Accessibility & Accommodations

Accessibility & Accommodations

Accessibility & Accommodations AN OCISS/OSIP TRAINING SESSION FALL 2017 1 Accessibility & Accommodations Training While we are waiting. Wireless: MCSA-Staff password: mcsa25144 Go to alohahsap.org and bookmark

Go to Smarter Balanced > Test Coordinators/Administrators > TIDE o Login to TIDE; request password if you forgot o If you have no TIDE account, email Bruce Hirotsu, cc principal, to request a Test Coordinator User account Go back to alohahsap.org > Smarter Balanced > Resources > Accessibility and Accommodations o Download the following: CCSSO/HIDOE Accessibility Manual Crosswalk of Accessibility Features

Usability, Accessibility and Accommodations Guidelines 2 Introductions OSIP - Assessment Section Brian Reiter - Administrator Carol Anton - Test Development Specialist Susan Forbes - Test Development Specialist OCISS - Special Education Section Karen Sato - Educational Specialist Maria Robinson, Kimberly Frasco, Catherine McPherson, Kapu Mamiya, Randolph Scoville, Lynne Hironaka, Staci Sanpei, and Michael Jose - Educational Specialists 3

Purpose Meet federal guidelines for the fair and valid administration of state tests to all students, including those with disabilities or limited language proficiency. Share 5-step process for selecting, administering, and evaluating accessibility supports for instruction and assessment. Clarify definitions and process for assigning HSAP accessibility supports. Address concerns raised by in-state data on accessibility and accommodation use. Improve understanding of participation criteria for the HSA-Alt. 4 Agenda 8:30 9:00 9:00 10:00

Part I - Federal Laws and CCSSO Guidelines Part II - Accessibility and Accommodations IDEA/504 eligible students 10:15 12:00 Part III - HSAP Accessibility Supports- Descriptions/Use 12:00 12:30 Lunch 12:30 1:30 Part III - HSAP (cont.) Accessibility Supports- Requesting/Setting 1:45 3:00 Part IV - Participation Criteria for the HSA-Alt 5

Part I Federal Laws / Internal Audit / Guidelines 6 Federal Disability Laws - IDEA, ESSA Ensure: Access to the general education curriculum Inclusion of accommodations to qualified students during state testing Individuals with Disabilities Education Act, 1997, 2004 The Elementary and Secondary Education Act, 2001, (Every Students Succeeds Act), 2015 7

IDEA Sec. 300.160 Participation in Assessments (a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs. (b) Accommodation guidelines. (1) A State (or, in the case of a district-wide assessment, an LEA) must develop guidelines for the provision of appropriate accommodations. (2) The States (or, in the case of a district-wide assessment, the LEAs) guidelines must (i) Identify only those accommodations for each assessment that do not invalidate the score; and (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score. 8 Additional Federal Laws ADA, Section 504

Ensure: Accommodations/Non-Discrimination across multiple settings The Americans with Disabilities Act, passed in 1990, was followed by the 2008 ADA Amendments ACT. The Amendments Act went into effect this past year on October 11, 2016. Section 504 of the Rehabilitation Act, one of the first civil rights laws offering protection for people with disabilities, was originally passed in 1973. 9 Where are these laws applied?

Classroom instruction Classroom assessments Statewide assessments College admissions and certification exams Post-secondary and career supports 10 Internal Audit FINDINGS/IMPACT RECOMMENDATIONS/ACTIONS 11 Internal Audit Findings IA conducted interviews of 50 Test Coordinators from 45 schools across different complex areas throughout the state and found that:

Test accommodations are not consistently administered to students with documented needs. Unclear as to whether accessibility guidance is being consistently provided from school to school. There are accommodations that may be beneficial to the students in the classroom setting, but may not be appropriate during testing. Accommodation definitions for classroom use and state testing are not congruent and can cause confusion. Some IEP records listed embedded state test accommodations that were not requested/verified or provided. 12 Impact Misinterpretation of how classroom accommodations differ from accommodations for state testing. Lack of understanding for how some classroom accommodations may be classified as designated supports in state testing.

