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Accessibility Resources  101 Learning Goals Participants will understand the Accessibility Resources  101 Learning Goals Participants will understand the

Accessibility Resources 101 Learning Goals Participants will understand the - PowerPoint Presentation

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Accessibility Resources 101 Learning Goals Participants will understand the - PPT Presentation

Accessibility Resources 101 Learning Goals Participants will understand the accessibility resource categories available to students broad range of students who might benefit from the use of accessibility resources ID: 762928

resources accessibility training students accessibility resources students training accommodations isaap www guidelines student assessments https assessment org lea balanced

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Accessibility Resources 101

Learning Goals Participants will understand the accessibility resource categories available to students;broad range of students who might benefit from the use of accessibility resources; initial steps of the Individual Student Assessment Accessibility Profile (ISAAP) process. 2

Success Criteria Participants can describe the range of accessibility resources available through the CAASPP system;identify initial steps of the ISAAP process for the effective use of accessibility resources; give examples of student learning needs/characteristics that might be addressed through the use of accessibility resources. 3

Shout Out Matching Student Needs to Available Accessibility ResourcesCreating a Practical Approach to Ensuring Students Receive Appropriate Accessibility Resources4

Accessibility Resources: Key Questions Why are accessibility resources important? What is involved in the effective implementation of the of accessibility resources for all students who can benefit from them? 5

Prepare to Engage How might you use this information in your classroom, school or local educational agency (LEA)? What knowledge already exists? What skills or knowledge needs to be deepened? How might you share your new skills and knowledge back to your sites ? 6

Accessibility is: the creation of classroom learning materials and testing events that are aligned with the intended curriculum and allow all students to accurately demonstrate their skills and knowledge; grounded in legislation and professional standards; related to the concept of fairness in testing; illustrated well by Universal Design for Learning (UDL) instructional principles and guidelines. 7

Meeting the Needs of All Students Accessibility resources are available on all CAASPP assessments: Smarter Balanced Summative and Interim Assessments in English language arts/literacy (ELA) Smarter Balanced Summative and Interim Assessments in mathematicsCalifornia Science Test (CAST) field test Standards-based Test in Spanish for reading language arts (STS) 8

Meeting the Needs of All Students (2) https:// caaspp.cde.ca.gov/supportsandaccommodations.asp 9

Meeting the Needs of All Students (3) Are students using any designated supports and accommodations?  There are some schools and districts where students have not accessed them at all.Are students using a range of designated supports and accommodations based on individual needs? Are teams using a process to consider the accommodations needed during classroom instruction and assessments that can then be used during CAASPP testing as well? 10

Purpose and Importance of Accessibility Resources Ensure equal opportunity for all students to access instruction and demonstrate learning: During daily instruction On classroom assessments On statewide assessments 11

Levels of Assessment Grain Size of Standards Assessed Immediacy of Actionable Information 12

Types of Accessibility Resources Universal tools Available to ALL students based on student preference and selectionDesignated supportsAvailable to ALL students, with a decision made by an adult who is familiar with student’s instructional needsAccommodations Available to students with a need documented through Individualized Education Programs (IEPs) and Section 504 Plans 13

Categories of Accessibility Resources PresentationResponseTiming/SchedulingSetting 14

Reflection Time: 3-2-1 What do you know? What do you want to learn?What have you already learned? 15

Accessibility Resources -Mathematics https:// www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp 16

Accessibility Resources - ELA https:// www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp 17

Smarter Balanced Item Types and Accessibility Features Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials http://www.caaspp.org/training/caaspp/uaag.htmlSmarter Balanced Item Types and Accessibility Features http :// www.smarterapp.org/documents/Item_Types_And_Features.pdf Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines Tables 1-6 describe available resources https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf 18

Usability, Accessibility, and Accommodations Guidelines Activity Tables 1-6 describe available accessibility resources https://portal.smarterbalanced.org/library/en/usability-accessibility-and-accommodations-guidelines.pdf 19

Usability, Accessibility, and Accommodations Guidelines Activity (cont. ) 20

Matrix One, Part 1: Embedded Resources 21

Matrix One, Part 2: Non-Embedded Resources 22

Matrix One, Part 3: CAA Resources 23

Matrix One, Part 4: Unlisted Resources Accessibility resources which change the construct tested on the assessment (i.e. calculator for grade 3) Available to students with an active IEP or Section 504 PlanMust be requested using the unlisted resource form in the Test Operations Management System (TOMS)Available only on approval by the CDENote: The pupil will not be counted as participating in statewide testing, which will impact the accountability participation rate indicator for the LEA. (5 CCR Section 853.8) 24

