Testing Accommodations
North Carolina Testing Program
Pam Biggs
NCDPI Division of Accountability Services
Conference on Exceptional Children
November 2008
1
This presentation is the property of
the North Carolina Department of
Public Instruction and may be used for
training and informational purposes
only. It may not be used for personal
or financial gain.
2
Information from this presentation
is located in:
Look for revised
document coming
early 2009
Testing Students with Disabilities
(Published July 2005)
www.ncpublicschools.org/accountability/
policies/tswd
3
What are Testing
Accommodations?
• Changes in the administration of an
assessment, such as setting, scheduling,
timing, presentation format, response mode,
or others
• Valid accommodations do not change the
construct intended to be measured by the
assessment or the meaning of the resulting
scores
4
What are Testing
Accommodations? (cont’d)
• Are used for equity, not advantage, and
serve to level the playing field
• Allow students to access the standard test
administration
• Must be used regularly during instruction
and similar classroom assessments
administered throughout year
5
Activity
• Testing Accommodations: What’s
Allowable and What’s Not
• Decide for each accommodation
– Is it a valid accommodation for reading?
– Is it a valid accommodation for math?
– Is more information needed?
6
Instructional vs. Testing
Accommodations
INSTRUCTIONAL
TESTING
Teacher Notes
Mark in Book
Extended Time
Scaffolding
Large Print
Peer Tutor
Separate Setting
Graphic Organizers
7
Who is Eligible for
Accommodations?
INSTRUCTIONAL
Anyone
TESTING
• IEP
• Section 504 Plan
8
Who Determines
Accommodations?
For a student with disabilities:
• IEP Team
• Section 504 Committee
All testing accommodations
must be documented in IEP or
Section 504 Plan
9
Types of
Accommodations
• Modified Test Formats
• Assistive Technology (AT) Devices
and Special Arrangements
• Special Test Environments
10
Modified Test Formats
• Braille Edition
• Large Print Edition
• One Test Item Per Page Edition
11
Modified Test Formats
• IEP team/504 committee meets and
determines accommodation
• Teacher notifies school test coordinator
• School test coordinator notifies LEA test
coordinator
• LEA test coordinator must order test at
least 30 working days prior to test
administration
12
AT Devices and Special
Arrangements
• AT Devices
• Computer Reads Test Aloud - Student
Controlled (Online Test of Computer Skills)
• 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
13
Special Test
Environments
•
•
•
•
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
14
Top 5 Most Used
Accommodations on EOG
1. Scheduled Extended Time
2. Testing in a Separate Room
3. Test Administrator Reads Test
Aloud (Math)
4. Student Marks Answers in Test
Book
5. Multiple Testing Sessions
Based on Green Book
data from 2006-07
15
Most Frequently Used
Accommodations - EOG
15,000
Grade 3
Grade 5
Grade 8
10,000
Multiple
Testing
Sessions
Mark in Book
Read Aloud
Separate
Room
0
Extended
Time
5,000
Grades 3, 5, and 8 based on Green
16
Book data from 2006-07.
Before Testing
IEP Team/504 Committee determines
1. what accommodations student
needs for instruction
then
2. what accommodations student
needs for assessment
17
Before Testing
• Make sure school test coordinator is
aware of what accommodations are
actually documented to be used
• Make sure student is aware of what
accommodations will be used during
test
18
Before Testing
Student should be using
accommodations ROUTINELY during
instruction and similar classroom
assessments - they should not be a
surprise on test day!
19
During Testing
• Follow procedures in Test
Administrator’s Manual andTesting
Students with Disabilities publication
• Students must be provided the
accommodation(s) listed in IEP/504
Plan
20
After Testing
• Each student’s answer sheet must be
coded with exactly which accommodations
were provided during testing
• Ex. A student has Scheduled Extended
Time, but finishes early.
– He does not need to be kept extra time.
– Scheduled Extended Time may still be marked
on the bubble sheet because it would have been
provided had the student kept working.
