Assessment Specialist



Business Rules for Tagging Items

for Text-to-Speech and Text-to-Braille

Updated June 15, 2011

Table of Contents

I. OVERVIEW

Section 1. Purpose of Document

Section 2. Oregon’s Accommodations

2.1 Definition

2.2 Accommodations Codes and Definitions

Section 3. Tagging Guidelines

II. TEXT-TO-SPEECH BUSINESS RULES

Section 1. Text-to-Speech Rules by Content Area

1.1 Reading

1.2 Mathematics, Science and Social Sciences

1.3 English Language Proficiency Assessment (ELPA)

1.4 Writing

Section 2. Text-to-Speech Rules

2.1 General Concepts

2.2 Tables

2.3 Line Graphs

2.4 Bar Graphs

2.5 Pie Charts

2.6 Stem and Leaf Plots

2.7 Box-and-Whisker Plots

2.8 Timelines

2.9 Pictographs, Figures, and Illustrations

2.10 Tally Charts

2.11Organization Charts/Hierarchy Structure

2.12 Flow Diagrams

2.13 Maps

2.14 Answer Choices

2.15 Dashes and Hyphens

2.16 Slashes

2.17 Ellipses

2.18 Parentheses

2.19 Fractions

2.20 Quotes/Quoted Dialog

2.21Roman Numerals

2.22 Dates and Years

2.23 Time

2.24 Superscript or Subscripted Words and Numbers

2.25 Symbols and Equations

2.26 V. and Versus

2.27 Homonyms

2.28 Punnett Squares

2.29 Abbreviations and Acronyms

III. TEXT-TO-BRAILLE BUSINESS RULES

Section 1. Requirements for Transcription of Test Items to Braille

Section 2. Text-to-Braille Rules by Content Area

2.1 Reading and Social Sciences

2.2 Mathematics and Science

2.3 English Language Proficiency Assessment (ELPA)

2.4 Writing

Section 3. Text-to-Braille Transcription of the OAKS Online Braille Item Pool

3.1 General Concepts

3.2 Specific Rules

3.2.1 Special Symbols

3.2.2 Transcriber’s Notes

3.2.3 Tactile and Spatial Displays

Section 4. Delivery of Test Items to Students Using Braille

4.1 Delivery Through a Screen Reader

4.1.1 Reading

4.1.2 Social Sciences

4.1.3 Mathematics and Science

4.2 Delivery of Braille Ready Format Files

4.2.1 Reading and Social Sciences

4.2.2 Mathematics and Science

References

I. OVERVIEW

Section 1. Purpose of Document

These business rules state the process and criteria to be applied when tagging items from Oregon’s Statewide Assessment system (OAKS Online) for delivery to students in text-to-speech and text-to-Braille output. They contain rules for both text-to-speech and text-to-Braille and are formulated so that the rules for both delivery outputs are compatible. Specific rules are noted; references are cited for others (e.g., BANA codes and User’s Guide).

Section 2. Oregon’s Accommodations

2.1 Definition. ”Accommodation” is a specific term relative to the Oregon Statewide Assessment System. The Accommodations Panel defines accommodations as practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students. Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment. Use of approved accommodations during administration of an Oregon Statewide Assessment based on individual student needs will not impact the validity of the assessment results.

2.2 Accommodations Codes and Definitions

A full list of approved assessment accommodations is posted online at . The following accommodations directly apply to providing text-to-speech and text-to-Braille output for students:

|Code |Description |Notes |

|A202-L |Braille version (Literary Braille) |Applies to Reading and Social Sciences tests |

|A202-NS |Braille version spoken (Nemeth Braille) |Applies to Math and Science tests. Most Braille- |

| | |reading students would get both A202-NS and A202-NE |

|A202-NE |Braille version embossed (Nemeth Braille) |Applies to Math and Science tests. Most Braille-reading students would get |

| | |both A202-NS and A202-NE |

|A203 |Read test items and response choices aloud to the |Follow the ODE adapted NAEP Math read-aloud guidelines |

| |student | |

|A214 |Administration of side-by-side Spanish/English version |Applies to Math, Science, and Social Sciences tests |

Section 3. Tagging Guidelines

The item tagging system within the Item Tracking System (ITS) will auto-populate tags for all written text as it appears within an item or stimulus, but the tagging system cannot populate tags for non-text elements of an item or stimulus, such as figures, charts, graphs, tables, illustrations, or cartoons. Trained personnel will need to populate tags for all non-text elements. Personnel working on tag entry will access items and stimuli in a web preview format through ITS, listen to the speech output generated based on the auto-populated tags, and enter tags for all non-text elements. The process for entering tagging is described in the Tag Entry User Guide developed by ODE’s vendor, American Institutes for Research (AIR).