Matrix One, Part 4: Identified Unlisted Resources 25

Reflect To what extent are administrators and teachers in your LEA familiar with the range of available accessibility resources? To what extent do they know how each of the accessibility resources works?What might be the next action steps to strengthen knowledge of the available accessibility resources in your LEA? 26

Individual Student Assessment Accessibility Profile (ISAAP) https:// www.smarterbalancedlibrary.org/content/introduction-individual-student-assessment-accessibility-profile-isaap-updated 27

ISAAP Step 1: Roles and Responsibilities Identify key staff roles and responsibilities: Designate lead staff member Establish implementation team Develop an LEA-wide process Develop a communication plan Support and monitor 28

Guiding Questions: Roles and Responsibilities Who in your LEA is responsible for the identification of key staff members? Who establishes a team to develop, implement, and monitor a consistent LEA-wide process? Who ensures team members are adequately trained? Who supports and monitors implementation of process across LEA? 29

ISAAP Step 2: Information and Training Provide information to parents and training to all staff, as appropriate: Who will be provided information and/or training? What will be the content of the training? What training resources are available? What resources/materials need to be developed locally? What will the timeline be for disseminating information and providing training? Who will provide the training? 30

Designated Supports Training Resources Simplified Test Directions Guidelines Instructions for Using Embedded GlossariesScribing Protocol Read Aloud Guidelines Read Aloud Guidelines in Spanish https:// www.cde.ca.gov/ta/tg/ca/accesssupport.asp 31

Sample Items http://sampleitems.smarterbalanced.org/ 32

Sample Items (cont.) 33

Training Tools http:// www.montereycoe.org/programs-services/ed-services/assessment-accountability/caaspp-sbac/designated-supports-and-accommodations-guide/index 34

Guiding Questions: Information and Training What information on accessibility resources has been provided to parents in your LEA? How has it been provided? What training on accessibility resources has been provided to administrators, teachers, and support staff across your LEA?What training needs to be planned for this school year? Who needs to be trained? What do they need to know? When should the training occur? 35

ISAAP Tool A Web-based tool designed to facilitate selection of the accessibility resources that match student access needs for the Smarter Balanced assessments. Should be used in conjunction with the Smarter Balanced Usability, Accessibility and Accommodations Guidelines and state regulations and policies related to assessment accessibility as a part of the ISAAP process.http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp 36

ISAAP Tool Module https://www.smarterbalancedlibrary.org/content/introduction-individual-student-assessment-accessibility-profile-isaap-updated?key=4089340e54d1b0e96ae053fee694f178 37

ISAAP Tool: Categories of NeedExecutive control: attention, cognition control, and processingPersistent calculation disabilityReading-related disabilities, print disabilities, struggling readersNeed for access in language(s) of translation Significant motor difficulties and recent injury Vision impairment/blindness Hard of hearing/deafness 38

Using the ISAAP Tool http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp 39

Using the ISAAP Tool (cont.) http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp 40

General Guidelines for Use of Accessibility Resources Student is familiar with the resource(s). Resources used during summative assessments are the same or similar to those used for instruction and classroom assessment. Student has multiple opportunities to practice with the resources in a testing environment. 41

Practice Tests and Training Tests 42 Practice Test Training Test Provide students with a grade-specific testing experience similar in structure and format to the summative assessments Provide students with an opportunity to become familiar with the software and interface features; there are no Performance Tasks (PTs) Each grade: 3–8, 11 Grade bands: 3–5, 6–8, high school Approximately 30 items in ELA and 30 in math per grade level, including 1 ELA PT and 1 math PT Approximately 15 items per grade band (6 in ELA and 8–9 in math); no PTs are provided All universal tools, designated supports, and accommodations offered All universal tools, designated supports, and accommodations offered Results are not scored, but a scoring rubric and answer key are available Results are not scored

Interim Assessments Accessibility resources are modifiable in the Test Administrator Interface for the Smarter Balanced Interim Assessments. They provide additional opportunities for students to try out accessibility resources on actual test items and for teachers to observe and talk with students to evaluate their effectiveness. 43

Comparison Crosswalk https ://portal.smarterbalanced.org/library/en/uaag-resources-and-practices-comparison-crosswalk.pdf 44

Other Resources CDE’s Student Accessibility Resources Web page: https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp Smarter Balanced Accessibility and Accommodations Web page: http://www.smarterbalanced.org/parents-students/support-for-under-represented-students/ 45

Planning and Implementation 46

Thank You! Posted by the California Department of Education | February 2018 47