1. 1 Testing Accommodations North Carolina Testing Program NCDPI Division of Accountability Services Spring 2006

2. 2 This presentation is the property of the North Carolina Department of Public Instruction and may be used for training and informational purposes only. It may not be used for personal or financial gain.

3. 3 Information from this training is located in: Testing Students with Disabilities (Published July 2005) www.ncpublicschools.org/accountability/ policies/tswd Guidelines for Testing Students Identified as Limited English Proficient (Published September 2005) www.ncpublicschools.org/accountability/ policies/slep

4. 4 Training Modules Module I –Introduction to Accommodations –Scheduled Extended Time –Multiple Testing Sessions –Testing in a Separate Room Module II –Test Administrator Reads Test Aloud Module III –Student Marks Answers in Test Book –Student Reads Test Aloud to Self –Dictation to a Scribe

5. 5 Testing Accommodations Module I: Introduction to Accommodations Scheduled Extended Time Multiple Testing Sessions Testing in a Separate Room Accommodations Trivia Introduction to AccommodationsScheduled Extended Time Multiple Testing Sessions Testing in a Separate Room Accommodations Trivia

6. 6

7. 7 What are Testing Accommodations? 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

8. 8 What are Testing Accommodations? (cont’d) Are 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 student’s Individualized Education Program (IEP), Section 504 plan, or Limited English Proficient (LEP) documentation Must be used regularly during instruction and similar classroom assessments administered throughout year

9. 9 Instructional vs. Testing Accommodations Mark in Book Extended Time Large Print Separate Setting Graphic Organizers Scaffolding Peer Tutor INSTRUCTIONAL TESTING Teacher Notes

10. 10 Who is Eligible for Accommodations? A student with disabilities who has a current: Individualized Education Program (IEP) or Section 504 Plan A student identified as LEP who has scored below Superior in reading on the most recent administration of the IPT –for writing assessment, student must have scored below Superior in writing on the IPT

11. 11 Who Determines Accommodations? For a student with disabilities: IEP Team Section 504 Committee For a student identified as limited English proficient: School-based team/committee

12. 12 Where are the Accommodations Documented? For a student with disabilities: IEP (some LEAs also use NCTP Tables) Section 504 Plan For a student identified as limited English proficient: LEP documentation (created by LEA)

13. 13 Examples of Accommodations for Students with Disabilities and Students Identified as LEP STUDENTS WITH DISABILITIES Assistive Technology Braille Edition Dictation to a Scribe Large Print Edition Sign Language Interpreter Dictionary/ Electronic Translator Read Aloud (for tests other than reading tests) Multiple Test Sessions Extended Time Separate Setting Read Aloud to Self STUDENTS IDENTIFIED AS LEP

14. 14 Types of Accommodations Modified Test Formats Assistive Technology (AT) Devices and Special Arrangements Special Test Environments

15. 15 Modified Test Formats Accommodation Students with Disabilities Students Identified as LEP Braille Edition Large Print Edition One Item Per Page Edition

16. 16 AT Devices and Special Arrangements 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

17. 17 Special Test Environments Accommodation Students with Disabilities Students Identified as LEP Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room

18. 18 Top 5 Most Used Accommodations on EOG 1. Scheduled Extended Time 2. Testing in a Separate Room 3. Test Administrator Reads Test Aloud (Math) 4. Student Marks Answers in Test Book 5. Multiple Testing Sessions Based on Green Book data from 2004-05

19. 19 Most Frequently Used Accommodations - EOG Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.

20. 20 Before Testing Make sure school test coordinator is aware of what accommodations are actually documented to be used Make sure student is aware of what accommodations will be used during test STUDENT SHOULD BE USING ACCOMMODATIONS ROUTINELY DURING INSTRUCTION AND SIMILAR CLASSROOM ASSESSMENTS - THEY SHOULD NOT BE A SURPRISE ON TEST DAY!

21. 21 During Testing Follow procedures in this training Follow procedures in Test Administrator’s Manual, Testing Students with Disabilities, and Guidelines for Testing Students Identified as Limited English Proficient Students must be provided the accommodation(s) listed in the documentation

22. 22 After Testing Each student’s answer sheet must be coded with exactly which accommodations were provided during testing PROVIDED ≠ USED For example, a student has the accommodation of extended time. If he finishes early, he does not need to be kept for extra time just because he has extended time. He would have been able to have extended time if he needed it. Therefore, it was provided, but he didn’t use it.