II. TEXT-TO-SPEECH BUSINESS RULES

Section 1. Text-to-Speech Rules by Content Area

1.1 Reading

No reading items, stimuli, or response choices may be read aloud.

1.2 Mathematics, Science and Social Sciences

Mathematics, science, and social sciences (not reading/literature) items, stimuli, and response choices may be read aloud to the student by use of technology following the NAEP read-aloud guidelines (see Oregon Math Read-Aloud Accommodation Guidelines and Examples posted at: and the Text-to-Speech rules outlined in Part II. Text-to-Speech Business Rules of this document.

1.3 English Language Proficiency Assessment (ELPA)

No text-to-speech delivery of ELPA items is planned at this time.

3 Writing

No text to-speech delivery of writing is planned at this time.

Section 2. Text-to-Speech Rules

2.1 General Concepts

a. Always read the title of a figure, chart, diagram, or other spatial display first. Titles must be read verbatim as they appear.

b. State in what direction content is to be read (e.g., "From left to right, top to bottom the (illustration, graph, diagram, etc.) reads …”) See specific directional rules below.

c. Always read the text (including labels) as it appears verbatim without elaboration.

d. In cases where application of the business rules would result in an illogical reading that would disadvantage the student (e.g., uniquely formatted tables with a configuration of rows and columns that does not match the table business rules), taggers may use common sense instead. Where possible, taggers should follow other analogous business rules.

e. Reminder: Do not use tags to alter a word’s pronunciation unless the business rules expressly permit doing so. Tag reviewers should not send items back to tag entry for the purpose of creating tags to alter pronunciation, especially when the review is based on Windows XP.

3 Tables

a. Read the title of the table verbatim. (”The title of the table is…”)

b. Going from left to right, read the complete column headings, if any. (“From left to right, the columns are (read column headings verbatim)”)

c. Read the sub-column headings, if any. Be sure to make it clear to which column the sub-column headings apply. (“From left to right, the sub-headings for column ___ are (read sub-headings verbatim)")

d. Read footnote(s) relating to any of the column headings after all column and sub-column headings have been read. (e.g., “Footnote (read footnote letter or number verbatim) referring to (read column heading verbatim)-- (read footnote text verbatim) End footnote")

Note: If there is a footnote pertaining to a cell in a table row, read the footnote immediately after reading the cell value. (e.g., "(read cell value verbatim). Footnote (read footnote letter or number verbatim) (read footnote text verbatim) End footnote”) If the same footnote occurs frequently throughout the table, do not re-read it each time. Announce the footnote after the cell value: (“(read cell value verbatim). Footnote (read footnote letter or number verbatim)”)

e. Start reading the data in the table, left to right, top to bottom. (e.g., “From left to right, top to bottom, the table reads…”).

f. Read the content of each cell verbatim, left to right, top to bottom.

g. Exception to table directionality. For tables containing x-y coordinates, always read the table in coordinate pairs. Where x-y coordinate tables run horizontally instead of vertically, this means reading the data in the table from top to bottom, left to right. In cases where a table cannot be tagged according to this business rule, please follow the guidelines identified in Section 2.1.d.

2.3 Line Graphs and X/Y-Axis Graphs

Do not give more precision in the description than the graph itself supports. Do not measure the exact length of space and attempt to calculate the exact value or in any way interpret the graph.

a. Read the title of the graph verbatim. (“The title of the graph is…”)

b. Read the label for the horizontal axis verbatim (if provided) and in what direction content is to be read (“The horizontal axis is labeled ___ and, from left to right, reads ___”)

c. Read the label for the vertical axis verbatim (if provided and in what direction content is to be read (“The vertical axis is labeled ___ and, from bottom to top, reads ___”)

d. Read the line labels verbatim (if provided) in order from lowest value to highest value.

e. Read point labels verbatim (if provided) in order from lowest value to highest value.

2.4 Bar Graphs

There are two types of bar graphs: single element bar and stacked bar. Stacked bar graphs include several different types of data that are combined (stacked) into one large bar.

a. Read the title of the graph verbatim. (“The title of the graph is…”)

b. Read key from left to right if there is a key.

c. Read the label for each bar verbatim (if provided). (“From (left to right or top to bottom as applicable) the bars are labeled (read each bar label verbatim)")

2.5 Pie Charts

a. Read the title of the chart verbatim. ( “The title of the chart is…”)

b. State the starting point and in what direction content is to be read ("From the top, reading clockwise, the chart reads …”)

c. Read the label and value of each section verbatim (if provided).

2.6 Stem and Leaf Plot Graphs

a. Read the title of the graph verbatim. (“The title of the graph is…”)

b. Read key from left to right if there is a key.

c. State the starting point and in what direction content is to be read ("From left to right, top to bottom, the graph reads …”)

d. Read each row within the graph from left to right, top to bottom.

