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Testing Students with Accommodations New Hanover County Schools August 2014.

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1 Testing Students with Accommodations New Hanover County Schools August 2014

2 Instructional Services Testing and Accountability Student Support Karen Greene Jackie Swartwout Melissa Lewis Elizabeth Murray Julie Askew Liaisons Ann Mason Andrea Belletti Sarah Gubitz

3 Overview of the NC Testing Program Updates for school year Testing Accommodations Testing calendar & next steps Monitoring Accommodations Participation with or without accommodations or participating in an alternate assessment Irregularity Data Responsibilities of key personnel Testing security & ethics

4  Go to: mmodations mmodations  Let’s watch a fun video: ◦

5  NHCS has applied for the waiver to extend the testing window at the end of the year  Assessment guides should be reviewed prior to training  No Extend 2 this year  New alternate assessment for the PLAN (10 th graders)  3 schools participating in NAEP/TIMSS this year ◦ Holly Tree, Holly Shelter & NHHS  CTE pre-test for middle school will be online through SchoolNet

6  Test Coordinator’s Handbook (green)  Testing Students with Disabilities Handbook (blue)  ACT & WorkKeys Timeline (High School)  School-level material check-out sheet (Sample)  Summative assessments options (card stock – gray)  Sample manual check out/in sheet (white)  Testing Code of Ethics (Gold)  Proctor’s statement of accountability (beige)  School test plan template (purple)  Review of accommodations form (blue)  Training Schedule (white)

7  Why do we test our students?

8 Purpose of the NC Testing Program  To assure all high school graduates possess skills/knowledge necessary to function in society  To provide a means for identifying strengths and weaknesses in the education process in order to improve instructional delivery  To establish a means for making state, local and school level accountable to public Pages A1.01- A1.06

9 The State Board of Education shall adopt tests in grades 3-12 that are required by federal law or as a condition of a federal grant. Tests shall measure progress toward  reading,  communication skills, and  mathematics in grades 3-8 and toward competencies in grades Pages A1.01- A1.06

10  Individuals with Disabilities Act (IDEA) mandates that all students with disabilities be provided access to the general curriculum. ◦ Common Core State Standards (Math and English Language Arts) ◦ NC Essential Standards (Other content areas)  Federal Elementary and Secondary Act (ESEA) requires that all students must be assessed on grade-level content. ◦ For students with significant cognitive disabilities, the assessment must be linked to grade-level content through the NC Extended Common Core and Essential Standards Pages A1.01-A1.06

11  What is your role in test security? ◦ Ethics? ◦ Training? ◦ Accommodations?

12 LEP Coordinator LEA Testing Director (Testing Department) LEA Director of Exceptional Children School Administrators Develop annual testing calendar. Train school TCs on annual tests. Develop a system to monitor schools’ implementation of state policies, including students receiving testing accommodations. Analyze and communicate assessment data Inform parents of annual testing requirements. Review IEPs annually. Monitor accommodations. Develop school- based test plan. Train test administrators and proctors before test day. Upload accommodations files to DPI weekly. Train staff on IDEA. Monitor annual IEP Reviews. Monitor accommodations. Upload accommodations files to DPI. Monitor annual LEP Reviews. Monitor accommodations. Pages B1.01-B1.06

13  Secure state tests (including field tests and/or special studies) shall not be copied, filed or used in instructional activities.  School personnel and proctors must neither disclose the contents of the test nor discuss with each other or students specific test questions or info. contained within the test.  Excerpts from the test must not be used at any time for classroom instruction.  Access to the tests shall be limited to school personnel who have legitimate need.

