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Accessibility User’s Guide Version 1.0

© 2014 by ACT, Inc. All rights reserved.

Note: This User’s Guide is the copyrighted property of ACT, Inc., and may not be copied or otherwise reproduced without the prior written express permission of ACT, Inc. If you are not the authorized and intended user of these materials, contact ACT Aspire customer service immediately at 1.888.802.7502.

ACT Aspire Accessibility User’s Guide, v. 1.0, Spring 2014

Table of Contents 3 Purpose and Overview 5 Where Can I Find More Information? 6 Understanding Levels of Accessibility Support 7 The ACT Aspire Accessibility System: Level of Supports

12 Choosing Appropriate Supports for Testing 12 Consider the Student Experience of the Test 13 Instruction vs. Assessment Supports, When do they differ? 15 PNP- Step 1: Describe Available Sensory & Communication Strengths & Barriers 16 PNP- Step 2: Create the Local Personal Needs Profile (PNP) Summary Page

17 List of ACT Aspire Assessment Accessibility Features 2014

23 Creating and Using the Online Personal Needs Profile (PNP) 23 What is the Online PNP?

23 Which Students Must have a PNP?

24 Who Enters the PNP into the Online Student Data Portal?

25 Screen Shot Images of the Online PNP Data Entry Page

28 Accessibility Administration Procedures 28 Reading Test Directions Aloud to Students 29 Procedures & Advice for Specific Supports

38 After Each Test Session 38 Documenting Paper Form Accessibility Supports Actually Used 40 Transcribing Original Student Responses for Scoring 40 Returning Original Student Work with Transcriptions

Appendices:

Appendix A: Personal Needs Profile (PNP) Worksheet

Appendix B: Procedures for Response Dictation and Scribing the Writing Test

Appendix C: Guidelines for ASL Interpretation

Appendix D: List of Approved Word-to-Word Bilingual Dictionaries for ACT Aspire - for use only where permitted by governing educational authority

Appendix E: Procedures for Local Delivery of Read-Aloud Supports


Purpose

This purpose of this user’s guide is to provide procedural information regarding the administration of accessibility supports during ACT Aspire assessments. The sections of this guide are ordered to follow the natural steps in the path to first understanding and then providing appropriate accessibility supports for those students who need them. This guide does not replace the professional expertise and informed judgment of the local educators and others who must use available evidence to determine and document the support needs for individual students. All accessibility supports that are permitted during ACT Aspire testing and described in this guide are designed to level the playing field and to remove unnecessary barriers that have nothing to do with the content, knowledge and skills that are being measured by student performance on ACT Aspire assessments. All accessibility supports available in ACT Aspire are designed to fully honor the content the tests are designed to measure.

It is important to remember that this guide also contains information that is relevant for all students. On the ACT Aspire tests, certain accessibility supports are allowable for all students. In order to make sure that all students are given access that they may need, it is vital for test administrators to become familiar with allowable accessibility supports and the appropriate ways to administer them.

In this guide you will note that ACT Aspire sets certain accessibility support boundaries and test administration limits in order to preserve the integrity of the assessments and the validity of inferences that can be drawn from performance on these subject area tests. ACT Aspire does not dictate which accessibility procedures the local governing educational authority must permit, rather, we specify the range within which ACT Aspire assessments may be administered so that accurate and valid inferences may be drawn from the outcomes obtained. It is within this range that the governing educational authority will determine the allowable accessibility supports for their specific population.

The Accessibility User’s Guide has been created to…

• ensure that a standardized yet accessible administration process is followed. • help educators understand and make appropriate accessibility choices for

individual students. • help educators provide students with the best opportunity to show what they

know within the testing experience, and • help test coordinators train room supervisors involved in the administration of

accessibility supports.


Overview of the Accessibility User’s Guide Step 1: Defining “accessibility” and helping educators and parents to understand

the three different levels of accessibility supports that are available within the ACT Aspire tests;

Step 2: Choosing appropriate and effective supports that meet student needs during the assessment experience, Includes the ACT Aspire Accessibility Features List;

Step 3: Creating the “Personal Needs Profile (PNP)” for students who use the accessibility features. This step documents and officially assigns the supports uniquely needed by an individual student during the ACT Aspire Assessment.

Step 4: Defining administration procedures for specific accessibility support features; and

Step 5: Explaining what to do at the end of each test session when accessibility supports have been used – things to remember and do!

Resource Appendices: The ACT Aspire Accessibility User’s Guide concludes with a series of resource appendices that provide: Appendix A) Personal Needs Profile (PNP) Worksheet (blank format) , Appendix B) Procedures for Response Dictation and Scribing the Writing Test; Appendix C) Guidelines for ASL Interpretation; Appendix D) List of Approved Word-to-Word Bilingual Dictionaries for many world languages, and guidance for selecting this option; and Appendix E) Procedures for Human Readers

What this User’s Guide does NOT Provide The ACT Aspire Accessibility User’s Guide does NOT replace the Test Coordinator or the Room Supervisor Manuals. It is a supplement to those manuals and meant to be used in conjunction with them. It is extremely important that information in all 3 sources be referenced and kept in mind during test preparation, administration, and completion of end of testing tasks, as appropriate. The Accessibility User’s Guide is dedicated primarily to the appropriate provision of student accessibility supports during assessment.

For information about standard test procedures for all students, before, during and after testing, about overall test administration, testing incidents, or about other situations that may arise, please consult the appropriate administration manual.


Where can I find more information? Accessibility User’s Guide & Appendices

actaspire.avocet.pearson.com

Test Coordinator Manual

Room Supervisor Manuals

Braille Notes for Room Supervisor (Braille notes are posted online as noted at right, and are also found placed inside each Braille kit that is shipped.)

Spanish Language Audio Directions

ACT Aspire Portal User Guide

Test Administrator Training Videos actaspire.tms.pearson.com

Calculator Policy actstudent.org/faq/calculator.html

For further assistance: If you need assistance first contact your local ACT Aspire Test Coordinator. Otherwise, contact customer service at 1.888.802.7502, 6 AM-7:30 PM Central Standard Time, Monday through Friday, or email [email protected].

http://actaspire.avocet.pearson.com/

mailto:[email protected]


Understanding

Levels of Accessibility Support Why are we using the term “accessibility” instead of the word, “accommodations”? What do we mean? Over the last decade in educational research and practice we have come to understand that all students have tools they need and use every day to engage in the classroom and to communicate effectively what they have learned and what they can do.

ACT Aspire tests are designed to level the playing field universally for all students by acknowledging that there are different levels of support (in addition to that level of support we call ‘accommodations’), which students may need to demonstrate what they know and can do on academic tests. In ACT Aspire, “accommodation level supports’ are just one of several possible levels of support available. All these levels of support, taken together are called ‘accessibility supports’.

Accessibility is, indeed, a universal concept that is not restricted to any one group of students. It describes needs we all have regardless of whether or not we have an official diagnostic ‘label’. These supports literally allow any and all students to gain access to effective means of communication that allow them to clearly demonstrate what they know without providing any kind of advantage over any other student. Accessibility supports enable effective and appropriate engagement, interaction, and communication of student knowledge and skills. Accessibility supports that are permitted fully honor and measure exactly the academic content as the test developers originally intended it.

All accessibility supports that are permitted during ACT Aspire testing remove unnecessary barriers that have nothing to do with demonstrating the content, knowledge and skills that are being measured on ACT Aspire assessments. The academic content that IS measured by ACT Aspire assessments is the information that each and every student MUST bring to the test prepared to communicate. This is not negotiable. Accessibility supports do not do anything for the student, academically, that he or she should be doing independently, they just make communication possible and fair for each student.

The universal term ‘accessibility’ captures the idea that all students need to communicate effectively. The older and more familiar term “accommodations” describes only one level of supports that few students actually need. The term ‘accommodation’ does not describe the kinds of day-to-day basic communication supports the rest of us also need and use. There are simpler forms of support that may also be provided where they are needed. We describe all the levels of support in the next section. The next generation of computer-based tests allows us to address a variety of student needs in ways not possible before. The information we will provide you about the ACT Aspire accessibility system will help inform planning for students who need accommodations, and also for those who do not.


The ACT Aspire Accessibility System: Levels of Support

The ACT Aspire assessment system is structured to empower educational professionals to exercise professional decision-making that is aligned with local values and appropriately informed by research and best practice where this knowledge exists. ACT Aspire, following Evidence Centered Design principles, permits the use of those accessibility supports that will honor and validly preserve the skills and knowledge that our tests claim to measure, while removing needless, construct-irrelevant barriers to student performance. ACT Aspire maintains the highest academic performance standards for each and every student, while seeking to make observable what each student really does know and can do. This results in a personalized performance opportunity for all – access by design. The ACT Aspire Accessibility System Structure defines four levels of supports that range from those providing the most extreme levels of performance scaffolding support (Modifications) to those that provide very minor levels of support (Default Embedded System Tools). The architectural structure of ACT Aspire accessibility supports is shown graphically below and is followed by a narrative description:

The ACT Aspire Levels of Accessibility Support:


The ACT Aspire accessibility system represents a continuum of supports that assumes that all users have a “Personal Needs Profile (PNP)”

We all have a set of tools we need and use to communicate effectively, whether this is explicitly documented or not in an ‘official’ PNP. When communication needs are not officially documented in a PNP, the system treats the user as a typical ‘default user’ whose accessibility needs are sufficiently met through the basic default test administration experience - without any additional accessibility features, other than the basic set that is already embedded for all users, (See Level 1. Default Embedded System Tools in graphic and also described below).

Support Level 1: (Default) Embedded System Tools

These basic supports are automatically available to all users without advance request. Embedded system tools meet the common, routine accessibility needs of the most typical test takers. Users who have no documented Personal Needs Profile (PNP) are provided these tools, as are all other students. Examples of default embedded system tools may include, but are not limited to: a computer QWERTY keyboard, a mouse, electronic cut, copy and paste functions in a text entry box, as well as low tech items used with paper format tests, like ‘Number 2’ pencils, erasers, and similar basic tools such as non-specialized personal calculators for some tests. These tools are either embedded in the basic computer test delivery platform, or provided at the local level automatically. Like all support tools permitted in the ACT Aspire tests, embedded system tools honor and preserve the intended test construct. They are the accessibility tools that nearly everyone uses routinely and assumes will be made available, although we seldom think of them in this way. These tools serve a basic accessibility function for all.

Default Embedded System Tools in brief:

Embedded System Tools are those common supports that are made available to ALL users upon launch/start of test by default. No advance request is needed. These tools are either embedded in the basic computer test delivery platform, or may be automatically provided as needed at the local level. DEFAULT EMBEDDED


Support Level 2: Open Access Tools

These supports are available to all users but must be identified in advance, planned for, and selected from the pull down menu inside the test to activate them (CBT version), or must be planned in advance and provided locally. The majority of students’ unique sensory and communication accessibility needs are predictable, and can be met through a certain set of accessibility features designed into the underlying structure and delivery format of test items. Rather than overwhelm the user with all the possible tools, Open Access Tools provide those tools needed by the individual user. Items administered using these tools are designed to remain faithful to all defined test constructs and required performance elements. Once designed and engineered into the system, Open Access Tools are easily delivered in a fully standardized manner that is valid, appropriate and personalized to the specific access needs identified within an individual student’s profile.

Open Access Tools in brief:

Open Access Tools may be used by anyone, but to be activated they must be identified in advance and selected from the pull down menu inside the test to activate them (CBT version), or must be planned in advance and provided locally. Thoughtful decision-making informed by multiple observations and prior successful user experience is strongly recommended. Users should be practiced, familiar and comfortable with using these types of tools – and comfortable using them in combination with any other tools they will also be using. Decisions to use these tools must be made well before the test it taken.

CAUTION: Research shows that assigning too many tools can harm student performance! Choose carefully and specifically to prevent overwhelming or distracting the student during testing. Remember that routine annual documentation of successful (and unsuccessful) use of accessibility tools through the student’s educational experience helps to inform and improve future choices.

OPEN ACCESS TOOLS


Support Level 3: Accommodations

Accommodations are high-level accessibility tools that are needed by relatively few students. The ACT Aspire system requires accommodation-level supports to be requested by educational personnel on behalf of the student through the online ACT Aspire Personal Needs Profile (PNP) process. This will allow any needed online resources to be assigned and documented for the student. It is expected that the responsible educational authority will determine for itself any qualifying procedures or formal documentation to be required within that agency to request and receive accommodation-level support during ACT Aspire testing. The only requirement ACT Aspire makes is that the request to use accommodation-level supports be made through the online PNP process before testing. Typically, students who receive this high level of support have a formally documented need for specialized resources or equipment that requires professional expertise, special training, and/or extensive monitoring to select and administer the support effectively and securely. Examples include needs for braille or tactile graphics, English text audio, sign language interpretation, or other language translation. Decisions about accommodation-level supports are typically made by an educational team including and on behalf of the student and are normally based on a formal, documented evaluation of specialized need. Accommodation supports always preserve and honor the construct being tested. These supports require substantial additional local resources or highly specialized, expert knowledge to deliver successfully and securely.

Accommodations in brief: Accommodation-level supports listed in the Accessibility Features List are available to “qualified users”- as determined by the responsible educational authority. These supports (used in content areas where permitted) allow the user to independently demonstrate the measured construct. ACT Aspire recommends that students who use accommodation-level supports have a formally documented need as well as relevant knowledge and familiarity with these tools to qualify. Accommodations must be requested through the online ACT Aspire Personal Needs Profile (PNP) process. Any other formal qualifying procedure that is required by the responsible educational authority must be completed prior to completing the ACT Aspire PNP request process.

ACCOMMODATIONS


Support Level 4: Modifications

Modifications are supports that are sometimes used during the earliest phase of instruction, but modifications have negative consequences when used for assessment purposes, and are not permitted during ACT Aspire testing for any user. Modifications are provided in the rarest of circumstances in school testing situations only to support a student to nominally engage with the test, thus providing student access to the “test experience.” However, modifications alter what the test is attempting to measure and therefore do NOT provide access to the construct being tested or claimed by the test. This extreme level of support violates the construct being tested, invalidates performance results, and communicates low expectations of student achievement. Supports that provide this much assistance should be used with extreme caution and decisions to use must be made with very careful and documented team deliberation considering the potential long term effects of lowering expectations for this student and subsequent learning outcomes. Modification-level supports actually prevent meaningful access to performance of the construct being tested, thus removing any ability for the user to demonstrate actual skill levels that might be present. Modifications, therefore, represent a barrier to independent performance of competence.

(More discussion of modifications is provided on page 12, under: Instruction vs. Assessment Supports)

Modifications in brief: Modifications are not permitted in ACT Aspire tests for any user. Such extreme levels of support actually prevent meaningful access to the construct being tested by doing too much for the student, thus removing any ability for the user to demonstrate actual skill levels that might be present. Modifications, if used during the early instructional period may help some students to successively approximate and to eventually learn a new and difficult skill. However, even then, the intent is always to fade this extreme level of support away so that the student can increasingly demonstrate independent competence. In summative assessment, we are trying to observe what the student independently knows and can do. Therefore, if used during the assessment process, Modifications create a barrier to independent performance of competence.

MODIFICATIONS


Choosing Appropriate Supports for Testing

There are specific and predictable points in the student’s experience of a test item when accessibility, (Here meaning: the ability to effectively engage and communicate) is critically important. These are called: “Access Points.” Key access points are illustrated in the graphic above. In addition, the General Test Conditions, (i.e., test setting, background environment and timing conditions), also serve as a kind of broad, always present access point. General test conditions are easily illustrated by imagining trying to read for an hour with a light that is far too dim, or by trying to talk in a loud and chaotic environment, or to carefully write your thoughts when someone keeps urging you to write faster…. Clearly, general test conditions, like specific access points, greatly impact the student’s ability to effectively engage and communicate during a test situation.

Yet, what are we trying to provide access to? This is where the test comes in. At every access point, it is equally critical to make certain that the student has a chance to communicate what they know about what is actually being tested.

• Always remember that student performance, even if accessibility supports are used, MUST fully honor and demonstrate the content that is being tested, otherwise the test is not valid or useful.

• Access Point 1: Presentation Format • Access Points 2,3 & 4:

Interaction & Navigation Demands • Access Point 5: Response Format

(“KSA” refers to Knowledge, Skills and Abilities)

Includes: General test setting, environment, and timing considerations

Consider: How does your student experience a test item?


These are called: “Construct Fidelity Checkpoints,” and are also shown above. At construct fidelity checkpoints we seek to determine: Does the testing experience of this student support a fair and reasonable opportunity for this student to show or communicate the content that is being measured if he or she knows this material? If the construct fidelity checkpoint is violated – it means that too much support is being provided to the student in a way that prevents him or her from having any chance to show the knowledge that is being tested. This violation blocks access to the performance of the content by giving away too much information.

Instruction vs. Assessment Supports: When do they differ? There is an important distinction between instructional accessibility supports and testing accessibility supports. Supports provided at the beginning of the instructional process are designed to help students’ first experience, learn, and practice a new skill. The long-term purpose of instructional supports or other early supports is to ultimately help the student learn to become as fluent and as independent as possible in performing that skill. For this reason, instructional supports should incorporate a scaffolded fading process that provides much more support early in the learning process as skill acquisition is just beginning. Later in the instructional process the need for early levels of support should be challenged or tested to see how much control can be assumed by the student. The intensive supports used very early in instruction may at times greatly simplify or may even modify the skill the student is learning, helping to guide, shape, and successively approximate the student’s behavior to ensure that he or she experiences some early success while moving closer to real skill performance. When planning instructional supports, the path to student independence must always be kept in mind. Plan with the end in mind, and always move toward independence.

