Accessibility & Accommodations

1. Accessibility & Accommodations An OCISS/OSIP training session Fall 2017

2. Accessibility & Accommodations Training • While we are waiting…. • Wireless: MCSA-Staff password: mcsa25144 • Go to alohahsap.org and bookmark • Go to Smarter Balanced > Test Coordinators/Administrators > TIDE • Login to TIDE; request password if you forgot • If you have no TIDE account, email Bruce Hirotsu, cc principal, to request a Test Coordinator User account • Go back to alohahsap.org > Smarter Balanced > Resources > Accessibility and Accommodations • Download the following: • CCSSO/HIDOE Accessibility Manual • Crosswalk of Accessibility Features • Usability, Accessibility and Accommodations Guidelines

3. Introductions OSIP - Assessment Section • Brian Reiter - Administrator • Carol Anton - Test Development Specialist • Susan Forbes - Test Development Specialist OCISS - Special Education Section • Karen Sato - Educational Specialist • Maria Robinson, Kimberly Frasco, Catherine McPherson, Kapu Mamiya, Randolph Scoville, Lynne Hironaka, Staci Sanpei, and Michael Jose - Educational Specialists

4. Purpose • Meet federal guidelines for the fair and valid administration of state tests to all students, including those with disabilities or limited language proficiency. • Share 5-step process for selecting, administering, and evaluating accessibility supports for instruction and assessment. • Clarify definitions and process for assigning HSAP accessibility supports. • Address concerns raised by in-state data on accessibility and accommodation use. • Improve understanding of participation criteria for the HSA-Alt.

5. Agenda 8:30 – 9:00Part I - Federal Laws and CCSSO Guidelines 9:00 – 10:00 Part II- Accessibility and Accommodations IDEA/504 eligible students 10:15 – 12:00 Part III - HSAP Accessibility Supports- Descriptions/Use 12:00 – 12:30 Lunch 12:30 – 1:30 Part III - HSAP(cont.) Accessibility Supports- Requesting/Setting 1:45 – 3:00 Part IV - Participation Criteria for the HSA-Alt

6. Part IFederal Laws / Internal Audit / Guidelines

7. Federal Disability Laws - IDEA, ESSA Ensure: • Access to the general education curriculum • Inclusion of accommodations to qualified students during state testing Individuals with Disabilities Education Act, 1997, 2004The Elementary and Secondary Education Act, 2001, (Every Students Succeeds Act), 2015

8. IDEA Sec. 300.160 Participation in Assessments (a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs. (b) Accommodation guidelines. (1) A State (or, in the case of a district-wide assessment, an LEA) must develop guidelines for the provision of appropriate accommodations. (2) The State’s (or, in the case of a district-wide assessment, the LEA’s) guidelines must— (i) Identify only those accommodations for each assessment that do not invalidate the score; and (ii) Instruct IEP Teams to select, for each assessment, only those accommodations that do not invalidate the score.

9. Additional Federal Laws -ADA, Section 504 Ensure: • Accommodations/Non-Discrimination across multiple settings The Americans with Disabilities Act, passed in 1990, was followed by the 2008 ADA Amendments ACT. The Amendments Act went into effect this past year on October 11, 2016. Section 504 of the Rehabilitation Act, one of the first civil rights laws offering protection for people with disabilities, was originally passed in 1973.

10. Where are these laws applied? • Classroom instruction • Classroom assessments • Statewide assessments • College admissions and certification exams • Post-secondary and career supports

11. Internal Audit Findings/Impact Recommendations/actions

12. Internal Audit Findings IA conducted interviews of 50 Test Coordinators from 45 schools across different complex areas throughout the stateand found that: • Test accommodations are not consistently administered to students with documented needs. • Unclear as to whether accessibility guidance is being consistently provided from school to school. • There are accommodations that may be beneficial to the students in the classroom setting, but may not be appropriate during testing. • Accommodation definitions for classroom use and state testing are not congruent and can cause confusion. • Some IEP records listed embedded state test accommodations that were not requested/verified or provided.

13. Impact • Misinterpretation of how classroom accommodations differ from accommodations for state testing. • Lack of understanding for how some classroom accommodations may be classified as designated supports in state testing. • Misinterpretation of how and when designated supports and accommodations should be applied in state testing. • Lack of understanding of the role of test construct when requesting/providing an accommodation. • Students with documented needs develop dependencies on classroom accommodations that do not align with those available on state testing.

14. Impact (cont.) • High numbers of unverified accommodation requests. • Students not provided with the appropriate practice time using an alternate designated support (or alternate content access strategy) that aligns with state testing. • Students with documented and undocumented needs not provided with the appropriate designated support or accommodation. • Lack of accountability for the recommendation of accessibility features, both designated supports and accommodations. • Students provided with accommodations that invalidate the test construct and result in test invalidation. • Violations of IDEA and/or Section 504 of the Rehabilitation Act.

