Accommodations: Decide, Document, Monitor Carrie Perkis NCDPI Division of Accountability Services Conference on Exceptional Children November 2010

Information from this presentation is located in: Testing Students with Disabilities publication (November 2009) Testing Students with Disabilities Web Site: www.ncpublicschools.org/ accountability/policies/tswd/ Testing Accommodations Web Site: accountability/policies/accom/ Look for revised document coming December 2010

What is an Accommodation?

Accommodations . . . Are changes in the way a student accesses instruction/assessment Do not change the construct of the assignment/ assessment Give student equal access to learning without “watering down” the content Are not to be provided for score enhancement Must be aligned or matched between classroom instruction, classroom assessments, district tests, and state tests

The Linking of Student Accommodations Classroom Instruction Home, Work, Community, Post-Secondary Education Classroom Assessment State/District Assessment Adapted from: Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota

Accommodations ≠ Modifications!

Accommodations Differ from Modifications in that: Modifications change the construct through altering language load, content complexity, and/or cognitive complexity. Some examples of modifications: Reduced assignments Simplified reading passages Reduced response choices

Decide: Making Accommodations Decisions

Who is Eligible for Accommodations? INSTRUCTIONAL Any student TESTING Students with Disabilities Students with a current Individualized Education Program (IEP) Students with a current Section 504 Plan as well as….

Who is Eligible for Accommodations? (cont’d) TESTING While not covered in this presentation: Students identified as Limited English Proficient: http://www.ncpublicschools.org/accountability/ policies/slep/ Students with current transitory impairment documentation Transitory impairment = impairment with actual or expected duration of six months or less Eligible for same accommodations as Section 504

Who Makes Accommodations Decisions? For a student with disabilities: IEP Team Section 504 Committee The collaborative team should include all relevant individuals involved in the student’s education.

Instructional Accommodations Testing Accommodations drive

Considerations for Committee Decision-Making Base accommodations on individual student need Refer to the list of state-approved testing accommodations Understand purpose of the accommodation and make sure it is relevant to the student’s need and the demands of the test Take into account other identifications a student may have (e.g., LEP), which may require specific accommodations based on area of need and/or content All relevant teachers should be informed of accommodations

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

Recording Accommodations in Student Plans Document: Recording Accommodations in Student Plans

Documentation of Accommodations: Before Testing IEP Team/Section 504 Committee must document all required testing accommodations in the IEP or Section 504 Plan Document all specific details necessary for the provision of an accommodation (e.g., estimated amount of Scheduled Extended Time) Use language that is consistent and aligned with that of state-approved testing accommodations

Documentation of Accommodations: Before Testing For students with more than one identification… Use the following hierarchy of accommodations documentation: A. IEP B. Section 504 Plan C. LEP Plan/Documentation D. Transitory Impairment Documentation

Documentation Scenario – Which would you use? A student has an IEP as well as LEP documentation. What plan would house ALL of the student’s accommodations? Hierarchy: IEP Section 504 Plan LEP Plan/Documentation Transitory Impairment Documentation

Documentation of Testing Accommodations in the IEP IEP DEC4 Page 6 of 10

Documentation of Testing Accommodations in the Section 504 Plan Available at: http://www.ncpublicschools.org/ accountability/policies/accom

State-Approved Testing Accommodations for Students with Disabilities

Categories of Testing Accommodations Special Print Versions Assistive Technology (AT) Devices and Special Arrangements Special Test Environments

Special Print Versions Braille Large Print One Test Item Per Page

Special Print Versions IEP Team/Section 504 Committee meets and determines accommodation Required accommodations data entered into NC WISE/CECAS/LEA-approved accommodations management system at least 30 days prior to testing date (details to be discussed later in presentation!) Test orders based on data entered

AT Devices and Special Arrangements Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud (cont’d)

AT Devices and Special Arrangements (cont’d) Other AT Devices and Special Arrangements Braille Writer/Slate and Stylus (and Braille Paper) Cranmer Abacus Dictation to a Scribe Keyboarding Devices Magnification Devices

