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STATE TESTING ACCOMMODATIONS: SBA

Presented by:

Rose Racicot , MS, OTR/L & Traci West, MOTR/L

Special Education Technology Center:

www.specialedtechcenter.org

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LEARNING OBJECTIVES

Participants will:

Understand the three main structural levels of tools and accommodations for students (Universal Tools, Designated Supports, Accommodations)
Identify the differences between accommodations and modifications to instruction
Gather and explore resources from OSPI on guidelines to SBA accommodations

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SBA ASSESSMENT BY GRADES

Grades 3-8 and 10 in ELA and Math; testing window opens March 1st
Grades 5, 8 and 11 in Science; testing window opens April 12th

Timelines & Calendar | OSPI (www.k12.wa.us)

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AT DEVICE AND SERVICE

Per the Individuals with Disabilities Education Act (IDEA)

assistive technology (AT) devices and services
help to increase, maintain, or improve the functional capabilities
of a student eligible for special education
in order to access a free and appropriate public education

FAPE

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AT & THE IEP

When writing an IEP, the team must:

Thoughtfully consider the devices and services necessary

to support a student in their educational environment

Include AT throughout the IEP within your relevant area

Planning Present levels Accommodations

What about the Goals???

Clearly document the reason for the accommodation, including the

Discuss the Goals section quandary

Planning

The AT consideration box in the planning section of the IEP must have a statement declaring AT was thoughtfully considered and determined warranted or not warranted. This statement does not need to be elaborate as the main descriptions will be in the Present Level of Performance section. Not every student requires AT to access a free and appropriate public education beyond the universal design set up of the classroom. Examples of wording statements are provided here to include in the planning section based on the IEP team decision. You may copy directly, if desired.

AT is warranted, the following statement could be included:

Example: “The student's assistive technology needs have been considered and are discussed further in the Present Level of Performance and included as accommodations.”

AT is not warranted, the following statement could be included:

Example: “The assistive technology needs of this student were considered and no assistive technology is needed at this time to guarantee a free and appropriate public education.”

Present Level of Performance

AT is used as an accommodation by the student throughout the day and in all settings to access her educational environment. Therefore, AT should be addressed throughout the IEP present levels—academic and related service—to discuss how she uses the accommodation to access her educational environment, thus achieving her IEP goals.

The AT strategies and devices should be adequately described to let the reader know how it is used to increase, maintain, or improve the functional capabilities of the student. In this section, the specific name (cited as an example) of any equipment may be mentioned. Remember, feature and purpose descriptions are important to support potential changes in district or educational setting.

Example: “This year, XX has been using a personal dynamic display communication device with auditory feedback (i.e. a Dynavox VMax) to access communication and improve his expressive language skills throughout all educational and social activities. Currently, he is able to answer teacher directed questions and respond to student comments using 2-3 word core vocabulary utterances.”

Example: “XX has been using a portable touch screen device (i.e. an iPad) this year to access his written assignments during academic classes. He uses the device to retrieve a teacher supplied document, add content using the touch screen keypad, and return it to the teacher using email.”

Accommodations

An accommodation is changing the how a student will interact with the curriculum and environment to demonstrate knowledge, and on the continuum of supports is less restrictive than making a modification (or the what) to the curriculum (Stetson & Associates Inc., 2016). In general, AT strategies and devices are accommodations allowing a student access to their academic curriculum and environment to demonstrate their knowledge similarly as their peers. Listing the AT features in the accommodations section of the IEP helps everyone know how the student best accesses school. The descriptive wording may be readily available in the drop down menu, but can also be added manually. Remember, use descriptions of the features and purpose rather than the name of the tool.

By about 8^th grade, students might consider working toward self-advocacy by taking a copy of their accommodations to their teachers and discussing how the accommodation allows them access to the educational environment and demonstrate knowledge. This might foster rich communication about the student’s abilities, challenges, and how the teacher can lend support.

Example: “Student has access to a voice output system during communication exchanges.”

Example: “Student has access to a portable touch screen device during completion of written assignments.”

Goals-No AT Wording Here

While it appears appropriate to also include AT wording into the goals and objectives, this is the one section where AT is not included. Since the AT device or strategy is an accommodation that allows the student improved access to the educational environment to support the achievement of her IEP goals, it is still the desired academic outcome that should be the focus of the goal, not the AT tool or strategy. The quality instruction is what changes the skill level. The tool simply allows the student to demonstrate knowledge.

In this example, the access accommodation for communication might include access to a voice output system, a switch, or a communication book.