As effective instruction continues, early intensive supports (or modifications) are faded, allowing the student to demonstrate the academic skill with increasing independence. As higher levels of skill independence are achieved, supports are faded back further still until the least intrusive accessibility support or, perhaps even full independence is achieved. The least intrusive support is the level of support that will allow the student to demonstrate the skill in the most independent manner possible for that student.

For example, if a student has a certain type of visual processing difficulty, he or she may need (for some years) to use a straight edge to guide visual tracking while reading, but eventually learns to perform the actual reading task with full independence to the extent of his or her capability. At the point of testing, this student no longer has a person holding the tracking tool or reading the passage to


him or her. This has become the independent responsibility of the student; yet remaining student needs for support are still being met (perhaps through a student controlled visual tracking support on a computer). Independent use of the visual tracking tool has become the least intrusive accommodation for the student at this point.

Testing accessibility supports should be those accommodations that are the least intrusive supports possible to meet the needs of the student while allowing the maximum level of independence possible for that student so that the student has a chance to communicate exactly what she or he has independently learned about the content to that point. They represent the current balance point the instructional fading process has achieved. Testing accessibility supports, therefore, represent the highest point of independent skill acquisition that has been achieved with that student to date through the instructional process. Testing supports do not necessarily represent the instructional end point, but they do represent a point in time that lies beyond the earliest phases of skill acquisition. Some skill independence should be seen if instruction has been effective. Teams must remember to carefully consider long-term independence and thoughtfully design the process of fading supports when choosing and planning instructional methods.

The key is finding the right balance of supports for a given student and actively, consistently, and constructively supporting the growth of student independence.


Personal Needs Profile (PNP) Worksheet Step 1: Describe Sensory & Communication Strengths & Barriers

Review and consider recent student performance and observational evidence, then complete each column in this chart by documenting the one row (A, B or C) that best describes the skill level of this student. Each skill column may have only one row selected.

Student: __Rett Triever_______________ Age: ___11__ Grade: __5___ Today’s Date: _1_/_23_/_14_

Sensory & Communication

Skills:

Visual Skills

Auditory Skills

Physical or Motor

Skills

First Language

(ELL) Skills

Reading or

Other Language

Process Skills

Attention, Memory or

Focus Skills

A. STRENGTH Recent evidence suggests that this skill set is a strength. Put a mark in this box if it most accurately describes this student. Otherwise leave blank.

X

B. NORMAL LIMITS Recent evidence suggests that this skill set is available within normal limits. Put a mark in this box if it most accurately describes this student. Otherwise leave blank

X X X

C. CHALLENGE Recent evidence suggests that this skill set is a challenge. If this is the most accurate description, Describe here HOW this challenge creates a barrier to independent engagement or performance in: Reading (ELA), Writing, Math, and/or Science content or materials.

Reading/ELA: Writing: Math: Science:




Reading/ELA: Very slow decoding, needs extra time, has poor visual tracking left to right across page. Writing:

Needs extra time to express thoughts,

Poor spelling Math: Poor decoding interferes with math performance Science: Same as math

Reading/ELA: Focuses better and less anxious when seated near front of room or in small group

Writing: Same as above

Math: Same as above

Science: Same as above

SAMPLE Illustration


Step 2: Chart the Personal Needs Profile Summary For each challenge identified above, decide if it applies to the specific part of the test experience below.

A. If the challenge applies to this access point in this subject area, then specify the student accessibility need in terms of an observed alternate identified strength or available skill that allows the student to work around and compensate for this challenge or barrier.

B. Then consult the ACT Aspire Accessibility Features 2014 list for matching supports or supports consistent with this purpose.

C. If the challenge does not apply in this instance, then leave the cell blank and look to next cell below it. Blank cells will be assumed to represent standard accessibility needs shared by typical learners for that component.

Student Test Experience Reading or ELA Writing Mathematics Science

Presentation Format Needed: If the challenge applies, note what alternate strength or available skill the student has used successfully to compensate for this barrier to receiving or perceiving content presentation.

Alternate strength: Decodes more accurately and focuses longer with visual tracking support, Sometimes uses Zoom to enlarge print ACT Aspire Feature • Line reader (Open) • Answer Masking (Open) • Magnifier Tool

(Embedded) :

Alternate strength: Performs better when material is presented in auditory form along with visual, sometimes uses enlargement ACT Aspire Feature: • English Audio for Sighted

(Accommodation) • Magnifier Tool

(Embedded)

Alternate strength: Decodes more accurately and focuses longer with visual tracking support Performs better when material is presented in auditory form along with visual, sometimes uses enlargement

ACT Aspire Feature: • Line reader (Open) • Answer masking (Open) • English Audio for Sighted


(Embedded)

Alternate strength: Decodes more accurately and focuses longer with visual tracking support Performs better when material is presented in auditory form along with visual, sometimes uses enlargement

ACT Aspire Feature: • Line reader (Open) • Answer masking (Open) • English Audio for Sighted


(Embedded)

Interaction & Navigation Format Needed:

If the challenge applies, note what alternate strength or available skill the student has used successfully to compensate for this barrier to interacting with or navigating content.

Alternate strength: ACT Aspire Feature:




Response Formats Needed:

If the challenge applies, note what alternate strength or available skill the student has used successfully to compensate for this barrier to responding to content tasks, problems or questions.





General Test Conditions Needed:

If the challenge applies, note what alternate strength or available skill the student has used successfully to compensate for this barrier to general performance task settings, test environments or timed situations.

Alternate strength: Performs better if moderate amount of extra time is allowed. If too much extra time, loses focus,

Focuses better at front of room or away from visual distractions

ACT Aspire Feature: • Extra Time, 150%

(Accommodation) • Special seating/grouping

(Open Access)





(Open Access)





(Open Access)


Focuses better at front of room or away from visual distractions ACT Aspire Feature: • Extra Time, 150%


(Open Access)

SAMPLE, continued

Leave blank if not applicable

Leave blank if not applicable


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PRESENTATION SUPPORTS: Presentation supports allow an examinee to receive the information intended by the test design in a way that honors and upholds the rigor of the construct being tested while meeting the individual needs of the examinee.

Support Level:

A-Accommodation O-Open Access

E-Embedded

Delivery Mode By Content Area

CBT Paper Format

Reading

English

Writing

Math

Science

English Text Audio for Sighted: Audio read-aloud (Text To Speech/TTS) English version for examinees with usable vision, allowable only where construct permits. All text content is read aloud; it is highlighted and synchronized with speech. Text in graphics will be presented in audio, but graphics is NOT described to this user. Local Room Supervisor at any grade may read Test Directions to student. See: Accessibility User’s Guide

Accommodation Yes Yes Directions Only

Directions Only Yes Yes Yes

English Text Audio + Graphics Description for Sighted: Audio read-aloud (Text AND Graphics to Speech) English version for examinees with limited usable vision, allowable only where construct permits. Sentence highlighting and graphic text highlighting synchronized with speech. INCLUDES direct reading of all text, symbols and equations inside graphics, figures & images. Assumes user with limited vision will also use zoom magnification to navigate visually. Local Room Supervisor at any grade may read Test Directions to student. See: Accessibility User’s Guide

Accommodation Yes Yes Directions Only

Directions Only Yes Yes Yes

English Audio Includes Braille & Tactile Graphics for Blind: Audio read-aloud of scripted English version for examinees with no usable vision, - Audio allowable only where construct permits. Mathematics and science items will refer user to associated Tactile Graphic. Includes item text read-aloud, with descriptions of graphics where item construct permits.

• Requires 1:1 test administration with assistant to support online test navigation. (Blind navigation is not yet available.) The Braille Contracted + Tactile Graphics piece is required and will automatically be sent if this feature is requested.

Note: Must order “English Audio for Blind, includes Braille/TG” in advance.

Accommodation Yes

Must also use

Braille

Yes Must also

use Braille

No Refer to Braille

No Refer to Braille

Yes Includes Braille

companion piece

Yes Includes Braille & Tactile

Graphics companion

piece

Yes Includes Braille & Tactile

Graphics companion

piece

Spanish Text + Audio: Grades 3-6 Only. Full Test Content Translation into North American Spanish language text with audio (Spanish) read-aloud option built in (Includes test directions). For Spring 2014, will be offered at grades 3-6 only for: math, science, and writing, but will not be offered for English or reading. All student responses must be in English.

Accommodation Yes No No No Yes Gr. 3-6

Yes Gr. 3-6

Yes Gr. 3-6

Spanish Text + Audio: Directions Only: All Grades, Spanish Language, Test Directions ONLY translated into North American Spanish with audio (Spanish) read-aloud option available at this support website: actaspire.avocet.pearson.com . All student responses must be in English.

Accommodation Yes

Before the test on website

Not in platform

Yes Locally

provided

Directions Only

Gr. 3-10

Directions Only

Gr. 3-10

Directions Only

Gr. 3-10

Directions Only

Gr. 3-10

Directions Only

Gr. 3-10

Word-to-Word Dictionary: All grades. Use of an ACT Aspire approved non-electronic word-to-word translation dictionary with no definitions for writing, math and science tests only. - See ACT Aspire Accessibility User’s Guide for list of languages and ACT Aspire approved dictionaries.

Accommodation Yes

(Locally provided,

Not in platform)

Yes No No Yes Yes Yes

Accessibility Features 2014

Note: It is strongly recommended that use of all Accommodations-Level accessibility supports (whether provided locally or by test provider) be chosen by the appropriate educational team (as defined by the responsible educational authority) to meet individual student need, and then planned, practiced, and documented PRIOR to the test. Version 2-22-14



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PRESENTATION SUPPORTS Continued….

Support Level:


E-Embedded


CBT

Paper Format

Reading

English

Writing

Math

Science

English Text + ASL Full Translation: Test interpreter, upon request of student, carefully translates into ASL all text or just problematic words based on the text presented in the paper version only. Graphics or images may not be described in ASL, but all text labels inside graphics may be translated as needed. This support requires trained test interpreter fluent in ASL and who is able to securely review and prepare prior to time of actual test administration. Available only with Paper version for 2014 – See Accessibility User’s Guide, Appendix C, for implementation detail

Accommodation No Yes No No Yes Gr. 3-10

Yes Gr. 3-10

Yes Gr. 3-10

English Text + ASL: Directions Only: Printed test directions only are translated into ASL by a trained test interpreter who is fluent in ASL interpretation and who is able to securely review and prepare prior to the time of the actual test administration. CBT: Not yet available. Under development. Paper version: Locally provided for use in conjunction with paper format of directions – See Accessibility User’s Guide, Appendix C, for implementation detail

Accommodation Yes

(Locally provided,

Not in platform)

Yes Directions Only

Directions Only

Directions Only

Directions Only

Directions Only

Braille Contracted Includes Tactile Graphics: Braille/Nemeth Code, Contracted with tactile graphics Note: Must be ordered prior to testing

Accommodation No Yes Yes Yes Yes Yes Yes

Braille Un-contracted Includes Tactile Graphics: Braille/Nemeth Code, Un-contracted with tactile graphics Note: Must be ordered prior to testing


Large Print: Paper version available (18 point). Note: Must be ordered prior to testing Open Access No Yes Yes Yes Yes Yes Yes

Line Reader: Visual tracking support tool for reading CBT: available

Paper version: tracking device (e.g., plain index card) - locally provided

Open Access Yes Yes Yes Yes Yes Yes Yes




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PRESENTATION SUPPORTS Continued…

Support Level:


E-Embedded


CBT

Paper Format

Reading

English

Writing

Math

Science

High Contrast Colors: Choice of pre-set color (High Contrast) templates CBT: available , Choose “Contrast Colors” in PNP

Paper version: not available

Open Access Yes No Yes Yes Yes Yes Yes

Low Contrast Colors: Choice of background color (Lower Contrast) from a pre-set pastel shade (all black text) CBT: available , Choose “Contrast Colors” in PNP

Paper version: Color Overlay - Locally provided


Font Size: CBT tool to increase FONT size ONLY; does not change size of graphics. Font enlargement starts at 14 pt. font and increases by 2 pts. with each ‘click’ . Maximum font enlargement is 26 pt. font.

Embedded Yes No Yes Yes Yes Yes Yes

Browser Zoom Magnification: Zoom magnification is integrated as part of the local computer browser (User enters browser-based 2-key combination: “Control +” to enlarge everything on page, and “Control –” to reduce size of everything on page.)


Magnifier Tool: CBT: Provides a movable “magnifying glass tool” to enlarge a small part of the screen.” Paper version: Students may use a hand-held or other magnification device (locally provided). See Accessibility User’s Guide for detail.

Embedded Yes Yes Yes Yes Yes Yes Yes




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INTERACTION & NAVIGATION SUPPORTS: Interaction and Navigation supports are provided through the digital test delivery system (CBT) or by locally provided procedures to support the examinee to actively and constructively engage with items and their solution and to move fluidly and purposely through the test as needed to engage most effectively. At all times, such supports must honor and uphold the rigor of the construct being tested while meeting the individual needs of the examinee.

Support Level:


E-Embedded


CBT

Paper Format

Reading

English

Writing

Math

Science

Abacus: Use of an abacus as a tactile form of scratch paper for examinees with very low or no usable vision (locally provided)

Accommodation

Yes (Locally

provided, not in platform)

Yes No No No Yes No

Answer-Masking: CBT: Examinee may use masking tool to cover up or reveal multiple choice answer options to support memory and focus, eliminating distractions. Paper version: Examinee may use pencil to independently cross out multiple choice answer options to support memory and focus.

Open Access Yes Yes Yes Yes N/A Yes Yes

Custom Masking: CBT: Examinee may use masking tool to cover parts of any item to support memory and focus. Paper version: Examinee may cover parts of item with plain index card. (Masks item features OTHER THAN answer options).

Open Access Yes Yes No No No Yes Yes

Highlighting: CBT: Not yet available Paper version: Student may highlight text or parts of an item by using pencil or highlighter (locally provided) directly in paper test booklet

Embedded No Yes Yes Yes Yes Yes Yes

Browser Copy and Paste Functions ( in Text Entry Boxes): CBT: Windows keystrokes: Ctrl-C (copy), and Ctrl-V (paste);

Apple keystrokes: Command-C (copy), and Command-V (paste) Paper version – Pencil & eraser only is available, no copy/paste


Scratch Paper: Any size or color plain, lined, graph paper, or raised line graph paper (not otherwise marked) may be used as scratch paper (locally provided). CBT: available Paper version: students are normally expected to do all figuring or other scratch work inside the test booklet.* * The use of additional scratch paper is allowed as needed by the student. Note: all scratch paper must be collected after testing and destroyed

Embedded.

Yes (Locally

provided, not in platform)

Yes Yes Yes Yes Yes Yes

Calculator: Must meet requirements of allowable calculator types as described in the ACT Aspire Calculator Policy. May include accessible formats such as: talking, braille, or large key types if they conform to the Calculator Policy requirements. All calculators are considered basic Embedded Tools and do not need to be documented. Permitted ONLY at grades 6-10.

Embedded Yes

(Use of Personal Calculator)

Yes (Use of Personal

Calculator) No No No

Yes Gr 6-10

only No




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RESPONSE SUPPORTS: Response supports allow an examinee to express the information intended by the test design in a way that honors and upholds the rigor of the construct being tested while meeting the individual needs of the examinee. (Whether provided locally or by test provider, use of all accessibility tools must be chosen by the appropriate accommodations team to meet individual need, AND then planned, practiced, and documented PRIOR to test. * All student responses must be provided in English

Support Level:


E-Embedded

Delivery Mode

By Content Area

CBT Paper

Format

Reading

English

Writing

Math

Science

Respond in Test Booklet: Student may respond directly in test booklet or large print test booklet (i.e. for examinees with low motor control or very low vision) Trained Test Administrator must: 1. Transcribe student response exactly as provided into official

answer document 2. Return all materials per test administration directions.

Open Access No Yes Yes Yes No Yes Yes

Dictate Responses: Examinee dictates response and trained test administrator scribes response exactly as dictated by examinee. Includes spoken dictation and use of AAC device to dictate responses without voicing if needed. Word Prediction AAC software may be used. Spelling and Grammar check must otherwise be turned off. Use of this response support requires use of the specific transcribing procedure. See Accessibility User’s Guide for implementation detail.

Open Access

Yes Locally

provided- NOT in

platform


Keyboard or AAC + Local Print: Full physical keyboard response input with local print-out, either via local word processing software or through local AAC device Use of this response support requires use of the specific procedure as per test administration directions. Note: Trained Test Administrator must return original examinee work.

Open Access

Yes Locally

provided- NOT in

platform


Mark Item for Review: Allows user to mark an item for later review as he or she continues ahead with the test, planning again to return later to work again on those items.

Embedded Yes Yes Yes Yes Yes Yes Yes




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General Test Conditions: Setting & Timing

Support Level:


E-Embedded

Delivery Mode Permitted by Content Area

CBT Paper Format

Reading

English

Writing

Math

Science

Extra Time: Test Administrator/Supervisor specifies extra time, and provides appropriate supervision of the amount of extra time needed. Extra time must be planned in advance for individuals.

Accommodation Yes Yes Yes Yes Yes Yes Yes

Breaks – Unsupervised: Test Administrator Stops and Secures the Session to provide unsupervised breaks, as needed, between securely defined and supervised “mini-sessions”. CBT: not available Paper version: available. Use of this mini-session process requires Test Administrator to follow specific procedure as per test administration directions. Should be used only in exceptional cases. Examinee, upon returning to start a subsequent mini-session may NOT view again any mini-session that has ended even if the mini-sessions are otherwise part of the same full test session. Examinee may only work on one mini-session at a time and no other.