14  Testing Code of Ethics Testing Code of Ethics  Proctor’s Guide Proctor’s Guide  Proctor’s statement of accountability Proctor’s statement of accountability



17  Log in to OTISSOTISS  Please remember to register for/ reactivate your OTISS account.  OTISS state website OTISS state website  OTISS Manual OTISS Manual

18  Testing plans (testing office MUST have this PRIOR to checking out materials)  Extend 1 rosters  Read aloud rosters  Test administrator/ proctor training sign-in sheets (sample in your folder)  All forms are on our website: ◦ Under “for testing coordinators” – “rosters, forms & guides”

19  All Testing Plans, Extend 1 Rosters & Read Aloud Rosters MUST be uploaded to your Google Drive or created in Google Docs AND Shared with: ◦ Your Principal ◦ Karen Greene ◦ Melissa Lewis ◦ Jacqueline Swartwout ◦ Elizabeth Murray  Testing Materials can not be released until testing plans are uploaded & shared

20  Save the document to your computer. ◦  Open your & click on “Drive” in the toolbar.  Click on the “settings” button on the top-right of the screen. ◦ Mouse over “upload settings” and select the first option “convert uploaded files to Google Docs format.”  Click on the arrow button and choose “files.”  Find and select your saved document and click “open.”  Anytime you need to update your document – go to your Google Drive and open the document to update.

21  Open your account and click on the “Drive” option in the toolbar along the top.  Click the check box next to the document(s) you wish to share.  Select the icon at the top with the person and a plus sign.  At the bottom of the pop-up window, type in the addresses of the people with which you wish to share the document.  Click on the blue “add message” link to add a message.  Select “done.”  Be sure to share ALL TESTING PLANS & Rosters with your principal, Karen Greene, Melissa Lewis, Elizabeth Murray & Jacqueline Swartwout.

22  Count ALL secure materials and verify numbers BEFORE you leave the Testing Office. Testing Department staff will verify inventory.  Once you sign/initial the check out sheet, YOU are responsible for that number of secure material for the duration of testing.

23  Test Day Walkthroughs  Prepare front office staff for our potential visit  TeachScape Template ◦ Testing storage ◦ Accommodations match IEP/504 & Review of Accommodations Forms ◦ Test Coordinator is unencumbered ◦ TA & proctor ◦ Hall monitor ◦ “Testing, Do Not Disturb” signs

24  Log in to NC Education:  Make sure you are linked to your school – if not, click here for directionsclick here for directions

25  General Test Administration  Testing with Accommodations  Participation in an Alternate Assessment ◦ NCEXTEND1 – Students having a significant cognitive disability Pages C1.01

26 EOG (Math, ELA); ACCESS for ELLs K School Accountability Assessments State  LEA  School 12 EOG/EOC (Math, ELA); ACCESS for ELLs EOG/EOC (Math, ELA, Science); ACCESS for ELLs; EXPLORE EOG (Math, ELA); ACCESS for ELLs 3 EOG (Math, ELA), ACCESS for ELLs NC Testing Program EOG (Math, ELA, Science); ACCESS for ELLs ACCESS for ELLs EOC (Math I, Biology, English II); ACCESS for ELLs EOC/EOG(Math I, Biology, English II); ACCESS for ELLs; PLAN EOC (Math I, Biology, English II); ACCESS for ELLs; ACT; AltACT; CCRAA EOC (Math I, Biology, English II); ACCESS for ELLs; WorkKeys Pages C

27 Extended Content Standards Students with significant cognitive disabilities NCEXTEND1 Grades 3-8 ELA/Math Grades 5 and 8 Science Grade 10 ELA, Math, Science Grade 11 ACT, ACCESS for ELLs IEP must include all three subjects. Modified Assessment Student’s disability precludes him/her from achieving content area proficiency, as demonstrated by objective evidence on multiple measures. Career & college readiness alternate assessment (alt. ACT), PLAN alternate assessment Pages C1.03-C1.05

28 Process for Identifying Accommodations IEP/504/LEP Teams Identify Instructional accommodations and accommodations for classroom assessments. Identify state- mandated assessments in which the student will participate. Identify accommodations for state- mandated assessments, if needed. Pages C

29  State-approved accommodations for state tests may also be used on the NAEP test if the IEP team/504 committee decide it’s appropriate.  Some state-approved accommodations are not approved for use on the NAEP and must be submitted for approval to: before use.  Page C1.12 lists frequently provided NAEP accommodations. Pages C


