LEP Updates: Testing Accommodations & Alternate ACCESS Carrie Perkis Division of Accountability Services September 12, 2012

Accommodations for Students Identified as Limited English Proficient

Guidelines for Testing Students Identified as Limited English Proficient Document contains detailed information on testing accommodations bility/policies/slep/ bility/policies/slep/ Updated document in October 2012

LEP Students & Accommodations Eligibility criteria for accommodations: –Students scoring below Level 5.0 Bridging on the reading subtests of the W-APT/ACCESS for ELLs eligible to receive state-approved LEP accommodations on state tests

State-Approved LEP Accommodations Multiple Testing Sessions Scheduled Extended Time Student Reads Test Aloud to Self Test Administrator Reads Test Aloud (In English) Computer Reads Test Aloud – Student Controlled Word-to-Word Bilingual English/Native Language Dictionary/Translator

Instructional Accommodations Testing Accommodations drive 6

Considerations for Committee Decision-Making Students should be using accommodations ROUTINELY during instruction and similar classroom assessments – accommodations should not be a surprise on test day! Routine use = at least 30 days prior to test date 7

Multiple Testing Sessions Allows student to test in mini sessions –More frequent breaks (e.g., every 20 minutes, every 10 questions completed) –May test over one day or multiple days (e.g., half of test day 1, half of test day 2) Must complete test within the allowed time unless student has Scheduled Extended Time If breaks differ from the standard, student will require Testing in a Separate Room

Scheduled Extended Time For students who need extra time to test LEP team documents estimated extended time, but student is allowed as much time as needed with this accommodation Student must finish the test in one day, unless he/she also has Multiple Testing Sessions

Student Reads Aloud to Self Student may read the test aloud, but the test administrator may not help or correct errors the student makes Requires Testing in a Separate Room – One-on-One accommodation

Test Administrator Reads Test Aloud (In English) LEP team must document specifics - Read Aloud Everything vs. Read Aloud by Student Request Not available for EOG English Language Arts or EOC English II Requires Testing in a Separate Room (one-on- one or small group)

Test Administrator Reads Test Aloud (In English), cont’d Test administrator should be familiar with grade-level/course content Information should be read so as not to give away the answer –e.g., read number as instead of one hundred when place value is tested

Computer Reads Test Aloud – Student Controlled Available for EOC Biology, EOC Algebra I/Integrated I, grade 5 & 8 science EOG, NCEXTEND2 tests Students press audio button to hear recorded human reader Students may use headphones to test in regular setting Without headphones, students will require separate setting (one-on-one)

Computer Reads Test Aloud – Student Controlled, cont’d Limitation: only item stems and answer choices read by computer (not graphs, charts, etc) For online tests, student may have the test read aloud by: –Test Administrator Reads Test Aloud –Computer Reads Test Aloud – Student Controlled –Combination of the two methods

ACT, EXPLORE, PLAN, and WorkKeys ACT – LEP students may only use State- Allowed accommodations. If used, ACT score is not college-reportable EXPLORE/PLAN – LEP accommodations are a local decision WorkKeys – LEP students may only use word- to-word bilingual dictionary

ACT, EXPLORE, PLAN, and WorkKeys cont’d LEP teams may record accommodations for these assessments on the LEP plan, or may use existing classroom/testing accommodations documentation to support accommodations decisions Accommodation policies may differ from NC policies. LEP teams must be aware of differences

Alternate ACCESS

What is Alternate ACCESS? A new test developed specifically for students identified as limited English proficient with significant cognitive disabilities access.aspx

Eligibility Criteria Student has been identified as LEP Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g.; intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.) Student is participating in alternate curriculum and in state-wide alternate accountability assessments IEP team recommended the assessment after considering all three criteria above

Alternate ACCESS Student Identification Collaboration between LEP and EC 3-12 – look for LEP students with NCEXTEND1 documented on IEP K-2 – No NCEXTEND1 documentation, will need to consider LEP and disability status

Alternate ACCESS Testing Details Alternate ACCESS is individually administered Testing window will be the same as ACCESS –February 1 – March 15, 2013 Ordering will be the same as ACCESS Training materials online Formal training to occur this winter

Questions? Carrie Perkis