Misinterpretation of how and when designated supports and accommodations should be applied in state testing. Lack of understanding of the role of test construct when requesting/providing an accommodation. Students with documented needs develop dependencies on classroom accommodations that do not align with those available on state testing. 13 Impact (cont.) High numbers of unverified accommodation requests. Students not provided with the appropriate practice time using an alternate designated support (or alternate content access strategy) that aligns with state testing. Students with documented and undocumented needs not provided with the appropriate designated support or accommodation. Lack of accountability for the recommendation of accessibility features, both designated supports and accommodations.

Students provided with accommodations that invalidate the test construct and result in test invalidation. Violations of IDEA and/or Section 504 of the Rehabilitation Act. 14 IA Recommendations A. Provide training for the SPED Coordinators, Test Coordinators, and SSCs to ensure a clear understanding of how designated supports and accommodations are applied. B. Require schools to have documentation of the designated supports identified for the students on file (e.g. IEP or Individual Student Assessment Accessibility Profile) and monitor the designated supports to ensure they are appropriately provided. C. Ensure all accommodations are documented in testing system and identify anomalies and inconsistencies in administration 15

Action Plan A - Training Provide DESs with information and resources related to the proper identification and administration of accessibility options and accommodations for the statewide assessments. DESs were charged with working with District Resource Teachers to relay this information to schools. Test Coordinator trainings include accessibility and accommodations information and the proper identification, documentation, and administration of accommodations and accessibility features for state testing. Test Coordinators were responsible for communicating this information to other school level staff including IEP team members. Fall 2017 Accessibility and Accommodations Training. 16 Action Plan B - Documentation Accommodations and Designated Supports are to be inputted into TIDE no later than one month prior (January 20, 2018) to the opening of the test window.

The Assessment Section will collaborate with OCISS to monitor accommodations and designated supports during the administration of statewide assessments. 17 Action Plan C - Administration Beginning SY 2016-17, the Assessment Section sets most accommodations in TIDE. A verification process requires the submittal of the Accommodations Verification Form (TAM, Appendix Q, p. 105). Beginning SY 2016-17, the Assessment Section reviews real-time data to identify anomalies and possible inconsistencies with the accommodations that are provided for students during statewide testing. Beginning SY 2017-18, the Assessment Section identifies students who may not have been provided with the accommodation(s) appropriate for their disabilities and notifies schools of the possible anomaly.

18 CCSSO / HIDOE Accessibility Manual: New this year! HOW TO SELECT, ADMINISTER, AND EVALUATE USE OF ACCESSIBILITY SUPPORTS FOR INSTRUCTION AND ASSESSMENT OF ALL STUDENTS Jointly produced by: Assessing Special Education Students State Collaborative on Assessment and Student Standards and English Language Learners State Collaborative on Assessment and Student Standards (ASES SCASS/ ELL SCASS) Adapted for Hawaii by: Hawaii Department of Education (HIDOE) http://alohahsap.org/SMARTERBALANCED/resources/ 19 Step 1:

Expect Students to Achieve Grade-level Standards Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment Step 4: Administer Supports During Instruction and

Assessment Five-step Decisionmaking Process Step 2: Learn About Accessibility Supports for Instruction and Assessment Step 3: Identify Accessibility Supports for Instruction and

Assessment 20 Resources/Support alohahsap.org Test Administration Manual (TAM) including Checklists CCSSO/HIDOE Accessibility Manual Crosswalk of Accessibility Features Usability, Accessibility and Accommodations Guide (UAAG) Training Modules

School Contacts at intranet.hawaiipublicschools.org: Offices > OSIP > Assessment and Accountability Branch > School Contacts HSAP Help Desk 1-866-648-3712 (toll free) [email protected] Assessment Section Phone: (808) 733-4100 HSA/SAS/[email protected] 21 Part II

Accessibility and Accommodations for IDEA/ 504 Eligible Students OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 22 Learning Goals: I can explain why students with disabilities are expected to achieve grade-level curriculum standards. I can explain the distinction between accommodations for instruction and accommodations for assessment.

