1. Harding University Accommodation Overview EC, 504, LEP, and Transitory Impairments Decide, Document, Monitor

2. WHAT IS AN ACCOMMODATION? 2

3. Accommodations... Are changes in the way a student accesses instruction or an assessment Do not change the construct of the assignment/ assessment Give student equal access to learning without “watering down” the content Are not to be provided for score enhancement Must be aligned or matched between classroom instruction, classroom assessments, district tests, and state tests 3

4. ACCOMMODATIONS ELIGIBILITY 4

5. Student must have a current Individualized Education Plan (IEP) developed by the school’s EC IEP team Accommodations must be defined using State language on the IEP Accommodation must be routinely used during instruction to be eligible for use on assessments Accommodation Eligibility for EC students 5

6. Student must have a current Section 504 Plan developed by the school’s intervention team Accommodations must be defined using State language on the Section 504 Plan Accommodation must be routinely used during instruction Students with only 504 are not eligible for Alternate Assessments Transitory impairment (6 months or less) Accommodation Eligibility for 504 students 6

7. Currently Identified as LEP AND Score below Proficiency Level (PL) 5.0 on the Reading subtest of the W-APT or ACCESS for ELLs Accommodation Eligibility for LEP students 7

8. Student must have a current LEP Plan developed by the school’s LEP Committee Accommodations must be defined using State language in the LEP Plan Accommodation must be routinely used during instruction to be eligible for use on assessments Accommodation Eligibility for LEP students 8

9. Students with Disabilities and Identified as LEP Students identified as LEP and who are also identified as EC or who have a 504 Plan: –LEP Chairperson must serve as a member of IEP or 504 Committee –IEP or 504 Plan must include all LEP accommodations –LEP accommodations must also be documented in student’s LEP plan 9

10. Instructional Accommodations Testing Accommodations drive 10

11. Monitoring: Monitoring Testing Accommodations Required, Provided, and Used 11

12. Monitoring Accommodations USED requires the NCDPI to submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations Required: Accommodations in NC WISE, Easy IEP, or LEP Data Collection site Provided: Accommodations coded on answer sheets (or web for online tests) and Review of Accommodations Used During Testing forms Used: Review of Accommodations Used During Testing forms 12

13. Review of Accommodations Used During Testing Forms Two forms – Standard –NCEXTEND1 One form per test, per administration Three Purposes: (1)Documentation of accommodations required, provided, and used (2)Data entry into EasyIEP, NC WISE, and LEP Testing Accommodations web application (3) Used for future testing accommodations decisions 13

14. Monitoring of Required Testing Accommodations Completed by CF, 504 Coordinator, or LEP Chairperson during team meeting (prior to testing) Recorded in EasyIEP, NC Wise, and/or LEP Testing Accommodations web app 14

15. Completed by test administrator during testing session Data on provided testing accommodations also collected on student answer sheets Monitoring of Provided Testing Accommodations 15

16. Completed by test administrator during testing session Forms stored in student’s IEP, Section 504, or LEP folders for at least one year Information used in making accommodations decisions at next meeting Monitoring of Student Use of Testing Accommodations 16

17. Accommodations Monitoring at School Level Have a plan for ensuring congruence of accommodations data across student plans (IEP/ 504/ LEP), Review of Accommodations Used During Testing forms, testing schedule, and information given to test administrators Monitoring responsibilities specified in the Assessment Guides and School Test Coordinators Handbook for: –School Test Coordinator – Test Administrator – Proctor 17

18. CMS Irregularities Summary Approximately 650 irregularities for state assessments –Student was ill –Accommodations errors –Test administrator/ proctor did not follow directions –Disruptive student –Gave wrong test –Cell phone –Preventable external distraction 18

19. Preventing Accommodations Irregularities Consistent documentation –IEP/ 504/ LEP documentation –School testing schedule –Review of Accommodations Used During Testing –Information given to test administrators Train test administrators and proctors –Appropriate implementation –Reading accommodations documentation –How to contact STC on test day with questions Practice opportunities for school Materials available and working –Glasses, AT devices, bilingual dictionary 19

20. Irregularities & Sanctions For a test misadministration caused by a staff error –Principal must write a letter documenting the incident and impact on students and send to Employee responsible (including proctor) Filed in employee’s record at school State and Federal Programs (will send to Employee Relations) Testing Code of Ethics’ violations including accommodations errors can result in: –Suspension or revoking of professional license –Dismissal –Civil or criminal prosecution 20

21. TESTING ACCOMMODATIONS 21

22. Testing Accommodations For any state-mandated tests: Accommodations must be documented in student’s current IEP, 504 or LEP plans at least 30 days prior to the testing window Must be routinely used during instruction and similar classroom assessment that measure the same construct 22

23. Testing Accommodations Prior to testing, students must be provided the following information if they have documented accommodations: –Identity of the test administrator, proctor, interpreter, transliterator or scribe (if known) –Test date, time, and room location –Test accommodations that will be provided and their proper implementation 23

