Accessibility Features and Accommodations

Report
Training on Accessibility Features
and Accommodations
for Computer-based
and Paper-based Testing
1
Purpose
By the end of this training module, you will be able to:
1. Understand the types of accessibility features and
accommodations that are available for students in
your school.
2. Understand the Personal Needs Profile.
3. Select and assign accessibility features and
accommodations in PearsonAccessnext.
4. Locate resources available online.
2
PARCC Accessibility Features
and Accommodations Manual
PARCC Accessibility Features and
Accommodations Manual
http://www.parcconline.org/parccaccessibility-features-andaccommodations-manual
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Agenda
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Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Agenda
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Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
PARCC
Acronyms
Directory Interaction
Acronym Name
Acronym Name
CBT
Computer Based Test
CCR
College and Career Ready
CCSS
Common Core State Standards
EL
ELA/L
PARCC
English Learners
English Language Arts/Literacy
PBA
Performance Based Assessment
PBT
Paper Based Test
SRI
Student Registration Import
EOY
End of Year
STC
School Test Coordinator
LEA
Local Education Agency
SWD
Students with Disabilities
LP
Large Print
TA
TAM
Click the
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Partnership for Assessment of
Readiness for College and
Careers
Test Administrator
Test Administrator Manual
Interaction button to edit this interaction
Administrative Considerations
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Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Administrative Considerations
School based teams (including IEP, 504, or EL teams as appropriate)
may determine if any student requires any of the following test
administration considerations:
– Small group testing
– Frequent breaks
– Time of day
– Separate or alternate location
– Specified area or seating
– Adaptive and specialized equipment or furniture
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Types of Accessibility Features
and Accommodations
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Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Accessibility Features and
Accommodations for Students
• Accessibility Features for All Students
• Accessibility Features Identified in Advance
• Accommodations:
– Students with Disabilities (SWD)
– English Learners (EL)
– English Learners with Disabilities
10
Types of Accessibility Features
and Accommodations
Features for All
Students
Accessibility
Features
Identified in advance
Accommodations
IEP/504/EL
11
Accessibility Features for All
Students
• Accessibility Features for All Students
• Accessibility Features Identified in Advance
• Accommodations
– Students with Disabilities (SWD)
– English Learners (EL)
– English Learners with Disabilities
12
Accessibility Features for All
Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
Audio Amplification
Auditory Aids
Blank Paper
Blank Paper
Eliminate Answer Choices
Visual Aids/Organizers
Flag Items for Review
Visual Aids/Organizers
General Administration Directions
Clarified
General Administration Directions
Clarified
General Administration Directions Read
Aloud and Repeated as Needed
General Administration Directions Read
Aloud and Repeated
Highlight Tool
Highlighter
Headphones or Noise Buffers
Headphones or Noise Buffers
Line Reader Tool
Line Reader (Straight Edge)
Magnification/Enlargement Device
Magnification/Enlargement Device
13
Accessibility Features for All
Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
NotePad
Scratch Paper
Pop-Up Glossary
Glossary in Footnotes
Redirect Student to Test
Redirect Student to Test
External Spell Check Device
External Spell Check Device
Writing Tools in TestNav: Bold, Italicize,
Underline, Bullet
Bold, Italicize, Underline, Bullet with
Writing Instrument
14
Accessibility Features for All
Students
Accessibility Features for All Students
Audio Amplification / Auditory Aids
Administration Guidelines
The student raises or lowers the volume control on the
computer, as needed, using headphones. Final volume must
be set prior to testing. Student must be tested in a separate
setting if unable to wear headphones.
The student may use amplification device assistive technology
(e.g. FM System), noise buffers, or
white noise machines (provided by the school or
student)
Blank Paper
(provided by test administrator)
15
The student is provided blank scratch paper (graph, lined, or
un-lined) to take notes and/or work through items during
testing. This will be provided to all students. In addition,
students with visual impairments may also use Braille paper,
raised line paper, bold line paper, raised line graph paper, or
bold line graph paper.
Accessibility Features for All
Students
Accessibility Features for All Students
Eliminate Answer
Administration Guidelines
For computer-based testing, on multiple choice items, the
student electronically “crosses out” possible answer choices.
For paper-based testing, students must place elimination
mark away from the answer bubbles.
Flag Items for Review
For computer-based testing, the student electronically “flags”
items to review later.
For paper-based testing, students can use place markers to
indicate an item they want to review. Any “flags/place
markers” must be removed from the test booklet prior to
returning it for scoring. Students may also use blank paper to
record items they want to review before submitting their test
booklet.
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Accessibility Features for All
Students
Accessibility Features for All Students
Administration Guidelines
General Administration Directions Clarified The test administrator clarifies general administration
directions only. No part of the test may be clarified, nor may
(by test administrator)
any assistance be provided to the student during testing. For
guidance, refer to the Test Administrator Manuals.
General Administration Directions Read
Aloud and Repeated as Needed
(by test administrator)
The test administrator reads aloud the general administration
directions only. A student may raise his or her hand and
request the directions be repeated. For guidance refer to the
Test Administrator Manuals.
Highlight Tool
For computer-based testing, the student electronically
highlights text as needed to recall and/or emphasize. Available
colors include pink, blue, and yellow.
For paper-based testing, students may use a non-carbon based
highlighter and highlights text as needed to recall and/or
emphasize.
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Accessibility Features for All
Students
Accessibility Features for All Students
Administration Guidelines
Headphones or Noise Buffers
The student uses headphones or noise buffers to minimize
