3-Tiered Approach to Text-to-Speech (TTS) in Instruction & Assessment 

Cary Rogers, KSDE

Beth Zillinger, Kansas Infinitec

Objectives

Participants will:

• Review the 3-tiered approach of text-to-speech (TTS)
• Explore the Protocol for Accommodations in Reading and benefits of administering to students
• Learn the requirements for obtaining TTS for ELA passages for students on the state assessment
• Identify resources for accessible educational materials (AEM) in daily instruction. 

Focus on Instruction

Postsecondary Transition

_____ of degree-granting postsecondary institutions report assistive technology as core support to meet the needs of students with a disability.   

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(National Center for Education Statistics, 2013)

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3-Tiered Approach to Accessibility 

The Kansas Accessibility Manual

3-Tiered Approach to Accessibility

Tools and Accommodations for the Kansas Assessment Program

Accessible Educational Materials (AEM) 

print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g., print, digital, graphic, audio, video).

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Text-to-Speech (TTS)

TTS & AEM for Instruction 

School Example of Resources

TTS Options Available on the KAP

• Directions (available for all students)
• Science (available for all students)
• Text and Test Items- text and graphics which is the default (designated feature available to some students with a need)
• ELA Passages (nonvisual) accommodation for a few with approval from KSDE
• Text-to-Speech Checklist (Nonvisual) must be completed and turned in by the district test coordinator by January 31^st.

• Directions

• Science

• Text and Test Items

• ELA Passages (nonvisual)

Protocol for Accommodations in Reading (PAR)

Protocol for Accommodations in Reading

• The Protocol for Accommodations in Reading (PAR) is a formative assessment tool that can be used with any student struggling with reading.
• The PAR is intended to help educators make informed decision about reading accommodations.

Why Administer the PAR?

“Relying on subjective judgment, teachers are no better than chance at determining whether a student needs a read aloud accommodation.”

(Fuchs & Fuchs, 2001; Helwig & Tindal, 2003)

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Student PAR Protocol 3 Conditions

Measures Listening Comprehension

DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

Profile for Accommodation in Reading 

Using an evidence-based approach to compare the effectiveness of reading accommodations. ​

DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

PAR Administration Steps

Step 1:

Gather Background Information

�Step 2:

Prepare Materials, Arrange a Location and Protocol Administrator �

Step 3:

Score the Protocol

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DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

Step 1: Gather Background Information

Student’s Grade Level

Identify student’s Independent Reading Level

Gather this information from most recent curriculum-based measure 

Establish how often reading accommodations have been used during daily instruction

KEY QUESTION:

Is the student familiar and using Text to Speech for daily instruction?

DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

Step 2: Prepare Materials

1. Print reading passages and scoring forms for the selected grade levels

Passages and scoring forms can be found at donjohnston.com/par

• Select the appropriate reading passages more likely to engage the student’s interest(s).
• Select all narrative or all expository passages in order to compare similar types of reading tasks.

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DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

Step 2: Arrange Location & Protocol Administrator

Pre-arrange a quiet space to administer the PAR.

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Allocate 15 minutes per reading passage.

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Administration time is typically about 45 minutes in 2 or 3 short sessions.

TIP: The PAR does not have to be completed in 1 day. The Screening Protocol can be completed over multiple days.

DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

Free Digital Text Readers

• Text Help’s Read&Write:  Free for Teachers
• Natural Reader
• Microsoft Learning Tools:  Immersive Reader

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Accessible Built in Tools – Review Infinitec Digital Text Resources

• Chromebooks 
• iPad/iOS devices 
• Microsoft Learning Tools 

Tip to Consider

Print binders of manuals, passages and scoring sheets organized by grade level.

Tip to Consider: Administering the PAR to Multiple Students

• Create PAR Stations:
• Station 1: Educator administers the Silent Read Condition
• Station 2: Educator administers the Human Reader Condition
• Station 3: Educator administers the Digital Text Reader Condition
• Educators move students through all Stations
• Score all Protocols and rank after the completion of ALL PAR protocols for students

Tip to Consider: Use Student’s Daily Reader

• If the student is using digital text readers during daily instruction: 
• Use the text reader, voice, and speed similar to what the student uses daily 
• For example if the student uses Snap&Read or Text Help’s Read and Write daily use those same tools to listen to the Digital Text Reader portion of the screening 

What type of text to speech readers are available for students in your district or agency?

Score the Protocol��Scoring Key:

DeCoste, Denise, and Linda B. Wilson. Protocol for Accommodations in Reading. 2nd Edition. 04/2014. Volo: Don Johnston Incorporated, 2014. eBook. donjohnston.com/par

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Who should see the data?

