1. 1 Testing Accommodations Training Spring 2011

2. 2 Accommodations 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 14

3. 3 Refusing Accommodations Explain to the student that the accommodation is a requirement in their plan If student continues to refuse, allow them to take the test without the accommodation and notify your school test coordinator IMMEDIATELY following the test administration. 3

4. 4 Categories of Testing Accommodations Special Print Versions Assistive Technology (AT) Devices and Special Arrangements Special Test Environments 22

5. 5 Special Print Versions Braille Large Print One Test Item Per Page 23

6. 6 AT Devices and Special Arrangements AT Devices Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud (cont’d) 25

7. 7 Other AT Devices and Special Arrangements –Braille Writer/Slate and Stylus (and Braille Paper) –Cranmer Abacus –Dictation to a Scribe –Keyboarding Devices –Magnification Devices AT Devices and Special Arrangements (cont’d) 26

8. 8 Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room 27

9. 9 Top 5 Accommodations that Students Required on the EOG and EOC 1. Scheduled Extended Time 2. Testing in a Separate Room 3. Test Administrator Reads Test Aloud (not for EOG Reading Test) 4. Student Marks Answers in Test Book 5. Multiple Testing Sessions Based on Green Book data from 2008–09 29

10. 10 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 30

11. 11 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) 31

12. 12 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 32

13. 13 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 33

14. 14 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 34

15. 15 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 (RCS small group = 10 students) Document specifics regarding group size (e.g., range, maximum number of students) 37

16. 16 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) 38

17. 17 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 39

18. 18 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 40

19. 19 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 Grade 10 Writing 41

20. 20 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) 42

21. 21 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 43

22. 22 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 44

23. 23 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 45

24. 24 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 46

25. 25 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 47

26. 26 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 48

27. 27 Problem Type: Place Value Example 1 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 Correct Way to Read 49

28. 28 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 50

29. 29 Problem Type: Place Value Example 2 Correct Way to Read Incorrect Way to Read 51 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 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 thousandths

30. 30 Problem Type: Fractions All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing Most fractions can be read in the same manner as they would be in the classroom 52

31. 31 Problem Type: Fractions 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 Correct Way to Read Incorrect Way to Read Example 1 53

32. 32 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 54

33. 33 Problem Type: Fractions Correct Way to Read Example 2 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? Aseventeen one-thousandths Bone and seven tenths Cone and seven one-hundredths Done and seven one-thousandths 55

34. 34 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 56

35. 35 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? 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 57

36. 36 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 58

37. 37 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 60

38. 38 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 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 All three staff members must sign and date the outside of the test book 61

39. 39 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 62

40. 40 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. 63 Multiple Testing Sessions

41. 41 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 64

42. 42 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 65

43. 43 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 66

44. 44 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 67

45. 45 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 70

46. 46 Monitoring Testing Accommodations Required, Provided, and Used

47. 47 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 73

48. 48 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 74

49. 49 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: (1)Documentation of accommodations required, provided, and used (2)Data entry into NC WISE, CECAS, or LEA-approved accommodations management system (3) Used for future testing accommodations decisions 75

50. 50 Monitoring of Required Testing Accommodations Completed by case manager prior to testing Recorded in NC WISE, CECAS, LEA-approved accommodations management system Submitted to school test coordinator prior to testing 76

51. 51 Completed by test administrator during/ after testing session Data on provided testing accommodations also collected on student answer sheets Monitoring of Provided Testing Accommodations 77

52. 52 Completed by test administrator after testing Original is submitted to school test coordinator; copy is made; original returned to case manager to place in the student’s folder for at least one year Information used in making accommodations decisions at next meeting Monitoring of Student Use of Testing Accommodations 78

53. 53 Accommodations Monitoring by the NCDPI –LEAs must develop a plan for ensuring consistency of accommodations data 81 IEP/504/LEP/TI Plan Review of Accommodations Used During Testing form Student Answer Sheet NCWISE

54. 54 Accommodations Monitoring by the NCDPI Review of LEA testing plans Monthly collection and audit of required testing accommodations data from NCWISE On-site monitoring visits Following testing (July 2011), report of discrepancies between required and provided testing accommodations 80

55. 55 Accommodations Monitoring by the NCDPI –LEAs must develop a plan for ensuring consistency of accommodations data 81 IEP/504/LEP/TI Plan Review of Accommodations Used During Testing form Student Answer Sheet NCWISE

56. 56 Additional Information Testing Students with Disabilities http://www.ncpublicschools.org/accounta bility/policies/tswd/ http://www. Testing LEP Students http://www.ncpublicschools.org/accounta bility/policies/slep http://www.ncpublicschools.org/accounta bility/policies/slep Testing Accommodations http://www.ncpublicschools.org/accounta bility/policies/accom http://www.ncpublicschools.org/accounta bility/policies/accom 80