STAAR Administration Training This video is posted online with the following chapter markers: Chapter 1. General Administration Instructions - Braille Chapter 2. Specific Braille Instructions Chapter 3. General Administration Instructions - Large Print Chapter 4. TEA Revised Accommodations Chapter 5. Common TSBVI Accommodations Chapter 6. Embedded Supports Description of graphical content is included between Description Start and Description End. Transcript Start [Music] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. [Music face out] Fade to black. Chapter 1. General Administration Instructions - Braille [ Music ] Lynne McAlister: Hi, everybody, I'm Lynne McAlister. Valerie Bradshaw: And I'm Valerie Bradshaw. Lynne: And welcome to today's webinar. We're going to be talking about STAAR testing and how you can do that with a student with a visual impairment. On the agenda today we're going to be going over some general administration instructions for Braille, your Braille students. As well as for your large print students. We're going to be talking about some commonly used accommodations for visually impaired kids, in general, and then we're going to be talking specifically about the embedded supports, and how you deliver those when you are giving, or administrating, the paper version of the test. So the embedded supports are typically the online-- Valerie: Embedded supports are typically online supports, but, yeah, we're going to talk about how you're going to do that administering to a Braille or low vision student that needs a paper test. Lynne: Right. So we're going to jump right into the general administration instructions. We're going to start with the Braille instructions. Valerie: Right. So first of all, I wanted to make sure that everyone knows we are not adding a whole lot of information that is not already available. Kim Brannon and Jose Rios and [indiscernible] team out of TEA have done an amazing job of getting accessibility information out and working with us for VI students, and really what we're trying to do today is show you what does it look like. So we're taking all of that great information that the team has put out and showing you how to actually implement that when you are giving a test. Because it's sometimes hard to go from-- from looking at it on paper to actually figuring out how to do it. Lynne: Right. For me, when I would give this test, it was hard for me to think about when I'm doing it online and you have a little pop‑up window or I'm doing it online and it highlights, you know, it's like how am I going to do this on paper, but, yeah. Valerie: That's where we're going to go, we're going to end up there, but wanted to give you guys some background first. Any time you are administering a test to a Braille student, the first place that you always want to start is with this, which I know is hard to see, but it's the general instructions for administering Braille versions. It has a whole lot of information in it about administering tests to blind and VI students. So-- so we just kind of wanted to touch on a few things in there that are relevant for today. And one of those is some of the things that are listed in here, for test materials, that you don't have to request as accommodations. They are always available to students who are taking Braille tests. We don't always think about it, because we always do it. But I know, you know, for someone out there in the state that isn't familiar with it, I wanted to kind of highlight that. So-- so one of those things they talk about-- those accommodations, like a graphing board, we're going to show you a video that shows you some of these things, talking calculators, dictionaries being able to orient students to graphics, what you see there, but they also talk about how do you do griddable questions because-- Lynne: And what is a griddable question? [ Laughter ]. Valerie: Good question, what is a griddable question? Griddable questions are those questions that aren't multiple choice. They are usually on the science, or the math tests, and the students have to come up with their own response. Lynne: Like short answer? Valerie: It's a number. Griddables are numbers. So it's easy to see on an answer document that how many digits you can put in a griddable question. But for a blind student, it's not always so obvious, although they have done a great job now in using full cells, so that's what they are doing now is giving you full cells to show the VI student how many digits they can have in their answer. So that's there in your Braille instructions, it talks about that. And, also, the number of lines in an essay, that's a big deal. When you are-- when you are using an electronic note taker or a laptop or-- or a Perkins Brailler, to do an essay, there's always that question, how, you know, how many lines do we need? And I know Lynne and I both spent afternoons writing very, very tiny-- Lynne: Tiny, coming around the side and up through the top. [ Laughter ]. Trying to get-- Fit an essay into the box, yes. [ Laughter ]. So, yeah, it's a common thing. But this will tell you how many lines and how many characters, so you can do a character count as well that will actually fit into that box. So that's another thing that's in there. So you can find these, the general Braille instructions on the TEA website. It's always there. You also get them in your packets when you order Braille materials that comes actually in the packet. So take a look at it before you test and make sure that, you know, you have all of