2.7 Box-and-Whisker Plot Graphs

a. Read the title of the graph verbatim. ( “The title of the graph is…”)

b. State the starting point and in what direction content is to be read ("From left to right, the graph reads …”)

c. Read the information along the bottom of the graph from left to right. ("From left to right, along the bottom of the graph, it reads ---").

d. Do not read any letter X that represents an outlier.

2.8 Timelines

a. Read the title of the timeline verbatim (“The title of the timeline is…”)

b. Read the timeline in chronological order, keeping text with the corresponding date.

2.9 Pictographs, Figures, and Illustrations

a. Read the title verbatim. (“The title of the graph/figure/illustration is…”)

b. Read the key verbatim from left to right if there is a key. If the key contains an image rather than a word, use the word “image.” (e.g., “Image = 10 passengers)

c. State the starting point and in what direction content is to be read ("From left to right, top to bottom, the graph/figure/illustration reads …”)

d. Read any text verbatim from left to right.

e. Shapes with labeled sides should be read clockwise from the top rather than from left to right, top to bottom (e.g., “From the top, reading clockwise, the figure reads …”)

2.10Tally Charts

a. Read the title of the chart verbatim. (“The title of the chart is…”)

b. Going from left to right, read the column headings ( “From left to right, the column headings are (read the column headings verbatim)”)

c. Read the data from the tally chart verbatim, reading the row heading verbatim. ("From left to right, row (read row number and heading verbatim)")

2.11 Organization Charts/Hierarchy Structures

a. Read the title of the chart verbatim. (“The title of the chart is…”)

b. State the starting point and in what direction content is to be read. (“From left to right, top to bottom, the chart reads ___”)

c. Read the data from the chart verbatim.

2.12 Flow Diagrams

Sequence or flow diagrams are often used to show the step-by-step procedures followed from the start to the completion of an activity. The boxes (or other shapes) represent events or steps in a process, and the arrows represent the sequence of steps within the process. Sometimes the arrows may be labeled as well.

a. Read the title of the diagram verbatim. (“The title of the diagram is…”)

b. Read the key verbatim from left to right if there is a key. If the key contains an image rather than a word, use the word “image.” (e.g., “Image = 10 passengers)

c. State the starting point and in what direction content is to be read ("From left to right, the diagram reads …”)

d. Read any text verbatim from left to right.

2.13 Maps

a. Read the title of the map verbatim. (“The title of the map is…”)

b. Read the key verbatim from left to right if there is a key. If the key contains an image rather than a word, use the word “image.” (e.g., “Image = 10 passengers) [ Provided rule on how to read non-words in a key]

c. Read the scale if it there is a scale. (“The scale is __”)

d. Read direction symbols as a compass rose (e.g., “From the top, reading clockwise, the compass rose reads N, E, S, W”)

e. State the starting point and in what direction content is to be read ("From left to right, top to bottom, the map reads …”)

f. Read any text verbatim from left to right, top to bottom.

g. If there are smaller inset maps shown along with the main map, describe the main map first, then any inset maps.

2.14 Answer Choices. Include the letter or number of each answer choice before reading the text verbatim.

2.15 Dashes and Hyphens

a. Between non-consecutive numbers, read dashes as “through” (e.g., read 3-7 as "three through seven")

b. Between consecutive numbers, read dashes as “and” (e.g., read 3-4 as "three and four")

c. In numbers, read dashes as “dash” (e.g., read 3301-13-05 as "three three zero one dash one three dash zero five")

d. In text, never read a hyphen between words (e.g., read self-government as “self government;” read parasite-host as “parasite [pause] host”)

2.16 Slashes

a. In text, read slashes as “or” (e.g., read his/her as “his or her”)

b. In statements of frequency read the slash (e.g., read beats/sec as “beats slash s e c”). (See rule 2.29 Abbreviations and Acronyms)

2.17 Ellipses

a. A series of three periods (…) signifying missing text at the beginning, end, or in the middle of a sentence should be read as “dot, dot, dot”

b. A series of three periods in math phrases indicating numbers continuing to infinity should be entered and read as “and so on”

2.18 Parentheses

a. When used in text or as otherwise noted below, do not read or note the inclusion of parentheses. Where needed for understanding, insert a pause.

b. When used in math, read parentheses following the specific math read-aloud rule provided in Section 2.25.c (Symbols and Equations – Math).

c. When used in science, read parentheses following the specific science read-aloud rule provided in Section 2.25.d (Symbols and Equations – Science).

d. When used to denote a possible plural, read parentheses as “singular or plural” (e.g., read provision(s) as “provision or provisions”)

2.19 Fractions Read fractions as "The fraction (read the numerator as a digit) over (read the denominator as a digit)"

2.20 Quotes/Quoted Dialog. Read "quote” before the beginning of quoted text and “end quote” immediately following the end of quoted text.