15. IA Recommendations • Provide trainingfor the SPED Coordinators, Test Coordinators, and SSCs to ensure a clear understanding of how designated supports and accommodations are applied. • Require schools to have documentation of the designated supports identified for the students on file (e.g. IEP or Individual Student Assessment Accessibility Profile) and monitor the designated supports to ensure they are appropriately provided. • Ensure all accommodations are documented in testing system and identify anomalies and inconsistencies in administration

16. Action Plan A - Training • Provide DESs with information and resources related to the proper identification and administration of accessibility options and accommodations for the statewide assessments. DESs were charged with working with District Resource Teachers to relay this information to schools. • Test Coordinator trainings include accessibility and accommodations information and the proper identification, documentation, and administration of accommodations and accessibility features for state testing. Test Coordinators were responsible for communicating this information to other school level staff including IEP team members. • Fall 2017 Accessibility and Accommodations Training.

17. Action Plan B - Documentation • Accommodations and Designated Supports are to be inputted into TIDE no later than one month prior (January 20, 2018) to the opening of the test window. • The Assessment Section will collaborate with OCISS to monitor accommodations and designated supports during the administration of statewide assessments.

18. Action Plan C- Administration • Beginning SY 2016-17, the Assessment Section sets most accommodations in TIDE. A verification process requires the submittal of the Accommodations Verification Form (TAM, Appendix Q, p. 105). • Beginning SY 2016-17, the Assessment Section reviews real-time data to identify anomalies and possible inconsistencies with the accommodations that are provided for students during statewide testing. • Beginning SY 2017-18, the Assessment Section identifies students who may not have been provided with the accommodation(s) appropriate for their disabilitiesand notifies schools of the possible anomaly.

19. CCSSO / HIDOE Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports For Instruction and Assessment of All Students • New this year! Jointly produced by:Assessing Special Education StudentsState Collaborative on Assessment and Student Standards and English Language LearnersState Collaborative on Assessment and Student Standards (ASES SCASS/ ELL SCASS) Adapted for Hawaii by: Hawaii Department of Education (HIDOE) http://alohahsap.org/SMARTERBALANCED/resources/

20. Step 1: Expect Students to Achieve Grade-level Standards Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment Step 2: Learn About Accessibility Supports for Instruction and Assessment Five-step Decision-making Process Step 3: Identify Accessibility Supports for Instruction and Assessment Step 4: Administer Supports During Instruction and Assessment

21. Resources/Support • alohahsap.org • Test Administration Manual (TAM) including Checklists • CCSSO/HIDOE Accessibility Manual • Crosswalk of Accessibility Features • Usability, Accessibility and Accommodations Guide (UAAG) • Training Modules • School Contacts at intranet.hawaiipublicschools.org: • Offices > OSIP > Assessment and Accountability Branch > School Contacts • HSAP Help Desk • 1-866-648-3712 (toll free) • HSAPHelpDesk@air.org • Assessment Section • Phone: (808) 733-4100 • HSA/SAS/HIDOE@notes.k12.hi.us

22. Part II Accessibility and Accommodations for IDEA/ 504 Eligible Students

23. Learning Goals: • I can explain why students with disabilities are expected to achieve grade-level curriculum standards. • I can explain the distinction between accommodations for instruction and accommodations for assessment. • I can select appropriate accommodations for instruction. • I can select appropriate accommodations for statewide assessments. • I can document accommodations for IEPs and 504 plans. • I understand the roles and responsibilities for IEP/504 team members.

24. The access to the standard is not negotiable, but the path to it is.

25. Equal Access to Grade-level Content • HIDOE teachers must be familiar with the Hawaii Common Core. • Partnerships between general and special education teachers must occur for successful student access to grade-level content standards.

26. OCISS: Springboard Resource: A Process Guide • https://hawaiihi.springboardonline.org • https://intranet.hawaiipublicschools.org/offices/ociss/programs/specialed/SHA/SitePages/Home.aspx#CCSS • Username: (8 digit employee ID number) • Password; (Webmail, eCSSS or PDE3 password)

27. Accommodation Categories:

28. Instructional Accommodations A service or support that is provided to help a student: • Fully access the subject matter and instruction. • Demonstrate what he or she knows. These accommodations do not change the content of instruction or expectations for performance.

29. Accommodations for Assessment and Instruction are Integrally Intertwined Students need to : • Have opportunities to learn to use accommodation in the classroom • Be able to take classroom test using accommodations Some accommodations that are appropriate for classroom use would not be appropriate for testing situations.