31  All testing accommodations for these students must be listed in the IEP or Section 504 Plan, including accommodations given only for LEP reasons, like use of a translation dictionary. Page C1.15

32 Information in this presentation about eligibility for and assignment of LEP testing accommodations is accessible in the state publication Guidelines for Testing Students Identified as Limited English Proficient, published August 2013 (enclosed).Guidelines for Testing Students Identified as Limited English Proficient, published August 2013 (enclosed). For additional, more detailed information, the pages containing the referenced information are listed on each slide.

33 Step 1: Identify LEP students A copy of every completed Home Language Survey (even the ones that only list English) should be sent promptly to Andrea Belletti [What procedures are in place in your school to assure this?] Home Language Surveys are evaluated to determine when a student first entered US Schools and who is…  an immigrant, by Title III definition, whether second language English or not;  already LEP in North Carolina;  LEP with scores available from another WIDA state; or  in need of W-APT testing, to determine if LEP. Appropriately identified students are entered into Ellevation, the ESL online database

34 Step 2: Determine eligibility for testing accommodations Eligibility for first-year ELA/English II exclusion— “Exemption” is really a misnomer—federal law “exempts” no one, but will accept the most recent W-APT or WIDA ACCESS reading subtest score as a reading/ELA/English II test for the student’s first twelve months in US schools. While math and science language are included in those tests, they do not in any way test math or science knowledge, so LEP students are never “exempt” from these tests. (page 5)  first year (initial 12 months) in US schools AND  W-APT or WIDA ACCESS reading subtest score below 4.0 [Expanding] Eligibility for LEP testing accommodations (pages 6, 31)  student must be LEP AND  student must have a WIDA reading score below 5.0 [Bridging]

35 Step 3: Determine each student’s testing accommodations utilizing these considerations… (page 30) the student’s current level of English proficiency the level of previous schooling in the student’s home language the amount of schooling and instruction the student has received in US schools

36 Step 3 (con’t): Determine each student’s testing accommodations utilizing these considerations and choosing from these possibilities… (pages 32-52) English/Native Language Word-to-Word Bilingual Dictionary/Electronic Translator Multiple Testing Sessions Scheduled Extended Time Student Reads Test Aloud to Self Test Administrator Reads Test Aloud (in English) (not for ELA/English test) Computer Reads Test Aloud—Student Controlled (not for ELA/English test) Testing in a Separate Room

37 Step 4: Completion of the3-8 LEP Plan (ESL Modifications and Accommodations) or 9-12 LEP Plan (ESL Modifications and Accommodations) Forms are located at The ESL teacher fills out the form and suggests appropriate modifications and accommodations. Content teachers check the appropriate modifications and accommodations they agree to provide. (They may replace some suggested modifications and/or accommodations with appropriate replacements that meet students’ linguistic needs.) Each teacher retains a copy of the completed form and one copy is kept in the student’s Mod 2 folder.

38 Step 5: The ESL teacher enters testing accommodations into the Ellevation (online 3 rd party) database, taking the information from the 3-8 LEP or 9-12 LEP Plan. No accommodation entries are made for any student with an IEP, 504 plan, or transitory impairment plan (any necessary LEP accommodations are documented in the proper plan, and must not be duplicated in the ESL accommodations record). All other LEP students taking tests without accommodations (whether ineligible or just not assigned) should be entered as such. Assigned LEP testing accommodations must be entered into the Ellevation system. At the start of each month, Andrea Belletti will download all accommodations records and provide them to Accountability, where they will be uploaded to the testing shell.

39 Step 6: Confirmation of assigned testing accommodations prior to testing At the TCs request, the ESL teacher produces a print-out of documented LEP accommodations. The TC and ESL teacher review documented accommodations to assure accuracy. Assigned first year “exemptions” should be confirmed with Andrea Belletti, to assure that they are appropriately documented in the LEP CFDC (the state LEP database). TCs who wish to view the Ellevation database directly will go to Andrea Belletti can provide a username and password. (Treat this information with as much care as your PowerSchool password, as it accesses equally personal student information.)