21
After Testing
• Make note of what the student actually
used – keep in local records
– Some examples
•
•
•
•
Finished in standard time (no extra time needed)
Followed along with read aloud administration
Went ahead and did not listen to read aloud
Had multiple testing sessions over 2 days, but
finished in one
22
After Testing
• This can aid future decisions regarding
testing accommodations
– Does this student really need it?
– Programmatically, are there trends within
the school or school system?
– Is professional development needed?
23
Specific Accommodations
to Discuss
•
•
•
•
•
•
Scheduled Extended Time
Testing in a Separate Room
Test Administrator Reads Test Aloud
Student Marks Answers in Test Book
Multiple Testing Sessions
Computer Reads Test Aloud Student Controlled
24
Scheduled Extended
Time
• The student’s IEP/Section 504 Plan should
specify an estimated amount of extra time
the student will require
• Breaks occur at standard intervals specified
in Test Administrator’s Manual unless student
also has Multiple Testing Sessions
• Student must be allowed bathroom and lunch
breaks
25
Scheduled Extended
Time
• If testing continues past lunch
– student must not communicate with other
students during lunch
OR
– Is not allowed to return to completed
portions of test
• If student’s estimated time is over, but
student is working diligently, let him/her
continue
26
Scheduled Extended
Time
• Must complete in one day if used without
Multiple Testing Sessions
• Testing must be complete prior to normal
afternoon dismissal
• Documentation may be written in terms of
minutes (extra 30 minutes) or as multiple
of test time (1.5 x)
27
Scheduled Extended
Time
• Students are not required by NCDPI to
also have the Testing in a Separate Room
accommodation in order to receive
Scheduled Extended Time
– If student does not also have Testing in a
Separate Room as an accommodation, he/she
would begin the test in his/her appropriate
testing location
– If test is not complete after standard test
administration time, student should be moved
to different location to complete test
28
Scheduled Extended
Time
EXAMPLE 1:
Victor can complete a test in one day with
breaks at the same intervals as his peers.
However, he needs additional time to
complete the test beyond that designated in
the Test Administrator’s Manual. His IEP
states that he needs the following
accommodations:
–Scheduled Extended Time (1.5 x the test time)
–Testing in a Separate Room (small group)
–Test Administrator Reads Test Aloud
29
Multiple Testing Sessions
• How test administration is to be divided
must be documented
– More frequent breaks
– Over multiple days
• If student does not also have Scheduled
Extended Time, total administration time
should be limited to that in Test
Administrator’s Manual
30
Multiple Testing Sessions
EXAMPLE 1:
John can complete a test in the standard
administration time. However, he needs
breaks more frequently than those designated
in the Test Administrator’s Manual. His IEP
lists the following accommodations:
– Multiple Testing Sessions (breaks every 20
minutes)
– Testing in a Separate Room (small group)
31
Multiple Testing Sessions
EXAMPLE 2:
Sasha requires the test to be divided over two
days. She can take breaks at the same
intervals as her peers. She will, however,
need additional time beyond that allowed in a
standard test administration. Her IEP lists the
following accommodations:
– Multiple Testing Sessions (over 2 days)
– Scheduled Extended Time (extra 30 minutes)
– Testing in a Separate Room (small group)
32
Multiple Testing Sessions
• Student is not allowed to look back over or
complete work done in previous session
• Before ending each session, student must
be told to review work and may not change
any part of the responses in the following
sessions
• At the conclusion of each session, paper
clips may be used to secure those pages
already completed or planned for future
session
33
Multiple Testing Sessions
• If completing test in multiple days or with
long breaks during the day, student may
return to regular class if general testing
has concluded
• Student is not allowed to revisit any
portion of the test already completed,
even if some questions were left
unanswered
34
Testing in a Separate
Room
• One-on-one or Small Group
– Must be designated on documentation
• MUST be used if students receive one
or more of the following
