Universal Tools, Designated Supports,
and Accommodations for the California
Assessment of Student Performance
and Progress, 2014–15
Accessibility and Accommodations for
California Assessment of Student Performance
and Progress (CAASPP): An Overview
October 22, 2014
Shobhana Rishi, Ed.D.
Education Programs Consultant
Assessment Development and Administration Division
Kristin Wright
Education Programs Consultant
Special Education Division
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Today’s Overview
• Smarter Balanced Field Test Feedback
TOM TORLAKSON
State Superintendent
of Public Instruction
• Purpose and Importance of Assessment
Accessibility
• Universal Tools, Designed Supports, and
Accommodations
• 2014–15 Accessibility Highlights
• Recommended Seven Step Process
• Trainings and Webinars
• Resources and Information
• Questions and Answers
2
2014 Smarter Balanced
Field Test Feedback
TOM TORLAKSON
State Superintendent
of Public Instruction
• Kudos to local educational agencies
(LEAs) and schools.
• Overall, Field Test was positive,
successful, and useful:
– Most schools completed tests.
– Testing was a multi-department effort.
– LEAs reported it was useful and eased
LEAs’ fears.
– Practice and Training Tests were very
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helpful.
2014 Smarter Balanced
Field Test Feedback (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Lessons learned; issues to be
addressed:
– More timely information needed
– More training for designated supports
– More planning for accessibility and
accommodations
4
Purpose and Importance of
Assessment Accessibility
TOM TORLAKSON
State Superintendent
of Public Instruction
• Equal opportunity to demonstrate
learning
– Access to CAASPP assessments
– Access to instruction
– Access to classroom assessments
5
Purpose and Importance of
Assessment Accessibility (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• Accuracy and validity of test results
• Standardization and consistency of
test administration procedures across
Consortium states through:
– Alignment with Smarter Balanced
policies
– Alignment with California laws and
regulations
6
Universal Tools, Designated
Supports and Accommodations
TOM TORLAKSON
State Superintendent
of Public Instruction
• New assessments, new access demands
• Embedded: Digitally delivered via online
testing platform
– Universal tools
– Designated supports
– Accommodations
• Non-embedded: Furnished by local school
– Universal tools
– Designated supports
– Accommodations
7
Universal Tools, Designated Supports
and Accommodations (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
California Accessibility Supports for 2014–15
Universal Tools, Designated Supports
and Accommodations (cont.)
• CAASPP Universal Tools
TOM TORLAKSON
State Superintendent
of Public Instruction
– For all students
Universal Tools
Breaks
Calculator
Digital notepad
English dictionary
English glossary
Expandable passages
Global notes
Highlighter
Keyboard navigation
Mark for review
Masking
Math tools
Spell check
Strikethrough
Writing tools
Zoom
Universal Tools
Breaks
English dictionary
Math dools
Marks in paper
/pencil test booklet
Scratch daper
Simplified or clarified
test administration
directions
Thesaurus
Universal Tools, Designated Supports
and Accommodations (cont.)
• CAASPP Designated Supports
TOM TORLAKSON
State Superintendent
of Public Instruction
– For all students with a need identified by an educator or team of
educators, parent/guardian,and student.
Universal Tools
Breaks
Calculator
Digital Notepad
English Dictionary
English Glossary
Expandable
Passages
Global Notes
Highlighter
Keyboard
Navigation
Mark for Review
Math Tools
Spell Check
Strikethrough
Writing Tools
Zoom
Breaks
English
Dictionary
Math Tools
Pupil marks in
paper
/pencil test
booklet
Scratch Paper
Simplified or
clarified
test
administration
directions
Thesaurus
Designated
Supports Administration of Test at the
Color contrast
Masking
Text-to-speech
Translated test directions
Translations (glossary)
Translations (stacked)
Turn off Any universal tools
Most Beneficial Time of Day
for Student
American Sign Language
Bilingual Dictionary
Color Contrast
Color Overlay
Magnification
Noise Buffers
Read Aloud
Scribe
Separate Setting
Special Lighting or Acoustics
Translated Test Directions
Translations (Glossary)
Universal Tools, Designated Supports
and Accommodations (cont.)