I can select appropriate accommodations for instruction. I can select appropriate accommodations for statewide assessments. I can document accommodations for IEPs and 504 plans. I understand the roles and responsibilities for IEP/504 team members. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 23 The access to the standard is not negotiable, but the path to it is. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT

HawaiiPublicSchools.org OCIS 24 Equal Access to Grade-level Content HIDOE teachers must be familiar with the Hawaii Common Core. Partnerships between general and special education teachers must occur for successful student access to grade-level content standards. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS

25 OCISS: Springboard Resource: A Process Guide https://hawaiihi.springboardonline.org https:// intranet.hawaiipublicschools.org/offices/ociss/programs/specialed/SH A/SitePages/Home.aspx#CCSS Username: (8 digit employee ID number) Password; (Webmail, eCSSS or PDE3 password) OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 26

Accommodation Categories: OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 27 Instructional Accommodations A service or support that is provided to help a student: Fully access the subject matter and instruction. Demonstrate what he or she knows. These accommodations do not change the content of instruction or expectations for performance. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT

HawaiiPublicSchools.org OCIS 28 Accommodations for Assessment and Instruction are Integrally Intertwined Students need to : Have opportunities to learn to use accommodation in the classroom Be able to take classroom test using accommodations Some accommodations that are appropriate for classroom use would not be appropriate for testing situations.

OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 29 Accommodations vs. Modifications Accommodations Modifications Do NOT change the content, standards, or skill requirements. Changes the access and affects delivery not content. A tool to help students

demonstrate what they already know. Grading is the same Reduces learning expectations changes what is being tested or taught. Changes are made to provide student meaningful and productive learning experiences. Grading is different OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS

30 Activity You will receive a card with A on one side and M on the other side. A statement will be projected Decide if it is an accommodation or a modification Consult with an elbow partner Show an A for Accommodation, M for Modification OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 31

1. Limit information presented on page, large print, and more space between lines. 2. A multiple choice test on identical facts is provided while other students "fill in the blank 3. Using blocks to build structures while other children do science experiments. 4. Students respond verbally instead of writing 5. Learning letters and letter sounds while classmates read chapter books. 6. Completing assembly tasks while classmates complete independent work. 7. Testing on continents while classmates are tested on countries of Europe. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org

OCIS 32 8. Highlight important text. 9. Extending a 2 part pattern while classmates identify the unit of a 3 part pattern. 10.Student uses an abacus when completing his math assignment. 11.Matching numerals to quantities while classmates put items in sets. 12.Homework limited to a certain number of minutes/hours instead amount of work to be completed. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org

OCIS 33 35 Assessment Accommodations Dos Do NOTs Provide accommodations for assessments used for classroom instruction. Make decisions based on individual student needs Familiarize yourself with the

types of accommodations that can be used as both instructional and assessment accommodations. Change the construct Provide an advantage or change the validity of the test or the underlying skill. Assume all instructional accommodations are appropriate for use on statewide assessments. Include an accommodation that is provided as needed or as necessary.

36 OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 37 Selecting Accommodations based on student need Good instructional decisions starts with knowing your student. Check the students Present Levels of Educational Performance, special factors. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT

HawaiiPublicSchools.org OCIS 38 Guiding Questions 1) How has the IEP or 504 plan team leveled the playing field for the student to participate in the general curriculum? 2) What accommodations does the student use regularly in the classroom? 3) What accommodations does the student need and are allowable for the statewide assessment? 4) What do we know about the impact of the students disability? 5) How has the student performed on previous state-wide assessments? What accessibility supports were provided, were these effective, and are they still necessary?

OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 39 Accommodations Statements Student will participate in statewide assessments with no accommodations. Student will participate in statewide assessments with accommodations. Student will participate in the Hawaii Alt with or without accommodations. Not applicable for present school year. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org

OCIS 40 Documenting Accommodations for Statewide Assessments OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 41 Accommodations on a 504 Plan

OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS 42 Accommodation Key Points Not every student with a disability needs assessment accommodations. Decisions based on individual student needs. Documented in the IEP or 504 plan. Aligned with students daily instruction. OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS

43 Role of the IEP or 504 Plan Team Determine the students participation and accommodation for the state-wide assessment. Discuss procedures for implementing the accommodations before use on the state-wide assessment. Decide who will be responsible for coordinating the testing accommodations on the day of the state-wide assessment. 44

