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CAASPP Designated Supports and Accommodations 2024-25

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Objectives & Agenda

Objectives:

  • Learn how to apply recommendations for assigning Designated Supports and Accommodations

  • Learn how to assign and confirm Designated Supports and Accommodations on TOMS

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Agenda:

  • Usability and CAASPP Testing
  • Types of Supports
  • Common mistakes when assigning supports
  • How to Assign Supports
  • Practice in choosing

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California Assessment of Student Performance and Progress (CAASPP)

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  • Smarter Balanced Assessments (SBA)
    • English language Arts/Literacy and mathematics
    • Grades 3-8, 11
  • Item Types:
    • Computer Adaptive Test: Selected response and constructed response
    • ELA Performance Task Constructed response and essay Math: Problem-solving task

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  • California Science Test (CAST)
    • Grades 5, 8 and 11
  • Item Types:
    • Computer Adaptive Test: Selected response and constructed response
    • Performance Tasks: Problem-solving task

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  • California Alternate Assessment (CAA)
    • Students with the most significant cognitive disabilities: IEP designates the use of an alternate assessment on statewide summative assessments
    • ELA, Math, Science (One-to-One Administration)
    • Grades 3-8, 11

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Supports: Embedded and non-Embedded

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Embedded resources are digitally delivered as part of the technology platform for the computer-based tests.

Example: Text-to-Speech, Mouse Pointer, Glossary

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Non-embedded resources are not part of the computer platform and are provided by the school site.

Separate setting, Noise buffers, Paper Multiplication Table, Paper Number Table

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Universal Tools, Designated Supports, and Accommodations

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Universal Tools:

    • Available to all; based on student preference and selection (e.g., breaks, strikethrough, highlighter).

Designated Supports:

    • Need to be indicated by an educator or group of educators (e.g., color contrast, read aloud, glossary, magnification). Must be activated 24 hours in-advance.

Accommodations:

    • Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe

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Universal Tools, Accommodations, Designated Supports

W = writing R = reading L = listening

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Assigning Supports

Student Accessibility Reference Tool (SART)

  • Identify students who may benefit from supports.
  • Select the appropriate designated supports and accommodations for each student. The SART Tool can be used to help match student need to available supports.
  • IEPs and SEIS must reflect current designated supports and accommodations.
  • Check which students have been assigned Designated Supports/Accommodations
  • Supports will activate for each student at log-in.

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Text-to-Speech and Read Aloud

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  • Text-to-speech
    • Text is read aloud via computer-generated voice
    • Accommodation or Designated Support
  • Read Aloud
    • Text is read aloud via trained and qualified human reader
    • Accommodation or Designated Support

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Text-to-speech and Read Aloud

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Support

Accommodation

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Designated Support

Who

Description

Recommendation

How to access

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Text to Speech

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Read Aloud

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Accommodation

Significant Visual impairment,

reading disability

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Reading passages

Significant visual impairment,

Documented reading disability in grades K-2

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SEIS

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Designated Support

For some English Learners and General Education

Math items and ELA items only, not reading passages

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For English Learners and General Education who regularly use this intervention

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Illuminate

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Text-to-Speech and Speech-to-Text

Text-to-Speech

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Speech to Text

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Computer voice reads to a student

Computer records student dictation

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Calculators

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Non-embedded Designated Support

  • Students can use a stand-alone physical calculator (including braille or talking calculators) for calculator-allowed items
    • Teacher Recommendation
    • CAST Science grades 5, 8 and 11

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Embedded Universal Tool

  • On-screen calculator appears for calculator-allowed math and CAST Science items
    • Available to all students
    • Math and CAST Science grades 6-8, CAST Science grade 5

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Non-embedded Accommodation

  • Students can use a stand-alone physical calculator (including braille or talking calculators) for calculator-allowed items
    • IEP only
    • Math grades 6-8 and 11

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Ensure SEIS is Current

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  • Special Education Information System must reflect Designated Supports and Accommodations
  • Will be loaded to TOMS from SEIS
  • Supports active on both IABs and Summative Smarter Balanced
  • Focus on IEPs on current students in grades 3, 10 & 11

