Accessibility & Accommodations
for State Assessments
Melissa Gholson, Ed. D.
Coordinator
Office of Assessment
Participation Guidelines
Participation Guidelines
Latest edition no
later than Jan.1,
2016
Participation Guidelines
• The guidance document was delayed due to
Policy 2340 revisions, assessment decisions and
new accessibility features, designated supports
and accommodations.
• The document provides guidance on the following
assessments: General Summative Assessment,
Alternate Summative Assessment, Language
Proficiency (ELPA21) and NAEP.
• District required assessments must follow the
same provision of supports and accommodations.
Overall Systems Codes
This document will be available on the OA website.
Master Code List
All codes
Specific Assessment Tabs
The crosswalk for each code and it’s availability for each test is
contained within each tab.
Specific information for code definitions and recommendations for
selection are available within the PG document.
NAEP Tab Example
Smarter Balanced
GENERAL SUMMATIVE
ASSESSMENT
Framework for Universal Design
Framework
for Universal Design
An accessibility plan has been
made available in the PG to assist
teams on the selection of the
supports and accommodations for
General Summative Assessment.
Smarter Balanced
General
Summative
Assessment
Universal Tools
Designated Supports
Accommodations
Available to all students
Available for Students with ELL, IEP, 504 and
SAT Plans
Available for Students with IEP and 504 plans.
Embedded
Into the
platform
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
Color Contrast/P28
Masking /P37
Text-to-Speech /P01
Translated Test Directions/P30
Translations(Glossary)/P31
Translations (Stacked)/P32
Turn off Any Universal Tools/P33
American Sign Language/P34
Braille/P03 or P35
Closed Captioning/P36
Text-to-Speech/P13
Breaks
English Dictionary
Scratch Paper
Thesaurus
Bilingual Dictionary /R15
Color Contrast/P38
Color Overlay/P39
Magnification/P23
Read Aloud/P02
Scribe/R02
Separate Setting/T09
Translations(Glossary)/P41
Noise Buffers/P42
Translated Test Directions/P30
Read Aloud in Spanish /P46
Abacus/R05
Alternate Response Options/R11
Calculator/R19
Multiplication Table/R20
Print on Demand/P40
Read Aloud/P14
Scribe/R04
Speech-to-Text/R21
NonEmbedded
Provided
locally
Streamline/ P43
P22 is locally
entered into
TIDE.
Tools that are nonembedded should be
provided within the
testing environment.
New Codes for GSA
• Designated Support: Non-Embedded
P46-Read aloud in Spanish
• Accommodation: Embedded
P43-Streamline
• New support codes are available for ELPA
21
For students with plans (SAT, ELL, IEP or 504)
DESIGNATED SUPPORTS
New
New Support for ELLs
P46 Read aloud in Spanish
Allowed for: General summative assessment
Description: Spanish text is read aloud to the student by a trained and qualified human reader
who follows the administration guidelines provided in the Test Administration Manual and the
read aloud guidelines. All or portions of the content may be read aloud.
Instructional Practices:
• When to select: Students receiving the Translations (stacked) Designated Support and who
are struggling readers may need assistance accessing the assessment by having all or portions of
the assessment read aloud.
• Notes: If not used regularly during instruction, this support is likely to be confusing and may
impede the performance on assessments.
•
See Appendix P in the Participation Guidelines for Read Aloud in Spanish.
New Non-Embedded Designated Supports
SAT
Paper version is now
available for any student with
a plan.
Other ELL Supports
• Read Aloud (P02) for math may be provided
for any language with a certified human
interpreter (All grades)
• Stacked Translations (P32) is available only
in Spanish.
• Spanish translated test directions (P30) are
available as an embedded designated
support and is automatically enabled when
stacked translations are selected.
Translated Test Directions (P30)
• Test directions are allowable for mathematics & ELA
• Spanish Translated Test Directions are available as an
embedded Designated Support. This support is automatically
enabled when translations (stacked) is selected.
• A PDF of the translated test directions is available for the
following languages: Arabic,Cantonese, Filipino (Ilokano, and
Tagalog), Korean, Mandarin, Punjabi (East and
West),Russian, Ukrainian, Vietnamese, Haitian-Creole,
French, Hmong, Japanese, Somali, Dakota, Lakota, and
Yup’ik.