Resources alohahsap.org > Smarter Balanced > Resources Accommodations Verification Form CCSSO Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports for Instruction and Assessment for All Students. Crosswalk of Accessibility Features Across State Assessments in HawaiI Guidelines for Choosing TTS or Read Aloud Accommodation s Usability, Accessibility, and Accommodations Guidelines OFFICE OF CURRICULUM, INSTRUCTION & STUDENT SUPPORT HawaiiPublicSchools.org OCIS

45 1 e r B e t u in m 5 k a

46 Part III Hawaii Statewide Assessment Program (HSAP) Accessibility Supports I. Why do we have Accessibility Supports? II. What Accessibility Features are Available for Testing? Universal Tools, Designated Supports, and Accommodations UAAG Descriptions III. Which Designated Supports and Accommodations do we provide? When? For Whom? UAAG/CAF/CCSSO Recommendations

IV. How do we request/set Designated Supports/Accommodations? 47 Part III - HSAP Presentation Learning Goals: I can explain why we have accessibility supports. I can describe what is available within the HSAP. I can help others to determine which accessibility supports to provide, when, and for whom. I can demonstrate how to select, request, and set HSAP accessibility supports. 48 Step 1: Expect Students to Achieve

Grade-level Standards Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment Step 4: Administer Supports During Instruction and Assessment Five-step

Decisionmaking Process Step 2: Learn About Accessibility Supports for Instruction and Assessment Step 3: Identify Accessibility Supports for Instruction and Assessment 49

Step 1: Expect Students to Achieve Grade-level Standards WHY? WHY DO WE HAVE ACCESSIBILITY SUPPORTS FOR INSTRUCTION AND ASSESSMENT? 50 Step 1: Expect Students to Achieve Grade-level Standards

Not only a Legal Matter Expectations: Influence student response Color perception Presume knowledge of future Technological Advancements Enhancements in Communication Supports Impact on Academic Achievement and Functional Performance 51 Step 2: Learn About Accessibility Supports for Instruction and Assessment

WHAT HSAP ACCESSIBILITY SUPPORTS ARE AVAILABLE? WHAT? 52 HSAP Accessibility Framework New this year! UT Line Reader Thesaurus DS Mouse Pointer Amplification ACCOMM Braille Transcript Braille Word Prediction

UAAG, Page 4 53 Accessibility Supports Universal Tools are features that are available to ALL students; students can self-select. Designated Supports are features that are available to ANY student with an indicated need; TA and others can set in TIDE. Accommodations are features that are available to IDEA/504 students with a documented need (exception- injury); TC submits Accommodations Verification Form. 54

Accessibility Supports Fill-In the Blank Accessibility Support Available to: Acquire By: 55 Accessibility Supports Fill-In the Blank Accessibility Support Available to: Acquire By:

Universal Tool Designated Support Accommodation 56 Accessibility Supports Fill-In the Blank Accessibility Support Available to: Universal Tool All Students

Designated Support Any Student with Need Acquire By: Accommodation IDEA/504 Student with Documented Need OR Injured Student 57

Accessibility Supports Fill-In the Blank Accessibility Support Available to: Acquire By: Universal Tool All Students Students Self-Select Designated Support

Any Student with Need TA and others can set in TIDE Accommodation IDEA/504 Student TC submits Accommodation Verification Form with Documented Need OR Injured Student 58

Embedded or Non-embedded Universal tools, designated supports, and accommodations may be either embedded within the test administration system (computer interface for SBA) or provided onsite locally (non-embedded). 59 Step 3: Identify Accessibility Supports for Instruction and Assessment WHICH? WHEN?

