1. Southeast Accountability Region Adapted by Public Schools of Robeson County 1

2.  This training covers highlights pertaining to student accommodations.  It is NOT intended to take the place of reading NCDPI publications on this topic, including Testing Students with Disabilities (TSWD) and Guidelines for Testing Students Identified as Limited English Proficient.  Page numbers in this presentation reference the 2015 edition of the TSWD publication.  Individuals administering test to students who receive accommodations must have detailed training on the specific accommodations they will provide. 2

3.  Individualized Education Plan, IEP- for students with disabilities who require specialized instruction in addition to accommodations, entered in CECAS  Americans with Disabilities Act Section 504 Plan, 504- for students with a disabling condition that impacts a major life functioning and do NOT require specialized instruction, accommodations entered in PowerSchool  Limited English Proficient Plan, LEP Plan- for students receiving LEP services due to a qualifying score on the W-APT or most recent ACCESS score, accommodations entered in PowerSchool  Transitory Impairment Documentation- for students with a temporary disabling condition lasting six months or less who needs accommodations, accommodations entered in PowerSchool  Individual Health Plan, IHP- for student whose health problem could be a deterrent to learning and who could benefit from special interventions either from school health services or other school personnel, not eligible for “test accommodations,” can have food and drink, student-initiated breaks 3

4.  Students  Parents  IEP Teams  Section 504 Committee Members  Teachers  Directors of Instruction  Exceptional Children Directors  LEA Test Coordinators  Principals  Superintendents  These individuals must review the TSWD publication before making decisions about students with disabilities who may be participating in the NC Testing Program. 4

5.  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  Are used for equity, not advantage, and serve to level the playing field  Allow students to access the standard test administration 5

6.  Must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, Transitory Impairment Plan or Limited English Proficient (LEP) documentation  Must be used regularly during instruction and similar classroom assessments administered throughout year  It is not appropriate to recommend the provision of accommodations during test administrations if the purpose is to potentially enhance student performance beyond providing equal access and opportunity to perform. 6

7.  Accommodation allows student to access test but does not change the test  State tests allow accommodations  Modifications change the test  Fewer answer choices  Alternate methods of responding to questions  Shorter passages  The only modifications allowed on state tests are those in the form of alternate assessments 7

8. 8 Mark in Book Extended Time Large Print Separate Setting Graphic Organizers Scaffolding Peer Tutor INSTRUCTIONAL TESTING Teacher Notes

9.  Current EC students who are under 22 and have not previously graduated with a diploma.  A student with disabilities who has a Section 504 Plan  A student with a short-term impairment who has a Transitory Impairment Plan  A student identified as LEP who has scored below 5.0 in reading on the ACCESS or W- APT 9

10. For a student with disabilities:  IEP Team  Section 504 / Transitory Impairment Committee For a student identified as Limited English Proficient (LEP):  School-based team/committee 10 Should not be a committee of one

11.  Local personnel must ensure any consequences resulting from the provision and/or use of an accommodation or alternate assessment are explained to and understood by parents/legal guardians/surrogate parents and students who are age 18 or older. 11

12.  All teachers, IEP Teams, and Section 504 Committees, including parent(s), guardian(s), and surrogate parent(s), must be informed about the A. state testing requirements at each grade level B. guidelines governing the provision and use of testing accommodations C. guidelines governing the administration and use of alternate assessments 12

13. All testing accommodations must be documented:  IEP & CECAS & Review of Accommodation Form (ROA)  504 Plan & PowerSchool & ROA  Transitory Impairment Plan & PowerSchool & ROA  LEP Plan & PowerSchool & ROA 13

14.  Whatever is documented must be used on day of test  School TC should have copy of documentation as soon as it is generated by the authoritative source  30 Day Rule (Calendar Days)– should not change accommodations immediately prior to test 14

15. ROUTINELY USED ACCOMMODATIONS (PAGE 5)  If a student has not been provided the accommodations documented on the IEP or Section 504 Plan during instruction, the student is still to receive the accommodations specified in the plan for the state-mandated tests.  Is NOT an automatic misadministration. 15

