1. Accommodations Training

2. Testing Code of Ethics Sample Irregularities:
Providing accommodations to students who are not eligible to receive them
Failing to provide approved accommodations to the appropriate students
Failing to follow appropriate procedures for providing testing accommodations
Providing accommodations that invalidate the test (Read Aloud on reading test)
TSWD p. 10

3. Testing Code of Ethics Sanctions
Suspension or revoking of professional license
Dismissal
Civil or criminal prosecution
Letter in employee’s file
For a test misadministration caused by a staff error
Principal must write a letter documenting the incident and impact on students (include name and OTISS #)
Send to employee responsible, file in employee’s record at school, and send to State and Federal Programs (who will send to Employee Relations)
TSWD p. 10

4. Collaboration is Required
The School Test Coordinator is a key leader in the accommodations process
In order to ensure all student needs are met, collaboration is required:
EC Compliance Facilitator – Ms. Gladney
Section 504 Coordinator – Ms. Parks and Ms. Means
ELL Chair – Ms. Vieregg
Respective case managers, Committee members
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5. Step 1: Decide

6. Decision Process
Committees must meet annually and collaborate to make student specific decisions
Discuss the student’s eligibility and specific needs. Document the justification for accommodations.
Discuss and document needed classroom modifications and accommodations.
Discuss and document needed testing accommodations.
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7. Committee Participation
IEP Team
Section 504 Committee
ELL Committee
Students with Transitory Impairment
School Test Coordinator (& Committee)
Students Dually Identified EC/ 504 and LEP
ELL Chairperson should participate in IEP Team/ Section 504 Committee Meeting
STC should communicate with Committees
STC should participate in meetings when possible
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8. Student Eligibility Must have a current plan
Student must be identified as EC/ 504/ LEP on test day
Plan must be in date on test day
Must be defined using state language
Only NCDPI approved testing accommodations
Must specify implementation details where needed
Must be routinely used
During instruction and similar classroom assessments
Documented at least 30 calendar days before the test window
TSWD p. 26

9. LEP Student Eligibility
LEP students eligible for test accommodations:
Must score below proficiency level 5.0 on the reading subtest of the W-APT or ACCESS
5.0 exactly is NOT eligible
LEP students eligible for first year in US schools LEP exemption:
Must score below proficiency level 4.0 on the reading subtest of the W-APT or ACCESS
Enrolled in US school after June 11, 2014
Just one day of enrollment counts as first year
TSWD p. 26

10. Modifications vs. Accommodations
Modifications change the construct through altering language load, content complexity, and/ or cognitive complexity
Reduced assignments, simplified reading passages
Accommodations are changes in the way a student accesses instruction or an assessment
Give equal access without watering down content
Do not change the construct of the assessment
May not be provided for score enhancement

11. Class vs. Test Accommodations
The student’s eligibility and justification for accommodations must be documented
All testing accommodations must be used during instruction and documented for classroom use
Not all accommodations used during instruction may be used as testing accommodations
Only approved NCDPI testing accommodations
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12. Guidelines for Committees
Do not assume every student with disabilities/ identified as LEP needs accommodations
Get the approval of the Committee
Base decisions on specific student needs
Be respectful of student’s cultural and ethnic background
Integrate accommodations into instruction
Know which accommodations are approved for each test
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13. Guidelines of Committees
Plan early to afford maximum use
Include students in decision making
Understand the purpose of the assessment
Request only what is needed to access the test
Determine if the selected accommodation requires another accommodation
Provide practice opportunities
Remember that accommodations will not eliminate student frustration
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14. Step 2: Document

