Introduction/Letter from Director of Research

October 12, 2007

Dear Reader:

The American Printing House for the Blind (APH) presents the Annual Research Report for 2007.

APH categorizes research and development (R&D) projects into four areas. Active projects are those projects that have been approved by the APH Product Advisory and Review Committee (PARC) for development and have been assigned to a project leader. Completed projects are those projects where one or more products have been assigned a catalogue number and are available for sale. Parking lot projects are those projects approved by the APH PARC but not assigned to a project leader for active R&D. Pipeline projects are those projects that are between the initial stage of Product Submission and approval by the APH PARC.

In FY 2006, APH conducted R&D involving 351 products/projects. The status of APH R&D of 342 products for FY 2007 (October 1, 2006, through September 30, 2007) is summarized as follows:

	Active	Parking Lot	Completed	Pipeline
Assessment	64	2	8	0
Assistive Technology & Electronics	10	1	7	4
Career Education & Transition	0	1	0	0
Comm. Modes & Literature Education	44	2	19	9
Daily Living & Social Interaction	16	4	10	3
Early Childhood	17	4	8	2
InSights	0	0	1	0
Math	22	2	12	2
O&M/Concept Development	9	5	0	0
Physical Education	5	0	5	0
Recreation & Leisure	4	1	3	0
Social Studies & Geography	8	2	8	0
Science	8	1	0	0
Visual Efficiency & Low Vision	6	0	3	0
Total	213	25	84	20

In the 2007 Annual Research Report, you will find information from Deborah Willis, Director of Accessible Tests, 11 project leaders, the Technical Research Manager, the Model Maker, and the Assistant Director of Research on more than 100 individual projects, which represent major work in the above 14 categories.

This report also provides the names and positions of other key members of our Research Department team and our Accessible Tests team. These individuals provide vital support in the R&D of projects. Please be sure to review closely the names of the individuals and agencies/schools who have contributed to our work. Without them, we would be unable to produce products that meet the needs of our customers.

Although the APH Team takes pride in the fact that the 84 new product catalogue items surpassed totals for FY 2006, and set a new APH benchmark record, we are especially proud of the number of complex products that were completed and made available for sale. We will always focus on quality products to meet the need and will not just "chase numbers."

A recent article by Pomerantz, Moorman, and Litwack in the Review of Educational Research posits that more parental involvement in a child's academic life is not always better. It suggests that the quality of the involvement is most important. Applying this concept at APH, we remind ourselves that the quantity of products we produce is not as important as their quality.

Sincerely,

Ralph E. Bartley, Ph.D.
Director of Research

Pomerantz, E.M., Moorman, E.A., & Litwack, S.D. (2007). The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research, 77, 373-410.

Advisory Committees

APH especially wishes to acknowledge the superb leadership and guidance from the Ex Officio Trustees serving as members of the Educational Services Advisory and Educational Products Advisory Committees. FY 2007 committee members were:

Educational Products Advisory Committee:

Alternate

Educational Services Advisory Committee:

Alternate

Department of Research Staff

Educational Research

Technical Research Division

Accessible Tests Department Staff

Agencies Participating in Research

In addition to the agencies named here, appreciation is also extended to the many other agencies that cooperated with APH's research efforts by permitting members of their staffs to serve as consultants, reviewers, or respondents to requests for information.

Alliance Public Schools, Alliance, NE
Blind Babies Foundation, San Francisco, CA
Boulder Valley School District, CO
Camp Abilities, Anchorage, AK
Camp Abilities, Brockport, NY
Camp Abilities, Tucson, AZ
Cerebral Palsy Kid Center, Louisville, KY
Colorado School for the Deaf and the Blind, Colorado Springs, CO
Cypress Fairbanks ISD, Houston, TX
Denison ISD, Denison, TX
Edison Elementary, Santa Anna, CA
Edison Elementary, Tonawanda, NY
Gilmore County Fire Services, Ellijay, GA
Gwinnett County Schools, Parkview High School, Lilburn, GA
HAC SSA, Borger, TX
Home of the Innocents, Louisville, KY
Irving School, West Allis, WI
ISDB Region Three Outreach Office, Middleton, ID
Jessamine Early Learning Village, Wilmore, KY
Kent County ISD, Grand Rapids Public Schools, Grand Rapids, MI
Kentucky School for the Blind, Louisville, KY
Lions World Services for the Blind, Little Rock, AR
Minnesota State Academy for the Blind, Faribault, MN
Mississippi School for the Blind, Jackson, MS
Montgomery County Public Schools, Silver Spring, MD
Munfordville Elementary School, Munfordville, KY
New Mexico School for the Blind and Visually Impaired, Alamogordo, NM
North Dakota Vision Services/School for the Blind, Grand Forks, ND
Orange County Schools, Hillsborough, NC
Peifer Elementary School, Schererville, IN
Pittsburgh Public Schools, Pittsburgh, PA
Round Rock ISD, Round Rock, TX
South Australian School for the Vision Impaired, South Australia, Australia
St. Louis School, Tyler, TX
St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA
St. Tammany Parish Public Schools, Covington, LA
State University of New York (SUNY) Brockport, NY
Tennessee School for the Blind, Nashville, TN
Texas School for the Blind and Visually Impaired, Austin, TX
Utah Schools for the Deaf and Blind, Ogden, UT
Washington State School for the Blind, Vancouver, WA
Western Pennsylvania School for Blind Children, Pittsburgh, PA
Willamette ESD, Salem, OR
Woodland Elementary, Eagan, MN

Consultants

In addition to the consultants formally acknowledged in this section, appreciation is extended to the many individuals who have willingly given of their time and expertise in cooperating with the various research and development projects underway by responding to questionnaires, by answering less formal queries for information, and by working with research staff in countless ways such as: (a) identifying particularly talented teachers and other professionals to serve on committees and/or as expert reviewers; (b) recommending programs, teachers, and students to participate in field tests; and (c) facilitating field evaluation efforts. Only through the splendid and continuing support of professionals working in the field and the people they serve is APH able to maintain an effective research and development program.

Abner, Gerald, Itinerant/Assistive Technology Specialist, Jessamine Early Learning Village, Wilmore, KY [IntelliTactiles: Pre-Braille Concepts: Classroom Suite Edition]

Azer, Samir, Science Teacher for the Visually Impaired, Louisville, KY [Azer's Interactive Periodic Table Study Set]

Bailey, Ian, O.D., Optometrist, San Francisco, CA, [Optimizing Reading of Text]

Bender, Dianne, M.A., Retired Teacher of the Visually Impaired, Nebraska Center for the Education of Children Who Are Blind or Visually Impaired, Nebraska City, NE, [Functional Assessment]

Boley, Cheryl, M.Ed., Administrator of Braille Production Program, Ohio State School for the Blind, Columbus, OH [Patterns Revision]

Bonenberger, Shannon, M.Ed., Teacher of the Visually Impaired/Certified Orientation and Mobility Specialist, Ohio School for the Blind Outreach Department, Columbus, OH [Patterns Revision]

Buckley, Wendy, M.Ed., Teacher of the Visually Impaired, Boston, MA [Light Box Computer Activities to Support Language and Literacy]

Buhler, Kristen, M.S. in Education and M.M. in Choral Conducting, Teacher of Blind and Visually Impaired, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Burnett, Rebecca, Ed.D., Itinerant Teacher, Nashville Public Schools, Nashville, TN [ToAD: Tools for Assessment and Development of Visual Skills; FVLMA: Functional Vision, Learning Media Assessment]

Chen, Deborah, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA [Developmental Guidelines for Infants with Visual Impairments]

Coomes, Adam, B.S., Cartographer, Louisville, KY [Address: Earth, Sections II and III]

Curtin, Tim, M.S., Inventor, Lafayette, IN [Maxim Eyes Video Magnifier]

Devine, Kevin, B.S., Cartographer, Louisville, KY [Address: Earth, Sections II and III]

Dilworth, Kate, M.S., Special Education, Teacher of the Visually Impaired/Certified O&M Specialist, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Dornbusch, Helen, O.D., Optometrist, San Francisco, CA [Optimizing Reading of Text]

Douglass, Sue, M.Ed., Teacher of the Visually Impaired, Castro Valley, CA [Jumbo Work & Play Tray]

Ethridge, Edith, M.A. Ed., CLVT, Low Vision Specialist, Kentucky School for the Blind, Retired, Louisville, KY [Personal Vision Portfolio]

Finley, Robin, M.Ed., Reading Specialist, Ohio State School for the Visually Impaired, Columbus, OH [Patterns Revision]

George, Sr. Elaine, Materials Assistant, St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA [Sense of Science: Astronomy]

Goshe, Lisa, M.A. in Special Education, Teacher of the Visually Impaired, Columbus City Schools, Columbus, OH [Patterns Revision]

Hagood, Linda, M.A., CCC-SLP, Speech and Language Pathologist, Austin, TX [SAM: Symbols and Meaning]

Hall-Lueck, Amanda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA [Best Intervention Techniques; and Developmental Guidelines for Infants with Visual Impairments]

Harrell, Lois, B.S., Pediatric Vision Consultant, Placerville, CA [Moving Ahead Tactile Graphic Storybooks]

Hartmann, Liz, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA [Developmental Guidelines for Infants with Visual Impairments]

Hassman, Dotta, M.L.S., IMC Coordinator, Iowa Braille School, Retired, Vinton, Iowa, [Early Braille Trade Books]

Heinze, Toni, Ph.D., Associate Professor, Northern Illinois University, DePauw, IL [Best Intervention Techniques]

Holbrook, Cay, Ph.D., Associate Professor, Deputy Head, Educational and Counseling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada [Early Braille Trade Books, Patterns Revision]

Ingber, Janet, M.A., Music Therapist and Author, New York, NY [Parenting Book]

Kekelis, Linda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA [Developmental Guidelines for Infants with Visual Impairments]

Kendrick, Deborah, M.A., Author and Journalist, Cincinnati OH [Parenting Book]

Koniak, Lane, M.A., Retired Teacher of the Visually Impaired, Portland, OR [Address: Earth]

Krause, Kathy, M.Ed., Retired Teacher of the Visually Impaired, Tucson, AZ [Address: Earth]

Lieberman, Lauren, Ph.D., SUNY Brockport, NY [Jump Rope Kit, PE Web Site, Walk/Run for Fitness Kit]

McCulloh, Karen, RN, B.S., Executive Director Disabilityworks, Chicagoland Chamber of Commerce, Morton Grove, IL [Nonverbal Behavioral Curriculum]

Mowerson, Lisa-Anne, M.S., B.A., Certified Vision Rehabilitation Therapist, Wallingford, Connecticut [Labeling Book and Kit]

Mumford, Robin, M.S., Inventor, Garden City, NJ [Vivid Vision Lamp]

Nelson, Catherine, Ph.D., Salt Lake City, UT [Manual for Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities: The van Dijk Approach to Assessment]