For WHOM? WHICH HSAP ACCESSIBILITY SUPPORTS ARE APPROPRIATE? UNDER WHAT CONDITIONS? 60 Diving into the UAAG UAAG-Usability, Accessibility, Accommodations Guidelines 61 Usability, Accessibility, and Accommodations Guidelines (UAAG) The UAAG provide definitions and suggested use for the designated supports and accommodations

that are available for State testing. The UAAG should be consulted early in the school year in order to align classroom instruction and assessment with available State testing supports. Supports and accommodations need to be tried and tested prior to State testing. 62 Overview UAAG Organization What information frames are provided? UAAG-Usability, Accessibility, Accommodations Guidelines

UT, DS, ACCOMM Conceptual Model p.4 Embedded Universal Tools (17) pp. 6-8 Non-Embedded Universal Tools (4) pp. 8-9 Embedded Designated Supports (8) pp. 10-12 Non-Embedded Designated Supports (13) pp. 13-16 Embedded Accommodations (6) pp. 18-19 Non-Embedded Accommodations (11) pp. 20-23 63 UAAG Jigsaw (Groups of 4 or 5) Read, Synthesize, #1 - #5 Present to Others in Small Group Whole Group Share-out for each Topic: #1 - #5

TOPICS: 1. READING - TTS/Read Aloud DS vs. TTS/Read Aloud ACCOMM 2. MATH- Calculator UT vs. Calculator ACCOMM 3. MATH- Multiplication Chart, 100s Table, Abacus ACCOMMs 4. PHYSICAL- Alternate Response Options, Scribe, Speech-to-text ACCOMMs 5. VISUAL- Highlighter, Zoom UT vs. Magnification, Color Contrast, Color Overlays DS vs. Streamline, Calculator ACCOMMs 64 Step 3: Identify Accessibility Supports for Instruction and Assessment

WHICH? WHEN? For WHOM? RESOURCES Guidelines for Choosing TTS or Read Alou d Accommodations Guidelines for Choosing Read Aloud Braille Requirements / Testing Manual Scribing Protocol 65 Turn and Talk 1 How might the assignment of the TTS accommodation impact the validity of a students reading score? Why doesnt the assignment of TTS designated support for ELA, Math and Science have a similar impact on validity? Why arent the TTS designated supports for ELA, Math

and Science directly overseen by the State? Where do you document TTS designated supports? 66 Turn and Talk 2 What accommodations are available for math, under what conditions? What student disabilities are associated with the scribe accommodation and how does this differ from the scribe designated support? Which accommodations does the State carefully verify in the IEP/504 record prior to assignment? Why is this so? 67 HOT LIST

Your input Work-inprogress! Category Motor Or Visual Another Resource Numbers/ Operations Motor Or Processing Reading Disability Classroom Accommodations and Aligned HSAP Accessibility Supports Qualifying Criteria Struggling Reader

Reading Disability Diagnosis Minor Disability Severe Disability Broken Arm Limited Fact Fluency Dyscalculia Diagnosis Classroom Accommodation HSAP Accessibility Support A -TTS/RA DS - TTS/RA A Text-To-Speech/Read Aloud

A - Scribe DS - Scribe A - Scribe A - Scribe A MT A - Calculator Gr 4-5 If student understands concept, gaining fluency; Develop HCC strategies: groups/arrays, repeated addition A MT Gr 6 and up If severely limited fluency prevents multi-step problem-solving; document RTI/effect of MT use on access to grade-level content

A Multiplication Table (MT) A Calculator (talking calculator) Severe Disability/ Blind ALL GR 6-11 students can use on-screen calculator for Select Items NOT allowed on All Items for ANYONE 68 H C N U L 69

Step 3: Identify Accessibility Supports for Instruction and Assessment WHICH? WHEN? For WHOM? RESOURCES Read the Web Tool Instructions Test out ISAAP tool Individual Student Assessment Accessibility Profile (ISAAP) 70 ISAAP Tool

Facilitates selection of Designated Supports and Accommodations Should be used in conjunction with the Smarter Balanced Usability, Accessibility and Accommodations Guidelines Used to create an Individual Student Assessment Accessibility Profile (ISAAP) for all students Important benefit of this optional tool is that a students information can be referenced when entering into the TIDE system 71 Accessing the ISAAP Tool http://alohahsap.org/SMARTERBALANCED/resources/ > Test Coordinators / Administrators > General Information Individual Student Assessment Accessibility Profile

(ISAAP) resources: ISAAP Module (in the Digital Library) smarterbalancedlibrary.org ISAAP Tool [XLSX] ISAAP Tool (web-based) ISAAP Tool Instructions 72 ISAAP Tool (XLSX) - Student1 73 ISAAP Tool (XLSX) - REPORT

