user’s guide · strikethrough function (by right-clicking on the response option and choosing...

User’s Guide

To

DCAS Accommodations

And

Universal Design Features

September 27, 2013

AR Group Document Control # 2013/10/01.

2 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e

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

D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 3 | P a g e

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


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


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.


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.



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).


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).

http://de.portal.airast.org/resources/Spanish_Error_Messages.pdf


Text to Speech (TTS)

What TTS Will Read:

Text Language Items Passages Training Test Practice Test

Spanish Math, Science, Social

Studies (ELL accom. 600)

N/A Math, Science,

Social Studies (ELL

accom. 600)

Math, Science,

Social Studies (ELL

accom. 600)

English Reading, Math, Science,

Social Studies

(ELL accom. 600, SWD

accom. 106)

Reading (SWD

accom. 119,

ELL accom.

609)

No – instructor may

read aloud.

Reading (SWD

accom. 119, ELL

accom. 600)

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 .


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.


PC/WINDOWS 7.0 INSTRUCTIONS FOR CHANGING TTS PARAMETERS:

TTS will run on Windows 2000, XP, Vista, or 7. Following are the instructions for set up in Windows 7

and XP.

Note for Windows 2000 users: Please ensure that you have the Microsoft Speech SDK 5.1 files installed

on these computers before moving forward with configuring TTS settings. You can download and install

the necessary Speech file from Microsoft. Refer to the DCAS Technical Specifications Manual for Online

Testing, available on the DCAS Portal.

Setting Reading Speed and Selecting a Reading Voice:

1. Click on the Windows start button in the lower left corner of the screen.

2. The Windows menu appears.

3. Choose the Control Panel from the menu. A window opens.


Continued on next page . . .

4. Click on “Ease of Access.”


5. Click on “Speech Recognition.”


6. In the left column, click on “Text to Speech.” A window opens up to allow you to adjust the

reading speed and select a voice.

7. The box titled “Speech Properties” appears. The “Text to Speech” tab should be selected.

Windows 7.0 comes with “Microsoft Anna.” (See the upper half of the dialog box under “Voice

Selection”.) You may or may not have additional voices installed. If you are planning to use the

Spanish/English version of the test, you must install a Spanish voice. It will be auto-selected by

the test.

8. See the slider bar in the lower half of the dialog box under “Voice speed.” Move the slider to the

left to slow down the reading speed. Move the slider to the right to speed up the reading speed.



9. Click “preview voice” (in the middle of the dialog box) to see if the speed you have selected feels

comfortable. If not, move the slider and click “preview voice” again until you find the right

speed.

10. When you are finished, click “Apply.”

11. Click “OK.” The dialog box closes.


How to change TTS parameters in PC/Windows XP:

Setting Reading Speed and Selecting a Reading Voice:

1. Click on the Windows start button in the lower left corner of the screen.

2. The Windows menu appears.

3. Choose the Control Panel from the menu. A window opens.



4. Double-click on the “Speech” icon. A dialog box opens, called “Text to Speech.” You can

select the reading voice and change the reading speed in this box.



5. Windows XP comes with “Microsoft Sam.” (See the upper half of the dialog box under “Voice

Selection.”) You may or may not have additional voices installed. If you are planning to use the

Spanish/English version of the test, you must install a Spanish voice. It will be auto-selected by the

test.

6. See the slider bar in the lower half of the dialog box. Move the slider to the left to slow down the

reading speed. Move the slider to the right to speed up the reading speed.

7. Click “preview voice” (in the middle of the dialog box) to see if the speed you have selected feels

comfortable. If not, move the slider and click “preview voice” again until you find the right speed.

8. When you are finished, click “Apply.”

9. Click “OK.” The dialog box closes.


Setting Reading Volume

Set the volume prior to taking the practice test or operational test during the login process. During the

test, if the volume is unsatisfactory, it will be necessary to use the volume dial on the headset or

speakers. If there is no volume dial on the headset or speakers it will be necessary to pause the test and

close the secure browser before the volume adjustment controls in the computer’s control panel can be

accessed again.

Use the practice test to determine which volume works for each student and record that setting so that

it can be set quickly and easily on the student’s computer during the login process for the live DCAS

administration.

The way in which you change the volume of the reader will depend on your computer and your sound device. Four ways you may be able to change the volume:

Method of Volume Control Method Works During Secure Browser Session

1. During the test login process Yes

2. Via the operating system control panel No

3. Via the headset volume control Yes

4. Via the computer’s volume dial (available on some newer computers)

No

Students who have the Text to Speech accommodation and who have headphones plugged into their

computers will be prompted to verify that they can hear the sample audio before continuing the login

process. (See the “sound check” graphic on the next page).


To proceed (students):

Click the green speaker icon and listen to the audio.

o If the voice was audible and clear, then the student should click [Sounds Good!].

o If the voice was not audible or clear, then the student should adjust the settings using the Volume and Pitch sliders.

o If the student still cannot hear the voice clearly, he or she should click [I still can’t hear anything]. This will log the student out. After the student logs out, he or she should close the secure browser. The TA can work with the student to adjust the computer’s audio settings. The student can then reopen the secure browser and log back in.

Once the student confirms the audio settings and starts the test, the audio settings cannot be

changed. If a student wants to change the audio settings, he or she will have to pause the test and resume

the login process to return to the Text to Speech check page.


Note to Test Administrators: You may want to verify that the audio settings work

correctly before the student logs in. To do so, click the [Run Diagnostics] link from the

secure browser login page, and then click the [Text to Speech Check] button. The

diagnostics page will show the same sound check options.

Linux Note: Students who are using Linux machines will not see the “Sound Settings”

section on this page. If their audio needs to be adjusted, then the default settings must

be updated in the computer’s interface.

Changing Volume via the Operating System Control Panel

Step-by-step instructions for setting volume via the operating system control panel will vary

according to which sound device is installed. If you are setting the volume via the control panel, you

must do so before starting the test session. Due to the many possible combinations of operating

system and sound device, instructions are not provided here. However, in general, you will:

1. Click the Windows start button, choose “control panel” from the menu, 2. Select “Sounds and Devices” (Windows XP), or Select “Hardware and Sound” (Windows 7.0). 3. Follow the menus to reach the master volume control.