30. Accommodations vs. Modifications Accommodations Modifications Reduces learning expectations changes what is being tested or taught. Changes are made to provide student meaningful and productive learning experiences. Grading is different • Do NOT change the content, standards, or skill requirements. • Changes the access and affects delivery not content. • A tool to help students demonstrate what they already know. • Grading is the same

31. Activity • You will receive a card with “A” on one side and “M” on the other side. • A statement will be projected • Decide if it is an accommodation or a modification • Consult with an elbow partner • Show an A for Accommodation, M for Modification

32. Limit information presented on page, large print, and more space between lines. • A multiple choice test on identical facts is provided while other students "fill in the blank” • Using blocks to build structures while other children do science experiments. • Students respond verbally instead of writing • Learning letters and letter sounds while classmates read chapter books. • Completing assembly tasks while classmates complete independent work. • Testing on continents while classmates are tested on countries of Europe.

33. Highlight important text. • Extending a 2 part pattern while classmates identify the unit of a 3 part pattern. • Student uses an abacus when completing his math assignment. • Matching numerals to quantities while classmates put items in sets. • Homework limited to a certain number of minutes/hours instead amount of work to be completed.

35. Assessment Accommodations Do’s Do NOT’s Provide accommodations for assessments used for classroom instruction. Make decisions based on individual student needs Familiarize yourself with the types of accommodations that can be used as both instructional and assessment accommodations. Change the construct Provide an advantage or change the validity of the test or the underlying skill. Assume all instructional accommodations are appropriate for use on statewide assessments. Include an accommodation that is provided “as needed or as necessary.”

37. Selecting Accommodations based on student need • Good instructional decisions starts with knowing your student. • Check the student’s Present Levels of Educational Performance, special factors.

38. Guiding Questions • How has the IEP or 504 plan team leveled the playing field for the student to participate in the general curriculum? • What accommodations does the student use regularly in the classroom? • What accommodations does the student need and are allowable for the statewide assessment? • What do we know about the impact of the students’ disability? • How has the student performed on previous state-wide assessments? What accessibility supports were provided, were these effective, and are they still necessary?

39. Accommodations Statements • Student will participate in statewide assessments with no accommodations. • Student will participate in statewide assessments with accommodations. • Student will participate in the Hawaii Alt with or without accommodations. • Not applicable for present school year.

40. Documenting Accommodations for Statewide Assessments

41. Accommodations on a 504 Plan OCISS OFFICE OF CURRICULUM, INSTRUCTION& STUDENT SUPPORT HawaiiPublicSchools.org

42. Accommodation Key Points • Not every student with a disability needs assessment accommodations. • Decisions based on individual student needs. • Documented in the IEP or 504 plan. • Aligned with student’s daily instruction.

43. Role of the IEP or 504 Plan Team Determine the student’s participation and accommodation for the state-wide assessment. Discuss procedures for implementing the accommodations before use on the state-wide assessment. Decide who will be responsible for coordinating the testing accommodations on the day of the state-wide assessment.

44. Resources • alohahsap.org > Smarter Balanced > Resources • Accommodations Verification Form • CCSSO Accessibility Manual: How to Select, Administer, and Evaluate Use of Accessibility Supports for Instruction and Assessment for All Students. • Crosswalk of Accessibility Features Across State Assessments in Hawai‘I • Guidelines for Choosing TTS or Read Aloud Accommodations • Usability, Accessibility, and Accommodations Guidelines

45. 15 minute Break

46. Part III – Hawaii Statewide Assessment Program (HSAP) Accessibility Supports • Why do we have Accessibility Supports? • What Accessibility Features are Available for Testing? • Universal Tools, Designated Supports, and Accommodations • UAAG Descriptions • Which Designated Supports and Accommodations do we provide? When? For Whom? • UAAG/CAF/CCSSO Recommendations • How do we request/set Designated Supports/Accommodations?

47. Part III - HSAP Presentation Learning Goals: • I can explain why we have accessibility supports. • I can describe what is available within the HSAP. • I can help others to determine which accessibility supports to provide, when, and for whom. • I can demonstrate how to select, request, and set HSAP accessibility supports.

48. Step 1: Expect Students to Achieve Grade-level Standards Step 5: Evaluate Use of Accessibility Supports in Instruction and Assessment Step 2: Learn About Accessibility Supports for Instruction and Assessment Five-step Decision-making Process Step 3: Identify Accessibility Supports for Instruction and Assessment Step 4: Administer Supports During Instruction and Assessment

49. Step 1: Expect Students to Achieve Grade-level Standards WHY? Why do we have accessibility supports for instruction and assessment?

50. Not only a Legal Matter… Step 1: Expect Students to Achieve Grade-level Standards Expectations: • Influence student response • Color perception • Presume knowledge of future • Technological Advancements • Enhancements in Communication Supports • Impact on Academic Achievement and Functional Performance