2.21 Roman Numerals

a. When used as page numbers, Roman numerals should be read as “Page Roman Six.” Do not read as “Roman Page Six” or “Page vee-eye.”

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

c. When used as text, do not distinguish Roman numerals from Arabic numerals. Read Roman numerals using plain language, context-appropriate usage (e.g., read Henry VIII as “Henry the Eighth”; read World War II as “World War Two”; read WWII as “W W Two”)

2.22 Dates and Years.

a. Read dates using plain language usage (e.g., read 1987 as “nineteen eighty-seven” and read 2005 as “two thousand five”; read March 22 as “March twenty-second”).

b. Read abbreviated days and months in their full form (e.g., read Wed. as “Wednesday;” read Jan. as “January”)

2.23 Time. Read time verbatim using plain language usage (e.g., read 9:00 AM as “Nine O’Clock A M” and read 9 AM as Nine A M”

2.24 Superscript or Subscripted Words and Numbers. These should be read as “superscript___” or “subscript ___” unless the number is an exponent (e.g., “squared,” or “cubed”).

2.25 Symbols and Equations.

a. In the context of Science, Social Sciences, and Reading, numbers and mathematical symbols should be read using plain language usage (e.g., read $8000 as “Eight thousand dollars;” read the number 1500 as “one thousand five hundred”)

b. Plural numbers should be read as plurals (e.g., 13s should be read as “thirteens”)

c. In the context of Mathematics, ODE has adopted the following guidelines for how to read various math problems to students. Some of these examples come from the National Assessment of Educational Progress (NAEP). Read-aloud rules are given for the following categories: Number, Symbols, Figures and Graphs, Operations, and Expressions.

NUMBERS

|Description |Example(s) |Read as: |

|General |0 |Zero (not “oh”) |

|Numbers 99 and under |23 |Twenty-three |

|Numbers greater than 99 |579 |Five seven nine |

| |4,000 |Four comma zero zero zero |

|Large whole numbers |632,407,981 |“six three two comma four zero seven comma nine eight one”|

| | | |

| |45,000,689,112 |“four five comma zero zero zero comma six eight nine comma|

| | |one one two” |

|Decimal numbers |0.056 |“zero point zero five six” |

| |4.37 |“four point three seven” |

| |__ | |

| |0.4 |“zero point four, with a bar over the four” |

|Fractions - common |[pic], [pic], [pic], [pic] |“one half, one fourth, two thirds, four fifths” |

| |7 |Other common fractions include “sixths, eighths, tenths” |

| |2 |“seven over two” |

|Fractions - improper | | |

| |14 |“fourteen over twenty-five” |

| |25 | |

|Fractions - not common - read as | | |

|“numerator over denominator” |487 |“four eight seven over six nine seven two” |

| |6972 | |

|When lists include both common and | | |

|uncommon fractions, read all consistently | | |

|(e.g., as uncommon fractions) | | |

|Mixed numbers - read with “and” between |3½ |“three and one-half” |

|whole number and fraction |57¾ |“fifty-seven and three fourths” |

|Percents |62% |“sixty-two percent” |

| |7.5% |“seven point five percent” |

| |0.23% |“zero point two three percent” |

|Money - if contains a decimal point, read |$4.98 |“four dollars and ninety-eight cents” |

|as “dollars AND cents” |$0.33 |“thirty-three cents” |

| |$5,368 |“five comma three six eight dollars” |

|Negative numbers - do NOT read negative |–3 |“negative three” |

|sign as “minus.” | | |

| |[pic] |“the fraction negative five over eight” |

|Note: “the fraction” should only be read |[pic] | |

|in cases where the negative symbol only |- [pic]   | |

|applies to either the numerator or the | |“negative five eighths” |

|denominator. |–7.56 | |

|Negative uncommon fractions | | |

| | |“the negative of fourteen over twenty-five” |

| | | |

| | |“negative seven point five six” |

|Dates (years) |1987 |“nineteen eighty-seven” |

| |2005 |“two thousand five” |

|Roman Numerals |I |“Roman one” |

| |II |“Roman two” |

| |III |“Roman three” |

| |IV |“Roman four” |

|Series |1, 3, 5, ?, ?, 10, 15 |“one comma three comma five comma question mark comma |

| | |question mark comma ten comma fifteen” |

SYMBOLS

|Description |Example(s) |Read as: |

|Operation symbols |+ |“plus” |

| |– |“minus” |

| |X or • or * |“times” |

| |÷ |“divided by” |

|Powers and roots |72 |“seven squared” or “seven to the second power” |

| |53 |“five cubed” or “five to the third power” |

| |24 |“two to the fourth power” |

| |10-4 |“ten to the power of negative four” |

| |[pic] |“the square root of six” |

| |4[pic] |“four square root five” |

| |4[pic] |“four times the square root of the quantity five x” |

| |[pic] |“two times the cube root of the quantity x minus two” |

|Parentheses - read as “the quantity” |3(x + 2) |“three times the quantity ‘x’ plus two” |