Breaks – Supervised: Test Administrator/Supervisor stops the clock (paper) or pauses the test (CBT) to provide short supervised breaks as needed by the examinee.


Special Seating/Grouping: Special or preferential seating or grouping provided by local school/test site. Open Access Yes Yes Yes Yes Yes Yes Yes Location for Movement: Location provided so examinee is able to move, stand, or pace during test in a manner where others’ work cannot be seen and examinee is not distracting to others


Individual Administration: Individual test administration Open Access Yes Yes Yes Yes Yes Yes Yes Home Administration: Administration at home for homebound examinee or in a care facility when medically necessary with appropriate supervision by test site or district personnel.


Other Setting: Test administered and supervised in other setting as listed on examinee’s accommodations plan Open Access Yes Yes Yes Yes Yes Yes Yes Audio Environment: Modified acoustic/auditory environment that is locally provided. (i.e. Examinee whisper-phone, classroom FM system, local acoustic enhancements, or noise quieting headphones to screen out auditory distractions)


Visual Environment: Modified visual/lighting environment that is locally provided. (i.e. Special room lighting, light box under paper test, or use of study carrel to screen out visual distractions)


Physical/Motor Equipment: Includes locally provided personalized adaptive furniture, balance or positioning equipment to support examinee physical interaction, enhance motor control during testing, and/or reduce fatigue; or other equipment provided locally to provide fine motor interaction support (i.e. large grip pencil, or adaptive keyboard). NOTE: This feature does NOT include Augmented/Assistive Communication (AAC) devices or procedures. This support also does not include motor/physical prompting of any kind.




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Creating and Using The Online Personal Needs Profile (PNP) What is the Online PNP?

The “local PNP” is the summary document you created in Step 2 above, (“The Personal Needs Profile Summary by subject area”). This contains the information that will become the Online PNP, and it is an important document for educational purposes. For any student to have ACT Aspire accessibility features at the Accommodations Level or the Open Access Level of support, an educator must complete either this summary page OR a preferred document of local design (optional), in order to provide student-level PNP information to the person who is assigned to enter this PNP data into the online student portal. Documenting the local student PNP in summary form before online data entry provides an enduring record for local reference, and helps to ensure accurate data transfer to the online portal.

Once a student’s local PNP summary is created, the online data entry of this information is required and must be completed to make certain very critical supports are made active within the computer system so that the student can use them. The PNP online data entry also allows Room Supervisors to print out a report listing exactly which students are using which supports during a given test session. This can be a great help in supervising test session implementation. The online PNP portal also helps to support data collection regarding how accessibility supports have been assigned generally.

Which students must have a PNP? Only those students who use Accommodation or Open Access level supports, regardless of whether they test in Paper form or CBT form, MUST have this information entered into the online PNP data system. Students who do not need Accommodation or Open Access level supports DO NOT need to have any PNP at all.

For those students who DO have a PNP and who also test in the Paper or Braille form, information is also entered after testing by their Room Supervisor to record what supports they actually used during the test (not just those supports that were made available). The online PNP only lists the supports that were made available to the student in both online and paper formats. Some students will choose not to use them at all during the actual test. Therefore, separately from the online PNP, the paper form answer document provides a place to record those supports the student actually used when taking the paper form of the test. Detailed information is provided about the paper answer document in the Section titled: After The Test.


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Who enters the PNP into the online student data portal? This role is assigned by the governing educational authority. This role is usually best filled by someone who uses the portal frequently and is very comfortable with the data entry process. Training for using this portal and editing information there is available at our recorded online training resource site. In addition, the person who enters the Personal Needs Profile data must be able to connect and communicate with the local educators who have put together this information and who know the student best. There must be an efficient communication link with the local educators so that they can provide the charted Personal Needs information to the Test Coordinator or other assigned person who will be entering the data.

In the following pages you’ll find screenshot images of what the online Personal Needs Profile interactive data entry page looks like.


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The ACT Aspire Personal Needs Profile Screenshots of each drop-down menu in the Personal Needs Profile (PNP),

as they appear in the online portal, are shown below:

Please notice how the data entry drop-down menus are organized according to the previously described “Student Experience of a Test Item.” Each of the four drop-down menus use one of the key access points: Presentation Supports, Interaction/Navigation Supports, Response Supports, and General Test Condition supports as the structure for the data entry. This is the same structure used in the local PNP summary (Step 2 above). If the support is noted in the local summary for ANY subject area, it must be entered in the online PNP. If the support is not permitted in a given subject area, (See Accessibility Features List), it is not provided during that test.

Click Edit, then Select & Enter the Presentation Supports needed by this student:


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Click Edit, then Select & Enter Interaction & Navigation Supports needed by the student:

Click Edit, then Select & Enter the Response Supports needed by this student:


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Click Edit, then Select & Enter the General Test Conditions needed by this student:


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Accessibility Administration Procedures

Reading Test Directions Aloud to Students: What are “Test Directions”?

There are two kinds of test directions, as follows:

1. A common set of instructions that are read aloud to students before ALL tests, and 2. A specific set of instructions for each content area and grade level of a test session.

All test directions are printed in the Room Supervisor Manual. All test directions are read aloud by the Room Supervisor to the students before the test session begins. The Room Supervisor may clarify or answer questions about test directions before the test begins, but staff may not answer questions about any test item. See the Room Supervisor Manual for details regarding the standard reading of test directions.

Test Directions May Be Provided in the Following Languages:

ALL Test Directions (as defined above) may be read aloud in English to any student and the English text is available in the Room Supervisor Manual for each delivery mode (CBT and Paper). Spanish Language Test Directions for the CBT form are also available in digital audio form on the resource website: actaspire.avocet.pearson.com. By going to this website in advance of the test, the student may listen to the Spanish test directions, have them repeated or seek clarification prior to testing. Spanish directions only may be provided by a personal reader for the paper form.

Test directions may also be provided in American Sign Language (ASL). For detailed information regarding the use of ASL with ACT Aspire Tests, including preparation and delivery of Test Directions in ASL, see Appendix C: Guidelines for ASL Interpretation.

If necessary, it is acceptable to have the standard English test directions translated into other languages, however, this translation should be:

1. prepared in writing ahead of time, and 2. based as precisely as possible on the exact standard English directions. 3. Slight trans-adaptation may be used as necessary to communicate the same meaning as

that found in the standard form.



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Procedures & Advice for Specific Supports

Presentation Supports

Procedural Notes English Text Audio for Sighted: Includes Graphics Description

Audio read-aloud (Text AND Graphics to Speech) English version for examinees with limited usable vision, allowable only where construct permits. Sentence highlighting and graphic text highlighting synchronized with speech. INCLUDES direct reading of all text, symbols and equations inside graphics, figures & images. Assumes user with limited vision will also use zoom or other magnification to navigate visually. Local Room Supervisor at any grade may read Test Directions to student.

Regarding All Forms of English Audio/Read-aloud: Available for all grades, but only for Writing, Math, and Science subject areas. Not permitted for Reading or English subject tests.

Extra Time should be provided with this support.

This read-aloud support can be provided either through CBT online testing (a synthesized TTS voice reads the text), or through Paper form testing ( a Human Reader, such as a proctor or room supervisor reads the text). Whenever a Human Reader is reading any text within a test item it is required that the Procedure for Human Readers, found in Appendix E of this guide, be followed carefully. • For a Sighted User: 1:1 Test Administration is

strongly recommended for when a Human Reader is delivering this support.

• For a Sighted User: Group Administration is allowed when the synthesized CBT (TTS) voice is used – if the student using this support is wearing headphones so that others nearby are not impacted.

• For a Blind User: 1:1 Test Administration is required when any kind of English audio support is provided, as individual navigation support will also be needed.

• For a Blind User: All administrations of audio read-aloud MUST be accompanied by a companion Braille & Tactile Graphic document. Graphic data representations within graphs used for Math and Science will not be read aloud.

English Audio for Blind: Includes Braille & Tactile Graphics

Audio read-aloud of scripted English version for examinees with no usable vision, - Audio allowable only where construct permits. Mathematics and science items will refer user to associated Tactile Graphic. Includes item text read-aloud, with descriptions of graphics where item construct permits.

• Requires 1:1 test administration with assistant to support online test navigation. (Blind navigation is not yet available.) The Braille Contracted + Tactile Graphics piece is required and will automatically be sent if this feature is requested.

Note: Must order “English Audio for Blind, includes Braille/TG” in advance.

Spanish Text + Audio: Grades 3-6 Only. Full Test Content Translation into North American Spanish language text with audio (Spanish) read-aloud option built in (Includes test directions). For Spring 2014, will be offered at grades 3-6 only for: math, science, and writing, but will not be offered for English or reading. All student responses must be in English.

This support is designed for sighted users. Extra Time should be provided with this support.

Spanish Text + Audio: Directions Only: All Grades, Spanish Language, Test Directions ONLY translated into North American Spanish with audio (Spanish) read-aloud option available at this support website: actaspire.avocet.pearson.com . All student responses must be in English.

Spanish Directions Only are available for all grades and all content areas at the web site indicated at left.



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Word-to-Word Dictionary: All grades. Use of an ACT Aspire approved non-electronic word-to-word translation dictionary with no definitions for writing, math and science tests only.

The List of Approved Bilingual Word-to-Word Dictionaries is provided in Appendix D of this guide. This document also contains best practice advice regarding who should use this form of linguistic support.


English Text + ASL Full Translation: Test interpreter, upon request of student, carefully translates into ASL all text or just problematic words based on the text presented in the paper version only. Graphics or images may not be described in ASL, but all text labels inside graphics may be translated as needed. This support requires trained test interpreter fluent in ASL and who is able to securely review and prepare prior to time of actual test administration. Available only with Paper version for 2014

This support is available for all grades, but only for Writing, Math, and Science subject tests. ASL test support is not permitted in Reading or English tests. See: Required Implementation Procedures, found in Guidelines for ASL Interpretation, Appendix C, of this guide. Extra Time should be provided with this support.

English Text + ASL: Directions Only: Printed test directions only are translated into ASL by a trained test interpreter who is fluent in ASL interpretation and who is able to securely review and prepare prior to the time of the actual test administration. CBT: Not yet available. Under development. Paper version: Locally provided for use in conjunction with paper format of directions – See Accessibility User’s Guide, Appendix C, for implementation detail

This Directions Only support is available for all grades and all subject areas. See: Required Implementation Procedures, found in Guidelines for ASL Interpretation, Appendix C, of this guide

Braille Contracted Includes Tactile Graphics: Braille/Nemeth Code, Contracted with tactile graphics Note: Must be ordered prior to testing

Ordering lead-time is 10 weeks prior to test administration. Original “order” is completed by entering PNP information into the online student data portal before the end of the order window. If ordering after window: Enter into PNP, AND ALSO CALL: 1-888-802-7502 Or email: [email protected]

If ordered with less than 10 weeks lead-time, delivery will depend upon available supplies and time remaining in test window. Overnight shipping can be provided only while supplies last and test window remains open.


PROCTOR NOTE for use of Braille with CBT Audio: If you are working with a blind student who is listening to the Audio version of the test on the Computer Text-to-Speech (TTS) voice, you may notice that the computer screen will visual show answer options labeled only as A-B-C-D-E’. However, the AUDIO, Braille and the Standard Paper forms will ALL show alternating answer choice labels as follows: ABCDE, then FGHJK every other item. The reason for this is to make these answer ‘bubbles’ easier to find on the paper answer document. This situation may be confusing for the proctor, but should not confuse the student, as the student is hearing and feeling the same answer option labels. It is important for the Proctor to know and expect this in advance of testing.

Braille Un-contracted Includes Tactile Graphics: Braille/Nemeth Code, Un-contracted with tactile graphics Note: Must be ordered prior to testing



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Large Print: Paper version available (18 point). Note: Must be ordered prior to testing

Ordering lead-time is 10- weeks, process is the same as that described above for Braille. See above. Alternatively, the Font Size enlargement tool in the CBT platform provides font enlargement up to 26 pt. font maximum. Additional magnifying tools can also be used as needed to enlarge the size of graphics not impacted by the Font Size tool. See also: Magnifier Tool and Browser Zoom Magnification. Extra Time should be provided with this support.

Line Reader: Visual tracking support tool for reading CBT: available/ Paper version: tracking device (e.g., plain index card) - locally provided

No additional comment

High Contrast Colors: Choice of pre-set color (High Contrast) templates CBT: available , Choose “Contrast Colors” in PNP

Paper version: not available

The PNP selection for both these tools is listed as: “Contrast Colors”. Once the tool is activated, the user may then choose the color combination is desired (high or low contrast). Low Contrast Colors:

Choice of background color (Lower Contrast) from a pre-set pastel shade (all black text) CBT: available , Choose “Contrast Colors” in PNP

Paper version: Color Overlay - Locally provided Font Size:

CBT tool to increase FONT size ONLY; does not change size of graphics. Font enlargement does not reach large print size (18pt).

If Large Print is not available this tool can be used to provide text enlargement up to 26 pt. font, which exceeds that provided in the Large Print paper form (18 pt.).

Browser Zoom Magnification: Zoom magnification is integrated as part of the local computer browser (User enters browser-based 2-key combination: “Control +” to enlarge everything on page, and “Control –” to reduce size of everything on page.)

Zoom Magnification enlarges everything on screen, text and graphics, but may cause reflowing of page content. Extra Time may be needed with this support.

Use of this support requires sufficient manual dexterity and range to hold down two separated keys at the same time. Motor control may be difficult for some.

Magnifier Tool: CBT: Provides a movable “magnifying glass tool” to enlarge a small part of the screen.” Paper version: Students may use a hand-held or other locally provided magnification tool or device under certain secure conditions.

See note at right.

Magnifier Tools enlarges everything (text and graphics) under the selected area of the magnifying glass only. This tool does not cause a reflow of the page content.

Extra Time may be needed with this support.

Digital Scanning Magnification can be used to locally produce extremely large magnification. But first, however, other forms of magnification, such as Browser Zoom and Font Size enlargement should be considered. If the student still needs a local magnification solution that requires some form of projection employing a digital scanning device or smart board, then any and all associated electronic files related to that enlargement MUST be destroyed IMMEDIATELY after the test is completed and the student responses recorded. Original student responses must be printed if possible and returned in addition to any transcribed student responses submitted for scoring. NO copies of any test material may be retained.


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Interaction & Navigation Supports Procedural Notes

Abacus: Use of an abacus as a tactile form of scratch paper for examinees with very low or no usable vision (locally provided)

No additional comment Extra Time should be provided with this support.

Answer-Masking: CBT: Examinee may use masking tool to cover up or reveal multiple choice answer options to support memory and focus, eliminating distractions. Paper version: Examinee may use pencil to independently cross out multiple choice answer options to support memory and focus.

This tool is useful for multiple-choice items, and typically not used for constructed response. This tool is fully controlled by a simple mouse click (or selection) response.

Custom Masking: CBT: Examinee may use masking tool to cover parts of any item to support memory and focus. Paper version: Examinee may cover parts of item with plain index card. (Masks item features OTHER THAN answer options).

This tool is most often used with Math or Science items that have graphics or multiple sections. Its use in the computer platform requires the manual ability to re-size, and drag windows across the screen to place them where needed. Motor control may be difficult for some. Extra Time may be needed with this support.

Highlighting: CBT: Not yet available Paper version: Student may highlight text or parts of an item by using pencil or highlighter (locally provided) directly in paper test booklet

Do NOT use highlighter on any paper answer document or answer space, as this may interfere with scoring. Highlighting in a paper test booklet is fine.

Browser Copy and Paste Functions: Windows keystrokes: Ctrl-C (copy), and Ctrl-V (paste); Apple keystrokes: Command-C (copy), and Command-V (paste)

Use of this support requires sufficient manual dexterity and range to hold down two separated keys at the same time. Motor control may be difficult for some.

Scratch Paper: Any size or color plain, lined, graph paper, or raised line graph paper (not otherwise marked) may be used as scratch paper (locally provided). CBT: available Paper version: students are normally expected to do all figuring or other scratch work inside the test booklet.* * The use of additional scratch paper is allowed as needed by the student. Note: all scratch paper must be collected after testing and destroyed

This embedded support may be provided upon request to any student who needs it.

Calculator: Must meet requirements of allowable calculator types as described in the ACT Aspire Calculator Policy. May include accessible formats such as: talking, braille, or large key types if they conform to the Calculator Policy requirements. All calculators are considered basic Embedded Tools and do not need to be documented. Permitted ONLY at grades 6-10.

See Calculator note in Test Coordinator Manual (p. 5).

The full Calculator Policy, including required device specifications is posted at: ACTstudent.org/faq/calculator.html

Extra Time may be needed on the Math test when using specialized accessible format calculators.

\


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Response Supports Procedural Notes

General Note: Students must submit answers for scoring within the platform or delivery format for which they are officially registered. For example, if a student is registered into a CBT format test session then all responses must be returned for purposes of scoring in that CBT platform. This is true even if the student has provided his or her original responses on a separate piece of paper (see feature descriptions below). In such a case the room supervisor or proctor would be expected to transcribe the original paper format response into the CBT response platform, also returning the student’s original paper work with other Un-scored Materials. If the student was officially assigned to a Paper form of the test, then all responses must be submitted for scoring in the official paper answer document, with any original student work that required transcription also returned with the Un-scored Materials.

