User’s Guide
To
DCAS Accommodations
And
Universal Design Features
September 27, 2013
AR Group Document Control # 2013/10/01.
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Table of Contents Introduction .................................................................................................................................................. 5
Universal Design Features ............................................................................................................................. 5
Accommodations .......................................................................................................................................... 7
Spanish-English Stacked ........................................................................................................................ 8
Text to Speech (TTS) .............................................................................................................................. 9
How to Set Parameters for Text to Speech (TTS) in PC/Windows XP and 7.0 ...................................... 9
Setting Text to Speech Parameters for MAC OS X .............................................................................. 22
Setting Text to Speech Parameters in Linux ....................................................................................... 25
Spanish-Language Voices .................................................................................................................... 28
TEXT TO SPEECH PARAMETERS FOR MY STUDENTS ........................................................................... 33
Print on Request ................................................................................................................................. 34
Change of Screen Color ....................................................................................................................... 39
Large Print ........................................................................................................................................... 39
What if the online test delivery system does not deliver the expected accommodations? .............. 40
Training Tests, Practice Tests, and Accommodations ................................................................................. 40
End-of-Course Tests and Accommodations ................................................................................................ 40
Line Reader ................................................................................................................................................. 41
Global notes ................................................................................................................................................ 41
Expand/Collapse Passages .......................................................................................................................... 42
Appendix A .................................................................................................................................................. 43
TA Interface: Viewing Student Accommodations ............................................................................... 43
Appendix B .................................................................................................................................................. 45
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Using Text to Speech and Highlighting Tools ...................................................................................... 45
Appendix C .................................................................................................................................................. 47
Keyboard Navigation for Students ...................................................................................................... 47
Appendix D .................................................................................................................................................. 55
Text to Speech (TTS) Reading Conventions ........................................................................................ 55
Section 1. IMAGES: ALL SUBJECTS .............................................................................................................. 55
1.1 Sequence for Figure Descriptions ..................................................................................................... 55
1.1.1 Figures, Tables, Charts, and Graphs .............................................................................................. 55
1.2 Tables ................................................................................................................................................ 57
Vertical Tables ......................................................................................................................................... 58
Horizontal Tables .................................................................................................................................... 58
Tables with Sub-Columns ........................................................................................................................ 59
1.3 Line Graphs ....................................................................................................................................... 60
1.4 Bar Graphs ......................................................................................................................................... 61
1.5 Pie Charts .......................................................................................................................................... 62
1.6 Organization Charts/Hierarchy Structures ........................................................................................ 63
1.7 Sequence or Flow Diagrams .............................................................................................................. 64
1.8 Maps.................................................................................................................................................. 64
1.9 Poetry ................................................................................................................................................ 66
Section 2. MISCELLANEOUS GUIDELINES .................................................................................................... 66
2.1 Answer Choices ................................................................................................................................. 66
2.2 Bold/Italics/Colored Fonts ................................................................................................................ 66
2.Boxes .................................................................................................................................................... 66
2.4 Columns and Rows ............................................................................................................................ 66
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2.5 Dashes ............................................................................................................................................... 67
2.6 Ellipses ............................................................................................................................................... 67
2.7 Graphs ............................................................................................................................................... 67
2.8 Information without a Clear Pattern ................................................................................................ 68
2.9 Item numbers .................................................................................................................................... 68
2.10 Line and Paragraph Numbering ...................................................................................................... 68
2.11 Quotes/Quoted Dialog .................................................................................................................... 68
2.12 Roman Numerals............................................................................................................................. 68
2.13 Superscript or Subscripted Words and Numbers ........................................................................... 69
2.15 V. and Versus .................................................................................................................................. 69
Section 3. MATHEMATICS ........................................................................................................................... 69
Math Read-Aloud Guidance .................................................................................................................... 69
Math Read-Aloud Examples .................................................................................................................... 69
Numbers, Fractions, Equations ............................................................................................................... 69
Symbols ................................................................................................................................................... 72
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Introduction This User’s Guide addresses universal design features and accommodations that are delivered by the
2012-2013 DCAS online test delivery system. It is a supplement to the DCAS Guidelines for Inclusion and
the Test Administrator’s Manual and should be used together with these documents.
The following questions will be addressed by this User’s Guide: Who can use universal design features
and accommodations? When can they be used? How are the accessed? How are they recorded? What
should the test administrator (TA) do if something unexpected happens?
Universal design features are available to all students.
Zoom
Highlight
Pause test
Cross-out response options
Mark questions for review
Line reader1
Global notes
Expand/Collapse Passages
Change color of screen2
Accommodations are available only to formally identified Spec Ed, 504, or ELL students.
Spanish-English side-by-side
Text to Speech
Print on request
Change color of screen1
Large Print
Universal Design Features Universal design features are features of the online test delivery system available to any student. They
do not have to be entered into the DCAS Accommodations database. They are simply used on the date
of the test. All universal design features are controlled at the student level, except for the change of
screen color.
1 When it becomes available.
2 “Change color of screen” is the only universal design feature also available as an accommodation.
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Details regarding the Universal design features include:
Zoom in on test questions: Students can make test questions (text and graphics) larger by
clicking on the zoom icon. Available print sizes:
Font-Size and Magnification Level
Grades 2-4 Grades 5-10
default 14 point 12 point
Level 1 = 1.25 x default 17.5 point 15 point
Level 2 = 1.25 x Level 1 22 point 18.75 point
Level 3 = 1.25 x Level 2 27 point 23 point
Level 4 = 1.25 x Level 3 34 point 29 point
Highlight portions of questions or passages (by right-clicking on the response option and choosing “highlight” from the menu)
Pause the test. A student may pause the test for up to 30 minutes and then the system will automatically log the student out. If the student returns prior to the 30 minute limit, he may return to any prior test questions. If the student returns after the 30 minute limit, he may log in to the test, but may not return to any questions that were answered before the test was paused.
Cross-out response options: A student can eliminate response options by using the strikethrough function (by right-clicking on the response option and choosing “strikethrough” from the menu).
Mark a question for review: A student can use the flag function to mark a question to return to later. (Note: If a test is paused for more than 30 minutes, the student will not be allowed to return to marked questions.)
Line reader 3– enables students to highlight one line of text at a time, while reading. Similar to
using a ruler below each line of text while reading paper and pencil text.
Global notes – an online notebook where students can make notes and keep them throughout
the session.
3 When it becomes available.
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Expand/Collapse Passages – enables students to expand the reading passage to occupy the
entire screen and hide the test questions, then collapse it again to occupy only part of the
screen and show the test questions alongside.
Change color of screen: With TA approval, students who use a color overlay during regular
classroom time may request that the TA change their screen color. Students who expect to use
this accommodation must be given the opportunity to try out the color schemes during the
practice test in order to choose a color scheme well in advance of the test.
At testing time, the TA should be aware of students that require a change of screen color and
which color that student will use. At the start of the test session, the TA should set the screen
color for each student who requires a change. This is done in the TA Interface from the student
monitoring screen. Click “see accommodations edit” and enter the correct color. The screen
color should not be changed multiple times during a test session.
Screen color change is the only universal design feature that is also listed as a functional
accommodation. Formally identified students may have screen color change listed in their
accommodations (#116).
The screen color choices include the following:
o Grey o Magenta o Yellow o Blue
Accommodations Accommodations are available only to formally identified special education, 504, or English language
learner students.
Accommodations must be entered in the DCAS Accommodations database for each formally identified
student at least 72 hours (3 business days) prior to the student’s scheduled test.
DOE sends accommodations data electronically to the testing contractor daily. The testing contractor
downloads the information to the test delivery system.