| | | |

| |(y – 5) ÷ 6 |“ the quantity ‘y’ minus five (pause) divided by six” |

|Ratios |the ratio 2:3 |“the ratio two to three” |

| |the ratio 3:5:9 |“the ratio three to five to nine” |

|Absolute value ||3| |“the absolute value of three” |

| | | |

| || – 6| |“the absolute value of negative six” |

| | | |

| || x + 2| |“the absolute value of the quantity ‘x’ plus two” |

|Dashes |3-7 |“three through seven” |

| |3-4 |“three and four” |

| |3301-13-05 |“three three zero one dash one three dash zero five” |

|Measurements |6” |“six inches” |

| |3’ |“three feet” |

| |2cm |“two c m” |

| |2 cm2 |“two c m squared” |

| |2 cm3 |“two c m cubed” |

| |13 M |“thirteen em” |

| |7.5 ml |“seven point five em l” |

|Miscellaneous |( |“pi” |

| |= |“is equal to” or “equals” |

| |≈ |“is approximately equal to” |

| |< |“is less than” |

| |≤ |“is less than or equal to” |

| |> |“is greater than” |

| |≥ |“is greater than or equal to” |

| |∠ AOB |“angle ‘A’ ‘O’ ‘B’” |

| |m ∠ ABC = 60° |“em angle A B C is equal to sixty degrees” |

| |A’B’ |“A prime B prime” |

| |°F |“degrees ‘F’” |

| |°C |“degrees ‘C’” |

| |[pic] |“is congruent to” |

| |~ |“is similar to” |

| ||| |“parallel” |

| |( |“perpendicular” |

| |# |“number” |

| |10th |“tenth” |

FIGURES and GRAPHS

|Description |Read as: |

|x-intercept |“x” intercept |

|y-intercept |“y” intercept |

The text and numbers in figures should be read as shown in the previous tables. No additional description or information should be provided.

Abbreviations (e.g., units such as “cm” of “ft”) should be read letter by letter (e.g., “cm” should be read as “c” “m,” NOT as “centimeters” and “ft” should be read as “f” “t,” NOT as “feet”).

OPERATIONS

|Description |Example(s) |Read as: |

|Addition – Vertical | 13 | |

| |+27 |“Thirteen plus twenty-seven equals” |

| | | |

|Horizontal |13 + 27 = | |

|Subtraction – Vertical | 487 | |

| |- 159 |“Four eight seven minus one five nine equals” |

| | | |

|Horizontal |487 - 159 = | |

|Multiplication – Vertical | 63 | |

| |x 49 |“sixty-three times forty-nine equals” |

| | | |

|Horizontal |63 x 49 = | |

|Division – Vertical or |[pic] | |

|Horizontal | |“one two zero divided by fifteen equals eight” |

| |120 ÷ 15 = 8 | |

| | | |

| |Math division answer choices or math | |

|The answers choices to questions such as |expressions that contain the letter “R”– |“Thirty ‘R’ one” (do not read the ‘R’ as “remainder”) |

|“Divide: 121 ÷ 4” |such as 30 R1 | |

|[pic] | | |

|Operations with boxes or shapes |3 + ( = 15 |“Three plus box equals fifteen” |

EXPRESSIONS

|Description |Example(s) |Read as: |

|Expressions containing variables (any |[pic] |“’N’ plus four” |

|letter may be used as a variable) | | |

| |[pic] |“eight ‘x’ minus three” |

| | | |

| |[pic] |“four times the quantity ‘y’ minus two (pause) plus five |

| | |equals seven” |

| | | |

| |[pic] |“’V’ equals four thirds pi ‘r’ cubed” |

| |[pic] | |

| | | |

| | |“the absolute value of the quantity ‘t’ minus two (pause) |

| |[pic] |over six is less than or equal to fifteen” |

| | | |

| | |“’x’ squared ‘y’ squared is equal to negative thirty-six”|

| | |or “x to the second power times y to the third power |

| | |equals negative thirty-six” |

|Coordinate pairs |the point (-1, 2) |“the point (pause) negative one comma two” |

| | | |

| |the point A is at (6,3) |“the point ‘A’ is at (pause) six comma three” |

| | | |

| |(3, 5) |“three comma five” |

|Answer choices with no other text | | |

| |A. (-3, -4) |“’A’ (pause) negative three comma negative four” |

d. In the context of Science, ODE has adopted the following guidelines for how to read various science problems to students.