40  A student may receive testing accommodations if identified with an impairment with an actual or expected duration of six months or less.  Completed Transitory Impairment form must be kept on file at school AND at the district testing office. Accommodations must be recorded in PowerschoolTransitory Impairment form Transitory Impairment Pages C

41  Accommodations should be routinely used.  Changes to accommodations must be made at least 30 calendar days before the first day of testing. Page C1.17

42  Discuss the decision thoroughly with the student to that he/she understands purpose of accommodation and consequence for not using the accommodation.  Detailed Instructions C.19 Page C1.18

43  School team must apply for permission to use the accommodation.  Administrator completes a Notification of Accommodations form and submits it to the Testing Department.  Testing Department will submit to DPI.  Examples

44 Medical Exception  There may be some rare circumstances in which a student cannot take a state assessment during the entire testing window, including makeup dates, due to a significant medical emergency and/or condition. ◦ Students in the final stages of terminal or degenerative illnesses ◦ Students receiving extensive short-term medical treatment due to a medical emergency  Test coordinator or principal submits request to the Testing Department at: EjiXvq1CjYU9zfkhJxPou8reUqMA/viewform?usp=send_form EjiXvq1CjYU9zfkhJxPou8reUqMA/viewform?usp=send_form  All assessments for which the student is eligible must be included

45 LEP Consolidated Federal Data Collection System (CFDC) ELLevations (3 rd Party) EC Comprehensive Exceptional Children Accountability System (CECAS) GoalView (3 rd Party) 504 Plans PowerSchool (Under Construction) Each school must maintain a spreadsheet until the PowerSchool portal is operational.


47 Special Print Versions Assistive Technology and Special Arrangements Special Test Environments See Appendix A (pG1.03): Questions for IEP Teams/Section 504 Committees to Consider

48 3-8 Paper/Pencil Accommodations– page D Online Accommodations – page D Paper/Pencil Accommodations – page D Online Accommodations – page D1.05 New: Computer Reads Test Aloud may be added to IEPs for appropriate students as we migrate toward more state online testing.

49  Braille Edition  Large Print Edition  One Test Item Per Page Edition  Must be documented in Goalview/CECAS  Testing Department must confirm order by April 1, Pages D2.01 – D2.13

50  The majority of Large Print Editions are printed on 11” x 17” paper and use 22-point Verdana font.  Students should be provided similar practice experiences through the year during classroom instruction.  Students typically use “Student Marks Answers in Test Book” in conjunction with Large Print.  Students may also need Scheduled Extended Time, Multiple Sessions, and/or separate setting in conjunction with Large Print.  If the student requires BOTH Large Print AND One Item Per Page this is a special testing accommodation requiring a Accommodation Notification Form. Be aware that the combination of these accommodations produces a HUGE document. Pages D2.07 – D2.09

51  Keyboarding devices  Speech recognition systems  Alternative keyboards, “sticky keys”, touch screens  Screen enlarging programs  Accessibility options (if it doesn’t invalidate the test)  Recording responses on audiotape  No device can be used to read aloud a test if it is a Reading test. This invalidates the test.  “Talking Calculators” can only be used for calculator active portions of a test. Must use headphones or be in a one-on- one test.  Contact Cindy Booth for Assistive Technology questions. Pages D3.03 – D3.10

52 Description  The Interpreter/Transliterator Signs/Cues Test accommodation allows a student to use the services of an interpreter or transliterator to sign or cue the directions and the content of a test during the test administration  Must have a test administrator to read directions and test items. This can be the same person who cues/signs the test. A proctor is still required.  Cannot cue/sign a reading test! This invalidates the test and is similar to reading the test aloud.  Must have testing in a separate room (small group or one- on-one) in addition to this accommodation. Pages D3.11 – D3.14

