Student Plan Terminology
• IEP = Individualized Education Program
• Section 504 = Federal law designed to
protect rights of individuals with
disabilities
• LEP = Limited English Proficient
• Transitory Impairment = Impairment
with actual or expected duration of 6
months or less
2
Accommodation:
• Changes in the way a student accesses
learning/testing
• Construct does not change;
assignment/content does not change
• Gives students equal access to learning
without "watering down" the content
3
Accommodation:
• Aligned or matched between classroom
instruction, classroom testing and district or
state tests
• Accommodations for assessment and
instruction are integrally intertwined
Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota
4
The Linking of
Student Accommodations
Classroom
Instruction
Classroom
Assessment
Home, Work,
Community,
Post-Secondary
Education
State/District
Assessment
Adapted from:
Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota
5
Individualize
Instructional
Accommodations
Teach to a student’s strengths rather than
measure the depth of their disability 6
Individualize
Instructional Accommodations
• Provide access and level the
playing field
• Address specific needs related to
a student’s disability, rather than
provide generic accommodations
• Use age appropriate
accommodations
7
Accommodations Are Used
to Make the Instructional Match
Goal:
Make the “match”
between the students’
entry skills, prior
knowledge and the
demands of the
curriculum/standards
and classroom
expectations.
8
Practice Makes Perfect
• Provide students direct instruction on how to use
assistive devices and accommodations
• Provide students daily opportunities
to use or practice with their
accommodations
• Students must be taught to use accommodations
across instructional settings
• Students must be taught which instructional
accommodations may/may not be used on state
tests.
9
Final Thoughts
• Keep things simple and focus on ease of use
• Ensure that students can articulate their needs
and ask for their accommodations
• Ensure that all teachers are aware of the
student’s instructional accommodations
• Make sure you have student and teacher buy-in
• Remember things change over time and you
may need to adapt
10
A student with more than one
identification…
• Use the following Hierarchy of
Accommodation Documentation
A. IEP
B. Section 504 Plan
C. LEP Plan/Documentation
D. Transitory Impairment Documentation
11
Considerations for Committee
Communication and
Decision-Making
• Base accommodations on student need
• Integrate assessment accommodations
into classroom instruction
– Provide practice opportunities
– Use as part of the regular instruction
– Inform all relevant teachers
12
Considerations for Committee
Communication and
Decision-Making
• Use state list of approved testing
accommodations
– Understand purpose of the accommodation
– Students may have overlapping
identifications which may require specific
accommodations based on area of need(s)
and/or content
– Make sure accommodation is appropriate
for the student and the test
13
State Testing
Accommodations
State testing accommodations must be:
 Documented in the student’s IEP, Section 504
Plan, LEP Plan/documentation, transitory
impairment documentation, and
 Used routinely during instruction and similar
classroom assessments that measure the
same construct.
 Accommodations are not to be provided for
test score enhancement.
14
State Testing
Accommodations
School systems must ensure:
 Staff are trained in the appropriate use of
the accommodation(s) during testing;
 Students are provided with the appropriate
testing accommodations based on their
plan/documentation; and
 Test security is maintained at all times.
15
TESTING ACCOMMODATIONS
INFORMATION FOR:
STUDENTS IDENTIFIED AS
LIMITED ENGLISH
PROFICIENT
16
State LEP Testing
Accommodations
Eligibility
LEP students who score below Level 5.0
Bridging on the reading subtests of the WAPT/ ACCESS for ELLs are eligible to
receive state-approved LEP testing
accommodations on all state tests except the
state writing assessment at grade 10.
17
State LEP Testing
Accommodations
Eligibility
LEP students who score below Level 5.0
Bridging on the writing subtest of the WAPT/ACCESS for ELLs, are eligible to receive
state-approved LEP testing accommodations
on the state writing assessment at grade 10.
18
State LEP Testing
Accommodations
The six state-approved LEP accommodations:
•
English/Native Language Word-to-Word Bilingual Dictionary/Electronic
Translator
•
Multiple Testing Sessions
•
Scheduled Extended Time
•
Student Reads Test Aloud to Self
•
Test Administrator Reads Test Aloud in English
•
Testing in a Separate Room
19
TESTING ACCOMMODATIONS
INFORMATION FOR:
STUDENTS WITH
DISABILITIES
20
Who is Eligible for Testing
Accommodations?