|Symbol |Verbatim Pronunciation |Notes |

|30° F | Thirty degrees F | |

|0.6-3 |Zero point six through three |(use "to" instead of "through" depending on context ) |

|CO₂ |C O two | |

|MPH |MPH | |

|RR, Rr, rr |Uppercase r, lowercase r | |

|beats/sec |beats slash s, e, c | |

|g/cm² |G slash c m squared |(all "²" and "³" are read "squared" and "cubed", and other powers are read as "to the |

| | |__th power") |

|Na |N. A. |(all elements read as initials, without mention of case) |

|() in text |(insert commas) |(all parentheses are replaced in the Alternate Pronunciation tagging box with commas) |

|() in formula |left parentheses, right parentheses| |

|N S E W |N, S, E, W |(All directions not spelled out are pronounced as a single letter) |

|e.g. |e.g. | |

|Etc. |Etcetera | |

|____ |Blank |(all blanks are pronounced "blank", and boxes are pronounced "box") |

|→ |right arrow |(precede and succeed arrows with commas) |

|← |left arrow |(precede and succeed arrows with commas) |

|↔ |left and right arrow |(precede and succeed arrows with commas)(whichever is on top read first) |

|↑ |up arrow |(precede and succeed arrows with commas) |

|↓ |down arrow |(precede and succeed arrows with commas) |

|↕ |up and down arrow |(precede and succeed arrows with commas) |

|# |number | |

2.26 V. and Versus

a. Read “v” if written as Brown v. Board of Ed. Do not read “versus.”

b. Read “versus” if written as Brown versus Board of Ed.

2.27 Homonyms. For the general education text-to-speech only, tag words that are homonyms using phonetic spelling to ensure correct pronunciation.

2.28 Punnett Squares.

a. Read the letters to identify lower case from upper case (e.g., read RR “uppercase R uppercase R” and read Rr as “uppercase R lowercase R”)

b. Read columns as, “From left to right, the columns are…”

c. Read rows as, “First row, [insert pause] [read row contents], “Second row, [insert pause] [read row contents]”

2.29 Abbreviations and Acronyms. Read abbreviations and acronyms verbatim (e.g., read MPH as “M P H” not “miles per hour”; read e.g. as “e g”; read 60 degrees C as “60 degrees C”’ read NAFTA as “N A F T A”). Note: this rule applies to Math unless explicitly specified otherwise in rule 2.25.c Math Numbers and Symbols.

d. Exception: read etc as “etcetera” rather than as “E T C”

e. Exception: read months in their full form (e.g., read Jan. as “January”) (see Rule 2.22 Dates and Years)

f. Exception: to ensure consistency, read state name abbreviations on a map in their full form in cases where other state names are spelled out in the map (e.g., read MI as “Mississippi”). If all state names are abbreviated, then read the abbreviations verbatim.

g. In limited cases where a pause is needed for understanding (such as a series of letters), commas may be added that do not appear verbatim. Commas are not pronounced (e.g., Read 60 degrees N as “60 degrees, N” to prevent the “N” from being added to “degrees;” read ABCD as “A, B, C, D”).

2.30 Complex Stimuli and Items. If a stimulus or item is too complex to tag using the tagging business rules (e.g., a complex flow chart or map), insert the following tag: “To have this [identify type of stimulus/item] read aloud to you, please raise your hand, and your test administrator will assist you.” NOTE: Before designating a stimulus or item as complex and applying this rule, you must receive authorization from the ODE content specialist.

III. TEXT-TO-BRAILLE BUSINESS RULES

Section 1. Requirements for Transcription of Test Items to Braille

The following business rules describe the processes and criteria to be applied in the transcription of test items for Braille output. These business rules support the goal of making the assessed content accessible to students using Braille in a manner that ensures the measured construct of the test item is not compromised by the transcription to Braille and allows the student to demonstrate his or her mastery of the knowledge and skills as intended to be measured by the test item.

For transcription of test items in the OAKS Online braille pool, ODE requires the services of professional organizations who employ transcribers certified in Literary and Nemeth Braille codes with excellent knowledge of Print to Braille Format Rules, Computer Braille Code, Chemical Notation and Guidelines for Tactile Graphics (to be released).

Transcription of items will be done according to the most recent edition of all applicable BANA braille codes and BANA’s Guidelines for the Production of Braille Materials Through the Use of Braille Production Software (see Part IV. References of this document).

Section 2. Text-to-Braille Rules by Content Area

1 Reading and Social Sciences

a. Reading passages, items, and response choices must be transcribed to Braille using the literary Braille code (contracted or uncontracted as appropriate for the student).

b. Social sciences stimuli, items, and response choices must be transcribed to Braille using the literary Braille code (contracted or uncontracted as appropriate for the student).

2.2 Mathematics and Science

a. Math items and response choices must be transcribed to Braille using the Nemeth code for math and science.

b. Science stimuli, items, and response choices must be transcribed to Braille using the Nemeth code for math and science.