53 Description  The Student Marks Answers in Test Book accommodation allows a student to circle his/her responses to test questions directly in the test book during the test administration. Considerations  Does the student use the Student Marks Answers in Test Book accommodation during regular classroom instruction and similar classroom assessments?  Does the student have difficulty transferring information or staying focused? Does the student have mobility, coordination, or motor limitations? Pages D3.15 – D3.16

54  Students must not be provided answer sheets. Students are directed to record answers in the test book.  After testing is complete, in a group setting, one person must transcribe the results, another person must check the transcription and a third person must be present as a witness. All three individuals must sign the outside cover of the test book.  Transcribed test books must be separated from regular test books upon return to the Testing Office. Pages D3.15 – D3.16

55  Students record answers directly in the test booklet.  Develop a process to help students clearly indicate their final answer in the test booklet.  No changes are made to student answers; the answer must be transcribed as written. ◦ Do not change mixed numbers to improper fractions or decimals. ◦ If answer has more characters than there are spaces, start from the left and record what is written until the spaces are filled. Pages D3.15 – D3.16

56 Description  The Student Reads Test Aloud to Self accommodation permits the student to read the test aloud to him/herself during the test administration. Considerations  Does the student routinely use the Student Reads Test Aloud to Self accommodation during regular classroom instruction and similar classroom assessments?  Will the student use a device (e.g., PVC elbow pipe, whisper phone) while reading the test that allows the student to hear him/herself read?  If the student will be provided this accommodation, has the Testing in a Separate Room accommodation been discussed? Pages D3.17 – D3.18

57  To ensure the validity of the test, students provided the Student Reads Test Aloud to Self accommodation must also be provided the Testing in a Separate Room accommodation (one-on-one).  No other students are to be present in the room during the test administration.  A test administrator or proctor may not correct the student as he/she reads aloud.  A test administrator or proctor may not read any part of the test to the student unless the student also has the Test Administrator Reads Test Aloud accommodation. Pages D3.17 – D3.18

58 Description  The Test Administrator Reads Test Aloud accommodation permits the test administrator to read aloud test directions and content to a student during the test administration (for state tests that do not measure reading comprehension). Note  To ensure the validity of the test, students provided the Test Administrator Reads Test Aloud accommodation must also be provided the Testing in a Separate Room accommodation (small group or one-on-one). Pages D3.19 – D3.22

59 Considerations  Does the student routinely have tests read aloud during regular class instruction and other assessments?  Would the student’s functioning reading level affect his or her performance on a state test that does not measure reading comprehension?  Would the student be comfortable requesting test items be read aloud?  How does the student feel about being tested in a separate room?  If the Testing in a Separate Room accommodation will be provided, will the test administration be one-on-one or in a small group?  Should the student be provided the Scheduled Extended Time or Multiple Testing Sessions accommodation? Pages D3.19 – D3.22

60 Details MUST be Specified (examples)  A student who is to have every word (including words on maps, tables, graphs, charts, computer screen, etc.) read aloud during the test administration.  A student who is only to have words read aloud upon the student’s request.  A student who does not require that numbers in mathematics tests be read aloud.  A student who only requires this accommodation when there is greater content or unknown vocabulary words on a test but does not need the accommodation for tests with shorter sentences. Pages D3.19 – D3.22

61 Description  The Computer Reads Test Aloud—Student Controlled accommodation permits the student to control which portions of the online test are read aloud by clicking a button beside the desired block of text. As with all accommodations for North Carolina tests, (1) the use must be documented in the current IEP or Section 504 Plan, and (2) the accommodation must be routinely used during classroom instruction and similar classroom assessments. Pages D3.23 – D3.26

62 3 Methods  The traditional Test Administrator Reads Test Aloud  Computer Reads Test Aloud—Student Controlled  A combination of the two methods Considerations  Students receiving the Computer Reads Test Aloud— Student Controlled accommodation must also receive the Testing in a Separate Room accommodation (one- on-one) unless using headphones.  Test Administrator may read items or portions of items to a student if they also have Test Administrator Reads Aloud accommodation. Pages D3.23 – D3.26