74 ISAAP Tool (web-based) 75 Step 3: Identify Accessibility Supports for Instruction and Assessment HSAP Accessibility Guide New

this year! 76 A Crosswalk of Accessibility Features (CAF) Single source of information on accessibility features available across all HSAP assessments. SBA HSA Science EOC- Biology, Algebra KEO HSA-Alt ACCESS for ELLs 2.0 Alternate ACCESS for ELLs ACT

77 Accessibility Features for Non-UAAG Tests Test Name Notes on Accessibility Features KEO HSA-Alt Unique List of Supports Design Embeds Supports (TTS/Read Aloud, Visuals, RDBC, Scaffolds) Allows teacher-selected Designated Supports (Attention, Communication Online Form Alternate Response Option, Assistive- Calculator, Scribe) Paper/Pencil Form Permits additional IEP-aligned Designated Supports such as concrete object/visual substitutions, translated items

ACCESS for ELLs 2.0 Alternate ACCESS ACT Administrative Considerations Accommodations for IEP/504 students Administrative Considerations Streamlined Accommodation Documentation Process English Learner Supports 2017 78 Step 4: Administer Supports During Instruction and

Assessment SITE FOR TESTING/GATHERING DATA ON EFFECTIVENESS OF SUPPORT Smarter Balanced Website - Accessibility Page Sample Items to Test Accommodation Student Effects 79 Smarter Balanced SITE FOR TESTING EFFECTS OF VARIOUS ACCESSIBILITY

FEATURES AND ACCOMMODATION S ON STUDENT PERFORMANCE 2017 80 Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment CCSSO Tool 12: Instructional Accessibility

Features and Accommodations (AFAs) Student Name: _______________________________________ Beginning of Year AFAs: 1. 2. 3. Middle of Year AFAs 1. 2. 3. End of Year AFAs 1. 2. 3.

Teacher Evaluation: Teacher Evaluation: Teacher Evaluation: Team Recommendations: Team Recommendations: Team Recommendations: 81

Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment CCSSO Tool 13: Accessibility Calendar Student Name: ___________________________Teacher Name: ___________________________ Grade: __________Subject: ___________________________School Year: ___________________ Accessibility Feature or Accommodation + = very effective a= provided

x = refused 0 = provided, but not effective Month: M T W T F 82 Step 5: Evaluate Use of

Accessibility Supports in Instruction and Assessment 2016-17 Hawaii State SBA Accommodation Verifications/Requests Text-To-Speech Alternate Response Option Calculator

Multiplication Table # Of R # Of R # Of R # Of R # Of R # Of R # Of R # Of R Verified Received Verified Received Verified Received Verified Received What do you notice? What do you infer? What are the implications? 25

161 1 8 7 89 16 148 15.5% 12.5%

7.9% 10.8% Print On Demand Read Aloud Scribe Speech-To-Text # Of R # Of R # Of R # Of R # Of R # Of R # Of R # Of R

Verified Received Verified Received Verified Received Verified Received 1 4 25.0% 6 56 10.7% 19 53

35.8% 9 47 19.1% 83 Case Study Conversations Everyone Counts Off By 6 #1-#3 Move LEFT #4-#6 Move RIGHT FIND YOUR GROUP FIND YOUR GROUP READ / DISCUSS READ / DISCUSS Case Study Case Study

#1, #2, or #3 #4, #5, or #6 Whole Group Sharing 85 Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment TTS Designated Support Use In Hawaii What do you notice? What do you

infer? What are the implications? 86 8-Step Checklist for Establishing HSAP Accessibility Supports/Accommodations 1. 2. 3. Review Previous Accessibility Support Use Classroom instruction/assessment State testing Consult HSAP Guidelines UAAG, CAF, Read Aloud/TTS, Scribe

Select Appropriate Aligned Accessibility Supports ISAAP Tool 4. Test Accessibility Supports/Interventions Collect data - qualitative, quantitative Variety of sources- student, teacher, professional 5. 6. Evaluate Supports/Interventions Document Need in IEP/504/Other Submit Accommodation Verification Form Set Designated Supports in TIDE