2.3 English Language Proficiency Assessment (ELPA)

At this time ODE does not provide a Braille version of the ELPA. If state resources are available, then ODE will transcribe ELPA items and response choices to Braille using the literary Braille code, uncontracted, for Grades K-3 and the literary Braille code, contracted, for the Grades 4 – High School. ( Note: most ELPA items include an audio component. The process to identify and remove items for which the visual support is an integral component of the assessment will be developed by the Oregon Department of Education.)

2.4 Writing

At this time, ODE does not plan to provide a Braille version of the Writing Assessment through OAKS Online. ODE will continue to provide a Braille version of the Writing Assessment as a paper-based test.

Section 3. Text-to-Braille Transcription of the OAKS Online Braille Item Pool

3.1 General Concepts

All test items in the OAKS Online braille item pool will be delivered simultaneously in both text-to-speech and text-to-Braille outputs. It is essential that the delivery of these formats is coordinated and compatible.

Therefore, in the Text-to-Braille transcription, the transcriber must be ever alert to the Braille presentation as it may compare to an item's text-to-speech delivery. To ensure compatibility of delivery modes, some accepted Text-to-Braille practices for both linear items and spatial displays are not appropriate to the adapted test setting and must not be employed.

• Where possible, the tagging rules described n Part II. Text-to-Speech Business Rules should also be used for text-to-Braille.

• When an item’s original format includes a spatial representation, that spatial representation should be retained even if a Braille code exists that might otherwise apply.

• When transcribing to Braille requires presenting additional information beyond what is presented through the text-to-speech rules (e.g., transcriber’s notes), the following text-to-Braille rules should be followed instead. These text-to-Braille rules are specific to the OAKS Online braille item pool and should supersede any rule from any BANA code for braille transcription which may conflict.

2. Specific Rules

1. Special Symbols. Where special symbols are necessary to the transcription, these will be included in a transcriber's note inserted on an item-by-item basis.

Angle brackets in literary code

Arrowheads in literary code

Arrows in literary code

Boldface indicator

Boldface or symbolic colon in pronunciation systems

Braille reference indicators, except in source notes (See Section 3.2.2)

Caret

Color indicators

Compound hyphen

Computer Braille Code symbols, except in source notes (See Section 3.2.2)

Dashes and swung dashes in pronunciation systems

Diacritic hyphen

Diacritic symbols

Ditto symbol

Enclosure symbols for diacritics

Footnote indicators

Horizontal number line symbols in Nemeth code

Mathematical symbols in literary code

Non-alphabetic symbols in literary code

New spelling word symbols for grades 1 and 2

Phonetic enclosure symbols

Phonetic syllable stress

Poetic meter symbols

Poetic scansion symbols

Ratio and proportion symbols in literary code

Repeated or omitted braille page numbers

Shape indicators in literary code

Slash mark in literary code

Speech sounds, pronunciation

Superior reference symbol, except in source notes (See Section 3.2.2)

Superscript symbol in literary code, except in source notes (See Section 3.2.2)

Syllable stress symbols,-primary, secondary, and tertiary

Termination symbol in literary code

Vertical bar in literary code

3.2.2 Notes

a. In general, if it is necessary to relocate a marginal note or footnote from its print location, the Braille Literal Text tag must be utilized to direct the speech output to match the braille format.

b. Transcriber's notes

i. Transcriber’s notes will be kept to a minimum in number and length and inserted only as necessary to ensure the student's understanding of the material.

ii. Transcriber's notes must be inserted on an item-by-item basis.

iii. Insert a Braille Literal Text tag at the TTB – Entry level to direct the speech output of the transcriber’s notes where they appear in the display.

iv. Wording in transcriber's notes should be uniform for similar items by grade across each content area.

c. Source notes. Source Notes and Permissions to Copy included in stimuli or items should not be relocated as specified by the BANA rules, but should remain where they appear in print. The superscript symbol for copyright and/or computer braille code should not be explained in a transcriber’s note.

3.2.3 Tactile and Spatial Displays

a. Data in tables, graphs or other spatial displays may not be interchanged, rotated, or otherwise altered in order of presentation as the text-to-speech delivery format will not support such changes.