Changing Volume via the Headset Volume Control

The headset volume control will control the volume during the test. However, if your operating

system volume control is set too low, the headset volume control will not provide the appropriate

range of volume. Make sure the operating system volume is set to an appropriate level before

starting the secure browser. Then, you may use the headset volume control during the test.


Setting Text to Speech Parameters for MAC OS X

This section provides information on ensuring that the Text to Speech feature for online testing will

work appropriately on computers running Mac OS X 10.4-10.7.

The audio feature on Mac operating systems is user interface (UI) driven. This means that audio

preferences are located within the computer’s system preferences. Follow the steps below to configure

audio preferences to enable the TTS feature.

1. Click on the Apple icon and then click “System Preferences.”


2. In the System Preferences screen, click on the [Speech] icon. (This icon

typically appears in the “System” row.)


3. Make sure the [Text to Speech] tab is active (it should be blue). You may

need to click on it to view this screen.

4. Select your desired System Voice from the drop-down menu

5. Set the desired Speaking Rate. Click [Play] to listen to the settings. You can

adjust the settings as desired.

6. When you are done, click the Red [X] at the top left of the screen to save

your preferences and close the window.


Setting Text to Speech Parameters in Linux

This section provides information on ensuring that the Text to Speech feature for online testing will

work appropriately on computers running Linux Fedora Core (K12LTSP 4.2 and above) or Ubuntu 9-12.

If you require additional information on setting up Text to Speech in Linux, refer to the DCAS Technical

Specifications Manual for Online Testing, 2012-2013, available on the DCAS Portal.

Linux is a modular kernel operating system, which means that specific non-used kernel modules may not

load when the system boots up. However, the system does need to have these kernel modules installed.

If the required kernel modules are not already built in or installed, this document will not provide you

with the information that you need.

As a reminder, Festival and SoX software must also be downloaded and installed on computers with

Linux in order for students to be able to hear the audio in online tests.

Important: The commands provided in this document require you to be logged in as “root.”

Setting up Default Voice, Reading Speed and Volume Settings

This section provides an overview of how to change the default settings in Festival. These instructions

assume that you have already downloaded and installed the requisite voice packs.

Changing the default settings as described in each section will change the settings for all users.

Default Voice Settings

Step 1: In the command prompt, enter festival, and then execute the following

commands exactly as shown:


festival>libdir

“/usr/share/festival” (Note: This output line may be different)

festival>(voice.list)

(cepstral_miguel

cmu_us_slt_arctic_hts

cmu_us_bdl_arctic_hts

cmu_us_awb_arctic_hts

ked_diphone

kal_diphone)

festival>voice_default

ked_diphone

Note: The outputs for the commands libdir, voice.list and voice_default may be different

based on your installation.

Step 2: Make a note of the output for the command “libdir” in the step above. Change

to that directory. (In our installation, it is /usr/share/festival.)

Step 3: Open the file init.scm for editing.

Step 4: Select any voice from the voice.list output in Step 1.

To set up your selection as the default voice, use the following commands:


(set! voice_default ‘voice_<voice name from the list>)

Assuming you chose “cmu_us_slt_arctic_hts” this line would look like:

(set! voice_default ‘voice_cmu_us_slt_arctic_hts)

Default Reading Speed

Depending on the students who need to use the Text to Speech tool, a slower reading speed may be

desirable. This also has the effect of making the voice sound deeper.

Step 1: Open the file init.scm for editing.

To locate the file, follow steps 1 and step 2 from the Default Voice Settings section.

Step 2: Append the following line to the end of init.scm.

(Parameter.set ‘Duration_Stretch <number>)

Acceptable values are any number greater than 1. However, experiments have

shown that numbers higher than 2 are too slow.

For example, if a slower reading speed is desired, then you can set <number> to 1.5

or 2.0


Default Volume Setting

A default volume may be set by running system-config-soundcard or alsamixer from the

command prompt.

If you need additional assistance with identifying or changing the default volume setting, please contact

your system administrator.

Spanish-Language Voices

Licenses for a Spanish (Americana’s)-language voice for Microsoft Windows and Linux called “Marta”

were purchased by the Department of Education in fall 2010 for schools that enrolled students requiring

the Spanish TTS. District and school staff downloaded the voice from the Cepstral.com website. Then,

staff installed the voice on a limited number of computers and entered a license key for the voice on

each computer. Districts that required more licenses than were provided by the Department of

Education purchased additional licenses independently from Cepstral.com at a discounted price.

DCAS Secure Browser and Spanish Voices

The DCAS Secure Browser is configured to recognize several known voice packs for TTS. The secure

browsers detect already installed voice packs on the students’ machines.

TTS technology will work with the vendors’ voice pack products (specified on pages 30-32) because

these voice packs are designed to work with the well-defined application programming interfaces (APIs)

for Windows, Mac and Linux operating systems. The secure browser was also designed to work with

these APIs.

The DCAS secure browser is designed to use the voices installed on the operating system, if they are

recognized. When the student is progressing through the login process and has been approved, the

student’s test language is identified (English OR English/Spanish). At this point, the secure browser will

look for approved voices for that language or languages on the student’s machine. The voice or voices

with the highest priority will be used for the TTS feature. Note: If any of the approved voices has also

been set as the default voice for the system, then that voice will always get the highest priority for the

language for which the voice pack is intended.

Voice Pack Recommendations

The American Institutes for Research has conducted testing using voice pack software.

Default voices pre-installed on Windows and Mac OS X machines (for English):

Cepstral (for Spanish) installed on Windows and Linux machines


Infovox (for Spanish) installed on Mac OS X machines

Festival installed on Linux machines

o Festival is required for Linux machines that will be using Text to Speech. Please refer to

the section of this User’s Guide titled, “Setting TTS Parameters in Linux” for information

on downloading and installing Festival.

English Voice Packs

AIR performed testing on the native voice packs that come bundled with Windows and Mac operating

systems.

The Windows XP and Vista native voice packs performed adequately; however, several vendors support

voice packs for English that have a better quality than the native voice packs that come with XP and

Vista.

The Windows 7 native voice pack, “Microsoft Anna,” performed very well.

The native voice packs for Mac OS X performed well.

