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Students may have too much to play with or become overwhelmed. Students may not remember which icons mean what, even with repeated review, modeling, and utilization during instruction/assignments. Posting reminders, such as pictures of the icons, may help students remember how to access these supports while testing.

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Having the availability of the tools for students to use is essential. However the tools can become a distraction to our far low academic students. Never the less, monitoring these students will help in this area.

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The key is to find out which supports are most beneficial for each student and his/her preferences.

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The system in which they practice on regularly may not have the same tools available or access
my be different.

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Some challenges that may occur is the difficulties that arrive with too many options that can be distracting.

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The challenges for my students will be having time to take practice tests to become familiar with universal and designated supports. I could support my students by talking to the General Education teachers about scheduling time for this activity.

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The challenges that I anticipate my students would have when using these supports are knowing what to use when I'm not there. Even after teaching the students how to use the specific tools, I find that they can often be impulsive during the testing setting and want to just get through the assessment as fast as possible. I found that the text to speech/reading aloud tool can be beneficial on the section. It often keeps them appropriately paced and focused on the task at hand.

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One of the challenges is time to determine if the students will benefit from using the supports and finding the time to allow the students to practice using the supports. The supports can help the students be more successful.

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I could see students struggling with too many options during the test, playing with settings, and not able to remember the specific mechanics of a feature.

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It will be so important for students to know how to use tools appropriately and use throughout the school year.

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It will be so important for students to know how to use tools appropriately and use throughout the school year.

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Lisa M. :)

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I think it will be challenging for students when tools aren't available (i.e., the highlighter tool doesn't work all the time).

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I think that the challenge is to make sure that they can use the tools independently

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The challenges will be the students using the tools in the correct way
and not just a distraction. Text to speech can be very monotone and they may lose interest.

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Students may struggle with expanding and scrolling to access passages and questions, zoom in/zoom out features, or rate of speech when using text to speech. The best way we can support them is to be knowledgeable about the support ourselves so we can help them with potential issues. We should also be incorporating them often so that they are familiar with them.

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I think the challenges of these tools is if the tool system they practice on daily is different from the SBAC tool system they could be confused on how to use them. I can support my students by teaching them and making sure they are using tools daily so they will become

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Masking could be a potential distraction to students while testing

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Text to speech - Selecting "Passage" is a modification for ELA since the question is testing for comprehension.....

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I anticipate students will be challenged by the differences in SBAC tools and GR&W-thus the reason for familiarity and regular practice. I also feel the masking tool could cause some confusion? I can support the students by providing time to use and

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How will the supports benefit your students? What challenges do you anticipate students would have when using the support?  How can you support you students?

Please click the plus sign and briefly answer the questions.

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Share with general ed teachers and make sure all supports are accessible.  A lot of it comes down to preferences and they will need to try it and see what they like.  Streamline makes the test appear less busy but makes it harder to cite evidence. Share this information with intervention teacher

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When used with gen ed teacher can support the students. They will need to be familiar and have practice.

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I will refer to the crosswalk when planning instruction and IEPs. Also will be great to share with Gen ed teachers.

The challenges I anticipate are students seeing the supports as a novelty instead of focusing at the task at hand. Also giving students the time to practice and become familiar with theses supports while being in a coteaching model. ff

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Becoming familiar with the resources will help me comfortably share them with my students. I could also have them start using these supports in class so that they will become familiar and used to them.

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Being able to collaborate with GE teachers about which support would meet the needs of our students.

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It would be a good practice to utilize the Common Instructional Practices column in order to best align designated supports and accommodations between statewide testing and classroom instruction and/or testing.

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This is a good way to look at different ways of providing supports for our kids than we would normally use.

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I can use the comparison crosswalk to assist in my co-teaching classroom with co-planning for instruction that best meets the needs of the students. I can also use it to support the students on my caseload.

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I think that the Crosswalk should definitely be shared with general ed. teachers and followed up with collaboration on how we can practice in the classroom in order to ensure that our students are familiar/comfortable with the supports.

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Understanding the resources that are available to me for my students.

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Reviewing the R and C Crosswalk serves as a reminder of the many options available to students on an ongoing basis. Collaborating with general education teachers to ensure students have the opportunity to use these tools on a regular basis is a viable goal.

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The resource is an excellent quick and informative tool to use when setting up  SBAC testing, illuminate testing, and when writing IEPs to better support our students in the classroom and during testing.

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I plan to refer to this when I am co-planning with my co-teacher in order to best assist all students both on assignments and assessments. I will also share these when developing IEPs with the IEP team.

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Being aware of what new supports are available from year to year is beneficial. Making sure that I am frequently exposing them to supports that are similar in their daily learning is also crucial.

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I can be more aware of the resources and if they are embedded or embedded so I can assist students and teachers to begin to implement them or expand their implementation as needed for each individual students and his or her needs.

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Being familiar with the Resources and Comparison Crosswalk helps support our students by allowing me to cross reference needs with support. The clear layout that provides common instructional practice gives me further reasoning to consider various support.

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Share with General Education teacher the available embedded and non embedded tools.

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I will refer to the crosswalk when planning instruction. As I push into classrooms, I will note strategies/tools being used and make suggestions based on student needs.  This will help when writing IEPs.
I can see that it would be beneficial to use the practice tests with students often enough to feel comfortable with the format and tools- so that the novelty of the technology does not capture their attention more than the tasks/content.I plan to do an intensive set of sessions with my students.

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goo.gl/Dz5pGb

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I am hoping to use the notes I took on the Resource and Comparison Crosswalk to better support my students by making them more familiar and comfortable with the supports.

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I can use it to work collaboratively with General Ed. teachers as well as others who provide support to our students.

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Become familiar with the resources and use them prior to testing

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I would share this document with general education teachers, highlighting the guideline resources that each student needs so that they are using the common instructional practices.

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As I learn more about this document, I will be able to support my students with tools that provide better understanding with the curriculum. For example, using the math tools will be used to work through specific types of math questions.

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Giving the students daily opportunities to practice the skills needed to use the tools. This would be a good resource to use for all teachers.

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I can use the comparison crosswalk to help better support my students by making sure they have access to as many tools, universal or designated, as possible daily. This will make the tools familiar to them for use on the SBAC.

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Working together with gen ed teachers to use the resources with students will allow us to better support all students