Matching Student Needs Presentation - CAASPP (CA Dept of ...

Matching Student Needs Presentation - CAASPP (CA Dept of ...

Matching Student Needs to Available Accessibility Resources TOM TORLAKSON State Superintendent of Public Instruction Learning Goals Participants will understand how access barriers may prevent some students from successfully accessing curriculum and assessments; how accessibility resources can be used to improve classroom teaching and learning for all students;

how CAASPP accessibility resources connect to classroom instructional learning resources; how to match individual student learning characteristics/ needs to accessibility resources during classroom instruction and on assessments. 2 Success Criteria Participants can describe the range of accessibility resources available through the CAASPP system;

integrate accessibility resources into classroom practice to help students overcome access barriers; compare classroom instructional learning resources and CAASPP accessibility resources; appropriately match individual student learning characteristics/needs to accessibility resources for use during classroom instruction and on assessments. 3 Shout Out

Accessibility Resources 101 Creating a Practical Approach to Ensuring Students Receive Appropriate Accessibility Resources 4 Californias Diverse Student Population ELA/ELD Framework Access and Equity Chapter 9 What are some of the

learner variabilities represented by students in your classroom/school/ district? 5 Student Accessibility What access barriers might students with diverse learning

needs encounter during classroom instruction? 6 Accessibility is: 1. the creation of classroom learning materials and testing events that are aligned with the intended curriculum and allow all students to accurately demonstrate their skills and knowledge; 2. grounded in legislation and professional standards;

3. related to the concept of fairness in testing; 4. illustrated well by Universal Design for Learning (UDL) instructional principles and guidelines. 7 Universal Design for Learning 8

Universal Design for Learning (2) Representation For comprehension, language, mathematical expression and symbols, and perception. Changing font size Translation tools Text format (e.g., braille, audio) Translation tools

Online glossaries or dictionaries Action & Expression For executive functions, expression and communication, and physical action. Using tools for organizing information

Producing a report in essay format, audio format, etc. Resources for time management and setting goals Engagement Provide options for self-regulation, sustaining effort and

persistence, and recruiting interest. Relatable topics for research Hands-on activities Vary collaborative structures used Time for selfassessment and 9 reflection

201718 Accessibility Resources in California 10 Purpose and Importance of Accessibility Resources Ensure equal opportunity for all students to access instruction and demonstrate learning: During daily instruction

On classroom assessments On CAASPP assessments (both summative and interim) 11 CAASPP Accessibility 12

Categories of Accessibility Resources Accessibility resources generally address access barriers that fall into one of three basic categories: 13 Making Connections Between Pedagogical Practices and Accessibility Resources

14 Comparison Crosswalk -practices-comparison-crosswalk.pdf 15 Access Needs Activity Use the Smarter Balanced Resources and Practices

Comparison Crosswalk to match accessibility resources to access needs. Review the student access needs on the next slide. Identify a classroom practice and a CAASPP Resource to support the identified access needs. 16 Example Access Need

Classroom Practice Student may use a number Persistent line, manipulatives, 100s calculation number table, abacus, difficulties calculator, and/or a multiplication table.

CAASPP Accessibility Resource If the student is on an active IEP, he can use the following accommodations: 100s number table, abacus, calculator, and/or a multiplication table. What if the student does not have an active individualized

education plan (IEP)? Are there other methods you can use to support the students needs on the CAASPP assessments? 17 Access Needs Identify classroom practices and CAASPP accessibility resources to support the following access needs: Visual impairment Reading difficulties Attention difficulties

18 Reflect In what ways might you increase the effective, appropriate use of accessibility resources in daily instruction in your LEA to enhance teaching and learning for all students? What actions would need to be taken to achieve that? How might you use the Resources and Comparison Crosswalk to connect current classroom instructional practices to the accessibility resources?

