LOS ANGELES UNIFIED SCHOOL DISTRICT

Student Testing Branch

O f f i c e o f D a t a a n d A c c o u n t a b i l i t y

California Assessment of Student Performance and Progress Program

CAASPP EL Designee Training

Designated Supports for English Language Learners 2015 - 2016

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Today’s Overview

Purpose and Importance of Assessment Accessibility

Universal Tools, Designated Supports, and Accommodations

LAUSD Accessibility And Accommodations Guidelines REF-6420

Accessibility Features

Implementation and Processes

Resources and Information

Questions and Answers

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Purpose and Importanceof Assessment Accessibilities

Equal opportunity to demonstrate learning Access to CAASPP assessments Access to instruction

Access to classroom assessments

Accuracy and validity of test results

Standardization and consistency of test administration procedures across Consortium states through:

Alignment with Smarter Balanced policies Alignment with California laws and regulations

Configuring Test Settings in TOMS 4CAASPP 2015 - 2016

Universal Tools, Designated Supportsand Accommodations

Configuring Test Settings in TOMS 5CAASPP 2015 - 2016

Designated Supports

Designated Supports- Must be set in TOMS- Available for all students for whom

the need has been documented

EmbeddedColor Contrast, Masking, Text-to-speech, Translated Test Directions (Glossary), Translations (Stacked), Turn off Any Universal Tools

Non-EmbeddedBilingual Dictionary, Color Contrast, Color Overlay, Magnification, Read Aloud, Scribe, Separate Setting, Translated Test Directions, Translation (Glossary)

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REF-6420: Accessibility and Accommodations Guidelines For SB Assessments

Designated Supports Must be designated prior to the first

day of testing window Available to ELs for whom the need

has been indicated Decision made by educators familiar

with the student’s characteristics and needs

Supports the student has been using during instruction/assessments

Non-embedded supports are to be provided by the school

ELs with an IEP or a 504 Plan have to have the designated supports and accommodations listed on the IEP or 504 Plan.

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Designated supports and Accommodations must be documented

Attachments should be completed/approved by decision-making teams/designees (e.g.)

Individualized Education Program (IEP) teamsSection 504 Plan teamsTeacher of EL student, andLanguage Appraisal Team (LAT), and/orStudent Success Teams (SST), orCoordination of Services Team (COST)

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REF-6420: Accessibility and Accommodations Guidelines For SB Assessments

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REF-6420Accessibility and Accommodations Attachment A

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When should settings be entered in TOMS?

Before students take Smarter Balanced tests. Test settings are entered by the CAASPP Test Site

Coordinator (SC)

When using their own credentials, students will be able to use their designated settings when accessing:

Practice and Training Tests

Smarter Balanced Summative Assessment

Smarter Balanced Interim Assessments

Best Practice

Allow students to practice using their assigned supports

Accessibility Features

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CAASPP Individualized Aids:

Unlisted Resources Request

Require IEP or Section 504 Plan

Automated request process directly in TOMS

Accessibility Features

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Accessibility Features

General guidelines for use of all accessibility

features:

Student is familiar with the support(s)

Supports are same or similar to those used for instruction and

classroom assessment

Student has multiple opportunities to practice in test

environment

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Matrix One Training: Example of DSTRANSLATIONS (STACKED)

Sample Designated Support for EL Student

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Implementation ofDesignated Support for EL Student

Identify student needs

Match needs to available supports

Evaluate effectiveness

of supports

Finalize support

selections

Access Interim

Assessments

Use supports at classroom level

Use Interim Assessments Practice Tests and Training

Tests

Enter supports

into TOMS

Access Summative

Assessments

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REF-6420: Accessibility and AccommodationsEL Designee Process and Responsibilities

(1) – Sit with Principal to determine WHO will be the

Decision-making team and or Designee (i.e.: Student’s teacher,

LAT, COST or EL Coordinator) that will recommend designated supports for EL students

(2) - TrainThe Decision-making team

and or Designee (i.e.: Student’s teacher, LAT,

COST or EL Coordinator) on the use Of Attachment A

(3) – DistributeCopies of Attachment A to the Decision-making team

and or Designee (i.e.: Student’s teacher, LAT,

COST or EL Coordinator)

(4) CollectCopies of Attachment A

from the Decision-making team and or Designee (i.e.:

Student’s teacher, LAT, COST or EL Coordinator)

(5) Sit with Principal to review

Attachment APrincipal is to sign all

Attachment A submitted by Decision-making team and

or Designee (i.e.: Student’s teacher, LAT,

COST or EL Coordinator

(6) GiveAll approved and signed Attachment A forms to

CAASPP Testing Coordinator to have Designated Supports entered into TOMS

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REF-6420Attachment A

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REF-6420Attachment A

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Where can I get more information about designated supports and accommodations?

A. REF-6420, Accessibility and Accommodations Guidelines for Smarter Balanced Assessments, dated January 15, 2015

B. Refer to CAASPP Matrix One for available accessibility supports

C. Refer to Smarter Balanced Usability, Accessibility, and Accommodations Guidelines for details on recommended uses of the supports

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Resources and Information

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Questions?Student Testing Branch 213-241-4104