23. 23 After Testing Make note of what the student actually used – keep in local records –Some examples Finished in standard time (no extra time needed) Followed along with read aloud administration Went ahead and did not listen to read aloud Had multiple testing sessions over 2 days, but finished in one Used English/Native Language dictionary –This can aid future decisions regarding testing accommodations

24. 24 ECLEP BOTH

25. 25 Scheduled Extended Time The student’s IEP, Section 504 Plan, or appropriate LEP documentation should specify an estimated amount of extra time the student will require Breaks occur at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions Student must be allowed bathroom and lunch breaks If testing continues past lunch, student must not communicate with other students during lunch

26. 26 Scheduled Extended Time If student’s estimated time is over, but student is working diligently, let him/her continue Must complete in one day if used without Multiple Testing Sessions Testing must be complete prior to normal afternoon dismissal Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)

27. 27 Scheduled Extended Time Students are not required by NCDPI to also have the Testing in a Separate Room accommodation in order to receive Scheduled Extended Time –If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location –If test is not complete after standard test administration time, student should be moved to different location to complete test

28. 28 Scheduled Extended Time EXAMPLE 1: Victor can complete a test in one day with breaks at the same intervals as his peers. However, he needs additional time to complete the test beyond that designated in the Test Administrator’s Manual. His LEP documentation states that he needs the following accommodations: –Scheduled Extended Time (1.5 x the test time) –Testing in a Separate Room (small group) –Test Administrator Reads Test Aloud (in English)

29. 29 Scheduled Extended Time Standard Test Administration Victor Time on test90135 Days of testing11 Frequency of breaks After 45 minutesEvery 45 minutes Number of breaks 12 EXAMPLE 1 Other documented accommodations: Testing in a Separate Room (small group) Test Administrator Reads Test Aloud (in English)

30. 30 ECLEP BOTH

31. 31 Multiple Testing Sessions How test administration is to be divided must be documented –More frequent breaks –Over multiple days If student does not also have Scheduled Extended Time, total administration time should be limited to that in Test Administrator’s Manual

32. 32 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 Section 504 Plan lists the following accommodations: – Multiple Testing Sessions (breaks every 20 minutes) – Testing in a Separate Room (small group)

33. 33 Multiple Testing Sessions Standard Test Administration John Time on test90 Days of testing11 Frequency of breaks After 45 minutesEvery 20 minutes Number of breaks 14 EXAMPLE 1 Other documented accommodations: Testing in a Separate Room (small group)

34. 34 Multiple Testing Sessions EXAMPLE 2: Sasha requires the test to be divided over two days. She can take breaks at the same intervals as her peers. She will, however, need additional time beyond that allowed in a standard test administration. Her IEP lists the following accommodations: – Multiple Testing Sessions (over 2 days) – Scheduled Extended Time (extra 30 minutes) – Testing in a Separate Room (small group)

35. 35 Multiple Testing Sessions Standard Test Administration Sasha Days of testing 12 Day 1Day 2 Time on test9060 Frequency of breaks After 45 minutes Number of breaks 111 EXAMPLE 2A Other documented accommodations: Scheduled Extended Time (extra 30 minutes) Testing in a Separate Room

36. 36 Multiple Testing Sessions Standard Test Administration Sasha Days of testing 12 Day 1Day 2 Time on test904575 Frequency of breaks After 45 minutes Number of breaks 101 EXAMPLE 2B Other documented accommodations: Scheduled Extended Time (extra 30 minutes) Testing in a Separate Room

37. 37 Multiple Testing Sessions Student is not allowed to look back over work done in previous session Before ending each session, student must be told to review work and may not change any part of the responses in the following sessions After a break, student is not permitted to complete unanswered questions from previous section At the conclusion of each session, paper clips may be used to secure those pages already completed or planned for future session

38. 38 Multiple Testing Sessions If completing test in multiple days or with long breaks during the day, 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

39. 39 ECLEP BOTH

40. 40 Testing in a Separate Room One-on-one or Small Group –Must be designated on documentation MUST be used if students receive one or more of the following accommodations: –Assistive Technology that reads test aloud (without use of headphones) –Student Reads Test Aloud to Self –Test Administrator Reads Test Aloud