Respond in Test Booklet: Student may respond directly in test booklet or large print test booklet (i.e. for examinees with low motor control or very low vision) Trained Test Administrator must: 1. Transcribe student response exactly as

provided into official answer document

2. Return all materials per test administration directions.

This support ALSO allows for a student to respond on a separate plain sheet of paper. This is sometimes used with students who have limited motor control but are able to write responses using a very large or other special paper. The separate sheet of paper serves the same function as “Respond in Test Booklet” for these students.

See: Accessibility User’s Guide section titled, After The Test, for information on return of materials. Original student work must be returned in addition to transcription.


Dictate Responses: Examinee dictates response and trained Room Supervisor or Proctor scribes response exactly as dictated by examinee. Includes spoken dictation and use of AAC device to dictate responses without voicing if needed. Word Prediction AAC software may be used. Spelling and Grammar check must otherwise be turned off. Use of this response support requires use of the specific transcribing procedure. See Accessibility User’s Guide for implementation detail.

Specific and detailed procedures are required for use of scribing during the Writing Test.

Scribing in other subject area tests can be implemented by a general procedure.

Both general and specific procedures, and cautionary advice are found in: Appendix B, Procedures for Response Dictation and Scribing the Writing Test, in this guide. Extra Time should be provided with this support. Requires 1:1 individualized administration.

Keyboard or AAC + Local Print: Full physical keyboard response input with local print-out, either via local word processing software or through local AAC device Use of this response support requires use of the specific procedure as per test administration directions. Note: Trained Test Administrator must return original examinee work.

Any Word Processor or AAC device used must have the spelling and grammar check functions turned off. AAC devices that use Word Prediction may be used so long as the student independently selects the appropriate word. Extra Time should be provided with this support

Mark Item for Review: Allows user to mark an item for later review as he or she continues ahead with the test, planning again to return later to work again on those items.

This is an embedded tool available to all upon launch of the CBT form of the test.


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General Test Conditions: Setting & Timing Procedural Notes

Extra Time: Test Administrator/Supervisor specifies extra time, and provides appropriate supervision of the amount of extra time needed. Extra time must be planned in advance for individuals.

In advance of testing a decision must be made regarding how much extra time the specific student in question will need. “ Standard time limits” for Aspire tests are set for each test session using prior performance data with the goal of ensuring that an estimated 90% or more of participating students have enough time to finish within the standard time allowed.

Providing extra time requires that local staff plan in advance to provide for a location, appropriate staff supervision, and test security for those few individual students who will need extra time. Students with the extra time accommodation should be tested either individually or in a grouping with other students who need the same amount of time.

The need for extra time should be expressed in terms of percent of time needed above and beyond standard allowable time (such as 150% x standard time, 200% x standard time; etc.) the student normally needs to complete a classroom assessment. For example, if a student normally receives double the normal testing time, the school would add the appropriate amount of extra time needed, depending on the standard time for the test. If the standard test session is 40 minutes long, the school would multiply 40 minutes x 2 (200%) to obtain 80 minutes as the total session time to be arranged for this student. After determining the actual number of minutes needed, a plan must be put in place to provide appropriate and secure test supervision during this extra time period. In the online PNP, you may select Extra Time in the following increments:

Select One: 150% of standard time 200% of standard time 250% of standard time 300% of standard time 400% of standard time


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Breaks – Unsupervised: Test Administrator Stops and Secures the Session to provide unsupervised breaks, as needed, between securely defined and supervised “mini-sessions”.

CBT: not available / Paper version: available. Use of this mini-session process requires

Test Administrator to follow specific procedure as per test administration directions. Should be used only in exceptional cases. Examinee, upon returning to start a subsequent mini-session may NOT view again any mini-session that has ended even if the mini-sessions are otherwise part of the same full test session. Examinee may only work on one mini-session at a time and no other.

In this carefully controlled support procedure, several “mini-sessions” are created when an entire session of one (Paper form only) content area is blocked off into small chunks, or groups of one or two pages in such a way that the student can ONLY view and work on one of these chunks at a time. That one blocked-off chunk IS the actual mini-session inside the larger session. Each chunk may be secured by clips, staples, or tape. This procedure should only be used in exceptional cases. Mini-sessions are meant to be used with students who have severe medical problems (e.g., seizures, severe diabetic conditions, fatigue/strength/endurance or other medical issues) that allow the student to work in a focused way for only short periods of time. Used in this context, if a mini-session is set up appropriately so that the student can only see the one mini-session in which they are currently working and cannot see any other part of the test, then an overnight break can be securely provided. In this way a student in a weakened medical condition can take a single test session in short bursts, as needed, while keeping the test secure and the experience fair to all. If the total time the student will need when ‘on task’ is more than the standard time allowed then a request for Extra Time will also be needed. The student can return the next day to the next UNOPENED mini-session. He/she may not return to work on any mini-session they have already seen any part of. Prior mini-sessions must again be taped or stapled closed from view. Since student answers are recorded for scoring purposes in the provided answer document, the mini-session test booklet pages can be stapled together and pulled apart only when needed. Once the student leaves that mini-session, those pages must be secured again away from view of the student. Extra Time should be provided with this support. Typically the maximum allowable amount of time (400% of standard time) is requested for this purpose.

Breaks – Supervised: Test Administrator/Supervisor stops the clock (paper) or pauses the test (CBT) to provide short supervised breaks as needed by the examinee.

Extra Time may be needed with this support. Test materials must be properly secured and individual student supervision must be provided through all ‘stop the clock’ breaks. Students may not interact with other students or any academic information or materials during the break.

Special Seating/Grouping: Special or preferential seating or grouping provided by local school/test site.

Recommended small group size is 6 or less, but may be determined by governing educational authority.

Appropriate security and test supervision must be provided in the grouping.


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Location for Movement: Location provided so examinee is able to move, stand, or pace during test in a manner where others’ work cannot be seen and examinee is not distracting to others

No additional comment

Individual Administration: Individual test administration

Extra Time may be needed with this support.

Home Administration: Administration at home for homebound examinee or in a care facility when medically necessary with appropriate supervision by test site or district personnel.

Extra Time should be provided with this support. Secure handling of test materials is required, but we do not require that two staff be present to test the student at home. Test materials must at all times be handled personally by school personnel only, not by parents, a guardian, or by any relative or family friend.

Other Setting: Test administered and supervised in other setting as listed on examinee’s accommodations plan


Audio Environment: Modified acoustic/auditory environment that is locally provided. (i.e. Examinee whisper-phone, classroom FM system, local acoustic enhancements, or noise quieting headphones to screen out auditory distractions)

Students may NOT use personal mobile devices to provide background music. If the school provides a known and controlled form of background music or white noise, this may be used if it does not permit the student to access any other resources during test administration.

Visual Environment:

Modified visual/lighting environment that is locally provided. (i.e. Special room lighting, light box under paper test, or use of study carrel to screen out visual distractions)

General preparation of a classroom to remove academic material from walls and desks is not considered to be a Visual Environment support. Rather, this is considered to be a general test preparation procedure for all students.

Physical/Motor Equipment: Includes locally provided personalized adaptive furniture, balance or positioning equipment to support examinee physical interaction, enhance motor control during testing, and/or reduce fatigue; or other equipment provided locally to provide fine motor interaction support (i.e. large grip pencil, or adaptive keyboard). NOTE: This feature does NOT include Augmented/Assistive Communication (AAC) devices or procedures. This support also does not include motor/physical prompting of any kind.

No additional comment.


37

Remember: Some supports should be bundled together...

Typically, once the needed Presentation, Interaction & Navigation, or Response Supports have been identified, it is usually some form of General Test Condition Support that needs to be bundled with the first support(s) to enable the testing session to work properly and securely.

• Will the student also need Extra Time if this support is used? • Will the student also need an Individual Test Administration if this support is

used? • Will the student also need a Small Group or Special Seating if this support is

used? • Will the student also need specially planned and secured Breaks? • Something else?

Consider the student’s experience of the test. Be careful NOT to overdo it by providing too many supports. This will hurt performance.

Seek just those few personalized supports that work for THIS student.


38

After Each Test Session Document Paper Form Accessibility Supports Actually Used The arrow below points to the location on Page 1 of the Answer Document where the Room Supervisor records, after testing is completed, which accessibility features were actually used by the student during testing in this subject area. (The features that originally were made available are already recorded in the online PNP - but the student may choose to use only a few or perhaps none of the tools made available to them.) Each subject area answer document has a location to record these choices of supports actually used during the session.

The key to the accessibility data codes follows on the next page.


39

G.01 Extra Time G.02 Breaks – Supervised G.03 Breaks – Unsupervised G.04 Special Seating/Grouping G.05 Location for Movement G.06 Individual Administration G.07 Home Administration G.08 Other Setting G.09 Audio Environment G.10 Visual Environment G.11 Physical/Motor Equipment I.01 Answer-Masking I.02 Custom Masking I.03 Highlighting I.04 Abacus

P.01 Word-to-Word Dictionary P.02 English Text + ASL Full Translation P.03 English Text + ASL: Directions Only P.04 Magnifier Tool P.05 Large Print P.06 Line Reader P.07 Low Contrast Colors P.08 Braille Contracted + Tactile Graphics P.09 Tactile Graphics Only P.10 Braille Un-contracted + Tactile

Graphics R.01 Respond in Test Booklet R.02 Dictate Responses R.03 Keyboard or AAC + Local Print

Accessibility Features KEY for Paper Answer Document


40

Transcribing Original Student Responses for Scoring Use of the following Accessibility Response Supports will (or may) result in the student responding in a format that is not the standard (scorable) answer format:

• Use of Magnifier Tool (when locally provided Digital Scanning Enlargement is used) • Respond in Test Booklet (if a separate sheet of paper is used) • Dictate Response/Scribing • Keyboard or AAC + Local Print

Any time a student provides a response in any format other than either a standard paper answer document, or within the standard CBT online response space, the response must be copied (transcribed) exactly as it was originally provided by the student, into one of the standard answer formats, either paper or CBT. This is how it will be submitted for scoring purposes. The original student work will cannot be scored in its original form.

Returning Original Student Work with Transcriptions All student work produced in print, device produced, or handwritten form that has been transcribed for official scoring purposes, must also be returned with the scorable documents.

All original student work being returned in non-scorable format must be returned in the lavender/purple-label envelope with the non-scored materials. The test vendor will keep this material securely for official reference if later needed.


41

End of Main Portion of Accessibility User’s Guide.

Appendices

Follow...

Appendix A

1

Appendix A: Personal Needs Profile (PNP) Worksheet

(Blank format)

Table of Contents Step 1: Describe Available Sensory & Communication Strengths & Barriers…….…2 Step 2: Personal Needs Profile Summary: Reading & Writing……………………………3

Step 2: Personal Needs Profile Summary: Math & Science…………………………..……4

Appendix A

2

Personal Needs Profile (PNP) Worksheet

Step 1: Describe Available Sensory & Communication Strengths & Barriers

Review and consider recent student performance and observational evidence, then complete each column in this chart by choosing and marking the one row (A, B or C) that best describes the skill level of this student for this sensory or communication skill. For each skill column, ONLY ONE row may be selected. Student: _____________________________ Age: _____ Grade: _____ Today’s Date: ____/____/_____

Sensory & Communication

Skills:

Visual Skills

Auditory Skills

Physical or Motor

Skills

First Language

(ELL) Skills

Reading or Other

Language Process

Skills

Attention, Memory or Focus

Skills

A. STRENGTH Recent evidence suggests that this skill set is a strength. MARK THIS BOX if it most accurately describes this student. Otherwise leave blank.

B. NORMAL LIMITS Recent evidence suggests that this skill set is available within normal limits. MARK THIS BOX if it most accurately describes this student. Otherwise leave blank

C. CHALLENGE Recent evidence suggests that this skill set is a challenge. If this is the most accurate description, then DESCRIBE HERE BRIEFLY HOW THIS CHALLENGE CREATES A BARRIER to INDEPENDENT ENGAGEMENT or PERFORMANCE in Reading (ELA), Writing, Math, and/or Science







Appendix A

3

Student Test Experience

Access Point Reading or ELA Writing


Alternate strength: ACT Aspire Feature














Personal Needs Profile Summary: Reading & Writing Step 2: Chart the Personal Needs Profile for Accessibility

For each challenge or barrier identified above, decide if it applies to the specific part of the test experience below.

A. If the challenge applies to this access point in this subject area, then specify the student accessibility need in terms of an observed alternate identified strength or available skill that allows the student to work around and compensate for this challenge or barrier.

B. Then consult the ACT Aspire Accessibility Features List for matching supports or supports consistent with this

purpose.

C. If the challenge does not apply in this instance, then leave the cell blank and look to next cell below it. Blank cells will be assumed to represent standard accessibility needs shared by typical learners for that component.

Appendix A

4

Student Test Experience

Access Point Mathematics Science
















Personal Needs Profile Summary: Math & Science Step 2: Chart the Personal Needs Profile for Accessibility

For each challenge or barrier identified above, decide if it applies to the specific part of the test experience below.

D. If the challenge applies to this access point in this subject area, then specify the student accessibility need in terms of an observed alternate identified strength or available skill that allows the student to work around and compensate for this challenge or barrier.

E. Then consult the ACT Aspire Accessibility Features List for matching supports or supports consistent with this

purpose.

F. If the challenge does not apply in this instance, then leave the cell blank and look to next cell below it. Blank cells will be assumed to represent standard accessibility needs shared by typical learners for that component.

Appendix B

1

Appendix B: Procedures for Response Dictation & Scribing the Writing Test

Table of Contents Who is the Dictate Responses Open Access Support Intended for? ……..……2 “Dictate Responses” Defined……………………………………………………………….….....2 “Scribe” Defined……………………………….………………………………………………………...2 General Procedures.………………………….………………………………………………………..3 Additional Supports Needed with Dictated Responses…………………………3 Multiple Choice or Selected Response Items……………………………………..…3 Constructed Response Items………………………………………………………………..3 Scribing Procedure for the Writing Subject Test………………………………………....3

Dictation Method and Procedure Chart……………………………………………....3 Specific Procedure 1…………………………………………………………………………….4 Specific Procedure 2………………………………………………………………………….…4 Specific Procedure 3………………………………………………………………………….…5 Specific Procedure 4…………………………………………………………………………….5

Acknowledgement………………….…………………………………………………………………..5

Appendix B

2

Procedures for Response Dictation & Scribing the Writing Test 1 Who is the Dictate Responses Open Access Support Intended for? • Students with physical disabilities that impede the motor process of writing, • Students who have a reduced ability to write due to pain, paralysis, loss of function or a loss of

endurance, or who have had a recent injury (such as a broken hand or arm), • Students whose handwriting is indecipherable, resulting in illegible written products (scribbling),

and/or • Students who can write but have a documented disability in the area of written expression that results

in a significant interference with their ability to express their knowledge in writing.

“Dictate Responses” Defined: In ACT Aspire, dictation is the alternate communication produced by a student to create a written English message or to provide a written English response to a question (as in a test situation), when the act of writing by hand or by keyboard is not reasonably possible. In every instance of dictation it is mandatory that the student have total authorship control over both the language conventions used and the substance of the communication. The student must be the sole author of the communication. A designated responsible scribe transfers the student’s communication into the written form (“scribing it”) exactly and precisely as originally communicated by the author. Languages other than English are not permitted. English braille is permitted.

The dictation accommodation allows students with identified need a way to access the ACT Aspire summative assessment through:

• dictation of verbal responses to a human scribe, • dictation to scribe through gesturing, pointing, or eye-gazing to a communication board or other

specific communication target, • dictation of response to a recording device, augmentative/assistive communication device, • dictation through an American or English brailling device with scribe transcription to appropriate

answer space, or • dictation of responses using speech-to-text software (converts dictation into printed text).

“Scribe” Defined: In ACT Aspire a scribe is defined to be an educational staff member that records precisely and exactly what a student dictates either orally, through gesture, pointing or eye-gaze, or through the use of an augmentative and alternative communication (AAC) device. Only a trained Room Supervisor or his/her trained assistant may provide this scribing support. The proper use of the dictation/scribing procedure will not invalidate constructs measured on the ACT Aspire assessments.

The scribe should: • Assist the student in accessing the test and responding to it. • To the extent possible, be familiar with the method of dictation the student typically uses for

instruction and assessments. • Repeat test or task directions to the student as needed. • Produce legible text so that the written portion of the test can be scored.

The scribe may NOT: • Alert the student to mistakes during testing, • Prompt the student in any way that would result in a better response or essay, • Answer student questions about the test material, or • Influence the student’s response in any way.

Appendix B

3

General Procedures (ALL Subject Areas): Additional Supports Needed with Dictation of Responses: • This support must be provided in an individual administration (open access support) to avoid

interruption and maintain test security. • Extra time (accommodation-level support) is recommended needed to complete this process.

For multiple-choice or selected response items, the scribe should confirm the student's response before recording the student’s answer on the paper answer document or within the CBT answer space provided. This must be a consistent action for every item.

For constructed-response items, the scribe should be familiar with the preferred mode of recording the student’s response before the date of the test. For all subject area tests EXCEPT the Writing Test (see separate scribing procedures for the Writing Test below), the student simply provides their response through their normal communication medium for exact transcription by the scribe to record as given. In these subject areas, students are not required to specify exact spelling or punctuation. However, a student using dictation must be given the same opportunity as other students to plan, draft, and revise the constructed response. The scribe’s responsibility is to be both accurate and fair, neither diminishing the fluency of the student’s response nor helping to improve or alter what the student asks to be recorded. This means that the scribe may, if provided specific direction and dictation by the student, scribe an outline or other plan for the student writing. The scribe may not prompt or cue the student to conduct this step, The scribe simply confirms the student response in the same way that multiple choice responses are ‘confirmed’ before recording in final form. The scribe shall write the words of the student exactly as dictated, including all spelling and language conventions indicated, if any, by the student.