distraction, access embedded text-to-speech, or filter external
noise during testing. Additionally, headphones are required for
the computer-based ELA/literacy PBA assessment.
Line Reader Tool
For computer-based testing, the student uses an onscreen tool
to assist in reading by raising and lowering the tool for each
line of text onscreen.
For paper-based testing, students may be provided a straight
edge, or blank paper to assist with tracking.
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Accessibility Features for All
Students
Accessibility Features for All Students
Magnification/Enlargement
Device
Administration Guidelines
For computer-based testing, the student enlarges text and
graphics onscreen via a magnification square (200%). The
student can also use keyboard shortcuts (e.g., Ctrl+) for PCs
or pinch/zoom for tablets to magnify what’s displayed on the
screen (while preserving clarity, contrast, and color).
Current browser magnification limits are as follows:
• Chrome: 500%
• Internet Explorer: 1000%
• Firefox: 300%
• iOS: 400%
Note: Magnifying beyond 300% may affect heading formatting
and may cause text-wrapping, and therefore it is not
recommended.
For paper-based testing, students may use a magnifying glass,
or use a magnification device such as a CCTV.
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Accessibility Features for All
Students
Accessibility Features for All Students
NotePad
Administration Guidelines
Available for computer-based testing only. The student writes
notes using embedded NotePad application.
For paper-based testing please refer to previous blank paper
guidance.
Pop-up Glossary
For computer-based testing, the student is able to view
definitions of pre-selected, construct-irrelevant words by
hovering over underlined words. The definition appears in a
pop-up text box. Note: the text-to-speech functionality does
not “read” the definitions in the pop-up glossary.
For paper-based testing, a glossary of pre-selected, constructirrelevant words are provided in the footnotes of the test
booklets.
Redirect Student to the Test (by test
administrator)
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For computer-based and paper-based testing, the test
administrator redirects the student’s attention to the test
without coaching or assisting the student in any way.
Accessibility Features for All
Students
Accessibility Features for All Students
Administration Guidelines
External Spell Check Device
The student uses an external spell check device. Device may
not have embedded grammar check, connect to the internet,
or save information.
Writing Tools
For computer-based testing: The student uses writing process
tools for written responses, including cut and paste, copy,
underline, bold, and insert bullets. Students need to be
familiar with the keyboard shortcuts for these tools. Writing
tools are available in the constructed response items on the
ELA/literacy performance-based assessment.
For paper-based testing, The student uses their writing
instrument on written responses, to underline, bold, and
insert bullets.
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Accessibility Features Identified
in Advance
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Accessibility Features for All Students
Accessibility Features Identified in Advance
Accommodations for Students with Disabilities (SWD)
Accommodations for English Learners (EL)
Accessibility Features Identified
in Advance
Accessibility Features (for all Grades/Courses)
Answer Masking
Color Contrast
Text-to-Speech for the Mathematics Assessments (CBT only)*
Human Reader or Human Signer
for the Mathematics Assessments*
* Information on the selection of this accommodation & the notation is available
in the Accessibility Features and Accommodations Manual..
Note: these accessibility features must be identified in advance and
enabled in PearsonAccessnext for the computer-based administration,
and prepared in advance for paper-based testing.
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Accessibility Features Identified
in Advance
Accessibility Features
(for all Grades/Courses)
Answer Masking
Administration Guidelines
For computer-based testing, the student electronically “covers”
answer options, as needed. When enabled, answers will be masked. The
student will uncover answer options one at a time when ready.
For paper-based testing, the Test Administrator can provide students
with answer masking cards (e.g. blank paper, straight edge) to
temporarily cover answers in their test booklet.
Color Contrast
For computer-based testing, alternate onscreen background and/or
font color is enabled via the PNP based on need or preference. Student
can adjust during the assessment.
For paper-based testing, colored overlays may be used by the student
as needed. Paper and font color cannot be changed.
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Accessibility Features Identified
in Advance
Accessibility Features
(for all Grades/Courses)
Text-to-Speech for the
Mathematics Assessments*,**
Administration Guidelines
For computer-based testing, the test is read aloud to the student using
embedded text-to-speech software. Student must be tested in a
separate setting if unable to wear headphones.
* Information on the selection of this accommodation &
the notation is available in the Accessibility Features and
Accommodations Manual..
** Accessibility Feature for Math only, it is
an accommodation for ELA
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Accessibility Features Identified
in Advance
Accessibility Features
(for all Grades/Courses)
Human Reader or Human Signer
for the Mathematics
Assessments*
* Information on the selection of
this accommodation & the
notation is available in the
Accessibility Features and
Accommodations Manual..
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Administration Guidelines
For computer-based testing, in special cases where a human reader or
human signer delivers the assessment, the student must be tested in a
separate or small group setting. Human Readers providing this
accessibility feature must refer to Appendix B: Test Administration
Protocol for the Human Reader Accommodation for English Language
Arts/Literacy Assessments, and the Human Reader Accessibility Feature
for Mathematics Assessments; and Appendix J: PARCC Mathematics
Audio Guidelines Version 3.0.
For paper-based testing, Test Administrator will receive two test
booklets (one for TA & one for student). Test Administrator will read
aloud (or sign) the assessment to pre-selected students according to the
Protocol and Math Audio Guidelines (Appendix B and J) on
http://www.parcconline.org. Students in each grade/content area who
need a human reader will take the same test form so small group
administration can occur.
Accommodations for Students
• Accessibility Features for All Students
• Accessibility Features Identified in Advance