O'Connor, Kevin, M.P.S., M.A., B.A., Marriage and Family Therapist, Arlington Heights, IL [Parenting Book]

O'Donnell, Betsy, M.S., Certified Orientation and Mobility Specialist, Philadelphia, PA [Orientation and Mobility for Families]

Olson, Paul H., Certified Orientation and Mobility Specialist, North Dakota Vision Services/School for the Blind, Grand Forks, ND [Treks]

Perla, Fabiana, Ed.D, Certified Orientation and Mobility Specialist, Philadelphia, PA [Orientation and Mobility for Families]

Read, Izetta, B.A., Teacher of the Visually Impaired, Santa Barbara County Education Office, Santa Maria, California [Patterns Revision]

Rosen, Sandy, Ph.D., Coordinator, Programs in Orientation & Mobility, Guide Dog Mobility, San Francisco State University, San Francisco, CA [Step by Step]

Rosenblum, L. Penny, Ph.D., Adjunct Professor, University of Arizona, Tucson, AZ [Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive]

Sanford, LaRhea, Ed.D., Vision Coordinator Ph.D., Tennessee Dept. Education, Nashville, [ToAD: Tools for Assessment and Development of Visual Skills, and FVLMA: Functional Vision, Learning Media Assessment]

Schedlin, Haley, M.S. Ed., Camp Abilities, SUNY Brockport, Brockport, NY [Jump Rope Kit, Walk/Run for Fitness Kit]

Schimmelpfennig, Sue, M.A., Teacher of the Blind and Visually Impaired, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Scoggin, Deanna, M.A.T., M.S.S.W., Teacher of the Visually Impaired (Retired), Kentucky School for the Blind, Louisville, KY [Patterns Revision]

Smith, Derrick W., M.A. Ed., NCLVI Fellow/Doctoral Candidate, Texas Tech University, Lubbock, TX [MathBuilders: Unit 6, Unit 7, & Unit 8]

Smith, Matthew, B.S., Cartographer, Louisville, KY [Address: Earth, Sections I and II]

Smith, Mildred (Millie) J., M. Ed., Retired Teacher of the Visually Impaired, Consultant, Farmersville, TX [SAM: Symbols and Meaning; Variable Beam Flashlight Kit; TADPOLE]

Stratton, Josephine, Ed.D., Norwich, NY [Revision of the On the Way to Literacy Handbook; Moving Ahead Tactile Graphic Storybooks]

Strickling, Chris Anne, Ph.D., Private Consultant, Occupational Therapy, Director of the Actual Lives Performance Project, Austin, Texas [SAM: Symbols and Meaning]

Truan, Mila, Ed.D., Reading Specialist, Tennessee School for the Blind, Nashville, TN [Moving Ahead Tactile Graphic Storybooks]

Ward, Marjorie E., Ph.D., Associate Professor, Emeritus, Ohio State University, Columbus, OH [Patterns Revision]

Wingell, Robin, B.S. Ed, Teacher of the Visually Impaired, Santa Barbara County Education Office, Santa Maria, CA [Patterns Revision]

Field Evaluators

Azer's Interactive Periodic Table Study Set

Baldwin, Paul, Science Instructor, Washington State School for the Blind, Vancouver, WA

Bergman, Peggy, Teacher of the Visually Impaired, Gwinnett County Schools, Parkview High School, Lilburn, GA

Davis, John, Science Teacher, Minnesota State Academy for the Blind, Faribault, MN

Devine, Joanne, Vision Support Teacher, Pittsburgh Public Schools, Pittsburgh, PA

Hoover, Carol, Teacher of the Visually Impaired, Round Rock ISD, Round Rock, TX

Killebrew, Jeff, Science Teacher, New Mexico School for the Blind and Visually Impaired, Alamogordo, NM

Kuhn, Rebecca, Teacher of the Visually Impaired, Tennessee School for the Blind, Nashville, TN

McCoy, Jonathan, Chemistry Teacher, Gwinnett County Schools, Parkview High School, Lilburn, GA

Megarry, Jan, Teacher of the Visually Impaired, Colorado School for the Deaf and the Blind, Colorado Springs, CO

Braillable/Thermoformable Vinyl

Ahrensbach, Lisa, LOC Certified Braille Transcriber, Utah Schools for the Deaf and the Blind, Ogden, UT

Brown, Phillip, Chaplain, Gilmore County Fire Services, Ellijay, GA

Dardis, Anne, St. Tammany Parish Public Schools, Covington, LA

Hoover, Penny, Vision Teacher, Alliance Public Schools, Alliance, NE

Jones, Skye, School Services Officer/Braille Transcriber, South Australian School for the Vision Impaired, South Australia, Australia

Klein, Judy, Teacher of the Visually Impaired, Montgomery County Public Schools, Silver Spring, MD

Lien, Candy, Braille Teacher and Consultant, North Dakota Vision Services/School for the Blind, Grand Forks, ND

Matyczyn, Jean, VI Media Coordinator, Kent County ISD, Grand Rapids Public Schools, Grand Rapids, MI

Nelson, Kathy, Teacher of the Visually Impaired, Western Pennsylvania School for Blind Children, Pittsburgh, PA

Nousanen, Diane, LRC Director, Texas School for the Blind and Visually Impaired, Austin, TX

Parker, Marie, Braille Transcriber, Utah Schools for the Deaf and Blind, Ogden, UT

Robinson, Stacey, Braille Reader, Eagleville, TN

Shepard, Christy, Teacher of the Visually Impaired, Cypress Fairbanks ISD, Houston, TX

Sjogren, Mary, Teacher of the Visually Impaired, Orange County Schools, Hillsborough, NC

Stauffer, Mary, Vision Teacher, Western Pennsylvania School for Blind Children, Pittsburgh, PA

Swatosh, Joshua M., Braille Reader, Wausau, WI

Thomas, Catherine, Braille Transcriber, Brooklyn, NY

Ware, Charlene, Coordinator of Rehabilitation Teaching, Lions World Services for the Blind, Little Rock, AR

Whiteside, Marcy, Independent Consultant/Retired, Delta Junction, AK

Jumbo Work & Play Tray

Basilo, Elizabeth, Teacher of the Visually Impaired, Blind Babies Foundation, San Ramon, CA

Douglass, Sue, M.Ed., Teacher of the Visually Impaired, Blind Babies Foundation, Albany, CA

Harper, Brenda, Teacher of the Visually Impaired, St. Louis School, Tyler, TX

Markert, Tammy, Occupational Therapist, Cerebral Palsy Kid Center, Louisville, KY

Peyton, Lara, Occupational Therapist, Home of the Innocents, Louisville, KY

Jump Rope Kit

15 Campers, Camp Abilities, Tucson, AZ

Haley Schedlin, AZ Camp Abilities Track and Field Specialist, SUNY Brockport, NY

45 Campers, Camp Abilities, Brockport, NY

Cate Swartz, NY Camp Abilities Staff, Brockport, NY

11 Campers, Camp Abilities, Anchorage, AK

Connie Gajkowski, AK Camp Abilities Counselor, SUNY Brockport, NY

Lots of Dots: Coloring the Garden

Albright, Rita, Teacher of the Visually Impaired, Boulder Valley School District, Boulder, CO

Family 1, Auburn, NY

Family 2, Crowley, TX

Family 3, Redwood City, CA

Family 4, Chicago, IL

Husman, Cheryl, Teacher of the Visually Impaired, ISDB Region Three Outreach Office, Middleton, ID

Maida, Beverly, Teacher of the Visually Impaired, Rochester City School District, NY

Underwood, Melinda, Teacher of the Visually Impaired, VABVI, Brattleboro, VT

MathBuilders Unit 6: Geometry

Boggs, Eldre, Resource Teacher for the Visually Impaired, Anne Arundel County Public Schools, Annapolis, MD

Cooper, Nicole, Teacher of the Visually Impaired, McDonald County R-1, Anderson, MO

Glenn, John, Teacher of the Visually Impaired, Bellingham Public Schools, Bellingham, WA

May, Christine, Teacher of the Visually Impaired, Cypress-Fairbanks Independent School District, Houston, TX

Stevenson, Rose, Teacher of the Visually Impaired, Pasadena Independent School District, Pasadena, TX

Tudor, Joyce, District Vision Specialist, Certified Orientation and Mobility Specialist, Marion School District, Marion, AR

Wright, Laurie, Teacher of the Visually Impaired, St. Lawrence-Lewis Board of Cooperative Education Services, Canton, NY

Zajac, Rebecca, Teacher of the Visually Impaired, Flint Community School District, Flint, MI

MiniBook

Brannan, Buddy, Self-employed, Erie, PA

Chavez, Olivia, Project Manager, Services for Visually Impaired, Education Service Center - Region 19, El Paso, TX

Chuha, Louise, Rehabilitation Teacher, Blind and Rehabilitation Services of Pittsburgh, Braddock, PA

Cohen, Peter H., Resource Room Teacher, Sensorially Disabled Program, Sullivan Correctional Facility New York State Department of Corrections, Ellenville, NY

Courcelles, Martin, Braille Proof Reader, Canadian National Institute for the Blind, Toronto, Ontario, Canada

Dixon, Judy, Consumer Relations Officer, National Library Service for the Blind and Physically Handicapped, Library of Congress, Arlington, VA

Eccles, Jim, Residential Life Counselor, Washington State School for the Blind, Vancouver, WA

Emmons, Betty, Homemaker, Anthony, KS

Giesbrecht, Kerri, Student and Homemaker, British Columbia, Canada

Hoerber, Robin F., Homemaker, Braille Tutor, Volunteer, Midlothian, VA

Jackson, Dezman, Student, Mobile, AL

Larson, Ann, Homemaker, Muskogee, OK

Lieberg, Marlaina, Self-employed, Burien, WA

Lien, Candy, Braille Teacher and Consultant, North Dakota Vision Services/School for the Blind, Fargo, ND

Morrow, Kimberly, Media Relations Specialist, Unity, Overland Park, KS

Neal, Olga, Domestic Engineer, Grand Forks, ND

O'Brien, Sherill, Homemaker, Tampa, FL

Piscitello, Charlie, Counselor and Student Advisor, Genesee Community College, Batavia, NY

Porter, Anna, Retired Rehabilitation Teacher, Homemaker, Lancaster, PA

Sorter, Judi, Communications Consultant, Washington State School for the Blind, Vancouver, WA

Thompson, Corietta, Silver Springs, MD

Turner, Richard, Braille and Technology Instructor, Oregon Commission for the Blind, Portland, OR

Walsh, Kate, Receptionist, AAA Mid-Atlantic, Springfield, PA

Ward, Jean, Rehabilitation Instructor for the Blind, Tennessee Rehabilitation Center, Vision Impairment Services, Smyrna, TN

Wiglesworth, Keith, Debt Eliminator, Freedom Financial Group, Rockingham, NC

Witucki, Kristen, Member Services Representative, Recording for the Blind and Dyslexic, Princeton, NJ

