Click to have listening item played, or if playing, pause the audio. Click to have instructions read aloud Click to have answer option played. Click to adjust the volume

21. ASL Video S MARTER B ALANCED

22. Calculators (Scientific, Graphing, & Regression) S MARTER B ALANCED

23. Color Overlay S MARTER B ALANCED

24. Dictionary S MARTER B ALANCED

25. Expanding Passages S MARTER B ALANCED

26. Expanding Passages (cont’d) S MARTER B ALANCED

27. Glossary S MARTER B ALANCED

28. Masking S MARTER B ALANCED

29. Streamlined Mode S MARTER B ALANCED

30. Stacked Spanish/English Translations S MARTER B ALANCED

31. Click to adjust the volume S MARTER B ALANCED Volume Control Click to adjust the volume Click to adjust the volume.

32. Zoom Levels A CCESSIBILITY O PTIONS

33. OREGON ACCESSIBILITY SUPPORTS UPDATES  The Interim Oregon Accessibility Manual (OAM) is posted (cf Online Resources slide for link).  The final draft of OAM will be released following review by Oregon’s Accessibility Panel in October.  Accessibility supports may change in the future if additional tools, supports, or accommodations are identified for the assessment based on state experience and research findings. A CCESSIBILITY O PTIONS

34.  Refer to the Oregon Accessibility Manual for implementation guidance.  Refer to student’s IEP, 504 Plan or cumulative file to determine which accessibility supports must be provided. A CCESSIBILITY O PTIONS Do’s…

35.  Indicate “as needed” or “as appropriate” when documenting accessibility supports  Choose every accessibility support available for an assessment “just to be safe”  Assume the same accessibility supports remain appropriate year-after-year  Provide an accessibility support for the first time on the day of testing  Provide the same accessibility supports for every student in the class, grade, or program A CCESSIBILITY O PTIONS … and Don’ts

36.  TAs may not provide instruction or give suggestions regarding process.  TAs may not choose to administer an accessibility supports for all students in a class or a grade.  If you can’t find it in the TAM or OAM, don’t do it. A CCESSIBILITY O PTIONS …Don’ts ( cont’d)

37.  Develop a process to determine appropriate statewide assessment accessibility supports for students not on IEPs or 504 Plans  Develop a system to inform students of available accessibility supports and allow them to request consideration for use during testing  Encourage students to “do their best”  Ask a student if he/she “needs a break” if they appear to lose focus A CCESSIBILITY O PTIONS Promising Practices

38.  Oregon Test Administration Manual and Webpage: http://www.ode.state.or.us/search/page/?=486 http://www.ode.state.or.us/search/page/?=486  Oregon’s Statewide Assessment Accessibility Webpage & Manual: http://www.ode.state.or.us/search/page/?=487http://www.ode.state.or.us/search/page/?=487  Smarter-OAKS Accessibility Crosswalk: http://www.ode.state.or.us/search/page/?id=487 http://www.ode.state.or.us/search/page/?id=487  Smarter Practice/Training Test https://oakspt.tds.airast.org/student https://oakspt.tds.airast.org/student  Promising Practices: http://www.ode.state.or.us/search/page/?=2444 http://www.ode.state.or.us/search/page/?=2444 A CCESSIBILITY O PTIONS Online Resources

39.  Accessibility supports are selected and administered for individual students  Accessibility supports used during state testing must be selected from the Oregon Accessibility Manual  Providing accessibility supports for the first time during state testing is not allowed  Administration of accessibility supports for one student must not interfere with the testing conditions of another student A CCESSIBILITY O PTIONS In a Nutshell

40.  What are some common errors in the administration of accessibility supports and how can they be avoided?  Why are accessibility supports provided to students?  May decisions regarding accessibility supports be made for:  Individual students?  Groups of students? A CCESSIBILITY O PTIONS Acorns for Storage