Spanish Voice Packs

AIR conducted testing on voice packs provided by Cepstral and Infovox.

Cepstral voices can be downloaded and installed on Windows and Linux systems. It performed

adequately in Windows and Linux. http://www.cepstral.com/downloads/

Cepstral is not recommended for use with Mac OS X machines.

Infovox is only available for Mac operating systems. This software performed very well, but can be

expensive.

http://www.assistiveware.com/infovox_ivox.php http://download.cnet.com/Infovox-iVox/3000-2056_4-99356.html?tag=mncol;1

http://www.cepstral.com/downloads/

http://www.assistiveware.com/infovox_ivox.php

http://download.cnet.com/Infovox-iVox/3000-2056_4-99356.html?tag=mncol;1


Voice Packs Recognized by the Secure Browser

These voice packs are listed in order of decreasing priority. That is, the voices at the top of each list have

a higher priority than those at the bottom of the list.

The tables below display the native and commercial voice packs for each operating system (Windows, Mac, and Linux) that are currently recognized by the secure browser. Windows and Mac OS X computers typically ship with at least one default voice pack. Many of these default voice packs are recognized by the secure browser. Windows 2000, XP, Vista, 7

Vendor Voice Pack Language

Windows (pre-installed) Julie English

Windows (pre-installed) Kate English

Windows (pre-installed) MICHAEL English

Windows (pre-installed) MICHELLE English

Windows (pre-installed) MS-Anna English

Windows (pre-installed) MS Anna English

Windows (pre-installed) MS Mary English

Windows (pre-installed) MS Mike English

Windows (pre-installed) MS Sam English

Windows (pre-installed) Paul English

Windows (pre-installed) Violeta Spanish

Cepstral (commercial) Cepstral_David English

Cepstral (commercial) Cepstral_Marta Spanish

Cepstral (commercial) Cepstral_Miguel Spanish

NeoSpeechTM

Julie English

NeoSpeechTM

Violeta Spanish

Note: The NeoSpeechTM

voices are not supported on machines running Windows 2000.


Mac OS X


Mac (pre-installed) Agnes English

Mac (pre-installed) Alex English

Mac (pre-installed) Bruce English

Mac (pre-installed) Callie English

Mac (pre-installed) David English

Mac (pre-installed) Fred English

Mac (pre-installed) Jill English

Mac (pre-installed) Junior English

Mac (pre-installed) Kathy English

Mac (pre-installed) Princess English

Mac (pre-installed) Ralph English

Mac (pre-installed) Samantha English

Mac (pre-installed) Tom English

Mac (pre-installed) Vicki English

Mac (pre-installed) Victoria English

Mac (pre-installed) Diego Spanish

Mac (pre-installed) Javier Spanish

Mac (pre-installed) Marta Spanish

Mac (pre-installed) Monica Spanish

Mac (pre-installed) Paulina Spanish

Infovox (commercial) Heather Infovox iVox HQ English

Infovox (commercial) Rosa Infovox iVox HQ Spanish


Linux


Festvox (commercial) kal_diphone English

Festvox (commercial) ked_diphone English

Festvox (commercial) cmu_us_awb_arctic_hts English

Festvox (commercial) cmu_us_bdl_arctic_hts English

Festvox (commercial) cmu_us_jmk_arctic_hts English

Festvox (commercial) cmu_us_slt_arctic_hts English

Cepstral (commercial) Cepstral_Marta Spanish

Cepstral (commercial) Cepstral_Miguel Spanish

Refer to Linux: Enabling Text to Speech and Default Settings for more information on

configuring Linux and testing the audio preferences for Text to Speech. For additional

information on the Festvox voices, click here: http://festvox.org/dbs/index.html.

http://festvox.org/dbs/index.html


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Print on Request

It is recommended that a high-speed printer be available in the room if students have

this accommodation.

If a student has the appropriate accommodations 121 or 122, 803 or 804, the student

will be able to request the printing of questions (121 or 804) or passages (122 or 803).

English Language Learners Students With Disabilities

Print Items (all content areas) Accommodation #804 Accommodation #121

Print Passages (reading only) Accommodation #803 Accommodation #122

Students will click the “print” button in the footer of the test if they wish to send a print

request for that particular passage. There will also be a “print” button next to each item

which allows them to submit print requests for each item. The TA will see all of these

requests in the TA interface and can approve or deny each request individually. If the

TA clicks “approve,” then a new tab will open in the TA’s browser, showing a print cover

sheet with a “print” button. The TA will not be able to see the passage or items in the

TA interface. After the TA clicks “print,” the request is sent to the printer.

The TA is responsible for assuring that all printed test questions and passages are

immediately shredded upon test completion or returned to the school test coordinator

for shredding immediately upon test completion.

Students will click the “print” button in the footer of the test if they wish to send a print

request for that particular passage.


Students may also right-click on a passage to submit a print request for that passage.

There will also be a “print” button to the upper right of each test item which allows the

student to submit print requests for each item.

The student may also right-click on the item and choose “Print Item” from the menu.

After the student submits a print request, he/she will see this message:


The TA will see all of the print requests in the TA interface in the Student Session menu,

listed under “requests.

The TA clicks “print” in the “requests column.


The TA can approve or deny each request individually.

If the TA clicks “approve,” then a new window will open in the TA’s browser, showing a

print cover sheet with a “print” button. The TA will not be able to see the passage or

items in the TA interface. After the TA clicks “print,” the request is sent to the printer.


If the test administrator (TA) clicks “deny,” then a new window will open in the TA’s

browser and ask for the reason for denial. The student will not be notified that the print

request is denied.

SECURITY ALERT: The TA is responsible for assuring that all printed test items and

passages are immediately shredded upon test completion or returned to the school test

coordinator for shredding immediately upon test completion.


Change of Screen Color

Students with accommodation 116 will be provided an alternate screen color (pale yellow, light blue,

light gray, or light magenta). Prior to 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 test

delivery system will be set to the default accommodation screen color (pale yellow) for students who

have accommodation 116. The TA should set the screen color for each student who requires a change.

This is done by clicking on “See Edit Details” in the “Approvals and Student Test Settings” box and

entering the correct screen color, or in the Student Session menu by clicking the “Custom

Accommodations” button in the accommodations column.