19 Matching Appropriate Resources to Student Needs 20 Matching Student Needs to Resources Classroom pedagogical strategies/techniques

Universal tools General Targeted Designated supports Accommodations 21 Identification-Selection Process

22 Individual Student Assessment Accessibility Profile (ISAAP) dual-student-assessment-accessibility-profile-isaap-updated (requires Digital Library log in) 23 Team Approach to Decision

Making An educator or team of educators is responsible for decisions about an individual student's accessibility resources. The educator or team must be familiar with the student's characteristics and needs, and should be familiar with the available accessibility resources. The educator or team must be familiar with the available accessibility resources. 24

Special Education and Section 504 Plans IEP teams and/or Section 504 teams are responsible for the following: Identifying individual learning needs of students with active IEPs or Section 504 Plans Selecting appropriate designated supports and/or accommodations to meet those needs Including resource information in the student IEP or Section 504 plan Supporting and monitoring implementation of selected

resources in daily instruction and on assessments 25 ISAAP Categories of Need Executive control: attention, cognition control, and processing Persistent calculation disability Reading related disabilities, print disabilities, struggling readers Need for access in language(s) of translation Significant motor difficulties and recent injury Vision impairment/blindness

Hard of hearing/deafness 26 Individual Student Assessment Accessibility Tool 27 Individual Student Assessment Accessibility Tool

To view guidance on the recommended use of a designated support or accommodation, hover or click on the designated support or accommodation. A window with text describing the tools recommended use will appear to the right. Using Accessibility Resources 29

Use of Accessibility Resources General guidelines for use of all accessibility resources on CAASPP assessments and California Alternate Assessments (CAAs): Student is familiar with the resources Resources are the same or similar to those used for instruction and classroom assessment Student has multiple opportunities to practice with the resource in a testing environment

30 Practice and Training Tests Practice Test Provide students with a grade-specific testing experience similar in structure and format to the summative assessments Each grade: 38, 11 Approximately 30 items in ELA and 30 in math per grade level, including 1 ELA PT

and 1 math PT All universal tools, designated supports, and accommodations offered Results are not scored, but a scoring rubric and answer key are available Training Test Provide students with an opportunity to become familiar with the software and interface features; there are no Performance Tasks (PTs)

Grade bands: 35, 68, high school Approximately 15 items per grade band (6 in ELA and 89 in math); no PTs are provided All universal tools, designated supports, and accommodations offered Results are not scored 31

Interim Assessments Accessibility resources are adjustable in the Test Administrator Interface for the Smarter Balanced Interim Assessments. They provide additional opportunities for students to try out accessibility resources on actual test items and for teachers to observe and talk with students to evaluate their effectiveness. 32

Classroom Data Document the students use of resources during daily instruction and on classroom assessments Analyze data on student performance with and without targeted resources. Ask questions such as: What was the impact of the use of specific resources on student performance? Are more time and practice needed? Was the support or group of resources a distraction?

33 Monthly Tracker 34 Reflect Again To what extent are students being directly taught how to use resources? To what extent are students using similar resources in daily classroom instruction?

To what extent are students being provided with multiple opportunities to practice using the selected accessibility resources in the testing environment? What are possible next action steps in your LEA to support the effective, appropriate use of CAASPP accessibility resources to enhance teaching and learning for all students? 35 Apply Your Learning

36 Lesson Plan 37 Apply Your Learning (1) You will need: Math lesson Lesson Plan for Engaging all Learners Identify appropriate accessibility resources to be incorporated

into the math lesson to make it more accessible for all students represented in the classroom, including struggling readers, English learners, students with attention difficulties. 38 Apply Your Learning (2) Review the student profiles for students identified in need of accessibility resources on the CAASPP Assessment; Identify the recommended accessibility resources to

be carried into use on CAASPP assessments by the students with an identified need. Be prepared to share the CAASPP resources you select for each student. 39 Matching Designated Supports to Student Access Needs: Debrief 40

Smarter Balanced Item Types and Accessibility Features Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials Smarter Balanced Item Types and Accessibility Features document http:// Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines

Tables 1-6 describe available resources https:// ommodations-guidelines.pdf 41 Accessibility Resources The California Department of Education Student Accessibility Resources Web page:

Smarter Balanced Accessibility and Accommodations Web page: http:// ations/ Matrix One 42 Planning and Implementation

43 Thank You! Posted by the California Department of Education | February 2018 44

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