When managing a test session and approving students in the TA interface, the TA can view student test
accommodations. The TA can also view accommodations after the students have begun testing. Test
administrators cannot modify the test accommodations displayed in the test delivery system screen
(except for screen color).
The handout, “TA Interface: Viewing Student Accommodations,” provides step-by-step instructions on
how to view a student’s accommodations (see Appendix A).
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It is a good idea to also have a print-out from the DCAS Accommodations database to verify the
information in the TA interface.
Spanish-English Stacked
The items are presented vertically, with Spanish on top and English below.
The error messages are in Spanish. A list of error messages and their translations into
English is posted on the DCAS Portal at
http://de.portal.airast.org/resources/Spanish_Error_Messages.pdf .
The Student Navigation (Help) page may be printed English, because it is provided only
in English (See Appendix C of this User’s Guide).
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Text to Speech (TTS)
What TTS Will Read:
Text Language Items Passages Training Test Practice Test
Spanish Math, Science, Social
Studies (ELL accom. 600)
N/A Math, Science,
Social Studies (ELL
accom. 600)
Math, Science,
Social Studies (ELL
accom. 600)
English Reading, Math, Science,
Social Studies
(ELL accom. 600, SWD
accom. 106)
Reading (SWD
accom. 119,
ELL accom.
609)
No – instructor may
read aloud.
Reading (SWD
accom. 119, ELL
accom. 600)
To review the conventions followed by the TTS engine when reading tables, charts, graphs,
mathematical expressions and other miscellaneous items, see Appendix D, Text to Speech Reading
Conventions.
How to Set Parameters for Text to Speech (TTS) in PC/Windows XP and 7.0
Reading Speed, Reading Voice, Reading Volume, and Voice Pitch
The reading speed and primary reading voice should be set BEFORE the DCAS secure browser is
launched.
The volume and pitch of the reading voice may be adjusted during the test login process
(students will be prompted to adjust volume and pitch during the login process). The volume
may also be adjusted during the test using the headset volume control.
Once the DCAS secure browser has been launched, it is not possible to change the reading speed and
primary reading voice parameters unless the user pauses the test and exits the DCAS secure browser.
The only parameters that can be changed from inside the test are the volume and pitch. Volume can be
adjusted via a headset volume control (remember: if a headset is to be used, it must be plugged into the
PC before the secure browser is launched, otherwise the headset will not work) or when prompted
during the launch process. The pitch of the reading voice may be adjusted when the user is prompted
during the login process .
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Voice Selection
For students taking the Spanish/English Stacked version of the math, science, or social studies test
(accommodation #703) who also have accommodation #600 (TTS), at least two voices need to be
installed on the computer: one English-speaking voice and one Spanish-speaking voice. A voice speaks
only one language. Voice selection for the Spanish/English version works in the following way:
1. Via the control panel the test administrator or technical assistance staff member selects
the “primary”4 voice in the “primary” language preferred by the student (see instructions
below). For example, “Microsoft Anna” (English).
2. Since the Spanish/English version allows two languages to be read, it needs to select a
second voice. However, the operating system will only allow the user to select one voice
(the “primary” voice). Therefore, the DCAS test will search the student’s computer for what
it considers to be the best quality voice in the language that has not yet been selected (the
“secondary” voice), and will auto-select that voice. For example, “Marta” (Spanish-Central
American).
If the voice selected in the control panel is Spanish, the system will auto-select an English voice, and vice
versa. Therefore, if you have more than one voice installed on the machine in the secondary language
(the language not selected in the control panel), you will not be able to select the secondary voice. The
only way to be sure of which secondary voice will be used is to install only one voice in that language.
See page 28 for more information regarding Spanish and English voice packs.
Once you have identified the reading speed and primary voice preferred by each student5, record the
values on the worksheet provided (see page 33) so they can be set quickly and easily on the student’s
computer prior to the live DCAS administration.
DOE recommends that students choose a reading speed that is slower than the speed to which they are
accustomed. This will improve the reading quality of the tables in the test by the TTS feature.
To try out the TTS technology, eligible students should use the secure browser to log in to a proctored
practice test session (teacher proctored or guest proctored session). A proctored test session requires
the student’s name and student ID. NOTE: the TTS feature is built into the DCAS secure browser; it is not
available using the regular Firefox browser.
4 The “primary” voice is the voice selected in the operating system control panel. The “secondary” voice is the
voice that is auto-selected by the DCAS test.
5 Recording volume is optional, since students will be prompted to adjust volume during login process.
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PC/WINDOWS 7.0 INSTRUCTIONS FOR CHANGING TTS PARAMETERS:
TTS will run on Windows 2000, XP, Vista, or 7. Following are the instructions for set up in Windows 7
and XP.
Note for Windows 2000 users: Please ensure that you have the Microsoft Speech SDK 5.1 files installed
on these computers before moving forward with configuring TTS settings. You can download and install
the necessary Speech file from Microsoft. Refer to the DCAS Technical Specifications Manual for Online
Testing, available on the DCAS Portal.
Setting Reading Speed and Selecting a Reading Voice:
1. Click on the Windows start button in the lower left corner of the screen.
2. The Windows menu appears.
3. Choose the Control Panel from the menu. A window opens.
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Continued on next page . . .
4. Click on “Ease of Access.”
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5. Click on “Speech Recognition.”
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6. In the left column, click on “Text to Speech.” A window opens up to allow you to adjust the
reading speed and select a voice.
7. The box titled “Speech Properties” appears. The “Text to Speech” tab should be selected.
Windows 7.0 comes with “Microsoft Anna.” (See the upper half of the dialog box under “Voice
Selection”.) You may or may not have additional voices installed. If you are planning to use the
Spanish/English version of the test, you must install a Spanish voice. It will be auto-selected by
the test.
8. See the slider bar in the lower half of the dialog box under “Voice speed.” Move the slider to the
left to slow down the reading speed. Move the slider to the right to speed up the reading speed.
Continued on next page . . .
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9. Click “preview voice” (in the middle of the dialog box) to see if the speed you have selected feels
comfortable. If not, move the slider and click “preview voice” again until you find the right
speed.
10. When you are finished, click “Apply.”
11. Click “OK.” The dialog box closes.
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How to change TTS parameters in PC/Windows XP:
Setting Reading Speed and Selecting a Reading Voice:
1. Click on the Windows start button in the lower left corner of the screen.
2. The Windows menu appears.
3. Choose the Control Panel from the menu. A window opens.
Continued on next page . . .
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4. Double-click on the “Speech” icon. A dialog box opens, called “Text to Speech.” You can
select the reading voice and change the reading speed in this box.
Continued on next page . . .
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5. Windows XP comes with “Microsoft Sam.” (See the upper half of the dialog box under “Voice
Selection.”) You may or may not have additional voices installed. If you are planning to use the
Spanish/English version of the test, you must install a Spanish voice. It will be auto-selected by the
test.
6. See the slider bar in the lower half of the dialog box. Move the slider to the left to slow down the
reading speed. Move the slider to the right to speed up the reading speed.
7. Click “preview voice” (in the middle of the dialog box) to see if the speed you have selected feels
comfortable. If not, move the slider and click “preview voice” again until you find the right speed.
8. When you are finished, click “Apply.”
9. Click “OK.” The dialog box closes.
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Setting Reading Volume
Set the volume prior to taking the practice test or operational test during the login process. During the
test, if the volume is unsatisfactory, it will be necessary to use the volume dial on the headset or
speakers. If there is no volume dial on the headset or speakers it will be necessary to pause the test and
close the secure browser before the volume adjustment controls in the computer’s control panel can be
accessed again.
Use the practice test to determine which volume works for each student and record that setting so that
it can be set quickly and easily on the student’s computer during the login process for the live DCAS
administration.