• A biliterate adult trained in the test administration manual can
read the test directions to the student. Follow guidance from
Federal Programs for language certification procedures..
Translations Glossary (P31)
• Non-embedded glossaries are delivered in PDF
format. Languages include: Spanish, Arabic,
Cantonese, Filipino, (Ilokano and Tagalog),
Korean, Mandarin, Punjabi (East and West),
Russian, Spanish, Ukrainian, and Vietnamese
• Embedded glossaries are only available for math.
The default language in TIDE is English.
• See Appendix Q in the PG for how to use
translation glossaries.
For students with IEP or 504 plans
ACCOMMODATIONS
New braille
descriptions
New Accommodation
Streamline (P43)
• This accommodation provides a streamlined
interface of the test in an alternate, simplified
format in which the items are displayed
below the stimuli.
• This embedded accommodation may benefit
a small number of students who have specific
learning and/or reading disabilities in which
the text is presented in a more sequential
format
Example of Math Item
without Streamline
Math with Streamline
Some
scrolling…
ELA Item without Streamline
ELA with Streamline
Thinking about the needs
of the student….
• Will scrolling be an
issue?
• Will memory
processing be an
issue?
• Does the student need
sequential display?
ELA with Streamline
Scrolling is significant
Student
must scroll
down to get
to the item
stem.
Passages must be scrolled and are lengthy.
Stems are located at the
bottom of the passages
instead of side by side
New Braille Accommodations
ELA & Math
Math (ELA-CAT)
N
E
W
Assessment Options for
Students who use Braille
• Students who use braille have access to an adaptive
form of the test using either: refreshable braille
displays for ELA only or a braille embosser for ELA.
The adaptive form of math is available using the
embosser.
• An online fixed form of mathematics is available with
tactile graphics provided by the OA. This eliminates
the need to use the embosser. This is not available for
ELA which is still adaptive. Consider the braille skills of
the student in making such determinations.
• A paper braille form is available in both ELA & math
contents.
Braille Paper Fixed Forms
This version
is available
for ELA, math
and science.
Braille Online
P17 Use braille (online CAT-computer adaptive test)
• Allowed for: General summative assessment English language
arts and mathematics subtests excluding science and NAEP
•Description: Use CAT braille. This is for students who will use
the platform computer adaptive braille which includes options
for refreshable braille displays for ELA and/or use of embossers
to print the ELA and math sections for the general summative
assessment.
•Science is online but is not computer adaptive.
Braille Online Fixed Form-Math
P35Use braille math online fixed form with provided tactile
graphics (ELA is computer adaptive)
• Allowed for: Students who use braille. The math fixed form provides preembossed tactile graphics which may assist in reducing the amount of time for
testing. Therefore, embossing of the tactile graphics is not necessary.
Description: This braille math is an online fixed form. It is expected that this is
very time efficient way to access information. Tactile graphics are provided
(e.g., maps, charts, graphs, diagrams, and illustrations). This eliminates the
need for embossing numerous math items that are displayed in Nemeth code.
Nemeth code is a familiar braille code for math. The use of tactile graphics
makes visual content available to a student who is blind.
• This only for math. ELA online is still a computer adaptive test (CAT). The
student may use refreshable braille or embosser produced braille.
Accommodation Clarifications
• Scribe (R02) for scribing (excludes ELA
full writes)
• Scribe (R04) for scribing including full
writes. This is an accommodation for
students with IEPs & 504s.
• Supports & accommodations for
summative assessments should be
provided for interims and diagnostics .
Clarifications for 2015-2016
• Separate Setting (T09): Use a device
requiring voicing (e.g., a Whisper Phone).”
(p. 14) or reading out loud
• Text-to-speech including passages
(P13) available for all grades
• Read aloud including passages (P14) for
all grades
Critical Information
• Prior to testing check on compatibility of
assistive technology devices and make
appropriate adjustments if necessary.
• When a non-embedded designated support or
accommodation is used that involves a human
having access to items (e.g., reader, scribe),
procedures must be in place to ensure that the
individual understands and has agreed to
security and confidentiality requirements.
