User's Guide for DCAS Accommodations and - DCAS Online

74 Pages·2013·3.13 MB·English

by  Helen Dennis

User’s Guide
To
DCAS Accommodations
And
Universal Design Features
September 27, 2013

AR Group Document Control # 2013/10/01.
Table of Contents
Introduction .................................................................................................................................................. 5
Universal Design Features ............................................................................................................................. 5
Accommodations .......................................................................................................................................... 7
Spanish-English Stacked ........................................................................................................................ 8
Text to Speech (TTS) .............................................................................................................................. 9
How to Set Parameters for Text to Speech (TTS) in PC/Windows XP and 7.0 ...................................... 9
Setting Text to Speech Parameters for MAC OS X .............................................................................. 22
Setting Text to Speech Parameters in Linux ....................................................................................... 25
Spanish-Language Voices .................................................................................................................... 28
TEXT TO SPEECH PARAMETERS FOR MY STUDENTS ........................................................................... 33
Print on Request ................................................................................................................................. 34
Change of Screen Color ....................................................................................................................... 39
Large Print ........................................................................................................................................... 39
What if the online test delivery system does not deliver the expected accommodations? .............. 40
Training Tests, Practice Tests, and Accommodations ................................................................................. 40
End-of-Course Tests and Accommodations ................................................................................................ 40
Line Reader ................................................................................................................................................. 41
Global notes ................................................................................................................................................ 41
Expand/Collapse Passages .......................................................................................................................... 42
Appendix A .................................................................................................................................................. 43
TA Interface: Viewing Student Accommodations ............................................................................... 43
Appendix B .................................................................................................................................................. 45
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Using Text to Speech and Highlighting Tools ...................................................................................... 45
Appendix C .................................................................................................................................................. 47
Keyboard Navigation for Students ...................................................................................................... 47
Appendix D .................................................................................................................................................. 55
Text to Speech (TTS) Reading Conventions ........................................................................................ 55
Section 1. IMAGES: ALL SUBJECTS .............................................................................................................. 55
1.1 Sequence for Figure Descriptions ..................................................................................................... 55
1.1.1 Figures, Tables, Charts, and Graphs .............................................................................................. 55
1.2 Tables ................................................................................................................................................ 57
Vertical Tables ......................................................................................................................................... 58
Horizontal Tables .................................................................................................................................... 58
Tables with Sub-Columns ........................................................................................................................ 59
1.3 Line Graphs ....................................................................................................................................... 60
1.4 Bar Graphs ......................................................................................................................................... 61
1.5 Pie Charts .......................................................................................................................................... 62
1.6 Organization Charts/Hierarchy Structures ........................................................................................ 63
1.7 Sequence or Flow Diagrams .............................................................................................................. 64
1.8 Maps.................................................................................................................................................. 64
1.9 Poetry ................................................................................................................................................ 66
Section 2. MISCELLANEOUS GUIDELINES .................................................................................................... 66
2.1 Answer Choices ................................................................................................................................. 66
2.2 Bold/Italics/Colored Fonts ................................................................................................................ 66
2.Boxes .................................................................................................................................................... 66
2.4 Columns and Rows ............................................................................................................................ 66
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2.5 Dashes ............................................................................................................................................... 67
2.6 Ellipses ............................................................................................................................................... 67
2.7 Graphs ............................................................................................................................................... 67
2.8 Information without a Clear Pattern ................................................................................................ 68
2.9 Item numbers .................................................................................................................................... 68
2.10 Line and Paragraph Numbering ...................................................................................................... 68
2.11 Quotes/Quoted Dialog .................................................................................................................... 68
2.12 Roman Numerals............................................................................................................................. 68
2.13 Superscript or Subscripted Words and Numbers ........................................................................... 69
2.15 V. and Versus .................................................................................................................................. 69
Section 3. MATHEMATICS ........................................................................................................................... 69
Math Read-Aloud Guidance .................................................................................................................... 69
Math Read-Aloud Examples .................................................................................................................... 69
Numbers, Fractions, Equations ............................................................................................................... 69
Symbols ................................................................................................................................................... 72

