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1 Testing Accommodations North Carolina Testing Program Conference on Exceptional Children November 2008 Pam Biggs NCDPI Division of Accountability Services.

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Presentation on theme: "1 Testing Accommodations North Carolina Testing Program Conference on Exceptional Children November 2008 Pam Biggs NCDPI Division of Accountability Services."— Presentation transcript:

1 1 Testing Accommodations North Carolina Testing Program Conference on Exceptional Children November 2008 Pam Biggs NCDPI Division of Accountability Services

2 2 This presentation is the property of the North Carolina Department of Public Instruction and may be used for training and informational purposes only. It may not be used for personal or financial gain.

3 3 Information from this presentation is located in: Testing Students with Disabilities (Published July 2005) policies/tswd Look for revised document coming early 2009

4 4 What are Testing Accommodations? Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores

5 5 What are Testing Accommodations? (contd) Are used for equity, not advantage, and serve to level the playing field Allow students to access the standard test administration Must be used regularly during instruction and similar classroom assessments administered throughout year

6 6 Activity Testing Accommodations: Whats Allowable and Whats Not Decide for each accommodation –Is it a valid accommodation for reading? –Is it a valid accommodation for math? –Is more information needed?

7 7 Instructional vs. Testing Accommodations Mark in Book Extended Time Large Print Separate Setting Graphic Organizers Scaffolding Peer Tutor INSTRUCTIONAL TESTING Teacher Notes

8 8 Who is Eligible for Accommodations? INSTRUCTIONAL Anyone TESTING IEP Section 504 Plan

9 9 Who Determines Accommodations? For a student with disabilities: IEP Team Section 504 Committee All testing accommodations must be documented in IEP or Section 504 Plan

10 10 Types of Accommodations Modified Test Formats Assistive Technology (AT) Devices and Special Arrangements Special Test Environments

11 11 Modified Test Formats Braille Edition Large Print Edition One Test Item Per Page Edition

12 12 Modified Test Formats IEP team/504 committee meets and determines accommodation Teacher notifies school test coordinator School test coordinator notifies LEA test coordinator LEA test coordinator must order test at least 30 working days prior to test administration

13 13 AT Devices and Special Arrangements AT Devices Computer Reads Test Aloud - Student Controlled (Online Test of Computer Skills) Dictation to a Scribe Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud

14 14 Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room

15 15 Top 5 Most Used Accommodations on EOG 1. Scheduled Extended Time 2. Testing in a Separate Room 3. Test Administrator Reads Test Aloud (Math) 4. Student Marks Answers in Test Book 5. Multiple Testing Sessions Based on Green Book data from

16 16 Most Frequently Used Accommodations - EOG Grades 3, 5, and 8 based on Green Book data from

17 17 Before Testing IEP Team/504 Committee determines 1.what accommodations student needs for instruction 2.what accommodations student needs for assessment then

18 18 Before Testing Make sure school test coordinator is aware of what accommodations are actually documented to be used Make sure student is aware of what accommodations will be used during test

19 19 Before Testing Student should be using accommodations ROUTINELY during instruction and similar classroom assessments - they should not be a surprise on test day!

20 20 During Testing Follow procedures in Test Administrators Manual andTesting Students with Disabilities publication Students must be provided the accommodation(s) listed in IEP/504 Plan

21 21 After Testing Each students answer sheet must be coded with exactly which accommodations were provided during testing Ex. A student has Scheduled Extended Time, but finishes early. –He does not need to be kept extra time. –Scheduled Extended Time may still be marked on the bubble sheet because it would have been provided had the student kept working.

22 22 After Testing Make note of what the student actually used – keep in local records –Some examples Finished in standard time (no extra time needed) Followed along with read aloud administration Went ahead and did not listen to read aloud Had multiple testing sessions over 2 days, but finished in one

23 23 After Testing This can aid future decisions regarding testing accommodations –Does this student really need it? –Programmatically, are there trends within the school or school system? –Is professional development needed?

24 24 Specific Accommodations to Discuss Scheduled Extended Time Testing in a Separate Room Test Administrator Reads Test Aloud Student Marks Answers in Test Book Multiple Testing Sessions Computer Reads Test Aloud - Student Controlled

25 25 Scheduled Extended Time The students IEP/Section 504 Plan should specify an estimated amount of extra time the student will require Breaks occur at standard intervals specified in Test Administrators Manual unless student also has Multiple Testing Sessions Student must be allowed bathroom and lunch breaks

26 26 Scheduled Extended Time If testing continues past lunch –student must not communicate with other students during lunch OR –Is not allowed to return to completed portions of test If students estimated time is over, but student is working diligently, let him/her continue

27 27 Scheduled Extended Time Must complete in one day if used without Multiple Testing Sessions Testing must be complete prior to normal afternoon dismissal Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)

28 28 Scheduled Extended Time Students are not required by NCDPI to also have the Testing in a Separate Room accommodation in order to receive Scheduled Extended Time –If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location –If test is not complete after standard test administration time, student should be moved to different location to complete test