The way in which you change the volume of the reader will depend on your computer and your sound device. Four ways you may be able to change the volume:
Method of Volume Control Method Works During Secure Browser Session
1. During the test login process Yes
2. Via the operating system control panel No
3. Via the headset volume control Yes
4. Via the computer’s volume dial (available on some newer computers)
No
Students who have the Text to Speech accommodation and who have headphones plugged into their
computers will be prompted to verify that they can hear the sample audio before continuing the login
process. (See the “sound check” graphic on the next page).
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To proceed (students):
Click the green speaker icon and listen to the audio.
o If the voice was audible and clear, then the student should click [Sounds Good!].
o If the voice was not audible or clear, then the student should adjust the settings using the Volume and Pitch sliders.
o If the student still cannot hear the voice clearly, he or she should click [I still can’t hear anything]. This will log the student out. After the student logs out, he or she should close the secure browser. The TA can work with the student to adjust the computer’s audio settings. The student can then reopen the secure browser and log back in.
Once the student confirms the audio settings and starts the test, the audio settings cannot be
changed. If a student wants to change the audio settings, he or she will have to pause the test and resume
the login process to return to the Text to Speech check page.
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Note to Test Administrators: You may want to verify that the audio settings work
correctly before the student logs in. To do so, click the [Run Diagnostics] link from the
secure browser login page, and then click the [Text to Speech Check] button. The
diagnostics page will show the same sound check options.
Linux Note: Students who are using Linux machines will not see the “Sound Settings”
section on this page. If their audio needs to be adjusted, then the default settings must
be updated in the computer’s interface.
Changing Volume via the Operating System Control Panel
Step-by-step instructions for setting volume via the operating system control panel will vary
according to which sound device is installed. If you are setting the volume via the control panel, you
must do so before starting the test session. Due to the many possible combinations of operating
system and sound device, instructions are not provided here. However, in general, you will:
1. Click the Windows start button, choose “control panel” from the menu, 2. Select “Sounds and Devices” (Windows XP), or Select “Hardware and Sound” (Windows 7.0). 3. Follow the menus to reach the master volume control.
Changing Volume via the Headset Volume Control
The headset volume control will control the volume during the test. However, if your operating
system volume control is set too low, the headset volume control will not provide the appropriate
range of volume. Make sure the operating system volume is set to an appropriate level before
starting the secure browser. Then, you may use the headset volume control during the test.
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Setting Text to Speech Parameters for MAC OS X
This section provides information on ensuring that the Text to Speech feature for online testing will
work appropriately on computers running Mac OS X 10.4-10.7.
The audio feature on Mac operating systems is user interface (UI) driven. This means that audio
preferences are located within the computer’s system preferences. Follow the steps below to configure
audio preferences to enable the TTS feature.
1. Click on the Apple icon and then click “System Preferences.”
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2. In the System Preferences screen, click on the [Speech] icon. (This icon
typically appears in the “System” row.)
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3. Make sure the [Text to Speech] tab is active (it should be blue). You may
need to click on it to view this screen.
4. Select your desired System Voice from the drop-down menu
5. Set the desired Speaking Rate. Click [Play] to listen to the settings. You can
adjust the settings as desired.
6. When you are done, click the Red [X] at the top left of the screen to save
your preferences and close the window.
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Setting Text to Speech Parameters in Linux
This section provides information on ensuring that the Text to Speech feature for online testing will
work appropriately on computers running Linux Fedora Core (K12LTSP 4.2 and above) or Ubuntu 9-12.
If you require additional information on setting up Text to Speech in Linux, refer to the DCAS Technical
Specifications Manual for Online Testing, 2012-2013, available on the DCAS Portal.
Linux is a modular kernel operating system, which means that specific non-used kernel modules may not
load when the system boots up. However, the system does need to have these kernel modules installed.
If the required kernel modules are not already built in or installed, this document will not provide you
with the information that you need.
As a reminder, Festival and SoX software must also be downloaded and installed on computers with
Linux in order for students to be able to hear the audio in online tests.
Important: The commands provided in this document require you to be logged in as “root.”
Setting up Default Voice, Reading Speed and Volume Settings
This section provides an overview of how to change the default settings in Festival. These instructions
assume that you have already downloaded and installed the requisite voice packs.
Changing the default settings as described in each section will change the settings for all users.
Default Voice Settings
Step 1: In the command prompt, enter festival, and then execute the following
commands exactly as shown:
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festival>libdir
“/usr/share/festival” (Note: This output line may be different)
festival>(voice.list)
(cepstral_miguel
cmu_us_slt_arctic_hts
cmu_us_bdl_arctic_hts
cmu_us_awb_arctic_hts
ked_diphone
kal_diphone)
festival>voice_default
ked_diphone
Note: The outputs for the commands libdir, voice.list and voice_default may be different
based on your installation.
Step 2: Make a note of the output for the command “libdir” in the step above. Change
to that directory. (In our installation, it is /usr/share/festival.)
Step 3: Open the file init.scm for editing.
Step 4: Select any voice from the voice.list output in Step 1.
To set up your selection as the default voice, use the following commands:
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(set! voice_default ‘voice_<voice name from the list>)
Assuming you chose “cmu_us_slt_arctic_hts” this line would look like:
(set! voice_default ‘voice_cmu_us_slt_arctic_hts)
Default Reading Speed
Depending on the students who need to use the Text to Speech tool, a slower reading speed may be
desirable. This also has the effect of making the voice sound deeper.
Step 1: Open the file init.scm for editing.
To locate the file, follow steps 1 and step 2 from the Default Voice Settings section.
Step 2: Append the following line to the end of init.scm.
(Parameter.set ‘Duration_Stretch <number>)
Acceptable values are any number greater than 1. However, experiments have
shown that numbers higher than 2 are too slow.
For example, if a slower reading speed is desired, then you can set <number> to 1.5
or 2.0
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Default Volume Setting
A default volume may be set by running system-config-soundcard or alsamixer from the
command prompt.
If you need additional assistance with identifying or changing the default volume setting, please contact
your system administrator.
Spanish-Language Voices
Licenses for a Spanish (Americana’s)-language voice for Microsoft Windows and Linux called “Marta”
were purchased by the Department of Education in fall 2010 for schools that enrolled students requiring
the Spanish TTS. District and school staff downloaded the voice from the Cepstral.com website. Then,
staff installed the voice on a limited number of computers and entered a license key for the voice on
each computer. Districts that required more licenses than were provided by the Department of
Education purchased additional licenses independently from Cepstral.com at a discounted price.
DCAS Secure Browser and Spanish Voices
The DCAS Secure Browser is configured to recognize several known voice packs for TTS. The secure
browsers detect already installed voice packs on the students’ machines.
TTS technology will work with the vendors’ voice pack products (specified on pages 30-32) because
these voice packs are designed to work with the well-defined application programming interfaces (APIs)
for Windows, Mac and Linux operating systems. The secure browser was also designed to work with
these APIs.
The DCAS secure browser is designed to use the voices installed on the operating system, if they are
recognized. When the student is progressing through the login process and has been approved, the
student’s test language is identified (English OR English/Spanish). At this point, the secure browser will
look for approved voices for that language or languages on the student’s machine. The voice or voices
with the highest priority will be used for the TTS feature. Note: If any of the approved voices has also
been set as the default voice for the system, then that voice will always get the highest priority for the
language for which the voice pack is intended.
Voice Pack Recommendations
The American Institutes for Research has conducted testing using voice pack software.
Default voices pre-installed on Windows and Mac OS X machines (for English):
Cepstral (for Spanish) installed on Windows and Linux machines
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Infovox (for Spanish) installed on Mac OS X machines
Festival installed on Linux machines
o Festival is required for Linux machines that will be using Text to Speech. Please refer to
the section of this User’s Guide titled, “Setting TTS Parameters in Linux” for information
on downloading and installing Festival.
