1. Connecticut Comprehensive System of Monitoring the use of Accommodations in Testing Connecticut Comprehensive System of Monitoring the use of Accommodations in Testing NCEO ACCOMMODATIONS TELECONFERENCE September 25, 2006 Presented by Susan Kennedy NCLB Office Connecticut State Department of Education

2. 1.Electronic data entry system for accommodations 2.District Test Coordinator Training just prior to the test window 3.Annual accommodation training sessions offered at least twice statewide 4.State mandated IEP forms 5.Irregularities file kept by CSDE during test window 6.IDEA focused monitoring The Connecticut system for monitoring the provision and appropriateness of accommodations has six components:

3. In 2005, Connecticut implemented an electronic data entry system for the collection of information concerning the provision of all accommodations to students: receiving special education; receiving special education; those identified as disabled under Section 504 of the those identified as disabled under Section 504 of the Rehabilitation Act of 1973; and English Language Learners. English Language Learners. The Electronic Data System

4. Connecticut State Department of Education’s Data Collection This data collection is designed to allow the CSDE to accomplish the following: Document the requests for accommodations; Document the requests for accommodations; Ensure that the accommodations are called for in IEPs; Ensure that the accommodations are called for in IEPs; Monitor the provisions of accommodations during testing; Monitor the provisions of accommodations during testing; Analyze the accommodation data to draw conclusions Analyze the accommodation data to draw conclusions about about the use and over-use of accommodations; and Inform future policy decisions and training needs regarding Inform future policy decisions and training needs regarding the use of accommodations. Data collected by student, by student status (as noted above), by grade, by subtest and by accommodation.

5. District Test Coordinator workshops are held annually just prior to the testing window: District Test Coordinator workshops are held annually just prior to the testing window: At these sessions, the allowable accommodations are At these sessions, the allowable accommodations are routinely reviewed; New accommodations are introduced; and New accommodations are introduced; and Any changes to accommodation policy are explained. Any changes to accommodation policy are explained. District Training

6. District Training, con’t Annually two or more half-day training sessions for teachers are held on a statewide basis to: review the allowable accommodations; review the allowable accommodations; discuss the rationale for selecting specific discuss the rationale for selecting specific accommodations; and ensure that teachers understand the impact of selecting certain accommodations. ensure that teachers understand the impact of selecting certain accommodations.

7. Connecticut’s IEP Form The state mandated IEP form has a page which contains the IDEA and NCLB required fields pertaining to statewide and district-wide assessments and accommodations. Hard copies of the electronic accommodations data entry form serve as the official accommodations selection pages of the IEP.

11. During the testing window, The consultants in the Bureau of Student Assessment field questions/concerns from the District Test Coordinators (DTCs.) The consultants in the Bureau of Student Assessment field questions/concerns from the District Test Coordinators (DTCs.) The DTCs have been directed to notify the CSDE of any “irregularity” that occurs during testing. The DTCs have been directed to notify the CSDE of any “irregularity” that occurs during testing. “Irregularities may be anything from a fire drill in the middle of a test, to student illness during the test, cheating or inappropriate administration of test accommodations. “Irregularities may be anything from a fire drill in the middle of a test, to student illness during the test, cheating or inappropriate administration of test accommodations. CSDE consultants log every call into an ACCESS data based system so that a record is kept of every irregularity. CSDE consultants log every call into an ACCESS data based system so that a record is kept of every irregularity. Activities During the Testing window

12. When students are tested without a required accommodation or tested with an accommodation not called for, or tested with an accommodation not called for, teachers are directed to call the parent: advise them of the misadministration of the test and advise them of the misadministration of the test and ask whether the parent wants the student retested. ask whether the parent wants the student retested. Consequences of Misadministration of the Test

13. Record Keeping Because records of every irregularity are kept, it is easily apparent when a district is encountering difficulty with the provision of accommodations. The district Administrator of Special Education is called, The district Administrator of Special Education is called, advised of the number and nature of the problems advised of the number and nature of the problems directed to provide professional development to staff regarding accommodations. directed to provide professional development to staff regarding accommodations.

14. Follow-up Monitoring The Bureau of Special Education (BSE) conducts the Focused Monitoring that is required under IDEA. When monitoring a district, CSDE consultants are provided When monitoring a district, CSDE consultants are provided with the list of students in that district and their requested accommodations from the electronic data base. As they review IEPs they can match IEP selected As they review IEPs they can match IEP selected accommodations with accommodations requested accommodations with accommodations requested through the data base. through the data base.

15. Further follow-up In the course of their review, (BSE) consultants also; review the IEP for evidence of the level of participation in state and district -wide testing; review the IEP for evidence of the level of participation in state and district -wide testing; review the list of accommodations selected for state and district- wide testing; review the list of accommodations selected for state and district- wide testing; interview the teacher regarding access to the general education curriculum and the provision of accommodations interview the teacher regarding access to the general education curriculum and the provision of accommodations in instruction and assessments; and interview students regarding the provision of accommodations. interview students regarding the provision of accommodations.