Approvals Screen

Student Session Menu

Screen color is the only accommodation that can be edited in the test delivery system. The screen color

should be changed only once at the beginning of a test session.

Screen color change is the only accommodation that is also listed as a universal design feature. Formally

identified students may have screen color change listed in their accommodations (#116 ).

Large Print

The large print accommodation causes the test to default to magnification Level 2 on each item (grades

2-4: 22 pt, grades 5-10: 18.75 pt). If a student requires greater enlargement, consult the student’s


Division of Visually Impaired instructor regarding consideration of projector, Smartboard/Mimio, or

Zoomtext software use.

What if the online test delivery system does not deliver the expected

accommodations?

Accommodations are distinguished by whether they are delivered by the online system or by the school

staff:

1. Functional accommodations: accommodations that must be delivered by the online system. For example: Text to Speech and Spanish-English side-by-side.

2. Non-functional accommodations: Accommodations that are provided by the school. For example: translator, enhanced lighting, or preferential seating.

If the online system does not deliver an expected functional accommodation, i.e. Text to Speech, then

the student’s test will have to be rescheduled and a test reset needs to be requested. If the cause of the

problem is that the student’s record in the DCAS Accommodations database is not correct, then it must

be updated. Three business days must then pass before the test delivery system will be updated and

able to deliver the updated accommodations.

If the incorrect or missing accommodation is a non-functional accommodation, then staff may proceed

with the test, providing the correct accommodations. As soon as possible, the DCAS Accommodations

database must be updated to reflect the test accommodations actually delivered to the student.

Training Tests, Practice Tests, and Accommodations

The training tests and practice tests are accessible with accommodations through the DCAS secure

browser via a proctored session. A proctored session can be created two ways. The first is for the TA to

create a test session at the TA’s workstation. The student then logs in to the proctored session from the

student’s workstation using the student name, student ID, and the test session ID. The test session ID is

provided by the TA. The second way is for a student to log in to a guest proctored session with his or her

name and ID.

End-of-Course Tests and Accommodations

Formally identified special education, 504, and ELL students who require test accommodations, are in

grades 11 and 12, and who will be taking end-of-course tests must have up-to-date accommodations

entered into the DCAS Accommodations database.


Line Reader6 • DCAS Line Reader tool is located at top left by zoom buttons.

• It will be available for all reading assessments.

• This will allow students to be able to follow along in the passage.

• The up and down arrows are used to move the line reader (see green highlighting below) up and

down within the passage.

Global notes

Global notes are available for selection at the top left by zoom buttons

By clicking the global notes button it opens an on-screen notepad. Students can use this feature

like a notepad. Their notes will save and persist when they resume their tests after a pause.



Expand/Collapse Passages


Appendix A

TA Interface: Viewing Student Accommodations


Appendix B

If a student is taking the Spanish/English version of a math, science, or social studies test and also has the accommodation for Text to Speech, the student will have additional choices when they right-click. For example, In addition to “Say the question,” “Diga La pregunta” will appear. In addition to “Say the questions and Options,” “Diga la pregunta y las respuestas” will appear. “Mark for Review” will appear as “Marca para la revision.”

New for 2012-13 is the capability of TTS to be paused and resumed during the reading of a passage on the reading test. In addition to the options shown above, the context menu will offer “Pause Speaking” and “Resume Speaking.”

Using Text to Speech and Highlighting Tools


Appendix C

Keyboard Navigation for Students

Test Selection Screens and In-Test Pop-ups

Use these keyboard commands to select options on the pages prior to your test or on pop-up

messages that appear during your test. For example, if you see a screen with [No] or [Yes]

buttons, you will need to navigate to that button to select it.

Keyboard Command

Function

Move to the next option

+

Move to the previous option

Select the shaded option

Examples of Test Selection Screen and In-test Pop-Up Messages


Global Menu

The Global Menu contains all the options

displayed along the bottom of the student’s

test screen.

Press the + keys to access the Global Menu. The menu will appear on the screen.

Use the Up or Down arrow keys on your keyboard to move between options in the menu. Each option will be highlighted as you arrow up or down.

Press the key to select the highlighted menu option.

Press the [ESC] key to close the Global Menu.

Note: The Global Menu may change based

on the test that you are taking. For example,

the Global Menu on a Math test may include

a Calculator, which you will not see on

Reading tests.

Sample Global Menu for Math Test


Context Menus

The Context Menus contain the options

available for each area of a test page.

These areas of a test page are called

“elements.”

The elements on a test include:

Reading passages

Test items

Answer options (A, B, C, and D)

Sample Test Page

Each element has its own context menu. To view the context menu for an element, you need to navigate to that element.

Click the [TAB] key to navigate between test items (and the reading passage, if there is one).

Click [CTRL] + [TAB] to switch from a test item to each answer option. When you are on the element you want, you will see a light gray border around the text.

Press the + keys on the keyboard. The context menu for that element will appear.

Use the Up or Down arrow keys on your keyboard to move between options in the menu. Each option will be highlighted as you arrow up or down.

Press the key to select the highlighted menu option.

Press the [ESC] key to close the Context Menu.

Selected Element

Sample Context Menu for Test Item/Question

Note: This image may not match what you see on your screen.

The context menu for an answer option

may show different options than for a

test item or reading passage.

Context Menu for Answer Option


Keyboard Commands

Note: Keyboard combinations outlined in this document are tentative and subject to change.