that information there. Lynne: So those testing packets go to the testing coordinators at the school? Valerie: They do. Lynne: The TVI might want to ask that person for a copy of that. Valerie: Right. Lynne: Okay. Valerie: And you can use these, these are not secure test materials. You can pull them out before the tests and take a look at it. We'll talk about the specific Braille instructions, which are secure, but these general instructions are not secure so you can look at it any time. Okay. All right. So I'm going to show a little video, kind of show you some of those materials that you can use with blind and visually impaired students when you are administering a test. Lynne: Maybe. [ Laughter ]. Valerie: We are having a little technical difficulty, but eventually it will come up. Lynne: Do you remember any other-- Valerie: I was looking at the questions, Mara is saying I don't see you. Oh, the slide show, okay. Some of the other items that were in that video, there's a tactile drawing board and that's something that students can use to-- to write, say, a graphic and then it is immediately comes up in raised Braille. Lynne: Oh, the video is ready. Valerie: All right. [ Video start: ] Hi, so basically this is one of the rulers that we like to use because-- for our low vision kids because it has giant numbers on it that have some contrast. You can put any coloring back here if you need some different contrasts. So that's a cool little piece that can be used for a regular ruler. Then, of course, Braille rulers for the students using Braille. Now, if you have students using graph paper, this is a tactile graph board that we have all of our students use that need graphic paper. So you have these little pins and there's different tops so they can feel the different points. And then once they have a shape on the board, that they need, they can use rubber bands then to connect those points. So that's how that graph paper works. The graph board works for graph paper. All right. So for students-- who need scratch paper who are visually impaired, there is the Draftsman and this is-- this is a tactile drawing board that you can use any brand. This particular one is a Draftsman and when there's a tool-- but when you write on it, I will use my fingernail, it creates a raised line so the students can take, say, a word problem where they are having to, let's say, go to three different points in a word problem. So they can create that picture using scratch paper that then becomes a raised line drawing for them to be able to understand it. So this is just scratch paper. So-- so it's allowable. You don't have to do an accommodation. Now, for test items that need a-- a particular shape. This happens a lot in elementary particularly. Where they will say: You need-- and the specific Braille instructions-- you need a-- a hexagonal prism. If you have a set of these Geometros, that what they are called from APH, they have all kinds of different shapes. This is the large set over here that has additional shapes and you can put these together in just about any way that you can think of. To create all of those crazy shapes that they ask for. Particularly on the Elementary STAAR test. So this is one thing. Again, not an accommodation. This is just a way for students to access those visual items on the test. That require shapes. We also use [indiscernible] if you happen to get a set of these, mini geo solids are what we particularly use, but these come in different sizes, which can be helpful. So you might have a cone like this. And then in this set I have a smaller cone. So if you need to, say, compare things that are similar, sometimes they'll say these two items are similar. So then you have two items that are similar but they are different sizes. So these can be useful for different shapes, too. And, again, not an accommodation. [Bell ringing]. So all of these things are in the general Braille instructions. They tell you these are available to any students using Braille and you don't have to put them in as an accommodation request. [ Video end: ] Valerie: Okay. I do want to kind of clarify a little bit. Lynne: Okay. Valerie: They are accommodations. I mean, when you come down to it, it's an accommodation. Lynne: Right. Valerie: For visual impairment. We are accommodating for their visual impairment. And providing access-- to-- Lynne: I think it's not a modification. Valerie: What I meant was you don't have to-- you know, if you are using some sort of software for an ARD, you don't have to get ARD approval. You don't have to go through your ARD process or your 504 process in order to get those accommodations. Lynne: Okay. And most of those materials are available through APH? Valerie: Almost all of them are available through APH. Lynne: Okay. Valerie: I think we got some of those shapes from a catalog, you know, one of those-- but APH has them. So definitely make use of those. Another question that we often get is about orienting students to those graphics on the test, which can be extremely complicated sometimes, or raised line drawing-- you know, they have done a great job of-- of improving graphics over the last few years. Lynne: Yeah. Valerie: But sometimes it's really difficult for a student to tell what that raised line actually is. Lynne: Right. You might not think that you are allowed to orient them to the graphic because for a kid with vision you wouldn't describe a picture for them. You would just give them the picture. Valerie: Right. But you can. Lynne: But you can with tactually