When given: instructional strategies or task type (not a tool or device)

Student will: produce 2-step requests to peers

Improving: functional expressive language

From: 1/5 times during a group activity

To: to 5/5 times during a group activity

As measured by: data collected by his SLP and/or SLPA over three consecutive data sessions.

In this example, the access accommodation for writing could be handwriting, typing, speech recognition, or audio recording, or any combination of these.

When given: instructional strategies or task type (not a tool or device)

Student will: construct a beginning, middle and end paragraph

Improving: written productivity

From: 1 sentence paragraph

To: 4 sentence paragraph

As measured by: classroom data over 3 consecutive data sessions.

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CLEARLY DOCUMENT DATA

What is the challenge preventing typical performance?
What should the typical performance be?
What is the current performance?
What data will you include to support need for AT?
Identify when the accommodation is needed—Gen, SPED, testing

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ACCOMMODATION OR MODIFICATION?

changes in WHAT the student is expected to learn or demonstrate
curricular modifications can be appropriate support for students with significant disabilities who need these changes in WHAT is taught to them
more restrictive and should be rare occurrence

changes made to HOW content is presented so students can access grade level content
less restrictive than modification, and should be an initial consideration
Four types of accommodation: Presentation, Response, Timing/Scheduling, Setting

Accommodation

Modification

Accommodation Examples

Presentation Accommodation: Reduce the readability level of an assigned reading while ensuring all of the concepts and ideas are covered. This accommodation can be accomplished using Newsela to allow students to adjust the reading level appropriately for their needs.

Response Accommodation: Allow a student struggling with handwriting or typing to orally respond using a voice recorder on the computer, then share the recording with you. All student computers have Sound Recorder or Audacity under the Start menu to easily and quickly create an audio file and email them to the teacher. Once the student has demonstrated his knowledge, he can listen to the recording to practice writing and typing some of the content.

Timing/Scheduling: Allow a student who struggles with completing all assigned work during one sitting short structured but individualized movement breaks between tasks. S'cool Moves has excellent intervention strategies to help keep these activities structured and successful so students return to the task at hand.

Setting: Support students by grouping them into small groups to review lesson vocabulary prior to the whole class lesson. Some students may benefit from vocabulary in a picture, wordbank, Braille or other alternative format prior to the whole group lesson.

Modifications

1. Examples of curricular modifications are reducing the number of grade level standards a student is taught, presenting material at a grade level below their assigned grade, or testing a student’s knowledge in only a few subjects. Dr. Francis Stetson, a national leader in inclusive practices, discusses that

3. This may result in a student falling further behind in their education. Instead, accommodate and differentiate for their needs, by presenting and assessing grade level content. especially for learning disabled students, as this limits the content and standards knowledge a student learns.

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WHERE ARE ACCOMMODATION GUIDELINES?

The resources are located in the WCAP portal-which anyone can access: https://wa.portal.cambiumast.com

Test Administrators> Test Administrator Resources> User Guides and Manuals> Guidelines on Tools, Supports, and Accommodations (cambiumast.com)

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OTHER RESOURCES

Smarter Balanced Guide to AT Readiness: https://drive.google.com/file/d/18qDK8olbgDLZbnt8mcT3VQmcssRV2Ct7/view?usp=sharing

AT Chatter--AT Accommodation on State Testing:

https://docs.google.com/document/d/1_222JGM_ig1ZlusvnqjdlI4Zi3TZiRZgvGWvmQzbvGw/edit?usp=sharing

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WHAT’S NEW FOR 2020-2021

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TYPES OF SUPPORTS

Embedded: provided for within the test (digitally delivered)

Non-embedded: provided for by local agency; can support computer or paper-based testing

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CHOOSING EMBEDDED SUPPORTS

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UNIVERSAL TOOLS

“Universal tools are available to all students, including those receiving designated supports and those receiving accommodations”
Based on student preference
If a tool is a distraction, it can be turned off in TIDE
Text-to-speech and speech-to-text are NOT universal tools

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EMBEDDED UNIVERSAL TOOL: ZOOM

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DESIGNATED SUPPORTS

“The use of the designated supports is made at the individual student level. The guidance is that the decision should be made by adults who have knowledge of possible student needs, working with the parents and/or students, to make an explicit decision.”

Best practice: consistent determination process as a group who knows student-including parent
Need to identify prior to testing
Student does NOT need to have IEP or 504 plan
Text-to-speech: embedded support
Scribe: non-embedded support DISCUSS

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EMBEDDED DESIGNATED SUPPORT: HYBRID MASKING

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EMBEDDED DESIGNATED SUPPORT: TEXT TO SPEECH

NOTE: The STT will use any acapela voices available on your computer. Otherwise, it defaults to Microsoft basic voices.