Function / Details Keyboard Commands (tentative)

Open the GLOBAL MENU +

Go to the NEXT test page + (or use the Global Menu)

Go to the PREVIOUS test page + (or use the Global Menu)

Move to the NEXT ELEMENT (on a page containing multiple items and/or a reading passage)

Move to the PREVIOUS ELEMENT (on a page containing multiple items and/or a reading passage) +

Select OPTION A +

used to toggle between answer choices

to select answer

Select OPTION B

Select OPTION C

Select OPTION D

PAUSE your test + (via Global Menu)

END TEST + (via Global Menu)

HELP GUIDE + (via Global Menu)

MATH FORMULA reference + (via Global Menu)

PERIODIC TABLE reference + (via Global Menu)

CALCULATOR + (via Global Menu)

ZOOM IN (increase the size of text and graphics on a page) + or use the Global Menu


Function / Details Keyboard Commands (tentative)

ZOOM OUT (decrease the size of text and graphics on a page)

+ or use the Global Menu

SCROLL UP in an area of the test page

SCROLL DOWN in an area of the test page

SCROLL to the RIGHT in an area of the test page

SCROLL to the LEFT in an area of the test page

Open the CONTEXT MENU (for that passage, question, or answer choice) +

PRINT REQUEST + (via Context Menu)

COMMENT + (via Context Menu)

MARK / UNMARK a question for review + (via Context Menu)

STRIKETHROUGH an answer option + (via Context Menu)

HIGHLIGHTER* + (via Context Menu)

SPEAK* (listen to a passage, question, answer choice, or specific portion of text) + (via Context Menu)

*see below for detailed instructions on using this tool with a keyboard

Selecting Text with Your Keyboard

1. Place the focus on the element containing the text you want to select. A reading passage, item, or answer choice are the different types of elements that can be on a test screen.

2. Press + to open the context menu.

3. Select Enable Text Selection from the list of available options. A flashing cursor will appear.

4. Use the arrow keys to move the cursor to the beginning of the text you want to select.


5. Hold and use the arrow keys to select your text. The text you have selected will appear shaded.

6. Press + to access the Context Menu. Select the feature you want to use for the selected text (e.g., Highlighter or Speak tools).


Keyboard Commands for Grid Items

Keyboard Command

Function / Details

Press the [Tab] key to move between the Object Bank, the buttons at the top of the screen (Delete, Add Point, Connect Line, Add Arrow, Add Line), and the main Answer Space. The “active” space or button will show a border to make it look different.

Press the [Enter] key to move between the objects (images, dots, lines, and arrows) that are in the Answer Space. The “active” object will show a border to make it look different.

Select Object: Press the [Space bar] to select the “active” object or button (the one that shows a border). If you are selecting an object or adding a point, line, or arrow, it will move to the Answer Space, in the top left corner. It will also have a blue border to show that it is still “active.” Delete Object: Use the [Space bar] to delete an object (after you have selected the [Delete Button] option and moved to the object you want to delete).

Move the object to the left.

Move the object to the right.

Move the object up. For items with an object bank, use the ↑ arrow to navigate between the available objects. The selected object will have a blue background.

Move the object down. For items with an object bank, use the ↓ arrow to navigate between the available objects. The selected object will have a blue background.

+ [arrow key]

Move the object a smaller distance (left, right, up, or down).


Appendix D

Text to Speech (TTS) Reading Conventions

Following is a detailed description of how the Text to Speech engine will read aloud figures, tables,

charts, graphs, miscellaneous features, and mathematical expressions.

Definition of “Alt-text”: Alt-text, or alternative text, is text that exists behind the scenes of the web

page. Often, it is applied to a graphic or picture that cannot be read. When the TTS engine reaches the

graphic, it will read the alt-text. Sometimes, if a word is spelled in such a way that a TTS engine will

mispronounce it, alt-text is applied to the word. The TTS engine will read the alt-text instead of reading

the word phonetically.

Section 1. IMAGES: ALL SUBJECTS

1.1 Sequence for Figure Descriptions

1.1.1 Figures, Tables, Charts, and Graphs

When describing figures, TTS will NOT describe the figure in such a way as to “clue” the correct

answer of the question associated with the graphic. If the alt-text description of the gives an

unfair advantage or provides additional information to the student taking the test with alt-text,

then the part of the description that clues the correct answer or provides additional

information should be deleted from the alt-text description. Accommodations are intended to

“level the playing field,” not tilt it in favor of any one category of students.

1. When describing figures, less is better. When describing figures, brevity is very

important, but the figure must be thoroughly described. Alt-text writers analyze the figure

so that TTS will describe it in an organized manner. Some figures may require no more than

a single sentence of description.

2. TTS will Indicate what kind of figure is shown (illustration, line graph, photograph, etc.

instead of “picture”) and the figure number, then read the caption or label. “The photo

captioned…” or “the box captioned…” should be used if there is no figure number.


“The illustration is labeled Hummingbird and Flowers.”

3. Unless the axes are labeled “y-axis” and “x-axis,” refer to the axes as the “vertical axis”

and the “horizontal axis.”

“The horizontal-axis is titled Miles Driven and the vertical-axis is titled Gallons of Gas Left…”

4. TTS will describe the pattern to be followed in the description. It will explain in what

direction items are read: left to right, clockwise, etc.


“From top to bottom, the points on the left side of the house diagram read P, Q, and R.”

5. TTS will fill in the details, but will be concise. It will begin describing the figure with an

overview, highlighting the most important features and then filling in the details. TTS will

relate different features to each other in terms of size, direction, and distance, as

appropriate.

6. TTS will be concise and describe only the elements that are necessary to illustrate the

text.

7. To indicate the description of the figure is complete and the description is returning to

the text, TTS will include the word “text” after completing a figure description. If multiple

figures are described in sequence, use “text” after you have described the last figure.

1.2 Tables

TTS will begin by reading the title of the table. It will indicate the number of columns when describing a

vertical table OR the number of rows when describing a horizontal table, for example, “The table is

titled, Favorite Teachers. The table has 4 columns.”

TTS will announce that the reading order of the column and row headings only once before reading the

cell values. For the first two rows, it will repeat the column headings prior to reading each data value. If

the row/ column headings are lengthy, a shortened version of the heading may be used when describing

the second row. For example, the heading “United States of America’s Presidents’ Ages”, in the second

row can be shortened to read “Presidents’ Ages.” In the third row and any subsequent rows TTS may not

repeat the column/row headings.


Vertical Tables

Vertical tables will be read in the following way:

The table is titled, [insert table title if present]. The table contains [insert number of columns] columns.

From left to right the column headings read: [column heading 1, column heading 2…]. Row 1 reads,

{column heading 1] [value of row 1 column 1], [column heading 2] [value of row 1 column 2] (repeat for

each column). Row 2 reads, [column heading 1] [value of row 2 column 1], (repeat for each value in row

2). Row three reads: [value of row 3 column 1], (repeat for all values in row three).