Text To Speech (P01)
Description:
Text is read aloud to the student via embedded text-to-speech
technology or a human. Only available in English.
Instructional Practice:
• Teacher or assistant reads aloud instructions.
• Listening skills are taught using read-aloud material, and then
students are checked for understanding.
• Students listen to a prerecorded audio interpretation book-ontape) of text or a book.
• See Appendix R for guidance on the selecting TTS vs
read aloud.
P01-TTS Considerations
TTS and read aloud are impacted by:
• lack of use, or familiarity of the tool or accommodation.
• fatigue, when reading text and listening
• variable audio speed
• quality of audio presentation
Caution: This designated supports rely on the ability of the student to be able
to use auditory processing skills. This may actually add to the cognitive load
and negatively impact results.
Test accommodations must be “consistent with the accommodations provided during
instruction” (U.S. Department of Education, 2001).
Do not overuse TTS. No one really knows the effects on performance.
Appendix R
in the
Participation
Guidelines.
P02 Read aloud
• Text is read aloud to the student by a
trained and qualified human reader.
• Must be a one to one provision
• Follow read aloud guidance document
• If not used regularly during instruction, this
support is likely to be confusing and may
impede the performance on assessments.
Separate Setting (T09)
• Description-The test location is altered so that the
student is tested in a setting different from that made
available for most students.
• Instructional Practice-Special seating arrangements
• Students who are distractible are provided seating within
the classroom to focus.
• Students come in during off periods to do homework or
class assignments when the classroom has only a few
students.
• During instruction and or testing, students are allowed to
find an alternative environment to be in.
• Allowed -students read out loud using a whisper phone.
Color Contrast
• This is a designated support that will be
set locally in TIDE prior to the
assessment.
• Color contrast enables students to adjust
screen background or font color, based on
student needs or preferences.
• Consult with VI specialists at the local
level to set the color.
Locally Set Supports
Zoom
1.5X to 3X
Select color
Pop-up math glossaries are available in Spanish,
Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin,
Korean, Punjabi, Russian and Ukrainian.
ZOOM versus Magnification
• Zoom is a universal tool.
• Default font sizes are 14 pt.
• The zoom feature will allow the size of text and
graphics on the current screen.
• To increase the default size for the entire test from
1.5X to 3.0 X default size, the print size must be set in
TIDE locally set by the test administrator prior to the
start of the test. Administrators should seek input from
VI teachers who will know what is the best size.
• Magnification is a non-embedded support using an
assistive technology device
Consortia Agreed Not Allowed
• ELA
– American Sign Language (ASL) video is only for ELA listening so
sign is only allowable on the ELA listening; not the ELA reading
passages unless the student also has P14.
– Bilingual word to word dictionary for any section except-ELA
performance task writes items.
– Translated ‘word list’ for ELA tests
• Math
– No calculator on mathematics items in grades 3-5
– No use of external protractor/ruler for online mathematics tests
– No multiplication table for mathematics items in grade 3
State Assessments Supports (SAS)
SUPPORTING STUDENTS
WITH PLANS
Supporting Teams
for Students with Plans
• Guidance for Student Assistance Teams
(SAT) in the selection for SAT Plans with
State Assessment Supports (SAS)
• School administrators must tag each student
with a SAT Plan in the WVEIS
• Select the supports for each student and
enter the codes into the SAS WOW
application
Student Assistance Team
• A copy of this form
is provided to help
teams identify
state assessment
supports during
the SAT plan
development
process.
• Principals must
follow the
directions for
tagging and
identifying the
supports into the
WOW application.
Each district should
review requests for
paper versions in
the
Accommodations
14 App.
Justification
How to prepare and assure all students get supports and
accommodations?
ACCM.14 APP
Monitoring Accommodations
• Accommodations are identified for any
student with a plan for whom the need has
been indicated by a team (IEP/504/
ELL/SAT).
• All supports & accommodations are
viewable in the WOW: Accms. 14
Application
WOW: Accommodations App
• Purpose of the Accm.14 application is to
have one place to verify of accommodations
of all students with plans.
• Updated daily into the assessment system for
students with plans.