41. 41 Testing in a Separate Room: One-on-One Really 2:1 Test administrator and proctor for each student Only one student per testing location All standard testing procedures must be followed MUST be used if student uses the following: –Assistive Technology that reads test aloud (without use of headphones) –Dictation to a Scribe –Student Reads Test Aloud to Self accommodation

42. 42 Testing in a Separate Room: Small Group IEP or Section 504 Plan may designate maximum group size 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

43. 43 Accommodations Trivia General Information Scheduled Extended Time Multiple Testing Sessions Testing in a Separate Room 200 400 600 Game Over

44. 44 What are two groups of students that are eligible to receive testing accommodations? Students with disabilities and students identified as limited English proficient (LEP) Next Question

45. 45 Name an accommodation that requires the student to also have the Testing in a Separate Room accommodation. Test Administrator Reads Test Aloud Student Reads Test Aloud to Self Assistive Technology that reads the test aloud Next Question

46. 46 If a student has the Scheduled Extended Time accommodation and is working diligently at the end of his estimated time, may I let him continue? YES If the student is still working after the conclusion of the estimated time written in the IEP/504 Plan/LEP documentation, he may continue. Testing must be concluded by end of that school day. Next Question

47. 47 Can a student that has Scheduled Extended Time be tested in the regular classroom? YES If the student does not also have the Testing in a Separate Room accommodation and is still working after the conclusion of the standard test administration, he/she may then move to another designated location to complete the test. Next Question

48. 48 Are all instructional accommodations also testing accommodations? NO Testing accommodations must also be used in instruction, but not all accommodations used in instruction are appropriate for testing. Next Question

49. 49 Where do you document what accommodations were provided to the student during testing? On the student’s answer sheet Next Question

50. 50 Are all Testing in a Separate Room accommodations small group? NO Some accommodations (such as Student Reads Test Aloud to Self) require the student to be in a one-on-one setting. Also, some students may need to be by themselves to focus. Next Question

51. 51 How often do students with Scheduled Extended Time get breaks? With the exception of overall time limits, procedures in the Test Administrator’s Manual are followed, including break times. Next Question

52. 52 How many adults are in the room for a “one-on-one” administration? Two – a test administrator and a proctor are required for the administration of state tests Next Question

53. 53 Are all students with Multiple Testing Sessions tested over multiple days? NO Some students are able to finish the test within one day but need breaks more frequently than those of the standard test administration. Next Question

54. 54 If a student needs several days and extra time to complete the test, what accommodations should be in her documentation? Both Multiple Testing Sessions and Scheduled Extended Time should be in the student’s IEP, Section 504 Plan, or LEP documentation Next Question

55. 55 If a student has Multiple Testing Sessions, can the pages the student is not going to be working on during a session be clipped together? YES Pages the student has completed and those planned for a future session may be secured by paper clips. Next Question

56. 56 Thank you for taking the time to learn more about testing accommodations in North Carolina. If you have questions about testing accommodations, please contact your school test coordinator. When students are given accommodations appropriately, it helps ensure that students are able to access the test and that the test results are valid and a true representation of what your students have learned.

57. 57 Testing Accommodations Module II: Test Administrator Reads Test Aloud ECLEP BOTH

58. 58 General Information Valid accommodation for tests that do not measure reading comprehension –NOT a valid accommodation for: EOG – Reading NCEXTEND2 EOG – Reading English I EOC NCEXTEND2 OCS – Occupational English I HSCT – Reading Competency Test – Reading IPT (English language proficiency test – accommodations only available for students with disabilities) - Reading

59. 59 Administrative Procedures Prior to Testing Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud For example: Everything By student request Everything but numbers Each student must be aware of how test will be read aloud (see above)

60. 60 Administrative Procedures During Testing Students should be in test groups based on how test is to be read Students must be in small group or one- on-one administrations (this must also be in documentation) –One-on-One suggested for Online Test of Computer Skills

61. 61 Administrative Procedures During Testing (cont’d) Teacher must have a copy of the test to read from Directions for the student are located in the Test Administrator’s Manuals May repeat instructions and test questions as many times as needed Test items and answer choices must be read in a consistent manner

62. 62 If Entire Test is To Be Read Aloud 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

63. 63 If Test is To Be Read by Student Request Student will indicate which item number he/she needs read. Test administrator should pause to read problem to self prior to reading to student Test administrator must move near the student and read –Item number –Test item –Corresponding answer choices