TurboPhonics

Aranguren, Maria, Teacher of the Visually Impaired, Centereach, NY

Brush, Amy, Teacher of the Visually Impaired, CABOCES, Olean, NY

Chamberlain, Mary Noel, Teacher of the Visually Impaired, Des Moines, IA

Elmore, Mary, Teacher of the Visually Impaired, Wilkes County Schools, North Wilkesboro, NC

Foesterling, Sandra, Teacher of the Visually Impaired, Cleveland Elementary School, Hamilton, OH

Galluch, Karen, Teacher of the Visually Impaired, Buffalo, NY

Halton-Bailey, Barbara, Teacher of the Visually Impaired, Charlotte, NC

Kraft, Aura, Teacher of the Visually Impaired, Huntington Station, NY

Lewis, Barbara, Teacher of the Visually Impaired, North Carolina

Maguire, Cristina, Teacher of the Visually Impaired, Wyckoff, NJ

Pastwa, Janet, Teacher of the Visually Impaired, Tampa Bay, FL

Pierce, Carol, Teacher of the Visually Impaired, Haverhill, MA

Simmons, Jennifer, Teacher of the Visually Impaired, Central Davie Education Center, Mocksville, NC

Stern, Diane, Teacher of the Visually Impaired, Henry Viscardi School, Albertson, NY

Young, Tonya, Teacher of the Visually Impaired, Canton, NY

Zink, Karen, Erie 1 BOCES, West Seneca, NY

Word PlayHouse

Consagra, Kim, Teacher of the Visually Impaired, Greece Central School District, Rochester, NY

Durant, Pamela, Teacher of the Visually Impaired, Vermont Association for the Blind, Burlington, VT

Garrett, Michelle, Teacher of the Visually Impaired and Certified Orientation and Mobility Specialist, Crowley Independent School District, Crowley, TX

Harper, Doris, Teacher of the Visually Impaired, Monroe -2 Board of Cooperative Education Services (BOCES), Rochester, NY

Herder, Jane, Teacher of the Visually Impaired, St. Louis Public Schools, St. Louis, MO

Keale, Donna, Outreach Coordinator for the Blind, Colorado School for the Deaf and Blind, Colorado Springs, CO

Lumpkin, Cindy, Teacher of the Visually Impaired, Oklahoma School for the Blind, Muskogee, OK

Petersen, Merrilee, Teacher of the Visually Impaired, Davis School District, Bountiful, UT

Ross, Linda K., Teacher of the Visually Impaired, Newport News Public Schools, Newport News, VA

Sigel, Jamie, Teacher of the Visually Impaired, Tussey Mountain School District, Defiance, PA

Spears, Laura, Teacher of the Visually Impaired, Frederick County Public Schools, Winchester, VA

Strand, Brooke, Teacher of the Visually Impaired, Washington State School for the Blind, Vancouver, WA

Woods, Sharon, Teacher of the Visually Impaired and Certified Orientation and Mobility Specialist, Montana School for the Deaf and Blind, Lodge Grass, MT

Accessible Tests
Department
Activities

Deborah H. Willis
Director

Accessible Tests Department

[Formerly Test Central]

(Continuing)

Purpose

The goal of APH's Accessible Tests Department is to provide tests, practice tests, test administration manuals, and other test-related materials in high-quality accessible media in a timely manner, to promote the inclusion of blind and visually impaired individuals during test development, and to enhance the test performance of blind and visually impaired individuals through research, education, and communication.

Background

During a brainstorming session concerning important projects to pursue, an initiative to develop a central location dedicated to developing standardized guidelines, processes and procedures related to test adaptation and production of tests in alternative media was proposed. This initiative was presented to the U.S. Department of Education (DOE). In February 2001, APH received confirmation from the U.S. DOE that Test Central was awarded some startup funding for FY 2001. At a meeting with APH's Advisory Committees, members of the two committees commended APH for conceptualizing Test Central, recognized the leadership role APH could play with regard to tests and assessments, and strongly encouraged continued efforts in this area.

An in-house Core Team was formed, and Test Central's five tracks were identified:

1. Education and relationship building;
2. Test adaptation;
3. Adaptation and development of test-related tools and materials;
4. Identification and development of new tests; and
5. Research into test-related issues.

A Test Central Council (TCC) was formed and met at APH in March 2002 and February 2003. Recommendations that resulted from these two meetings included the following:

• Develop, use, and share standard guidelines for adapting tests into braille, tactile graphic, large print, recorded, and electronic formats
• Develop, use, and share concepts of universal design
• Address, convey, and facilitate best practices and appropriate accommodations when testing or assessing blind and visually impaired individuals
• Foster professional development in the test and assessment area
• Conduct research on various "key" aspects of testing and the test-taking environment
• Conduct research on tactile graphics, large print, and universal design issues related to tests and assessments
• Determine the best way to present different graphics in accessible media
• Recommend language and points for states to consider in establishing test contracts
• Develop and maintain an adapted test item data bank
• Utilize standard symbols determined by BANA for tactile graphics in tests
• Determine best way for blind and visually impaired students to accomplish performance items
• Promote availability of practice materials in accessible media
• Promote the need for blind and visually impaired students to be included in the pilot test phase of test development

Two test editor positions were approved and two of the Research Assistants in the Department of Educational and Technical Research accepted these permanent, full-time positions. During the last quarter of FY 2002, APH decided that Test Central would become an APH department under the general direction of the Vice-President of Products and Services, Bob Brasher. Test Central began taking on some pilot projects to edit tests and test prep materials for presentation in braille, with accompanying tactile graphics. Test Central activities soon included drafting position papers to address test-related issues and areas of concern.

Department staff created a sample test to demonstrate the need to edit test items originally designed for regular print presentation and issues and concerns regarding making test items truly accessible when presented in alternate media. Released test items were used with permission from Illinois and Ohio Departments of Education. The three testing media (large print, braille, audio) were coordinated to enable a multi-media presentation of the test items. These sample test items could then be used as a useful training tool for workshops, presentations, and to relay and explain issues to test editors and transcribers, test developers and publishers, other school and state assessment personnel, test takers, their families and caregivers.

In January 2003, the Research Department's Test and Assessment Project Leader, Barbara Henderson, joined Test Central in order to unify effort, maximize service to the field, and increase consistency in test editing and presentation. At this time, work to identify and address high priority test needs that result in catalog items, as well as reviewing and editing select tests to be produced on a contract basis, were redirected to flow through Test Central. Accessible Tests staff worked with APH's website coordinator to develop Test Central's Web page content and construct a direct link from APH's main page to Test Central's page.

In spring 2003, the department was named Accessible Tests Department. APH was visited and the company reviewed by Educational Testing Service (ETS) security staff; APH was certified as a "test safe" vendor. During FY 2003, over 100 tests were reviewed and edited; Notes for Test Transcribers and Test Administration Notes were prepared by Accessible Test Editors Kris Scott and Monica Coffey for presentation of tests in braille with tactile graphics.

The Accessible Tests Department's original charge was expanded as a result of recommendations received by Council members during their meeting in February 2003 and APH's two Advisory Committees that met in spring 2003. In order to begin addressing the expanded charge of the Accessible Tests Department to provide practice test and test prep materials in accessible media, a short online survey was posted on the APH Web site. The Let's Get Ready for Testing survey asked trustees and vision teachers which practice materials and test prep materials they are currently using and what materials are needed. Results showed overwhelmingly that this was a very high priority need and that each state used different materials. Generic test preparation materials were selected for adaptation into braille and large print.

Consultation work by Accessible Tests staff included advising both Measured Progress, a test publisher, and the Michigan State Department of Education, on development of accessible versions of their alternate assessments. Additionally, staff reviewed large print tests for accessibility at the request of a major test publisher and acted as advisors on several state assessment projects. Members of Accessible Tests Department were consulted by the Arkansas State Department of Education on preparation of their request for proposal for their state assessments.

In FY 2004, Accessible Tests staff worked with APH's Communications Group to design and make available the Accessible Tests Services brochure. This brochure can be viewed and downloaded at: http://www.aph.org/tests/services.html In addition, Making Tests Accessible for Students Who Are Blind or Visually Impaired, which is the second document in the TEST ACCESS series, was finalized and printed just in time for unveiling at the Accessible Tests Workshop held at APH in September 2004 and at the 2004 APH Annual Meeting. TEST ACCESS: Making Tests Accessible for Students Who Are Blind or Visually Impaired, Second Edition, can be viewed and downloaded at: http://www.aph.org/tests/access2/index.html

In April 2004 the Accessible Tests Department was fortunate to gain Dena Garrett's valuable braille expertise on a part-time basis. Dena, an Accessible Media Editor in APH's Accessible Textbooks Department, is a 35-year veteran braille transcriber who had brailled state, local, and commercial tests for over 10 years. Dena also serves on the Braille Authority of North America (BANA) Formats Committee.

Key endeavors in FY 2005 included promoting education of issues regarding making test items truly accessible, contributing to universal design elements, networking and building important relationships, reviewing and editing tests, promoting research, participating in collaborative efforts, serving on relevant committees, and continuing professional development of Accessible Tests staff in order to be more informed and knowledgeable when working on alternate assessments.

Several presentations were provided early in FY 2005. Accessible Tests Department staff presented two poster sessions at the 2004 APH Annual Meeting: Accessible Tests Department Products and Services and a Case Study in Adapting Tests for Visually Impaired Individuals: The Woodcock-Johnson III Tests of Achievement in Braille and Large Print. A special meeting with Dean Stenehjem, Superintendent of the School for the Blind in Vancouver, Washington, and Gary Snyder, Washington State Vision Consultant, Washington Sensory Disabilities Services, was held with Deborah (Debbie) Willis and Barbara Henderson during Annual Meeting. Questions and issues relevant to testing visually impaired students in Washington State were discussed.

At the request of Chairperson Jean Martin, Barbara and Debbie joined the state vision consultants' related meeting held during the 2004 Annual Meeting. Information on what states are doing to include visually impaired students in state assessments and specific considerations for making tests accessible were presented and discussed. Mary Ann Siller, Director of the National Education Program with AFB, disseminated copies of the 2004 Jo Taylor Leadership Institute (JTLI) Education Summary. Participants were interested in the Summary's article on Work Group Report: High-Stakes Assessments and Alternate Assessments. Next steps included a phone conference with AFB, APH, and TSBVI staff to determine key test-related issues that need to be addressed.

While three Accessible Tests Workshops were envisioned for FY 2005, resources which enabled a fourth workshop were available and utilized. The first was a special one-day event sponsored by Educational Testing Service (ETS) in Princeton, New Jersey, on November 9, 2004. ETS staff learned general information about challenges in assessing persons who are blind or visually impaired. Carol Allman and Barbara Henderson facilitated this session. The second workshop was coordinated with CTEVH in San Francisco, California, on March 3, 2005. The one-day workshop targeted Department of Education staff, teachers, test developers, and publishers. A third was held at Harcourt for their assessment staff in San Antonio, Texas. Finally, a fourth workshop was presented as a pre-conference session in conjunction with the CCSSO Large Scale Assessment Conference in San Antonio, Texas, on June 18, 2005. This event was of particular interest to test publishers and department of education personnel and assessment staff planning to attend the CCSSO conference.