29 29 Scheduled Extended Time EXAMPLE 1: Victor can complete a test in one day with breaks at the same intervals as his peers. However, he needs additional time to complete the test beyond that designated in the Test Administrators Manual. His IEP states that he needs the following accommodations: –Scheduled Extended Time (1.5 x the test time) –Testing in a Separate Room (small group) –Test Administrator Reads Test Aloud

30 30 Multiple Testing Sessions How test administration is to be divided must be documented –More frequent breaks –Over multiple days If student does not also have Scheduled Extended Time, total administration time should be limited to that in Test Administrators Manual

31 31 Multiple Testing Sessions EXAMPLE 1: John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrators Manual. His IEP lists the following accommodations: – Multiple Testing Sessions (breaks every 20 minutes) – Testing in a Separate Room (small group)

32 32 Multiple Testing Sessions EXAMPLE 2: Sasha requires the test to be divided over two days. She can take breaks at the same intervals as her peers. She will, however, need additional time beyond that allowed in a standard test administration. Her IEP lists the following accommodations: – Multiple Testing Sessions (over 2 days) – Scheduled Extended Time (extra 30 minutes) – Testing in a Separate Room (small group)

33 33 Multiple Testing Sessions Student is not allowed to look back over or complete work done in previous session Before ending each session, student must be told to review work and may not change any part of the responses in the following sessions At the conclusion of each session, paper clips may be used to secure those pages already completed or planned for future session

34 34 Multiple Testing Sessions If completing test in multiple days or with long breaks during the day, student may return to regular class if general testing has concluded Student is not allowed to revisit any portion of the test already completed, even if some questions were left unanswered

35 35 Testing in a Separate Room One-on-one or Small Group –Must be designated on documentation MUST be used if students receive one or more of the following accommodations: –Assistive Technology that reads test aloud (without use of headphones) –Student Reads Test Aloud to Self –Test Administrator Reads Test Aloud

36 36 Testing in a Separate Room: One-on-One Really 2:1 Test administrator and proctor for each student Only one student per testing location All standard testing procedures must be followed

37 37 Testing in a Separate Room: One-on-One MUST be used if student uses the following: –Assistive Technology that reads test aloud (without use of headphones) –Dictation to a Scribe –Student Reads Test Aloud to Self accommodation

38 38 Testing in a Separate Room: Small Group NCDPI does not mandate a maximum group size – HOWEVER, it is a SMALL group Test administrator and proctor required Test administrators and proctors must follow same guidelines/procedures as standard administration

39 39 Test Administrator Reads Test Aloud Valid accommodation for tests that do not measure reading comprehension –NOT a valid accommodation for: EOG – Reading NCEXTEND2 EOG – Reading English I EOC NCEXTEND2 OCS – Occupational English I Competency Test – Reading

40 40 Administrative Procedures Prior to Testing Each students IEP/504 Plan must state how test is to be read aloud For example: Everything By student request Everything but numbers Each student must be aware of how test will be read aloud (see above)

41 41 Administrative Procedures During Testing Students should be in test groups based on how test is to be read Students must be in small group or one-on-one administrations (this must also be in documentation) –One-on-One suggested for Online Test of Computer Skills

42 42 Administrative Procedures During Testing (contd) Teacher must have a copy of the test to read from Directions for the student are located in the Test Administrators Manuals May repeat instructions and test questions as many times as needed Test items and answer choices must be read in a consistent manner

43 43 If Entire Test is To Be Read Aloud Test administrator must read –Item number –Test item –Corresponding answer choices Pause and allow students to choose an answer While students are responding, review next item to determine how it should be read Proceed to next item after students have marked their answers

44 44 If Test is To Be Read by Student Request Student will indicate which item number he/she needs read. Test administrator should pause to read problem to self prior to reading to student Test administrator must move near the student and read –Item number –Test item –Corresponding answer choices

45 45 Math Tests Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom EXCEPT if reading it provides the student with the answer

46 46 Problem Types: Place Value Most numbers can be read as they would be used in the classroom All examples presented are from the Sample Test Items available online at:

47 47 Sam got fifty-four stickers from his mother, forty-seven stickers from his father, and seventy-two stickers from his uncle. About how many stickers did Sam receive? Aone hundred ninety Bone hundred seventy Cone hundred fifty Done hundred thirty RIGHT WAY TO READ Place Value Example 1

48 48 Problem Types: Place Value When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc. All examples are from the Sample Test Items available online at:

49 49 A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen? Aseven – zero – four Bseven – one – four Cseven – four – zero Dseven – four - one A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen? Aseven hundred four Bseven hundred fourteen Cseven hundred forty Dseven hundred forty-one RIGHT WAY TO READ WRONG WAY TO READ Place Value Example

50 50 Problem Types: Fractions In many cases, fractions may be read as done in classroom

