Accessibility by Design

1. Accessibility by Design Required Training – Year-End Model Module 2

2. Learning Objectives • Accessibility by design • Six steps to customize DLM accessibility supports for students • Testlet Information Pages • Testlet delivery and results

3. Accessibility by Design

4. Technology • Enriches the interaction between the students and the content

5. Access Profile First Contact Personal Learning Profile • Display • Language & Braille • Audio & Environment • Other Supports • Sensory characteristics • Motor characteristics • Computer access • Attention • Communication • Academics

6. Access Profile: Six Steps • Include eligible students • Learn about the DLM accessibility feature • Discuss and select appropriate supports and tools with the IEP team • Enter appropriate supports into the DLM system • Practice using the chosen accessibility features • Evaluate the accessibility features that were used

7. Step 1: Include Eligible Students • The student has a significant cognitive disability. • The student is primarily being instructed using the DLM Essential Elements as content standards. • The student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade- and age-appropriate curriculum.

8. Step 2: Learn About Accessibility Features • Test administrators and students may try out features in practice tests. • Three categories: • Supports provided within DLM via PNP • Supports requiring additional tools/materials • Supports provided by the test administrator

9. Category 1: Supports Provided in KITE via the Personal Needs and Preferences Profile

10. Category 1: Magnification 2x magnification 5x magnification

11. Category 1: Invert Color Choice

12. Category 1: Color Contrast

13. Category 1: Overlay Color

14. Category 1: Read Aloud (TTS) • Read and highlighted from left to right and top to bottom • Four preferences: • Text only • Text & graphics • Graphics only • Nonvisual

15. Category 1: Read Aloud (TTS)

16. Category 2: Supports Requiring Additional Tools/Materials • Braille • Scanning • single-switch • two-switch system • Individualized manipulatives • Calculator

17. Category 3: Supports Provided by the Test Administrator • Human Read Aloud • Sign interpretation of text • Language translation of text • Test administrator enter responses for student • Partner-Assisted Scanning (PAS)

18. Step 3: Select Appropriate Accessibility Features • When possible, educators should choose supports that are consistent with the student’s IEP • Consider both preferences and requirements • Be cautious about selecting a large amount of tools the student is unfamiliar with

19. Considerations for Discussion and Selection of Accessibility Supports • What are the student’s strengths and needs? • What tasks are independently difficult? • What supports help the student with these difficulties? • What accessibility supports are regularly used? • What supports does the student prefer? • Are there combinations of supports that are most effective?

20. Step 4: Enter Data Into the DLM System • Educator fills out the Personal Needs and Preferences Profile in Educator Portal

21. Step 5: Prepare for the Assessment • Test administrators need the following when beginning an assessment: • Computer with KITE program loaded • Student username and password • Student-specific assistive technology and concentration aides • Prescribed materials needed to test (some substitutions are allowed)

22. Step 6: Evaluate the Accessibility Features Used • What accessibility features were used? • What were the results when accessibility features were used? • What was the student’s perception of how the accessibility features worked? • What combinations were effective? • Should the student continue the use of the same accessibility features?

23. Pause for Activity

24. Content of the Assessment • Grades 3-8 and high school • English Language Arts (ELA) • Mathematics • Blueprints • Consortium approved a subset of Essential Elements

25. End-of-Year Assessment • Required • Cover the full blueprint • Results used for summative purposes

26. Test Design • Each testlet contains items from one or more Essential Elements • Math and reading: • 3-8 items + engagement activity • Total of 6-7 testlets (math) • Total of 4-6 testlets (ELA) • Writing: • Structured activity with several steps • Single testlet

27. Testlet Delivery System has testlets available at all five linkage levels for every part of the test Students take one testlet from one level for each group System determines which level to deliver to the student

28. Testlet Delivery

29. Testlet Delivery

30. Testlet Information Pages • Important information about teslets • Materials needed • Substitute materials options • Exceptions to allowable supports • Alternate text (human read aloud) • Available in Educator Portal • For each student • For each testlet

31. Assessment Results

32. Assessment Results • Will be based on mastery of EEs and linkage levels assessed • No raw, percentage, or scale scores will be reported • From ONLY year-end assessments • Summative results based on all EEs covered in the blueprint

33. Score Reports • Will be provided at individual student level • Will include multiple levels of information • Essential Element mastery • Conceptual area summary • Overall performance

34. The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.