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Assigning Supports

Students without an IEP

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Test coordinators, GE and EL teachers should activate designated supports for students in GE through Renaissance DnA

How-to Renaissance DnA

2024-25 Smarter Balanced Designated Supports (Teacher Impute)

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Students with an IEP

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Case managers should activate Designated Supports and Accommodations for students with IEPs through SEIS

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  • Universal tools are already activated for all student automatically
  • Contact AAO if you need to activate accommodations for students with 504s
  • Contact AAO if you need to activate a support (Spanish translation for instance) for the whole class
  • Check 2024-25 SBA Designated Supports and Accommodations

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Time for Practice

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SART 2024-25

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  • John, grade 5, has an IEP for a specific learning disability. He has an identified area of need for mathematics, presenting with dyscalculia and extreme difficulty with arithmetic.

  • John usually uses a calculator in class. He also uses a number table, and multiplication chart. Staff often scaffolds instructions. John uses color overlays for assignments.

What designated supports and accommodations will you configure for John’s Smarter Balanced assessment?

John: Case Study 1

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Recommendations for John

  • Color contrast
  • Number table
  • Multiplication table
  • Separate setting
  • Calculator
  • Simplified test directions
  • Illustration Glossary

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  • Santiago, grade 8, came to the United States more than a year ago. He does not have an IEP. He is far below grade level for reading, and is not proficient in any English domain.

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  • He often works with a student reading partner or the teacher, listening and following along to text read out loud in Spanish.

What designated supports and accommodations will you configure for Santiago’s Smarter Balanced assessment?

Santiago: Case Study 2

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Recommendations for Santiago

  • Bilingual dictionary
  • Translated test directions
  • Read-aloud Spanish
  • Translation glossaries
  • Stacked translations

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  • Katy, grade 11, has an IEP. She has a specific learning disability, requiring support for attention difficulties, poor reading comprehension, auditory processing and cognition.

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  • In class, she sometimes uses assistive technology to convert digital and printed text to a synthetic voice. She works better in a quiet environment.

What designated supports and accommodations will you configure for Katy’s Smarter Balanced assessment?

Katy: Case Study 3

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Recommendations for Katy

  • Streamlining
  • Speech-to-text
  • Text-to-speech or read-aloud
  • Color contrast
  • Masking
  • Noise buffers.

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  • Travis, grade 7, has had several SST meetings and has been referred for an initial IEP to determine eligibility. He does not have an IEP. Although he is well-behaved and attentive in classes, he is struggling in all subject areas.

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  • In the computer lab, he is very distracted by the various computer settings, such as volume control and screen brightness, and often spends the period adjusting the settings, instead of completing work.

What designated supports and accommodations will you configure for Travis’ Smarter Balanced assessment?

Travis: Case Study 4

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Recommendations for Travis

  • Read-aloud
  • Color contrast
  • Masking
  • Simplified test directions
  • Turn off any universal tool
  • Illustration Glossary

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Luisa, grade 5, speaks Spanish at home. She reads and writes only English at school. She does not have an IEP, although teachers have noted moderate difficulties with attention. She recently broke her right (dominant) hand.

What designated supports and accommodations will you configure for Luisa for the CAST Science assessment?

Luisa: Case Study 5

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Recommendations for Luisa

  • Color contrast
  • Masking
  • Scribe
  • Translated test directions.

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Stacked translations are not recommended since Luisa does not use dual-language supports in classroom.

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Next Steps

  • Case Managers ensure SEIS Statewide Assessments page is current

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  • EL Teachers or Test Coordinators enter EL supports

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  • Students should be familiar with supports prior to beginning CAASPP testing

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  • Students should use supports in class frequently, if possible

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  • Don’t overwhelm students with too many supports

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Reminders

Use supports on practice tests and Interim Assessments

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Make sure supports or accommodations are ready on testing days (headphones, separate setting, one-on-one support staff, etc)

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Make sure supports are active when student logs-in because supports cannot be changed once testing has started

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