Rule

Input Output

12 4

24 16

36 28

48 40

“The table is titled Rule. The table contains 2 columns. From left to right the column headings read: Input, Output. Row 1 reads: Input, 12, Output, 4. Row 2 reads: Input, 24, Output, 16. Row three reads: 36, 28. Row four reads: 48, 40.”

Horizontal Tables

Horizontal tables will be read in the following way:

The table is titled, [insert table title if present]. The table contains [insert number of rows] rows. From

top to bottom the row headings read: [insert row headings]. Column 1 reads: [row heading 1] [value of

column 1 row 1], [row heading 2] [value of column 1 row 2] (repeat for each row). Column two reads,

[row heading 1] [value of column 2 row 1], (repeat for each value in column 2). Column three reads,

[value of column 3 row 1], (repeat for all values in column three). Column four reads, [value of column 4

row 1], (repeat until all values for all columns have been read).


Track Team Statistics

Age 5 6 7 8 9 10 11

Years on Team 1 2 3 4 5 6 7

“ The table is titled Track Team Statistics. The table has 2 rows. From top to bottom the row headings

read: Age, Years on Team. Column 1 reads: Age, 5, Years on team, 1. Column 2 reads: Age, 6, Years on

team, 2. Column three reads: 7, 3. Column four reads: 8, 4. Column 5 reads: 9, 5. Column 6 reads, 10, 6.

Column 7 reads: 11, 7, text. “

Tables with Sub-Columns

Tables with sub-columns will be read in the following way:

The table is titled [insert table title if present]. The table contains [insert number of columns] columns.

From left to right the column headings read, [insert column headings, but not sub-columns]. The

[specific column heading] column has [insert number of sub-columns] sub-columns, which are labeled,

from left to right, [insert sub-column headings]. (Read the rest in the same format of tables, but when

reading column headings, first read the column heading then the specific sub-column heading, followed

by the cell value).

Dog Race Results

Time (min) Total Distance Traveled (m)

Dog 1 Dog 2

0 0.0 0.0

2 0.5 0.7

4 1.1 1.3

6 1.5 1.8

8 1.8 2.5


“The table is titled dog race results. The table has 2 columns. From left to right, the column headings

read, Time open parentheses m I n, close parentheses, total Distance traveled open parentheses m, close

parentheses, The total distance traveled open parentheses m close parentheses column has four sub

columns which read, dog 1, dog 2, row 1 reads, Time Open parentheses m I n, close parentheses, 0, dog

1, 0 and 0 tenths, dog 2, 0 and 0 tenths, row 2 reads Time, 2, dog 1, 0 and 5 tenths, dog 2, 0 and 7

tenths, row 3 reads 4, 1 and 1 tenths, 1 and 3 tenths, row 5 reads 8, 1 and 8 tenths, 2 and 5 tenths Text. “

1.3 Line Graphs

TTS will not provide more precision in the description than the graph itself supports. For

example, if population growth in California is shown in increments of 500,000 and a point on

the graph for the year 1959 is just below the midway point between 18,500,000 and

19,000,000, TTS will read something like, “The population in 1959 was nearly 18,750,000.” TTS

will not speak the exact value. “The population in 1959 was 18,725,000” implies a precision that

is not actually shown on the graph.

1. TTS will read the item or quantity being measured along the horizontal axis, range

(lowest and highest values), and increments of measurement.

“The horizontal axis is titled Time in minutes with a range from zero to ten, increasing in

increments of one.”

2. TTS will read the item or quantity being measured along the vertical axis, range, and

increments of measurement. Note: If either axis is unlabeled, TTS will make that known.


Similarly, if the item being measured is named, but no values are listed for that item, TTS

will make that known.

“The vertical axis is titled Gallons with a range from zero to one two zero zero, increasing

in increments of two zero zero.”

3. If there are two or more lines on the graph, TTS will include the number of lines shown

and what each represents. TTS will mention color, pattern (dotted line, dashed line, etc.), or

other means by which the individual lines are distinguished.

“There are two lines indicated on the graph. The solid line represents car one, and the

dashed line represents car two.”

1.4 Bar Graphs

There are two types of bar graphs: single element bar graph and stacked bar graph. Stacked bar

graphs include several different types of data that are combined (stacked) into one large bar.

1. TTS will tell the student whether the bars run vertically or horizontally.

2. In a single element bar graph, TTS will tell the student how many separate bars there are, what each represents, and how it is depicted. For example:


“There are two bars shown for each day of the week. From left to right they are: Mr.

Henry’s Class in black and Mr. Tillson’s Class in gray.”

3. In a stacked bar graph, TTS will do the same, but will clearly distinguish each part of the stacked bar and its location within the bar. For example:

“There are three bars shown for each year. The bar on the left represents NATO

countries with the U.S. and Canada shown at the bottom in blue and above them,

Europe in green. The middle bar shows Warsaw Pact countries with the USSR in red

and above it satellite nations in pink, and the bar on the right shows neutral European

countries with socialist nations in orange and free-market nations above them in

yellow.”

4. TTS will describe the general pattern of each bar and, for a stacked bar, the pattern within the bars. Depending on what is necessary, TTS may indicate the values of every bar; it may indicate values only for those bars where noticeable changes occur or a “milestone” value is reached.

5. For graphs with multiple bars, TTS will show how the separate bars compare. For example:

“In the late 1940s and into the ‘50s, NATO and Warsaw Pact countries spent similar

percentages of GNP on defense. After that period, however, the Warsaw Pact

percentages are always higher and the difference increases until the Warsaw Pact

spent 5 percent more by 1980 and almost 10 percent more by 1985. The neutral

nations are consistently the lowest, never spending more than 5 percent for defense

and below 3 percent during the 1980s.”

1.5 Pie Charts

1. If the pie is divided into 10 or fewer slices, TTS will give the number of slices. If there are

more slices, but there are only a few large ones, TTS will tell the student that there are

many slices, but a few account for most of the pie.


2. TTS will tell the student the starting point for the description and the direction it will

follow. Note: In most cases a pie chart will show the slices in order of descending size and

the largest will start at the 12 o’clock position with the next largest at its clockwise edge,

etc. If the chart does not follow the pattern of descending size or if the largest size is not at

the 12 o’clock position, TTS will make this clear to the student.