Exception to table directionality. Where x-y coordinate tables run horizontally instead of vertically, these may be interchanged in Braille to retain coordinate pairing. Create a Braille Literal Text tag to replace the JAWS output so that the coordinates are read in pairs.

b. When creating tactile diagrams, less is best, but the figure, chart, or graph must be thoroughly represented.

c. Indicate what kind of spatial display is presented. The terms illustration, line graph, photograph, should be used instead of “picture." Include the figure number and the caption where provided.

d. Identify figures and their orientation (i.e. a rectangular prism, a cut-away view of a volcano, a side-view of a bird, a tongue viewed from above).

e. In keys or transcriber's notes, use precise terminology. Do not use “the bottom line” for horizontal axis; maps have “routes” and “boundaries,” etc

f. With maps and other more complex graphics, be concise but include all information that is needed to stimulate the construct or with which the student must interact when applying the construct to respond to the item. No other information should be presented unless the item is designed to measure the student’s ability to select appropriate/relevant information.

g. Items that require formatting as true tables must fit on a single Braille page to be eligible for inclusion in the OAKS Online Braille item pool. Lengthy tables requiring more than one Braille page or that are too wide to fit on a single Braille page must be omitted from the OAKS Online Braille item pool.

h. If an item requiring a tactile or spatial display cannot be transcribed according to the rules in this document, that item should be marked for ODE review and re-categorization.

i. Items with reference to color and/or patterning should be omitted from the braille item pool; however, if any should appear, reference to color or patterning must be retained and a transcriber's note or key must be inserted to explain the usage or placement.

Section 4. Delivery of Test Items to Students Using Braille

4.1 Delivery Through a Screen Reader

4.1.1 Reading. The primary mode of delivering OAKS Online Reading to students who are Braille readers will be through a Braille interface that supports output to both a 32-cell refreshable Braille display and a Braille embosser, depending on the content and the student’s preference. The audio component will be disabled for reading consistent with text-to-speech Reading II.1.1.

4.1.2 Social Sciences. The primary mode of delivering OAKS Online Social Sciences to students who are Braille readers will be through a Braille interface that supports an audio component delivered through a screen reader and output to both a 32-cell refreshable Braille display and a Braille embosser, depending on the content and the student’s preference.

4.1.3 Mathematics and Science. The primary mode of delivering OAKS Online Math and Science to students who are Braille readers will be through a Braille interface that supports an audio component delivered through a screen reader and output to a Braille embosser. The output to a refreshable braille display is incompatible with the Nemeth Code for math and science.

4.2 Delivery of Braille Ready Format Files

The Braille interface of OAKS Online will support two separate outputs to Braille Ready Formats. Braille Ready Format files will be used to output short, linear items or stimuli in the Reading and Social Sciences tests to a refreshable Braille display. Embossed braille will be used to deliver the all Math and Science items and stimuli, Reading and Social Sciences items and stimuli requiring tactile or spatial display, and lengthy Reading passages. Items or stimuli including tactile or spatial components will be generated using a propriety file type based on the Braille embosser used.

The determination of which delivery method to use for a given test item focuses on the following parameters:

4.2.1 Reading and Social Sciences

• Items or stimuli that contain pure, unformatted text that only requires horizontal navigation are suitable for delivery using either refreshable Braille displays or embossed Braille. Refreshable Braille displays only allow the reader to explore text in a single dimension as a horizontal scroll.

• The refreshable Braille display provides students with access to the adaptive item selection of OAKS Online. To ensure accessibility via a refreshable Braille display, ODE has developed the OAKS Online Braille item pool to include items and stimuli across the breadth and depth of the assessed content standards that are primarily text-based and do not rely on illustrations for the student to understand and successfully access and respond to the item.

• Items or stimuli that contain text formatted to require two-dimensional (horizontal as well as vertical) navigation are only suitable for delivery using embossed Braille. Examples include text arranged in rows or columns of a table, in a flow chart or diagram, or a visually oriented poem. Delivery using a refreshable Braille display is unsuitable for items or stimuli that contain content in a table for which the student is expected to compare information presented on different “rows” of the table.

• Items or stimuli that require tactile or spatial displays will be provided using local real-time embossing. In addition, a student may request embossing of any individual item or stimuli as they are testing.

4.2.2 Mathematics and Science

Math and Science items or stimuli include Nemeth Braille and are only suitable for delivery using embossed Braille.

Items or stimuli that contain graphic representations that would require transcription into words are deemed unsuitable for inclusion in the Braille test pool.

IV. References



General Techniques for WCAG 2.0. 2008. W3C® (MIT, ERCIM, Keio),

English Braille, American Edition, 1994; Revised 2002. American Printing House.



Braille Formats: Principles of Print to Braille Transcription, 1997. American Printing House.

Computer Braille Code: 2000 Revision.

and

Nemeth Code for Mathematics & Science Notation, 1972 Revision. American Printing House.

Braille Code for Chemical Notation, 1997. American Printing House.

Guidelines for Tactile Graphics (to be released)

Guidelines for the Production of Braille Materials Through the Use of Braille Production Software

ITS Guide to TTX (Text-to-Speech/Braille, date, American Institutes for Research (Tag Entry User’s Guide)

Allman, C. (2009). Making Tests Accessible for Students with Visual Impairments: A Guide for Test Publishers, Test Developers, and State Assessment Personnel, (4th edition.) Louisville, KY: American Printing House for the Blind. Available from

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