Scribing Procedures for the Writing Subject Test Only:

• Cautionary Note: Scribing the Writing Test, specifically, is considered to be “a support of last resort” and should only be used when there is no other option for the student to participate in the writing test. The reason for this caution is that the procedures necessary to produce a valid and meaningful writing test result, are very difficult for both the student and for the proctor alike. Individual administration is required and requires planning for significant extra time, effort and endurance on the part of both proctor and student. Wherever possible, it is preferable for the student to be able to directly produce his or her responses to the writing test either on paper, word processor, or by another writing communication device that better supports student independence. It is common to find that a student with a broken arm or hand actually prefers to type with the non-dominant hand rather than undergo the writing protocol below.

If, after careful consideration, it is decided that this student needs to have the writing test scribed, then the student may dictate her or his response through any of these methods following the procedures specified in the table below and detailed in the next pages:

Dictation Method: Follow Specific Procedures:

• Dictation of verbal responses to a human scribe, or • Dictation to scribe through gesturing, pointing, or

eye-gazing to a communication board or other specific communication target, or

• Dictation to scribe using another augmentative or assistive communication (AAC) device, or

• Production of English brailled response for transliteration to print by scribe

1 and 2

• Dictation of response to an audio recording device 1 and 3

• Dictation of responses using speech-to-text software (translates oral dictation into printed text) 1 and 4

Appendix B

4

Specific Procedures (Writing Test Only): 1. Scribing the Student’s Dictated Constructed Response for the Writing Assessment – Required for All:

a) The student must spell every word in the constructed response the first time it is used. When a

word is used on more than one occasion, the student does not need to spell it again.

b) Homonyms and often-confused words such as "to," "two," and "too," or "there," "their," and "they're," or “than” and “then” should be spelled by the student each time they are used.

2. Student dictates verbal response directly to human scribe or dictates to scribe through transliteration of braille, by gesturing, pointing, or eye-gazing to a communication board or other specific communication target, or by use of another augmentative/assistive communication device.

a) The scribe allows the student to dictate the entire response without interruption. b) The scribe does not prompt the student in any way that would result in a better essay or response. c) The scribe transcribes a draft of the student’s response exactly as dictated without including and

conventions other than spelling. d) The student may not view this written transcription yet. e) The scribe reads the draft to the student without vocal inflection that would indicate punctuation or

alert the student to possible mistakes. f) The scribe asks the student to provide letter-by-letter spelling for each word in the draft of the

written response according to Procedure 1 (above) labeled: Scribing the Student’s Constructed Response for the Writing Assessment.

g) The scribe edits spelling as indicated by the student. h) The student may now view the draft and/or listens to the scribe as the scribe reads the draft of

the response without vocal inflection that would alert the student to mistakes. i) The scribe asks the student to provide any further edits (without suggesting what those edits might

be). j) The scribe edits the final response exactly as indicated by the student and transfers it verbatim onto

the student’s answer document. k) If there is time remaining, the student may confirm that he/she is done with the response or

continue to review and provide edits for the scribe to record as above. l) Once the student is done (or time has ended, whichever occurs first), the scribe returns all drafts

and test materials to test administrator for return to ACT.

The Writing Test scribe must also adhere to one of the following processes (2-4 below), as determined by the dictation methods listed in the table above. This will help maintain the student’s fluency of thought and to allow the student to demonstrate the required knowledge and skills in English-language arts conventions,

Appendix B

5

3. Student dictates response to a recording device

a) The scribe allows the student to dictate the entire response without interruption. b) The scribe does not prompt the student in any way that would result in a better essay or response. c) The scribe transcribes a draft of the student’s recorded response exactly as dictated without

including any conventions other than spelling. d) The student may not view this transcription yet. e) The scribe plays back the audio recording (if applicable) of the student’s response. f) The student provides letter-by-letter spelling for each word in the draft of the written response

according to the Procedure 1 (above) labeled: Scribing the Student’s Constructed Response for the Writing Assessment. The scribe edits spelling as indicated by the student.

g) The student may now view the response recorded (i.e., written transcription) and/or listen to the scribe as the scribe reads the draft of the response without vocal inflection that would alert the student to mistakes.

h) The scribe asks the student to provide any further edits (without suggesting what those edits might be).

i) The scribe edits the final response exactly as indicated by the student and transfers it verbatim onto the student’s answer document.

j) If there is time remaining, the student may confirm that he/she is done with the response or continue to review and provide edits for the scribe to record as above.

k) Once the student is done (or time has ended, whichever occurs first), the scribe returns all drafts and test materials to test administrator for return to ACT.

4. Student dictates responses using speech-to-text software (oral dictation converted into printed text)

a) The scribe allows the student to dictate the entire response without interruption. b) The scribe does not prompt the student in any way that would result in a better essay or response. c) The student may not view the dictated response yet (i.e., written transcription). When using a

speech-to-text converter connected to a visual display (e.g., a computer monitor), the student may not view the display (or a printed version of the display) until the student has completed the edit process as described below.

d) The scribe reads the display or printed version to the student without vocal inflection that would indicate capitalization or punctuation, or alert the student to mistakes.

e) The student then provides letter-by-letter spelling for each word in the response according to Procedure 1 (above), labeled: Scribing the Student’s Constructed Response for the Writing Assessment. The scribe edits spelling exactly as indicated by the student.

f) The student may now view the response recorded (i.e., written transcription) and/or listen to the scribe as the scribe reads the draft of the response without vocal inflection that would alert the student to mistakes.

g) The scribe asks the student to provide any further edits (without suggesting what those edits might be).

h) The scribe edits the final response exactly as indicated by the student and transfers it verbatim onto the student’s answer document.

i) If there is time remaining, the student may confirm that he/she is done with the response or continue to review and provide edits for the scribe to record as above.

j) Once the student is done (or time has ended, whichever occurs first), the scribe returns all drafts and test materials to test administrator for return to ACT.

1 Thanks to the following sources for portions of the material used in this procedure: CAHSEE Scribe Guide - California Department of Education; http://www.cast.org/library/statements/PARCC_Writing/index.html; and ACT Accessibility and Content Development Teams

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CC4QFjAA&url=http%3A%2F%2Fwww.cde.ca.gov%2Fta%2Ftg%2FHs%2Fdocuments%2Fscribguidefeb10.doc&ei=cAiBUtDGDKP0yQHD-YCoAw&usg=AFQjCNFKPcHzwamK6Ecs-YQ86ExjUtwutA&sig2=IAa6PjYgGziu-wInEx178w&bvm=bv.56146854,d.aWc

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CC4QFjAA&url=http%3A%2F%2Fwww.cde.ca.gov%2Fta%2Ftg%2FHs%2Fdocuments%2Fscribguidefeb10.doc&ei=cAiBUtDGDKP0yQHD-YCoAw&usg=AFQjCNFKPcHzwamK6Ecs-YQ86ExjUtwutA&sig2=IAa6PjYgGziu-wInEx178w&bvm=bv.56146854,d.aWc

http://www.cast.org/library/statements/PARCC_Writing/index.html

Appendix C 1

Appendix C: Guidelines for ASL Interpretation

Table of Contents When is ASL signing permitted during ACT Aspire testing? .............................2 Qualifications: Who can deliver local signed test interpretation? ………….…...2 Signing Test Directions ONLY………………………………………………………………….……2

Signing Subject Area Test Items…………………………………………………………………..2 Preparation and Delivery …………………………………………………………………….………..3

Preparation to Sign Test Directions Only……………………………………………..……..3 Delivery of Directions Only………………………………………………………………………...3 Preparation for Signing Test Items………………………………………………………….….3 Delivery of Test Items: ..……………………………………………………………………….……3

Testing Environment and Other Supports Required ………………………….…………4

Appendix C 2

Guidelines for Providing ASL Interpretation The policy described below is the interim procedure that must be followed whenever signed interpretation of any part of the ACT Aspire test is provided. This procedure is designed to maximize the quality of content delivery and the consistency of test administration across students as the fully standardized form of ASL test delivery is not yet available. Fully standardized ASL interpretation is the end goal and is on the development roadmap for this assessment. Please note that as the standardized form of signing comes online in a later version of the new delivery platform, local signing of test items, with the exception of tactile sign, will be ended.

What Content? ASL sign interpretation of test items is permitted for paper-form versions (print or braille) ONLY during the Writing, Mathematics and Science subject area tests. Signing interpretation may not be provided during the CBT test administration, and it may not be provided during any Reading or English subject tests. ASL sign interpretation of Test Directions ONLY may be provided for any content area and any grade.

When is ASL signing permitted during ACT Aspire testing? The guiding educator should first determine if a deaf or hard-of-hearing student should be tested in ASL by the following criteria: a. The student’s primary language should be American Sign Language (ASL). b. The student should have a history where ASL is the dominant language of instruction. c. The student should know how to effectively use an ASL interpreter. d. The student must have a way to respond in English. (She or he may not use sign to respond.)

Who can deliver local signed test interpretation?

• Signing Test Directions ONLY: Local ASL interpretation of Test Directions ONLY may be provided by a single ASL interpreter. This interpreter may be a local educator, employed by the district, who is fluent in sign or it may be a certified ASL interpreter hired for this purpose. The interpreter is expected to partner with the Room Supervisor who is simultaneously reading the directions aloud in English. • Signing Subject Area Test Items It is advised that local ASL interpretation of the Test Items be provided by partners of two. The session should be led by the Room Supervisor, who is ideally an educator with whom the student is familiar, however, ASL interpretation in high stakes assessment situations, must involve at least one well trained and experienced ASL interpreter to provide support for consistency and continuity of interpretation throughout this process. National best practice standards for ASL interpretation indicate that for lengthy interpretation sessions or highly detailed, intensive sessions, two qualified interpreters are advised, who both work with the Room Supervisor. ACT strongly recommends this practice where possible. In all cases, there must be at least one qualified interpreter working in partnership with the Room Supervisor who is directing the session. Student Responses must be provided in English form. It is not allowable for student responses to be interpreted from ASL nor from any other form of sign for the purpose of recording the student answer. Dictation and scribing are permitted only if the English language is used, and if the Dictation of Response is also recorded in the student’s Personal Needs Profile in addition to the ASL support.

It is commonly understood that sign language interpretation conducted under the intense and exacting demands of a standardized testing situation is most appropriately accomplished by two people, not just a single sign interpreter. The following are acceptable ASL test item interpretation partner scenarios. If two sign interpreters are used then both interpreters must sign the security agreement and work together in advance of testing to plan the approach in a manner that is fully consistent with these guidelines.

• Sign Interpreters May NOT include any relative, guardian, or friend of the student.

Appendix C 3

Preparation and Delivery:

The educational agency where test administration is conducted will be responsible for the selection of a qualified ASL Interpreter(s) and must arrange as necessary to cover any expenses incurred in the hiring of these individuals.

• Preparation to Sign Test Directions Only: The interpreter(s) may review the standard paper form test directions two to three days prior to the test in order to plan a signing strategy for delivering the general test directions. Test directions are available online and in the Room Supervisor Manual, Paper and Pencil Testing, ACT Aspire. Interpreters working with students who have deaf-blindness and will be planning and providing tactile sign support should, two to three days prior to the day of testing, review the braille form test directions that are provided with the braille version of the test. This will require locating that form already shipped for the student. • Delivery of Directions Only: The interpreter, in selecting and providing signs, must stay precisely consistent with the meaning of the written general directions that are printed on the student booklet. Student questions regarding directions must be answered in such a way that clarification provided remains within the boundaries of the original general information provided in the written directions. • Preparation for Signing Test Items: Prior to the day of test administration, this may be a few days or up to a week in advance, if the test window and receipt of test materials permits, the interpreter and student should be introduced and allowed time to become familiar with each other. The ASL partners must review the items of the subject area test and securely document a plan for signing these items. Also within this ‘few-day’ period prior to the test, specific item terminology and structure must be reviewed in a secure manner by the interpreter(s) and decisions must be made regarding the interpretation of the terms and sign format of specific items. This will require locating and securely reviewing that test form already shipped for the student. Note: the student may prefer to ask for only certain parts of an item to be interpreted and may not need everything presented in sign. Make this determination as soon as possible before testing. All documented notes created and/or used for the signing plan must be destroyed immediately after the test session. • Delivery of Test Items: Only the actual text or printed values or labels within an item or within an item’s graphics may be signed. Graphic representations may not otherwise be interpreted for any student. ASL signs and their associated facial expressions or body postures must be carefully produced so that the student is never provided any kind of biasing cue or clue to the item. Elaboration or clarification of test items is never permitted. Only the communication of the same information found in the text of the item is permitted. Sign interpretation may only convey the specific content written within the item and no more. In particular, mathematical terms for which the ASL sign creates a picture illustrating the concept must be finger-spelled to avoid giving a visual cue or information that is not provided to other students. The interpreter may repeat interpretations, but they must be done consistently each time. Terms that must be finger-spelled (not given in ASL) include but are not limited to such terms as: parallel lines, perpendicular, perimeter, circumference, or shape names. If, for some students, fingerspelling is not useful, the only allowable alternative to finger-spelling such visually rich mathematical terms would be to simply point to those terms in the test booklet as they come up instead of signing them. Either way, the student must recognize the word –in finger-spelled form, or in print.

Working as partners, one person signs according to the plan notes, as the other partner monitors the delivery. As necessary, one interpreter may relieve the other, but all passage-based item sets must be interpreted by the same person, and any interpreter changes must occur at natural break points in the flow of the assessment, (interpreters must never change within an item or within an item set).

Appendix C 4

Testing Environment and Other Supports Required: ASL interpretation of “test directions only” may be done in a group setting. Interpretation of the “full test including test items” must be done in an individualized test setting. Persons serving in the interpreter role should wear simple plain clothing that does not distract the viewer or interfere with the perception of the intended sign. The interpreter’s hands, facial expression and body posture must be clearly visible to the student. Jewelry can interfere with sign presentation and should not be worn by the sign interpreter. In addition,

a. The interpreter should mouth speak while signing for the student. b. The interpreter’s mouth should not be covered when speaking. c. If the interpreter has a beard or moustache, it should be trimmed so as not to obstruct the

student’s ability to read lips. d. The interpreter must also voice for the partner interpreter what is signed by the student. e. The interpreter should, if needed, remind the student his/her responses must be given in

English.

Room lighting should be non-glaring and sufficient to avoid shadowing that could obscure the signs produced. The position of the sign interpreter should be such that the student has a clear, direct, and close view of the communication. Additional Supports: When a student needs ASL sign interpretation, consider also the likely need for certain additional supports that must be planned for and documented in the Personal Needs Profile and on the Student Answer Document, such as:

• Extended time • Supervised breaks (to switch interpreters during a long or intense test session) • Small Group Administration, or • Individual Administration • Audio Environment (The student should be allowed to utilize any amplification device he/she

typically uses). • Visual Environment (Distractions should be limited)

Appendix D

1

Appendix D: List of Approved Bilingual Word-to-Word Dictionaries

Permitted as appropriate to the student need, only during the following ACT Aspire subject tests: Writing, Mathematics, and/or Science

Acknowledgement:

ACT expresses deep gratitude to the staff of the Massachusetts Department of Elementary and Secondary Education who originally compiled this list in the summer of 2012. Their research effort has served to provide a very informative and important support resource for ELL students. Website updates were provided by ACT, Jan. 2014.

Table of Contents List of Approved Bilingual Word-to-Word Dictionaries........................................2 List of Approved Subject Specific Bilingual Dictionaries and Glossaries.............. 11

Mathematics,................................................................................................. 12 Science ........................................................................................................... 13

Distributors of Bilingual Word-to-Word Dictionaries and Glossaries ………….……..15

Appendix D

2

Who should use the word-to-word form of linguistic support? ACT Aspire approves the following non-electronic bilingual dictionaries and glossaries for use on ACT Aspire writing, mathematics and science tests for students at any grade level who are currently reported as English language learners (ELLs) or have been reported as ELLs in the past, and who are evaluated as able to benefit from the use of this support.

Only those students who can benefit from this support should use it. In general, students who benefit from this type of accessibility support include those who demonstrate an Intermediate level of English language proficiency or above, and have had prior successful experience using this type of linguistic support. ELL students at the Beginning level of English language proficiency are not likely to benefit from the use of these supports. Further, no student should experience a new kind of support for the first time during a testing experience.

Prohibited Dictionaries The use of any dictionary other than those specifically listed below is prohibited on all ACT Aspire tests. The bilingual dictionaries and glossaries listed as “approved” are limited to those that provide word-to-word translations only. Electronic translation devices are not allowed. A list of publishers and distributors appears at the end of this document.