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

Special NCDPI Approved Testing Accommodations Accommodation Notification Form Submit form for any accommodation that is not on state-approved list NCDPI team will review information and determine approval of requests Submit requests early in school year

Top 5 Accommodations that Students Required on the EOG and EOC Scheduled Extended Time Testing in a Separate Room Test Administrator Reads Test Aloud (not for EOG Reading Test) Student Marks Answers in Test Book Multiple Testing Sessions Based on Green Book data from 2008–09

Scheduled Extended Time This accommodation is for a student who needs additional time beyond the maximum time allowed but will be able to complete the test in one school day EOG and EOC Test Administrator’s Manuals specify an estimated testing time and a maximum allowed testing time With the maximum allowed testing time now available for all students, many may no longer require Scheduled Extended Time

Scheduled Extended Time Student with this accommodation must be allowed as much time as needed to complete test Extended time beyond the maximum testing time allowed Estimated amount of extended time to be specified in student’s IEP/Section 504 Plan Estimated extended time written in terms of minutes (extra 30 minutes) or as a multiple of test time (1.5 x)

Scheduled Extended Time Student must complete test in one day unless provided Multiple Testing Sessions Testing must be complete prior to normal afternoon dismissal Students must be allowed bathroom and lunch breaks Breaks occur at standard intervals as specified in the TAM unless the student also has Multiple Testing Sessions

Scheduled Extended Time Test security must be maintained at all times If testing continues past lunch: Student must not communicate with other students during lunch -OR- Student is not allowed to return to completed portions of test If student’s estimated extended time is over but student continues to work diligently, let him/her continue testing

Scheduled Extended Time Students are not required by the NCDPI to be provided the Testing in a Separate Room accommodation in order to use Scheduled Extended Time Without Testing in a Separate Room: Testing begins in standard testing location If student is not finished after the estimated test administration time, follow procedures designated in local testing plan Test administrator and proctor must be present during the extended time

Scheduled Extended Time Example 1: Victor can complete a test in one day. However, he needs additional time to complete the test beyond the maximum allowed time in the TAM. His IEP states that he needs the following accommodations: Scheduled Extended Time (extra 60 minutes)

Scheduled Extended Time Example 2: Wendy can complete a test in one day. She requires longer than the estimated testing time in the TAM but can complete the test within the maximum allowed testing time. Her IEP states that she needs the following accommodations: None (Scheduled Extended Time not necessary)

Testing in a Separate Room The manner in which this accommodation will be provided must be documented in the IEP/Section 504 Plan One-on-one Small Group Review local policy for definition of small group Document specifics regarding group size (e.g., range, maximum number of students)

Testing in a Separate Room MUST be used if students are provided one or more of the following accommodations: AT Device that reads test aloud (without use of headphones) Student Reads Test Aloud to Self Test Administrator Reads Test Aloud Dictation to a Scribe Interpreter/Translator Signs/Cues Test Multiple Testing Sessions (ONLY when breaks are not provided in alignment with standard administration procedures)

Testing in a Separate Room: One-on-One Actually 2:1 Test administrator & proctor for each student Only one student per testing location Standard testing procedures must be followed This accommodation MUST be used with: AT Device that reads test aloud (without use of headphones Dictation to a Scribe Student Reads Test Aloud to Self

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

Test Administrator Reads Test Aloud Valid accommodation for tests that do not measure reading comprehension NOT a valid accommodation for EOG Tests of Reading Comprehension NCEXTEND2 EOG Tests of Reading EOC Test of English I

Test Administrator Reads Test Aloud Prior to testing: The manner in which this accommodation will be provided must be documented in the IEP/Section 504 Plan For example: Read Aloud Everything Read Aloud by Student Request Read Aloud Everything but Numbers Each student must be aware of how the test will be read aloud (see above)

Test Administrator Reads Test Aloud During testing: Students must be provided Testing in a Separate Room accommodation (one-on-one or small group) Students should be grouped based on how the test is to be read aloud

Test Administrator Reads Test Aloud During testing (cont’d): Test administrator must have a copy of the test book to read from Test administrator reads directions, items, and answer choices as written Test administrator may repeat instructions and test questions as many times as needed Test administrator must read items and answer choices in a consistent manner