15. Documentation Process
Committees must document accommodations in authoritative electronic source
Easy IEP, Ellevation, Section 504 electronic file
Students dually identified as EC/ 504 and LEP:
All accommodations in IEP/ 504 Plan to represent the whole student
All language accommodations ALSO documented in the ELL Plan
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16. Documentation Deadline
Accommodations Key Dates page (handout) provides the deadline for documentation
Due 30 calendar days before first day of testing window
The accommodations documented at the close of business on the due date is exactly what must be provided on test day
No accommodations can be added or removed from the plan for use during current testing period
Accommodation must be provided for entire test
Not just for short answer or math problems
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17. Documentation & Communication
Make sure the student’s plan and all updates are communicated:
Students and parents
Classroom and pull-out teachers
School Test Coordinator
Make sure updates in student plans are also updated in other documentation
Small group spreadsheet, Review of Accommodations Used During Testing forms
Maintain security/ confidentiality of student plans
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18. Documentation & Communication
Prior to testing, students must be provided the following information on an individual basis if they have a documented testing accommodation:
Identity of the test administrator, proctor, interpreter, transliterator, or scribe (if known)
Test date, time, and room location
Test accommodations that will be provided
TSWD p. 29

19. Which tests need to be documented?
All state tests the student will participate in during the period covered by the plan
EOG: EOG ELA, EOG Math, EOG Science, BOG3
EOC: EOC English 2, EOC Math 1, EOC Biology
NCFE: NCFE English, NCFE Math, NCFE Science, NCFE Social Studies
ACT: EXPLORE, PLAN, ACT, WorkKeys
Alternates: NCEXTEND1, CCRAA, Alt ACCESS
Other: ACCESS, NAEP, World Languages, CTE post-assessment
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20. Which tests are not documented?
PSAT and AP
Apply to College Board
MAP, Reading3D
Teacher/ school created assessments
Committees should not omit any state tests that are required to be documented, but should select “Regular Testing without Accommodations” for standard testing

21. Step 3: Monitor

22. Monitor Accommodation Use
Are teachers providing classroom accommodations?
Do teachers know which accommodations are documented for their students?
Do teachers understand how to implement the accommodations?
Are students using these accommodations when they are provided?
Do students need other accommodations?
Are students refusing their accommodations?
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23. Monitor Accommodation Use
NCDPI, LEA, and schools are required to monitor accommodations required, provided, and used
Electronic files from departments/ physical student plans
Review of Accommodations Used During Testing forms
Student answer sheets/ NC Education for online testing
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24. Review of Accommodations Used During Testing
Standard and NCEXTEND1 form
One form per student per test administration
Pre-populated from EasyIEP and Ellevation
Verify the printouts for accuracy
Must be filed in student’s folder after testing and kept for at least one year
IEP, LEP, 504 (or cum for TI) folder
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25. Review of Accommodations Used During Testing
Staff completes/reviews documented accommodations before testing
Test administrator completes provided and used accommodations during testing
Must be completed DURING the test session
Was the accommodation provided? Yes/ No
How was the accommodation used? Specific details about how/ if the student used the accommodation to inform Committee decisions
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26. Review of Accommodations Used During Testing
PROVIDED
REQUIRED
USED
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27. Provided vs. Not Used vs. Refused
Review of Accommodations Used During Testing forms asks for accommodation provided= Yes or No
If No, report in OTISS
If a student does not use or refuses an accommodation, but the school provided record Yes on Review of Accommodations Used During Testing form
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28. Accommodation Not Provided
Notify parent immediately
Report in OTISS
Misadministration is declared and
Student retested
--- OR ---
Parent waives the right to retest (in writing, before having test results)
TSWD p. 107

29. Accommodation Provided, Not Documented
Notify parent immediately
The parent may not waive the right to retest if his/ her student was provided an accommodation that was not documented for the student
Report in OTISS
LEA staff investigates to determine actions
If misadministration declared, retest student
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30. Student Refusal Before test day, remind student of accommodation
On test day, discuss reason for the accommodation and consequences of declining
Test the student with or without the accommodation, note on the Review of Accommodations Used During Testing, notify staff
Notify parent immediately by phone and in writing
If parent wishes to have student retested, must request in writing, report in OTISS
Only report accommodations refusals in OTISS if parent requests a retest
Committee meets to address this accommodation
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31. State Testing Accommodations