64. 64 Administrative Procedures After Testing If used during a test of reading comprehension, must code appropriate Special Code –Use of the accommodation invalidates the results of the test

65. 65 Math Tests Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom EXCEPT if reading it provides the student with the answer

66. 66 Problem Types: Place Value Most numbers can be read as they would be used in the classroom All examples presented in Module II are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

67. 67 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

68. 68 Problem Types: Place Value When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc. All examples presented in Module II are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

69. 69 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

70. 70 Problem Types: Fractions In many cases, fractions may be read as done in classroom

71. 71 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

72. 72 Problem Types: Fractions If a question deals with converting fractions to another form, such as decimals, one of the forms must be read as digits

73. 73 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

74. 74 Problem Types: Geometry Symbols may be read as done in instruction unless test item specifically asks what the symbol represents

75. 75 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

76. 76 Now for some items to practice handling various problem types…

77. 77 Practice Activities With partner or small group, read over the sample math items that have been handed to you. Activities 1-4 –Read problem as originally printed –Read Choice A and Choice B –Determine which is the proper way to read the problem during testing

78. 78 Partner/small group practice: Activities 1-4

79. 79 Activity 1 Choice A A pilot flies seven-two-eight miles. Which is another way to write this number? A seven hundred eighty-two B seven hundred thirty-eight C seven hundred twenty-eight D seven hundred and twenty-eight

80. 80 Activity 2 Choice B What is the decimal form of three hundred twenty-five divided by one thousand? Athree two point five Bthree point two five Czero point three two five Dzero point zero three two five

81. 81 Activity 3 Choice B Which statement is true? Atwo is greater than negative two Btwo is less than negative four Cnegative two is less than negative four Dnegative four is greater than four

82. 82 Activity 4 Choice A Which of the following lists the numbers in order from least to greatest? Aseventeen point three percent, seventeen point three three, seventeen and one third, seventeen point three four with a line over the three four B seventeen point three three, seventeen and one third, seventeen point three percent, seventeen point three four with a line over the three four C seventeen point three four with a line over the three four, seventeen point three three, seventeen and one third, seventeen point three percent Dseventeen point three percent, seventeen point three three, seventeen point three four with a line over the three four, seventeen and one third

83. 83 Discussion One can see from these examples that the proper way to read some problems is not always the easiest way to understand them They must be read this way because reading them with terms used in the classroom may give away information that is being tested REMINDER: If documentation states it, students can have test read by student request or without numbers Let’s continue…

84. 84 Activities 5-9 Read over the problem as written. With your partner or group, decide how it should be read aloud. Write down a “script” of how you think it should be read aloud Remember –When possible, use terms used in classroom –Do not give away the answer in the way it is read

85. 85 Activity 5 Proper way to read problem Simplify: the quantity two squared times five end quantity to the third power (or “cubed”) divided by the quantity two to the fifth power times five to the eighth power end quantity Atwo divided by five to the fifth power Bone divided by the quantity two squared times five Cone-fifth Dfive-halves

86. 86 Activity 6 Proper way to read problem Triangle ABC is congruent to triangle DEF with a right angle at B and angle C equals forty-two degrees. What is the measure of angle D? Aforty-two degrees Bforty-eight degrees Cfifty-eight degrees Dninety degrees

87. 87 Activity 7 Proper way to read problem Simplify: the quantity three b squared c end quantity times the quantity eight b cubed c to the sixth power end quantity Aeleven b to the fifth power c to the seventh power Btwenty-four b to the sixth power c to the sixth power Ctwenty-four b to the fifth power c to the seventh power Deleven b to the sixth power c to the sixth power

88. 88 Activity 8 Proper way to read problem Evaluate the absolute value of the quantity three x plus two end quantity minus four when x equals negative four. Aten Bsix Cnegative twelve Dnegative fourteen

89. 89 Activity 9 Proper way to read problem Which of the following best describes what angle SVT and angle TVU have in common? A ray VT Bline segment VT Cline VT Dpoint V, point T

90. 90 Some things that can help in figuring out how to read test item correctly: –Test administrator should be familiar with grade-level/course content –Review examples in this 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 to student

91. 91 Thank you for taking the time to learn more about testing accommodations in North Carolina. If you have questions about testing accommodations, please contact your school test coordinator.