Members of Accessible Tests participated on Item Bias Review Committees at the requests of WestEd and CTB McGraw-Hill in order to assist and collaborate with them to create unbiased, accessible test items on state assessments under development. The main factors considered were bias and sensitivity. Potential test items were rejected based on three primary elements. These were "opportunity and access," "portrayal of groups represented," and "protecting privacy and avoiding offensive content." Through the process of bias and sensitivity reviews, test validity is enhanced, fairness of test items for all students is increased, and educational initiatives are supported. It is essential that professionals in visual impairment participate on such committees during the development phase of high-stakes tests.

The National Center for Accessible Media (NCAM) was awarded a National Science Foundation (NSF) three-year grant to develop "best practices" for audio description of higher level science and mathematics material. Beginning in FY 2005, Accessible Tests staff and APH studio staff served as "advisors" alongside staff from American Foundation for the Blind (AFB) and Recordings for the Blind and Dyslexic (RFB&D) in this collaborative research effort. The National Center on Educational Outcomes (NCEO) also secured additional funding for their study called An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities. Accessible Tests staff collaborated on phase two of this study.

A wide variety of state assessments and commercially available tests were edited and produced in accessible media on a contract basis during FY 2005. These included approximately 265 unique state assessments provided in some combination of braille, tactile graphics, enlarged print, and audio formats. Accompanying test administration notes were provided in accessible media when specified in the contract. One state contacted the Accessible Tests Department for assistance in putting their released items into braille and audio formats. These test items were used as practice tests prior to the spring and fall 2005 testing seasons. Materials such as braille paper, rulers, bold line writing paper, and protractors were included with tests as per specific contractual agreements. State assessments were for grades three through high school and covered some or all of the following areas: math, language arts, reading, science, and social studies. All of the requested copies were delivered on time to the states in need of them.

Barbara Henderson worked with Consultant Lynne Jaffe, a learning disabilities specialist, to create a presentation on Woodcock-Johnson III Tests of Achievement in Braille. Jaffe provided this presentation at the Arizona Association for the Education and Rehabilitation of the Blind and Visually Impaired Conference held in Prescott in October 2004. Carol Allman presented Accommodations to Help Maximize Test Performance of Students with Visual Impairments at the National Family Conference in August 2005. The audience included parents, students, educators, and psychologists.

The spring 2005 edition of EnVision was dedicated to assessment of students with visual impairments. Accessible Tests staff, Carol Allman and Barbara Henderson, contributed featured articles to this edition of Lighthouse International's EnVision, an online publication for parents and educators of children with impaired vision. In addition, Jane Erin of the University of Arizona contributed an article on research in collaboration with APH on the effects of media on test performance. The spring edition is available at: http://www.lighthouse.org

To build assessment initiatives for schools, AFB, APH, and Texas School for the Blind and Visually Impaired (TSBVI) collaborated to create three articles with checklists. These were developed in response to the top assessment priorities identified during the 2004 JTLI. They are: Model Accommodations and Procedures: A Guide for Parents; Guidelines to Support the Contract Development Process between Test Publishers and States; and Checklist for Administration of Tests to Students with Visual Impairments. The checklists provide concrete steps that can be readily used in programs to build accountability through assessments. These documents were used as the basis for presentations to

attendees at the 2005 JTLI. Final articles with checklists can be viewed and downloaded from the AFB Web site at: http://www.afb.org/Section.asp?SectionID=58&TopicID=264

A collaborative research study between Comprehensive Adult Student Assessment System (CASAS), AFB, and APH got underway in FY 2005. CASAS is an organization devoted to assessment of the adult basic skills required for success in the workplace and in life. CASAS research-based testing instruments are widely used and have been approved and validated by the US Department of Education and the United States Department of Labor. As of August 2005, CASAS has provided assessments only in audio format. Accessible Tests staff worked with CASAS and AFB to develop a braille edition of a CASAS reading assessment. This first examination to be made available in braille format will be field tested in FY 2006. Virginia Posey "Ginny," Senior Research Associate with CASAS is directing this collaborative effort as well as conducting the study.

Barbara Henderson and Debbie Willis spoke to various university students including University of Louisville students in the visual impairment teacher certification program about the work and goals of APH's Accessible Tests Department, test-related services available, and resources for acquiring accessible tests, materials, and information. Monica Coffey provided a poster session during CEC that introduced the Accessible Tests Department and test-related services available from APH. In August 2005, Monica met with Pearson staff in Iowa City, Iowa, to provide a presentation on Testing Students with Visual Impairments. Members of Pearson's assessment staff were able to get many of their questions answers to help ensure future test items are accessible to students who are visually impaired.

For professional development, Accessible Tests staff continued to participate in meetings, workshops, and conferences, and to take classes on the education and assessment of students with visual impairments. Members of Accessible Tests attended the CCSSO Conference on Large Scale Assessment and a pre-conference workshop in connection with CCSSO on developing alternate assessments for students who are unable to take regular state assessments, with or without appropriate accommodations; Meeting of the Minds (MoM) III sessions with university personnel held at APH; sessions during the National Family Conference hosted in Louisville, Kentucky; and the 2005 Council for Exceptional Children (CEC) Conference in Baltimore, Maryland. Sessions attended at CEC included a pre-conference workshop on the changes to the Individuals with Disabilities Education Act. Test Editor, Monica Coffey, attended the National Braille Association Conference held in Memphis, Tennessee. This conference offered opportunities to learn about computer-assisted transcription, transcriber's notes, tactile graphics, and Braille Authority of North American (BANA) guidelines.

Accessible Tests staff participated in a teleconference on Accessible Textbooks in Schools: A State and National Progress Report. The teleconference focused on current state and national initiatives to improve access to instructional materials for students with print disabilities. Skip Stahl with the National Center for Accessing the General Curriculum at the center for Applied Special Technology (CAST) addressed the landmark endorsement of the National Instructional Materials Accessibility Standard (NIMAS) by the US DOE. This voluntary standard will guide the production and electronic distribution of digital instructional materials such as textbooks so they can be more easily converted to accessible formats such as braille and text-to-speech.

More test publishers started providing test items in color. Test publishers, test administrators, and educators asked questions and sought expertise regarding access to these items by low vision and/or colorblind individuals. Accessible Tests staff attended a training session offered by Elaine Kitchel, Low Vision Project Leader in the Research Department, on editing test items presented in color for individuals with color blindness.

Test and Assessment Project Leader Barbara Henderson attended the first annual Universal Design for Learning (UDL) Summer Institute sponsored by the Kentucky Department of Education (KDE). The main guest speaker was David Rose of CAST, Inc. and Harvard University. David, who is co-author of Teaching Every Child in the Digital Age, spoke on the topic of The Future of UDL in Education. Six model UDL schools reported on how they used grant-funded activities to integrate UDL into their school's curricula and testing.

In FY 2006, the goal of the Accessible Tests Department as it relates to the APH mission continued to be addressed. Phil Hatlen, Ph.D., and Debbie Willis joined forces as co-chairs of Goal 8 (Expanded Core Curriculum) to address this National Agenda goal. Debbie also continued to serve as chair of Goal 6 (Assessment). To further the education of test developers, publishers, and assessment personnel, as well as our own education and professional development, members of Accessible Tests continued to provide presentations and workshops, participate in various collaborative efforts and meetings, serve as focus group, task force, and committee members, and attend relevant classes, workshops, and events. Additional handouts, documents, and surveys were authored and disseminated. More information, resources, and related links were added to the Accessible Tests Web page, and discussion regarding development of some "Test" webcasts and APH's first Test and Assessment catalog got underway.

At APH's FY 2006 Annual Meeting, poster sessions, concurrent sessions, and a general session presentation were provided on test and assessment topics, and related issues such as the expanded core curriculum. Related meetings such as the AFB Solutions Forum and National Agenda Committee Meeting were attended. Immediately following Annual Meeting, Carol Allman provided an "On the Road" workshop at the New York AER and an in-service to the New York Department of Education and state assessment staff on testing students who are blind or visually impaired. Surveys and networking with the field and with our customers continued as a means to determine customer satisfaction and specific needs for products, services, and information. Test-related contract work to review and edit state assessment and alternate assessment items, and prepare test notes for administering the alternate media editions, was accomplished throughout the fiscal year.

Early in FY 2006, staff from Accessible Textbooks Initiative & Collaboration (ATIC) and the Accessible Tests Department moved into a newly renovated area of APH. Discussions on effectively working together to provide instructional and test materials in high quality, accessible media in a timely manner ensued. Some ATIC staff was shared on a part-time basis with Accessible Tests and provided project support. Guidelines and ways of providing more consistent presentation of instruction and test materials were explored. Dena Garrett, Accessible Media Editor for ATIC, provided copies of test guidelines developed through Accessible Tests to each member of BANA's committee that is reworking Braille Formats: Principles of Print to Braille Transcription 1997. Since transcribers across the country adhere to BANA guidelines, Garrett and Accessible Tests staff will work with BANA committee members to adopt test guidelines so that future test materials will be formatted and transcribed in a more consistent manner.

In order to provide education, information, training, and resources on making test items accessible in various media for test-takers who are blind or visually impaired, Accessible Tests staff, along with Research Staff and a guest speaker from the National Alternate Assessment Center at the University of Kentucky, provided four major workshops during FY 2006; two at APH and two on-the-road in connection with other scheduled conferences. During these workshops, well over 100 professionals and students from across the country received training, information, and resources; some of these individuals returned to their school systems or companies and provided training to their colleagues. Numerous state department of education personnel from across the country participated in the FY 2006 workshops. Test publishers attending these workshops included representatives from ACT, Inc., Data Recognition Corporation, Educational Testing Service, Pearson Assessments, Measured Progress, and ThinkLink Learning. Some major agencies represented included Association of Test Publishers, ATECH Services, and Design Science, Inc.

The National Center for Leadership in Visual Impairment (NCLVI) is a collaborative agreement funded by the U.S. Department of Education, Office of Special Education Programs. NCLVI was created in order to increase the number of leaders in the field of blindness and visual impairment. Since assessment of students with visual impairments is a significant area of concern, the topic of discussion for NCLVI scholars during the month of November 2005 was statewide assessments presented in accessible formats to students who are blind or visually impaired. Carol Allman and Debbie Willis joined primary instructor Amanda Hall-Lueck as Leadership Discussants during this Assessment course.