• Students with disabilities with a current
Individualized Education Program (IEP)
• Students with disabilities with a current
Section 504 Plan
• Students with a temporary disability with
current Transitory Impairment
documentation
21
Testing Program Options
for Students with
Disabilities
Assessment Type
Students with
Current IEP
General Assessment •Standard
(EOG, EOC, Grade
•With testing
10 Writing, W-APT,
accommodations
ACCESS for ELLs)
Alternate
Assessment
•NCEXTEND2
•NCEXTEND1
•With or without
accommodations
Students with Current
Section 504 Plan/TI
Documentation Only
•Standard
•With testing
accommodations
•Not eligible for alternate
assessment
22
What Types of Testing
Accommodations are
Available for Student with
Disabilities?
• Modified Test Formats
• Assistive Technology (AT) Devices
and Special Arrangements
• Special Test Environments
23
Modified Test Formats
• Braille Edition
• Large Print Edition
• One Test Item Per Page Edition
24
Assistive Technology
Devices and Special
Arrangements
•
•
•
•
•
Braille Writer/Slate and Stylus (Braille Paper)
Cranmer Abacus
Magnification Devices
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
25
Assistive Technology
Devices and Special
Arrangements
• AT Devices
• Dictation to a Scribe
• Keyboarding Devices
(May result in not receiving conventions score for Grade 10 Writing)
• Interpreter/Transliterator Signs/Cues Test
• Test Administrator Reads Test Aloud
(In English)
(Invalidate scores of state tests measuring reading comprehension)
26
Assistive Technology
Devices and Special
Arrangements
•
•
•
•
•
Braille Writer/Slate and Stylus (Braille Paper)
Cranmer Abacus
Magnification Devices
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
27
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
Special Test Environments
•
•
•
•
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
29
Multiple Testing Sessions
Standard
Sarah
Helga
Ira
Days of
Testing
1
1
1
2
Number of
Items
54
54
54
Estimated
Testing Time
135
135
Frequency
of Breaks
After 45
min.
Number of
Breaks
Length of
Each Break
54
Day 1
Day 2
135
70
65
After 30 min.
After 15
Items
After 45
min.
After
45 min.
2
(at 45 and
90 min.)
4
(at 30, 60,
90, 120 min.)
3
(at 15, 30,
45 min.)
1
(at 45
min.)
1
(at 45
min.)
2 Min
5 Min
2 Min
3 Min
3 Min
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
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)
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
Testing Accommodations for
NCEXTEND1
• Responds with Use of an Augmentative
Communication Device, Picture Board,
etc.
• Large Print Materials
• Adaptations to NCDPI-Provided
Manipulatives
34
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
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
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
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)
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
Test Administrator Reads
Test Aloud (In English) Example
A pilot flies 728 miles. Which is another way to
write this number?
A
B
C
D
seven hundred eighty-two
seven hundred thirty-eight
seven hundred twenty-eight
seven hundred and twenty-eight
40
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
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
Some things that can help in figuring out
how to read test item correctly:
– Test administrator should be familiar with gradelevel/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
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
Audit Recommendation
Read Aloud Accommodation
“read everything except ordinal numbers, graphs, charts, and
symbols”
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
Audit Finding…Separate Room
• NC Wise Accommodation—Separate
Room
• Explain or Specification Implementation –
less than ___ students (Ex. Less than 5 students)
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
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
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?
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
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
Before Testing…..
• Develop plan—IEP, 504, LEP
• Classroom accommodations determined
• Testing accommodations determined after review from
last year’s EOG/EOC ---Review of Accommodations
Used During Testing Form
• Updates of Accommodations need to be completed 30
days before testing—make sure to update on the
IEP/504/LEP plan and Review of Accommodations Form
• Not used---lose! Goal is independence!
• Turn Review of Accommodations Form to Testing
Coordinator
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.
Review of Accommodations Used
Testing Form
• Must be completed by the test
administrator
• Must be signed by the test administrator
• Must be filed in the RAW DATA section of
the student’s confidential folder (EC folder)
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?
Final Thoughts
• Keep things simple and focus on ease of use
• Ensure that students can articulate their needs
and ask for their accommodations
• Ensure that all teachers are aware of the
student’s instructional accommodations
• Make sure you have student and teacher buy-in
• Remember things change over time and you
may need to adapt
57
2010-11 and 2011-12
• OCS students will take the general assessments
based on the current Standard Course of Study
– English I
– Biology
– Algebra I
• Item Tryouts and Field Tests for NCEXTEND2
assessments based on new standards and
implemented in 2012-13
– English II
– Biology
– Algebra I
58
Sources:
NC Department of Public Instruction Joint EC, LEP, 504, Testing
Meeting—September 14, 2010
http://www.ncpublicschools.org/accountability/