3. As TTS describes the pie, it will indicate what each slice represents, how it is shaded or

colored, and the percentage or amount of that slice.

“Reading clockwise from the twelve o’clock position, the slices of the pie chart read Zach

with twenty-five percent of the votes, Max with sixteen percent, Sam with nine percent,

Carla with thirty-three percent, and Jamie with seventeen percent.”

1.6 Organization Charts/Hierarchy Structures

1. TTS will indicate whether symbols are coded by color or shape. For example:

“Positions with responsibility for manufacturing are in red, finance is shown in blue, and

marketing in pink.”

2. TTS will indicate the number of levels in an organizational structure. Usually these

diagrams will be described from the top level down, but in some cases it may be better to

go from the bottom upward. As TTS describes each level, it will tell the listener the number

of positions at that level.


3. TTS will indicate who reports (or communicates) to whom. This is generally shown by

lines that link the positions; a solid line usually signifies direct authority from the upper over

the lower position, while a dashed line indicates a more indirect relationship.

1.7 Sequence or Flow Diagrams

Sequence or flow diagrams are often used to show the step-by-step procedures followed from

the start of an activity to its completion. The boxes (or other shapes) represent events or steps

in a process, and the arrows represent the sequence of steps within the process. If the arrows

are labeled, TTS will read these labels. When describing a diagram, TTS will describe the most

direct sequence, i.e., one in which every step moves the process closer to completion.

1. When color and shape code the steps or functions in the diagram, TTS will indicate what

the colors or shapes signify. (If the shapes or colors have no defined purpose, you may still

mention them as you describe the symbols.)

2. If there are arrows showing the flow of information or the sequence of steps in a

process, TTS will make clear the directions of the arrows.

“Reading clockwise from the top, an arrow points from the adult mosquito to an egg, the

egg to a larva, the larva to a pupa, and from the pupa to an adult.”

3. Simple flow diagrams may have alternate steps included in the flow diagram at the point

they would occur in the process. If the diagram is very complex, the description will begin

with the main flow, then it will describe all the other sequences shown. TTS will go back and

follow the sequences that branch away from the main sequence, making sure to clearly

identify the step at which the branching begins and the step where the branch rejoins the

main sequence, if applicable.

1.8 Maps

1. TTS will indicate in general terms the part of the world shown on the map if the title or

caption does not make it clear.


“The maps depict the United States, and parts of Mexico and Canada.”

2. TTS will describe the legend or key used on the map. It will describe the compass rose

(indicator of where north is on the map) only if north is not at the top of the map, or if the

audience is elementary school children.

“From top to bottom, the key represents High Pressure with an H, Low Pressure with an L,

Cold Fronts with a line with downward pointing triangles, and Warm Fronts with a line with

upward pointing semicircles.”

3. TTS will describe the scale only if it is significant to an understanding of the map or if the

audience is elementary school children.

4. If smaller inset maps are shown along with the main map, TTS will describe the main

map first, then describe any inset maps.

5. TTS will first state the pattern or sequence to be followed when describing the map. For

example:

“The major cities in India will be read north to south and west to east” or

“Captain Cook’s voyages will be described in chronological order”

6. TTS will give an overview of the map, highlighting essential elements.


7. TTS will give important details in the sequence. Where it enhances the description, it

will relate details to each other in terms of size, direction, distance, etc.

1.9 Poetry

1. For a short poem, TTS will include the title and announce the number of verses (or

stanzas) before reading the poem. If the poem is printed so the words are laid out in an

unusual way, e.g., in the shape of an animal, TTS will mention this.

2. TTS will read the poem straight through, mentioning any line numbers before the line is

read. For example, if line 4 of the poem is noted, then TTS will read the first three lines of

the poem below as written and then read the fourth line as follows: “Line 4—tomorrow will

be dying.”

Gather ye rosebuds while ye may,

Old Time is still a-flying;

And this same flower that smiles today,

4 Tomorrow will be dying.

If there are footnotes, TTS will mention the notes as they occur in the text but wait until the

end of poem before including them. TTS will restate the line number and reread the line in

which the note occurs, and then give the footnote.

Section 2. MISCELLANEOUS GUIDELINES

2.1 Answer Choices

TTS will include the letter or number of each answer choice.

In the Spanish/English version, the answer choices will be displayed in Spanish and English,

unless the answer choice is a picture that does not require description.

2.2 Bold/Italics/Colored Fonts

When text is in bold, italicized, or emphasized visually in any way, no alt-text indicating

emphasis is applied. TTS will not insert alt-text such as “bold” before or after the bold text.

2.Boxes

A box is entered as “box” and concludes with the word “text” when the material within tells a

story that is related to, but different than, the main body’s flow.

2.4 Columns and Rows

TTS will read from left to right and top to bottom.


Example:

The title of the chart is ____.

From left to right, the column headings read ____, ____, ____.

Row one reads ____, ____ , ____.

Row two reads ____, ____, ____.

2.5 Dashes

Between non-consecutive numbers dashes will be read as “through”:

3–7 (3 through 7)

Between consecutive numbers dashes will be read as “and”:

3–4 (3 and 4)

In numbers dashes will be read as “dash”:

3301-13-05 (three three zero one dash one three dash zero five)

2.6 Ellipses

A series of three periods (…) signifying missing text at the beginning, at the end, or in the middle of a sentence will be read as “ellipsis,” except when used in a play or narrative dialogue to indicate a pause or trailing thought.

Dots or asterisks inserted in the center of a page between paragraphs, such as in law books, indicate a block of text is omitted and will be read as “major ellipsis.”

In math books, a series of three periods indicating items continuing to infinity will be read as “dot dot dot” or “and so on.”

2.7 Graphs

Title: The graph is titled ____.

y- and x-axis: The vertical or horizontal-axis is titled ____.

Axis labels: The vertical or horizontal-axis reads ____.

The y-axis of graphs should be read from bottom to top.


2.8 Information without a Clear Pattern

Descriptions for information that is arranged without a clear pattern or flow will be read in one

of three ways: clockwise, from top to bottom, or from left to right.

Example 1:

Clockwise from the top, the [image, graphic, diagram, etc.] reads ____.

