Testing Accommodations North Carolina Testing Program

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

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. 2 2

Information from this training is located in:
It would be helpful to have copies of each of these documents to show staff during training. Inform staff of where these documents are located within the school. Guidelines for Testing Students Identified as Limited English Proficient (Published September 2005) Testing Students with Disabilities (Published July 2005) 3 3

Training Modules Module I Module II Module III
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 Click on a module number to go directly to that module. If a module number is not chosen, clicking the mouse will take you directly to Module I. 4 4

Testing Accommodations Module I: Introduction to Accommodations Scheduled Extended Time Multiple Testing Sessions Testing in a Separate Room Accommodations Trivia To go to a specific component of this module, click on the appropriate title. 5 5

Introduction to Accommodations 6 6

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 7 7

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 8 8

Instructional vs. Testing Accommodations
Graphic Organizers TESTING Mark in Book Scaffolding Extended Time As shown in this diagram, testing accommodations are a subset of instructional accommodations. Accommodations should first be used in instruction and similar classroom assessments before being considered for testing. Peer Tutor Large Print Separate Setting Teacher Notes 9 9

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 10 10

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 11 11

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) 12 12

STUDENTS IDENTIFIED AS LEP
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 STUDENTS IDENTIFIED AS LEP Dictionary/ Electronic Translator Read Aloud (for tests other than reading tests) Multiple Test Sessions Extended Time Separate Setting Read Aloud to Self The accommodations listed for students identified as LEP are all-inclusive. Those are the 6 approved accommodations. Those listed for students with disabilities are only examples. As you can see from the next slides there are several others. Please note, use of Dictation to a Scribe for the writing assessment at grades 4, 7, and 10, will result in an invalid conventions score so only content score is considered for student performance. The Test Administrator Reads Test Aloud accommodation is not permitted on reading tests as a valid and approved accommodation. Scores generated under these conditions may not be used to make inferences about student’s performance. 13 13

Types of Accommodations
Modified Test Formats Assistive Technology (AT) Devices and Special Arrangements Special Test Environments The accommodations that North Carolina has on our approved lists are divided into 3 categories, listed here. 14 14

Modified Test Formats As soon as an IEP team or Section 504 Committee knows that a Modified Test Format is needed, the school test coordinator, and then the LEA test coordinator, should be notified. Modified Test Formats must be ordered by the LEA test coordinator at least 60 working days prior to the test administration. 15 15

AT Devices and Special Arrangements
Please note, use of Dictation to a Scribe for the writing assessment at grades 4, 7, and 10, will result in an invalid conventions score so only content score is considered for student performance. The Test Administrator Reads Test Aloud accommodation is not permitted on reading tests as a valid and approved accommodation. Scores generated under these conditions may not be used to make inferences about student’s performance. 16 16

Special Test Environments
17 17

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 These are the main accommodations that are the focus of this training. In addition to the above, the accommodations of Dictation to a Scribe and Student Reads Test Aloud to Self are described in Module III because of some specific ways in which they are to be used. Based on Green Book data from 18 18

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

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! 20 20

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 21 21

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. All students must be provided the accommodation(s) listed in IEP/504 plan/LEP documentation. 22 22

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 This is not mandatory, but is good practice. 23 23

Scheduled Extended Time
EC LEP BOTH 24 24

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 25 25

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) 26 26

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 27 27

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) 28 28

Other documented accommodations: Testing in a Separate Room (small group) Test Administrator Reads Test Aloud (in English) EXAMPLE 1 Breaks are at same intervals. Student just receives additional time to complete the test. 29 29

Multiple Testing Sessions
EC LEP BOTH 30 30

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 31 31

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) 32 32

Other documented accommodations: Testing in a Separate Room (small group) EXAMPLE 1 Student has Multiple Testing Sessions, but does not have Scheduled Extended Time. Therefore, student is limited to standard test administration time. 33 33

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) 34 34

Other documented accommodations: Scheduled Extended Time (extra 30 minutes) Testing in a Separate Room EXAMPLE 2A This is one example of how Sasha’s test administration may be handled. The next slide shows a second example of how it may be handled. Breaks are at standard intervals. Test is broken up across two days and additional time is given. 35 35

Other documented accommodations: Scheduled Extended Time (extra 30 minutes) Testing in a Separate Room EXAMPLE 2B This example shows a second way in which Sasha’s test administration may be divided. 36 36

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 37 37

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 38 38

Testing in a Separate Room
EC LEP BOTH 39 39

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 40 40

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 41 41

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 42 42

Accommodations Trivia
Each point value ( ) is linked to a question. Please be sure to click on a point amount, or, if you wish to conclude the game, “Game Over”. When a question appears, click mouse for answer. Continue clicking until “Next Question” appears in the lower right corner. Click on “Next Question” to return to Jeopardy gameboard. Previously viewed questions will be shown in green. Continue choosing questions until finished with game. From the trivia gameboard, click on “Game Over” to conclude game. 43 Game Over 43