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Introduction
This User’s Guide addresses universal design features and accommodations that are delivered by the
2012-2013 DCAS online test delivery system. It is a supplement to the DCAS Guidelines for Inclusion and
the Test Administrator’s Manual and should be used together with these documents.
The following questions will be addressed by this User’s Guide: Who can use universal design features
and accommodations? When can they be used? How are the accessed? How are they recorded? What
should the test administrator (TA) do if something unexpected happens?
Universal design features are available to all students.
 Zoom
 Highlight
 Pause test
 Cross-out response options
 Mark questions for review
 Line reader1
 Global notes
 Expand/Collapse Passages
 Change color of screen2

Accommodations are available only to formally identified Spec Ed, 504, or ELL students.
 Spanish-English side-by-side
 Text to Speech
 Print on request
 Change color of screen1
 Large Print
Universal Design Features
Universal design features are features of the online test delivery system available to any student. They
do not have to be entered into the DCAS Accommodations database. They are simply used on the date
of the test. All universal design features are controlled at the student level, except for the change of
screen color.

1 When it becomes available.
2 “Change color of screen” is the only universal design feature also available as an accommodation.
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Details regarding the Universal design features include:
 Zoom in on test questions: Students can make test questions (text and graphics) larger by
clicking on the zoom icon. Available print sizes:

Font-Size and Magnification Level
Grades 2-4 Grades 5-10
default 14 point 12 point
Level 1 = 1.25 x default 17.5 point 15 point
Level 2 = 1.25 x Level 1 22 point 18.75 point
Level 3 = 1.25 x Level 2 27 point 23 point
Level 4 = 1.25 x Level 3 34 point 29 point

 Highlight portions of questions or passages (by right-clicking on the response option and
choosing “highlight” from the menu)
 Pause the test. A student may pause the test for up to 30 minutes and then the system will
automatically log the student out. If the student returns prior to the 30 minute limit, he may
return to any prior test questions. If the student returns after the 30 minute limit, he may log in
to the test, but may not return to any questions that were answered before the test was
paused.
 Cross-out response options: A student can eliminate response options by using the
strikethrough function (by right-clicking on the response option and choosing “strikethrough”
from the menu).
 Mark a question for review: A student can use the flag function to mark a question to return to
later. (Note: If a test is paused for more than 30 minutes, the student will not be allowed to
return to marked questions.)
 Line reader 3– enables students to highlight one line of text at a time, while reading. Similar to
using a ruler below each line of text while reading paper and pencil text.
 Global notes – an online notebook where students can make notes and keep them throughout
the session.

3 When it becomes available.
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 Expand/Collapse Passages – enables students to expand the reading passage to occupy the
entire screen and hide the test questions, then collapse it again to occupy only part of the
screen and show the test questions alongside.
 Change color of screen: With TA approval, students who use a color overlay during regular
classroom time may request that the TA change their screen color. Students who expect to use
this accommodation must be given the opportunity to try out the color schemes during the
practice test in order to choose a color scheme well in advance of the test.
At testing time, the TA should be aware of students that require a change of screen color and
which color that student will use. At the start of the test session, the TA should set the screen
color for each student who requires a change. This is done in the TA Interface from the student
monitoring screen. Click “see accommodations edit” and enter the correct color. The screen
color should not be changed multiple times during a test session.
Screen color change is the only universal design feature that is also listed as a functional
accommodation. Formally identified students may have screen color change listed in their
accommodations (#116).
The screen color choices include the following:
o Grey
o Magenta
o Yellow
o Blue
Accommodations
Accommodations are available only to formally identified special education, 504, or English language
learner students.
Accommodations must be entered in the DCAS Accommodations database for each formally identified
student at least 72 hours (3 business days) prior to the student’s scheduled test.
DOE sends accommodations data electronically to the testing contractor daily. The testing contractor
downloads the information to the test delivery system.
When managing a test session and approving students in the TA interface, the TA can view student test
accommodations. The TA can also view accommodations after the students have begun testing. Test
administrators cannot modify the test accommodations displayed in the test delivery system screen
(except for screen color).
The handout, “TA Interface: Viewing Student Accommodations,” provides step-by-step instructions on
how to view a student’s accommodations (see Appendix A).
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It is a good idea to also have a print-out from the DCAS Accommodations database to verify the
information in the TA interface.
Spanish-English Stacked
 The items are presented vertically, with Spanish on top and English below.
 The error messages are in Spanish. A list of error messages and their translations into
English is posted on the DCAS Portal at
http://de.portal.airast.org/resources/Spanish_Error_Messages.pdf .
 The Student Navigation (Help) page may be printed English, because it is provided only
in English (See Appendix C of this User’s Guide).
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Text to Speech (TTS)
What TTS Will Read:
Text Language Items Passages Training Test Practice Test
Spanish Math, Science, Social N/A Math, Science, Math, Science,
Studies (ELL accom. 600) Social Studies (ELL Social Studies (ELL
accom. 600) accom. 600)
English Reading, Math, Science, Reading (SWD No – instructor may Reading (SWD
Social Studies a c c o m . 1 1 9, read aloud. accom. 119, ELL
(ELL accom. 600, SWD ELL accom. accom. 600)
accom. 106) 609)