16.  Read aloud reading test  Interpreter signs an English II EOC or ELA EOG test  Assistive technology that reads aloud English II EOC or ELA EOG test  Calculator on calculator inactive  Testing prior to the school’s scheduled testing date 16

17. 17 Assistive Technology Braille Edition Dictation to a Scribe Large Print Edition Sign Language Interpreter Dictionary/ Electronic Translator Read Aloud Multiple Test Sessions Extended Time Separate Setting STUDENTS IDENTIFIED AS LEP STUDENTS WITH DISABILITIES

18. 18

19.  Modified Test Formats  Assistive Technology (AT) Devices and Special Arrangements  Special Test Environments 19

20. Testing Students with Disabilities Published September 2015 Page 11:  Early in the school year, school personnel must receive training on how to use accommodations during instruction. Before testing, training sessions on testing students with disabilities must be conducted by the LEA for :  Test administrators;  Proctors;  Exceptional children teachers; and  Any other appropriate school personnel who serve students with disabilities or who are involved in administer a state test.  Pages 11-14 describe specific topics that must be addressed during the training Test Coordinators Policies and Procedures Handbook Published September 2014 Page 21:  Train all school personnel on the use of test materials, test security, and the North Carolina Testing Code of Ethics, the Testing Students with Disabilities publication, and the Guidelines for Testing Students Identified as Limited English Proficient publication. 20

21.  Students are to be provided the following information on an individual basis before the test date: A. the identify of the test administrator, proctor, interpreter, transliterator, or scribe B. test date, time, and room C. test accommodations and they way they will be provided 21

22.  mCLASS/Reading 3D assesses basic skills  Accommodations are not permitted  Administer to all children, except those with severe and profound disabilities who are instructed on the Extended Content Standards 22

23.  Do not assume that every student with disabilities needs assessment accommodations.  Base accommodations on student need.  Integrate assessment accommodations into classroom instruction.  Know which accommodations are approved for each assessment. 23

24.  Plan early for accommodations.  Include students in decision making.  Understand the purpose of the assessment.  Determine if the selected accommodation requires another accommodation.  Provide practice opportunities for the student. 24

25.  Testing accommodations are not disability specific; they are child specific. However, accommodations not related to a student’s disability must be justified in the IEP.  For example, a student who is SLD in math only should not have accommodations in reading unless a reasonable justification is written in the IEP. 25

26. 1. IEP 2. Section 504 Plan 3. LEP Plan 4. Transitory Impairment Documentation 26

27. CHANGES TO ACCOMMODATIONS (PAGE 30)  If a student does not have at least 30 calendar days prior to the test date to use the accommodation, then the use of the accommodation cannot be considered “routinely used” during instruction or similar classroom assessments.  However, students who are newly placed in the EC program or EC students who transfer into the school within 30 days are eligible for accommodations.  If a student has not been provided the accommodations documented on the IEP or Section 504 Plan during instruction, the student is still to receive the accommodations specified in the plan for the state-mandated tests.  Is NOT an automatic misadministration. 27

28. DECLINED ACCOMMODATIONS (PAGE 31-32)  Can result in a misadministration.  Any accommodations that are not routinely used during the school year should be removed from the IEP.  Steps to Follow 1. Notify student of accommodations prior to test day 2. Report refusal to School Test Coordinator; discuss the ramifications of not using the accommodation with student 3. Administer the test without accommodations; STC notifies case manager 4. Case manager calls parent and follows-up in writing that the accommodation was attempted but declined 5. Before the parent is notified of a test score, the parent chooses whether or not to retest student; the parent must sign written request- upload parent request to OTISS report 6. If necessary, first test is misadministration, student retests; 504/LEP/IEP team meets to readdress accommodations on plan 28

29. NEW PROCESS- ACCOMMODATION NOTIFICATION REQUEST FORM (PAGE 33, 138- 139) The following non-standard accommodations should be submitted to the RAC by using the form in the TSWD publication on pages 138-139. Upload the document to the SSH in the To RAC folder and send the RAC and e- mail to notify her that you have posted a document for review.  Assistance turning page  Chewing gum during testing  Ear plugs  Headphones  Edible reinforcement during testing  Ball or bouncy chair  Fidget toy  Reading tracker  Online submission for all other requests through TNN ordering page 29

