CMAS 12th GradeAccessibility and Accommodations

ACCESSIBILITY FEATURES AND ACCOMMODATIONSOVERVIEW

TestNav 8 ◦ Embedded features: available to all

students to increase accessibility

◦ Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility

◦ Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans

Increased Accessibility

Crosswalk from TCAPAccessibility Features and ACCOMMODATIONS

TCAP S=Standard

R=Restricted to IEP/504, ELLNSA=IEP/504 Nonstandard

CMAS Science/Social Studies

Accessibility Features for ALL Students-highlighted ones must be

marked in advance in pearson access Accommodations IEP, 504, ELL Plan ONLY

highlighted ones must be marked or ordered in advance in pearson access

Presentation

1 Large Print 18 S Magnifier or Zoom paper based large print 2 Extra Large R (IEP, 504) Zoom

3 Color Contrast S Yes-black font on white screen Screen Contrasts-color 4 External Color Overlays S Yes 5 Low-Vision Devices* R(IEP, 504) Zoom

6 Teacher Read Directions S Yes

7 Oral Scripts-English-human reads it S (No-Reading) Yes, oral script

7aTranslated Oral Script-Spanish (human reads it) R (No-Reading)

Yes, use provided Spanish translated oral script

7b Translated Oral Script-other languages R (No-Reading) Yes, must first translate locally

the English oral script

8 Text-to-Speech-English-computer reads it R (No-Reading) Yes-text to speech

8a Text-to-Speech-Spanish-computer reads it Yes-Spanish text to speech

8 Sign Language R (No-Reading) Use oral script to translate

9 Braille w/ Tactile Graphics R(IEP, 504) Yes, provided with paper copy

10 Read Aloud to Self S Setting Consideration 11 Audio Amplification R(IEP, 504) Volume Control

12 Word-to-Word Glossary/Dictionary R Yes, school provides

13 Closed Captioning of Video Yes

14 Redirect Student to Test NSA Yes

15 Descriptive Video (for blindness) Yes

ACCESSIBILITY FEATURES

Available to all students

Accessibility Features Available to All Students

FeatureScientific calculatorAnswer eliminatorExtended timeFlag items for reviewGeneral administration considerationsGeneral administration directions repeatedHighlighterLine reader guide (Ruler)Magnification/ enlargementNavigation toolsPointerRedirect student to the testRuler (can also be used as a line guide)Writing toolsPeriodic TableNotepad

New

Periodic Table

Periodic Table

Accessibility feature-Redirection

The Test Administrator may redirect off-task students back to the test by saying, “<student’s name>, continue working.” No coaching or assistance may be provided

in any wayThe Test Administrator may not remind or

encourage students to complete a specific item

The Test Administrator may not provide any physical cues to the test as they could be misconstrued as directing the student to incorrect or correct responses

Selected by form1. Text-to-speech (accessibility feature)

Continue to play Click to hear *CDE recommends students are

taught to default to this2. Spanish audio (accommodation)3. Color contrast (accommodation)4. Text-to-speech with color contrast

(accommodation)5. Spanish audio with color contrast

(accommodation)6. Oral script (accommodation)

Embedded Features that Must Be Requested

Text to SpeechWhile available to all students, it is not appropriate for all students.Generally speaking, students who used an Oral

Script on TCAP should be considered for Text-to-Speech on computer based assessments

Large file size affects student testing – even with proctor caching

The appropriate form must be assigned in PearsonAccess prior to testing

Students need headphones for this feature

It is strongly encouraged that students using text-to-speech as an accessibility feature access it in the ePAT environment to ensure they are familiar with it, and that they will use it.

No. Only students who really need this accessibility feature should have it

Security issues: There is only one form for text-to-speech

Training issues: students must know how to use it before testing

Network performance issues: file sizes for items with TTS are 4-10 times larger than regular item files. Network and computer performance estimates are based on the standard file size

Should every student be given Text-to-Speech (TTS)?