Accessible Tests staff attended and/or presented at various conferences which included the Association of Test Publishers Conference, the Council of Chief State School Officers Conference on Large-Scale Assessment, the Second Invitational CASMA-ACT Conference, the Educational Testing Service and College Board sponsored conference on Accommodations for Students with Disabilities, Kentucky AER, Kentucky Valley Special Education Cooperative Institute, and the National Association for Adults with Special

Learning Needs. Presentations were also provided to groups of teachers and university students, such as Jefferson County Vision Teachers, and Vanderbilt and University of Louisville graduate students, who visited APH.

The Director of Accessible Tests served on the National Agenda Committee as chair of the assessment goal to help ensure assessment of students who are blind or visually impaired will be conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments. Phil Hatlen and Debbie Willis continued to co-chair the expanded core curriculum goal. Two surveys to determine a national picture of the current status of the expanded core curriculum were developed and disseminated in FY 2006; results of these surveys will be compiled and reported in FY 2007. Debbie was also appointed a member of the American Psychological Association's Task Force to improve access to standardized tests and test-related materials for graduate students, professionals, and parents who are blind or visually impaired. Accessible Tests is working on a contract basis with a graduate student in need of a braille edition of the Mini International Neuropsychiatric Interview (MINI) for class as well as professional use. Debbie is also serving on the Association of Test Publishers Education Division 2007 Conference Committee.

More information and features were added to the Accessible Tests Department Web page in the third quarter of FY 2006. Items added include How to Contact Test Publishers and Hot Links. Hot Links include a link to APH's Louis Database as well as the Accessible Media Producers (AMP) Database, and the National Agenda Web site. To add educational value, awareness of accommodations, and interest, a photo montage showing children taking tests using various accommodations and in various accessible media has been added to the main page. Finally, easier navigation and updated links are features of the new and improved page. Development of a Test and Assessment catalog was initiated and will be made available in the third quarter of FY 2007.

Accessible Tests staff continued a collaborative effort begun in 2005 with the National Center for Accessible Media (NCAM), AFB, and RFB&D staff to research most promising practices in narration of math and science content for Digital Talking Books and materials. Staff helped to identify Science, Technology, Engineering, and Math (STEM) professionals and students to participate in a survey which is currently underway in the second year of the project. Barbara Henderson participated in the National Association for Adults with Special Learning Needs (NAASLN) International Conference, November 13-15, 2006, in Denver, Colorado, as one of four presenters in a regular session on Accessible Tests for Adult Students. Finally, Barbara joined five other people for a special focus group session on the Current Status of Testing Accommodations for the NAASLN population.

The collaborative effort with CASAS to develop and research the first braille edition of a CASAS assessment instrument continued. Barbara Henderson assisted CASAS staff in identifying additional field testing sites where braille readers ages 16 and up might participate. The goal for the CASAS study is to secure 50 field test participants by the end of calendar year 2006. Barbara also participated as a consultant and panelist in a two-part study conducted by the National Center on Educational Outcomes. The results of the study were published as an online technical report titled, Considerations for the Development and Review of Universally Designed Assessments. This document is available at: http://education.umn.edu/NCEO/OnlinePubs/Technical42.htm

Barbara Henderson furnished updated information on APH tests and test-related materials for the winter 2005 revision of Lighthouse International's Assessment Compendium: Instruments for Assessing the Skills and Interests of Individuals with Visual Impairments. The free, online document is available at VisionConnection:
http://www.visionconnection.org/Content/ForProfessionals/PatientManagement/Pediatrics/AssessmentCompendium.htm

During FY 2006, Barbara continued to work with the Kentucky Department of Education and the Kentucky School for the Blind to review the online version of the Commonwealth Accountability & Testing System (CATS) in order to ensure accessibility for students who are blind or visually impaired. Accessible Test Editors Monica Coffey and Kris Scott participated on a statewide Bias Review Committee to examine potential test items on Kentucky's Core Content Tests.

Carol Allman and Barbara Henderson participated in the First Annual Invitational Summit on Universal Design in Assessment which was sponsored by the National Center on Educational Outcomes (NCEO) at the University of Minnesota; eight partners and an additional eight test publishers participated. Panel members are working on an article to be submitted to a juried publication in FY 2007.

During this fiscal year, Accessible Test Editors took on three new challenges: 1) reviewing, editing, and preparing scripts for use by Recording Studio staff, as well as proofing the recorded masters, 2) checking print tests to be "enlarged" for errors or issues as a result of the enlargement process, and 3) reviewing and editing states' alternate assessments. An additional project to review and make recommendations to a test under development with regard to colorblindness and low vision concerns was undertaken. Elaine Kitchel, Low Vision Project Leader in the Research Department, contributed her time and expertise to the success of this project and the continuing professional development of Accessible Tests staff.

In FY 2006, test and assessment projects in the areas of contract work and project development that results in catalog products continued at a brisk pace. Approximately 345 unique tests and assessments, answer documents, and test-related reference sheets were reviewed, edited, and produced in accessible media. This was about a 30% increase over a one-year period in the number of unique test materials produced on a contract basis. These tests were requested by various test publishers and state department of education staff from states that included Connecticut, Illinois, Indiana, Kansas, Kentucky, Louisiana, Michigan, Nevada, New York, South Carolina, Tennessee, and West Virginia. Though varying in content, these tests generally assessed mathematics, science, social science, reading, and writing. Accessible Tests staff also edited and produced the Ballard and Tighe IDEA English Language Proficiency tests which are used by several states for all grades in both contracted and uncontracted braille. Of the tests prepared this fiscal year, seven forms were alternate assessments reviewed and edited for West Virginia, and 12 forms were alternate assessments for Michigan. Test administration notes were written and provided, as requested, for about 80% of these tests. Additional city and state assessments and alternate assessments will continue to be reviewed and edited by the Accessible Test Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in accessible media and timely delivery of test materials.

Catalog items under development in FY 2006 by the department's Test and Assessment Project Leader were in various phases as listed below:

• Generic test materials based on common state standards to assist visually impaired students as they prepare to take standardized tests started to be developed. The entire Plus Math module of the Test Ready series, one of the major subject areas of a test preparation series produced by Curriculum Associates, was edited by Accessible Tests staff for presentation in braille and large print formats. Members of Accessible Tests have also worked with a consulting firm, BISIG Impact Group, to develop the first Plus Math title in large print, and with the APH Braille Department to transcribe the first title in braille.
• Revisions to the braille and large print prototypes of the Woodcock-Johnson III (WJ-III) Tests of Achievement continued during FY 2006.
• Revised prototypes of the Large Print Protractor and Tactile Protractor were completed during the last quarter of FY 2006, and a pilot production run was scheduled for the first quarter of FY 2007.
• Work was begun in the second quarter of FY 2006 on development of braille and large print editions of the Brigance® Diagnostic Inventory of Early Development-II (IED-III).
• Project staff and production method were identified during the third quarter of FY 2006, for the large print edition of the Brigance® Diagnostic Comprehensive Inventory of Basic Skills: Revised (CIBS-R).

The following new projects were proposed in FY 2006 and approved for further development: Large Print Number Line and Tactile Disposable Number Lines; KeyMath-III; and the Kaufman Tests of Educational Achievement-II (KTEA-II).

For updated information on the above projects, see the individual project reports in this document. For a more thorough account of Test Central and Accessible Tests activities and accomplishments, see the Accessible Tests Department report in the FY 2006 Annual Report of Research and Development Projects and Activities.

Work during FY 2007

In order to provide education, information, training, and resources on making test items accessible in various media for test-takers who are blind or visually impaired, Accessible Tests staff provided two test-related workshops during FY 2007. Carol Allman gave a one-day workshop at the South Carolina AER on test-related issues to about 70 attendees. The audience was primarily South Carolina instructors; other participants included various state and local administrators and assessment staff. The second workshop was provided as a half-day post-conference workshop in connection with the Council of Chief State School Officers (CCSSO) Conference on Large Scale Assessment. A two-hour presentation addressing similar test-related issues was also provided as part of the CCSSO conference program. About 25 people participated in each of these two CCSSO sessions. In addition to these, two presentations were offered by Accessible Tests staff on Test Preparation Issues for Visually Impaired Students and Improving Alternate Assessments for Visually Impaired Students at the 2007 Council of Exceptional Children Conference.

During these workshops and presentations, approximately 150 professionals, parents and students from across the country received training, information, and resources. Some of these individuals returned to their school systems, agencies, or companies and provided training to their colleagues. Test publishers participating in the workshops included representatives from CTB McGraw-Hill, Educational Testing Service, Measured Progress, Pearson Education Measurement, and Questar. Other agencies/organizations receiving training included National Center on Educational Outcomes, North Carolina State University, Texas Education Agency, Illinois State Board of Education, and various state and district education staff.

Presentations were also provided to groups of teachers and university students, such as Jefferson County Vision Teachers, and Vanderbilt and University of Louisville graduate students, who visited APH. Another activity underway in the last quarter of FY 2007 is a Web cast by Research staff on designing readable tactile graphics. An interactive Web cast on Tactile Graphics: Touching on the Basics was presented on September 11, 2007. Prior to the live Web cast, tactile graphics packages were prepared and sent to participants for their active involvement in the hands-on training. Training included an overview of tactile graphics in testing, terminology, skills tactile graphics readers need, basic methods, and guidelines for developing tactile graphics, and more.

The Director of Accessible Tests continued to serve on the National Agenda Committee as chair of the assessment goal to help ensure assessment of students who are blind or visually impaired will be conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments. She also continued as co-chair of the expanded core curriculum goal to promote blind and visually impaired students' skills and abilities in the expanded core curriculum areas. In FY 2007, the Director of Accessible Tests served as a member of the American Psychological Association's Task Force to improve access to standardized tests and test-related materials for graduate students who are blind or visually impaired, and served on the Association of Test Publishers Education Division 2007 Conference Committee. During an on-site visit from federal DOE staff, Debbie Willis met with Annette Reickman and Mark Snyderman to present the goals, activities, accomplishments, current and future product plans for the Accessible Tests Department. Debbie was accompanied by Barbara Henderson during the spring 2007 Educational Products Advisory Committee (EPAC) to provide similar information to members of EPAC; and Debbie provided FY 2007 service-oriented information to APH's Educational Services Advisory Committee members.

In FY 2007, development of APH's first Test and Assessment catalog was initiated, produced, and made available to test publishers, item developers, assessment staff, vision professionals, and other interested parties. The 2007 editions of the Sample Test Items were prepared and a limited number were produced in braille, large print, and audio formats for use in FY 2007. An introduction was written and changes to select items were made this fiscal year that will be incorporated into the 2008 editions to be produced in FY 2008. The second edition of TEST ACCESS: Making Tests Accessible to Students Who Are Blind or Visually Impaired was reviewed, updated, and some new sections added; a third edition of this document that provides information and guidelines on a variety of test-related issues relevant to the accessibility of test items presented in alternate media will be made available in FY 2008. The Test-Related Services brochure is also in the process of being reviewed and updated. It will be produced and disseminated in FY 2008 as well.