• CAASPP Accommodations
– For students with an IEP plan or Section 504 plan.
TOM TORLAKSON
State Superintendent
of Public Instruction
Universal Tools
Breaks
Calculator
Digital Notepad
English Dictionary
English Glossary
Expandable
Passages
Global Notes
Highlighter
Keyboard
Navigation
Mark for Review
Math Tools
Spell Check
Strikethrough
Writing Tools
Zoom
Breaks
English Dictionary
Math Tools
Pupil marks in
paper
/pencil test
booklet
Scratch Paper
Simplified or
clarified
test
administration
directions
Thesaurus
Designated Supports
Color Contrast
Masking
Text-to-Speech
Translated Test
Directions
Translations (Glossary)
Translations (Stacked)
Turn off Any Universal
Tools
Administration of Test at
the
Most Beneficial Time of
Day for Student
American Sign Language
Bilingual Dictionary
Color Contrast
Color Overlay
Magnification
Noise Buffers
Read Aloud
Scribe
Separate Setting
Special Lighting or
Acoustics
Translated Test
Directions
Translations (Glossary)
Accommodations
American sign
language
Braille
Closed Captioning
Streamlining
Text-to-speech
Abacus
Alternate response Options
American Sign Language
Braille
Calculator
Large-print version of
paper-pencil test
Multiplication table
Print on demand
Read aloud
Scribe
Speech-to-text
Universal Tools, Designated Supports
and Accommodations (cont.)
TOM TORLAKSON
CAASPP Individualized Aids:
State Superintendent
of Public Instruction
• Previously called Accessibility Supports, Unlisted
accommodations
• Require IEP or Section 504 Plan
• Must request permission to use with the CAASPP
Individualized Aid Request Form. COMING SOON
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Universal Tools, Designated Supports
and Accommodations (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
General guidelines for use of all
accessibility features:
– Student is familiar with the support(s)
– Supports are same or similar to those used for
instruction and classroom assessment
– Student has multiple opportunities to practice
in test environment
13
2014–15 Accessibility Highlights
TOM TORLAKSON
State Superintendent
of Public Instruction
For students
who have IEP
or Section 504
plans
SAME
Teams meet to determine student
needs and select accessibility resources
that match student needs for use in
classroom and for assessment.
NEW
Online tests have different audio,
visual, motor, and processing demands
that must be considered in selecting
accessibility resources.
NEW
Accessibility resources for the new
Smarter Balanced assessments are
new, and educators will require training
on the functionality of the new
accessibility features.
14
2014–15 Accessibility
Highlights (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
For students
who will
benefit from
the use of
designated
supports
NEW
Process is needed to determine which
students will receive designated
supports; a systematic process for
consistency is recommended by
Smarter Balanced.
The process is to address such access
needs as:
•Attention issues
•Reading challenges
•Language supports
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Recommended Seven Steps
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Designate key staff for roles and
responsibilities in test administration
related to student accessibility.
2. Provide information to parents and
students early in the year; provide training
to staff, as appropriate, for role in test
administration.
3. Identify students who will benefit from
designated supports and will need
accommodations per IEP and 504 plans.16
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
4. Assign designated supports and
accommodations for all identified students
who will require them.
5. Upload designated supports and
accommodations into TOMS.
6. Perform a pre-administration check.
7. At time of test administration, confirm
student has assigned accessibility support.
17
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Designate key staff for roles and
responsibilities in test administration
related to student accessibility.
–
Have district or school accessibility team
review all seven steps to assign specific roles
to staff.
–
Make a plan (who, what, where, when, how) for
all actions that must be addressed for each of
the seven steps.
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Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
2. Provide information to parents and
students early in the year; provide
training to staff as appropriate for role
in test administration.
–
–
Determine communications for parents.
Provide key information to staff:
•
•
•
•
Process for identifying students
Security agreements and affidavits
Request form for Individualized Aid
Process for checking for correct delivery of support
19
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
3. Identify students who will benefit from
designated supports and will need
accommodations per IEP and Section
504 plans.