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
• Accommodations for English Learners (EL)
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Accommodations for Students
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
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Students With Disabilities –
Presentation Accommodations
Presentation Accommodations
for Students with Disabilities
Assistive Technology
Screen Reader Version for Mathematics
Refreshable Braille Display
with Screen Reader Version for ELA/Literacy
Hard Copy Braille Edition
Tactile Graphics
Large Print Edition
Paper-based Edition
Closed-Captioning of Multimedia
for ELA/Literacy Assessments
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Students With Disabilities –
Presentation Accommodations
Presentation Accommodations
for Students with Disabilities (continued)
Text-to-Speech for the ELA/Literacy Assessments,
including items, response options, and passages
Screen Reader Version for ELA/Literacy,
including items, response options, and passages
ASL Video for the ELA/Literacy Assessments,
including items, response options, and passages
* More information
is available in the
Accessibility
Features and
Accommodations
Manual for selection
implementation and
notation.
Human Reader/Human Signer for the ELA/Literacy Assessments,
including items, response options, and passages
ASL Video for the Mathematics Assessments
Human Signer for Test Directions
Student Reads Assessment Aloud to Themselves
30
Students With Disabilities –
Presentation Accommodations
Accommodation
Assistive
Technology
Availability
All Content
Administration Guidelines
Students may use a range of assistive technologies on the PARCC
assessments, including devices that are compatible with the
PARCC online testing platform, and those that are used externally
(i.e., on a separate computer).
For information on how to test assistive technology devices and
software for use on the PARCC assessments with the TestNav 8
platform via an “Infrastructure Trial,” refer to the Assistive
Technology Guidelines available at www.parcconline.org/parccaccessibility-features-and-accommodations-manual.
Screen Reader
Version
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Mathematics
A student who is blind or has a visual impairment takes the
mathematics assessments using screen reader software. This
student will also need a tactile graphics booklet, consisting only
of the graphics portion of test questions, and visual descriptions
(pictures and multimedia) when applicable for the assessment. If
the student is not using headphones, the student must be tested
in a separate setting.
For additional information, refer to the PARCC Assistive
Technology Guidelines and the PARCC Technical Assistance
Bulletin
Students With Disabilities –
Presentation Accommodations
Accommodation
Refreshable Braille
Display with
Screen Reader
Version
Availability
ELA/Literacy
Both Contents
Administration Guidelines
A student who is blind or has a visual impairment takes the
ELA/literacy assessments using screen reader software with a
refreshable Braille display. This student will also need a tactile
graphics booklet, consisting only of the graphics portion of test
questions, and visual descriptions (pictures and multimedia)
when applicable for the assessment. If the student is not using
headphones, the student must be tested in a separate setting.
For information on compatible Braille display devices refer to
the PARCC Assistive Technology Guidelines and the PARCC
Technology Bulletin.
Hard Copy Braille
Edition
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Both Contents
A student who is blind or has a visual impairment and is
unable to take the computer-based test with a refreshable
Braille display may take the ELA/literacy and mathematics
assessments using a hard-copy contracted Braille Edition.
Tactile graphics are embedded into the hard copy Braille
edition.
Students With Disabilities –
Presentation Accommodations
Accommodation
Availability
Administration Guidelines
Tactile Graphics
Mathematics
ELA/Literacy
A student who is blind or has a visual impairment who uses a
screen reader or refreshable Braille will also need a tactile
graphics booklet, consisting only of the graphics portion of test
questions, when applicable for the assessment. Tactile graphics
will also be embedded in the hard copy Braille Edition
assessments, when needed.
Large Print
Edition*
All Contents
A large print paper-based form of each assessment is
available for a student with a visual impairment who is
unable to take a computer-based assessment due to his or
her disability. The font size for the PARCC Large Print Edition
will be 18 point on paper sized 11 x 17.
* Additional
Transcription
Guidelines can found
in Appendix C of the
Test Coordinator
Manual
Paper-based
Edition
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Responses must be transcribed verbatim by a test
administrator in a standard student answer booklet. Only
transcribed responses will be scored.
All Contents
A paper-based assessment is available for students who are
unable to take a computer-based assessment due to a disability.
Students With Disabilities –
Presentation Accommodations
Accommodation
Closed-Captioning
of Multimedia
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Availability
ELA/Literacy
Assessments
Administration Guidelines
A student who is deaf or hearing impaired views captioned
text on multimedia (i.e., video) segments of the ELA/literacy
performance-based assessments. Captioning can be turned
on/off within the video player as needed.
Students With Disabilities –
Presentation Accommodations
Accommodation
•
•
•
•
Availability
Text-to-Speech* ELA/Literacy
Assessments,
Screen Reader
including items,
Version*
response options,
ASL Video*
and passages
Human
Reader/Human
Signer *,**
* IEP teams and 504
plan coordinators
should carefully
review Appendix D
when identifying
students to receive
this accommodation.
A notation will
appear on the
confidential parent
report.
**35Refer Appendix B
Administration Guidelines
A student receives an audio representation of the ELA/literacy assessment
via text-to-speech, screen reader software, embedded ASL video, or a
human reader/signer.
The text-to-speech, ASL video, human reader, and human signer
accommodations are intended to provide access to printed or written
texts on the PARCC ELA/literacy assessments to a very small number of
students with print-related disabilities who would otherwise be unable to
participate in the assessment because their disability severely limits or
prevents their ability to access printed text by decoding.
The screen reader accommodation is intended to provide access to the
PARCC ELA/literacy assessments to students who are blind or have a visual
impairment and have not learned (or are unable to use) braille.
This accommodation is not intended for students reading somewhat (i.e.,