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ACCOMMODATION SUPPORTS

“Accommodations are available only to those students with documentation for the need through a formal plan (i.e., IEP or 504 plan). Students using accommodations may also use the universal tools and designated supports”

Accommodations provide access
Best practice: team decision including parent and student, teach and provide access to tools year round
Text-to-speech and speech-to-text:
Word prediction: Non-embedded

Embedded!

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EMBEDDED ACCOMMODATIONS: �SPEECH TO TEXT & TEXT TO SPEECH

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ENGLISH LANGUAGE PROFICIENCY ASSESSMENT �FOR THE 21^ST CENTURY (ELPA)�

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DEMONSTRATION OF SPEECH TO TEXT

Kara Todd

Content Coordinator for Test Development

Assessment and Student Information

Office of Superintendent of Public Instruction (OSPI)

QUESTIONS?

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NON-EMBEDDED ACCOMMODATION:

Allowed

Only single word prediction and basic dictionary
Phonetic spelling and text-to-speech feature
Consider headphones unless tested individually
Students can use their own AT devices

WORD PREDICTION

Not Allowed

Deactivate phrase prediction, predict ahead, next word
Deactivate expanded dictionaries (such as topic dictionary or word banks)

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VENDOR OPTIONS: DON JOHNSTON CO:WRITER�

http://help.donjohnston.net/en/collections/287910-state-testing

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VENDOR OPTIONS: TEXTHELP READ&WRITE �

Watch Overview Video

Using Read&Write With SBAC | Texthelp

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VENDOR OPTIONS

Quillsoft's Word Q 5 Desktop Software: An Exam mode ensures WordQ doesn’t offer an unfair advantage in test or exam situations. The Exam mode can be set for up to 8 hours and cannot be disabled unless the machine is restarted.

Word Q Exam Mode Directions:

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GUIDANCE ON NON-STANDARD ACCOMMODATIONS REQUEST

Non-standard accommodation requests need to be submitted to OSPI by January 15^th
Refer to Appendix D of Guidelines (page 50)
Must answer questions regarding classroom and/or instructional use AND use on assessments

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EVALUATING FEATURES OF THE AT

Does the requesting feature go beyond what is already provided as available?
Does the specific feature in the software violate what the assessment is designed to measure?
Does the feature give the user access to more, additional, or more specific context, information than is provided to other test takers?

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IMPLEMENTATION

Open for discussion—how do you implement during testing?

Text-to-speech
Speech-to-text
Word prediction
Scribing

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QUESTIONS TO PONDER

Does the requesting feature go beyond what is already provided as available?
How can you help ensure proper administration for accommodations in your district?
How can you help promote universal access to accommodations in your district?
Where are you going to find more information for your specific district?

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RESOURCES

The User Guides and Manuals are located in the WCAP portal-which anyone can access: http://wa.portal.airast.org/
Test Administrators > Test Administrator Resources > User Guides and Manuals > https://wa.portal.airast.org/resources/user-guides-and-manuals-ta/

Toni Wheeler, Alternate Assessment Coordinator

Kara Todd, Content Coordinator for Test Development

Select Assessments & Business Enterprises/Assessments & Student Information

Office of Superintendent of Public Instruction (OSPI)

600 Washington St. SE | Olympia, WA 98504-7200; P.O. Box 47200 | Olympia, WA 98504-7200

office: 360-725-4970 | tty: 360-664-3631

toni.wheeler@k12.wa.us OR kara.todd@k12.wa.us

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RESOURCES

IDEA - Building The Legacy of IDEA 2004. (2018). Retrieved January 24, 2018, from http://idea.ed.gov/explore/view/p/,root,regs,preamble2,prepart2,A,19,.html
WAC 392-172A-01025: Assistive technology device. (2018). Retrieved January 24, 2018, from http://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-01025
Practical (and Fun) Guide to Assistive Technology in Public Schools ... - Christopher R. Bugaj, Sally Norton-Darr - Google Books. (2018). Retrieved January 24, 2018, from https://books.google.com/books?id=1aepCgAAQBAJ&pg=PA21&lpg=PA21&dq=misconceptions+about+assistive+technology&source=bl&ots=W8wN2aaT1C&sig=91mM1dptxR8L-IrbFT9OV2HpMhE&hl=en&sa=X&ved=0CEYQ6AEwBmoVChMIrL7u6qa0yAIVlzKICh378AEc#v=onepage&q&f=false