English Voice Packs
AIR performed testing on the native voice packs that come bundled with Windows and Mac operating
systems.
The Windows XP and Vista native voice packs performed adequately; however, several vendors support
voice packs for English that have a better quality than the native voice packs that come with XP and
Vista.
The Windows 7 native voice pack, “Microsoft Anna,” performed very well.
The native voice packs for Mac OS X performed well.
Spanish Voice Packs
AIR conducted testing on voice packs provided by Cepstral and Infovox.
Cepstral voices can be downloaded and installed on Windows and Linux systems. It performed
adequately in Windows and Linux. http://www.cepstral.com/downloads/
Cepstral is not recommended for use with Mac OS X machines.
Infovox is only available for Mac operating systems. This software performed very well, but can be
expensive.
http://www.assistiveware.com/infovox_ivox.php http://download.cnet.com/Infovox-iVox/3000-2056_4-99356.html?tag=mncol;1
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Voice Packs Recognized by the Secure Browser
These voice packs are listed in order of decreasing priority. That is, the voices at the top of each list have
a higher priority than those at the bottom of the list.
The tables below display the native and commercial voice packs for each operating system (Windows, Mac, and Linux) that are currently recognized by the secure browser. Windows and Mac OS X computers typically ship with at least one default voice pack. Many of these default voice packs are recognized by the secure browser. Windows 2000, XP, Vista, 7
Vendor Voice Pack Language
Windows (pre-installed) Julie English
Windows (pre-installed) Kate English
Windows (pre-installed) MICHAEL English
Windows (pre-installed) MICHELLE English
Windows (pre-installed) MS-Anna English
Windows (pre-installed) MS Anna English
Windows (pre-installed) MS Mary English
Windows (pre-installed) MS Mike English
Windows (pre-installed) MS Sam English
Windows (pre-installed) Paul English
Windows (pre-installed) Violeta Spanish
Cepstral (commercial) Cepstral_David English
Cepstral (commercial) Cepstral_Marta Spanish
Cepstral (commercial) Cepstral_Miguel Spanish
NeoSpeechTM
Julie English
NeoSpeechTM
Violeta Spanish
Note: The NeoSpeechTM
voices are not supported on machines running Windows 2000.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 31 | P a g e
Mac OS X
Vendor Voice Pack Language
Mac (pre-installed) Agnes English
Mac (pre-installed) Alex English
Mac (pre-installed) Bruce English
Mac (pre-installed) Callie English
Mac (pre-installed) David English
Mac (pre-installed) Fred English
Mac (pre-installed) Jill English
Mac (pre-installed) Junior English
Mac (pre-installed) Kathy English
Mac (pre-installed) Princess English
Mac (pre-installed) Ralph English
Mac (pre-installed) Samantha English
Mac (pre-installed) Tom English
Mac (pre-installed) Vicki English
Mac (pre-installed) Victoria English
Mac (pre-installed) Diego Spanish
Mac (pre-installed) Javier Spanish
Mac (pre-installed) Marta Spanish
Mac (pre-installed) Monica Spanish
Mac (pre-installed) Paulina Spanish
Infovox (commercial) Heather Infovox iVox HQ English
Infovox (commercial) Rosa Infovox iVox HQ Spanish
32 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
Linux
Vendor Voice Pack Language
Festvox (commercial) kal_diphone English
Festvox (commercial) ked_diphone English
Festvox (commercial) cmu_us_awb_arctic_hts English
Festvox (commercial) cmu_us_bdl_arctic_hts English
Festvox (commercial) cmu_us_jmk_arctic_hts English
Festvox (commercial) cmu_us_slt_arctic_hts English
Cepstral (commercial) Cepstral_Marta Spanish
Cepstral (commercial) Cepstral_Miguel Spanish
Refer to Linux: Enabling Text to Speech and Default Settings for more information on
configuring Linux and testing the audio preferences for Text to Speech. For additional
information on the Festvox voices, click here: http://festvox.org/dbs/index.html.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 33 | P a g e
TEXT TO SPEECH PARAMETERS FOR MY STUDENTS St
ud
ent
nam
e
Vo
ice
spee
d
Vo
ice
typ
e (n
ame
of
voic
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Vo
lum
e (a
dju
sted
on
com
pu
ter?
Hea
dse
t?)
Oth
er n
ote
s
34 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
Print on Request
It is recommended that a high-speed printer be available in the room if students have
this accommodation.
If a student has the appropriate accommodations 121 or 122, 803 or 804, the student
will be able to request the printing of questions (121 or 804) or passages (122 or 803).
English Language Learners Students With Disabilities
Print Items (all content areas) Accommodation #804 Accommodation #121
Print Passages (reading only) Accommodation #803 Accommodation #122
Students will click the “print” button in the footer of the test if they wish to send a print
request for that particular passage. There will also be a “print” button next to each item
which allows them to submit print requests for each item. The TA will see all of these
requests in the TA interface and can approve or deny each request individually. If the
TA clicks “approve,” then a new tab will open in the TA’s browser, showing a print cover
sheet with a “print” button. The TA will not be able to see the passage or items in the
TA interface. After the TA clicks “print,” the request is sent to the printer.
The TA is responsible for assuring that all printed test questions and passages are
immediately shredded upon test completion or returned to the school test coordinator
for shredding immediately upon test completion.
Students will click the “print” button in the footer of the test if they wish to send a print
request for that particular passage.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 35 | P a g e
Students may also right-click on a passage to submit a print request for that passage.
There will also be a “print” button to the upper right of each test item which allows the
student to submit print requests for each item.
The student may also right-click on the item and choose “Print Item” from the menu.
After the student submits a print request, he/she will see this message:
36 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
The TA will see all of the print requests in the TA interface in the Student Session menu,
listed under “requests.
The TA clicks “print” in the “requests column.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 37 | P a g e
The TA can approve or deny each request individually.
If the TA clicks “approve,” then a new window will open in the TA’s browser, showing a
print cover sheet with a “print” button. The TA will not be able to see the passage or
items in the TA interface. After the TA clicks “print,” the request is sent to the printer.
38 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
If the test administrator (TA) clicks “deny,” then a new window will open in the TA’s
browser and ask for the reason for denial. The student will not be notified that the print
request is denied.
SECURITY ALERT: The TA is responsible for assuring that all printed test items and
passages are immediately shredded upon test completion or returned to the school test
coordinator for shredding immediately upon test completion.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 39 | P a g e
Change of Screen Color
Students with accommodation 116 will be provided an alternate screen color (pale yellow, light blue,
light gray, or light magenta). Prior to testing time, the TA should be aware of students that require a
change of screen color and which color that student will use. At the start of the test session, the test
delivery system will be set to the default accommodation screen color (pale yellow) for students who
have accommodation 116. The TA should set the screen color for each student who requires a change.
This is done by clicking on “See Edit Details” in the “Approvals and Student Test Settings” box and
entering the correct screen color, or in the Student Session menu by clicking the “Custom
Accommodations” button in the accommodations column.
Approvals Screen
Student Session Menu
Screen color is the only accommodation that can be edited in the test delivery system. The screen color
should be changed only once at the beginning of a test session.
Screen color change is the only accommodation that is also listed as a universal design feature. Formally
identified students may have screen color change listed in their accommodations (#116 ).
Large Print
The large print accommodation causes the test to default to magnification Level 2 on each item (grades
2-4: 22 pt, grades 5-10: 18.75 pt). If a student requires greater enlargement, consult the student’s
40 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
Division of Visually Impaired instructor regarding consideration of projector, Smartboard/Mimio, or
Zoomtext software use.
