Assessing Students with
Disabilities in the
State Testing Program
Pam Biggs
NCDPI Division of Accountability Services
Accountability Conference
February14-16, 2007
1
Federal Mandates
• IDEA
– All students with disabilities must be included
in the state AND DISTRICTWIDE assessment
system
• With accommodations, if necessary, or by an
alternate assessment
• NCLB
– All students must be assessed in
• Reading (grades 3-8 and in high school)
• Science (in elementary, middle, and high school)
2
Guiding Principles
• All students are expected to be taught
grade-level content (US Dept. of
Education)
– Content for students with significant cognitive
disabilities may be linked to grade-level
content
• Given state policies/guidelines, IEP team
determines how student will participate in
testing program
3
Standard Test
Administration
Standard Test
Administration
with
Accommodations
NCCLAS
NCEXTEND2
NCEXTEND1
Grade-level
Content
Grade-level
Content
Grade-level
Achievement
Standards
Modified
Achievement
Standards
Grade-level Content
through Extended
Content Standards
Alternate
Achievement
Standards
4
http://www.ncpublicschools.org/docs/accountability/policyoperations/nctpassessme
ntoptions.pdf
5
http://www.ncpublicschools.org/docs/accountability/policyoperations/nctphs
assessmentoptions.pdf
6
Student Participation in Testing
Program - All Students
1
3%
EOG (with or without
accommodations)
Alternate Assessment
1
97%
Data Source: 2004-05 Green Book
Note: In 2004-05, the alternate
assessments were the NCAAP and
NCAAAI.
7
Student Participation in Testing
Program - Students with
Disabilities
14%
1
EOG (with or without
accommodations)
Alternate Assessment
1
86%
Data Source: 2004-05 Green Book
Note: In 2004-05, the alternate
assessments were the NCAAP and
NCAAAI.
8
Standard Test Administration
With or Without Accommodations
• Information on standard
test administration times,
number of items, sample
answer sheets, etc.
http://www.ncpublicschools.org/
accountability/testing/
9
Standard Test Administration
With or Without Accommodations
• Most students with disabilities can access
the standard test administration with or
without accommodations
• Accommodations serve to “level the
playing field”, not provide advantage
• Testing accommodations must be used in
instruction and classroom assessments
• Instruction comes first!
10
Specific Learning
Disabled
Section 504
92.5
99.5
93.9
90
97
100
99.8
Percentage of Students with Disabilities
1
Participating in the EOG in Grades 3-8
80
Other Health Impaired
70
50
40
30
20
48.7
57.2
60
Speech-Language
Impaired
Educable Mentally
Disabled
BehaviorallyEmotionally Disabled
Autistic
10
1
0
Disability
With or without accommodations
Data Source: 2004-05 Green Book
Note: In 2004-05, the alternate
11
assessments were the NCAAP and
NCAAAI.
Number of Students Participating in the
1
EOG by Disability in Grades 3-8
Specific Learning
Disabled
Section 504
38758
40000
Other Health Impaired
30000
Speech-Language
Impaired
Educable Mentally
Disabled
BehaviorallyEmotionally Disabled
Autistic
Disability
1326
5534
0
7031
8768
14282
10000
14985
20000
1
With or without accommodations
Data Source: 2004-05 Green Book
Note: In 2004-05, the alternate
12
assessments were the NCAAP and
NCAAAI.
Accommodations
Modified Test Formats
• Braille Edition
• Large Print Edition
• One Test Item Per Page Edition
NOTE: Orders for modified test
formats must be received at least
30 working days prior to testing.
Please order only what is needed!
13
Accommodations
Special Test Environments
•
•
•
•
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room (Small group or
one-on-one)
14
Accommodations
Assistive Technology Devices and Special
Arrangements
•
•
•
•
•
•
AT Devices
Dictation to a Scribe
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud
15
Accommodations
Information on specific
accommodations available
in Testing Students with
Disabilities
(published July 2005)
http://www.ncpublicschools.org/docs/accountability/testing/
alternate/disabilities/testingstudents.pdf
16
Access is Key
• What accommodation(s)
does a student need to
access instruction and
the test?
• Accommodation
Notification Form
– Must be submitted within 30
days of IEP team decision or at
least 3 weeks prior to testing
Available on TNN where Test
Administrator’s Manuals are posted
SIDE 1
Accommodation Notification Form
(Published 07/05)
North Carolina Testing Program
In rare cases where an IEP Team or Section 504 Committee decides that a student with a disability requires the
use of an accommodation not specified in the State accommodations publications in order to access State tests,
information must be provided to the NCDPI Division of Accountability Services/North Carolina Testing
Program. The collected information will be shared with the NCDPI Exceptional Children Division and will be
used to conduct research studies regarding the validity of test results when such accommodations are used
during the administration of North Carolina tests. The information will be shared with the Reporting Section
along with a statement of validity or non-validity for the purposes of school accountability and Adequate Yearly
Progress. Accommodations used during the administration of North Carolina tests must be used routinely
during classroom instruction and similar classroom assessments.