30. Accommodation Students with Disabilities Students Identified as LEP Braille Edition Large Print Edition One Item Per Page Edition 30

31. Transition from English Braille American Edition code (EBAE) to Unified English Braille code (UEB) NC will gradually transition instructional and assessment-related materials to UEB, see page 147/Appendix F Ordering page “Braille” versions will be Contracted EBAE for the 2015-16 school year If a student has already learned UEB, the Test Coordinator can order this format through an Accommodation Notification Request online. Contracted Braille or “Grade Two” Braille is written with standard shortcuts for digraphs, parts of words, and entire words. The NC Testing Program produces test editions using contracted Braille. Uncontracted Braille or “Grade One” Braille is write letter to letter with each word spelled out completely. An Accommodation Notification Request online must be submitted if a student needs uncontracted Braille test editions. Every Braille edition is sent with a regular test book and answer sheet (page 49). Student responses must be transcribed using the procedures on page 50. 31

32.  Not applicable for online tests  Online tests- large font option for all students, must be designated in SIQ prior to test day  11x17” paper with 22-point Verdana font  Ordered through TNN ordering page at least 30 days prior to test administration date  Students typically circle their responses to questions directly on the large print edition and also need Student Marks Answers in Test Book accommodation.  Editions requiring font type or size (other than 22- point Verdana) must be ordered by submitting an Accommodation Notification Request online. 32

33.  Not applicable for online tests- all items are presented one-at-a-time  8.5x11” Page with 12-point Verdana font  Unbound  Ordered through TNN ordering page at least 30 days prior to test administration date  Large Print/One Test Item Per Page Editions printed in 22-point Verdana font can also be ordered from TNN and do NOT require an Accommodation Notification Request online 33

34. Accommodation Students with Disabilities Students Identified as LEP AT Devices Dictation to a Scribe English/Native Language Dictionary or Electronic Translator Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud 34

35.  AT Devices that invalidate results: read aloud ELA tests, calculator during calculator inactive part of a math test  Examples of AT devices: pencil grips, clipboards, slant boards, amplification devices, glucose meters, speech recognition systems, talking word processors, keyboarding devices (for pencil/paper testing), sticky keys, touch screens, screen-enlarging programs, accessibility options (high-contrast settings), devices to record responses, electronic braille note takers, talking/large key/printing calculators.  If a scanned version of the test is required, the LEA must submit a written request to the Accountability Services Director.  If a software program is used in place of a graphing calculator, the LEA TC must submit an Accommodation Notification Request online. 35

36. 36 Keyboarding: Typewriter, word processor, or electronic Braille note taker  Check equipment prior to testing  Disable features, which will invalidate test  Transcription  Test administrator may omit irrelevant instructions (e.g., no. 2 pencil)

37.  Often used for students with orthopedic impairments  Allows student to dictate responses to test questions to a scribe who records the responses  Must be used routinely for classwork throughout the year  Two trained test administrators must be present when the Dictation to Scribe accommodation is provided; a proctor is not required  If the student can efficiently use a keyboard, the team should consider the AT Devices accommodation or online testing instead of Dictation to Scribe  If the answers have to be transcribed from the computer to the answer document, both the test administrator and scribe must sign a statement of validation 37

38.  Available for specific tests  Not permitted for ELA tests  Test administrator and interpreter must be in test site (if the TA is the interpreter, there must be a proctor)  Only one test form per test site even if multiple students  Interpreter must be proficient in student’s mode of sign language  Interpreter may use duplicate computer monitor to view online test during session; online tests are not viewable before the actual administration  Interpreter may review pencil/paper test up to two days in advance- thus, pencil/paper testing may be necessary for this accommodation  Home sign may be used if it will not indicate the answer 38

39.  Not applicable to online testing  Student name and ID number on book cover  Student responses are written in test book. The student NEVER receives his answer document/scantron sheet.  After the test concludes, the administrator will take the test book to a secure location with three or more school personnel present.  He or she will transcribe the answers to the student bubble sheet. Another staff member will check the answers and verify them.  Both the transcriber and the transcription verifier must sign the outside front cover of the test book. This book is kept separately during materials return and is not destroyed with other materials.  The test administrator must complete the background information in advance of testing. The test administrator may read any student survey question aloud to the student and fill in the bubbles as directed by the student to indicate responses. 39