orient them. Valerie: So we're going to show you a video that shows you how we typically do that with our students. You have to be very careful, obviously, not to interpret the graphics in any way. Lynne: Or emphasize any part of the graphic. But-- basically what you are doing is you are accommodating because, you know, when you have a vision loss, you are a tactile learner, you are only seeing one little piece of anything at a given time. So it takes a lot longer and they might not know the entire-- the entirety of the graph that's out in front of them. Whereas a student with vision would know. They would see that right away. Valerie: All right. [ Video start: ] This is a sample of a map that we often get in the Braille test. And I don't know if you can zoom in close on the map. But-- but that's what it looks like in Braille versus ... this is what it looks like in print. So you can tell those areas much more clearly in print than you can in Braille. So we always try to really orient the student. So this whole thing is a map. And this blank part out here, that's water. Okay? And so that's-- that's the edge of the map. It's titled civil war. Okay? Here's the bottom edge and right in here that would be water, too. Okay? And there's the bottom edge. Now, this thick line right here, that's a river. Okay? Not titled on the page, it's just showing as a river. Okay? So you've got a bunch of different areas. This-- this tactile area goes all the way up there. Okay? And then there's another one here. That goes through there. Okay. And that same tactual area is here. Okay? Then there's another area, that bubble-- it's here and it's down here, all this area. And then all this area. And then the last one is this lined part-- across here. Okay? So No. 26 says the scatter plot shows the monthly high temperatures for Austin, Texas in degrees Fahrenheit over a 12 month period. Okay? You got that. The question is: Which function best models the data from month one to nine. So what you have is a graph and it's titled monthly high temperatures in Austin, Texas. All right? So right here that's your Y axis. And down here, that's your X axis. Okay? The Y axis is entitled temperature in Fahrenheit. If you check the labels on the Y axis it starts at 85 at the bottom and 89, 93, 97, 101, 105, 109, 113. Right? Uh‑huh. Valerie: Across the bottom, titled month, numbered one through 12. All right. So there's a bunch of spots, dots, on the graph. They are a little bit hard to find. So I'm going to kind of guide you to them. One here. None of these are labeled at all. There's a set there. There's a set up here. And then there's one here. And two there. Okay? All right. So it asks which function best models the data from month one to nine? [ Video end: ] Okay. So Karla had a question. She was asking where-- let's see. What would the boxes of shapes that I had, what were they called? And in all honesty, I cannot remember. So, Karla, shoot me an email. The email is at the front of your handouts and if you just shoot me an email, as soon as I get back to my classroom, I can look at the box and tell you what those are called. Lynne: Right. Anyone else, if you have a question, I forgot to say this at the beginning, please go ahead and type it in the chat box and we will stop and address your question as they come in. Valerie: Or at least we'll try to. Lynne: We'll try. Valerie: Yeah. Or at least tell you why to find the answer to the question if not. Chapter 2. Specific Braille Instructions Okay. So specific Braille instructions. The specific Braille instructions are secure materials and they come in your packet of Braille tests. And what those do are they tell you exactly what you need for the test in order to administer the test. Lynne: That specific test. Valerie: That specific test. Subject specific and question specific. So it might tell you how to reword a specific test item or even an instruction because the instructions will say bubble your answer, so, you know, you don't tell a student using Braille to bubble their answer. So it tells you things like, you know, record your answer instead of bubble. Lynne: Right. Valerie: But also gives you if you need, say, a ruler or shapes or coins or something like that in order to administer the test. That's where you're going to find it in the specific Braille instructions. They have totally revamped them, this year, for the spring test. And talking about our new UEB Braille, that's included in there. And one of the things that I wanted to really encourage people to do is in those-- in the script for the specific Braille instructions, it tells you that there's a list of special symbols on typically Page T 2. Something along those lines. Lynne: Okay. Valerie: And what those are, are the symbols on the test that a student would use that are specific to that test. And that's often kind of glossed over, but I really encourage students, when we get to that point, to stop, let's go to Page T 2, let's look through all of those special symbols, make sure that you know what a bracket is, what a parentheses is, what a bullet looks like in Braille, all of those kinds of things so that it makes it simpler for them to get through the test, and not running into unfamiliar symbols. So nice little tip. Other than that, I think the specific Braille instructions really are kind of your go to guide for the test. Lynne: Right, when I would administer the test, I would remember having those right there because it goes question by question a lot of times. It will say for this