only moderately) below grade level.
Note: If headphones are not used for text-to-speech, screen reader, or the
ASL video, the student must be tested in a separate setting. In special
cases where a test administrator reads aloud to a student due to a
disability (human reader or human signer), the student must be tested in
a separate setting.
Students With Disabilities –
Presentation Accommodations
Accommodation
Availability
Administration Guidelines
ASL Video
Mathematics
Assessment
The student views an embedded video of a human
signer for the mathematics assessments. If a student
does not use ASL, a human signer and separate test
setting will be required.
Human Signer for
Test Directions
All Content Areas
A human signer will sign the test directions to a student. The
student may need to be tested in a small group or separate
setting.
Student Reads
Assessment Aloud
to Themselves
All Content Areas
The student reads the assessment aloud to themselves. The
student may use an external device such as a whisper phone.
The student must be tested in a separate setting.
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Accommodations for Students
with Disabilities
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
37
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities
Assistive Technology
Braille Note-taker
Braille Writer
Calculation Device and
Mathematics Tools
(on Calculator Sections of Mathematics Assessments)
Calculation Device and
Mathematics Tools
(on Non-Calculator Sections of Mathematics Assessments)*
* Information on the selection of this accommodation & the notation is
available in the Accessibility Features and Accommodations Manual..
38
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
ELA/Literacy Selected Response Speech-to-Text
ELA/Literacy Selected Response Human Scribe
ELA/Literacy Selected Response Human Signer
ELA/Literacy Selected Response External Assistive Technology Device
Mathematics Response Speech-to-Text
Mathematics Response Human Scribe
Mathematics Response Human Signer
Mathematics Response Assistive Technology Device
39
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
ELA/Literacy Constructed Response Speech-to-Text*
ELA/Literacy Constructed Response Human Scribe*
ELA/Literacy Constructed Response Human Signer*
ELA/Literacy Constructed Response Assistive Technology Device*
Word Prediction External Device
Monitor Test Response
Answers Recorded in Test Book
* More information is available in the Accessibility
Features and Accommodations Manual for
selection implementation and notation.
40
Students With Disabilities –
Response Accommodations
Accommodation
Availability
Administration Guidelines
Assistive
Technology*
All Contents
Students may use a range of assistive technologies on the
PARCC assessments, including devices that are compatible with
the PARCC online testing platform, and those that are used
externally (i.e., on a separate computer).
Braille Note-taker
All Contents
A student who is blind or has a visual impairment may use an
electronic Braille note-taker. For PARCC assessments, grammar
checker, internet, and stored file functionalities must be turned
off. The responses of a student who uses an electronic Braille
note-taker during PARCC assessments must be transcribed by a
test administrator who is proficient in reading Braille exactly as
entered in the electronic Braille note-taker. Only
transcribed responses will be scored. Transcription guidelines
are available in Appendix C: Protocol for the Use of the Scribe
Accommodation.
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* Refer to the Assistive Technology
Guidelines posted on
parcconline.org for more information.
Students With Disabilities –
Response Accommodations
Accommodation
Braille Writer
42
Availability
All Contents
Administration Guidelines
A student who is blind or has a visual impairment may use an
electronic Braille writer. The responses of a student who uses
an electronic Braille writer during PARCC assessments must be
transcribed by a test administrator who is proficient in reading
Braille exactly as entered in the electronic Braille writer.
Only transcribed responses will be scored. Transcription
guidelines are available in Appendix C: Protocol for the Use of
the Scribe Accommodation
Students With Disabilities –
Response Accommodations
Accommodation
Calculation Device
and Mathematics
Tools
Availability
On Calculator
Sections of
Mathematics
Assessments
All Grades
Administration Guidelines
A student uses a specific calculation device (e.g., large key,
talking, or other adapted calculator) on the calculator section of
the mathematics assessments. If a talking calculator is used, the
student must use headphones or be tested in a separate setting.
Specific calculation devices must match the final PARCC
Calculator Policy. Allowable calculators include:
• Grades 3-5: No calculators allowed
• Grades 6-7: Four-function with square root and percentage
functions
• Grade 8: Scientific calculators
• High School: Graphing calculators (with functionalities
consistent with TI-84 or similar models)
43
A student with a visual impairment may need other
mathematical tools such as an abacus, a large print ruler
(embedded PARCC ruler is designed in 18 point font), Braille
ruler, tactile compass, or Braille protractor. Note that Braille
mathematics kits will include the appropriate grade-level Braille
ruler and Braille protractors.
Students With Disabilities –
Response Accommodations
Accommodation
Availability
Administration Guidelines
Calculation Device
and Mathematics
Tools*
On Non-Calculator
Sections of
Mathematics
Assessments
A student uses a calculation device (e.g., four-function
calculator, large key or other adapted calculator), arithmetic
table (including addition/ subtraction and/or
multiplication/division charts), and/or manipulatives (IEP or 504
plan must specify which device or manipulative) on the noncalculator sections of the mathematics assessments. If a talking
calculator is used, the student must use headphones or be tested
in a separate setting.
* IEP teams and 504
plan coordinators
should carefully
review the guidelines
found in the PARCC
Accessibility Features
and Accommodations
Manual for
identifying students
to receive this
accommodation.
44
For students with a disability that severely limits or prevents
their ability to perform basic calculations (i.e., single-digit
addition, subtraction, multiplication or division), this
accommodation allows a calculation device to be used on noncalculator mathematics assessment sections. The
accommodation would be permitted on test sections for which
calculators are not allowed for other students.
Reporting Notation to Schools and Parents.
Students With Disabilities –
Response Accommodations
Accommodation
Availability
ELA/Literacy
Selected Response
• Speech-to-Text
• Human Scribe
• Human Signer
• External
Assistive
Technology
