1. Accommodations: Decide, Document, Monitor Excerpts from the powerpoint of: Carrie Perkis NCDPI Division of Accountability Services Conference on Exceptional Children November 2010

2. Testing Students with Disabilities publication (November 2009) Copies located in Counseling Center & Media Center Testing Students with Disabilities Web Site: www.ncpublicschools.org/ accountability/policies/tswd/ Testing Accommodations Web Site: www.ncpublicschools.org/ accountability/policies/accom/ Look for revised document coming December 2010 Information from this presentation is located in: 2

3. What is an Accommodation?

4. Accommodations... Are changes in the way a student accesses instruction/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 4

5. Accommodations ≠ Modifications! 5

6. Accommodations Differ from Modifications in that: Modifications change the construct through altering language load, content complexity, and/or cognitive complexity. Some examples of modifications: Reduced assignments Simplified reading passages Reduced response choices 6

7. State-Approved Testing Accommodations for Students with Disabilities

8. Categories of Testing Accommodations Special Print Versions Assistive Technology (AT) Devices and Special Arrangements Special Test Environments 8

9. Special Print Versions Braille Large Print One Test Item Per Page 9

10. 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) 10

11. 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) 11

12. Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room 12

13. Top 5 Accommodations that Students Required on the EOG and EOC 1.ET=Scheduled Extended Time 2.SR=Testing in a Separate Room 3.RA=Test Administrator Reads Test Aloud (not for EOG Reading Test) 4.MB=Student Marks Answers in Test Book 5.MS=Multiple Testing Sessions Based on Green Book data from 2008–09 13

14. 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 –With the maximum allowed testing time now available for all students, many may no longer require Scheduled Extended Time 14

15. 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) 15

16. 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 16

17. 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 17

18. 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 18

19. 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 Document specifics regarding group size (e.g., range, maximum number of students) 19

20. 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) 20

21. 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 21

22. 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 22

23. 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 23

24. 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 – most common! 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) 24

25. 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 25

26. 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 26

27. 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 27

28. 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 28

29. 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 29

30. 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 30

31. 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 31

32. 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 32

33. Problem Type: Place Value Example 2 Correct Way to Read Incorrect Way to Read 33 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

34. 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 34

35. 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 35

36. 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 36

37. 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 37

38. 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 38

39. Student Marks Answers in Test Book Does the student really need this accommodation? –Has the student ever tried to transfer answers to an answer sheet? –If no, provide him/her with an opportunity to see if he/she is able to do so –If yes, were answers transferred correctly? 39

40. 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 40

41. 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/principal’s designee 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 Two staff members must sign the outside of the test book Test books with student’s original responses must be securely stored for 6 months 41

42. 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 42

43. 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. 43 Multiple Testing Sessions

44. 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 44

45. 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 45

46. 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 46

47. 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 47

48. 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 48

49. Monitor: Monitoring Testing Accommodations Required, Provided, and Used

50. Review of Accommodations Used During Testing Forms One form per test, per subject, per administration 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 50

51. Monitoring of Required Testing Accommodations Completed by case manager during team meeting (prior to testing) Recorded in NC WISE, CECAS, LEA-approved accommodations management system 51

52. Completed by test administrator during/ after testing session Data on provided testing accommodations also collected on student answer sheets Monitoring of Provided Testing Accommodations 52

53. Completed by test administrator after testing session Forms stored in student’s IEP/Section 504 folder for at least one year Information used in making accommodations decisions at next meeting Monitoring of Student Use of Testing Accommodations 53

54. Questions? 54