Consultation and reviews in FY 2007 were offered by members of Accessible Tests as follows:

KeyMath 3 Standardization Edition -- In early 2007, AGS Publishers contracted with Accessible Tests to review KeyMath 3 standardization materials. Barbara Henderson, with the assistance of Elaine Kitchel, Low Vision Project Leader in the Research Dept., reviewed the test items for color choice and layout/design which might impact persons with low vision or color vision issues.

National Center on Educational Outcomes (NCEO) Case Studies of English Language Learners (ELLs) with Disabilities -- Barbara Henderson and Debbie Willis reviewed case studies written by NCEO staff for purposes of instructing teachers and education staff. The "scenarios" are meant to illustrate how educators might meet the needs of ELLs with disabilities in their local school systems.

Tests of Adult Basic Education for English Language Learners (TABE CLAS-E) Large Print Editions -- At the request of CTB McGraw-Hill Publishers, Accessible Tests staff reviewed their large print editions of the TABE for adults with low English literacy skills. Five test levels were reviewed by three different staff members in March 2007. Considerations for the review were features such as font style and size, page layout, and quality of pictures, which will impact optimal readability for persons with low vision.

Test Publishers -- At the request of Pearson, Test Editor Kris Scott met with Pearson Measurement staff in Austin, Texas, to discuss proposed changes on the Texas Alternate Assessments. Accessible Tests staff also worked with members of Pearson's state assessment project staff to pre-review and provide feedback on future test items for accessibility, bias, sensitivity, and content issues. At the request of Harcourt, some of Hawaii's science performance items were reviewed and feedback was provided to project staff. Debbie Willis attended the 2007 Association of Test Publishers Conference, participated in the Education Division activities and discussions, and disseminated guidelines and brochures to interested parties.

During FY 2007, enhancements were made to the Accessible Tests Web page. With the assistance of webmaster Malcolm Turner in Communications, the following information, resources, and features were updated or added:

• updated APH's Corporate Capability Statement with regard to production of tests in accessible media
• added new links to resources
• created Hot Links to the Louis Database, AMP Database, National Agenda Web Site, and Test Publishers
• placed a photo montage on the main page
• added a new position paper entitled Testing Accommodations for Students with Visual Impairments.
• added new resources section
• posted results of the FY 2007 Assessment survey entitled New Directions

Collaborations

Comprehensive Adult Student Assessment System (CASAS) Braille Edition Field Test --

CASAS is an organization devoted to assessment of the adult basic skills required for success in the workplace and in life. Field testing of the first CASAS test to be translated into braille took place in spring 2007. In addition to transcribing the test, APH staff identified additional field test sites. To date, 54 adults and teenagers have participated in the field testing and calibration study. CASAS researchers will be analyzing the field test materials and starting the re-calibration process early in FY 2008.

National Center for Accessible Media (NCAM) Project: Effective Practices for Description of Science Content within Digital Talking Books -- This project addresses the need for a "best practices" document regarding narration/description of complex science and math content for digital talking books and other audio formats. The third round of the Delphi survey was posted in the fall of 2006 and results were compiled. Bryan Gould, project director, gave presentations on preliminary findings at several conferences in spring 2007, including the Assistive Technology Industry Association (ATIA) Conference held in Orlando in January 2007. The culmination of this project will be that APH, AFB, CAST, and other project collaborators will write a document outlining most effective practices as identified by the survey results; examples in audio format will accompany this document. An article regarding this study and results is expected to be published in FY 2008.

Kentucky Department of Education and Kentucky School for the Blind -- Barbara Henderson continued to work with the Kentucky Department of Education and the Kentucky School for the Blind to review the online version of the Commonwealth Accountability and Testing System (CATS) in order to ensure accessibility for students who are blind or visually impaired. In May 2007, Accessible Test staff participated in a Bias Review Committee Meeting at the request of the Kentucky Department of Education and WestEd to examine potential test items on Kentucky's Core Content Tests. Also during May 2007, Henderson participated in a meeting of the Kentucky DOE's Universal Design for Learning (UDL) Workgroup. The meeting was held at Strode Station Elementary, a UDL model school in Winchester, Kentucky. For additional information about this project, visit the Strode Station Web site: http://www.clarkschools.net/strode/

National Center on Educational Outcomes -- A member of Accessible Tests participated as a consultant and panelist in a two-part study conducted by the National Center on Educational Outcomes. The results of the study were published as an online technical report titled, Considerations for the Development and Review of Universally Designed Assessments.

American Foundation for the Blind -- Test and Assessment Project Leader Barbara Henderson was interviewed for the November 2006 issue of the AFB online journal AccessWorld ^®. The overview article about accessible testing for visually impaired students is available at: http://www.afb.org/afbpress/pub.asp?DocID=aw070608

Professional Development of Future Leaders -- Erika Forster, a teacher of students with visual impairments in Coquitlam, British Columbia (a suburb of Vancouver), who was also a 4^th year doctoral student in school psychology at the University of British Columbia, spent a busy and productive week at APH learning, reviewing products and materials, and gaining resources from the staff in Accessible Tests, Research, and Field Services. The specialty placement focused on the provision of psychological services for students who are blind or visually impaired. It also involved a practicum at the Visual Impairment Program located at Sunny Hill Health Center in Vancouver, British Columbia, attendance at the 2007 CEC Conference in Louisville and the International Association of Special Education Conference held in Hong Kong in June 2007. As part of her professional development, Forster had the opportunity to tour a school for the blind in China.

First Annual Invitational Summit on Universal Design in Assessment -- Members of Accessible Tests participated in the First Annual Invitational Summit on Universal Design in Assessment that was sponsored by the National Center on Educational Outcomes (NCEO) at the University of Minnesota; eight partners and an additional eight test publishers participated. Panel members are working on an article to be submitted to a juried publication in late FY 2007.

Braille Authority of North America -- At the current time, there are a number of test-related features of informal as well as formal assessments that transcription guidelines/rules do not address. On October 11, 2006, a meeting was held at APH to discuss these assessment issues. Diane Spence, Dena Garrett, Monica Coffey, Kris Scott, Barbara Henderson, and Betsy Burnham, a member of the Accessible Textbooks Department at that time and APH representative to BANA, participated in an open discussion. Dena Garrett, Accessible Media Editor who works with Accessible Tests on a part-time basis, drafted some guidelines that were reviewed by Accessible Tests staff. Numerous questions and ideas were relayed to Garrett. Based on this input, Garrett refined and added test guidelines before proposing them to BANA Formats Committee members.

Assessment Survey 2007: New Directions -- In order to stay in touch with current and future assessment needs, and to make plans to address the needs of vision professionals, assessment staff, and students with visual impairments, a survey was developed and posted on the Accessible Tests Web page. Twenty-three states and over 140 respondents participated in the online survey. Data were compiled, a preliminary report was written, and results were disseminated and placed on the Accessible Tests Web page. For a full report, visit: http://www.aph.org/tests

The tests reported as being in greatest demand are achievement tests and intelligence tests. Five of the 10 most needed achievement tests are either available from APH or are under development at APH. These results let us know that we are on target and responsive to the needs of the field with regard to achievement tests and individually-administered criterion referenced tests. However, none of the intelligence tests reported as needed are available from APH. This caused APH staff to re-examine this issue. A Test Group made up of some of the best assessment/VI professionals in the field and APH staff was formed; teleconferences were held to discuss this topic and develop a plan of action. The purpose and focus of the second teleconference were to assess the level of interest in working as a team to develop a new position paper to be disseminated and posted on the APH Web site, and to gather background information and input from members of the newly formed Test Group. It was determined that there was great interest and need for a position paper; the specific charge as a result of this teleconference was for members to submit a list of 10 components that each member views as substantial and necessary to include in the proposed position paper.

Test and Assessment Products

Approximately 500 state, district, and alternate assessments were reviewed and edited by Test Editors in the Accessible Tests Department for presentation in contracted or uncontracted braille with tactile graphics, large print, and/or audio formats. These tests and related materials such as manuals and reference charts were requested by test publishers and state department of education staff that included American Institutes of Research, CTB McGraw-Hill, Data Recognition Corporation, Hadley School, Measured Progress, Measurement Incorporated, NCS Pearson, New York State Department of Education, Questar, ThinkLink, Touchstone Applied Science Association, University of Kansas, and the Wisconsin State Department of Public Instruction. Though varying in content and grade levels, the tests generally assessed mathematics, science, social science, reading, and writing for grades 3-11. Test administration notes were written and provided, as requested, for about 80% of these tests.

Doug Trent in Contract Administration and Debbie Willis have worked with test publishers to respond to several Request for Proposals. Test Editor Monica Coffey Turner transferred to Field Services; this opened a Test Editor position to be filled. In addition, in order to expand on APH's capacity to continue addressing assessment needs, a third Test Editor position was announced. The two open positions were filled and two new Test Editors were added to the staff. To help ensure the highest quality test materials, Test Editors are working toward certification in literary braille by the National Library Service.

Various catalog items under development by the Test and Assessment Project Leader in the Accessible Tests Department include the following:

New! APH Tote (4-66001-00) -- This roomy canvas tote was designed to accommodate large print test materials such as the Woodcock-Johnson III (WJ III) test books. The zippered bag is black with the blue APH Innovation Logo.

Brigance® Diagnostic Comprehensive Inventory of Basic Skills, Revised (CIBS-R), Large Print Edition -- BISIG Impact has provided the project leader with proofs for all of the test sections. The project leader is in the process of reviewing and editing the proofs for needed revisions on the last three sections.

Brigance® Diagnostic Inventory of Early Development, Second Edition (IED II), Large Print Edition and Braille Edition -- Field test materials in braille are complete in translation; large print materials are formatted and ready to be printed. Test sites have been identified; field testing was scheduled for Summer and Fall 2007.

Collaborative Assessment DVD Series -- Members of California School for the Blind (CSB) assessment staff are working with APH project staff to plan and develop the first in a series of DVDs on collaborative assessment; upcoming script-writing and filming will take place at CSB.

New! GlaReducers (1-03062-00) -- The product was made by an outside vendor according to APH specifications and became available for sale as of January 2007. The package contains two pink and two yellow, translucent, 8.5 x 11 inch, vinyl sheets for reducing glare on a full page of printed material.

Kaufman Test of Educational Achievement, 2^nd Edition (KTEA II) Large Print and Braille Editions -- Consultants were identified and project timelines were determined. This project was recently moved forward to an active phase of development.

New! Large Print (1-04116-00) and Tactile (1-04117-00) Protractors --The production run was completed and the products were stocked in late December 2006. Each package contains either four tactile or four large print protractors and an instruction sheet.

Test Ready®Test Prep Series -- Work continues on the Test Ready Math components: teacher guides and test booklets for grades 3-8 in large print, braille, and audio formats.