What if the online test delivery system does not deliver the expected
accommodations?
Accommodations are distinguished by whether they are delivered by the online system or by the school
staff:
1. Functional accommodations: accommodations that must be delivered by the online system. For example: Text to Speech and Spanish-English side-by-side.
2. Non-functional accommodations: Accommodations that are provided by the school. For example: translator, enhanced lighting, or preferential seating.
If the online system does not deliver an expected functional accommodation, i.e. Text to Speech, then
the student’s test will have to be rescheduled and a test reset needs to be requested. If the cause of the
problem is that the student’s record in the DCAS Accommodations database is not correct, then it must
be updated. Three business days must then pass before the test delivery system will be updated and
able to deliver the updated accommodations.
If the incorrect or missing accommodation is a non-functional accommodation, then staff may proceed
with the test, providing the correct accommodations. As soon as possible, the DCAS Accommodations
database must be updated to reflect the test accommodations actually delivered to the student.
Training Tests, Practice Tests, and Accommodations
The training tests and practice tests are accessible with accommodations through the DCAS secure
browser via a proctored session. A proctored session can be created two ways. The first is for the TA to
create a test session at the TA’s workstation. The student then logs in to the proctored session from the
student’s workstation using the student name, student ID, and the test session ID. The test session ID is
provided by the TA. The second way is for a student to log in to a guest proctored session with his or her
name and ID.
End-of-Course Tests and Accommodations
Formally identified special education, 504, and ELL students who require test accommodations, are in
grades 11 and 12, and who will be taking end-of-course tests must have up-to-date accommodations
entered into the DCAS Accommodations database.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 41 | P a g e
Line Reader6 • DCAS Line Reader tool is located at top left by zoom buttons.
• It will be available for all reading assessments.
• This will allow students to be able to follow along in the passage.
• The up and down arrows are used to move the line reader (see green highlighting below) up and
down within the passage.
Global notes
Global notes are available for selection at the top left by zoom buttons
By clicking the global notes button it opens an on-screen notepad. Students can use this feature
like a notepad. Their notes will save and persist when they resume their tests after a pause.
6 When it becomes available.
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Expand/Collapse Passages
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 43 | P a g e
Appendix A
TA Interface: Viewing Student Accommodations
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D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 45 | P a g e
Appendix B
If a student is taking the Spanish/English version of a math, science, or social studies test and also has the accommodation for Text to Speech, the student will have additional choices when they right-click. For example, In addition to “Say the question,” “Diga La pregunta” will appear. In addition to “Say the questions and Options,” “Diga la pregunta y las respuestas” will appear. “Mark for Review” will appear as “Marca para la revision.”
New for 2012-13 is the capability of TTS to be paused and resumed during the reading of a passage on the reading test. In addition to the options shown above, the context menu will offer “Pause Speaking” and “Resume Speaking.”
Using Text to Speech and Highlighting Tools
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D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 47 | P a g e
Appendix C
Keyboard Navigation for Students
Test Selection Screens and In-Test Pop-ups
Use these keyboard commands to select options on the pages prior to your test or on pop-up
messages that appear during your test. For example, if you see a screen with [No] or [Yes]
buttons, you will need to navigate to that button to select it.
Keyboard Command
Function
Move to the next option
+
Move to the previous option
Select the shaded option
Examples of Test Selection Screen and In-test Pop-Up Messages
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Global Menu
The Global Menu contains all the options
displayed along the bottom of the student’s
test screen.
Press the + keys to access the Global Menu. The menu will appear on the screen.
Use the Up or Down arrow keys on your keyboard to move between options in the menu. Each option will be highlighted as you arrow up or down.
Press the key to select the highlighted menu option.
Press the [ESC] key to close the Global Menu.
Note: The Global Menu may change based
on the test that you are taking. For example,
the Global Menu on a Math test may include
a Calculator, which you will not see on
Reading tests.
Sample Global Menu for Math Test
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 49 | P a g e
Context Menus
The Context Menus contain the options
available for each area of a test page.
These areas of a test page are called
“elements.”
The elements on a test include:
Reading passages
Test items
Answer options (A, B, C, and D)
Sample Test Page
Each element has its own context menu. To view the context menu for an element, you need to navigate to that element.
Click the [TAB] key to navigate between test items (and the reading passage, if there is one).
Click [CTRL] + [TAB] to switch from a test item to each answer option. When you are on the element you want, you will see a light gray border around the text.
Press the + keys on the keyboard. The context menu for that element will appear.
Use the Up or Down arrow keys on your keyboard to move between options in the menu. Each option will be highlighted as you arrow up or down.
Press the key to select the highlighted menu option.
Press the [ESC] key to close the Context Menu.
Selected Element
Sample Context Menu for Test Item/Question
Note: This image may not match what you see on your screen.
The context menu for an answer option
may show different options than for a
test item or reading passage.
Context Menu for Answer Option
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D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 51 | P a g e
Keyboard Commands
Note: Keyboard combinations outlined in this document are tentative and subject to change.
Function / Details Keyboard Commands (tentative)
Open the GLOBAL MENU +
Go to the NEXT test page + (or use the Global Menu)
Go to the PREVIOUS test page + (or use the Global Menu)
Move to the NEXT ELEMENT (on a page containing multiple items and/or a reading passage)
Move to the PREVIOUS ELEMENT (on a page containing multiple items and/or a reading passage) +
Select OPTION A +
used to toggle between answer choices
to select answer
Select OPTION B
Select OPTION C
Select OPTION D
PAUSE your test + (via Global Menu)
END TEST + (via Global Menu)
HELP GUIDE + (via Global Menu)
MATH FORMULA reference + (via Global Menu)
PERIODIC TABLE reference + (via Global Menu)
CALCULATOR + (via Global Menu)
ZOOM IN (increase the size of text and graphics on a page) + or use the Global Menu
52 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
Function / Details Keyboard Commands (tentative)
ZOOM OUT (decrease the size of text and graphics on a page)
+ or use the Global Menu
SCROLL UP in an area of the test page
SCROLL DOWN in an area of the test page
SCROLL to the RIGHT in an area of the test page
SCROLL to the LEFT in an area of the test page
Open the CONTEXT MENU (for that passage, question, or answer choice) +
PRINT REQUEST + (via Context Menu)
COMMENT + (via Context Menu)
MARK / UNMARK a question for review + (via Context Menu)
STRIKETHROUGH an answer option + (via Context Menu)
HIGHLIGHTER* + (via Context Menu)
SPEAK* (listen to a passage, question, answer choice, or specific portion of text) + (via Context Menu)
*see below for detailed instructions on using this tool with a keyboard
Selecting Text with Your Keyboard
1. Place the focus on the element containing the text you want to select. A reading passage, item, or answer choice are the different types of elements that can be on a test screen.
2. Press + to open the context menu.
3. Select Enable Text Selection from the list of available options. A flashing cursor will appear.
4. Use the arrow keys to move the cursor to the beginning of the text you want to select.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 53 | P a g e
5. Hold and use the arrow keys to select your text. The text you have selected will appear shaded.
6. Press + to access the Context Menu. Select the feature you want to use for the selected text (e.g., Highlighter or Speak tools).
54 | P a g e D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e
Keyboard Commands for Grid Items
Keyboard Command
Function / Details
Press the [Tab] key to move between the Object Bank, the buttons at the top of the screen (Delete, Add Point, Connect Line, Add Arrow, Add Line), and the main Answer Space. The “active” space or button will show a border to make it look different.
Press the [Enter] key to move between the objects (images, dots, lines, and arrows) that are in the Answer Space. The “active” object will show a border to make it look different.