40.  Also requires Testing in a Separate Room (one-on-one) accommodation  Accommodation applies for students using PVC elbow pipe or whisper phone  TA may not correct student or read any part aloud (unless student also has TRA accommodation) 40

41.  Cannot be used for ELA tests.  Test Administrator Reads Aloud- should have same form if testing together. TA will need an extra copy of the same form.  TA should omit reading aloud general directions that are not applicable for this accommodation.  Read Aloud upon request and read aloud all cannot be grouped together.  Specify read aloud all or read aloud by request in the plan.  Students using read aloud by computers with headphone use may be grouped with other students and do not require separate setting unless noted in the plan. 41

42.  The test administrator should read numbers and signs in the same manner they are read aloud when used routinely during instruction.  The test administrator must not read aloud information that will provide the student with the answer. For example, a test question ASKS” Which digit is in the hundreds place in the number 2,345? The test administrator would read the number aloud as “two—comma—three—four—five” instead “of two thousand three hundred forty-five.” 42

43. Most numbers can be read as they would be used in the classroom 43 All examples presented here are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

44. 44 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 Sam got five four stickers from his mother, four seven stickers from his father, and seven two stickers from his uncle. About how many stickers did Sam receive? Aone - nine - zero Bone - seven - zero Cone - five - zero Done - three - zero RIGHT WAY TO READ UNNECESSARY WAY TO READ Place Value Example 1

45. When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc. 45 All examples presented here are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

46. 46 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

47. In many cases, fractions may be read as done in classroom 47

48. 48 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

49. If a question deals with converting fractions to another form, such as decimals, one of the forms must be read as digits 49

50. 50 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

51. Symbols may be read as done in instruction unless test item specifically asks what the symbol represents 51

52. 52 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

53. 53 Some things that can help in figuring out how to read test item correctly:  Review examples in this training  Test administrator should be familiar with grade-level/course content  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

54.  Three options:  Test Administrator Reads Aloud  Computer Reads Test Aloud  Combination of two methods  Audio files are human vocalization, a number of different human voices were used to record the audio files  Enable read aloud through Student Interface Questions  The volume cannot be modified through the computer once the NCTest Chrome App has been launched. The TA must set the computer volume to an appropriate level before the test session begins.  Student clicks speaker button for each block of text to be read  CRA requires significant bandwidth 54

55.  Page 92- additional information about transcriber 55

56. Accommodation Students with Disabilities Students Identified as LEP Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room 56

57.  Any student can take a “break” at any time on tests other than ACT, EXPLORE, PLAN.  EOGs have scheduled breaks every 45-50 minutes; EOCs have scheduled breaks every 60 minutes.  If the regular time extends past lunchtime, groups without accommodations can still break for lunch.  Consider the benefits/drawbacks to the test schedule that will results from MTS for a student  MTS must begin on the same day as the general testing administration.  See new note on page 99 about scheduling MTS.  MTS must be described in the plan: number of days, specify length of testing time periods, length of break  Consideration must be taken so that only students with the same MTS comprise the small groups using the Testing in a Separate Room (small group) accommodation. 57

58. 58  Over long breaks, 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 (Clip the book)  Test administrators may omit instructions related to time limits  5 minute warning must be given before lunch  Books must be paper-clipped during extended breaks, students may not return to paper-clipped section after break  Must finish within maximum testing time unless also have Scheduled Extended Time

59. StandardSarahHelgaIra Days of Testing 1112 Number of Items 54 Day 1Day 2 Estimated Testing Time 135 7065 Frequency of Breaks After 45 min. After 30 min. After 15 Items After 45 min. Number of Breaks 2 (at 45 and 90 min.) 4 (at 30, 60, 90, 120 min.) 3 (at 15, 30, 45 items.) 1 (at 45 min.) 1 (at 45 min.) Length of Each Break 2 Min5 Min2 Min3 Min