Toss-Away Number Line -- It was determined that there is need for a disposable or "toss away" number line. The Test and Assessment Project Leader did preliminary background work to determine if an existing product satisfied the expressed need. This project is being taken over by the Core Curriculum Project Leader in Research in order to expedite development as an accompaniment to a set of math materials being created called MathBuilders. The goal is to design an inexpensive, quick-use number line that can be glued or stuck to a test page or to the student's desk. The Toss-Away Number Line will be useful in instructional as well as test-related environments.

New! Woodcock-Johnson III®: Tests of Achievement, Large Print Edition (4-66000-00) -- The production run was completed in early February 2007 and the product made available for sale as of February 14, 2007. The kit consists of two 8.5 X 11 inch, full-color, spiral bound test volumes and a package of GlaReducers. The APH Tote (4-66001-00) is an optional item for use with this product.

Woodcock-Johnson III®: Tests of Achievement, Braille Adaptation (4-66000-00) -- Work continued on various components including revisions needed for the braille edition, development of the examiner's manuals for administering the braille adaptation, and the special Compuscore® CD. Richard Woodcock, Ed.D., one of the original test authors, was instrumental in adding several equivalent verbal tests, which will enable complete clusters for braille-reading students.

Products scheduled for active development in FY 2008-09 include:

• KeyMath® 3, Braille Adaptation
• Drawing Tools: Kit for Assessment Success
• Planning for Success: Using Career Interest Inventories
• Accessible Answer Documents in Large Print and Braille
• Auditory Processing Skills Assessment

For more detailed information on each of the above products, refer to the Table of Contents for individual project reports.

Work planned for FY 2008

Accessible Tests staff will work closely with APH's Contract Administration, Production, Research, Accessible Textbooks, Field Services, and Communications staff, and engage in discussions and seek direction from Executive Committee members and Ex Officio Trustees, particularly members of the Educational Products Advisory Committee and Educational Services Advisory Committee. State and district assessments as well as alternate assessments will continue to be reviewed and edited by Accessible Tests Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in a timely manner. Test Administration Notes will be provided for accessible media as specified by each contract or agreement. Research and development efforts that result in test-related catalog products will continue. The needs of the field will be surveyed, high priority needs identified, products completed, product-related services provided, and customer satisfaction gauged.

Accessible Tests staff will offer leadership by providing products in accessible media, and by engaging in test-related consultant work, product-related services, collaborative efforts and partnerships, and product-related research and development. Workshops at APH, "on the road" workshops in connection with other conferences, presentations, resources, papers, information, and Web casts on test topics and issues will be developed and made available on the APH Web site. Training sessions on accessible versions of the Woodcock-Johnson III: Tests of Achievement will be planned. Collaborative efforts, networking, and partnering with test publishers, item developers, and assessment personnel across the country will be pursued. Research and cooperative efforts with universities and agencies such as the Association of Test Publishers, the American Psychological Association, the National Center on Educational Outcomes at the University of Minnesota, the National Alternate Assessment Center at the University of Kentucky, the Braille Authority of North America, American Foundation for the Blind, and others will be engaged in order to continue addressing the tracks identified at the outset of Test Central (now APH's Accessible Tests Department).

The guidelines, resources, and brochures for making test items accessible in various media and the special issues with regard to testing students with visual impairments will be produced and freely shared. The 2008 Sample Test Items will be produced in braille, tactile graphics, large print, and audio formats, and used for educational purposes. Test-related information and links to resources will continue to be provided and updated on the Accessible Tests Web page. Test guidelines will be discussed with members of BANA, and efforts will be made to encourage BANA to adopt guidelines so that tests and assessments will be produced in braille according to standard guidelines.

Accessible Tests staff gratefully acknowledge the direction and support of Executive Committee members and Ex Officio Trustees, and all the wonderful partners within APH and with individuals, agencies, schools, and organizations outside of APH who work together to help make instructional materials and tests available in accessible media for individuals with visual impairments, who promote the inclusion of individuals with visual impairments during test development, and who are actively engaged in improving the test performance of blind and visually impaired individuals through research, education, and communication. Helen Keller had a vision of progress and sagely advised, "Alone we can do so little; together we can do so much." There is still much to be done.

Tests
&
Assessments

Accessible Answer Documents

(Continuing)

Purpose

To provide well-designed, accessible answer documents in braille and large print for use in curricular activities, test preparation, and in actual testing situations

Project Staff

Barbara W. Henderson, Project Leader
Elaine Kitchel, Low Vision Project Leader/Consultant
Eleanor Pester, Braille Project Leader/Consultant
Tom Poppe, Model/Pattern Maker

Background

As more and more states move toward No Child Left Behind (NCLB) compliance, materials such as accessible answer documents must be supplied if the student is to take the test independently and successfully. It is also hoped that a collaboration with a major test publisher will result in development of an accessible "scannable answer sheet" or "bubble sheet," for use by a braille reader or a large print reader, which is machine scoreable. Such sheets are now totally inaccessible to blind and low vision students, preventing them from full participation in assessment opportunities alongside their peers.

A proposed timeline was submitted but the project leader was unable to bring this project back into active status during FY 2006 due to prior commitments. No additional work was done on the project during that time frame.

Work during FY 2007

It was decided that finding a partner for research into necessary design considerations for accessible answer documents is more important than ever. Many states are moving to computerized scoring of achievement tests and current scannable answer documents are not useable by visually impaired test takers. The project leader made several contacts with test publishers and research entities, but a committed partner was not identified within the first quarter of FY 2007. The project was not pulled off the PARCing Lot in the second quarter of FY 2007 as originally planned.

Work planned for FY 2008

In the first quarter of FY 2008, the project leader will pull this project into active development again. It has been decided that some accessible large print and braille answer documents are needed for several different purposes. Work will resume on the design of kinds of braille and two types of large print answer sheets.

Brigance® Diagnostic Comprehensive Inventory of Basic Skills Revised
(CIBS-R): Student Large Print Edition

(Continuing)

Purpose

To fill the need, expressed by the field, for a large print version of this trusted and widely used criterion-referenced test

Project Staff

Barbara W. Henderson, Project Leader
David McGee, Manufacturing Specialist
BISIG Impact Group, Graphic Art & Layout

Background

Based upon feedback from the field, the project leader determined that a student large print edition of this popular criterion-based assessment was needed as a companion piece to the student braille edition which is already available. Access to the publisher's files and a new process for production of full-color large print, have made this project much more realistic in FY 2006.

Publisher's files were received in the third quarter of FY 2006 and file conversion began. The project leader worked with BISIG Impact Group to set specifications for the large print formatting and a PDC meeting was held at APH to determine product structure and timelines.

Work during FY 2007

Work with BISIG Impact Group on reformatting each of the 11 subtests continued, until a proof of the two volume large-print set was ready for the project leader to review. This review was completed in the last quarter of FY 2007.

Work planned for FY 2008

BISIG will finalize the electronic files according to the project leader's review and provide production masters. If things go as planned, the product will be available in the second quarter of FY 2008.

Collaborative Assessment DVD Series

(Continuing)

Purpose

To fill the need for teacher-training materials on the topic of assessment and to provide a series of DVDs to accompany and support use of the book from American Foundation for

the Blind (AFB) Press, entitled Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired Including Those with Additional Disabilities

Project Staff

Barbara W. Henderson, Project Leader
Michael Sell, Accessible Test Editor/Project Assistant
California School for the Blind Assessment Team, Project Consultants

Background

The project leader determined that a new and updated assessment video or DVD would be an appropriate addition to our product line. In the meantime, requests increased from the field for teacher-training materials in all areas of assessment. The Collaborative Assessment DVD series was selected because it will provide materials for that area of college study, as well as promote the collaborative approach to assessment of visually impaired students in existing K-12 programs.

In the second quarter of FY 2005, the project leader met with project consultants from California School for the Blind (CSB) and AFB Press staff in San Francisco, California, during the California Transcribers and Educators of the Visually Handicapped (CTEVH) Conference. Product development schedules and other details were discussed for the introductory DVD. Proposed DVD content and target audiences were also outlined. Several teleconferences were subsequently held between APH staff and project consultants in the third quarter of FY 2005. As a result of dramatic personnel changes and restructuring of job responsibilities for the CSB staff, the project was placed back on the PARCing lot until the consultants could fit the project into their new schedules.

The project was not removed from the PARCing Lot in the second quarter of FY 2006 as planned. Work schedules of CSB staff prevented their involvement until at least January of 2006. No further work was undertaken on this project during FY 2006, with the exception of a teleconference between CSB staff and APH project staff in August 2006 to discuss reviving the project and next steps. The project was revived and again pulled from the PARCing Lot.

Work during FY 2007

The project leader met with the Directors of Research and Accessible Tests in the third quarter to discuss staffing needs. CSB contributors provided an outline of the first (introductory) DVD in the series, so a teleconference was held to establish new timelines and to discuss a planning meeting. It was decided that the project leader and the project assistant would travel to CSB in the fourth quarter to meet with the assessment team, hold a planning meeting, and to meet the students who will be filmed for the DVDs. In this same period, RFPs went out to local and California-based videographers.

Work planned for FY 2008

CSB staff will meet with the videographer and begin to shoot footage according to the filming outlines established at the planning meeting.

Functional Assessment

(Continuing)

Purpose

To provide assessment tools for daily living/functional skills for students in primary grades, middle school, secondary school, and transition classes

Project Staff

Mary T. (Terrie) Terlau, Adult Life Project Leader
Barbara W. Henderson, Tests and Assessment Project Leader/Advisor
Diane Bender, Project Consultant
Ann Travis, Research/Project Assistant

Background

As the Expanded Core Curriculum becomes increasingly important in the education of students who are blind or visually impaired, a systematic method for assessing a student's progress in learning functional skills becomes essential. Many schools for the blind, university training programs, and rehabilitation agencies have developed their own strategies for assessing different aspects of self-care and daily living tasks. However, a systematic assessment process that incorporates a criterion-based scoring system and utilizes core curriculum skills in all levels of its functional assessment has not been made widely available. The need for such a comprehensive system has been expressed by numerous educators of persons who are blind or visually impaired.

Dianne Bender's assessment system for functional skills has been developed during her extensive teaching career in a residential school for the blind setting. Bender's system is being used as the basis for the Functional Assessment project because of its comprehensive coverage of functional skill areas, scorable testing protocols, and concise, clear testing directions.

Telephone conferences with Bender have resulted in the finalization of four areas to be included in the Functional Assessment. Bender has submitted some additional materials for areas not previously covered. Bender is also developing strategies to assess a child's readiness to learn and be tested on functional skills. Based on this plan, Bender submitted revised materials for all levels of all four assessment areas: food management, clothing management, self management, and home management. Item editing/revision and creation of additional items have begun.

Work during FY 2007

Bender has continued to work on assessment items, and has revised and resubmitted several sections per discussion with the project leader.

Work planned for FY 2008

Bender and the project leader will complete item revisions. Prototype development is expected to be completed and expert review will be initiated.

