Closing the Accessibility Gap: Making Data Informed Decisions for All Students Vitaliy Shyyan Erik Larson Jessica Corpe Cheryl Alcaya Melissa Gholson Joseph Amenta Martha Thurlow - Discussant
Project Partners OR WA CA NV ID MT WY UT CO AZ NM ND SD NE KS OK TX MN IA MO AR LA WI MI ILL IN OH WV KY TN SC MS AL GA VA NC PA VT NY CT NJ DE MD ME NH MA RI FL AK U.S. Virgin Islands HI
DIAMOND Overview Activity 1: Initial teacher survey and online focus groups with teachers Activity 2: Teacher interviews and student demonstrations Activity 3: State assessment data analysis Activity 4: Forum with experts to prioritize guidelines Activity 5: Training module Activity 6: Pilot and revisions of the module
Activity 1 Initial teacher survey and online focus groups with teachers Teachers input about their strategies for selecting and using accessibility features and accommodations for all students Research instruments
Preliminary Survey Findings Most-used designated features: 1. Separate setting 2. Human reader 3. Paper-and-pencil test 4. Student reads test aloud 5. General masking Most-used accommodations: 1. Extended time 2. Multiplication table 3. Calculator (large-key, talking, etc.) 4. Scribe 5. Assistive technology
Preliminary Survey Findings 60 50 40 30 20 10 Teachers Attitudes Towards Accessibility Features and Accommodations 0 Strongly Agree Agree Neutral Disagree Strongly Disagree Positive impact on students Worthwhile use of teachers' time
Preliminary Survey Findings 50 40 30 20 10 Teachers Views on Training Related to Accessibility Features and Accommodations 0 Strongly Agree Agree Neutral Disagree Strongly Disagree Received helpful academic training Received helpful professional development
Activity 2 Teacher interviews Student demonstrations Research instrument
Activity 3 APR data analysis for all member states More detailed analysis of three states assessment results In-depth analysis of one state s data
MINNESOTA: CHERYL ALCAYA
Minnesota Our context: All accountability tests are online, but have paper accommodations (large print, braille). Two tiers: Supports and Accommodations Accessibility tools embedded in online tests are available to all students. Limited adoption of Personal Needs Profile (PNP). Accommodations must be documented in IEPs or 504 Plans; it is strongly recommended supports also be documented.
Minnesota How are accommodations decisions made???? Accommodation(s) Assigned to Student Inputs Output
Minnesota DIAMOND implications for the State of Minnesota Learn what educators need to inform supports and accommodations decisions Data? Professional development? Collaboration? Answer the question What works? Build a case for plug and play standards for assistive technologies and online test delivery systems
WEST VIRGINIA: MELISSA GHOLSON
West Virginia Research, & Evaluation Monitoring Process: WVS 326 IEP, 504, LEP and SAT Plans A Systems Perspective WVEIS Data Processes Peer Review Requirements Policies & Participation Guidelines
Supporting Accessibility Reviewed by a stakeholder advisory committee and updated annually. Contains current data system codes and processes for the selection, provision and monitoring of supports/accommodations.
Online Plans Assessment Support Instructional Support
Data System Supports Accommodations 14 Application
During Test Administration All supports and accommodations are uploaded daily from the Accoms 14 database to the vendor. All embedded features are enabled for each student automatically.
Accommodations: Provision & Monitoring
DIAMOND Implications for WV Opportunity to collaborate and support a commitment to access for all students. Opportunity to focus on improving decision making at the individual student level. Opportunity to evaluate perceptions from the field. Opportunity to improve our processes and tools to better support the field.
CONNECTICUT: JOSEPH AMENTA
Connecticut Accessibility features and accommodations context DIAMOND implications for the State of Connecticut
Connecticut Accessibility features and accommodations context: CT presently administers SB in grades 3-8 for ELA and Math. CT Science assessment is moving toward online. What are the implications? CT SAT School Day is administered in grade 11 for ELA and Math. DIAMOND implications for the State of Connecticut
CMT/CAPT Science CONNECTICUT STATE DEPARTMENT OF EDUCATION
DISCUSSANT: MARTHA THURLOW
Comments and Questions