Select Object: Press the [Space bar] to select the “active” object or button (the one that shows a border). If you are selecting an object or adding a point, line, or arrow, it will move to the Answer Space, in the top left corner. It will also have a blue border to show that it is still “active.” Delete Object: Use the [Space bar] to delete an object (after you have selected the [Delete Button] option and moved to the object you want to delete).
Move the object to the left.
Move the object to the right.
Move the object up. For items with an object bank, use the ↑ arrow to navigate between the available objects. The selected object will have a blue background.
Move the object down. For items with an object bank, use the ↓ arrow to navigate between the available objects. The selected object will have a blue background.
+ [arrow key]
Move the object a smaller distance (left, right, up, or down).
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 55 | P a g e
Appendix D
Text to Speech (TTS) Reading Conventions
Following is a detailed description of how the Text to Speech engine will read aloud figures, tables,
charts, graphs, miscellaneous features, and mathematical expressions.
Definition of “Alt-text”: Alt-text, or alternative text, is text that exists behind the scenes of the web
page. Often, it is applied to a graphic or picture that cannot be read. When the TTS engine reaches the
graphic, it will read the alt-text. Sometimes, if a word is spelled in such a way that a TTS engine will
mispronounce it, alt-text is applied to the word. The TTS engine will read the alt-text instead of reading
the word phonetically.
Section 1. IMAGES: ALL SUBJECTS
1.1 Sequence for Figure Descriptions
1.1.1 Figures, Tables, Charts, and Graphs
When describing figures, TTS will NOT describe the figure in such a way as to “clue” the correct
answer of the question associated with the graphic. If the alt-text description of the gives an
unfair advantage or provides additional information to the student taking the test with alt-text,
then the part of the description that clues the correct answer or provides additional
information should be deleted from the alt-text description. Accommodations are intended to
“level the playing field,” not tilt it in favor of any one category of students.
1. When describing figures, less is better. When describing figures, brevity is very
important, but the figure must be thoroughly described. Alt-text writers analyze the figure
so that TTS will describe it in an organized manner. Some figures may require no more than
a single sentence of description.
2. TTS will Indicate what kind of figure is shown (illustration, line graph, photograph, etc.
instead of “picture”) and the figure number, then read the caption or label. “The photo
captioned…” or “the box captioned…” should be used if there is no figure number.
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“The illustration is labeled Hummingbird and Flowers.”
3. Unless the axes are labeled “y-axis” and “x-axis,” refer to the axes as the “vertical axis”
and the “horizontal axis.”
“The horizontal-axis is titled Miles Driven and the vertical-axis is titled Gallons of Gas Left…”
4. TTS will describe the pattern to be followed in the description. It will explain in what
direction items are read: left to right, clockwise, etc.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 57 | P a g e
“From top to bottom, the points on the left side of the house diagram read P, Q, and R.”
5. TTS will fill in the details, but will be concise. It will begin describing the figure with an
overview, highlighting the most important features and then filling in the details. TTS will
relate different features to each other in terms of size, direction, and distance, as
appropriate.
6. TTS will be concise and describe only the elements that are necessary to illustrate the
text.
7. To indicate the description of the figure is complete and the description is returning to
the text, TTS will include the word “text” after completing a figure description. If multiple
figures are described in sequence, use “text” after you have described the last figure.
1.2 Tables
TTS will begin by reading the title of the table. It will indicate the number of columns when describing a
vertical table OR the number of rows when describing a horizontal table, for example, “The table is
titled, Favorite Teachers. The table has 4 columns.”
TTS will announce that the reading order of the column and row headings only once before reading the
cell values. For the first two rows, it will repeat the column headings prior to reading each data value. If
the row/ column headings are lengthy, a shortened version of the heading may be used when describing
the second row. For example, the heading “United States of America’s Presidents’ Ages”, in the second
row can be shortened to read “Presidents’ Ages.” In the third row and any subsequent rows TTS may not
repeat the column/row headings.
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Vertical Tables
Vertical tables will be read in the following way:
The table is titled, [insert table title if present]. The table contains [insert number of columns] columns.
From left to right the column headings read: [column heading 1, column heading 2…]. Row 1 reads,
{column heading 1] [value of row 1 column 1], [column heading 2] [value of row 1 column 2] (repeat for
each column). Row 2 reads, [column heading 1] [value of row 2 column 1], (repeat for each value in row
2). Row three reads: [value of row 3 column 1], (repeat for all values in row three).
Rule
Input Output
12 4
24 16
36 28
48 40
“The table is titled Rule. The table contains 2 columns. From left to right the column headings read: Input, Output. Row 1 reads: Input, 12, Output, 4. Row 2 reads: Input, 24, Output, 16. Row three reads: 36, 28. Row four reads: 48, 40.”
Horizontal Tables
Horizontal tables will be read in the following way:
The table is titled, [insert table title if present]. The table contains [insert number of rows] rows. From
top to bottom the row headings read: [insert row headings]. Column 1 reads: [row heading 1] [value of
column 1 row 1], [row heading 2] [value of column 1 row 2] (repeat for each row). Column two reads,
[row heading 1] [value of column 2 row 1], (repeat for each value in column 2). Column three reads,
[value of column 3 row 1], (repeat for all values in column three). Column four reads, [value of column 4
row 1], (repeat until all values for all columns have been read).
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 59 | P a g e
Track Team Statistics
Age 5 6 7 8 9 10 11
Years on Team 1 2 3 4 5 6 7
“ The table is titled Track Team Statistics. The table has 2 rows. From top to bottom the row headings
read: Age, Years on Team. Column 1 reads: Age, 5, Years on team, 1. Column 2 reads: Age, 6, Years on
team, 2. Column three reads: 7, 3. Column four reads: 8, 4. Column 5 reads: 9, 5. Column 6 reads, 10, 6.
Column 7 reads: 11, 7, text. “
Tables with Sub-Columns
Tables with sub-columns will be read in the following way:
The table is titled [insert table title if present]. The table contains [insert number of columns] columns.
From left to right the column headings read, [insert column headings, but not sub-columns]. The
[specific column heading] column has [insert number of sub-columns] sub-columns, which are labeled,
from left to right, [insert sub-column headings]. (Read the rest in the same format of tables, but when
reading column headings, first read the column heading then the specific sub-column heading, followed
by the cell value).
Dog Race Results
Time (min) Total Distance Traveled (m)
Dog 1 Dog 2
0 0.0 0.0
2 0.5 0.7
4 1.1 1.3
6 1.5 1.8
8 1.8 2.5
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“The table is titled dog race results. The table has 2 columns. From left to right, the column headings
read, Time open parentheses m I n, close parentheses, total Distance traveled open parentheses m, close
parentheses, The total distance traveled open parentheses m close parentheses column has four sub
columns which read, dog 1, dog 2, row 1 reads, Time Open parentheses m I n, close parentheses, 0, dog
1, 0 and 0 tenths, dog 2, 0 and 0 tenths, row 2 reads Time, 2, dog 1, 0 and 5 tenths, dog 2, 0 and 7
tenths, row 3 reads 4, 1 and 1 tenths, 1 and 3 tenths, row 5 reads 8, 1 and 8 tenths, 2 and 5 tenths Text. “
1.3 Line Graphs
TTS will not provide more precision in the description than the graph itself supports. For
example, if population growth in California is shown in increments of 500,000 and a point on
the graph for the year 1959 is just below the midway point between 18,500,000 and
19,000,000, TTS will read something like, “The population in 1959 was nearly 18,750,000.” TTS
will not speak the exact value. “The population in 1959 was 18,725,000” implies a precision that
is not actually shown on the graph.
1. TTS will read the item or quantity being measured along the horizontal axis, range
(lowest and highest values), and increments of measurement.
“The horizontal axis is titled Time in minutes with a range from zero to ten, increasing in
increments of one.”