LIST of APPROVED Bilingual Word-to-Word Dictionaries: AFRIKAANS

Afrikaans-English/English-Afrikaans Practical Dictionary, Revised and Expanded Edition, Hippocrene Books, Inc., New York, 2001, 25,000 entries, ISBN-13: 978-0-7818-0846-0 ISBN-10: 0-7818-0846-4

ALBANIAN

Albanian-English/English-Albanian Practical Dictionary Hippocrene Books, Inc. New York, 2006 18,000 entries, ISBN-13: 978-0-7818-0419-6 ISBN-10: 0-7818-0419-1 Albanian-English/English-Albanian Standard Dictionary Hippocrene Books New York, 2004 23,000 entries, ISBN-13: 978-0-7818-0979-5 ISBN-10: 0-7828-0979-7 English-Albanian/Albanian-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2010, 18,000 entries, ISBN-13: 978-0-933146-49-5 ISBN-10: 0-933146-49-3

AMHARIC

Amharic-English/English-Amharic Dictionary, Hippocrene Books, Inc. New York, 1997 27,000 entries, ISBN-13: 978-0-7818-0115-7 ISBN-10: 0-7818-0115-X English-Amharic/Amharic-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2010, 18,000 entries, ISBN-13: 978-0-933146-59-4 ISBN-10: 0-933146-59-0

ARABIC

Arabic-English/English-Arabic Practical Dictionary Hippocrene Books, Inc., New York, 2004 18,000 entries, ISBN-13: 978-0-7818-1045-6 ISBN-10: 0-7818-1045-0 Arabic-English/English-Arabic Romanized Concise Dictionary Hippocrene Books, Inc., New York, 1999 8,000 entries, ISBN-13: 078-0-7810-6862 ISBN-10: 0-7818-0686-0 Arabic-English/English-Arabic Standard Dictionary, Hippocrene Books, Inc. New York, 1995 30,000 entries, ISBN-13: 978-0-7818-0383-1 ISBN-10: 0-7818-0383-7 English-Arabic/Arabic-English Word to Word®Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 18,500 entries, ISBN-13: 978-0-933146-41-9 ISBN-10: 0-933146-41-8 Pocket Arabic Dictionary Arabic-English/English-Arabic Tuttle Publishing, No. Clarendon, VT, 2004 3,000 entries, ISBN-13: 978-0-7946-0183-6 ISBN-10: 0-7946-0183-9

Appendix D

3

ARMENIAN

Armenian-English/English-Armenian Concise Dictionary, Hippocrene Books, Inc. New York, 2008 10,000 entries, ISBN-13: 978-0-7818-0150-8 ISBN-10: 0-7818-0150-8

AZERBAIJANI

Azerbaijani-English/English-Azerbaijani Concise Dictionary, Hippocrene Books, Inc. New York, 1995 8,000 entries, ISBN-13: 978-0-7818-0244-4 ISBN-10: 0-7818-0244-X

BENGALI

Bengali (Bangla)-English/ English-Bengali (Bangla) Practical Dictionary, Hippocrene Books, Inc. New York, 2011 13,000 entries, ISBN-13: 978-0-7818-1270-2 ISBN-10: 0-7818-1270-4 English-Bengali/Bengali-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008 17,500 entries, ISBN-13: 978-0-933146-30-3 ISBN-10: 0-933146-30-2

BOSNIAN

Bosnian-English/English-Bosnian Concise Dictionary, Hippocrene Books, Inc. New York, 1996 8,500 entries, ISBN-13: 978-0-7818-0276-5 ISBN-10: 0-7818-0276-8

BUGOTU

Bugotu-English/English-Bugotu Concise Dictionary, Hippocrene Books, Inc. New York, 1998 4,700 entries, ISBN-13: 978-0-7818-0660-2 ISBN-10: 0-7818-0660-7

BULGARIAN

Bulgarian-English/English-Bulgarian Practical Dictionary, Hippocrene Books, Inc. New York, 1992 8,500 entries, ISBN-13: 978-0-8705-2145-4 ISBN-10: 0-8705-2145-4

BURMESE

Burmese-English/English-Burmese Dictionary, Paiboon Publishing, Inc. Berkeley, CA, 2009 20,000 entries, ISBN-13: 978-1-8875-2158-1 English-Burmese/Burmese-English Word to Word Bilingual® Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2010, 18,000 entries, ISBN-13: 978-0-933146-50-1 ISBN-10: 0-933146-50-7 Pocket Burmese Dictionary Burmese-English/English-Burmese Tuttle Publishing, No. Clarendon, VT, 2008 3,000 entries, ISBN-13: 978-0-7946-0573-5 ISBN-10: 0-7946-0573-7

BYELORUSSIAN

Byelorussian-English/English- Byelorussian Concise Dictionary, Hippocrene Books, Inc., New York, 1991 10,000 entries, ISBN-13: 978-0-8705-2114-0 ISBN-10: 0-8705-2114-4

CAMBODIAN (Khmer)

Cambodian-English/English-Cambodian Standard Dictionary, Hippocrene Books, Inc. New York, 1989 15,000 entries, ISBN-13: 978-0-8705-2818-7 ISBN-10: 0-8705-2818-1 English-Cambodian/Cambodian-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 19,000 entries, ISBN-13: 978-0-933146-40-2 ISBN-10: 0-933149-40-X

CHINESE

A. Simplified Chinese

Chinese-English/English-Chinese Practical Dictionary (Mandarin) Hippocrene Books, Inc., New York, 2009 15,000 entries, ISBN-13: 978-0-7818-1236-8 ISBN-10: 0-7818-1236-4 English-Chinese/Chinese-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2010, 20,000 entries, ISBN-13: 978-0-933146-22-8 ISBN-10: 0-933146-22-1 Pocket Mandarin Chinese Dictionary Chinese-English/English-Chinese Tuttle Publishing, No. Clarendon, VT, 2002 3,000 entries, ISBN-13: 978-0-7946-0043-3 ISBN-10: 0-7946-0043- Tuttle Pocket Chinese Dictionary Chinese-English/English-Chinese Tuttle Publishing, No Clarendon, VT, 2011 15,000 entries, ISBN-13: 978-0-8048-3775-0 ISBN-10: 0-8048-3775-9

Appendix D

4

B. Traditional Chinese

A Practical English-Chinese Pronouncing Dictionary (romanized Mandarin and Cantonese) Tuttle Publishing, No. Clarendon, VT, 1991, 15,000 entries, ISBN-13: 978-0-8048-1877-3 ISBN-10: 0-8048-1877-0

C. Cantonese

Pocket Cantonese Dictionary Cantonese-English/English-Cantonese Tuttle Publishing, No. Clarendon, VT, 2003 3,000 entries, ISBN-13: 978-0-7946-0143-0 ISBN-10: 0-7946-0143-X

CREOLE

Creole-English/English-Creole (Caribbean) Concise Dictionary, Hippocrene Books, Inc., New York, 2007 8,000 entries, ISBN-13: 978-0-7818-0455-4 ISBN-10: 0-7818-0455-8 English-Haitian Creole/Haitian Creole- English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008, 19,000 entries, ISBN-13: 978-0-933146-23-5 ISBN-10: 0-933146-23-X English Haitian Creole/Haitian Creole English Word to Word Dictionary, Educa Vision, Inc., Coconut Creek, FL, 2005 34,000 entries, ISBN-13: 978-1-58432-294-8 ISBN-10: 1-58432-294-2 Haitian Creole-English/English-Haitian Creole Concise Dictionary Hippocrene Books, Inc. New York, 1995 8,000 entries, ISBN-13: 978-0-7818-0275-8 ISBN-10: 0-7818-0275-X

CZECH

Czech-English/English-Czech Concise Dictionary, Hippocrene Books, Inc., New York, 2009 7,500 entries, ISBN-13: 978-0-87052-981-1 ISBN-10: 0-8705-2981-1 Czech-English/English-Czech Practical Dictionary, Hippocrene Books, Inc. New York, 2011 42,000 entries, ISBN-13: 978-0-7818-1107-1 ISBN-10: 0-7818-1107-4

DANISH

Danish-English/English-Danish Practical Dictionary, Hippocrene Books, Inc. New York, 2009 32,000 entries, ISBN-13: 978-0-8705-2823-1 ISBN-10: 0-8705-2823-8

DARI (Afghanistan)

Dari-English/English-Dari Practical Dictionary: 2nd edition, Hippocrene Books, Inc., New York, 2012 30,000 entries, ISBN-13: 978-0-7818-1284-9 ISBN-10: 0-7818-1284-4

DUTCH

Dutch-English/English-Dutch Concise Dictionary Hippocrene Books, Inc., New York, 1990 14,000 entries, ISBN-13: 987-0-8705-2910-8 ISBN-10: 0-8705-2910-2 Dutch-English/English-Dutch Standard Dictionary Hippocrene Books, Inc., New York, 1997 35,000 entries, ISBN-13: 978-0-7818-0541-4 ISBN-10: 0-7818-0541-4

ESTONIAN

Estonian-English/English-Estonian Concise Dictionary Hippocrene Books, Inc. New York, 1992 6,500 entries, ISBN-13: 978-0-8705-2081-5 ISBN-10: 0-8705-2081-4

FARSI/PERSIAN

English-Farsi/Farsi-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 18,500 entries, ISBN-13: 978-0-933146-33-4 ISBN-10: 0-933146-33-7 Farsi-English/English-Farsi (Persian) Concise Dictionary Hippocrene Books, Inc., New York, 2003 8,400 entries, ISBN-13: 978-0-7818-0860-6 ISBN-10: 0-7818-0860-X

FINNISH

Finnish-English/English-Finnish Concise Dictionary Hippocrene Books, Inc. New York, 1990 12,000 entries, ISBN-13: 978-0-8705-2813-2 ISBN-10: 0-8705-2813-0

Appendix D

5

FRENCH

English-French/French-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008 19,000 entries, ISBN-13: 978-0-933146-36-5 ISBN-10: 0-933146-36-1 English-French/French-English Word to Word Dictionary Educa Vision, Inc. Coconut Creek, FL, 2008 27,000 entries, ISBN-13: 978-1-58432-480-5 ISBN-10: 1-58432-480-5 Random House Webster’s Pocket French Dictionary, French-English/English-French, Random House, Inc. New York, 1997, 30,000 entries, ISBN-13: 978-0-375-70156-6 ISBN-10: 0-375-70156-7

GAELIC

See Scottish Gaelic GERMAN

English-German/German-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008 18,000 entries, ISBN-13: 978-0-933146-93-8 ISBN-10: 0-933146-93-0 German-English/English-German Concise Dictionary, Hippocrene Books, Inc. New York, 2003 14,000 entries, ISBN-13: 978-0-7818-0906-1 ISBN-10: 0-7818-0906-1 Random House Webster’s Pocket German Dictionary, 2nd edition, German-English/English-German Random House, Inc., New York, 1998, 40,000 entries, ISBN-13: 978-0-375-70160-3 ISBN-10: 0-375-70160-5 Random House Webster’s German- English/English-German Dictionary, Random House, Inc., New York, 2006 60,000 entries, ISBN-13: 978-0-375-72194-6 ISBN-10: 0-375-72194-0 21st Century German-English/ English-German Dictionary, Dell Publishing, New York, 1996 30,000 entries, ISBN-13: 978-0-440-22089-3 ISBN-10: 0-440-22089-0

GREEK

Greek-English/English-Greek Concise Dictionary, Hippocrene Books, Inc., New York, 2004 16,000 entries, ISBN-13: 978-0-7818-1002-9 ISBN-10: 0-7818-1002-7 The Oxford New Greek Dictionary Greek-English/English-Greek, Oxford University Press, New York, 2008 40,000 entries, ISBN-13: 978-0-425-22243-0 ISBN-10: 0-425-22243-0

GUJARATI

English-Gujarati/Gujarati-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 19,000 entries ISBN-13: 978-0-933146-98-3 ISBN-10: 0-933146-98-1

HAITIAN CREOLE

See Creole HAUSA (Nigeria, Niger)

Hausa-English/English-Hausa Practical Dictionary Hippocrene Books, Inc., New York, 1996 18,000 entries, ISBN-13: 978-0-7818-0426-4 ISBN-10: 0-7818-0426-4

HEBREW

English-Hebrew/Hebrew-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2011 18,000 entries, ISBN-13: 978-0-933146-58-7 ISBN-10: 0-933146-68-2 The New Bantam-Megiddo Hebrew and English Dictionary, Bantam Books, New York, NY, 2009 46,000 entries, ISBN-13: 978-0-5532-6387-9 ISBN-10: 0-553-26387-0

HINDI

English-Hindi/Hindi-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 19,000 entries, ISBN-13: 978-0-933146-31-0 ISBN-10: 0-933146-31-0 Hindi-English/English-Hindi Concise Dictionary, Hippocrene Books, New York, 2010 11,000 entries ISBN-13: 978-0-7818-1167-5 ISBN-10: 0-7818-0470-1

HMONG

English-Hmong/Hmong-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2011 18,000 entries, ISBN-13: 978-0-933146-53-2 ISBN-10: 0-933146-53-1

Appendix D

6

HUNGARIAN

Hungarian-English/English-Hungarian Concise Dictionary, Hippocrene Books, Inc. New York, 2005 7,000 entries, ISBN-13: 978-0-7818-0317-5 ISBN-10: 0-7818-0317-9 Hungarian-English/English-Hungarian Practical Dictionary, Hippocrene Books, Inc. New York, 2005 31,000 entries, ISBN-13: 978-0-7818-1068-5 ISBN-10: 0-7818-1068-X

ICELANDIC

Icelandic-English/English-Icelandic Concise Dictionary, Hippocrene Books, Inc. New York, 1989 10,000 entries, ISBN-13: 978-0-8705-2801-9 ISBN-10: 0-8705-2801-7

INDONESIAN

Modern Indonesian-English/English- Indonesian Practical Dictionary Hippocrene Books, Inc., New York, 2010 20,000 entries, ISBN-13: 978-0-7818-1235-1 ISBN-10: 0-7818-1235-6 Pocket Indonesian Dictionary English-Indonesian/Indonesian-English, Tuttle Publishing, No. Clarendon, VT, 2002 3,000 entries, ISBN-13: 978-0-7946-0042-6 ISBN-10: 0-7946-0042-5

ITALIAN

English-Italian/Italian-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2010 18,500 entries, ISBN-13: 978-0-933146-51-8 ISBN-10: 0-933146-51-5 Random House Webster’s Pocket Italian Dictionary, 2nd edition, Italian-English/English-Italian, Random House, Inc. New York, 1997, 30,000 entries, ISBN-13: 978-0-375-70159-7 ISBN-10: 0-375-70159-1 21st Century Dictionary Italian-English/English-Italian, Dell Publishing, New York, 1996 30,000 entries, ISBN-13: 978-0-4402-2090-9 ISBN-10: 0-4402-2090-4 Zaichelli Super-Mini Italian and English Dictionary, English-Italian/Italian-English, McGraw Hill Companies New York, 1993, ISBN-13: 978-0-8442-8447-7 ISBN-10: 0-8442-8447-5

JAPANESE

English-Japanese/Japanese-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2009 19,500 entries, ISBN-13: 978-0-933146-42-6 ISBN-10: 0-933146-42-6 Japanese-English/English-Japanese Concise Dictionary, Romanized Hippocrene Books, Inc., New York, NY, 1994 8,000 entries, ISBN-13: 978-0-7818-0162-1 ISBN-10: 0-7818-0162-1 Random House Webster’s Pocket Japanese Dictionary, Japanese-English/English-Japanese, Random House, Inc. New York, 1996, 20,000 entries, ISBN-13: 978-0-679-77373-3 ISBN-10: 0-679-77373-8 Tuttle Pocket Japanese Dictionary, Japanese-English/English-Japanese, Tuttle Publishing, No. Clarendon, VT, 2008 15,000 entries, ISBN-13: 978-4-8053-0870-7 ISBN-10: 4-8053-0870-2

KAREN

Sgaw Karen Transliteration Work List, English-Karen Drum Publication Group, http://www.drumpublications.org/download/transwordlist1.pdf You must download and print. Note: You must remove the first two pages

KHMER See Cambodian

KOREAN

English-Korean/Korean-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 20,000 entries, ISBN-13: 978-0-933146-97-6 ISBN-10: 0-933146-97-3 English-Korean/Korean-English Dictionary for Foreigners Hollym Corp., Publishers Elizabeth, NJ, 1991 20,000 entries, ISBN-13: 978-0-9308-7806-1 Korean-English/English-Korean, Practical Dictionary, Hippocrene Books, Inc. New York, 1992 8,500 entries, ISBN-13: 978-0-8705-2092-1 ISBN-10: 0-8705-2092-X Pocket Korean Dictionary Korean-English/English-Korean Tuttle Publishing, No. Clarendon, VT, 2003 3,000 entries, ISBN-13: 978-0-7946-0047-1 ISBN-10: 0-7946-0047-6

KURDISH

English-Kurdish/Kurdish-English Dictionary, Star Publications, New Delhi, India, 2009 7,500 entries, ISBN-13: 978-81-7650-078-4 ISBN-10: 81-7650-078-X

http://www.drumpublications.org/download/transwordlist1.pdf

Appendix D

7

LAO

English-Lao/Lao-English Dictionary, Tuttle Publishing, Inc. No. Clarendon, VT, 2001 20,000 entries, ISBN-13: 978-0-8048-0909-2 ISBN-10: 0-8048-0909-7 English-Lao/Lao-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2011 18,000 entries, ISBN-13: 978-0-933146-54-9 ISBN-10: 0-933146-54-X Lao-English/English-Lao Dictionary, Paiboon Publishing, Inc. Berkeley, CA, 2003 20,000 entries, ISBN-13: 978-1-8875-2127-7 ISBN-10: 1-8875-2127-5

LATVIAN

Latvian-English/English-Latvian, Practical Dictionary, Hippocrene Books, Inc. New York, 1993 16,000 entries ISBN-13: 978-0-7818-0059-4 ISBN-10: 0-7818-0059-5

LITHUANIAN

Lithuanian-English/English-Lithuanian Concise Dictionary, Hippocrene Books, Inc. New York, 1993 8,000 entries, ISBN-13: 978-0-7818-0151-5 ISBN-10: 0-7818-0151-6