NOTE: The use of certain unauthorized accommodations may invalidate test results. A list of accommodations
that invalidate test results is located on SIDES 3 and 4 of this publication. This list is not all-inclusive. Invalid
test results will not be used for the Statewide Student Accountability Standards. For the ABCs Accountability
Program at the school and for the federal No Child Left Behind Act of 2001, the student will be included in the
denominator (membership) but not included in the numerator (students who have demonstrated grade-level
proficiency) for the ABCs performance composite and the Adequate Yearly Progress proficiency calculation.
Invalid test scores will not be used to determine growth at the school for the purpose of the ABCs. The NCDPI
Division of Accountability Services/North Carolina Testing Program only provides interpretive information for
valid North Carolina test results.
The school system must: (1) complete this form and return SIDES 1 and 2 to the school system test coordinator
and, if the documented accommodation is used during the test administration, (2) code the designated
Accommodation Notification Form bubble on the student answer sheet in accordance with directions in the Test
Administrator’s Manual. The school system test coordinator will send the completed form to the regional
accountability coordinator who will file the report with the NCDPI Division of Accountability Services/North
Carolina Testing Program.
Directions: Fill in all requested information. Additional pages may be attached. It is imperative that specifics
are provided so that research studies duplicate the use of the accommodation during a State test administration.
The form must be received by the NCDPI within 30 days of the IEP Team or Section 504 Committee decision
or at least 3 weeks prior to the test administration, whichever occurs first. The LEA test coordinator will
receive a response from the NCDPI Division of Accountability Services/North Carolina Testing Program
specifying whether use of the documented accommodation will result in invalid test scores.
LEA/School Code: ___ ___ ___ ___ ___ ___
School System Name:
School Name:
Student Name: ______________________________Assigned Grade Level: ______
Student ID Number: ___ ___ ___ ___ ___ ___ ___ ___ ___
Primary Disability Classification:
Name of State Test(s):
Test Date:
Test Administrator (if known):
*Charter schools are to use the numeric SCAN code for the LEA/School Code.
Specify the Accommodation (2–3 words):
Describe in detail how the accommodation will be used during the test administration.
Explain in detail the reason(s) that the accommodations available in the State accommodations publications
are not appropriate for the student.
Explain in detail the reason(s) that the student requires the use of the accommodation. Documentation is
on file to verify that the student has used this accommodation routinely during regular classroom
instruction and similar classroom assessments this school year.
Parent/Guardian Signature
Date
Exceptional Children Teacher Signature
Date
Principal’s Signature
Date
Exceptional Children Director’s or
Section 504 Coordinator’s Signature
Date
LEA Test Coordinator’s Signature
Date
LEA Superintendent’s Signature
Date
17
EOG Answer Sheet Change
• Now capturing which subject student used
accommodation for
R
M
• Please bubble carefully!
18
Alternate Assessments
19
Allowable Alternate
Assessments
US Department of Education (USED) allows
3 different alternate assessments:
1
–Grade level content
–Grade level achievement standards
NC’s assessment: North Carolina Checklist of
Academic Standards (NCCLAS)
20
Allowable Alternate
Assessments (cont’d)
2
–Grade level content
–Modified achievement standards
–Proposed regulations found in Federal Register,
December 15, 2005 available at:
http://www.ed.gov/legislation/FedRegister/proprule/20054/121505a.pdf
–Expecting final regulations this spring
NC’s assessment: NCEXTEND2
21
Allowable Alternate
Assessments (cont’d)
3
–Content is linked to grade level content
–Alternate achievement standards
–Final regulations found in Federal Register,
December 9, 2003 available at:
http://www.ed.gov/legislation/FedRegister/finrule/20034/120903a.pdf
NC’s assessment: NCEXTEND1
22
NCCLAS
• North Carolina Checklist of Academic
Standards
• Grade-level content (NCSCS)
• Grade-level achievement standards
23
NCCLAS - Eligibility Criteria
• Student cannot participate in standard
administration with or without accommodations
• Unable to access paper and pencil test
• Some examples include:
– Newly blinded
– Recent traumatic brain injury
– Physical disabilities that prohibit the student from
being able to manipulate materials required for test
24
NCCLAS - Corresponding Tests
Grades 3-8
• EOG
– Reading (grades 3-8, operational and sample