2. TTS will read the item or quantity being measured along the vertical axis, range, and
increments of measurement. Note: If either axis is unlabeled, TTS will make that known.
D C A S A c c o m m o d a t i o n s U s e r ’ s G u i d e 61 | P a g e
Similarly, if the item being measured is named, but no values are listed for that item, TTS
will make that known.
“The vertical axis is titled Gallons with a range from zero to one two zero zero, increasing
in increments of two zero zero.”
3. If there are two or more lines on the graph, TTS will include the number of lines shown
and what each represents. TTS will mention color, pattern (dotted line, dashed line, etc.), or
other means by which the individual lines are distinguished.
“There are two lines indicated on the graph. The solid line represents car one, and the
dashed line represents car two.”
1.4 Bar Graphs
There are two types of bar graphs: single element bar graph and stacked bar graph. Stacked bar
graphs include several different types of data that are combined (stacked) into one large bar.
1. TTS will tell the student whether the bars run vertically or horizontally.
2. In a single element bar graph, TTS will tell the student how many separate bars there are, what each represents, and how it is depicted. For example:
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“There are two bars shown for each day of the week. From left to right they are: Mr.
Henry’s Class in black and Mr. Tillson’s Class in gray.”
3. In a stacked bar graph, TTS will do the same, but will clearly distinguish each part of the stacked bar and its location within the bar. For example:
“There are three bars shown for each year. The bar on the left represents NATO
countries with the U.S. and Canada shown at the bottom in blue and above them,
Europe in green. The middle bar shows Warsaw Pact countries with the USSR in red
and above it satellite nations in pink, and the bar on the right shows neutral European
countries with socialist nations in orange and free-market nations above them in
yellow.”
4. TTS will describe the general pattern of each bar and, for a stacked bar, the pattern within the bars. Depending on what is necessary, TTS may indicate the values of every bar; it may indicate values only for those bars where noticeable changes occur or a “milestone” value is reached.
5. For graphs with multiple bars, TTS will show how the separate bars compare. For example:
“In the late 1940s and into the ‘50s, NATO and Warsaw Pact countries spent similar
percentages of GNP on defense. After that period, however, the Warsaw Pact
percentages are always higher and the difference increases until the Warsaw Pact
spent 5 percent more by 1980 and almost 10 percent more by 1985. The neutral
nations are consistently the lowest, never spending more than 5 percent for defense
and below 3 percent during the 1980s.”
1.5 Pie Charts
1. If the pie is divided into 10 or fewer slices, TTS will give the number of slices. If there are
more slices, but there are only a few large ones, TTS will tell the student that there are
many slices, but a few account for most of the pie.
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2. TTS will tell the student the starting point for the description and the direction it will
follow. Note: In most cases a pie chart will show the slices in order of descending size and
the largest will start at the 12 o’clock position with the next largest at its clockwise edge,
etc. If the chart does not follow the pattern of descending size or if the largest size is not at
the 12 o’clock position, TTS will make this clear to the student.
3. As TTS describes the pie, it will indicate what each slice represents, how it is shaded or
colored, and the percentage or amount of that slice.
“Reading clockwise from the twelve o’clock position, the slices of the pie chart read Zach
with twenty-five percent of the votes, Max with sixteen percent, Sam with nine percent,
Carla with thirty-three percent, and Jamie with seventeen percent.”
1.6 Organization Charts/Hierarchy Structures
1. TTS will indicate whether symbols are coded by color or shape. For example:
“Positions with responsibility for manufacturing are in red, finance is shown in blue, and
marketing in pink.”
2. TTS will indicate the number of levels in an organizational structure. Usually these
diagrams will be described from the top level down, but in some cases it may be better to
go from the bottom upward. As TTS describes each level, it will tell the listener the number
of positions at that level.
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3. TTS will indicate who reports (or communicates) to whom. This is generally shown by
lines that link the positions; a solid line usually signifies direct authority from the upper over
the lower position, while a dashed line indicates a more indirect relationship.
1.7 Sequence or Flow Diagrams
Sequence or flow diagrams are often used to show the step-by-step procedures followed from
the start of an activity to its completion. The boxes (or other shapes) represent events or steps
in a process, and the arrows represent the sequence of steps within the process. If the arrows
are labeled, TTS will read these labels. When describing a diagram, TTS will describe the most
direct sequence, i.e., one in which every step moves the process closer to completion.
1. When color and shape code the steps or functions in the diagram, TTS will indicate what
the colors or shapes signify. (If the shapes or colors have no defined purpose, you may still
mention them as you describe the symbols.)
2. If there are arrows showing the flow of information or the sequence of steps in a
process, TTS will make clear the directions of the arrows.
“Reading clockwise from the top, an arrow points from the adult mosquito to an egg, the
egg to a larva, the larva to a pupa, and from the pupa to an adult.”
3. Simple flow diagrams may have alternate steps included in the flow diagram at the point
they would occur in the process. If the diagram is very complex, the description will begin
with the main flow, then it will describe all the other sequences shown. TTS will go back and
follow the sequences that branch away from the main sequence, making sure to clearly
identify the step at which the branching begins and the step where the branch rejoins the
main sequence, if applicable.
1.8 Maps
1. TTS will indicate in general terms the part of the world shown on the map if the title or
caption does not make it clear.
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“The maps depict the United States, and parts of Mexico and Canada.”
2. TTS will describe the legend or key used on the map. It will describe the compass rose
(indicator of where north is on the map) only if north is not at the top of the map, or if the
audience is elementary school children.
“From top to bottom, the key represents High Pressure with an H, Low Pressure with an L,
Cold Fronts with a line with downward pointing triangles, and Warm Fronts with a line with
upward pointing semicircles.”
3. TTS will describe the scale only if it is significant to an understanding of the map or if the
audience is elementary school children.
4. If smaller inset maps are shown along with the main map, TTS will describe the main
map first, then describe any inset maps.
5. TTS will first state the pattern or sequence to be followed when describing the map. For
example:
“The major cities in India will be read north to south and west to east” or
“Captain Cook’s voyages will be described in chronological order”
6. TTS will give an overview of the map, highlighting essential elements.
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7. TTS will give important details in the sequence. Where it enhances the description, it
will relate details to each other in terms of size, direction, distance, etc.
1.9 Poetry
1. For a short poem, TTS will include the title and announce the number of verses (or
stanzas) before reading the poem. If the poem is printed so the words are laid out in an
unusual way, e.g., in the shape of an animal, TTS will mention this.
2. TTS will read the poem straight through, mentioning any line numbers before the line is
read. For example, if line 4 of the poem is noted, then TTS will read the first three lines of
the poem below as written and then read the fourth line as follows: “Line 4—tomorrow will
be dying.”
Gather ye rosebuds while ye may,
Old Time is still a-flying;
And this same flower that smiles today,
4 Tomorrow will be dying.
If there are footnotes, TTS will mention the notes as they occur in the text but wait until the
end of poem before including them. TTS will restate the line number and reread the line in
which the note occurs, and then give the footnote.
Section 2. MISCELLANEOUS GUIDELINES
2.1 Answer Choices
TTS will include the letter or number of each answer choice.
In the Spanish/English version, the answer choices will be displayed in Spanish and English,
unless the answer choice is a picture that does not require description.
2.2 Bold/Italics/Colored Fonts
When text is in bold, italicized, or emphasized visually in any way, no alt-text indicating
emphasis is applied. TTS will not insert alt-text such as “bold” before or after the bold text.
2.Boxes
A box is entered as “box” and concludes with the word “text” when the material within tells a
story that is related to, but different than, the main body’s flow.
2.4 Columns and Rows
TTS will read from left to right and top to bottom.