accommodations:
– Assistive Technology that reads test aloud
(without use of headphones)
– Student Reads Test Aloud to Self
– Test Administrator Reads Test Aloud
35
Testing in a Separate Room:
One-on-One
• Really 2:1
• Test administrator and proctor for each
student
• Only one student per testing location
• All standard testing procedures must be
followed
36
Testing in a Separate Room:
One-on-One
• MUST be used if student uses the following:
– Assistive Technology that reads test aloud (without
use of headphones)
– Dictation to a Scribe
– Student Reads Test Aloud to Self accommodation
37
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
38
Test Administrator Reads
Test Aloud
• Valid accommodation for tests that do
not measure reading comprehension
– NOT a valid accommodation for:
•
•
•
•
•
EOG – Reading
NCEXTEND2 EOG – Reading
English I EOC
NCEXTEND2 OCS – Occupational English I
Competency Test – Reading
39
Administrative Procedures
Prior to Testing
• Each student’s IEP/504 Plan must state
how test is to be read aloud
For example:
• Everything
• By student request
• Everything but numbers
• Each student must be aware of how test
will be read aloud (see above)
40
Administrative Procedures
During Testing
• Students should be in test groups
based on how test is to be read
• Students must be in small group or
one-on-one administrations (this must
also be in documentation)
– One-on-One suggested for Online Test
of Computer Skills
41
Administrative Procedures
During Testing (cont’d)
• Teacher must have a copy of the test to
read from
• Directions for the student are located in
the Test Administrator’s Manuals
• May repeat instructions and test questions
as many times as needed
• Test items and answer choices must be
read in a consistent manner
42
If Entire Test is To Be
Read Aloud
• 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
43
If Test is To Be Read
by Student Request
• Student will indicate which item
number he/she needs read.
• Test administrator should pause to
read problem to self prior to reading
to student
• Test administrator must move near
the student and read
– Item number
– Test item
– Corresponding answer choices
44
Math Tests
Fractions, greater/less than signs,
equal signs, exponents, etc. should be
read in same manner as routinely
used in classroom
EXCEPT
if reading it provides the student
with the answer
45
Problem Types: Place
Value
Most numbers can be
read 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
46
Place Value
Example 1
RIGHT WAY
TO READ
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?
A
one hundred ninety
B
one hundred seventy
C
one hundred fifty
D
one hundred thirty
47
Problem Types: Place
Value
When place value is
involved in the
question, numbers
need to be read as
digits, commas,
decimals, etc.
All examples are from the Sample Test Items available online at:
www.ncpublicschools.org/accountability/testing
48
RIGHT WAY
TO READ
Place Value
Example
A class collected seven hundred
fourteen box tops. Which number
represents seven hundred fourteen?
A
seven – zero – four
B
seven – one – four
C
seven – four – zero
D
seven – four - one
WRONG WAY
TO READ
A class collected seven hundred
fourteen box tops. Which number
represents seven hundred fourteen?
A
seven hundred four
B
seven hundred fourteen
C
seven hundred forty
D
seven hundred forty-one
49
Problem Types: Fractions
In many cases,
fractions may be
read as done in
classroom
50
Fractions
RIGHT WAY
TO READ
Example 1
Which of the following is the
largest?
A
five thirds
B
eight ninths
C
three halves
D
seven fourths
UNNECESSARY
WAY TO READ
Which of the following is the
largest?
A
five divided by three
B
eight divided by nine
C
three divided by two
D
seven divided by four
51
Problem Types: Fractions
If a question deals with converting fractions to another
form, such as decimals, one of the forms must be read
as digits
52
Fractions
RIGHT 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?
A
seventeen one-thousandths
B
one and seven tenths
C
one and seven one-hundredths
D
one and seven one-thousandths
53
Problem Types: Geometry
Symbols may be read
as done in
instruction unless
test item
specifically asks
what the symbol
represents
54
Geometry
Example 1
RIGHT WAY
TO READ
Given points P, seven, five, Q, eight, three, R, zero, negative
one, and S, negative one, one, which of the following is true?