Test Administrator Reads Test Aloud – Read Everything 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

Test Administrator Reads Test Aloud – By Student Request Student will indicate which item number he/she needs read aloud Test administrator should pause to read problem to self prior to reading aloud to student Test administrator must move near the student and read: Item number Test Item Corresponding answer choices

Test Administrator Reads Test Aloud – Math Tests Fractions, greater/less than signs, equal signs, exponents, etc. should be read aloud in the same manner as routinely used in the classroom EXCEPT if reading them in this manner provides the student with the answer

Problem Type: Place Value Most numbers can be read in the same manner as they would be used in the classroom All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

Problem Type: Place Value Example 1 Correct Way to Read 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? A one hundred ninety B one hundred seventy C one hundred fifty D one hundred thirty

Problem Type: Place Value When place value is involved in the test item, numbers need to be read as digits, commas, decimals, etc. All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

Problem Type: Place Value Correct Way to Read Problem Type: Place Value What is the decimal form of three hundred twenty-five divided by one thousand? A three two point five B three point two five C zero point three two five D zero point zero three two five Example 2 Incorrect Way to Read What is the decimal form of three hundred twenty-five divided by one thousand? A thirty-two and five tenths B three and twenty-five hundredths C three hundred twenty-five thousandths D three hundred twenty-five ten

Problem Type: Fractions Most fractions can be read in the same manner as they would be in the classroom All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

Problem Type: Fractions Correct Way to Read Which of the following is the largest? A five thirds B eight ninths C three halves D seven fourths Example 1 Incorrect Way to Read Which of the following is the largest? A five divided by three B eight divided by nine C three divided by two D seven divided by four

Problem Type: Fractions If a test item deals with converting fractions to another form, such as decimals, one of the forms must be read as digits Example 2

Problem Type: Fractions Example 2 Correct Way to Read The coach used a digital stopwatch to time a race. The fastest time was recorded on this stopwatch: One point seven zero zero When the race was over, the coach posted the winning time in fraction form. Which is the winning time? A seventeen one-thousandths B one and seven tenths C one and seven one-hundredths D one and seven one-thousandths

Problem Type: Geometry Symbols can be read in the same manner as they would be during instruction unless the test item specifically asks what the symbol represents

Problem Type: Geometry Example 1 Correct Way to Read Given points P, seven, five, Q, eight, three, R, zero, negative one, and S, negative one, one, which of the following is true? A line PQ is parallel to line RS B line PQ is perpendicular to line RS C line PR is perpendicular to line QS D line PR is parallel to line QS

Test Administrator Reads Test Aloud Some things that can help in determining how to the read test item correctly: Test administrator should be familiar with grade-level/course content Review examples in this PowerPoint 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 aloud to student

Student Marks Answers in Test Book Does the student really need this accommodation? Has the student ever tried to transfer answers to an answer sheet? If no, provide him/her with an opportunity to see if he/she is able to do so If yes, were answers transferred correctly?

Student Marks Answers in Test Book For students who do not have the ability to transfer answers to the answer sheet During the test administration: Student is not to be provided with an answer sheet Students are to circle the letters of their multiple-choice responses directly in the test book

Student Marks Answers in Test Book After completion of testing, under secure conditions: 3 or more staff members must be present for transcription Test administrator/principal’s designee must transcribe student’s answers to the appropriate answer sheet During transcription, care must be taken to use correct section of answer sheet A second staff member must check the transcription to verify accuracy; a third staff member must observe process Two staff members must sign the outside of the test book Test books with student’s original responses must be securely stored for 6 months

Multiple Testing Sessions Allows the test to be administered during several mini-sessions as determined by the needs of the student Must begin testing on the same day as the general test administration The manner in which the test administration is to be divided must be documented in the IEP/Section 504 Plan More frequent breaks during testing Testing over multiple days

Multiple Testing Sessions If student does not also have Scheduled Extended Time accommodation, testing must be completed within maximum allowed testing time specified in the TAM IEP Teams/Section 504 Committees must coordinate with testing staff and must balance student needs with logistical constraints, testing window, availability of proctors, etc.