• Includes students with assistance teams
plans (SAT) who have been tagged as state
assessment supports (SAS)
Preparing
for State Assessments
• All students should be familiar with any tools,
supports and accommodations
• Students with designated supports and
accommodations should practice any tools.
• The Accommodations 14 Application is useful
in assisting you in preparing for state
assessment supports and accommodations.
Accommodations 14 Application
• School administrators use the Accom. 14 Assessment
Accommodations Application in WOW as a verification
process for identifying and providing appropriate
supports/accommodations for students with plans.
• Accommodations are updated daily and are available at
the district, school and student level.
• The accommodations application allows users to sort
by school, student ID, name, grade, accommodation
and assessment type.
• The application allows for printing or creation of
spreadsheets to support provision and monitoring
during state assessment.
Using the Accommodations 14
Application for General Assessment
• Identify all students who need supports and
accommodations
• Identify students by code:
o P01-Text to speech-how many headphones
do you need per grouping
o P02- human read aloud (P02) is only provided
in a one-on-one setting (T09). The adaptive
nature of the ELA and math requires a one-on
one administration. This will impact
scheduling for school personnel.
Critical Practices
• R11- Make sure assistive technology
works correctly.
• P21-Use screen reading software to
access the computer. Be sure that JAWS
is the correct version.
• Increase security when R11 is used.
Alternate Assessment and the
Accommodations 14 Application
• Identify students on alternate assessment
• Compare the list to the student enrollment file for
Alternate Summative Assessment (English
language arts and math lists should match)
• Make sure each student is rostered for an ELA
and Math test only one time.
• Identify students for science in grade 4, 6, and
10 and roster in Educator Portal.
• Search by assessment type and value “E” for
alternate assessment
• Identify students who need a braille version
Alternate Assessment
Value “E”
How to use the
application
Standard Type
E
School
PDFs can be printed or
converted to Excel
Alternate
“E” identifies
students on
alternate
assessment
Filter by standard type and value “E” to
identify students on alternate assessment.
Data System:
WOW Applications
Accommodations 14 Application
Accommodations 14 Application
Using the Application
Directions
Determine the kind of data you want. Which group will
best fit your needs?
• Students with state assessments supports (SAS) –has been added to
the application.
Directions for using the application have been updated
What values can I filter/sort?
•
•
•
•
•
School
Student ID
Last Name
Grade
Standard Type-(general or alternate
assessment=“E”)
• Accommodation-especially useful for filtering for
accommodation codes (T09) separate setting and
read aloud (P02) and R02 and R04 (scribe).
Accommodations 14 Application
• All school administrators should use the Accom. 14
Assessment Accommodations Application in WOW to
support the verification process for identifying students
and the supports/accommodations identified on their
plans.
• County Test Coordinators should provide training to
administrators on the Accm.14 App. and its uses.
• Accommodations are updated daily and are available at
the school and district level.
• The accommodations application contains filters and
allows users to sort by school, student ID, name, grade,
accommodation and standards type.
• The application allows for printing and creation of
spreadsheets.
Where does the Accommodation
14 data come from?
• Online IEP- picks up the last finalized IEP
• English Language Learners-LEP- WOW
application
• Section 504- tagging student as 504 in
WVEIS and select accommodations in the
WOW application
• SAT plan- tagging student as SAS in WVEIS
and select supports in the WOW application
RESOURCES
• Presentation for State Accessibility and
Accommodations for ELL’s Webinar
http://wvde.state.wv.us/federalprograms/documents/ParticipationGuidelines_2
015-2016Formincluded.pptx
• Office of Assessment
http://wvde.state.wv.us/assessment/
Dynamic Learning Maps
ALTERNATE ASSESSMENT
Alternate Assessment
• ELA & Math in grades 3-11
• Science in grades 4,6 and10
• Operational spring window:
April 4-June 3, 2016
Participation Guidelines
Critical Decision
Item Types
Computer delivered & or
teacher led performance tasks
Current Resources
http://dynamiclearningmaps.org/westvirginia
Test Administrator Training
Certificate of Completion
Accessibility
http://dynamiclearningmaps.org/content/accessibility
Accessibility for
Alternate Assessment
Frequent Questions
Individual Results
Overall Performance Results
Guidance Documents
Questions?
Melissa Gholson
mgholson@k12.wv.us