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 44 44

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 45 45

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. 46 Next Question 46

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. 47 Next Question 47

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. 48 Next Question 48

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

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. 50 Next Question 50

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. 51 Next Question 51

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 52 Next Question 52

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. 53 Next Question 53

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 54 Next Question 54

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. 55 Next Question 55

Thank you for taking the time to learn more about testing accommodations in North Carolina.
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. If you have questions about testing accommodations, please contact your school test coordinator. 56 56

Testing Accommodations Module II: Test Administrator Reads Test Aloud
EC LEP BOTH 57 57

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 58 58

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) 59 59

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 60 60

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 61 61

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 62 62

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 63 63

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 64 64

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 65 65

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: 66 66

UNNECESSARY WAY TO READ
Place Value Example 1 RIGHT WAY TO READ UNNECESSARY 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 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? A one - nine - zero B one - seven - zero C one - five - zero D one - three - zero Place value is not being tested with this item, so it is okay to read numbers as normally done in the classroom. 67 67

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: 68 68

Place Value Example RIGHT WAY TO READ WRONG WAY TO READ
A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen? A seven – zero – four B seven – one – four C seven – four – zero D seven – four - one A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen? A seven hundred four B seven hundred fourteen C seven hundred forty D seven hundred forty-one Since the problem is asking for a different representation of a number, reading the numbers in the answer choices as normally done would give away the proper answer. 69 69

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

UNNECESSARY WAY TO READ
Fractions Example 1 RIGHT WAY TO READ UNNECESSARY WAY TO READ Which of the following is the largest? A five thirds B eight ninths C three halves D seven fourths This example shows that whenever possible, numbers/fractions/etc. should be read as normally done in classroom. Reading them either way shown does not give away the answer, so the simpler, more common way should be used. 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 71 71

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 72 72

Fractions Example 2 RIGHT 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 Because this problem is asking for different forms of a number, the number in the question and the numbers in the answer choices must be read in different ways. 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 73 73

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

Geometry Example 1 RIGHT WAY TO READ
Reading this problem as normally done in instruction does not provide the student with the answer. 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 75 75

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

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 Instruct group to divide into partners or small groups. Give each pair/group a copy of activities 1-9 Read aloud directions on presentation: With partner, 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 Direct group to begin working and to stop after number 4. 77 77

Partner/small group practice: Activities 1-4
Pause to allow ample time for groups to complete activities 1-4. After adequate time, continue with next slide. It presents the proper way to read each problem aloud. 78 78

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 79 79

Activity 2 Choice B 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 80 80

Activity 3 Choice B Which statement is true? A two is greater than negative two B two is less than negative four C negative two is less than negative four D negative four is greater than four 81 81

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

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… Allow time to answer questions. After this discussion, continue with activities 5-9. 83 83

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 Pause to allow groups to work on these practice activities. The next slide begins showing the proper way to read practice activities 5-9. 84 84

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 A two divided by five to the fifth power B one divided by the quantity two squared times five C one-fifth D five-halves 85 85

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? A forty-two degrees B forty-eight degrees C fifty-eight degrees D ninety degrees 86 86

Simplify: the quantity three b squared c end quantity times the quantity eight b cubed c to the sixth power end quantity A eleven b to the fifth power c to the seventh power B twenty-four b to the sixth power c to the sixth power C twenty-four b to the fifth power c to the seventh power D eleven b to the sixth power c to the sixth power 87 87

Evaluate the absolute value of the quantity three x plus two end quantity minus four when x equals negative four. A ten B six C negative twelve D negative fourteen 88 88

Which of the following best describes what angle SVT and angle TVU have in common? A ray VT B line segment VT C line VT D point V, point T 89 89

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 90 90

If you have questions about testing accommodations, please contact your school test coordinator. 91 91

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

Student Marks Answers in Test Book EC LEP BOTH 93 93

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 94 94

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 2nd staff member must check the transcription to verify accuracy Both people must sign outside of test book 95 95

Test books with student’s original responses must be securely stored for 6 months 96 96

Student answers must be transcribed exactly onto answer document
Sample test questions and sample answer sheet available at 97 97

Student Reads Test Aloud to Self EC LEP BOTH 98 98

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 99 99

Student Reads Test Aloud to Self
Use of whisper-phone is included in this accommodation and must follow the same guidelines A whisper-phone is a device, sometimes as simple as a PVC pipe elbow, that allows a student to whisper while reading information aloud and amplifies it for the student. If asked why this has to be in one-on-one setting, it is because though student is whispering, other students may be able to hear. Use of it in large group would invalidate the results of all students in room. 100 100

Dictation to a Scribe EC LEP BOTH 101 101

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 102 102

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 103 103

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) 104 104

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 105 105

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 106 106

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 107 107

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 108 108

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 109 109

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 110 110

Dictation to a Scribe Example 1
Your facilitator will read an example of a possible student dictation. Read the following paragraph to the group: 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 turn around. I was safe. I went home and sleep. 111 111

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 112 112

If you have questions about testing accommodations, please contact your school test coordinator. 113 113

Testing Accommodations North Carolina Testing Program

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