MĀORI

The Raupo Concise Māori Dictionary, Māori-English/English-Māori, Raupo Publishing (NZ) Ltd. Publishing, Auckland, New Zealand, 2012, 20,000 entries, ISBN-13: 978-0-143567-92-9 ISBN-10: 0-1435-6792-6

MALAY

Pocket Malay Dictionary, Malay-English/English-Malay, Tuttle Publishing, No. Clarendon, VT, 2002 3,000 entries, ISBN-13: 978-0-7946-0057-0 ISBN-10: 0-7946-0057-3

MANDARIN

See Chinese MELANESIAN/MELANESIAN PIDGIN

Neo-Melanesian (Guinea Pidgin)-English Concise Dictionary, Hippocrene Books, Inc., New York, 1998 1,900 entries, ISBN-13: 978-0-7818-0656-5 ISBN-10: 0-7818-0656-9

NAHUATL (Mexico)

Nahuatl (Aztec)-English/English- Nahuatl (Aztec) Concise Dictionary, Hippocrene Books, Inc., New York, 2004 9,500 entries, ISBN-13: 978-0-7818-1011-1 ISBN-10: 0-7818-1011-6

NEPALI

A Concise English-Nepali/Nepali- English Dictionary, Gyan Jyoti Kendra, Chichester, NH, 2009 15,000 entries, ISBN-13: 978-0-615-22052-9 A Shorter English-Nepali Dictionary, Asian Educational Services, New Deli, India, 1991 ISBN-10: 81-206-0304-4

NORWEGIAN

Norwegian-English/English-Norwegian Concise Dictionary, Hippocrene Books, Inc. New York, 1990 10,000 entries, ISBN-13: 978-0-7818-0199-7 ISBN-10: 0-7818-0199-0 Norwegian-English/English-Norwegian Practical Dictionary, Hippocrene Books, Inc. New York, 2011 50,000 entries, ISBN-13: 978-0-7818-1106-4 ISBN-10: 0-7818-1106-6

PASHTO

English-Pashto/Pashto-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 17,500 entries, ISBN-13: 978-0-933146-34-1 ISBN-10: 0-933146-34-5

PERSIAN

See Farsi PILIPINO

See Tagalog/Pilipino

Appendix D

8

POLISH

English-Polish/Polish-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2009 19,000 entries, ISBN-13: 978-0-933146-64-8 ISBN-10: 0-933146-64-7 Polish-English/English-Polish Dictionary (American English Edition), Hippocrene Books, Inc., New York, 2009 30,000 entries, ISBN 13: 978-0-7818-1237-5 ISBN 10: 0-7818-1237-2 Polish-English/English-Polish Concise Dictionary with Complete Phonetics, Hippocrene Books, Inc., New York, 1993 8,000 entries, ISBN-13: 978-0-7818-0133-1 ISBN-10: 0-7818-0133-8 Polish-English/English-Polish Practical Dictionary Hippocrene Books, Inc., New York, 1993 8,000 entries, ISBN-13: 978-0-7818-0085-3 ISBN-10: 0-7818-0085-4

PORTUGUESE

English-Portuguese/Portuguese-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 19,000 entries, ISBN-13: 978-0-933146-94-5 ISBN-10: 0-933146-94-9 English-Portuguese/Portuguese-English Word to Word Dictionary, Educa Vision, Inc. Coconut Creek, FL, 2007 30,000 entries, ISBN-13: 978-1-58432-417-1 ISBN-10: 1-58432-417-1 Portuguese-English/English-Portuguese Practical Dictionary, Hippocrene Books, Inc. New York, 1991 30,000 entries, ISBN-13: 978-0-8705-2980-1 ISBN-10: 0-8705-2980-3 Random House Webster’s Pocket Portuguese Dictionary, Portuguese-English/English-Portuguese, Random House, Inc. New York, 1991, 38,000 entries, ISBN-13: 978-0-679-40060-8 ISBN-10: 0-679-40060-8

PUNJABI (India, Pakistan)

English-Punjabi/Punjabi-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008 19,000 entries, ISBN-13: 978-0-933146-32-7 ISBN-10: 0-933146-32-9 Punjabi-English/English-Punjabi Dictionary, Hippocrene Books, Inc. New York, 2002 25,000 entries, ISBN-13: 978-0-7818-0940-5 ISBN-10: 0-7818-0940-1

ROMANIAN

English-Romanian/Romanian-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 18,500 entries, ISBN-13: 978-0-933146-91-4 ISBN-10: 0-933146-91-4 Romanian-English/English-Romanian Practical Dictionary, Hippocrene Books, Inc. New York, 2010 30,000 entries, ISBN-13: 978-0-78181-2245 ISBN-10: 0-7818-1224-X Romanian-English/English-Romanian Standard Dictionary, Hippocrene Books, Inc. New York, 1996 18,000 entries, ISBN-13: 978-0-7818-0444-8 ISBN-10: 0-7818-0444-2

RUSSIAN

English-Russian/Russian-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 18,500 entries, ISBN-13: 978-0-933146-92-1 ISBN-10: 0-933146-92-2 Russian-English/English-Russian Concise Dictionary, Hippocrene Books, Inc. New York, 1993 13,000 entries, ISBN-13: 978-0-7818-0132-4 ISBN-10: 0-7818-0132-X Russian-English/English-Russian Practical Dictionary, Hippocrene Books, Inc. New York, 2011 ISBN-13: 978-0-7818-1243-6 ISBN-10: 0-7818-1243-7

SCOTS

Scots-English/English-Scots Practical Dictionary, Hippocrene Books, Inc., New York, 1999 20,000 entries, ISBN-13: 978-0-7818-0779-1 ISBN-10: 0-7818-0779-4

SCOTTISH GAELIC

Scottish Gaelic-English/English-Scottish Gaelic Dictionary, Hippocrene Books, Inc. New York, 1994 8,500 entries, ISBN-13: 978-0-7818-0316-8 ISBN-10: 0-7818-0316-0

SERBIAN

Serbian-English/English-Serbian Concise Dictionary, Hippocrene Books, Inc. New York, 1997 7,500 entries, ISBN-13: 978-0-7818-0556-8 ISBN-10: 0-7818-0556-2

Appendix D

9

SLOVAK

Slovak-English/English-Slovak Concise Dictionary, Hippocrene Books New York, 1992 7,500 entries, ISBN-13: 978-0-87052-115-7 ISBN-10: 0-8705-2115-2

SOMALI

English-Somali/Somali-English Word to Word Bilingual® Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2010 17,500 entries, ISBN-13: 978-0-933146-52-5 ISBN-10: 0-933146-52-3

SPANISH

Collins COBUILD English/Español Glossary English-Spanish/Spanish-English, Heinle, Cengage Learning Harper Collins Publishers Boston, MA, 2009, 30,000 entries, ISBN-13: 978-1-4240-1964-9 ISBN-10: 1-4240-1964-8 English-Spanish/Spanish-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2010 22,000 entries, ISBN-13: 978-0-933146-99-0 ISBN-10: 0-933146-99-X English-Spanish/Spanish-English Word to Word Dictionary, Educa Vision, Inc. Coconut Creek, FL, 2008 27,000 entries, ISBN-13: 978-1-58432-484-3 ISBN-10: 1-58432-484-8 Random House Webster’s Handy Spanish Dictionary, Spanish-English/English-Spanish, Random House, Inc. New York, 1999, 50,000 entries. ISBN-13: 978-0-375-70701-8 ISBN-10: 0-375-70701-8 The American Heritage Pocket Spanish Dictionary, Houghton Mifflin Harcourt, Boston and New York, 2001 40,000 entries, ISBN-13: 978-0-618-13216-4 ISBN-10: 0-618-13216-3 The Penguin Pocket Spanish Dictionary Spanish-English/English-Spanish Penguin Group (USA), Inc., New York, 2005 38,000 entries, ISBN-13: 978-0-1410-2045-7 ISBN-10: 0-141-02045-8 21st Century Spanish-English/ English-Spanish Dictionary, Dell Publishing, New York, 1996 30,000 entries, ISBN-13: 978-0-440-22087-9 ISBN-10: 0-440-22087-4 Word-for-Word English- Spanish/Spanish-English Dictionary, HarperCollins Publishers, New York, 2009 30,000 entries, ISBN 13: 978-0-06-177437-9 World Wide Spanish English Dictionary, Velázquez Press, El Monte, CA, 2009 85,000 entries, ISBN-13: 978-1-59495-001-8 ISBN-10: 1-59495-001-6

SWAHILI

English-Swahili/Swahili-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2009 16,000 entries, ISBN-13: 978-0-933146-55-6 ISBN-10: 0-933146-55-8 Swahili-English/English-Swahili Practical Dictionary, Hippocrene Books, Inc. New York, 2000 35,000 entries, ISBN-13: 978-0-7818-0480-9 ISBN-10: 0-7818-0480-6

TAGALOG/PILIPINO

English-Tagalog/Tagalog-English Word to Word® Bilingual Dictionary Bilingual Dictionaries, Inc., Murrieta, CA, 2008 17,500 entries, ISBN-13: 978-0-933146-37-2 ISBN-10: 0-933146-37-X Pocket Tagalog Dictionary Tagalog-English/English-Tagalog, Tuttle Publishing, No. Clarendon, VT, 2005 3,000 entries, ISBN-13: 978-0-7946-0345-8 ISBN-10: 0-7946-0345-9 Pilipino-English/English-Pilipino Concise Dictionary, Hippocrene Books, Inc. New York, 1989 5,000 entries, ISBN-13: 978-0-8705-2491-2 ISBN-10: 0-8705-2491-7 Tagalog-English/English-Tagalog (Pilipino) Standard Dictionary, Hippocrene Books, Inc., New York, 2002 20,000 entries, ISBN-13: 978-0-7818-0960-3 ISBN-10: 0-7818-0960-6

THAI

English-Thai/Thai-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 18,500 entries, ISBN-13: 978-0-933146-35-8 ISBN-10: 0-933146-35-3 Pocket Thai Dictionary Thai-English/English-Thai, Tuttle Publishing, No. Clarendon, VT, 2002 3,000 entries, ISBN-13: 978-0-7946-0045-7 ISBN-10: 0-7946-0045-X Thai-English/English-Thai Dictionary, Paiboon Publishing, Inc. Berkeley, CA, 2002 28,000 entries, ISBN-13: 978-1-8875-2114-7 ISBN-10: 1-8875-2114-3 Thai-English/English-Thai Dictionary, Paiboon Publishing, Inc. Berkeley, CA, 2009 28,000 entries, ISBN-13: 978-1-8875-2132-1 ISBN-10: 1-8875-2132-1

Appendix D

10

TIBETAN

Students English-Tibetan Colloquial Dictionary, D.K. Printworld, 2011 11,000 entries, ISBN-13: 978-8124-60160-0 ISBN-10: 81-246-0160-7

TURKISH

English-Turkish/Turkish-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008 18,000 entries, SBN-13: 978-0-933146-95-2 ISBN-10: 0-933146-95-7

TWI (Ghana)

Twi-English/English-Twi Concise Dictionary, Hippocrene Books, Inc. New York, 1998 8,000 entries, ISBN-13: 978-0-7818-0264-2 ISBN-10: 0-7818-0264-4

UKRAINIAN

English-Ukrainian/Ukrainian-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 18,000 entries, ISBN-13: 978-0-933146-25-9 ISBN-10: 0-933146-25-6 Ukrainian-English/English-Ukrainian Practical Dictionary, Hippocrene Books, Inc. New York, 1991 10,000 entries, ISBN-13: 978-0-7818-0306-9 ISBN-10: 0-7818-0306-3

URDU

English-Urdu/Urdu-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc. Murrieta, CA, 2008 18,500 entries, ISBN-13: 978-0-933146-39-6 ISBN-10: 0-933146-39-6

UZBEK (Uzbekistan, Central Asia)

Uzbek-English/English-Uzbek Concise Dictionary, Hippocrene Books, Inc., New York, 1994 8,000 entries, ISBN-13: 978-0-7818-0165-2 ISBN-10: 0-7818-0165-6

VIETNAMESE

English-Vietnamese/Vietnamese-English Word to Word® Bilingual Dictionary, Bilingual Dictionaries, Inc., Murrieta, CA, 2008, 9,000 entries, ISBN-13: 978-0-933146-96-9 ISBN-10: 0-933146-96-5 Pocket Vietnamese Dictionary Vietnamese-English/English-Vietnamese, Tuttle Publishing, No. Clarendon, VT, 2003 3,000 entries, ISBN-13: 978-0-7946-0044-0 ISBN-10: 0-7946-0044-1

Tuttle Pocket Vietnamese Dictionary Vietnamese-English/English-Vietnamese, Tuttle Publishing, No. Clarendon, VT, 2008, 26,000 entries, ISBN-13: 978-0-8048-3777-4 ISBN-10: 0-8048-3777-5 Vietnamese-English/English-Vietnamese Practical Dictionary, Hippocrene Books, Inc. New York, 2010 ISBN-13: 978-0-7818-1244-3 ISBN-10: 0-7818-1244-5 Vietnamese-English/English-Vietnamese Standard Dictionary, Hippocrene Books, Inc. New York, 1991 23,000 entries, ISBN-13: 978-0-8705-2924-5 ISBN-10: 0-8705-2924-2

YIDDISH

Yiddish-English/English-Yiddish Practical Dictionary Expanded Edition, Hippocrene Books, Inc. New York, 1992 4,000 entries, ISBN-13: 978-0-7818-0439-4 ISBN-10: 0-7818-0439-6 English-Yiddish/Yiddish-English Dictionary, Israel Book Shop, Brookline, MA, 2008 # of entries not available, ISBN-10: 0-9202-4310-X

YORUBA

Yoruba-English/English-Yoruba Modern Practical Dictionary, Hippocrene Books, Inc., New York, 2004 26,000 entries, ISBN-13: 978-0-7818-0978-8 ISBN-10: 0-7818-0978-9

ZAPOTEC (Mexico)

Zapotec-English/English-Zapotec Concise Dictionary, Hippocrene Books, Inc. New York, 2003 5,000 entries, ISBN-13: 978-0-7818-1010-4 ISBN-10: 0-7818-1010-8

ZULU

Zulu-English/English-Zulu Dictionary, Scholar’s, Hippocrene, Books, Inc., New York, 2004 25,000 entries, ISBN-13: 978-0-7818-0255-1 ISBN-10: 0-7818-0255-5

Appendix D

11

Bilingual Dictionaries and Glossaries for the Subject Areas

Mathematics, Science, and Social Studies

English-Arabic/Arabic-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies),Bilingual Dictionaries, Inc. Murrieta, California, 2012, 31,000 entries, ISBN-13: 978-0-933146-56-3 ISBN-10: 0-933146-56-6

English-Chinese/Chinese-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies) Bilingual Dictionaries, Inc. Murrieta, CA, 2012, 31,000 entries, ISBN-13: 978-0-933146-57-0 ISBN-10: 0-933146-57-4

English-French/French-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies) Bilingual Dictionaries, Inc. Murrieta, CA, 2012, 30,000 entries, ISBN-13: 978-0-933146-69-3 ISBN-10: 0933146-69-8

English-Haitian Creole/Haitian Creole-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies) Bilingual Dictionaries, Inc. Murrieta, MA, 2012, 30,000 entries, ISBN-13: 978-0-933146-70-9 ISBN-10: 0-933146-70-1

English-Spanish/Spanish-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies) Bilingual Dictionaries, Inc. Murrieta, CA, 2011, 31,000 entries, ISBN-13: 978-0-933146-72-3 ISBN-10: 0-933146-72-8

English-Vietnamese/Vietnamese-English Word to Word® with Subject Vocabulary (Math, Science, Social Studies) Bilingual Dictionaries, Inc. Murrieta, CA, 2012, 30,000 entries ISBN-13: 978-0-933146-68-6 ISBN-10: 0-933146-68-X

Appendix D

12

Mathematics Velázquez Spanish and English Glossary for the MATHEMATICS Classroom Velázquez Press, El Monte, CA, 2011, 10,000 Entries, ISBN-13: 978-1-594950-17-9 ISBN-10: 1-59495-017-2 Elementary Level Math Glossaries (Grades 3–5), Albanian, Arabic, Bengali, Burmese, Chinese Traditional, Chinese Simplified, Haitian- Creole, Hindi, Japanese, Korean, Punjabi, Romanian, Russian, Spanish, Tibetan, Ukrainian, Urdu, and Vietnamese: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Word to Word Academic Vocabulary Sheet – MATH Grades 3–5 Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Gujarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Velázquez Press, El Monte, CA, 2011, 300 entries Middle School Level Mathematics as a Second Language Terms Handbook (Spanish) – Grades 5–12, COMAP, Inc. Bedford, MA, 2008, 307 entries, ISBN-13: 978-1-933223-12-4 ISBN-10: 0-912843-77-2 Math Glossaries (Grades 6–8) Albanian, Arabic, Bengali, Burmese, Chinese Traditional, Chinese Simplified, Haitian Creole, Hindi, Japanese, Karen, Korean, Punjabi, Romanian, Russian, Spanish, Tibetan, Ukrainian, Urdu, Vietnamese: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Word to Word Academic Vocabulary Sheet – MATH Grades 6–8, Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Guajarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Valázquez Press, El Monte, CA, 2011, 300 entries High School Level Math A and B Glossaries Arabic, Bengali, Burmese, Chinese Simplified, Chinese Traditional, Haitian Creole, Korean, Polish, Russian, Spanish, and Vietnamese: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Word to Word Academic Vocabulary Sheet – MATH Grades 9–12 Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Gujarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Valázquez Press, El Monte, CA, 2011, 300 entries

http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm



Appendix D

13

Science Velázquez Spanish and English Glossary for the SCIENCE Classroom (grades 3–12), Velázquez Press, El Monte, CA, 2011, 15,000 entries, ISBN-13: 978-1-594950-10-0 ISBN-10: 1-59495-010-5 Elementary Level Science Glossaries (Grades 3–5) Arabic, Bengali, Chinese Traditional, Chinese Simplified, Haitian Creole, Hindi, Japanese, Korean, Punjabi, Russian, Spanish, Urdu, and Vietnamese http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Word to Word Academic Vocabulary Sheet – SCIENCE Grades 3–5 Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Gujarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Valázquez Press, El Monte, CA, 2011, 300 entries