PAR Video Resources

PAR in Action by Don Johnston

PAR (Protocol for Accommodations in Reading) with Denise DeCoste

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State Assessment:  �TTS Nonvisual

KSDE State Assessment Text to Speech (TTS) Checklist (Nonvisual)

TTS Accommodation for ELA Passages (Nonvisual) Flow Chart

Start with the TTS Accommodation for KAP with Flow Chart

• If all questions are yes proceed to completing the TTS checklist
• If any question is no the student will not be approved for the nonvisual setting
• A test coordinator or administrator must review checklist and complete bottom of form
• The district test coordinator must submit all checklists in one pdf by January 31

Text-to-Speech Checklist (Nonvisual)

Updated checklist for 2020-2023 school year

• Question 3 – revised to include accessing text in ALL subjects
• Question 4 – revised to remove accessing text in ALL subjects since it was moved to question 3
• Lexile with TTS has been removed
• Fluency accuracy has been removed
• Data from the PAR or uPAR graph was added (We are only asking for the oral reading and the text reader to be submitted)

Human Reader

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A HUMAN READER IS NOT

AN ALLOWED ACCOMMODATION

ON THE KAP ASSESSMENT

Key Points to Remember

• Form must be complete
• This accommodation is for TTS for the ELA passages, KSDE does not need to approve the TTS text and graphics setting which is the default on Kite – TTS for test items
• Students who are blind or visually impaired can stop after question 4
• Non-readers must be using Text-to-Speech in order to be approved for the nonvisual setting. Students who only have a human reader will not be approved
• Students who have a Lexile without TTS or audio accommodations above 500 would not be considered a non-reader

Is Text-to-Speech or a screen reader the student’s primary mode of accessing text in ALL subjects(textbooks, books, assignments, tests)?

• Is the student using TTS or a screen reader to access
• Textbooks
• Books
• Assignments
• Tests
• In all subjects
• How does the student access tests and assignments in PE/health, music, or elective classes?
• How does the student access core content (ex. science chapter) they are responsible for on assignments and test?
• How does the student access text when completing homework?
• The goal should always be independence – a human reader does not allow the student to be independent.

What does the IEP/504 plan say?

• What accommodation does the student receive?
• Text-to-Speech (includes screen reader and digital text)
• Human Reader
• Both TTS and Human Reader
• When does the student receive the accommodation?
• State assessments
• Classroom assignments
• Classroom assessments
• Does the IEP/504 plan document severe deficits in decoding skills and provide services or supports to address the reading deficits?

Document TTS on the IEP

• Example 1: Consistent with the accommodations that Sean is using in the classroom, he will receive the following accommodations on statewide assessments: Simultaneous visual and auditory access to text through the independent use of text-to-speech for all allowable parts of the assessment.
• Example 2: The district will apply for approval of TTS (nonvisual) for the ELA passages on the state assessment. If TTS (nonvisual) is approved the student would receive TTS for the ELA passages, if it is not approved, the student would receive text and test items (Text and Graphics). �
• Resource: Documenting Frequency, Location, and Duration of Accommodations and Modifications on the IEP during the 2020-21 school year
• Resource: Assuring the Documentation of Frequency, Location, and Duration of Accommodations on the IEP
• Resource: Print Disabilities and the Consideration for Accommodations

Lexile Level

• What is the student’s Lexile level without TTS or audio accommodations?
• Must provide the Lexile level, tool used, and date administered (must be for current school year)
• This will help support severe deficits in decoding skills
• This is used to determine if a student is a non-reader
• Students with Lexile levels above 500 are not considered non-readers for the Kansas State Assessment

Student Results: Ashlee 5^th grade

Student Results: Jacob 6^th grade

• Jacob clearly performs best with a text reader
• Jacob’s comprehension scores are in the top quartile for oral reading at the 3^rd grade level
• Jacob would not be considered a non-reader
• Jacob could still use the TTS for test items (default which is text and graphics)

Student Results: Maggie 10^th grade

• Independent Reading Level: 6 (student is not a non-reader)
• Grade Level Increase with Accommodations: +0 grade levels
• Recommended Accommodations: none
• Summary: Doesn’t benefit from reading accommodations. Consider intervention/modifications.

Reviewing and Verifying Forms

• Forms that will not meet approval criteria
• Incomplete form
• Question #3 is no – student can not use the nonvisual setting
• Question #4 text to speech is not marked as an accommodation on the IEP/504 plan– student can not use the nonvisual setting
• Question #4 state assessments, classroom assessments and classroom assignments are not listed for the reading accommodation on the IEP/504 plan – student can not use the nonvisual setting
• Question #5 is no – only students with documented severe deficits in decoding skills and those receiving services or supports to address the reading deficits will be approved
• Question #6 incomplete or a Lexile above 500 will not be approved since the student would not be considered a non-reader. Student can use the default TTS for test items (text and graphics)
• Question #7 No increase in comprehension with the reading accommodation or students oral reading comprehension score is at the 3^rd grade level or above
• The District Test Coordinator must submit all forms in one pdf to TTSnonvisual@ksde.org by the end of the day January 31, 2023

Frequently Asked Questions

• If students had TTS on KAP in the past, do we need to administer the PAR with them?

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• We have students with dyslexia that are not on an IEP or 504 , however, classroom... will they quality for TTS without having the IEP or 504?

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• Is “nonreader” relative to grade level text? Example student is in 6th grade but reads at the 2nd grade level independently on a silent read but scores at grade level with a text reader.

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Frequently Asked Questions for TTS Nonvisual

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Student Story

Questions about administering the PAR, Accessing Digital Text or Assistive Technology Supports:

Beth Zillinger, MS, CCC-SLP �Program Director�Kansas Infinitec

bzillinger@ucpnet.org

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Questions related to State Assessment & Accommodations

Cary Rogers�Education Program Consultant�Special Education & Title Services�(785) 296-0916�crogers@ksde.org

The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.