–
–
–
Have existing IEP or Section 504 plans
Need IEP or Section 504 plans
Might benefit from designated supports
• English learners
• Students with attention difficulties
• Students with other needs
–
Remember inclusion of parents/guardians20
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
4. Assign designated supports and
accommodations for all identified
students who will require them.
–
For students with IEP and Section 504 Plans:
• Update existing plans to align with selected
accommodations and designated supports.
–
For students who will benefit from the use of
designated supports:
• Use district wide process to identify students and
assign designated supports
–
For both:
• Explore the use of supports during instruction and
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assessment.
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
5. Upload designated supports and
accommodations into TOMS.
–
CAASPP Individual Assessment Accessibility
Profile (CAASPP-ISAAP) Tool
• Teacher friendly!
–
Template
• Large districts may prefer this option
–
Manual entry in TOMS
22
Recommended Seven Steps
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
6. Perform a pre-administration
check.
− Schools use a consistent process
7. At time of test administration,
confirm student has assigned
accessibility support.
–
–
Develop procedure.
Provide training to test administrators
and site coordinators.
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Trainings and Webinars
TOM TORLAKSON
State Superintendent
of Public Instruction
• Accessibility and Accommodations for
CAASPP: An Overview
• Matrix One: 2014–15 Universal Tools,
Designated Supports, and
Accommodations
• Designated Supports:
LEA Implementation
• CAASPP ISAAP Process and Tool
• Student Settings in Test Operations
Management System (TOMS)
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Trainings and Webinars (cont.)
Matrix One Training Webinar
TOM TORLAKSON
State Superintendent
of Public Instruction
Trainings and Webinars (cont.)
Matrix One Crosswalk
TOM TORLAKSON
State Superintendent
of Public Instruction
Trainings and Webinars (cont.)
Matrix One Training: Example UDA
TOM TORLAKSON
TRANSLATIONS
(STACKED)
State Superintendent
of Public Instruction
Embedded
Designated Support
• For mathematics items
• Provides full
translation of each test
item in Spanish
• Increases reading load
and cognitive load
Trainings and Webinars (cont.)
Matrix One Training: Example UDA
TOM TORLAKSON
State Superintendent
of Public Instruction
TRANSLATIONS
(STACKED)
28
Trainings and Webinars (cont.)
Designated Supports: LEA Implementation
Access
Summative
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
Designated Supports:
Access
Interim LEA Implementation Webinar
Assessments
Identify
student
needs
Match
needs to
available
supports
Enter
supports
into TOMS
Finalize
support
selections
Use supports at
classroom level
Use Practice
Tests and
Training Tests
Evaluate
effectiveness
of supports
Trainings and Webinars (cont.)
California Individual Student Assessment
Accessibility Profile (CA-ISAAP) Webinar
TOM TORLAKSON
State Superintendent
of Public Instruction
• Educator-friendly
• Tool to facilitate selection of support
30
Trainings and Webinars (cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
Student Settings in TOMS Webinar
November 12, 2014
Three options:
• ISAAP upload to TOMS
• Manually assign settings in TOMS
• Template option (similar to Field Test)
31
Resources and Information
TOM TORLAKSON
State Superintendent
of Public Instruction
• Smarter Balanced Usability, Accessibility,
and Accommodations Guidelines and FAQs
–http://www.cde.ca.gov/ta/tg/ca/
• Practice Tests and Training Tests (to
support student fluency with Universal
Tools, Designated Supports, and
Accommodations
–http://caaspp.org/training/index.html
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Resources and Information
(cont.)
TOM TORLAKSON
State Superintendent
of Public Instruction
• National Center on Educational Outcomes
– http://www.cehd.umn.edu/nceo/default.ht
ml
• National Center on Accessible Instructional
Materials
– http://aim.cast.org/learn/accessiblemedia
/allaboutaim
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For Further Information
TOM TORLAKSON
State Superintendent
of Public Instruction
California Assessment of Student Performance
and Progress (CAASPP) Office
caaspp@cde.ca.gov
916-445-8765
California Assessment of Student Performance
and Progress (CAASPP) Webpage
http://www.cde.ca.gov/ta/tg/ca/
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