24. Invalidate Test Results Use of any of the following during a North Carolina test designed to measure reading comprehension: –Test administrator reads test aloud –Interpreter/transliterator signs/cues test –Assistive technology read aloud Testing before the school’s scheduled testing date 24

25. Student Marks Answers in Test Book ALL students may write in their test booklet – no accommodation needed! Students with MIB do not transfer their answers from booklet to answer sheet Students with MIB must not be given an answer sheet, must circle answers in book May be tested in regular setting 25

26. Student Marks Answers in Test Book (cont’d) Test administrators may omit instructions that mention answer sheets Transcribing student responses – secure setting with a group of at least 3 individuals Student name and ID number written on front of test booklet All MIB booklets must be brought to Scoring Center for State assessments Online - MIB not applicable 26

27. Test Administrator Reads Test Aloud: Test Administrators Prior to Testing: –Must review test procedures –Must be familiar with grade level/course content –Must be trained on proper implementation and have time to practice utilizing the Practice Read Aloud activities 27

28. Test Administrator Reads Test Aloud During Testing: –Students must be provided Testing in a Separate Room accommodation One-on-One Small group –Students should be grouped based on how the test is to be read aloud 28

29. Test Administrator Reads Test Aloud During Testing: –Test administrator reads directions, items, and answer choices as written –Test administrator must read items and answer choices in a consistent manner 29

30. Test Administrator Reads Test Aloud – Read Everything Test Administrator must read; –Item number –Test item –Corresponding answer choices Pause and allow all students to choose an answer While students are responding, review next item to determine how it should be read Proceed to next item after all students have marked their answers 30

31. Test Administrator Reads Test Aloud – By Student Request One-on-one or Small Group –6 students or less & at least 6 feet apart 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 quietly read: –Item number –Test item –Corresponding answer choices 31

32. Computer Reads Test Aloud – Student Controlled Available for online assessments Must be enabled in student interface questions (SIQ) before testing in NC Education Separate room (one-on-one) required unless headphones are used Student clicks on speaker icon next to text to activate read aloud option Consider bandwidth when scheduling 32

33. Computer Reads Test Aloud – Student Controlled (cont’d) Limitation: only item stems and answer choices read by computer For an online assessment, student may have the test read aloud by: –Test administrator reads aloud –Computer reads aloud – student controlled –Combination of the two methods 33

34. Multiple Testing Sessions Allows students to test in mini-sessions –More frequent breaks (e.g., break every 20 minutes, break every 10 items) –Testing over multiple days (e.g., half test each day over 2 days) Must complete the test within the maximum time unless student has Scheduled Extended Time If breaks differ from the standard, student will require Testing in a Separate Room 34

35. Multiple Testing Sessions (cont’d) Must begin on same day as general testing Multiple day administrations to be completed either on –Make up days –Consecutive school days Only students with the same break setups may be grouped together 35

36. Multiple Testing Sessions (cont’d) 5 minute warning must be given before lunch or end of day (multiple day administrations) Books must be paper-clipped during extended breaks, students may not return to paper-clipped section after break Online – must be designated in SIQs in NC Education prior to testing –Click PAUSE button 36

37. Scheduled Extended Time For students who need extra time to test Team/Committee documents estimated extended time, but the student is allowed as much time as needed Student must finish the test in one day, unless he/she also has Multiple Testing Sessions 37

38. Scheduled Extended Time (cont’d) May not begin testing earlier than regularly scheduled time Test administrator must 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 38

39. Testing in a Separate Room Test administrator and proctor required Specifics must be documented in IEP/Section 504 Plan –One-on-One –Small Group (max. 12 students) Document range or maximum # of students 39

40. Testing in a Separate Room One-on-One –AT Devices Speech recognition systems Talking word processors/screen reading (without headphones) Audiotapes to record responses –Computer Reads Test Aloud (without use of headphones) –Dictation to a Scribe –Student Reads Test Aloud to Self –Testing in a Separate Room 40

41. Testing in a Separate Room (cont’d) 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) –Testing in a Separate Room 41

42. Guidelines for Administering the Read Aloud + Read as “plus” or “positive” - Read as “minus” or “negative” x Read as “x” or “multiplied by” or “times” ÷ Read as “divided by” > Read as “greater than” < Read as “less than” ≥ Read as “greater than or equal to” ≤ Read as “less than or equal to” ~ Read as “similar to” √ Read as “the square root of” ≈ Read as “is equivalent to” © Read as “copyright” 42 ↔ Read as “line” (in mathematical operations) → Read as “ray” (in mathematical operations); “yields” (in scientific operations)  Read as “angle” (in mathematical operations) Δ Read as “triangle” (in mathematical operations); “delta” (in scientific operations) Common Mathematical and General Symbols Source: Virginia Guidelines for Administering the Read-Aloud Accommodation for Standards of Learning Assessments