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Example:
The title of the chart is ____.
From left to right, the column headings read ____, ____, ____.
Row one reads ____, ____ , ____.
Row two reads ____, ____, ____.
2.5 Dashes
Between non-consecutive numbers dashes will be read as “through”:
3–7 (3 through 7)
Between consecutive numbers dashes will be read as “and”:
3–4 (3 and 4)
In numbers dashes will be read as “dash”:
3301-13-05 (three three zero one dash one three dash zero five)
2.6 Ellipses
A series of three periods (…) signifying missing text at the beginning, at the end, or in the middle of a sentence will be read as “ellipsis,” except when used in a play or narrative dialogue to indicate a pause or trailing thought.
Dots or asterisks inserted in the center of a page between paragraphs, such as in law books, indicate a block of text is omitted and will be read as “major ellipsis.”
In math books, a series of three periods indicating items continuing to infinity will be read as “dot dot dot” or “and so on.”
2.7 Graphs
Title: The graph is titled ____.
y- and x-axis: The vertical or horizontal-axis is titled ____.
Axis labels: The vertical or horizontal-axis reads ____.
The y-axis of graphs should be read from bottom to top.
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2.8 Information without a Clear Pattern
Descriptions for information that is arranged without a clear pattern or flow will be read in one
of three ways: clockwise, from top to bottom, or from left to right.
Example 1:
Clockwise from the top, the [image, graphic, diagram, etc.] reads ____.
Example 2:
From top to bottom, the [image, graphic, diagram, etc.] reads ____.
Example 3:
From left to right, the [image, graphic, diagram, etc.] reads ____.
2.9 Item numbers
TTS will insert the word “Question” before each question number.
2.10 Line and Paragraph Numbering
For poetry, TTS will include the line number before reading the line text, even if doing so causes
the line number to come in the middle of a sentence. For prose, TTS will speak the paragraph
numbers before the text of the paragraph.
2.11 Quotes/Quoted Dialog
Block quotes/other quoted material: TTS will read the words “quote” and “end quote” if the block of text is indented. The rule of thumb for quotes embedded in the text is to only say “quote” and “end quote” with quotes of five lines or longer.
When reading dialog in fiction, TTS will not announce quotes. In plays, TTS will include the name of the character speaking, then the character’s line.
2.12 Roman Numerals
When used as page numbers, Roman numerals will be read as “page Roman six,” not “Roman page six” or “page VI (pronounced ‘vee-eye’.”
When Roman numerals are used as chapter or section numbers, the word “Roman” is not used.
TTS will Identify Roman numerals only if it is necessary to distinguish them from Arabic numbers, such as in an outline. In outlines, TTS will distinguish capitalized Roman numerals from lower case Roman numerals by entering “cap Roman ___.”
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2.13 Superscript or Subscripted Words and Numbers
These will be read as “superscript___” or “subscript ___” unless the number is an exponent
(squared, cubed).
2.15 V. and Versus
Enter “v.,” not “versus,” if an instance is written as such, for instance, Brown v. Board of Ed.
Enter “versus” if an instance is written as such, for instance, Brown versus Board of Ed.
Section 3. MATHEMATICS
NAEP Math Read-Aloud Accommodation Guidelines and Examples
Math Read-Aloud Guidance
When reading numbers and symbols aloud, please use the guidance below:
In general, numbers and symbols will be read according to their common English usage. For example, > would be read as “is greater than.”
Numbers 99 and under will be read using standard place value language. For example, 23 would be read as “twenty-three.”
However, numbers greater than 99 will be read as individual numbers. For example, 579 would be read as “five seven nine.”
Math Read-Aloud Examples
The examples on the following pages describe how to read various math problems to students.
Some of these examples come from NAEP.
Read-aloud examples are given for the following categories: Numbers, Symbols, Figures and
Graphs, Operations, and Expressions.
Numbers, Fractions, Equations
Description Example(s) TTS Will Read as:
General 0 Zero (not “oh”)
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Description Example(s) TTS Will Read as:
Large whole numbers 632,407,981
45,000,689,112
“six three two comma four zero seven comma nine eight one”
“four five comma zero zero zero comma six eight nine comma one one two”
Decimal numbers (up to three decimal places)
0.056
4.37
“fifty-six thousandths”
“four and thirty-seven hundredths”
Decimal numbers (beyond three decimal places)
4.37595 “Four point three, seven, five, nine, five.
Lowercase letters that are juxtaposed
xy "x times y"
Capital and lower-case letters should be differentiated because they can have different meanings in mathematical or scientific expressions.
R - 2y = 6 "Capital R minus two y equals six."
Fractions that contain other mathematical operations
b + d c
"a fraction with the quantity b plus d in the numerator over c in the denominator”
“A fraction with quantity b plus d close quantity over c.”
Fractions for which it is unclear where the fraction ends.
"end fraction"
Expressions containing multiple mathematical operations and containing parentheses or brackets.
(2x - 6y) - 10 “open parenthesis, two x minus six y, close parenthesis, minus ten”
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Description Example(s) TTS Will Read as:
When equations are numbered, read the equation number and give the meaning of each letter or symbol Give the meaning of each letter or symbol.
Eq. 6-2
E = mc2
“E = energy in ergs m = mass in grams c = speed of light in cm./sec.”
"Equation six dash two. Capital E equals m times c squared. Capital E equals energy in ergs, m equals mass in grams, and c equals the speed of light in centimeters per second.”
Fractions - common
Fractions - not common - read as “numerator over denominator”
1 , 1 , 2 , 4
2 4 3 5
14
25
487
6972
“one half, one fourth, two thirds, four fifths”
Other common fractions include “sixths, eighths, tenths”
“fourteen over twenty-five”
“four eight seven over six nine seven two”
Mixed numbers - read with “and” between whole number and fraction
3½
57¾
“three and one-half”
“fifty-seven and three fourths”
Percents 62%
7.5%
0.23%
“sixty-two percent”
“seven point five percent”
“zero point two three percent”
Money - if contains a decimal point, read as “dollars AND cents”
$4.98
$0.33
$5,368
“four dollars and ninety-eight cents”
“thirty-three cents”
“five three six eight dollars”
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Description Example(s) TTS Will Read as:
Negative numbers - do NOT read negative sign as “minus.”
–3
–5 8
–7.56
“negative three”
“negative five eighths”
“negative seven point five six”
Dates (years) 1987
2005
“nineteen eighty-seven”
“two thousand five”
Roman Numerals I
II
III
IV
“Roman Numeral one”
“Roman Numeral two”
“Roman Numeral three”
“Roman Numeral four”
Symbols
Description Example(s) Read as:
Operation symbols +
–
X or •
÷
“plus”
“minus”
“times”
“divided by”
Powers, factorials, and roots 72
53
24
4!
“seven squared” or “seven to the second power”
“five cubed” or “five to the third power”
“two to the fourth power”
“four factorial”
“the square root of six”
Parentheses - read as “the quantity”
3(x + 2) (y – 5) ÷ 6
“three times the quantity ‘x’ plus two” “the quantity ‘y’ minus five (pause) divided by six”
Ratios the ratio 2:3 the ratio 3:5:9
“the ratio two to three” “the ratio three to five to nine”
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Description Example(s) Read as:
Absolute value |3| | – 6| | x + 2|
“the absolute value of three” “the absolute value of negative six” “the absolute value of ‘x’ plus two”
Miscellaneous π = ≈ < ≤ > ≥ ∠ AOB oF oC ≅
“pi” “is equal to” “is approximately equal to” “is less than” “is less than or equal to” “is greater than” “is greater than or equal to” “angle ‘A’ ‘O’ ‘B’” “degrees ‘F’” “degrees ‘C’” “is congruent to” “is similar to”
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