Emily Day

 The state of North Carolina requires that all students be assessed at the end of the school year (middle and high school) or at the end of a course (high school)  State mandated tests must be administered in a very specific, unaltered manner

 Construct  Intervention  Accommodation  IEP  Section 504  LEP  Transitory Impairment

 The underlying trait or skill assumed to be taught through instruction and measured by an assessment

 An intervention is above and beyond what is being received in the classroom for the benefit of the student  The goal of an intervention is to accelerate growth  An intervention can be given to any student in need

 Changes in the way a student accesses learning and/or testing  Construct does not change  Gives students equal access to learning or testing  Example – extended time

 Adjustments to the instruction or assessment that change the construct though one or more of the following ◦ Language Load ◦ Content Complexity ◦ Cognitive Complexity

 Accommodations are changes in the administration of an assessment  Accommodations change how the test is given not the material  Examples ◦ Setting ◦ Scheduling ◦ Timing ◦ Presentation format

 Used for equity, not advantage, and serve to level the playing field  Allow students to access the standard test administration  Must be identified in the students IEP, Section 504 plan, or LEP documentation  Must be used regularly during instruction and similar classroom assessments  Must be used in the classroom for at least 30 days prior to state testing to be considered “routinely used”

 Standard Test Administration  Standard Test Administration with Accommodations  Alternative Assessments ◦ NC EXTEND 2 ◦ NC EXTEND 1

 IEP, Section 504 Plan, Transitory Impairment Plan, LEP documentation

 Read aloud in English (All or by request)  Extended time  Separate Setting  Multiple test sessions  Student reads aloud to self  English/Native Language Dictionary or Electronic Translator

 Read aloud  Extended time  Separate setting  Multiple test sessions  Student reads aloud to self  Modified test formats  Mark in book  AT Devices  Dictation to scribe  Hospital/Home setting  Interpreter/Translator Signs/Cues Test

 Reading in grades 3 – 8  Math in grades 3 – 8  Science in grades 5 and 8  Students may be assessed on a combination of NCEXTEND 2 and standard test administrations  Is a grade – level assessment  Has modified achievement standards  Is a modified multiple choice assessment

 The Student ◦ Must have a current IEP ◦ Does not have a current 504 plan ◦ If LEP, must have a current IEP ◦ Is NOT identified as having a significant cognitive disability ◦ Is NOT receiving instruction through the Extended Content Standards ◦ Is not likely to reach grade level proficiency within the school year covered by the IEP ◦ Has persistent academic difficulties in the subject area being considered ◦ Has an IEP that is based on grade-level goals and provides for monitoring of achievement of those goals

 Comprehensive for all assessed areas at each grade level – it cannot be split for individual subject areas  Available for ◦ Grades 3 – 8  Includes Reading and Math for 3 – 8 and Science for 5 and 8 ◦ Grade 10  Includes Reading, Math, Science, and Writing tasks

 Student must have a current IEP  Student must have a significant cognitive disability  Student is instructed in the Standard Course of Study Extended Content Standards in ALL assessed areas  Student exhibits severe and pervasive delays in ALL areas of development and in adaptive behavior