Accessibility Features Available to All Students Who Use Similar Accessibility Strategies During Instruction and class/district assessments

Feature Description IconText-to-Speech 1) Select “Play”

OR

2) Select “Click to Hear” button

Table talk- Text to speechWho might text to speech be

appropriate for at your school?Who do you need to talk to in

order to find out which students with IEP/504 and ELL are currently using text to speech (oral script)?

Will you use the epats? When?

ACCOMMODATIONSIEP, 504 or ELL only

Must be based on an individual need documented in the student’s approved IEP, 504, or English Learner plan

A master list of all students and their accommodations must be maintained by the SAC. These will need to be recorded in PearsonAccess. Please include students using text-to-speech.

Accommodations are available for computer-based and paper-based administration.◦ Paper-based form is itself intended to be an

accommodated formSome accommodations must be indicated in

PearsonAccess/Pearson Next prior to testing

Accommodations

Idea-way to track accommodations (and accessibility features)

Name SASI ID

Accessibility

Features to mark in

advance for Science

Accommodation

Science

Accessibility

features to mark in

advance for Social

Studies

Accommodation

Social Studies

           

           

           

           

           

           

           

3 formal plans allow for statewide Assessment accommodations

Students with an IEPStudents with a 504 planStudents identified as an English

language learner

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Assessment accommodation must be:

In use at least 90 days prior to testing◦ Used regularly and with fidelity during classroom instruction

◦ For High School accommodations would be in place the previous spring

Based on a documented educational need◦ Individual, not based on program or teaching style

Documented in an IEP, 504 plan or ELL plan◦ Team includes educators, parents and student

◦ Parent signatures NOT be only used for assessments

HOW DO YOU KNOW?

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Exceptions to the 90-day rule New Student to the District:

Contact the student’s former school for al l relevant documentation (IEP,504,or ELP)

I f no documentation can be obtained, consult the student and parent to discuss any accommodations that have been provided over the past three months

Student may have access to accessibi l i ty features or accommodations l isted in their IEP, 504 plan or ELL plan

Unforeseeable Circumstances: I f a student suffers from an unforeseeable (not predicted

or scheduled) circumstance less than three months prior to the start of testing and requires an accommodation to access the state test, he/she may be provided with i t

HS events over summer

Example: Student with a concussion needs breaks

IEP or 504 plans Historically less than .01% of

studentsState deadline is DECEMBER 15

Unique Accommodations (new name for Non Standard Accommodations requests)

Examples:• Record answers into a tape recorder and

play back to type• Picture cues to stay on task• Magazines to tear when frustrated• Student given “Skittles” at specific

intervals for time on task

Presentation◦ English oral script used for:

On-site translations into languages other than Spanish* On-site sign language presentation*

◦ Spanish audio◦ Spanish oral script*

◦ Color contrast, including high contrast and reverse contrast

◦ External cover overlays

◦ Word-to-word dictionaries (English/native language)

◦ Assistive technology devices – compatibility will need to be established

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Computer-Based Administration

New

Oral Presentation Options

English oral script for computer is used for: On-site translations into other languages On-site sign language presentation

English oral script for paper Recommend group size of 3 or less for Science Recommend group size of 1 for Social Studies

.

Students select to play button to hear the text in Spanish

Students can control volume

Spanish Text to Speech

Spanish Audio in Performance Events - Directions

Spanish Audio in Performance Events – Interacting with Items

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Color Contrast Embedded color contrast

Check with vision specialist/SPED team Must indicate color contrast form prior to

testing When the color contrast setting is selected

only the background and text are adjusted Graphics are presented in full color on a

white background

External color overlays May be used on paper or computer

Devices with demonstrated TestNav 8 compatibility:

www.pearsononlinetesting.com/at

Assistive Technology

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Assistive Technology

Assistive technology includes but is not limited to:◦ computers ◦ Keyboards◦ Communication devices and ◦ adaptive computer input/output devices

Check for compatibility◦ www.pearsononlinetesting.com/at

Speech – to – Text◦ Separate Machine◦ Printed and transcribed into test

Word Prediction◦ Separate Machine ◦ Printed and transcribed into test

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Assistive Technology cont.