question, on this Page, it's on this page, when the test says this, you say this. So, you know, yeah, it's really, really necessary to take that test. Valerie: What I try to do, and if you happen to be a-- the-- the testing coordinator for your campus, what I try to do for the test administrators is when I am putting together my boxes for the test administrators, I try to pull those out, and highlight the script or highlight anything really specific that the test administrator needs to know for that test, so that they don't accidentally miss it. Lynne: Right, it's very helpful. Valerie: So I highlight stuff for them. All right. So Shannon Smith is asking if math windows is allowable for the Braille STAAR? I'm not familiar with Math Windows. Lynne: I'm not, either. Valerie: So I'm not sure, but Shannon let me jot that down and I will find out the answer to that question. Lynne: Right. Valerie: Again, shoot me an email so that I have yours and I'll find out for you. Whether Math Windows is allowable or not. Lynne: But there really aren't Braille STAAR, correct? There isn't a Braille version of it. Valerie: STAAR in Braille, yes. It's the Braille STAAR. I knew what she meant. Lynne: Okay. Valerie: Yeah, it's all-- if you are not sure, submitting an ARF is always your best bet. TEA is definitely the final answer in all of these. Chapter 3. General Administration Instructions - Large Print Okay. So in addition to-- you have your Braille general instruction for administering a Braille test, also general instructions for administering a large print test. Of course you, as you see behind us, you get those large print griddables, that's a griddable. You were asking what a griddable is. Those are griddables. And the big blue sheet. I have often gotten the question what is that blue sheet for because, you know, if you are-- if you have a low vision student, they are not likely to be able to look on the next student's test and cheat. You notice, are they trying to hide their answers or whatever. But really what that is, is that blue sheet, you slip it behind the page that the student is reading and it eliminates any bleed through. Sometimes those large print tests, because it's bold, the print will bleed through to the page ahead and that blue sheet, when you slip it back behind, eliminates that bleed through. Lynne: Makes sense. Valerie: Yeah. Lynne: Mystery solved. Valerie: Mystery solved. We have tons of blue sheets and keep 'em. Because they're actually pretty useful in your instructional time, too, for the same thing. Okay. Otherwise in the large print instructions it's much of the same. They have big types of accommodations you can use for VI students. Of course, this year new, the use of CCTVs or-- or any other kind of magnification or projection devices that's now an accessibility feature. Lynne: What does that mean exactly? Valerie: Accessibility features are accommodations that you don't need to get approved through an ARD or a 504 process. So, they are accessible to any student from the State of Texas, whether they are-- Lynne: With or without a disability. Valerie: With or without a disability. Lynne: So no ARF. Valerie: Not even know ARF but no even ARD process. Lynne: Okay. Valerie: So CCTVs, now, if the student is having a bad vision day and wouldn't normally use one, you can go ahead and provide that to them without even thinking about it. Lynne: Right. This is a little off the topic, but for kids that need magnification, do you usually recommend a large print STAAR test, or just a regular print STAAR test with magnification? Do you have a preference or does it depend on the student? Valerie: It depends on the student. But if you are going to have a student that you know is going to use a CCTV, we always order the regular print test. Lynne: Okay. Valerie: The reason is that you know that large print test is-- it's huge. So when you try to use that under CCTV, it gets really awkward, it's difficult to maneuver, it's difficult to find where you're supposed to be at. So we always order regular print tests which fits on a CCTV and then they can crank up the magnification. However much they need it. Lynne: Okay. Valerie: But some students prefer to use a large print test without any magnification. Lynne: What font is the large print test, do you know offhand? Valerie: It's in the large print instructions. I don't have it offhand but it's in there. Lynne: Okay. Valerie: So you can check in there if you need the font sizes. Lynne: Okay. Valerie: Okay. Chapter 4. TEA Revised Accommodations All right. So ... going on, we were talking about the revised accommodations that are changed a little bit for this year. We talked about magnification. In addition to projection devices not being-- you don't have to ask for that accommodation and get approved anymore through the ARD process, you can also enlarge the test administration instructions, the direction-- Lynne: Photocopy. I remember that used to an ARF back in the day. Valerie: Back in the day photocopying was an ARF. Now you can enlarge any of the non‑secure portions as an accessibility feature. But you still do have to request to enlarge, to photocopy and enlarge the actual test materials, but it's not an accommodation. You are talking-- ARF is an accommodation request that has to be approved by TEA. So it's things that are out of the norm. Lynne: Okay. Valerie: So it's no longer an ARF, you have to get-- it's a designated support. Lynne: Okay. Valerie: And you have to go through an approval process, locally. Lynne: Okay. Valerie: Okay. So those are for low vision students. For Braille students, the big deal this year, number one, we don't have to do ARFs for two‑day testing, which we are very, very excited about. Because we did a million ARFs. Lynne: Yes, we did. [ Laughter ]. Which is a really odd statement to make. Valerie: Yeah, it is an odd statement. One of those things that you never thought that you would say. Lynne: Does that have to be decided in the ARD committee still, that it would be two-day or it's just a given that you will have two days. Valerie: No. It still is a decision because not all students are going to need two days. Lynne: Okay. Valerie: So the ARD process, you want to make a decision if they need two days or not. But if they do then you don't have to get approval from TEA. Lynne: Okay. Valerie: No ARF for two-day testing for Braille only, that is correct, Mara. For large print students you still have to make an ARF for two-day testing. Specifically for Braille students. Lynne: Which... I mean those large print kids get visually fatigued really, really fast, a lot of reading. Valerie: Sure. You can still go through the ARF process and get two days. It's not that they are denying that. It's just that you don't have to go through the accommodation request process with TEA for the Braille students. So that's something that we're really excited about. The other thing is that Braille is now offered in UEB and EBAE and it's-- the decision is made locally, depending on what the student is using instructionally. So if they have learned UEB, and they are using that, then you would request a UEB. So that-- that goes back to your testing coordinator is the one that has to put that in as a personal need and preference, which type of Braille is being used. But, you know, that-- Lynne: That's an ARD decision usually-- When the test is discussed. Valerie: When the test is discussed. Okay, again, you are going-- the decision is going to be what the student is using, of course. Lynne: Right, right. Valerie: But then the testing coordinator would be the one that would include which type of Braille, based on their personal needs and preferences. Lynne: Okay. Valerie: Okay. So new things for our blind and VI kids that we're very excited about. Chapter 5. Common TSBVI Accommodations All right. So on the next slide, we're talking about things that we typically use at TSBVI for our blind and visually impaired students when we're administering the test. So I go through-- we use ESPED, there's a list of accommodations that-- that TEA puts out. [ Slide start: ] Description Start: Title: Content: Description End: And that particular list of accommodations is generally just loaded into ESPED. Lynne: Right, no VI specific. Not VI specific at all. It's all of the available accommodations. So what I-- what I like to do is-- administratively I go in and I renumber. Because we are, you know, all about VI students here, so that those things that we use the most are at the top of the list so we don't have to scroll through everything. But some of those things that we use often, of course, are basic transcribing, almost all of our students use basic transcribing, which is just taking the student's answers and putting them on the bubble sheet. Lynne: On the answer document. Valerie: On the answer document. That includes essays. We were talking about before. Taking the student essay form and transcribing it on to the answer document. So all of our students use that. Text-to-speech is another one that we use often. And... you have to think of it in terms of when does the student use, say, JAWS. So if a student uses JAWS, to-- to listen to their essay as they're typing it on their laptop or along with refreshable Braille with an electronic note taker for editing, then we always put in text-to-speech. So that's a big one, and that's kind of related to spelling assistance. The text-to-speech is often a part of our spelling assistance, because it's a way that our students go back and edit their papers, and determine whether something they have written is spelled correctly or not, using text to speech; along with refreshable Braille. Lynne: Okay. So for those devices, you have to make really sure that the wi‑fi is turned off. Valerie: Always. Any electronic device, including your talking dictionaries, which are allowable. Yyou know, you can use a talking dictionary, as long as there's no internet access. Now, the electronic note takers are kind of cool because they have a little red light on the back that comes on, if they're connected to the internet. Lynne: Right. I have also seen you set up like a computer monitor that's hooked up to the device so that a teacher who may not know Braille, or know the device at all, can monitor what the students is doing, and they're not going to websites and finding answers and things like that. Valerie: Exactly. Can you connect it, just a regular cable to a monitor, and then there's a command that's given, and the students typically know that. If not you can get your tech person out to make sure that it gets connected to the monitor, and then you can see everything that they write. Lynne: Right. Which might be really useful for you guys. Because if the regular ed teacher or the classroom teacher is going to be giving the test, they are not going to be able to really monitor the student and the student's use of the internet. Are students allowed to use their phone for spelling, like Siri? Valerie: No. Lynne: I didn't know if that was different. Valerie: No, they're not. Lynne: Okay. Valerie: On the spelling assistance, the text-to-speech often falls under that, with the spelling assistance, even if the student is not necessarily a good- or a terrible speller, they still may be using JAWS for editing. Now, you have a good talking dictionary. For younger students we often use Language Master. It can be a little bit difficult to manage, you know, to work through the commands on the language master. But you can fix that by another contact addition, which is 'manipulating technology.' And that particular accommodation allows you to assist a student with any type of working through technology issues. Whether it's operating an electronic note taker, or a talking dictionary, or something along those lines. Another thing we often do, is when we are administering a test, especially if it's a-- well, particularly if it's a one‑on‑one, administration, we tell the students if it's 'oral admin,' again, this has to be oral administration that includes reference materials. So, there is a particular accommodation that says 'oral administration of test items...' you know, whatever, along with reference materials. If you have that accommodation, then you can be that student's dictionary. So the student can say, 'Could you look up the meaning of,' whatever word they need. Then you can use the internet, because, you know, the student can't, but you can, and you can look up dictionary.com, find the meaning of that word, as your reference material and then tell that student the meaning. So we will often make sure that a student understands that if they have an oral administration of reference materials, that we can do that for them. And that's been something that's been really helpful. Over the last few years. So other than Language Master, I don't know of another good talking dictionary. But I would like into APH on that one, as well. Because I know APH does have quite a few resources for talking calculators and talking dictionaries. So there might be a good resource there. Lynne: Okay. Valerie: Math manipulatives. We use that if a student needs to say there's an array of some sort, you have that math manipulatives and you can bring in those shapes that we were talking about. Lynne: Right. Valerie: And then manipulating test materials, you can help them to manipulate those materials. Lynne: Right, especially those large print materials, they're so big and awkward. Sometimes the kids will get two pages or they don't really know. Valerie: Skip some questions. Lynne: Like they can't find the page number, you have to get them to the right page. That's-- I found that helpful. Valerie: Uh‑huh, then positioning rulers, that's a big thing. Because it's very difficult for a blind student to, you know, make sure that it's-- a ruler is on point where it's supposed to start, where you start measuring, in order to then get it on whatever it is that they are measuring. So, you can kind of hold it there for them, you know, you're not going to measure for them, but you're going to hold it there so it doesn't slide around as they are trying to measure something. Lynne: Okay. Valerie: Okay. All right. Next slide. We're getting there. Chapter 6. Embedded Supports Okay. I'm going the wrong way. All right. Now we are into embedded supports, which is kind of really the new big thing, of course. Lynne: Uh‑huh. Valerie: So the biggest thing with embedded supports, if you have a Braille student or a large print student and you want to do content and language supports, you have to order a paper test through TEA. So that is the first big thing. There's a paper Administration Form, request form, and be aware that you get one paper Administration Guide per three test booklets for Braille. So if you are administering one‑on‑one, to three different students, you will need to order more. So that's-- if you have three different test administrators, you need enough test administration booklets. Lynne: Right. Valerie: So that's a big thing. All right. So-- we will be able, my understanding, I hope I'm not jumping the gun on this, but looks like they are going to allow us to get the Administration Guide ahead of time, so that we can accommodate those things that are in print, because the Administration Guide is in print. So you are going to get print graphics and pictures and so-- we'll be able to get that just the Administration Guide, not the test booklet, so you won't have the questions. But the Administration Guide so that you can make some accommodations for those graphics for the Braille kits. All right. So one of my favorite people in the world, one of my first administrators, Pat Stephenson, always said, "What does that look like?" So we're doing a lot of talking but now we want to really show you what does it look like to administer an embedded support with a paper test version to blind and visually impaired students. Lynne: Right. There's three different kinds of embedded supports that you are going to see in these videos that we're going to have to go through really quickly. You're going to see pop‑ups, rollovers and pre‑reads and how that's done with a paper version of the test. Valerie: All right. [ Video start: ] Valerie: So here's your reference materials. Those are, you know, your formulas and stuff, right? Student: Yeah. Valerie: Okay. Then this is going to be your test book. I've got some papers over there to mark places where I want to start and work. So we're going to skip over here to No. 1. All right. Now, the first one we're going to do, I'm going to do it like I'm reading