92. 92 Testing Accommodations Module III: Student Marks Answers in Test Book Student Reads Test Aloud to Self Dictation to a Scribe Student Marks Answers in Test Book Student Reads Test Aloud to Self Dictation to a Scribe

93. 93 ECLEP BOTH

94. 94 Student Marks Answers in Test Book Prior to testing Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book During testing Student should not have answer sheet If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet Instruct students to circle the letters of their multiple- choice responses in the test book

95. 95 Student Marks Answers in Test Book After completion of testing Under secure conditions: Staff member must transcribe student’s answers to multiple-choice test questions to the appropriate answer sheet Take care to use correct section of answer sheet 2 nd staff member must check the transcription to verify accuracy Both people must sign outside of test book

96. 96 Student Marks Answers in Test Book Test books with student’s original responses must be securely stored for 6 months

97. 97 Sample test questions and sample answer sheet available at http://www.ncpublicschools.org/accountability/testing/eog/math/ http://www.ncpublicschools.org/accountability/testing/eog/math/ Student answers must be transcribed exactly onto answer document

98. 98 ECLEP BOTH

99. 99 Student Reads Test Aloud to Self One-on-one administration –Test administrator & proctor per student –No other students in room If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student

100. 100 Student Reads Test Aloud to Self Use of whisper-phone is included in this accommodation and must follow the same guidelines

101. 101 ECLEP BOTH

102. 102 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 Use of this accommodation invalidates the conventions score Student’s score will be based on content score Achievement level cut scores remain the same

103. 103 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 Prior to Testing Student should be familiar with the scribe During class writing activities –Practice with scribe to be used during testing –Practice with appropriate length of response –Practice indicating edits Student needs to be aware whether the response can be read back –If student also has Test Administrator Reads Test Aloud accommodation response may be read to student –If not, student must read response

104. 104 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 During Testing Must be done in one-on-one setting (Testing in a Separate Room) Omit any instructions not applicable to this accommodation (e.g., dealing with No. 2 pencils) Student may dictate in variety of ways (e.g., speech, augmentative communication, sign language)

105. 105 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 During Testing (cont’d) Scribe may record directly on test book or on separate paper Scribe must record exactly what the student “says” Student does not need to indicate location of capital letters or punctuation

106. 106 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 During Testing (cont’d) Student must be given opportunity to review response and make changes If separate paper was used, scribe must transfer final response onto test book Entire student response must fit on the test book in the space provided Scribe may not –Write in margins –Double-stack lines

107. 107 Dictation to a Scribe Writing Assessment at Grades 4, 7, and 10 After Testing If the response had to be transcribed (separate paper was used for drafting), staff member other than transcriber must verify accuracy of transcription Both people must sign paper with original response Special Code regarding use of Dictation to Scribe must be properly coded on test document Original response must be kept and securely stored for 6 months

108. 108 Dictation to a Scribe Multiple-Choice Tests Prior to Testing Student should be familiar with scribe Scribe should be made aware of how student will indicate answer choice (e.g., speech, augmentative communication, sign language) Student must be notified that he/she must proofread responses

109. 109 Dictation to a Scribe Multiple-Choice Tests During Testing Omit instructions that are not applicable to this accommodation (e.g., dealing with No. 2 pencils) Student indicates answer choice by predetermined method Scribe records answer choice on answer sheet or separate paper Student proofs responses and indicates any desired changes

110. 110 Dictation to a Scribe Multiple-Choice Tests After Testing If answer choices were recorded somewhere other than scannable answer sheet, responses must be transcribed –staff member other than transcriber must verify accuracy of transcription –Both people must sign front cover of test book/paper with original responses Original responses must be kept and securely stored at central office for 6 months

111. 111 Dictation to a Scribe Example 1 Your facilitator will read an example of a possible student dictation.

112. 112 Dictation to a Scribe Example 1 This would be recorded by a scribe as: I was at home. I saw a huge tree at least 100 feet tall. I ran like the swift wind to it. I could not believe my eyes. There was a deer in the tree. I was safe. I turn around. I went home and sleep. Example adapted from the North Carolina Writing Assessment Grades 4, 7, and 10 Trainer Manual Summer 2005

113. 113 Thank you for taking the time to learn more about testing accommodations in North Carolina. If you have questions about testing accommodations, please contact your school test coordinator.