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Overview of the PARCC Accessibility Features and Accommodations Manual

This manual provides an overview of the PARCC Accessibility Features and Accommodations Manual and how it applies to all students. It also includes information on the transition plan from SATP2 to SATP3 assessments and the timeline for implementation.

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Overview of the PARCC Accessibility Features and Accommodations Manual

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  1. Overview of the PARCC Accessibility Features and Accommodations Manual How It Applies to ALL Students Walt Drane & Gretchen Cagle Office of Student Assessment

  2. SATP3 & MCT3 (PARCC) Assessment Transition Plan

  3. Assessment Transition Plan • Students will transition to the new SATP3 PARCC tests in the same way they have previously transitioned from SATP to SATP2 assessments. For example, students who begin testing on an SATP2 exam will continue with that assessment in retests. • To graduate, students must achieve a passing score on the SATP2 or SATP3 assessments listed in BOLD and underlinedon the subsequent slides. • Students will take the new SATP3 (PARCC) assessments based upon the first year they enroll in the course for credit, including students with disabilities who are not pursuing a standard diploma.

  4. PARCC Assessment Implementation Timeline

  5. Timeline for Other Assessments

  6. MCT3/SATP3 Accessibility Features and Accommodations Manual

  7. What’s Coming Up • As of Spring 2014 there are 3 documents guiding assessment of students with disabilities • Testing Students with Disabilities Manual • Mississippi Testing Accommodations Manual • PARCC Accessibility Features & Accommodations Manual version 2 • OSA will be merging all three documents into one guide once the final version of the PARCC manual is released after the field test.

  8. Mississippi Testing Accommodation Manual (MTAM) • Contents of the current MTAM will continue to be applicable to the: • SATP2 English II & Algebra I Retests • SATP2 Biology I & U.S. History • MST2 Grades 5 & 8 • CPAS • ELL WIDA Assessment • MWAP3 (Writing Assessment for English II)

  9. Accessibility Features vs. Accommodations • Online testing brings a multitude of features never before available on a paper/pencil test. • Most Accessibility Features will be available to all students. • Accommodations will only be available to students with an IEP or a 504 plan. • There are fewer accommodations, but most of the current accommodations are now generally available to all students.

  10. PARCC Summative Assessment Design Beginning of School Year End of Year 75% 90% • PARCC Assessments will cover ELA/Literacy and Math in grades 3-11. • Districts have two 4-week windows to administer each component . • The total estimated time-on-task for a typical student to complete both the PBA and EOY assessments in both ELA and Mathematics is 8-10 hours. These times compare very favorably with current testing times. Performance-Based Assessment End-of-Year Assessment

  11. PARCC Comprehensive Accessibility Policies * Available to all participating students **For students with disabilities, English learners, and English learners with disabilities

  12. Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual. Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture Administrative Considerations for All Students

  13. Tool, support, scaffold, or preference that is built into the assessment system that can be activated by any student, at his or her own discretion. Universal Design features expected to benefit a diverse array of students and are available to all students. Provided onscreen, stored in a toolbar, or are accessible through a menu or control panel, as needed. During the assessment, students can choose which accessibility features they need for specific items. Examples include: audio amplification, highlighting, pop-up glossary, etc. Accessibility Features for All Students

  14. Accessibility Features for All Students

  15. Availableto all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform. Accessibility Features Identified in Advance

  16. Accommodations for Students with Disabilities

  17. Presentation Accommodations * See notes below

  18. Text to Speech Accommodation (AKA Read Aloud) Guidelines for IEP or 504 Team Consideration In making decisions whether to provide the student with this accommodation, IEP and 504 teams are instructed to consider whether the student has: • Blindness or a visual impairment and has not learned (or is unable to use) braille; OR • A disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently); OR • Deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation.

  19. Text to Speech Accommodation (AKA Read Aloud) Additional Guidance • The IEP or 504 Team must determine whether the student has a disability that severely limits or prevents him or her from decoding text and/or reading fluently. • This accommodation is not intended for a student reading somewhat (i.e., moderately) below grade level. • The IEP must document objective evidence from a variety of sources (including state assessments, district assessments, AND one or more locally-administered diagnostic assessments or other evaluation) that indicate that the student’s ability to decode text or braille is severely limited or prevented. • States may provide additional guidance for their respective states based on state policy or practice.

  20. Response Accommodations * See notes below

  21. Other Proposed Accommodations for Students with Disabilities

  22. Mathematics Field Test Administration Time

  23. A small number of students may require additional accommodations either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommodation as a result of a recently-occurring accident or illness. PARCC states will review requests for unique accommodations in their respective states on an individual basis and will provide approval after determining whether the accommodation would result in a valid score for the student, using guidelines comparable across PARCC states. Unique/Emergency Accommodations

  24. IEP Development

  25. As you write IEPs for 2014-2015 • Write in the correct test name (MCT3 or SATP3 or DLM). • List accessibility features with the accommodations so that they are documented for a student.

  26. Graduation Assessment Options

  27. Proposed Mississippi Graduation Assessment Options Purpose • Outline proposed options for students to meet the existing SATP graduation assessment requirements. • Revisions to the existing high school graduation requirements are twofold: 1) to affirm the importance of other existing academic measures which indicate a student’s readiness for entry into college or the work force, 2) to maintain a rigorous standard for students to meet in order to earn a high school diploma.

  28. Proposed Mississippi Graduation Assessment Rationale • After failing to pass any SATP exam twice, a student may demonstrate graduation readiness through successful completion of one of the proposed options. • Provide districts with approved options to high school assessments that offer multiple pathways to meet state graduation requirements.

  29. SAPT2 Scores vs. Options • It is not assumed that the approved options provide information or scores that are interchangeable with the state assessments. • The intent of these options is to provide objective evidence from widely accepted measures that students have met a rigorous standard and are ready for entry into college or the work force.

  30. Proposed Mississippi Graduation Assessment Options (Policy 3804)

  31. Questions?

  32. Contact Information Walt Drane, Assistant Director Office of Student Assessment WDrane@mde.k12.ms.us 601-359-2111 Gretchen Cagle, Educator in Residence Office of Student Assessment Gcagle@mde.k12.ms.us 601-359-2135

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