1. Computer-Based Assessment General Information and Technology Targeting Special Populations Directors Institute September 2014

2. POLL What is your biggest concern regarding the new assessment? A – Our technology infrastructure B – Training for teachers and students C – Understanding the embedded supports D – All of the above http://aztechteam.participoll.com/ 0 ABCD

3. The request for proposal process is listed on the ADE website; the Arizona State Board of Education also adopted a statement of values that included:processstatement of values “It is essential that the new statewide assessment: demonstrate accessibility for all students, with optimal access for English language learners and students with special needs.”

4. Lessons from the Field Test

5. Characteristics of Next Generation Assessments

7. Features for All Students Identified Supports Accommodations Levels of Support

8. Universal Design Arizona is committed to adopting an assessment that is accessible to a wide range of students while the assessment maintains construct validity:  English language learners (ELLs)  Students with disabilities  English language learners with disabilities

9. Features for All Presentation Embedded Audio amplification Spell-check Magnification/enlargement Pop-up glossary Math tools Line-reader tool Answer and general masking Background/font color Text-to-speech (math) Non-Embedded Breaks General administration directions read aloud and repeated (TA) General administration directions clarified (TA) Redirect student to the test Scratch paper Reference materials for math, math tools Headphones/noise buffers

10. Features for All Responses Embedded Writing tools Highlighter Note pad (electronic) Flag items for review Eliminate answer choices Equation editor* Non-Embedded Blank paper

11. Features for All Students Why select and try out features in advance? Allows for a group decision among educators, students, and parents, about best supports for student’s needs Less work for Test Administrator at time of testing Students have good grasp of functions Students focus on assessment and are not distracted by novel tools and features

12. Administrative Considerations Available to All Students:  Small-group testing  Frequent breaks*  Time of day  Separate/alternate location  Specified seating or area  Adaptive equipment/furniture/lighting

13. Implications for Classroom Teachers US Special Education Students by Category

14. Implications for Classroom Teachers ConditionsSolutions Need for collaboration Lessons planned from a universal design perspective Formative process critical for evaluating the progress of students with learning challenges Scaffolding, rubrics

15. What Are Accommodations? Accommodations are changes in the presentation of the test, the way in which a student responds to test questions, and/or the timing/scheduling of assessment administration.

16. Purpose of Accommodations Provide equitable access during instruction and assessment Mitigate the effects of a student’s disability Should be familiar to the student while maintaining learning/achievement expectations, preserving the construct being assessed, and maintaining assessment integrity/validity

17. Accommodating English Language Learners Presentation: Word-to-word dictionary (English/native language) General directions read aloud/repeated in student’s native language (exact translation) Extended time Response: Scribe or speech-to-text for math (English)

18. Accommodating Students with Disabilities Determined by members of the IEP or 504 team Reflect a documented need Selected accommodations are used routinely in instruction and assessment

19. Accommodations Presentation Embedded  Additional assistive technology  Braille edition  Closed captioning  Descriptive video  Tactile graphics  American sign language (ASL) video (directions, math assessment)  Text-to-speech Non-Embedded Large print forms Paper/pencil edition Read aloud Separate setting Extended time Color overlay Familiar test administrator

20. Accommodating Students with Disabilities Text-to-Speech: When selecting text-to-speech, IEP teams need to consider— Does the student routinely access grade-level material during instruction/assessment through a reader or spoken-text audio? Does documentation exist to support a student’s inability to decode text or read Braille? Are ongoing intensive interventions underway in foundational reading skills?

21. Accommodating Students with Disabilities Try out text-to-speech under the Tutorial tab on this site: http://practice.parcc.testnav.com/

22. Accommodating Students with Disabilities Video of a Human Interpreter (ELA): When selecting ASL video, IEP/504 teams need to consider— Does the student routinely access printed text in instruction/assessment through sign interpretation? Does documentation exist to support the student’s inability to decode text? Are ongoing intensive interventions underway to learn to read print (as appropriate)?

23. Accommodations Response Embedded  Additional assistive technology  Braille note-taker  Calculation device/math tools  Speech-to-text Non-Embedded Large print forms Keyboard or augmentative and alternative communication (AAC) + local print Hand-held calculator Separate setting Extended time Scribe

24. Accommodating Students with Disabilities Calculation Device/Math Tools: When selecting this accommodation, IEP teams need to consider— Does the student have a disability that severely limits or prevents him from performing basic calculations? Does documentation exist to support this? Does the student routinely use a calculator or other math tool in instruction and assessment? Are ongoing intensive interventions underway to address deficits in basic calculation fluency?

25. Accommodating Students with Disabilities Scribing/Speech-to-Text: When selecting speech-to-text, IEP teams need to consider— Does the student routinely respond in instruction and assessment using speech-to-text technology or a scribe? Does documentation exist to support the student’s inability to respond in writing (manual or keyboarding)? Are ongoing intensive interventions underway to address deficits in written expression?

26. Access or New Barriers? “Third-graders will be asked to write three short pieces, according to Laura Slover, who heads one of two consortia that are designing the tests.” Source: http://www.washingtonpost.com/local/education/elementary-students-learn-keyboard- typing-ahead-of-new-common-core-tests/2013/10/13/d329ba66-3289-11e3-9c68- 1cf643210300_story.htmlhttp://www.washingtonpost.com/local/education/elementary-students-learn-keyboard- typing-ahead-of-new-common-core-tests/2013/10/13/d329ba66-3289-11e3-9c68- 1cf643210300_story.html

27. Access or New Barriers? CCSSELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

28. Extended Time Students with disabilities who need more time per session:  Must have need documented in their IEPs  May need an alternate setting to avoid interruptions

29. Setting Accommodations Now available to all under “Administrative Considerations” IEP/504 teams may elect to include particular setting needs within the IEP/504 plans to ensure that they are properly addressed

30. Unique/Emergency Accommodations The ADE Assessment division will review requests for unique accommodations, such as those resulting from a recently occurring accident or illness Approval depends on whether the requested accommodation results in a valid score for the student

31. What Can We Do Now? What can schools do now to better prepare students for the new assessments? – Try out tools, features, and accommodations throughout the year; record results – Plan ahead for students who will require additional personnel or separate settings – Integrate keyboarding into everyday instruction

32. Jigsaw Activity Join one of the groups. Review several of the resources located on one of the following websites. Select three or four resources that will be useful to you or your colleagues in the next month. When the time is up, go back to your original seat and share the resources you selected with the folks at your table.

33. Resources UDL Toolkit - http://udltechtoolkit.wikispaces.com/ http://udltechtoolkit.wikispaces.com/

34. Resources Special Needs Tools http://askatechteacher.com/2014/08/08/50- special-needs-tools/

36. Next Steps Create a flowchart or list of strategies for what you and your school team need to do in order to prepare for instructing and assessing Arizona’s College and Career Ready Standards. – Who do you need to share information with? – What key information does each stakeholder need in the next two months? In the next six months?

37. Contact Ann Gortarez, Assistive Technology Specialist Ann.gortarez@azed.gov Patricia Reynolds, State Assessment Specialist Patricia.Reynolds@azed.gov Margaret Bowerman, Program Project Specialist, Assessment Margaret.Bowerman@azed.gov