Device
ELA/Literacy –
Selected
Responses only
Mathematics
Response
• Speech-to-Text
• Human Scribe
• Human Signer
• Assistive
Technology
Device
45
Math
Administration Guidelines
A student dictates responses either verbally, using an external
speech-to-text device, an augmentative/assistive communication
device (e.g., picture/word board), or by dictating, signing,
gesturing, pointing, or eye-gazing. The student must be tested in
a separate setting. The student must have experience using any
assistive technology external device prior to assessment
administration.
Student’s responses must be transcribed exactly as
dictated/signed (e.g., the human scribe/signer may not change,
embellish, or interpret a student’s responses when transcribing).
Only transcribed responses will be scored. For administration
guidance on scribing and post-test transcription, refer to
Appendix C: Protocol for the Use of the Scribe Accommodation
and the Test Administrator Manuals.
Students With Disabilities –
Response Accommodations
Accommodation
Availability
Administration Guidelines
ELA/Literacy
Constructed
Response
• Speech-to-Text*
• Human Scribe*
• Human Signer*
• Assistive
Technology
Device*
The student dictates responses either verbally, using a speech-totext device, augmentative/ assistive communication device (e.g.,
picture/word board), or by dictating, signing, gesturing, pointing,
or eye-gazing. Grammar checker, internet, and stored files
functionalities must be turned off. Word prediction must also be
turned off for students who do not receive this accommodation.
The student must be tested in a separate setting.
Word Prediction
External
Device
The student uses an external word prediction device that
provides a bank of frequently- or recently-used words onscreen
as a result of the student entering the first few letters of a word.
The student must be familiar with the use of the external device
prior to assessment administration. The device cannot connect
to the internet or save information.
46
Reporting Notation to Schools and Parents
* More information is available in the Accessibility Features and Accommodations Manual for selection
implementation and notation. Additional Transcription Guidelines can found in Appendix C
Students With Disabilities –
Response Accommodations
Accommodation
Availability
Monitor Test
Response
Administration Guidelines
The test administrator or assigned accommodator monitors
proper placement of student responses on a test book/answer
sheet. The test examiner or assigned accommodator cannot
assist the student with changing a response to the correct
answer.
This accommodation is to ensure that the student is
marking the answer for the problem the student intends to
answer. For example, a student may accidentally put two
answers for one problem on the same line or accidentally skip a
question. Students who are able to use bubbled answer sheets
may benefit from having an adult simply monitor the placement
of their responses to ensure that they are actually responding to
the intended question.
Answers Recorded
in Test Book
47
All Contents
The student records answers directly in the test book. Responses
must be transcribed verbatim by a test administrator in a student
answer book or answer sheet. Only transcribed responses will be
scored.
Accommodations for Students
with Disabilities
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
48
Students With Disabilities –
Timing and Scheduling
Timing and Scheduling Accommodations
for Students with Disabilities
Extended Time
49
Students With Disabilities –
Timing and Scheduling
Accommodation
Extended Time
50
Availability
All Courses
Administration Guidelines
Students have until the end of the school day to complete a
single test unit administered during the prescribed testing
window. It is recommended to test students with the
extended time accommodation in a separate setting to
minimize distractions to other students, and to schedule
these students for testing in the morning to allow adequate
time for completion of a test unit by the end of the school
day.
Accommodations for
English Learners
•
•
•
•
51
Accessibility Features for All Students
Accessibility Features Identified in Advance
Accommodations for Students with Disabilities (SWD)
Accommodations for English Learners (EL)
Accommodations for
English Learners
Accommodations for English Learners
Extended Time
Word-to-Word Dictionary
(English/Native Language)
Mathematics Response Speech-to-Text
Mathematics Response Human Scribe
General Administration Directions Read Aloud and Repeated
in Student’s Native Language (by test administrator)
General Administration Directions Clarified
in Student’s Native Language (by test administrator)
Online Translation of the Mathematics Assessment
in Spanish (or other translated languages as needed)
52
Accommodations for
English Learners
Accommodations for English Learners (Continued)
Paper-based Edition of the Mathematics Assessment
in Spanish (or other translated languages as needed)
Large Print Edition of the Mathematics Assessments
in Spanish (or other translated languages as needed)
Text-to-Speech for the Mathematics Assessments
in Spanish (or other translated language as needed)*
Human Reader for the Mathematics Assessments
in Spanish (or other translated language as needed)*
* Information on the selection of this accommodation & the notation is available
in the Accessibility Features and Accommodations Manual..
53
Accommodations for
English Learners
Accommodation
Administration Guidelines
Extended Time
Students have until the end of the school day to complete a
single test unit administered during the prescribed testing
window. It is recommended to test students with the
extended time accommodation in a separate setting to
minimize distractions to other students, and to schedule these
students for testing in the morning to allow adequate time for
completion of a test unit by the end of the school day.
Word-to-Word Dictionary
(English/Native Language)
The student uses an approved bilingual, word-to-word
dictionary. Dictionaries that include definitions, phrases,
sentences, or pictures are not allowed. The student should be
familiar with the dictionary they will use during testing.
Students should be given ample time to complete the test
using the accommodation. If no hard copy word-to-word
dictionary can be found for a specific language, an electronic
translator may be used. The device cannot connect to the
internet or store information. An example of word-to-word dictionary
list is located at:
http://www.parcconline.org/sites/parcc/files/lep_bilingual_dictionary.
pdf
54
Accommodations for
English Learners
Accommodation
Mathematics Response
• Speech-to-Text*
• Human Scribe
Administration Guidelines
The student dictates responses verbally in English or Spanish*, using an
external speech-to-text device or to a human scribe. The student must