field test)
– Mathematics (grades 3-8)
– Science (grades 5 and 8, pilot)
• Writing (grades 4 and 7)
25
NCCLAS - Corresponding Tests
Grades 9-12
• EOC
–
–
–
–
–
–
–
–
–
–
Algebra I
Algebra II
Geometry
English I
Civics & Economics
U.S. History
Biology (Operational & Sample Field Test 06-07)
Chemistry (Statewide Field Test 06-07)
Physical Science (Statewide Field Test 06-07)
Physics (Statewide Field Test 06-07)
• Writing at grade 10
• HSCT of Mathematics (grade 10)
26
NCCLAS Timelines
• Halfway through year/course (January)
– Beginning Student Profile (Assessor 1)
• Throughout year/course
– Maintain student work folder (A1)
• End of year/course (Last 30 calendar days for
yearlong courses or 15 calendar days of
semester-long courses)
–
–
–
–
Final Student Profile (A1)
Objective Level Scoring (A1)
Final Goal Level Scoring (A1 & A2)
Online submission of scores (A1 & A2)
27
NCEXTEND2 EOG
• Grade-level content (NCSCS)
• Modified multiple-choice
– Fewer answer choices
– Fewer test items
– Different layout
– Simplified language
• Modified grade-level achievement
standards
• May receive accommodations
28
NCEXTEND2 EOG
• 2% cap at LEA and state levels on scores
that can be reported as proficient
• Still awaiting final regulations from USED
• Test will still need to be approved by NCLB
peer review
29
NCEXTEND2 EOG
Eligibility Criteria
The student:
• Has an IEP
• Is not identified as having a significant
cognitive disability
• Is not receiving instruction in the NCSCS
through the Extended Content Standards
• Is receiving high-quality instruction, but is
not likely to achieve grade-level
proficiency within school year
30
NCEXTEND2 EOG
Eligibility Criteria (cont’d)
• Disability has precluded the student from
achieving grade-level proficiency as
demonstrated by objective evidence
• Nature of student’s disability may require
assessments that are different in design
Testing Window
• Last 4 weeks of school year
31
NCEXTEND2 EOG Corresponding Tests
• EOG
– Reading and Mathematics
• Grades 3-8
• Operational
– Science
• Grades 5 and 8
• Pilot
• Writing
– Grades 4 and 7
– Operational and statewide field test
32
NCEXTEND1
• Aligned to grade-level content (NCSCS)
through Extended Content standards
http://www.ncpublicschools.org/ec/
• Performance based assessment
• Alternate achievement standards
33
NCEXTEND1
• 1% cap at LEA and state levels on scores
that can be reported as proficient
• Assessment will still need to be approved
by NCLB peer review
34
NCEXTEND1
Eligibility Criteria
The student:
• Has an IEP with annual goals that focus
on functional application of academics
• Has a significant cognitive disability
• Requires extensive and explicit instruction
to acquire, maintain, and generalize new
reading, mathematics, and writing skills for
independent living
35
NCEXTEND1
Eligibility Criteria (cont’d)
• Exhibits severe and pervasive delays in
multiple areas of development and in
adaptive behavior (e.g. mobility,
communication, daily living skills, and selfcare)
• Is receiving instruction in the grade level
SCS Extended Content Standards for the
subject(s) in which the students are being
assessed
36
NCEXTEND1
Timelines
• Fall 2006
– Decision Tree Process (Assessor 1)
• Final 6 weeks of school year
– Assess students on tasks (A1 & A2)
– Documentation Verification sheets (A1 & A2)
– Online submission of results (A1 & A2)
37
NCEXTEND1 Assessed Content Areas
• Reading and Mathematics
– Grades 3-8 and 10
• Science
– Grades 5, 8, and 10
• Writing
– Grades 4, 7, and 10
NOTE: Eligible students must be assessed
using NCEXTEND1 in all content areas
being assessed at grade level
Grade R M S W
3
X
X
4
X
X
5
X
X X
6
X
X
7
X
X
8
X
X X
10
X
X X X
X
X
38
NCEXTEND2 OCS
• Occupational English I
• Occupational Math I
• Life Skills Science I and II (enrolled in
second of the courses, regardless of the
order taken)
39
NCEXTEND2 OCS
Eligibility Criteria
• Students enrolled in courses that are
assessed must take the test
• For Life Skills Science I and II, must be in
2nd of the 2 courses, regardless of the
order taken
40
Grade 10 OCS Students
• Who will not have taken Occupational
Mathematics I by end of 10th grade
– Will have to take high school comprehensive
test (HSCT) of mathematics this year
• Who participated in NCEXTEND2 OCS
field tests in 2005-06 will not have to be
reassessed in that content area
– Will count towards participation only for AYP
41
Individual Student
Documentation
• NCTP Tables
–
–
–
–
1: Graduation Tests
2: Grades 3-8
3: Grades 9-12
4: IPT
• Optional, but encouraged
• In addition to DEC 4
(IEP)
• LEA may require
http://www.ncpublicschools.org/
accountability/policies/tswd/
42
Summary Forms for Schools
by Test
• Form A: Accommodations for State Tests
at Grades 3-8
• Form B: Accommodations for State Tests
at Grades 9-12
• Form C: Alternate Assessments
43
Questions?
44