7. Practice using Accessibility Supports 8. Administer Accessibility Supports during State Testing REPEAT Evaluate longitudinal data on Support Use Increase Student Awareness/Self-Advocacy 87 Step 1: Expect Students to

Achieve Grade-level Standards Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment Step 4: Administer Supports During Instruction and Assessment

Five-step Decisionmaking Process Step 2: Learn About Accessibility Supports for Instruction and Assessment Step 3: Identify Accessibility Supports for Instruction and Assessment 88

HOW? SETTING HSAP ACCESSIBILITY SUPPORTS 90 HOW? 1. Designated Supports - TC, TA, TE set in TIDE 2. Accommodations Four Embedded (ASL, Braille, CC, Streamline) also set by TC 3. Accommodations - Non-embedded and TTS will need to submit Accommodations Verification Form 4. Verified accommodation requests will be set in TIDE by the Assessment Section

5. Inputting designated supports and accommodations in TIDE 91 Documenting Accommodations Evidence? 92 TAM: Appendix Q, p. 105 93 Test Information Distribution Engine (TIDE) hitide.org 94 alohahsap.org

Logging in to TIDE Upon clicking Secure Login the TIDE dashboard will appear. A users privileges within TIDE vary by role group (test coordinator, test administrator, teachers, etc.) so the dashboards may vary. Some users have multiple roles, in those cases TIDE may prompt you to select a specific user role to complete the login process. 95 TIDE Dashboard 96 TIDE: Preparing for Testing 97

Student Data in TIDE Student Information Demographic from Infinite Campus cannot be edited Test Eligibility Preset based upon information from Infinite Campus Only Interim Testing grade can be adjusted Assessment section can set Courtesy Testing for you Embedded Accessibility Features Universal Tools can be turned off Designated Supports can be made available to students with identified needs as determined by a team of teachers. Accommodations can be made available to IDEA and 504 Plan students when consistent with the IEP, PLEP, services in the classroom, and the summative assessment use guidelines (some must be verified and set by the Assessment

Section) Non-Embedded Accessibility Features As with the embedded features 98 99 100 2. Complete and Save the File When using the template you need to enter a separate line for each tool you wish to change for each student 101

Printing Students Test Setting 1. Click Test Settings and Tools Click View/Edit Test Settings and Tools Fill in required fields or if looking for just one student fill in the student SSID# then click SEARCH. 2. Click the column headings to sort the retrieved students in the order you want the records printed. 3. Do one of the following: Mark the checkboxes next to the name of the student(s) you want to print. Or mark the checkbox at the top of the table to print labels for all retrieved students. 4. Click and then select Student Settings and Tools. The Students Test Settings and Tools report appears.

5. Verify Student Settings and Tools is selected in the Print Options section 6. Click the layout you require, and then click Print. Your browser downloads the generated PDF. 102 Part IV 1% Rule PARTICIPATION CRITERIA FOR THE HSA-ALT 103 Part IV- 1% Rule for HSA-Alt Topics:

I. What is the 1% Rule? II. Consequences of not meeting 1% Guidelines? III. Hawaii State Definition for Cognitively Disabled IV. Learning Characteristics of Alt Population V. State Monitoring VI. Current Data 104 Part IV- 1% Rule for HSA-Alt Learning Goals: I can explain what the 1% Rule is for the Alternate Assessment. I understand why Hawaii must file a Federal Waiver this year. I can help others to appropriately identify

students for the Alt using the four Hawaii State criteria. 105 What is the 1% Rule? 1% Cap on Number of Alt Students Calculated at the State level Includes each Subject Area Test # Students taking Alt/Total Pop of State Test-takers 106

Consequences of not Meeting 1% Cap Waiver requires: Data: Sub-group breakdown (# and % participation) Assurances- States guidelines were followed in districts >1% Plan and Timeline to: Improve Implementation across ALL districts Address Any Disproportionalities in Sub-Group Identification Augment Level of State Oversight/Support/Monitoring 107 Definition of Cognitively Disabled No Federal Definition State-by-state determination Variability of State Definitions has not yet been examined