Intermediate Level Science Glossaries (Grades 6–8) Arabic, Bengali, Chinese Traditional, Chinese Simplified, Haitian Creole, Hindi, Japanese, Karen, Korean, Punjabi, Russian, Spanish, Urdu, and Vietnamese: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Word to Word Academic Vocabulary Sheet – SCIENCE Grades 6–8 Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Gujarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Velázquez Press, El Monte, CA, 2011, 300 entries High School Level High School Science Glossary English-Burmese http://steinhardt.nyu.edu/scmsAdmin/uploads/005/145/HS%20GENERAL_SCIENCE_B URMESE.pdf Word to Word Academic Vocabulary Sheet – SCIENCE Grades 9–12 Albanian, Arabic, Burmese, Chinese Traditional, Chinese Simplified, French, Gujarati, Haitian Creole, Japanese, Khmer/Cambodian, Korean, Lao/Laotian, Persian, Polish, Portuguese, Punjabi, Russian, Spanish, Tagalog, Thai, Ukrainian, Urdu, and Vietnamese: Velázquez Press, El Monte, CA, 2011, 300 entries



http://steinhardt.nyu.edu/scmsAdmin/uploads/005/145/HS%20GENERAL_SCIENCE_BURMESE.pdf

http://steinhardt.nyu.edu/scmsAdmin/uploads/005/145/HS%20GENERAL_SCIENCE_BURMESE.pdf

Appendix D

14

Biology Living Environment Glossary Arabic, Bosnian, Chinese Simplified, Russian, and Spanish: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm

Chemistry High School Level Chemistry Glossary Bengali, Chinese Traditional, Haitian Creole, Korean, Polish, Russian, and Spanish: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Chinese Simplified: http://steinhardt.nyu.edu/metrocenter/center/technical_assistance/program/language_rbern/resources/glossary

Physics High School Level Physics Glossary Chinese Traditional and Spanish: http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Chinese Simplified: http://steinhardt.nyu.edu/metrocenter/center/technical_assistance/program/language_rbern/resources/glossary



http://steinhardt.nyu.edu/metrocenter/center/technical_assistance/program/language_rbern/resources/glossary





Appendix D

15

Distributors of Bilingual Word-to-Word Dictionaries and Glossaries Barnes and Noble www.barnesandnoble.com Bilingual Dictionaries, Inc. P.O. Box 1154, Murrieta, CA 92564 Phone: 951-296-2445, Fax: 951-461-9911 [email protected] www.bilingualdictionaries.com COMAP, Inc., 175 Middlesex Turnpike, Suite 3B Bedford, MA 01730 Phone: 781-862-7878, Fax: 781-863-1202 [email protected] www.comap.com/product/?idx=984 Educa Vision, 7550 NW 47th Ave. Coconut Creek, FL 33073 Phone: 954-968-7433, Fax: 954-970-0330 [email protected] www.educavision.com Harvard Cooperative Society, (The Harvard Coop), 1400 Massachusetts Avenue, Cambridge, MA 02138, Phone: 617-499-2000, Fax: 617-499-2013 [email protected] Heinle, Customer Service, PO Box 6904, Florence, KY 41022-6904 Phone: 800-354-9706, Fax: 800-487-8488 ecatalog.cengage.com Hippocrene Books, Inc., 171 Madison Avenue, Suite 1602, New York, NY 10016 Phone: 718-454-2366 Fax: 718-454-1391 www.hippocrenebooks.com Nepali Dictionary Project, Gyan Jyoti Kendra, 49 Lane Road Chichester, NH 03258 [email protected] www.gyanjyotikendra.org New York State Education Department, Office of Bilingual Education and Foreign Language Studies http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm Paiboon Publishing, Inc., 1442A Walnut Street #256, Berkeley, CA 94709 Phone: 1-800-837-2979, Fax: 1-866-800-1840 [email protected] www.paiboonpublishing.com Schoenhof’s Foreign Books, 76A Mount Auburn Street, Cambridge, MA 02138 Phone: 617-547-8855, Fax: 617-547-8551 Tuttle Publishing, 364 Innovation Drive, North Clarendon, VT 05759 Phone: 800-526-2778, Fax: 800-329-8885 [email protected] Velázquez Press, 9682 Telstar Ave., Suite 110, El Monte, CA 91731 Phone: 626-448-3448, Fax: 626-602-3817 [email protected] Amazon www.amazon

http://www.barnesandnoble.com/



http://www.bilingualdictionaries.com/






http://ecatalog.cengage.com/

http://www.hippocrenebooks.com/






http://www.paiboonpublishing.com/



Appendix E

1

Appendix E: Procedures for Local Delivery of Read-Aloud Support

Table of Contents General Guidelines for Local Delivery of Read-Aloud Support....... .2 General Procedures for Readers………………………………………………..….3 Specific Procedures for Reading the Writing Prompt............................. 4 Specific Procedures for Reading the Mathematics Test......................... 5 Specific Procedures for Reading the Science Test ................................. 7 Group vs. Individual Test Administration……………………………………..9

Appendix E

2

General Guidelines for Local Delivery of Read-Aloud Support

For accessibility purposes, a human reader (referred to as a “reader” within this document) may be allowed to assist test takers with visual or print disabilities in navigating through the test while providing decoding support for the printed text. The read-aloud support is appropriate because it does not compromise the assessment of math, science or writing skills being tested. Oral reading of test items for Writing, Mathematics, and Science is permissible. Oral reading of English and Reading items is not allowed.

When read-aloud support is locally provided, it must be delivered by a trained educational staff member and may not be delivered by anyone who is a parent, guardian, other relative or a friend of the student. The read-aloud accommodation must be provided in the English Language. This support is not a substitute for the student interacting with the text; rather, it is simply a means of facilitating his or her access to the test. The read-aloud accommodation provides support only for decoding of text (word identification), and for navigation through the text. The read-aloud accommodation does not assist the reader to comprehend any decoded words. Prior to administration, the educator should ensure that a student is familiar with the linear narrative delivery method used by a reader. All test items must be read exactly as they are printed in the Student Test Booklet. The student must be instructed to follow along in his or her test booklet as the reader reads the text aloud. The test taker may ask for any portion of the math, science, or writing test to be reread as often as necessary within the time allowed for that test. Each time a reread is requested, the reader must read the requested portion of the text (i.e., test passages, and/or test questions or labels within graphics) exactly as they are presented, with no explanation, no paraphrasing, and no additional information provided to the student through the reading.

All ACT Aspire test questions rely on the student being able to comprehend and respond to the test materials exactly as written. Any additional information, explanation, or translation could affect what the tests are designed to measure and are therefore not allowed.

The procedures in this document are focused upon the reading of material within the test, (after the test directions have already been read). For specific additional information regarding the read-aloud of test directions, see:

• Page 26 in the main body of this Accessibility User’s Guide, titled: Reading Test Directions Aloud to Students.

And see:

• Pages 11-24 of the Room Supervisor Manual, Paper-and-Pencil Testing; or • Pages 13-25 of the Room Supervisor Manual, Online Testing.

Appendix E

3

General Procedures for Readers

Readers should understand the procedures and follow the procedures in order to maintain test integrity.

You (the supporting educational staff member) should review the test format and subject matter prior to test administration. The test taker may require all or portions of the test to be read aloud. The test taker depends on the reader to read the test questions accurately, pronounce words correctly, and speak in a clear voice throughout the test.

Your task is to read the test passages, test questions, answer choices, and text in the

graphics. Do not try to solve problems or determine the correct answer as you read test questions because this may result in an unconscious pause or change in inflection that could be misleading or disconcerting to the test taker. The expression on your face should remain neutral. Do not look at the test taker or smile or frown to indicate approval or disapproval.

Read at a normal pace.

Pause after reading the question number, and before reading the question itself. Read each question as clearly and consistently as possible. Give special emphasis to words

printed in boldface, italics, or capitals, or words that are underlined and tell the test taker that the words are printed that way. Do not give your own emphasis to words not emphasized in print.

It is permissible to read any text and numbers presented in graphs, tables, or charts. If

necessary, orient the student to the graph or table before reading content (for orienting details, see graph and table information below). It is not permissible to describe or interpret information contained in the graph or table in any way.

Be familiar with the specific words, terms, symbols, and signs of the test contents. If you

find an unfamiliar word or one that you are not sure how to pronounce, advise the test taker of your uncertainty about the word and spell it.

When reading a word that is pronounced like another word with a different spelling,(if

there can be any doubt about which word is intended), spell the word after you have pronounced it.

Spell any words requested by the test taker. Pronounce acronyms as words whenever possible (NASA) and then continue by voicing

the initial letters (N-A-S-A, N-E-A, U-N).

Do not get into conversation about the test questions, but respond to the test taker's questions by repeating the questions, words, or instructions as needed.

Appendix E

4

When reading passages, pay attention to all punctuation marks. Read the passage through once so that the test taker can grasp the content of the passage. Some test takers may then ask for the passage to be read through a second time with punctuation marks indicated. When this request is made or if required by the item, indicate all punctuation found within those lines.

Special Considerations for Multiple-Choice Tests

• When reading a numbered item, say “Question x” before each item.

• If the item is a multiple-choice item, say “choice” and the letter before each option.

• Be particularly careful to equally stress each response option and read all of them before waiting for a response. The test taker will record the answer.

• If the test taker chooses an answer before you have read all the answer choices, ask if you

should read the other response options.

• Allow the test taker to pause before responding. However, if the test taker pauses for a considerable time following your reading of the answer choices, say: "Do you want me to read the question again ... or any part of it?" In rereading questions, be careful to avoid any special emphasis on words not emphasized in the printed copy by boldface, italics, or capitals, or words that are underlined.

_____________________________________________________________________

Specific Procedures for Reading the Writing Test

Read the writing prompt as clearly and consistently as possible. Give special emphasis to words printed in boldface, italics, capitals, or words that are underlined and tell the test taker that the words are printed that way. Do not give your own emphasis to words not emphasized in print.

You may repeat portions of the writing prompt, as requested.

Pay attention to all punctuation marks while reading the writing prompt. Read the passage through once so that the test taker can grasp the content of the passage. Some test takers may then ask for the passage to be read through a second time with punctuation marks indicated. When this request is made or if required by the item, indicate all punctuation found within those lines.

Appendix E

5

Specific Procedures for Reading the Mathematics Test

It is permissible to read any text and numbers presented in graphs or tables. If necessary, orient the student to the graph or table before reading content (for orienting details, see graph and table information below). It is not permissible to describe or interpret information contained in the table, chart, or graph in any way.

Graphs

Read the graph title first. Read only the values on the x and y axes and not the contents. Read the horizontal axis first, from left to right and then read the vertical axis, from bottom up.

Tables

1. Read the table title and indicate how many columns and how many rows are in the table.

2. Then read the column headings, from left to right, 3. Then read the contents of each row, from left to right.

Use the table below for examples of reading mathematical symbols, numbers, formulas and abbreviations. Description Example Read as: Abbreviations km, cm, ft., µg kilometer, centimeter, feet

(foot), microgram Dashes 3 - 9 three through nine Date February 6, 1987 February sixth, nineteen eighty

seven Ellipses 2, 4, 6, … two, four, six, pause, dot, dot,

dot Operations with boxes or shapes

∆ + 3 = 8 Triangle plus three equals eight

Parenthesis ( 3 x 7 ) open parenthesis, three times seven, closed parenthesis

Decimal Points 0.00897 Zero point zero, zero, eight, nine, seven

Fractions* ½ , ¾ , 20/35, 1/12 One half, three fourths, twenty over thirty five, one over twelve

Large whole numbers 12,356 Twelve thousand, three hundred, fifty six

Exponents 82,43,64,3−4, 2−1/2 eight squared, four cubed, six to the fourth power, three to the negative fourth power, two to the negative one half power

Appendix E

6

Roots √8, 5√8 the square root of eight, five times the square root of eight

Symbols °F degrees Fahrenheit °C degrees Celsius + plus - minus = equals > is greater than < is less than ≥ is greater than or equal to ≤ is less than or equal to ≈ is approximately equal to |5|

the absolute value of five

# number % percent / or x times ● times ∠ angle 𝜋 pi -7 negative seven $4.89 four dollars and eighty nine

cents

* Fraction reading rule: As shown by the examples provided above, read common fractions by presenting the numerator as the number it represents and the denominator as the ordinal number using two words for the whole presentation. This rule applies to fractions that have a numerator that is less than or equal to 19, or a denominator less than or equal to 10. Improper fractions should always be read in the format of “X over Y.”

Appendix E

7

Specific Procedures for Reading the Science Test

It is permissible to read any text and numbers presented in graphs or tables. If necessary, orient the student to the graph or table before reading content (for orienting details, see graph and table information below). It is not permissible to describe or interpret information contained in the table, chart, or graph in any way.

Graphs

Read the graph title first. Read only the values on the x and y axes and not the contents. Read the horizontal axis first, from left to right and then read the vertical axis, from bottom up.

Tables

1. Read the table title and indicate how many columns and how many rows are in the table.

2. Then read the column headings, from left to right, 3. Then read the contents of each row, from left to right.

Use the table below for examples of reading mathematical symbols, numbers, formulas and abbreviations. Description Example Read as: Abbreviations km, cm, ft., µg kilometer, centimeter, feet

(foot) Dashes 3 - 9 three through nine Date February 6, 1987 February sixth, nineteen eighty

seven Ellipses 2, 4, 6, … two, four, six, pause, dot, dot,

dot Operations with boxes or shapes

∆ + 3 = 8 Triangle plus three equals eight

Parenthesis ( 3 x 7 ) open parenthesis, three times seven, closed parenthesis

Decimal Points 0.00897 Zero point zero, zero, eight, nine, seven

Fractions* ½ , ¾ , 20/35, 1/12 One half, three fourths, twenty over thirty five, one over twelve

Large whole numbers 12,356 Twelve thousand, three hundred, fifty six

Exponents 82,43,64,3−4, 2−1/2 eight squared, four cubed, six to the fourth power, three to the negative fourth power, two to the negative one half power

Appendix E

8

Roots √8, , 5√8 the square root of eight, five times the square root of eight

Symbols °F degrees Fahrenheit °C degrees Celsius + plus - minus = equals > greater than < less than ≥ is greater than or equal to ≤ is less than or equal to ≈ is approximately equal to # number % percent / or x times ● times 𝜋 pi -7 negative seven

* Fraction reading rule: As shown by the examples provided above, read common fractions by presenting the numerator as the number it represents and the denominator as the ordinal number using two words for the whole presentation. This rule applies to fractions that have a numerator that is less than or equal to 19, or a denominator less than or equal to 10. Improper fractions should always be read in the format of “X over Y.”

Appendix E

9

Group vs. Individual Test Administration For the Read-Aloud Accommodation

ACT Aspire strongly recommends (but does not mandate) individualized (1:1) testing for the administration of all human-delivered read-aloud accommodations.

Rationale

• Different students work at different paces. They think about an item in different ways and have different parts of the text that they need repeated at different times. Students are distracted and often impeded by each other when sitting in any size group where even one person is receiving a human read-aloud support.

• If, in a small group, all are receiving this same support from one reader, then all are confined to process the same text stimuli at the same rate with the same number of repetitions, and thereby experience even less control than in the individual administration, where they already are fully dependent upon another person assisting them to read.

• Further, when any student is verbalizing his or her needs aloud for reading support and specifying which sections need to be reread, the student’s needs are publicly displayed to all others –including the reader, any teacher, and all peers nearby. This often creates a situation where the student who truly requires the support is discouraged and embarrassed from asking for it or for the natural repetition needed to clearly understand the text.

• Data on the use of the read- aloud support show dramatic drops with the age of the student. It is possible that these students all become strong readers as they grow older, but it is also possible that the loss of personal dignity inherent in this support may be one reason for this finding. The combination of humiliation and loss of needed stimulus repetition (automatically available to independent readers), can significantly limit or harm the expression of reading comprehension and analysis skills that are present. For these reasons, individualized testing when this support is needed is very strongly recommended.

Computer-based delivery of read-aloud accommodation supports, when headphones are used, provides a powerful solution to virtually all of these concerns and gives the experience of personal control back to the student, resulting in a standardized, cost-efficient, long term solution that is consistent with 21st century social, academic, and workplace technologies. In computer-based delivery, there is no concern about the delivery of this support to students within large groups - assuming students are using headphones. Computer-based delivery produces a virtual 1:1 experience, with privacy and dignity.

Individualized administration for all human read-aloud support is a best practice recommendation. For your local administration of human-reader accommodations, refer to the official policy on test administration that is communicated by your governing educational authority. Readers must carefully read and follow the procedures previously provided in this appendix.

Appendix E

10

Final Page.

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