Multiple Testing Sessions Some options for providing accommodation: More frequent breaks based on testing time 3 minute break every 15 minutes 5 minute break every 20 minutes More frequent breaks based on item completion 3 minute break every 5 items 4 minute break after each reading passage & items Testing over multiple days Test for 60 minutes Day 1, complete test Day 2 Complete half of items Day 1, half of items Day 2

Multiple Testing Sessions The Testing in a Separate Room accommodation may also be required if breaks are not provided in alignment with standard administration procedures Students should be grouped according to how the Multiple Testing Sessions will be provided

Multiple Testing Sessions When student takes extended breaks or testing occurs over multiple days: Student is not allowed to go back to work from a previous session Student may not revisit any portion of test already completed, even if some questions were left unanswered Student must be told to review work prior to ending each session, and be reminded that they may not change responses in following sessions

Multiple Testing Sessions At the conclusion of each testing session preceding an extended break or lunch, paper clips may be used to secure pages already completed or those planned for future sessions If testing sessions are provided over multiple days, the student may return to the regular class if general testing has concluded

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 Administrator’s Manual. His IEP lists the following accommodations: Multiple Testing Sessions (breaks every 20 minutes) Testing in a Separate Room (small group, maximum of 6 students w/breaks every 20 min.)

Multiple Testing Sessions Example 2 Sasha requires the test to be divided over two days. She can take breaks at the same intervals as peers. She will, however, need additional time beyond the maximum time allowed in the TAM. Her IEP lists the following accommodations: Multiple Testing Sessions (over 2 days) Scheduled Extended Time (extra 60 minutes) Testing in a Separate Room (small group < 8)

Student Reads Test Aloud to Self Requires Testing in a Separate Room (one-on-one) accommodation If student misreads part of the test, the test administrator or proctor may NOT correct the student Use of a whisper-phone is included in this accommodation and must follow the same guidelines

Monitoring Testing Accommodations Required, Provided, and Used

USED Accommodations Monitoring Requirements The USED must approve the North Carolina Testing and Accountability Programs The NCDPI must submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations

Components of the System Resources for helping teams/committees make and document decisions about testing accommodations Documentation of required testing accommodations Documentation of provided testing accommodations Documentation of usage of testing accommodations

Documentation of Testing Accommodations for USED Fall 2010–2011 Required: School Improvement Plan in NC WISE, DEC 4 (IEP) in CECAS, LEA-approved accommodations management application Provided: Answer sheets (and later uploaded into NC WISE) How Used: Review of Accommodations Used During Testing forms

Review of Accommodations Used During Testing Forms Two forms standard NCEXTEND1 One form per test, per administration Any local changes to state form - LEA Test Coordinator must contact RAC for approval Three Purposes: Documentation of accommodations required, provided, and used Data entry into NC WISE, CECAS, or LEA-approved accommodations management system (3) Used for future testing accommodations decisions

Monitoring of Required Testing Accommodations Completed by case manager during team meeting (prior to testing) Recorded in NC WISE, CECAS, LEA-approved accommodations management system

Monitoring of Provided Testing Accommodations Completed by test administrator during/ after testing session Data on provided testing accommodations also collected on student answer sheets

Monitoring of Student Use of Testing Accommodations Completed by test administrator after testing session Forms stored in student’s IEP/Section 504 folder for at least one year Information used in making accommodations decisions at next meeting

Accommodations Monitoring at Local Level Local plan for ensuring congruence of accommodations data across student plans (e.g., IEPs, Section 504 Plans), Review of Accommodations Used During Testing forms, and testing schedule Monitoring responsibilities specified in the Test Administrator’s Manual for: LEA Test Coordinator – Test Administrator School Test Coordinator – Proctor

Accommodations Monitoring by the NCDPI Review of LEA testing plans Monthly collection and audit of required testing accommodations data Following testing, report of discrepancies between required and provided testing accommodations

Accommodations Monitoring by the NCDPI Fall 2010 NCDPI on-site monitoring EOC testing Spring 2011 NCDPI on-site monitoring EOG testing NCEXTEND2 testing

Questions?