32. Transcription
If student does not use a regular answer sheet, responses must be transcribed for scanning
Must occur under secure conditions with 3 or more school personnel present
In the classroom with students present is NOT secure
One to transcribe, one to verify, one to observe
All 3 personnel must be present at the same time, in the same room, and participate in the transcription process
All three sign front cover of test book
Must also include student name and ID number on the responses
TSWD p. 47

33. Transcription
Answers must be transcribed exactly as written, including student errors
Double bubbles
Mixed numbers in gridded response
For gridded response where the answer is not clear, make the best guess and bubble appropriately
Original student responses must be returned to and stored at the Scoring Center during check-in
TSWD p. 47

34. Mark in Book
ALL students may write in the test book with no accommodation needed
Answers must be on student answer sheet
Students with MIB do not transfer their own answers to the answer sheet
Students with MIB must not be given an answer sheet
Staff must transcribe responses
Omit instructions that do not apply
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35. Mark in Book Very common irregularity/ misadministration
Students must NOT receive their answer sheet
Do not include answer sheets for students with Mark in Book documented in test day bins
Clarify to staff that students are only provided pre-coded answer sheets
Label MIB students on the roster/ post-it
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36. Student Reads Test Aloud to Self
Student may read the test aloud, but the test administrator may not help or correct errors the student makes
May use whisper phone, PVC elbow pipe, or similar device if used routinely
Separate Setting one-on-one required
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37. Test Administrator Reads Test Aloud
Not allowed on ELA/ Reading tests
BOG3, ELA EOG, English EOC, English NCFE
Must provide implementation specifications:
Read Everything
Read by Student Request
Read Other (i.e. words only on math test)
Separate Setting required
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38. Test Administrator Reads Test Aloud
Prior to testing, Test Administrators must:
Be familiar with grade level/ course content
Be trained on proper implementation and have time to practice read aloud activities
TA may use document on how to read symbols during read-aloud test administrations
Verify that the symbols are documented correctly
STC must provide the symbols sheet on test day
NOT have access to secure test materials prior to the test
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39. Test Administrator Reads Test Aloud
During testing, Test Administrators:
May repeat instructions and questions as many times as necessary
Use student test book of same form letter and number to read aloud from
All students in the group must have the same form letter and number test book
Each read aloud group must use a different form
Only for Read-Aloud and Interpreter can a student be assigned a different answer sheet than his original pre-coded answer sheet
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40. Test Administrator Reads Test Aloud
TA Reads Test Aloud- Read Everything
Test administrator must read
Item number
Test item and answer choices
Graphs, charts, subscripts
Pause and allow students to choose an answer
While students are responding, review next item to determine how it should be read
Proceed after all students mark their answer
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41. Test Administrator Reads Test Aloud
TA Reads Test Aloud- By Student Request
Separate Room required
One-on-One or Small Group
6 students or less, at least 6 feet apart
Student will indicate item number
TA and students must have test book of same form letter and number
TA should pause to read problem to self prior to reading aloud to student
TA must move near student and quietly read entire item with corresponding graphs, etc.
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42. Computer Reads Test Aloud
Available for online tests
Must be enabled in SIQs in NC Education before testing
Not allowed for ELA/ Reading tests
Separate Setting One-on-One required if not using headphones
Student clicks on speaker icon next to text to activate read aloud option
Audio files are recorded human voices
Limited to only questions and answer choices
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43. Computer Reads Test Aloud
For an online assessment, student may have test read aloud by:
Test Administrator reads test aloud
Computer reads test aloud- student controlled
Combination of the two methods
TA read aloud needed to have ancillary information (navigation buttons, graphs) read aloud
Document the difference in implementation
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44. Multiple Testing Sessions
More frequent breaks
5 minute break every 30 minutes
3 minute break every 10 test items
Problematic if students will stop at different times
Multiple Days
Half test each day over two days
Separate Setting required if breaks are different than the standard script
Only students with same breaks can test together
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45. Scheduled Extended Time
For students who need extra time
Document estimated extended time, but the student is allowed as much time as needed up to a full school day
Document based on maximum testing time
60 minutes/ 1.5 times/ 200%
Must complete test in one day with regular break schedule
May not begin testing early, must eat lunch, and travel home at regular dismissal time
When a student has too much time to finish an assessment, he or she may engage in non-productive guessing or change answers when they should not be changed
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46. Scheduled Extended Time
If the maximum testing time is 4 hours:
60 minutes additional= 5 hours estimated
1.5 times= 6 hours estimated
200% times= 8 hours estimated
Plan out the test day timeline:
What time will students be moved?
Who will escort students?
Where will students be moved?
How long will students be out of a test session?
Only paper-clip for extended student breaks
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47. Testing in a Separate Room
All students in a small group setting must be receiving the same accommodations
Test administrator and proctor required
Must document specifics:
One-on-One
Small Group (and group size- Maximum 12)
If an accommodation requires separate room (i.e. Read Aloud), then separate room must be documented
If student has other environmental needs, request on Special Accommodation Request Form
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48. Word-to-Word Bilingual Dictionary/ Electronic Translator
LEP- Identified ONLY
Allowed for all state-mandated tests
Except for W-APT and ACCESS
Document language and type (paper or electronic)
Must be word-to-word or word-to-phrase
Must not contain diagrams, written notes, formulas, etc.
Must be a published document, not teacher made
Make sure student uses paper version all year
Electronic devices MUST be approved, send to State and Federal Programs
Students should be able to read and write in their native language in order to have access to this accommodation.
Acceptable for students scoring
3.0 Developing or 4.0 Expanding
May be appropriate for student at any level of ELA proficiency.
Students should be taught how to use the dictionary to clarify the meanings.
Guidelines p. 30