the test to you, like an oral administration, that's usually how you have it, right? Yeah. Okay. So No. 1, are you ready. Student: Yes. Valerie: Tareek paid $22.10 for 2.6 pounds of salmon. Salmon is a fish. Student: I know that. Okay. What is the price per pound of the salmon? All right? Then you haver answer choices. So in that case, there would be extra-- the extra support that you had was telling you that salmon was a fish. Student: Yeah. Valerie: Okay. All right. So, we're going to go-- the next one we're going to go to, is No. 5 here. Okay. All right. So, Maribel surveyed 55 people to find out their favorite types of music. The results are shown in the bar graph. So, the next page has the bar graph. Student: Yeah, these are kind of difficult sometimes. Valerie: They are kind of difficult sometimes. So two across the bottom says country, jazz, opera, and rock. Those are the types of music. And on the vertical axis it's number of people, and it goes 0, 2, 4, 6, 8, 10. Student: Right. Valerie: All right. So, choice A would be country and opera. And what I can do for you is I'm going to block out the other two. So you can just check out country and opera. Student: Well, country-- ends at-- 14? Valerie: Okay. Student: And then opera? Opera ends at 10. Valerie: Okay. Then we're going to do jazz and opera. So, I'm going to block out those two. Student: Jazz is at 12. And opera, well, we already know that. Valerie: We already know that one, right? Student: Yeah. Valerie: All right. So that's how we get-- Student: Results. Valerie: Results. Exactly, we can block out those things that you don't need to know about, right? Or need to look at at the time. All right. Student: [Indiscernible] Valerie: So on this one-- Student: [Indiscernible] Valerie: Okay. This one we're going to do as if you are reading it on your own without me doing oral administration. Okay? So, Michael, for No. 7... is asks for a simple interest rate, and when you get to that, I can give you the formula. Okay? Go ahead. 45580. Student: 45580. And $4? Valerie: I think that's Page 4. Oh, yeah. Student: [Indiscernible] has a simple interest rate. Valerie: So that is I equals Prt. Student: Okay? Valerie: Okay. All right. I can repeat that any time that you want. Student: All right. Valerie: All right. So-- starts with Ms. Blankenship. First I'm going to read it with you as it goes okay, it says, 'Ms. Blankenship had $80 to purchase school supplies for her class. She bought 32 glue sticks, 32 boxes of crayons. Each glue stick cost $1.40, and each box of crayons cost 59 cents. How much money did Ms. Blankenship have left after these purchases?' All right. I have another way of looking at it here that might make it a little simpler. Okay? Student: Okay. Valerie: So listen. Ms. Blankenship had $80 to buy glue sticks and crayons. She bought 32 glue sticks at $1.40 each. And 32 boxes of crayons at 59 cents each. How much money did she have left? Does that sound simpler than the way it was written in the book. Student: Yeah. Valerie: Might make it a little easier? Student: Yes. Valerie: Great. All right. So that's how-- what a rollover looks like. Student: That's what you were doing in math. Valerie: That's what you do in math. We have one more, No. 9. Okay. This one asks you, 'A group of students stood in a circle to play a game. The circle had a diameter of 22 meters. Which measurement is closest to the circumference of the circle in meters?' So here. Let me look at your reference book. Right here. Do you see circumference of the circle? Student: Yeah. Valerie: All right. So, that's where you would find your formula for circumference to do that problem. Student: [Indiscernible]. T-- times MQ equals 2 pr. Valerie: Very good. All right. Okay. Thank you so much for your help, Michael. Student: You're welcome. [ Video end: ] [ Laughter ]. Valerie: All right. Michael is adorable. Okay. So you saw I jotted it down. What I did, you would normally have a paper administration guide that you are working off of. I went to the TEA website and the practice test on the TEA website so that I could look up what the actual pop‑ups and rollovers looked like on that specific test. So normally you wouldn't have to, you know, jot down the-- what the rollover says. Lynne: Because it will be in the specific Braille instructions? Valerie: No, are it will be in the paper Administration Guide. It will be in the paper Administration Guide for the content and language supports. So you will have your paper administration guide and you will probably have a-- a print copy of the Braille test. And then they will have the Braille test and so you are kind of having to go back and forth in between to make sure that you are giving them all of the supports they need because they don't have the underlines and the things that indicate where the pop‑ups are. All right. So let's look at one for-- for visually impaired students. [ Video start: ] Valerie: On No. 2 there are some... pup‑ups. That-- that when we get to them I'll tell you what they are. All right? Okay. So we are going to start with an excerpt by F. Scott Fitzgerald. 'I had no idea of originating,' that means creating, 'I had no idea of originating an American flapper when I first began to write.' So this is a picture of a flapper. Okay? Got that checked out? All right. That's the flapper. 