To review the conventions followed by the TTS engine when reading tables, charts, graphs,
mathematical expressions and other miscellaneous items, see Appendix D, Text to Speech Reading
Conventions.
How to Set Parameters for Text to Speech (TTS) in PC/Windows XP and 7.0
Reading Speed, Reading Voice, Reading Volume, and Voice Pitch
 The reading speed and primary reading voice should be set BEFORE the DCAS secure browser is
launched.
 The volume and pitch of the reading voice may be adjusted during the test login process
(students will be prompted to adjust volume and pitch during the login process). The volume
may also be adjusted during the test using the headset volume control.
Once the DCAS secure browser has been launched, it is not possible to change the reading speed and
primary reading voice parameters unless the user pauses the test and exits the DCAS secure browser.
The only parameters that can be changed from inside the test are the volume and pitch. Volume can be
adjusted via a headset volume control (remember: if a headset is to be used, it must be plugged into the
PC before the secure browser is launched, otherwise the headset will not work) or when prompted
during the launch process. The pitch of the reading voice may be adjusted when the user is prompted
during the login process .

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Voice Selection
For students taking the Spanish/English Stacked version of the math, science, or social studies test
(accommodation #703) who also have accommodation #600 (TTS), at least two voices need to be
installed on the computer: one English-speaking voice and one Spanish-speaking voice. A voice speaks
only one language. Voice selection for the Spanish/English version works in the following way:
1. Via the control panel the test administrator or technical assistance staff member selects
the “primary”4 voice in the “primary” language preferred by the student (see instructions
below). For example, “Microsoft Anna” (English).
2. Since the Spanish/English version allows two languages to be read, it needs to select a
second voice. However, the operating system will only allow the user to select one voice
(the “primary” voice). Therefore, the DCAS test will search the student’s computer for what
it considers to be the best quality voice in the language that has not yet been selected (the
“secondary” voice), and will auto-select that voice. For example, “Marta” (Spanish-Central
American).
If the voice selected in the control panel is Spanish, the system will auto-select an English voice, and vice
versa. Therefore, if you have more than one voice installed on the machine in the secondary language
(the language not selected in the control panel), you will not be able to select the secondary voice. The
only way to be sure of which secondary voice will be used is to install only one voice in that language.
See page 28 for more information regarding Spanish and English voice packs.
Once you have identified the reading speed and primary voice preferred by each student5, record the
values on the worksheet provided (see page 33) so they can be set quickly and easily on the student’s
computer prior to the live DCAS administration.
DOE recommends that students choose a reading speed that is slower than the speed to which they are
accustomed. This will improve the reading quality of the tables in the test by the TTS feature.
To try out the TTS technology, eligible students should use the secure browser to log in to a proctored
practice test session (teacher proctored or guest proctored session). A proctored test session requires
the student’s name and student ID. NOTE: the TTS feature is built into the DCAS secure browser; it is not
available using the regular Firefox browser.

4 The “primary” voice is the voice selected in the operating system control panel. The “secondary” voice is the
voice that is auto-selected by the DCAS test.
5 Recording volume is optional, since students will be prompted to adjust volume during login process.
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