GlaReducers

(Completed)

Purpose

To provide full-page-sized glare reducing sheets for use with assessment tests

Project Staff

Barbara W. Henderson, Project Leader
Elaine Kitchel, Low Vision Project Leader/Co-Project Leader
David McGee, Manufacturing Specialist

Background

While developing the large print edition of the Woodcock-Johnson III (WJ III) Tests of Achievement, the project leader decided to include a glare reducing sheet. Since we had no such product, but did have the Bright Line Reading Guide, the project leader conferred with Elaine Kitchel. The two determined that the same materials, used in the reading guides might be used in an 8 1/2" x 11" full-page sheet to reduce glare for WJ III. There would be a need to provide both yellow and pink sheets.

Work during FY 2007

The material was ordered from the vendor with rounded edges, placed in a labeled plastic bag, and placed into stock. The WJ III pilot run was in the second quarter and each kit included one package of the glare-reducing sheets, which are also available for sale separately.

Kaufman Test of Educational Achievement (KTEA-II)

Large Print Edition and Braille Edition

(New)

Purpose

To make a widely-used, individualized academic achievement test available in braille/tactile and large print formats

Project Staff

Barbara W. Henderson, Project Leader
Ann McCall, Ph.D., Consultant
Dena Garrett, Accessible Media Editor/Project Advisor

Background

KTEA-II has a broad scope and is targeted towards students ages 5-25. Students performing at lower than expected levels, such as students with multiple disabilities, can demonstrate some of straight-forward, skill-specific tasks in this test. Key academic skills in reading, math, written language, and oral language can be assessed and remediated according to age-based and grade equivalent standards.

Practitioners in the field have expressed the need for a test that can be administered in less time than some of the other popular achievement tests, allowing them to get baselines and information for immediate intervention. The project leader had already proposed KTE-II as a product, obtained approval, and placed it on the PARCing lot awaiting time for further development. At the suggestion of staff at Kentucky School for the Blind, who need to use the test with several blind students, this project was moved onto the active timeline in the third quarter of FY 2008.

Work planned for FY 2008

Work will begin with discussions of formatting considerations for both braille and large print editions. The project consultant and project leader will meet with transcription staff to begin editing and transcription for each medium. Field review is targeted for the last quarter of FY 2008.

KeyMath®-3: Large Print Edition and Braille Adaptation

(New)

Purpose

In keeping with a long-time collaborative tradition between AGS/Pearson Assessment and APH, a large print version and a braille/tactile adaptation will be developed. This instrument has been widely used to assess math skills of students who are visually impaired.

Project Staff

Barbara W. Henderson, Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Dena Garrett, Accessible Media Editor/Project Advisor
Elaine Kitchel, Low Vision Project Leader/Project Advisor

Background

Continuing a long tradition of working with AGS Publishing to develop the original KeyMath® and KeyMath® Revised, in braille/tactile formats, APH arranged with the new publisher, Pearson Assessment, to develop KeyMath®-3. Field testing has been completed and publication of the print battery is expected in the first quarter of FY 2008. APH received the final, approved copy ahead of the print publication date in order to expedite production of the braille and large print editions.

Work during FY 2007

Pre-publication copy and copyright permissions were secured from the publisher. The project leader and project advisors reviewed all test items for bias, and editing for braille translation began.

Work planned for FY 2008

Work with BISIG Impact Group on formatting for large print will begin and continue until prototype materials are ready for expert/field review. Braille/tactile materials will be readied for field review at the same time. Field review is targeted for fall 2008.

Large Print Toss-Away Protractor and Braille Toss-Away Protractor

(Abandoned)

Purpose

To provide accurate, inexpensive, disposable, and easy-to-use protractors with both large print and braille markings, to be used primarily by blind and visually impaired students in both instructional and testing environments

Project Staff

Barbara W. Henderson, Project Leader
Tom Poppe, Model/Pattern Maker/Technical Advisor
Steve Paris, Production Division Manager/Project Advisor
Debbie Willis, Accessible Tests Director/Project Advisor
Monica Vaught, Research Assistant/Co-Project Leader

Background

Blind and visually impaired students taking tests do not always have appropriately designed protractors provided to them in the testing situation. Sometimes they don't get a protractor at all because protractors aren't included with the tests. Well-designed, affordable, large print or braille protractors provided as part of the assessment tool and available for classroom use and practice before the exam will optimize testing outcomes. The protractors will be included with tests requiring the use of a protractor, as well as being available as a separate item for classroom or home use.

After a 2002 survey of the kinds of protractors currently used by math students across the country (part of the field test results on the large print/braille ruler field test), the development of the Large Print/Braille Disposable Protractors (now called Large Print Protractor/Braille Toss-Away Protractor) was put on hold and returned to the PARCing Lot. It was determined that several different protractors are used by school systems across the country (including the APH Braille/Print Protractor with Goniometer). It was noted that training in use of the particular protractor being provided for testing is considered very important for the best testing outcomes. In addition, protractors come in several sizes, not all of which are appropriate for use with large print and/or braille tests. The project was placed on hold until further research could be done to determine if a protractor can be successfully produced in paper or other low-cost materials, and, if so, which materials, design, and size(s) should be used.

In 2003, the project leader received several new inquiries from test publishers and assessment personnel regarding the need for a disposable braille protractor, so this project was revived and removed from the PARCing lot in July 2003. A project assistant was assigned and a review of currently available tactile and large print protractors was begun.

An inquiry from an individual state department of education made in late 2004 aroused new interest in development of this product. Many states are now requiring use of a protractor on math achievement tests. Teachers and Department of Education personnel in one contracting state reviewed effectiveness of the rulers for student use during the state assessment window. Test administrators then filled out a short survey about the disposable models.

In FY 2006, field test and survey results were gathered. These two products were placed on hold due to the survey results, which indicated that students found the paper protractors difficult to use for several reasons. It was determined that a re-design was needed.

Work during FY 2007

New timelines and specifications were set for the re-design. Brisk sales of the new plastic tactile protractor and large print protractor, and good feedback from the field on the products, indicated that the need for a throwaway version of the protractors would not warrant expenditure of additional research and development funds. The project was abandoned in the second quarter.

Large Print Protractor and Tactile Protractor

(Completed)

Purpose

To provide accurate, low-cost, and easy-to-use tactile and large print protractors, for blind and visually impaired students in instructional and testing situations. Many state assessments now require students to measure angles or to draw angles, and the proper tools must be provided for practice and instruction prior to independent use during high-stakes testing.

Project Staff

Barbara W. Henderson, Project Leader
Monica Vaught, Research Assistant/Co-Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Tom Poppe, Model/Pattern Maker
David McGee, Manufacturing Specialist

Background

Blind and visually impaired students taking tests do not always have appropriately designed protractors provided to them in the testing situation. Sometimes they don't get a protractor at all because protractors aren't included with the tests. Test publishers are beginning to pay attention to provision of proper accommodations and appropriate tools that enable students to take the test independently. It is hoped that the new accessible and affordable large print and tactile plastic protractors will be purchased widely to accompany accessible math tests, as well as for classroom instructional use.

Teachers of the Visually Impaired have reported that currently available large print and braille protractors are not always useful to their students without a lot of practice or for the kinds of tasks that appear on math tests. Additionally, several different styles are being used across the nation. The APH models will provide easy access to a protractor for students nationwide. Designed using the same accessibility guidelines as the disposable protractors (see above), it is hoped that consistency among available tools will improve test performance.

In FY 2005, a plastic large print/braille protractor prototype was modeled based upon best features of the protractor styles being used most often by students with visual impairment. Nine field test sites were selected, at which 24 blind and low vision students were tested. Field testing was carried out during the second quarter of 2005. Results indicated that in general, large print readers performed much better than braille readers on measurement tasks. However, most blind students liked the design of the protractor better than their current protractor.

A few design revisions were suggested by the braille readers and were implemented. Most students with low vision also liked the design, but felt that the braille dots obscured the large print numbers. The outcome of these and other suggested revisions led to the design of two separate protractors, one with braille/tactile only and one with large print only.

Tom Poppe and Monica Vaught worked together to develop the revised prototypes. Two of the nine original field evaluators were selected to do a follow-up review, the results of which were returned in the last quarter of FY 2005.

Reviews of the revised prototypes were examined and final versions executed by the project leader and the manufacturing specialist during the first half of FY 2006. At that time, production specifications and timelines were established. A new machine for closing the grommets was purchased by APH; the molds were ordered and received in house; and the patterns were executed by Poppe. All production materials were ordered and received in house and placed into stock in preparation for the pilot run in the last quarter of FY 2006. The final product was composed of four tactile protractors or four large print protractors with a brief instructional brochure.

Work during FY 2007

A production run was scheduled for the first quarter. This production run was somewhat problematic due to unexpected stresses on the plastic wands as they were thermoformed. Technical Research staff was able to troubleshoot--a new cutting die was ordered, and processes were quickly revised. After some trial and error, a successful run was made, and the protractors were placed into stock during the first quarter.

Test and Assessment Needs

(Continuing)

Purpose

To determine the needs of the field with regard to testing and assessing students who are blind or visually impaired

Project Staff

Barbara W. Henderson, Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Nancy Bayens, Administrative Assistant, ATIC/Accessible Tests

Work during FY 2007

A new online survey about assessment needs was presented at the APH Annual Meeting 2006 Information Fair and on the APH Web site. The 2007 Assessment Needs Survey: New Directions was also posted on the Accessible Tests Web page. A summary of results can be found at http://www.aph.org/tests/new_directions.html. The project to make the Wechsler Individual Intelligence Test II (WIAT-II) available through Harcourt Assessment was implemented as a result of being expressed as a high priority need on the survey. This test can be ordered from APH so long as permission is granted to the individual or organization by Harcourt Assessment. The project leader also studied trends and determined that another high priority was pulling the Kaufman Test of Educational Achievement II (KTEA-II) from the PARCing Lot and into active development. Overall, the survey confirmed that fact that APH is being and has been responsive to the expressed needs of the field in the area of assessment: five of the top 10 priorities are already approved as projects or are in active development. Note: one of the top 10 tests is out of print and is no longer available from the publisher.

The project leader worked with the Director of Accessible Tests to develop the new Assessment Catalog and with Research Department staff to review current assessment products for obsolescence or modernization. The project leader also did an update of the Accessible Tests Web page.

Over 200 customer service calls and e-mails were forwarded to the project leader by Customer Relations and other APH staff for more detailed information than they can supply on the topic of test availability.

Work planned for FY 2008

The project leader will facilitate training workshops and Web casts for APH assessment products. The Accessible Tests Web site will be updated again and new links to resources posted. Several new editions of well-known assessments will be released soon, so the project leader will be reviewing a lot of materials in FY 2008 for accessibility and possible development as APH products. Finally, products for development of Daily Living Skills, Job Skills, and Career Interest Inventories will be brought forward as the next new products on the horizon.

Test Ready® Test Preparation Series

(Continuing)

Purpose

To make generi