63 Limitations  This option is not designed to read all parts of the computer screen (graphics, graphs, or tables within a test item; drag-and-drop item answer choices; etc.)  The volume cannot be modified through the computer once the secure browser has been launched unless there is a volume control feature on the headphones themselves. Note  Must be documented in Goalview/CECAS according to the timeline or the accommodation will not be available for online testing. Pages D3.23 – D3.26

64  Braille Writer / Slate  Cranmer Abacus  Dictation to Scribe  Magnification Devices These accommodations are infrequently used, but are available. The Testing Students with Disabilities Handbook has specific advice and procedures for implementing these accommodations. Pages D3.27 – D3.36

65 Multiple Test Sessions  allows the total test administration time to be divided into mini-sessions as determined by the individual needs of the student Scheduled Extended Time  allows the tests to be administered during a scheduled extended period of time Testing in a Separate Room  allows a student to take a test in a separate room in a one-on-one or small group administration Pages D4.03 – D4.12

66 Considerations  Does the student typically require extra time over several days to complete classroom assignments and similar classroom assessments?  Can the student finish the test within the given time constraints but with more frequent breaks or over multiple days?  Does the student need additional time to complete the test (i.e., the Scheduled Extended Time) in addition to more frequent breaks or the test given over multiple days?  Does the student routinely use a special test environment accommodation during regular classroom instruction and similar classroom assessments? Pages D4.03 – D4.12

67 Details MUST be Specified  to begin the test on the same day as the general administration and complete the test on the consecutive school day  to test for a specified time period (e.g., 15 minutes), then take a break (e.g., five minutes), and then test again for a specified time period, etc.  to complete a predetermined number of test items or selections (e.g., 10 items; 2 reading selections), then take a break (e.g., three minutes), and then complete the next predetermined set of test items, etc. Pages D4.03 – D4.06

68 The Assessment Guides for testing specify an estimated test time and a maximum test time. For Scheduled Extended Time, the amount of additional time should be specified based on the maximum testing time allowed. Details MUST be Specified  a multiple of the designated administration time (e.g., 1.5 times the designated administration time)  a specified amount of time (e.g., 1 hour beyond the designated administration time) Pages D4.07 – D4.10

69 Details MUST be Specified  Accommodation is to be provided in a one-on-one setting or a small group setting  The maximum number of students for a small group test administration is determined at the local level but must be documented in the student’s current IEP or Section 504 Plan Pages D4.11 – D4.12


71  The Review of Accommodations form must be completed for students who have accommodations documented in a IEP, 504 Plan, and/or LEP Plan.  The Review of Accommodations form assists teachers/administrators in answering essential questions pertaining to student accommodations. ◦ Is the child using the documented testing accommodations? ◦ Are the documented accommodations appropriate for the student’s needs? ◦ What data is used to assist in reviewing and updating IEPs?

72 School TC is responsible for ensuring the process is completed. School EC Chair/Case Manager generates a State Testing Report in Goalview. School EC Chair/Case Manager completes BEFORE TESTING section of forms. School TC distributes forms to test administrator. Test administrator completes DURING/AFTER TESTING section of form. School TC reviews form for completion. Principal signs attestation form. Forms are filed with the students’ accommodations documentation for at least one year to assist with reviews.


74  Go to the Testing Department website: and click on calendar (left side menu)



77  NCACTChecklistOfDates.pdf NCACTChecklistOfDates.pdf ◦ October 22 nd – Accommodations Q&A Session ◦ November 21 st - Deadline for ACT to receive requests for ACT-approved accommodations

78  NCWKChecklistOfDates.pdf NCWKChecklistOfDates.pdf ◦ September 16 th – kickoff webinar ◦ September 29-Oct. 3 rd - Order accommodated materials for December testing

79  Pick up grade 3 portfolios in your cubbie in our office.

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