51 51 Which of the following is the largest? Afive thirds Beight ninths Cthree halves Dseven fourths Which of the following is the largest? Afive divided by three Beight divided by nine Cthree divided by two Dseven divided by four RIGHT WAY TO READ UNNECESSARY WAY TO READ Fractions Example 1

52 52 Problem Types: Fractions If a question deals with converting fractions to another form, such as decimals, one of the forms must be read as digits

53 53 The coach used a digital stopwatch to time a race. The fastest time was recorded on this stopwatch: RIGHT WAY TO READ Fractions Example 2 One point seven zero zero When the race was over, the coach posted the winning time in fraction form. Which is the winning time? Aseventeen one-thousandths Bone and seven tenths Cone and seven one-hundredths Done and seven one-thousandths

54 54 Problem Types: Geometry Symbols may be read as done in instruction unless test item specifically asks what the symbol represents

55 55 Given points P, seven, five, Q, eight, three, R, zero, negative one, and S, negative one, one, which of the following is true? Aline PQ is parallel to line RS Bline PQ is perpendicular to line RS Cline PR is perpendicular to line QS Dline PR is parallel to line QS RIGHT WAY TO READ Geometry Example 1

56 56 Some things that can help in figuring out how to read test item correctly: –Test administrator should be familiar with grade-level/course content –Review examples in this training; make yourself as aware as possible of the issues involved –Review the next problem while students are answering previous problem (if reading entire test aloud) –If reading by student request, pause and read over problem to self before reading to student

57 57 Student Marks Answers in Test Book Does student really need this accommodation? –Has the student ever tried to transfer answers to an answer sheet? –If no, provide them with an opportunity to see if they are able –If yes, were they able to do it correctly?

58 58 Student Marks Answers in Test Book After completion of testing Under secure conditions: Staff member must transcribe students answers to multiple-choice test questions to the appropriate answer sheet Take care to use correct section of answer sheet

59 59 Student Marks Answers in Test Book Under Secure Conditions 2 nd staff member must check the transcription to verify accuracy Both people must sign outside of test book Test books with students original responses must be securely stored for 6 months

60 60 Computer Reads Test Aloud - Student Controlled ONLY for Online Test of Computer Skills 2 nd option for read aloud Can be used in combination with traditional read aloud Must be documented in IEP/504 Plan Student clicks on speaker button to activate speech Button located by each block of text with audio file

61 61 Computer Reads Test Aloud - Student Controlled Limitations –Audio files only available for some blocks of text (e.g., question, answer choices) - not text within applications –Student must physically be able to click mouse to activate speech

62 62 Revisit Activity Testing Accommodations: Whats Allowable and Whats Not

63 63 Accommodations Trivia General Information Scheduled Extended Time Multiple Testing Sessions Testing in a Separate Room Game Over

64 64 What documentation does a student with disabilities have to have to receive testing accommodations? IEP or Section 504 Plan Next Question

65 65 Name an accommodation that requires the student to also have the Testing in a Separate Room accommodation. Test Administrator Reads Test Aloud Student Reads Test Aloud to Self Assistive Technology that reads the test aloud Next Question

66 66 If a student has the Scheduled Extended Time accommodation and is working diligently at the end of his estimated time, may I let him continue? YES If the student is still working after the conclusion of the estimated time written in the IEP/504 Plan, he may continue. Testing must be concluded by end of that school day. Next Question

67 67 Can a student that has Scheduled Extended Time be tested in the regular classroom? YES If the student does not also have the Testing in a Separate Room accommodation and is still working after the conclusion of the standard test administration, he/she may then move to another designated location to complete the test. Next Question

68 68 Are all instructional accommodations also testing accommodations? NO Testing accommodations must also be used in instruction, but not all accommodations used in instruction are appropriate for testing. Next Question

69 69 Where do you document what accommodations were provided to the student during testing? On the students answer sheet Next Question

70 70 Are all Testing in a Separate Room accommodations considered small group? NO Some accommodations (such as Student Reads Test Aloud to Self) require the student to be in a one-on-one setting. Also, some students may need to be by themselves to focus. Next Question

71 71 How often do students with Scheduled Extended Time get breaks? With the exception of overall time limits, procedures in the Test Administrators Manual are followed, including break times. Next Question

72 72 How many adults are in the room for a one-on-one administration? Two – a test administrator and a proctor are required for the administration of state tests Next Question

73 73 Are all students with Multiple Testing Sessions tested over multiple days? NO Some students are able to finish the test within one day but need breaks more frequently than those of the standard test administration. Next Question

74 74 If a student needs several days and extra time to complete the test, what accommodations should be in her documentation? Both Multiple Testing Sessions and Scheduled Extended Time should be in the students IEP or Section 504 Plan Next Question

75 75 If a student has Multiple Testing Sessions, can the pages the student is not going to be working on during a session be clipped together? YES Pages the student has completed and those planned for a future session may be secured by paper clips. Next Question

76 76 Questions?


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