Example 2:

From top to bottom, the [image, graphic, diagram, etc.] reads ____.

Example 3:

From left to right, the [image, graphic, diagram, etc.] reads ____.

2.9 Item numbers

TTS will insert the word “Question” before each question number.

2.10 Line and Paragraph Numbering

For poetry, TTS will include the line number before reading the line text, even if doing so causes

the line number to come in the middle of a sentence. For prose, TTS will speak the paragraph

numbers before the text of the paragraph.

2.11 Quotes/Quoted Dialog

Block quotes/other quoted material: TTS will read the words “quote” and “end quote” if the block of text is indented. The rule of thumb for quotes embedded in the text is to only say “quote” and “end quote” with quotes of five lines or longer.

When reading dialog in fiction, TTS will not announce quotes. In plays, TTS will include the name of the character speaking, then the character’s line.

2.12 Roman Numerals

When used as page numbers, Roman numerals will be read as “page Roman six,” not “Roman page six” or “page VI (pronounced ‘vee-eye’.”

When Roman numerals are used as chapter or section numbers, the word “Roman” is not used.

TTS will Identify Roman numerals only if it is necessary to distinguish them from Arabic numbers, such as in an outline. In outlines, TTS will distinguish capitalized Roman numerals from lower case Roman numerals by entering “cap Roman ___.”


2.13 Superscript or Subscripted Words and Numbers

These will be read as “superscript___” or “subscript ___” unless the number is an exponent

(squared, cubed).

2.15 V. and Versus

Enter “v.,” not “versus,” if an instance is written as such, for instance, Brown v. Board of Ed.

Enter “versus” if an instance is written as such, for instance, Brown versus Board of Ed.

Section 3. MATHEMATICS

NAEP Math Read-Aloud Accommodation Guidelines and Examples

Math Read-Aloud Guidance

When reading numbers and symbols aloud, please use the guidance below:

In general, numbers and symbols will be read according to their common English usage. For example, > would be read as “is greater than.”

Numbers 99 and under will be read using standard place value language. For example, 23 would be read as “twenty-three.”

However, numbers greater than 99 will be read as individual numbers. For example, 579 would be read as “five seven nine.”

Math Read-Aloud Examples

The examples on the following pages describe how to read various math problems to students.

Some of these examples come from NAEP.

Read-aloud examples are given for the following categories: Numbers, Symbols, Figures and

Graphs, Operations, and Expressions.

Numbers, Fractions, Equations

Description Example(s) TTS Will Read as:

General 0 Zero (not “oh”)



Large whole numbers 632,407,981

45,000,689,112

“six three two comma four zero seven comma nine eight one”

“four five comma zero zero zero comma six eight nine comma one one two”

Decimal numbers (up to three decimal places)

0.056

4.37

“fifty-six thousandths”

“four and thirty-seven hundredths”

Decimal numbers (beyond three decimal places)

4.37595 “Four point three, seven, five, nine, five.

Lowercase letters that are juxtaposed

xy "x times y"

Capital and lower-case letters should be differentiated because they can have different meanings in mathematical or scientific expressions.

R - 2y = 6 "Capital R minus two y equals six."

Fractions that contain other mathematical operations

b + d c

"a fraction with the quantity b plus d in the numerator over c in the denominator”

“A fraction with quantity b plus d close quantity over c.”

Fractions for which it is unclear where the fraction ends.

"end fraction"

Expressions containing multiple mathematical operations and containing parentheses or brackets.

(2x - 6y) - 10 “open parenthesis, two x minus six y, close parenthesis, minus ten”



When equations are numbered, read the equation number and give the meaning of each letter or symbol Give the meaning of each letter or symbol.

Eq. 6-2

E = mc2

“E = energy in ergs m = mass in grams c = speed of light in cm./sec.”

"Equation six dash two. Capital E equals m times c squared. Capital E equals energy in ergs, m equals mass in grams, and c equals the speed of light in centimeters per second.”

Fractions - common

Fractions - not common - read as “numerator over denominator”

1 , 1 , 2 , 4

2 4 3 5

14

25

487

6972

“one half, one fourth, two thirds, four fifths”

Other common fractions include “sixths, eighths, tenths”

“fourteen over twenty-five”

“four eight seven over six nine seven two”

Mixed numbers - read with “and” between whole number and fraction

3½

57¾

“three and one-half”

“fifty-seven and three fourths”

Percents 62%

7.5%

0.23%

“sixty-two percent”

“seven point five percent”

“zero point two three percent”

Money - if contains a decimal point, read as “dollars AND cents”

$4.98

$0.33

$5,368

“four dollars and ninety-eight cents”

“thirty-three cents”

“five three six eight dollars”



Negative numbers - do NOT read negative sign as “minus.”

–3

–5 8

–7.56

“negative three”

“negative five eighths”

“negative seven point five six”

Dates (years) 1987

2005

“nineteen eighty-seven”

“two thousand five”

Roman Numerals I

II

III

IV

“Roman Numeral one”

“Roman Numeral two”

“Roman Numeral three”

“Roman Numeral four”

Symbols

Description Example(s) Read as:

Operation symbols +

–

X or •

÷

“plus”

“minus”

“times”

“divided by”

Powers, factorials, and roots 72

53

24

4!

“seven squared” or “seven to the second power”

“five cubed” or “five to the third power”

“two to the fourth power”

“four factorial”

“the square root of six”

Parentheses - read as “the quantity”

3(x + 2) (y – 5) ÷ 6

“three times the quantity ‘x’ plus two” “the quantity ‘y’ minus five (pause) divided by six”

Ratios the ratio 2:3 the ratio 3:5:9

“the ratio two to three” “the ratio three to five to nine”


Description Example(s) Read as:

Absolute value |3| | – 6| | x + 2|

“the absolute value of three” “the absolute value of negative six” “the absolute value of ‘x’ plus two”

Miscellaneous π = ≈ < ≤ > ≥ ∠ AOB oF oC ≅

“pi” “is equal to” “is approximately equal to” “is less than” “is less than or equal to” “is greater than” “is greater than or equal to” “angle ‘A’ ‘O’ ‘B’” “degrees ‘F’” “degrees ‘C’” “is congruent to” “is similar to”

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