60.  Council for Exceptional Children: “When a student has too much time to finish an assessment, he or she may engage in nonproductive guessing or change answers when they should not be changed.”  An estimate of the maximum amount of extended time must be documented in IEP. ET allows children to have as long as needed within the regular school day.  Must be able to eat lunch and must be able to leave at the regular time.  EOG maximum 4 hours, EOC max 4 hours, math 60

61. 61  Test administrator may omit instructions regarding time limits  Breaks occur at standard time  Student must be allowed to eat lunch  Testing must be completed by dismissal  Test security/paper-clipping  Separate setting not required  The student’s IEP, Section 504 Plan, Transitory Impairment or LEP documentation MUST specify an estimated amount of extra time the student will require  Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)  Breaks occur at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions

62. 62  Test administrator and proctor required  Specifics must be documented in IEP/LEP/ 504/Transitory Impairment Plan  One-on-one  Small group  Define range or maximum # of students  Definition of small group  One-on-One required for:  AT Device that reads test aloud (without use of headphones)  Computer Reads Test Aloud (without use of headphones)  Dictation to a Scribe  Student Reads Test Aloud to Self  One-on-one OR small group for:  Test Administrator Reads Test Aloud  Interpreter/Translator Signs/Cues Test  Multiple Testing Sessions (when breaks are not provided in alignment with standard administration procedures)

63.  Study carrels are not permitted during testing, except for students with disabilities who have this accommodation listed in the IEP or 504 plan  Study carrel was previously listed as a type of separate setting on IEPs. However, “separate setting” now references a completely separate room (the threshold rule).  IEP teams should list the use of a study carrel as an “other” accommodation.  If the student is using a study carrel accommodation in the regular test setting, the LEA TC must submit an Accommodation Notification Form online. 63

64. WHEN REQUIRED TESTING ACCOMMODATIONS HAVE NOT BEEN PROVIDED (PAGE 113)  Notify the parent or guardian BEFORE the test is scored  Request a written, signed parent statement waiving the right to or consenting to retest  If parent waives the right to retest, enter the OTISS report, upload the parent statement and attach to the report, and score the test. This is NOT classified as a misadministration.  If parent consents to retest, enter the OTISS report, upload the parent statement and attach to the report, and retest the student using a different form. This IS classified as a misadministration. 64

65. WHEN TESTING ACCOMMODATIONS ARE PROVIDED THAT ARE NOT DOCUMENTED (PAGE 113-114)  Notify the parent  Conduct an investigation to determine if the provision of the accommodation may have impacted the test results and result in a misadministration  Declare a misadministration, if necessary, and administer another form of the secure test 65

66.  LEP students who are also EC are eligible for accommodations on the ACCESS test, a strictly timed test.  Students who are in their FIRST SCHOOL YEAR in the US are exempt from the English Language Arts EOG, English II, and but must take all other state assessments.  If a student scores below Level 5.0 Bridging on the reading subtest of the W-APT/ACCESS for ELLs, the student is eligible to receive state-approved LEP testing accommodations  English/Native Language Dictionary or Electronic Translator  Only helpful for students who have had formal education in their native language  Multiple Testing Sessions  Scheduled Extended Time  Student Reads Test Aloud to Self (Must also have One-on-One Test Setting)  Test Administrator/Computer Reads Test Aloud in English  Testing in a Separate Room 66

67.  The IEP Team must discuss and exhaust the use of appropriate accommodations before addressing the use of alternate assessments.  The decision regarding a student’s participation in the alternate assessment must be made and documented in the student’s IEP at least thirty calendar days before the testing window. 67

68.  For self-contained, severe and profound students  Language Arts, Math, and Science at Grade 10 and 11, EOG tested areas in Grades 3-8  Extended content standards  One-on-one, untimed testing  Assistive technology needed should be listed as accommodation in IEP 68

69.  Are selected by the plan team based upon  The student’s area of disability  The student’s unique needs  Data collected from student use of the modification  The necessity of the accommodation to allow the student to access instructional materials or tests  Are used throughout the school year 69

70.  Testing Students with Disabilities Handbook  http://www.ncpublicschools.org/accountability/policies/tswd/ http://www.ncpublicschools.org/accountability/policies/tswd/  Forms and Charts  http://www.ncpublicschools.org/accountability/policies/accomhttp://www.ncpublicschools.org/accountability/policies/accom 70