49. Test Specific Accommodations

50. ACT Assessments
All accommodations for EXPLORE, PLAN, ACT, and WorkKeys must be documented
For ACT college-reportable scores, ACT must approve accommodations
ACT Receipt deadline: November 21
Restrictions for LEP students:
No ACT-Approved accommodations (college-reportable scores)
Can use State-Allowed accommodations (no college reportable scores)
WorkKeys allows paper dictionary only

51. ACT Assessments Notable Accommodations Differences
Scheduled Extended Time documented as percentage
150% or 200%
TA Reads Test Aloud (Reader’s Script)
Requires separate room one-on-one
Requires extended time
Computer Reads Test Aloud (Audio DVD)
Requires separate room small group
Testing in a Separate Room (small group of 10)

52. Read Aloud Accommodation Examples and Practice

53. Rules for Reading Tests Aloud
Symbols 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.
Most numbers should be read as they would be used in the classroom. When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc.
When an item deals with converting fractions to another form, such as decimals, one of the forms must be read as digits.
When items contain graphic representations, refer the student to the graphics contained in the stem or answer choices.
Language contained in a graph or chart should be read to the student, not explained.

54. Reviewing Student Plans

55. Sample Documentation in Easy IEP
Note: Instructional accommodations recorded separately.

56. Sample 504 Documentation

57. Sample ELL Documentation
TSWD p.

58. Sample Transitory Impairment Documentation

59. Reviewing Plans Is all documentation included? Are plans in date?
Is justification included?
Are accommodations used in class?
Are all tests included?
Are the accommodations appropriate for the test?
Are all accommodations documented with specifications correctly?
Are any special procedures needed?

60. Presentations from CMS Accommodations Stakeholders Contact information on the back of the Key Dates page

61. Kim Capuano Patrice Simon EC

62. Heidi (Amelia) Campbell Tamara Holt Jessica Wright Robyn Steward ELL

63. Cynthia Vines Section 504

64. Resources SharePoint NCDPI Websites
Shared Documents – State Testing Information – Accommodations
NCDPI Websites
TSWD: ncpublicschools.org/accountability/policies/accom
Guidelines: ncpublicschools.org/accountability/policis/slep
Released forms: ncpublicschools.org/accountability/testing/releasedforms