Two components required: Cognitive Functioning Adaptive Behavior 108 Hawaii State Definition HSA-Alt Participation Guidelines (4 Criteria): (A)The student demonstrates significant cognitive disabilities that may be combined with limited adaptive skills, physical or behavioral limitations (B) The student requires a highly specialized educational program with intensive modifications and supports in order to access grade level academic standards. Reference: An Introduction to Alternate Assessments H. Kleinert, R. Quenemoen, M. Thurlow. from Alternate Assessment for Students with Significant Cognitive Disabilities. 2010. 111

Hawaii State Definition HSA-Alt Participation Guidelines (4 Criteria): (C) The student's daily instruction is substantively different from that of their peers without disabilities and requires extensive, repeated individualized instruction and support, across multiple settings. (D) The student's difficulty with the demands of the general academic curriculum is not due to social, cultural or environmental factors; expectation of poor performance; or excessive absences. Reference: An Introduction to Alternate Assessments H. Kleinert, R. Quenemoen, M. Thurlow. from Alternate Assessment for Students with Significant Cognitive Disabilities. 2010. 112 Hawaii State Definition

Identifying HSA-Alt Students For more information including identification guidelines, Go to: HSA-Alt Test Administrator's Manual (TAM) IEP teams should consult pp. 7 13 of HSA-Alt TAM Parents must be aware, prior to consent: Alternate performance level descriptors and achievement standards for testing Effect on high school completion requirements is based on credits earned, not just on participation in HSA-Alt 113 So, what next? Monitor Share

State Districts Schools Teachers 119 Monitoring- Who, What, How? Monitor State Alt Participation at District level Look for areas of incongruence- over and under-identification Examine sub-group identification ELL Ethnicity Gender

Compare to Special Education group size (~9% of SPED are Alt) Gather data on Characteristics of Students Who Participate 120 121 State Data Sample Enrolled Grade ELA Scale Score 7 7

7 7 7 7 7 7 7 7 7 7 317 375 375 285 337 349

327 296 345 329 362 310 ELA Performance Mathematics Scale Mathematics Level Score Performance Level 3 4 4 2

4 4 3 3 4 4 4 3 306 347 339 297 324 295 332 301

356 304 329 316 3 4 3 3 3 3 3 3 4 3 3 3

123 In addition, Share Information across the State on: Accessibility features/accommodations currently available that may allow students to participate in regular HSA assessment CCSSOs 5-step process for selecting, administering, and evaluating accessibility supports used in instruction and assessment 124 Help Guide Decision Making Resources at alohahsap.org HSA-Alt Decision Making Flow Chart HSA Alt Participation Guidelines with Examples

HSA-Alt Participation Guidelines 125 Communicate with Stakeholders Parent Resources at alohahsap.org HSA-Alt-Interpretive-Guide for Family Reports Hawaii State Alternate Assessment Parent Broch ure HSA-Alt Parent Letter (IDEA) 126 Inform Teachers and Students Teacher/Student Resources at alohahsap.org

HSA-Alt Reading Performance Level Descriptors HSA-Alt Math Performance Level Descriptors HSA-Alt Science Performance Level Descriptors HSA-Alt Practice Test 127 Answers Accommodations 1. Limit information presented on page, large print, and more space between lines. 2. A multiple choice test on identical facts is provided while other

students "fill in the blank 4. Students respond verbally instead of writing 8. Highlight important text. 10. Student uses an abacus when completing his math assignment. 12. Homework limited to a certain number of minutes/hours instead amount of work to be completed. Modifications 3. Using blocks to build structures while other children do science experiments. 5. Learning letters and letter sounds while classmates read chapter books. 6. Completing assembly tasks while classmates complete independent

work. 7. Testing on continents while classmates are tested on countries of Europe. 9. Extending a 2 part pattern while classmates identify the unit of a 3 part pattern. 11. Matching numerals to quantities while classmates put items in sets.128 Closing Reflections NEXT STEPS 129 Survey and Certificate

We value your feedback in order to continuously improve our trainings and workshops. Please respond to the survey regarding the 2017-18 Accessibility and Accommodations Training. https://www.surveymonkey.com/r/AccessibilityFall2017 Thank you for your time and effort to complete this survey! 130

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