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Accessibility and Accommodations

Learn about the importance of accessibility and accommodations for fair and accurate assessment results. Understand the impact of universal tools, designated supports, and accommodations on test validity and student success.

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Accessibility and Accommodations

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  1. Accessibility and Accommodations

  2. Introduction

  3. Accessibility and Accommodations Results that are fair and accurate Positive and productive assessment experience

  4. Accessibility and Accommodations

  5. Accessibility and Accommodations college- and career- readiness

  6. Accessibility and Accommodations • Validity depends on students having appropriate: • universal tools • designated supports • accommodations when needed

  7. Accessibility and Accommodations Usability, Accessibility, and Accommodations Guidelines http://idaho.portal.airast.org/

  8. Accessibility and Accommodations Usability, Accessibility, and Accommodations Guidelines Following these Guidelines will contribute to a valid test score for students.

  9. Accessibility and Accommodations What are the available designated supports and accommodations for students?

  10. Accessibility and Accommodations 2) What do the designated supports and accommodations look like in the test delivery system?

  11. Accessibility and Accommodations 3) How do I ensure that students receive their assigned designated supports and accommodations within the test delivery system (embedded) as well as those beyond the test delivery system (non-embedded)?

  12. Accessibility and Accommodations The examples shown in this module are for the Smarter Balanced open source system. It is important to note that the way to access these tools and how these tools present on your screen may vary slightly depending on the test delivery system used in your state.

  13. Accessibility and Accommodations Universal tools, designated supports, and accommodations may be different from those that your state has allowed in the past

  14. Accessibility and Accommodations For the summative assessments, a state can provide students with the universal tools, designated supports, and accommodations that are included in the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines.

  15. Accessibility and Accommodations Check with your District staff (such as test coordinators, special education teachers, and bilingual team) if you have a question about the use of a particular accessibility resource.

  16. Accessibility and Accommodations Same Expectations

  17. Accessibility and Accommodations Exemptions May Apply

  18. Accessibility and Accommodations Check with your district coordinator or state education agency for participation requirements.

  19. Universal Tools EmbeddedBreaks, Calculator, Digital Notepad, English Dictionary, English Glossary, Expandable Passages, Global Notes, Highlighter, Keyboard Navigation, Line Reader, Mark for Review, Math Tools, Spell Check, Strikethrough, Thesaurus, Writing Tools, Zoom Designated Supports EmbeddedColor Contrast, Illustration Glossaries, Masking, Mouse Pointer, Streamline, Text-to-speech, Translated Test Directions, Translations (Glossary), Translations (Stacked), Turn off Any Universal Tools Accommodations Non-embeddedBreaks, English Dictionary, Scratch Paper, Thesaurus Non-embeddedAmplification, Bilingual Dictionary, Color Contrast, Color Overlays, Illustration Glossaries, Magnification, Medical Device, Noise Buffers, Read Aloud, Read Aloud in Spanish, Scribe, Separate Setting, Simplified Test Directions, Translated Test Directions, Translations (Glossary) EmbeddedAmerican Sign Language, Braille, Braille Transcript, Closed Captioning, Text-to-speech Non-embedded100s number table, Abacus, Alternate Response Options, Braille, Calculator, Multiplication Table, Print on Demand, Read Aloud, Scribe, Speech-to-text, Word Prediction

  20. What Are Designated Supports?

  21. What Are Designated Supports? Defined Designated supports for the Smarter Balanced assessments are those resources that are available for use by any student for whom the need has been indicated by an educator or team of educators with parent/guardian and student. Assigning a designated support does not require documentation of need in an IEP or 504 plan. It is recommended that a consistent process be used to determine these supports for individual students. Designated supports need to be identified and assigned in TIDE prior to assessment administration. Students should be familiar with using the designated supports assigned to them. Defined Decisions

  22. What Are Designated Supports? Decisions Informed adults make decisions about these designated supports. Ideally, the decisions are made by educators familiar with the student’s needs, as well as those supports that the student has been using during instruction and for other assessments. Student and parent/guardian participation in the decision, particularly for older students, is also recommended. Defined Decisions

  23. What Are Accommodations?

  24. What Are Accommodations? Defined Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Smarter Balanced states have identified accommodations for students for whom there is a documented need for the accommodation(s) on an Individualized Education Program (IEP) or 504 accommodation plan or special circumstance, such as the example of the broken arm. Defined Decisions

  25. What Are Accommodations? Decisions IEP teams, educators, and parents/guardians make decisions about accommodations. These teams (or educators for 504 plans) provide evidence of the need for accommodations and ensure that they are noted on the IEP or 504 plan. School staff are responsible for ensuring that information from the IEP is entered into ART or your state’s registration system, so that all embedded accommodations can be activated prior to testing. Smarter Balanced suggests the use of ISAAP or tool similar to ISAAP when making decisions. However, the ISAAP tool is not a replacement for an IEP/504 plan. Defined Decisions

  26. Making Decisions about Designated Supports and Accommodations Decisions The Smarter Balanced Resources and Practices Comparison Crosswalk was developed to help educators and decision makers identify similarities between the assessment resources and classroom practices. Smarter Balanced suggests the use of the Individual Student Assessment Accessibility Profile (ISAAP) process and ISAAP, or tool similar to ISAAP, when making decisions. However, the ISAAP tool is not a replacement for an IEP/504 plan. These resources are available on the ISAT Portal (https://idaho.portal.airast.org/) Designated Supports Accommodations

  27. Usability, Accessibility and Accommodations

  28. Assigning Designated Supports and Accommodations

  29. Accessibility and Accommodations

  30. Accessibility and Accommodations

  31. Accessibility and Accommodations Confirm that students are assigned the appropriate designated supports and accommodations

  32. Accessibility and Accommodations The Test Administrator should use this list when granting students access to the test through the test delivery system.

  33. Accessibility and Accommodations Review each student’s information to ensure that he or she has the correct designated support(s) and/or accommodation(s) set.

  34. Accessibility and Accommodations The student should not proceed with testing until the discrepancy is resolved.

  35. Approvals and Test Settings

  36. Approvals and Student Test Settings Standard or Custom

  37. Approvals and Student Test Settings

  38. Approvals and Student Test Settings

  39. Embedded Designated Supports

  40. Embedded Designated Supports Color Contrast Illustration Glossaries Masking Mouse Pointer Streamline Text-to-speech Translated Test Directions Translations (Glossary) Translations (Stacked) Turn off Any Universal Tools

  41. COLOR CONTRAST

  42. COLOR CONTRAST

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