MCEC 2019 HOT TOPICS: ASSESSMENT
MONTANA’S STATEWIDE ASSESSMENT CHANGES Previous Current Each of these have their own set of accessibility features, manuals, and slightly different terminology, but all new assessments are designed with a UDL approach.
DECISION MAKING PROCESS FOR ADMINISTERING ACCESSIBILITY SUPPORTS Step 1: Expect students to achieve grade level standards. Step 5: Evaluate Step 2: Learn use of about accessibility accessibility supports in supports for Five-step instruction and instruction and assessment assessment Decision Making Process Step 4: Sylvan, V., Thurlow, M., Step 3: Identify Christensen L., Lazarus, S., Administer accessibility Paul, J., and Thouchette, B. accessibility (2016) CCSSO accessibility supports for supports during manual: How to select, instruction and administer, and evaluate use instruction and assessment of accessibility supports for assessment instruction and assessment of all students. Washington, DC: CCSSO .
STUDENT NEEDS ARE: Supports for Supports for Supports for reading Supports for executive Supports for students related significant Supports for Supports for functioning, persistent needing disabilities, motor vision hard of attention, calculation access in print difficulties impairments hearing/ cognition disability, language(s) disabilities, and recent /blindness deafness control, dyscalculia of struggling injury processing translation readers
DRAFT: ELECTRONIC IEP UPDATES Assessment ACCESS for ELLs, Alternate ACCESS, Science, Smarter, MSAA, ACT Content Area ELA Reading, ELA-Performance Task, Science, Mathematics 7 Need Areas Executive Function, Reading Disability, Math Disability, English Learner, Motor, Vision, Hearing Accessibility Supports List of supports specific to each assessment
ALTERNATE ASSESSMENT PARTICIPATION CRITERIA Requires Learning substantial objectives and adjustments to the outcomes focus on general curriculum functional (modifications) application Requires direct, Served under IDEA extensive Needs instruction modified Curriculum and Assessments
ALTERNATE ASSESSMENTS Alternate Grades ACCESS for ACCESS for ELLs K-12 ELLS CRT- Grades CRT Science Alternate 4,8,10 Science Smarter Multi-State Grades Balanced & Alternate 3-8, 11 Assessment ACT
Uploading Supports and Accommodations in TIDE: Step 1: Step 2: Step 3: Step 4: Step 5: STCs, Special Building Education coordinators/ Directors, and EL designated Building Specialists educators identify coordinators/ provide training students who designated Building to building benefit from and educators coordinators/ The STC reviews coordinators and utilize complete the test designated the templates for designated accessibility settings and tools educators provide formatting errors educators on the supports in template for each the completed and uploads the accessibility classroom student with template to the file to TIDE supports available instruction and documented STC. for the Smarter assessments. accessibility Balanced test and (Students with supports the completion of IEP/504 plans, the upload ELs, at risk template students).
ACT College reportable and non-college College reportable Process to request and have Reportable accommodations approved by ACT • Supply documentation from the IEP to ACT Non Accommodation focused. New: EL accommodations-college College reportable scores Reportable
ACT EL Accommodations Accommodations • Extended Time • Local Test Arrangements • Extended Time • Double/triple/standard time over • wheelchair accessible room • Word-to-Word multiple days • seating near the front of room Bilingual • Standard time with stop the clock breaks • irlen filters/color overlays dictionary • Time and a half, single session, self paced • individual or small group testing • Test directions in • Time and a half, multiple days • food, drink, or access to native language • Standard time multiple choice, double medication, for examinees with • Testing in a time writing, single session medical needs familiar • written verbal instructions and environment/ • Alternate formats or response modes visual notification of time small group • Braille • sign language interpreter (not a • Large type relative, not for test items) • DVD • examinee circling multiple- • Reader choice answers in the test • Scribe or computer for writing test booklet and staff transferring • Scribe to grid multiple choice answers answers to an answer document
SMARTER BALANCED INTERIM ASSESSMENTS
INTERIM RESOURCES: Teacher Learning Hub Course https://sites.google.com/opiconnect.org/smart erbalanced-interim/home Implementing Smarter Balanced Interim Assessments
ACCESSIBILITY GOOGLE SITE This QR Code will link you to the an accessibility google site with resources and tools for districts related to accessibility supports and accommodations for statewide assessments. The web link is: https://sites.google.com/opiconnect.org/accessibility/home
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