be tested in a separate setting. The student must be familiar
with any external devices prior to assessment administration.
Student’s responses must be transcribed exactly as dictated.
*Some States’ policies do not allow for responses in languages other
than English.
* More information is available in the Accessibility
Features and Accommodations Manual for selection
implementation and notation. Additional Transcription
Guidelines can found in Appendix C
55
Accommodations for
English Learners
Accommodation
General Administration
Directions Read Aloud and
Repeated in Student’s Native
Language (by test administrator)
56
Administration Guidelines
The test administrator, or state approved interpreter, reads
aloud the general administration instructions in the student’s
native language. The student may request that directions be
repeated. The student must be tested in a separate setting.
Test administrators providing this accommodation should be
literate and fluent in English, as well as in the student’s native
language, if an administrator who speaks the language is
available. Hard copy (PDF) directions will be translated into the highestincidence languages across PARCC states: (1) Spanish; (2) Arabic; (3)
Navajo; (4) Chinese Mandarin; (5) Vietnamese; (6) Portuguese; (7)
Haitian Creole; (8) Polish; (9) Somali; and (10) Marshallese. States may
request translations into other languages as needed.
Accommodations for
English Learners
Accommodation
Administration Guidelines
General Administration
Directions Clarified in Student’s
Native Language
(by test administrator)
The test administrator, or state approved interpreter, clarifies
general administration instructions in the student’s native
language. No part of the test may be clarified, nor may any
assistance be provided to the student during testing. The
student must be tested in a separate setting. Test
administrators providing this accommodation should be
literate and fluent in English, as well as in the student’s native
Language. For guidance, refer to the Test Administrator
Manuals.
Online Translation of the
Mathematics Assessment in
Spanish (or other translated
languages as needed)
20
A student takes the online mathematics assessment in their
native language, if approved by the PARCC state’s policy.
57
PARCC will provide online and paper translations of the mathematics
assessments in Spanish for use at the discretion of
PARCC states. If other languages are needed, states may request
additional translations.
Accommodations for
English Learners
Accommodation
Administration Guidelines
Paper-based Edition of the
Mathematics Assessment in
Spanish (or other translated
languages as needed)
The student takes a hard-copy mathematics assessment in
their native language, if approved by the PARCC state’s policy.
Large Print Edition of the
Mathematics Assessments in
Spanish (or other translated
languages as needed)
A large print paper-based form of each assessment is available
for a student with a visual impairment who is unable to take a
computer-based assessment due to his or her disability and
needs a translation.
Text-to-Speech for the
Mathematics Assessments in
Spanish (or other translated
language as needed)*
The student listens to an oral translation of mathematics
assessment via text-to-speech in the translated language. If
unable to wear headphones, the student must be tested in a
separate setting.
58
* Information on the selection of this accommodation & the notation is
available in the Accessibility Features and Accommodations Manual..
Accommodations for
English Learners
Accommodation
Human Reader for the
Mathematics Assessments in
Spanish (or other translated
language as needed)
Administration Guidelines
The student takes a hard-copy mathematics assessment in
their native language, if approved by the PARCC state’s policy.
In special cases where a test administrator reads aloud to a
student in their native language, the student must be tested
in a separate setting. Human Readers providing the read aloud
accommodation must refer to Appendix B: Test
Administration Protocol for the Human Reader
Accommodation for English Language Arts/Literacy
Assessments, and the Human Reader Accessibility Feature for
Mathematics Assessments; and Appendix J: PARCC Math
Audio Guidelines Version 3.0 for administrative guidance. Translated
tests, scripts, and directions are provided in Spanish language.
* More information is available in the Accessibility
Features and Accommodations Manual for selection
implementation and notation. Additional Transcription
Guidelines can found in Appendix C
59
Transcription Guidelines
For Paper-based Test:
• At least two persons must be present during any transcription of
student responses.
• The student’s response must be transcribed verbatim into the
Test Booklet. Exception for ASL.
• Braille transcription: Only a certified Test Administrator may
transcribe student’s responses.
• After transcription, shred any responses made from an assistive
technology device.
60
Transcription Guidelines
Selected Responses and Technology-Enhanced Items on Computerbased Test:
– Student responses should be entered into TestNav by the Test
Administrator during the unit.
– Student will Exit the test, student should not Submit the test.
Constructed Response Items on Computer-based Tests:
– Student responses should be entered into TestNav by the Test
Administrator before the online testing window closes.
– Student will response to questions on their assistive device.
– Student will Exit the test, student should not Submit the test.
– Resume the student’s test and call PARCC Customer Support 24 hours in
advance to unlock the student’s test.
– Log-in as the student and transcribe the responses.
61
Transcription Guidelines
Computer-based Tests:
• At least two persons must be present during any transcription of
student responses.
‒ Note for Braille transcription: Only a certified Test Administrator may
transcribe student’s responses.
• The student’s response must be transcribed verbatim into the
TestNav. Exception for ASL.
• Submit the test once all items have been transcribed.
• After transcription, shred any responses made from an assistive
technology device.
62
Student Registration for Accessibility
Features and Accommodations
•
•
•
•
•
•
•
•
•
63
Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Personal Needs Profile
(PNP)
What is a Personal Needs Profile?
The Personal Needs Profile (PNP) is used to gather information
regarding a student’s testing condition, materials, or accessibility
features and accommodations that are needed to take a PARCC
assessment.
Base-roles:
1. State,
2. LEA/District Test Coordinator,
3. Non-School Institution,
4. Test Coordinator, or
5. School Institution Test Coordinator.
64
Personal Needs Profile
(PNP)
What student information is collected and where?
1. Embedded Accessibility features, identified in advance, that need to be
enabled (via PNP File Layout/User Interface).