A
line PQ is parallel to line RS
B
line PQ is perpendicular to line RS
C
line PR is perpendicular to line QS
D
line PR is parallel to line QS
55
Some things that can help in figuring out
how to read test item correctly:
– Test administrator should be familiar with
grade-level/course content
– Review examples in this 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 to student
56
Student Marks Answers
in Test Book
Does student really need this accommodation?
– Has the student ever tried to transfer answers to
an answer sheet?
– If no, provide them with an opportunity to see if
they are able
– If yes, were they able to do it correctly?
57
Student Marks Answers
in Test Book
After completion of testing
Under secure conditions:
• Staff member must transcribe student’s
answers to multiple-choice test questions
to the appropriate answer sheet
• Take care to use correct section of answer
sheet
58
Student Marks Answers
in Test Book
Under Secure Conditions
• 2nd staff member must check the
transcription to verify accuracy
• Both people must sign outside of test book
• Test books with student’s original
responses must be securely stored for 6
months
59
Computer Reads Test Aloud
- Student Controlled
• ONLY for Online Test of Computer Skills
• 2nd option for read aloud
• Can be used in combination with traditional
read aloud
• Must be documented in IEP/504 Plan
• Student clicks on speaker button
to activate speech
• Button located by each block of text with
audio file
60
Computer Reads Test Aloud
- Student Controlled
• Limitations
– Audio files only available for some
blocks of text (e.g., question, answer
choices) - not text within applications
– Student must physically be able to click
mouse to activate speech
61
Revisit Activity
• Testing Accommodations:
What’s Allowable and What’s Not
62
Accommodations Trivia
General
Information
Scheduled
Extended
Time
Multiple
Testing
Sessions
Testing in a
Separate
Room
200
200
200
200
400
400
400
400
600
600
600
600
63
Game Over
What documentation does a
student with disabilities have
to have to receive testing
accommodations?
IEP or Section 504 Plan
Next Question64
Name an accommodation that
requires the student to also
have the Testing in a Separate
Room accommodation.
Test Administrator Reads Test Aloud
Student Reads Test Aloud to Self
Assistive Technology that reads the test aloud
Next Question65
If a student has the Scheduled
Extended Time accommodation and is
working diligently at the end of his
estimated time, may I let him continue?
YES
If the student is still working after the conclusion
of the estimated time written in the IEP/504
Plan, he may continue. Testing must be concluded
by end of that school day.
Next Question66
Can a student that has Scheduled
Extended Time be tested in the
regular classroom?
YES
If the student does not also have the Testing in a
Separate Room accommodation and is still working
after the conclusion of the standard test
administration, he/she may then move to another
designated location to complete the test.
Next Question67
Are all instructional
accommodations also testing
accommodations?
NO
Testing accommodations must also be used in
instruction, but not all accommodations used in
instruction are appropriate for testing.
Next Question68
Where do you document what
accommodations were provided to
the student during testing?
On the student’s answer sheet
Next Question69
Are all Testing in a Separate Room
accommodations considered small
group?
NO
Some accommodations (such as Student Reads
Test Aloud to Self) require the student to be in a
one-on-one setting. Also, some students may need
to be by themselves to focus.
Next Question70
How often do students with
Scheduled Extended Time get
breaks?
With the exception of overall time limits,
procedures in the Test Administrator’s Manual are
followed, including break times.
Next Question71
How many adults are in the room
for a “one-on-one” administration?
Two – a test administrator and a proctor are
required for the administration of state tests
Next Question72
Are all students with Multiple
Testing Sessions tested over
multiple days?
NO
Some students are able to finish the test within
one day but need breaks more frequently than
those of the standard test administration.
Next Question73
If a student needs several days
and extra time to complete the
test, what accommodations should
be in her documentation?
Both Multiple Testing Sessions and Scheduled
Extended Time should be in the student’s IEP or
Section 504 Plan
Next Question74
If a student has Multiple Testing
Sessions, can the pages the student is
not going to be working on during a
session be clipped together?
YES
Pages the student has completed and those
planned for a future session may be secured by
paper clips.
Next Question75
Questions?
76