Additional considerations for test security must be applied when students are using assistive technology, including speech-to-text and word prediction software. Students must be seated in such a manner that they

cannot see other students’ screens. Students must not retrieve or access work from

another student. Students must not be able to access additional

programs or the Internet while in the testing environment.

Student must not be able to access any previously saved data while in the testing environment.

Extra time may not be given for “lost” work.

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Assistive Technology cont.

Students may not have access to assistive technology devices that contain secure materials until all secure materials have been removed from the device. Devices that still contain secure materials must be secured with testing materials.

Answers must be transcribed for scoring.

Response◦ Written responses in Spanish

◦ Scribe (must be individually administered) English Other languages

◦ Assistive technology devices – compatibility will need to be established

Accommodations for Computer-Based Administration

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Scribe

Selected Response:

◦Physical disability that prohibits the use of a keyboard/mouse

◦Or adaptive equipment is not compatible with TestNav 8

Constructed Response:◦A physical disability that severely

limits or prevents the student’s motor process of writing through keyboarding or other assistive technology

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Written in Native Language

Students may write in English or Spanish on the CMAS: Science and Social Studies assessment

Students who write in a language other than English or Spanish will need their answers translated and transcribed

Students must write in English on the CMAS: PARCC ELA/L assessment

Setting◦ Small group◦ Individual

Timing ◦ Extended time greater than time and a half ◦ Time of day ◦ Multiple breaks (requires separate setting)

Accommodations for Computer-based Administration

Paper Pencil or Online?Paper-based Assessments: A paper-

based form of the assessments will only be available for students who: ◦Have a neurological disorder, a condition that

causes seizures or another health condition that prevents the student from accessing the computer

◦Need a braille form with tactile graphics  　 ◦ IEP or 504 plan requires assistive technology,

such as speech-to-text, that may not be compatible with the test engine. www.pearsononlinetesting.com/at

◦Will provide written responses in a language other than English or Spanish

Presentation◦ Braille with tactile graphics◦ Large print (Reminder: computer-based has zoom and

magnifier)◦ External cover overlays◦ English oral script (text-to-speech in computer-based)*

On-site translations into languages other than Spanish On-site sign language presentation

◦ Spanish oral script (also computer-based)*◦ Word-to-word dictionary (English/native language)

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Paper-based Administration

Response◦ Braille note-taker◦ Scribe (also for computer-based)

Must be administered individually◦ Speech-to-text◦ Assistive technology devices (word prediction)

Setting (same as computer-based)◦ Small group◦ Individual

Timing (same as computer-based)◦ Extended time greater than time and a half ◦ Time of day ◦ Multiple breaks (requires separate setting)

Accommodations for Paper-based Administration

Keeping track and organizingSimple list of student names and

accessibility features and accommodations they will use

To Do List

Be sure that documentation is specific (ex: content area, length of extended time, etc.).

Check all IEP, 504, and ELL plans NOW to make sure that all accommodations listed are currently in use in classroom instruction and assessments.

If an accommodation is no longer needed or being used, revise the document and remove the accommodation. (IEP Additional Meeting – Case Manager, Parent, General Ed Teacher; 504 – Counselor, Parent).

To Do List If a teacher is consistently providing a non-documented individual

accommodation (so for IEP or 504 or ELL only) for a student that would be appropriate for use on CMAS, convene a formal meeting conducted by an educational team (includes parent) to evaluate and properly document the accommodation.

Involve parents and students in accommodations decisions and evaluate to make sure they are useful and purposeful.

Remember that accommodations must be regularly used for at least 90 days prior to CMAS in order to be allowed.

Provide time for students to practice accessibility features and accommodations in the online test environment (ePAT).

Talk/Think/Plan next stepsWhere are current accommodations

documents for students kept? 12th graders? If nothing current kept, what will your building use?

Who is your building ESS contact (s) for finding out which IEP/504 students need accommodations and what accommodations they need?

How will you decide which students need text to speech?

How will you collect from teachers which ELL students need which accommodations?

End date that you will have all collected in so you can order and so you can create test sessions in pearson access?