2. Embedded Accommodations that need to be enabled (via PNP File
Layout/User Interface).
3. Externally-provided accessibility features, identified in advance, and
accommodations (via PNP File Layout/User Interface).
4. Hard copy accommodated editions that required advance shipping (via
Student Registration File).
65
Personal Needs Profile
(PNP)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
66
Frequent Breaks
Separate/Alternate Location
Small Testing Group
Specialized Equipment of Furniture
Specified Area or Setting
Time of Day
Answer Masking
Color Contrast
Text-to-Speech for Mathematics
Human Reader or Human Signer for Mathematics
ASL Video
Assistive Technology (AT) Screen Reader Application
Closed Captioning for ELA/L
Human Reader or Human Signer for ELA/L
Refreshable Braille Display for ELA/L
Tactile Graphics
Text-to-Speech for ELA/L
Answers Recorded in Test Book
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Braille Response
Calculation Device and Mathematics Tools
ELA/L Constructed Response
ELA/L Selected Response or Technology Enhanced
Items
Mathematics Response
Monitor Test Response
Word Prediction
General Administration Directions Clarified in the
student’s Native Language (by test administrator)
General Administration Directions Read Aloud and
Repeated as Needed in the student’s Native Language
(by test administrator)
Mathematics Response – EL
Translation of the Mathematics Assessment in Text-toSpeech
Translation of the Mathematics Assessment Online
Word to Word Dictionary (English/Native Language)
Extended Time
Personal Needs Profile
(PNP) - Training
Personal Needs Profile Training Module
https://parcc.tms.pearson.com
67
Student Registration for Accessibility
Features and Accommodations
•
•
•
•
•
•
•
•
•
68
Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Student Registration
Which fields in the Student Registration indicate Accessibility
Features and Accommodations?
Column
Field Name
PARCC Definitions and Notes
AQ
Assessment Accommodation:
English learner (EL)
English learner accommodations Y = Yes
needed for a given assessment.
Blank
AR
Assessment Accommodation: 504
504 accommodations needed for Y = Yes
a given assessment.
Blank
AS
Assessment Accommodation:
Individualized Educational Plan
(IEP)
Individualized Educational Plan
accommodations needed for a
given assessment.
69
Expected
Values
Y = Yes
Blank
Student Registration
Column Field Name
PARCC Definitions and Notes
Expected Values
AT
Alternate Representation –
Paper Test
Student requires paper and pencil test
format as an approved accommodation.
Y = Yes
Blank
AU
Translation of the
Mathematics Assessment in
Paper (Spanish)
Used to assign the form administered for
paper testing based on another language
other than English.
SPA = Spanish
Blank
AV
Human Reader or Human
Signer
The paper test is read aloud or signed to the
student by the test administrator (Human
Reader).
HumanReadAloud
HumanSigner
Blank
AW
Large Print
PARCC to provide Large Print Booklet for
student to read. Answer Document will be
the standard edition so that a Proctor can
transcribe the student’s responses.
Y = Yes
Blank
AX
Braille with Tactile Graphics
A hard copy Braille test booklet is provided
with embedded tactile graphics.
Y = Yes
Blank
70
Student Registration
• To receive an initial order of materials you must meet the
deadline to submit Student Registration* for the Spring
Administrations:
• If you missed the deadline dates for the initial order and need
materials, follow these steps:
1. Student Registration must be imported for the student’s
test administration (PBA and EOY) for reporting purposes.
2. Test Coordinators must order additional test materials for
each participating school via PearsonAccessnext Additional
Orders.
* Check your state policy in the PARCC Test Coordinator or Test
Administrator Manual for the person responsible to complete the
Student Registration Import process.
71
Agenda
•
•
•
•
•
•
•
•
•
72
Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations and Student
Accommodation Refusal Forms
Resources
Support
Unique Accommodations
• For the PARCC Assessment, unique accommodation requests
must be submitted to the state at least six weeks prior to
testing.
• For the PARCC Assessment, unique accommodation requests
will be approved by your State.
• Refer to Appendix F of the PARCC Accessibility Features and
Accommodations Manual, online: Unique Accommodation
Request Form
73
Emergency Accommodation
• A case where a student needs a new accommodation
immediately due to unforeseen circumstances.
– Cases could include students who have a recently-fractured limb (e.g., arm, wrist,
or shoulder); whose only pair of eyeglasses have broken; or a student returning
from a serious or prolonged illness or injury.
• Emergency accommodation form must be completed.
• See your state policy on approval of emergency accommodations.
• Refer to Appendix G of the PARCC Accessibility Features and
Accommodations Manual, online: Use of an Emergency
Accommodation on a PARCC Assessment
74
Student Accommodation
Refusal Form
• If a student refuses an accommodation, the school should
document in writing that the student refused the
accommodation.
• Refer to Appendix H of the PARCC Accessibility Features and
Accommodations Manual, online: Student Accommodation
Refusal Form.
• The accommodation must be offered and remain available to
the student during testing.
• School Test Coordinators should work with Test Administrators
to determine if anyone else should be informed when a student
refuses an accommodation documented in an IEP, 504 Plan, or
EL Plan (if required by the PARCC member state).
75
Agenda
•
•
•
•
•
•
•
•
•
76
Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Resources – Support Page
77
Resources
• PARCC Accessibility Features and Accommodations Manual &
Implementation Guidance
–
–
–
–
PARCC Accessibility Features and Accommodations Manual
Overview website page, including implementation Appendices A-K
Translation Policy Memo
All located at parccconline.org
• Training Modules
– Located at https://parcc.tms.pearson.com
• Test Coordinator & Test Administrator Manuals for Computerbased and Paper-Based Testing
– Found at PARCC.pearson.com on the Support page
• PARCC Test Tutorials and Sample Items
– Located under Sample Sets and Tutorials of PARCC.pearson.com
78
Resources – Accessibility
Features and Accommodations
PARCC Accessibility Features and
Accommodations Manual
http://www.parcconline.org/parccaccessibility-features-andaccommodations-manual
79
Agenda
•
•
•
•
•
•
•
•
•
80
Commonly Used PARCC Acronyms
Administrative Considerations
Types of Accessibility Features and Accommodations
Personal Needs Profile
Student Registration for Accessibility Features and
Accommodations
Ordering Large Print and Braille Forms
Unique and Emergency Accommodations
Resources
Support
Support: PARCC Support
Contact PARCC Support for assistance with:

Navigating PearsonAccessnext

Accessing resources

Navigating the Training Center

Setting up proctor caching

Managing Student Registration Data

Submitting additional orders

Setting up units

Inquiring about shipments

Managing user IDs and passwords
Online Support and Resources: http://parcc.pearson.com/support
Call Toll Free: 1-888-493-9888 (5:00 am – 7:00 pm CT, Mon. – Fri.)
Email: PARCC@support.pearson.com
81
Support: State or LEA
Support
Contact your State or LEA Test Coordinator for assistance with:
82

Testing schedule

Testing accommodations

Unusual circumstances on test days

Violations of test security

School emergencies that affect testing

Questions about general testing policies

Questions about state communications
Test your
knowledge:
Quiz
A highlighter tool and magnification are considered an:
a. Accessibility Features
b. Accommodation
Are the Answer Masking and Color Contrast features
available to all students if approved by their school-based
educator?
a. Yes
b. No
Is Extended Time an:
a. Accessibility Features
b. Accommodation
Can a student refuse to use his/her accommodation?
a. Yes
b. No
What date do accommodations need to be coded in a
student profile in order to receive shipment in the original
order?
a. September 20, 2014
b. October 3, 2014
Click the
Quiz button to edit this quiz
c. November 25, 2014
d. December 1, 2014
83
Thank you
84

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