'I had no idea of originating an American flapper when I first began to write. I simply took girls, whom I knew very well, and because they interested me as unique human beings, I used them for my heroines.' That's a female hero. All right? Okay. So those were the pop‑ups for No. 2. All right. So let's look at No. 3. All right. So there's a picture on No. 3 titled Vietnam war protesters, 1967. Take a look at that and tell me if there's anything on there that-- that you are not able to see well. And I'll help you understand what it is. Student: [Indiscernible] Valerie: Okay. This is a sign that says: "Get US out of Vietnam." All right. Can you tell what this is? Student: Not really. Valerie: Okay. This is the capitol building back here. In the background. Then there's buildings here-- the crowd goes all the way back down the road all the way back there. Okay? Then there's people sitting on a hill over here as well. Student: Okay. Valerie: All right. Okay. So on this one, 'how did these people actively participate in the democratic process?' That means get involved, actively participate. So I want you to read B on your own. You can get the-- when you get to 'crisis,' that means problem. Okay? You got it? All right. Choice C, there's three pop‑ups. 'Media,' that means news. 'Accurate,' that means correct. And 'foreign events,' that means events in other countries. Go ahead and read it. Okay? All right. So, choice D we're going to do like an oral administration. It says, 'By distributing a petition to place a new candidate on the presidential ballot.' Okay? What that means is, 'by collecting signatures of people who want a new person to run for president.' Okay. Do you want me to read D again with the rollover? Student: Sure. Valerie: 'By collecting signatures of people who want a new person to run for president.' All right. Okay. [ Laughter ]. Let's look at No. 6. Okay. You have a graphic, is entitled Factors Contributing to the Great Depression. Contributing means that led. All right. So you have a graphic here. Up here there's a circle with a question. This means led to. Decline in world trade in this circle. This circle you have passage of the Smoot‑Hawley Act which led to blank, and also led to decline in world trade. All right? Okay. So, we see... slowing of international migration rates, that means slowing the movement of people between countries. And choice D, retaliatory tariffs imposed by European countries, that means European countries reacted by placing tariffs on US goods. Okay? All right. So No. 7, you have a-- an image here. It says, 'Prevent a Second Massacre at Wounded Knee.' So this is a picture of a Native American, he has some sort of head band on here. On this side there's another Native American on horseback. Holding up some sort of-- I don't know-- something long and thin, I'm not sure what that is. Student: Sword. Valerie: Sword or a spear or something. On this side another Native American but wearing jeans and a jacket and then he's just holding up his fist. Okay? 'Show your solidarity with the Indian nations. 12 hour vigil by the UN Friday, May 4th, 4:00 p.m. to 8:00 p.m.-- 4:00 a.m. to 8:00 a.m. and then there's a lot of details down here in very fine print that hopefully are not necessary, but I can read them to you. [ Laughter ]. 'Doug [indiscernible] plaza, 47th street between first and second avenue to demand immediate cease fire. Things you can do, organize a local demonstration and vigils to draw attention to the situation of the Native Americans. Send money to, go to Wounded Knee now, or write... and-- something your congress person. Sponsored by AIM.' Okay? All right. So that's the-- that's the graphic that's going to be used in this No. 7 question. [ Video end: ] Valerie: So as you can see, essentially what I'm doing is just putting in that pop‑up as we go along. So as the pop‑up comes-- you know, it said salmon, I just inserted a fish. As you read along in the test. We had a question, do you have to have an ARF to provide embedded supports for large print? No, you don't have to have an ARF for content and language supports, embedded supports for either Braille or large print. It's treated just like content language supports for print students. So it's a locally decided designated support, that's decided at the local district level. Whether it's for print students, large print students or Braille students. I do recommend, though, that you look at, you know, making sure that anybody that's administering the test this way has some a little additional training in some. maybe. some practice doing it and you can practice off the website just like I was for our large print student. I just pulled up-- the website for the practice test and I had a matching print test and, you know, that could have been her practice test in her preparation for taking the test. That's the other thing. Can you do this with your students and as you are practicing, the students are getting the added benefit of having a practice test and seeing what it's going to be like for them. Lynne: Right. So we don't have time for questions, unfortunately. But if you look in the-- toward the back of your handout, you will see a file path that will take you to the TEA-- 2018 STAAR accessibility updates. That's a PowerPoint. And you can get a lot of information from that. Thank you so much for coming. Valerie and I will also be-- have a webinar in the spring to-- to concentrate solely on the alternative test, STAAR-alt for blind and VI kids, so we would love for you to join us with that. Thank you very much, everyone, we're glad that you could join us. Valerie: Thank you. [Silence] Fade up from black. Animation: Text for TSBVI transform into braille cells for TSBVI. Fade to black.