ECPS
Instructional and Testing
Accommodations
Beginning of Year Training
Guidance and Procedures
Dr. Bridges/Janet
What is an
Accommodation?:
 Changes in the way a student accesses learning
(which can then affect testing)
 Construct does not change; assignment/content
does not change
 Gives students equal access to learning without
"watering down" the content
2
Accommodations
≠
Modifications
3
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
4
Instructional Accommodations
*Routine Use*
drive
Testing Accommodations
5
Updated Testing Accommodations
Policy Document
Testing Students with
Disabilities publication
(August 2012)
Testing Students with
Disabilities Website:
http://www.ncpublicschools.org
/docs/accountability/policyoper
ations/tswd1213.pdf
Testing Accommodations
Web Site:
http://www.ncpublicschools.org
/accountability/policies/accom
6
What Types of Testing
Accommodations are Available
for Students with Disabilities?
Marcy/Angela
•
Special Print Versions
•
Assistive Technology (AT) Devices and
Special Arrangements
•
Special Test Environments
7
Special Print Versions
 Braille Edition
 Large Print Edition
 One Test Item Per Page Edition
 NCDPI asks for minimum of 30 day notice
(Braille requires earlier notification)
Special Test Environments
 Hospital/Home Testing
 Multiple Testing Sessions (plan must specify)
 Scheduled Extended Time (specify amount of
time)
 Testing in a Separate Room (one on one OR
small group with ___ number)
8
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
 AT Devices
 Dictation to a Scribe
 Keyboarding Devices
 Interpreter/Transliterator Signs/Cues Test
 Test Administrator Reads Test Aloud (specify upon request
OR reads everything) (In English)
 Computer Reads Test Aloud – Student Controlled
9
What has Changed in the August
2011 TSWD (and continues to be
in the 2012 manual)?
 Some of the major changes are….
10
NCEXTEND1 Accommodations
 Added NCEXTEND1 accommodations chart
 Added information on accommodations and
adaptations to manipulatives
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Student Marks Answers in
Test Book
 ALL students may write in
their test booklet –
no accommodation needed!
 Students with MIB (mark in book) accommodation must not be
given an answer sheet, they must circle answers in book
 Students with MIB do not transfer their answers from booklet to
answer sheet
 May be tested in regular setting
12
Dictation to a Scribe
 For both paper-and-pencil and online, two
test administrators must be present

One fills role of test administrator
One fills role of scribe
•
A separate proctor is not required

Sherita/Shawna
13
Scheduled Extended Time
 Clarification: Extended time is to be provided
in addition to maximum testing time



Previously, most tests have maximum testing
time of 240 minutes
Previously, NCEXTEND2 has an estimated
testing time, but no maximum time
Previously, NCEXTEND1 has no maximum
testing time
(Time allowances for the current year to be determined)
Currently: NCDPI will require that each school have in its Test Plan procedures for
moving students after the estimated time has ended so that those who do not need
14
the maximum time can begin working on other things.
What About Online Testing?
 Large font and foreground/background
options available to all students


They are not ‘accommodations’ that need to
be included in an IEP/504/LEP plan, but
should be offered in the classroom prior to
testing (and documented on the Instructional
Accommodation Log)
Must be selected in NC Education before
testing day
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Online Testing (cont’d)
 Interpreter/Transliterator Signs/Cues Test

May use second computer monitor
 Dictation to a Scribe


Scribe can record responses directly on computer
or on piece of paper
If recorded online, test administrator and scribe to
sign statement of validation
 Test administrators complete Accommodations
Provided screen after testing (along with a paper
ROA)
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Computer Reads Test Aloud –
Student Controlled
 Must be selected in NC Education in the student interface
questions (SIQs) before testing
 Separate room (one-on-one) required unless headphones are
used
 Student clicks on speaker icon next to text to activate read aloud
option
 Consider bandwidth when scheduling (read alouds take more
bandwidth)
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Computer Reads Test Aloud –
Student Controlled (cont’d)
 Limitation: only item stems and answer
choices read by computer
 For online tests, student may have the test
read aloud by:



Test Administrator Reads Test Aloud
Computer Reads Test Aloud – Student
Controlled
Combination of the two methods
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Separate Setting Accommodation
 For the 2012-13 school year and beyond, the separate setting
accommodation has been split into 2 different accommodations,
separate setting-small group and separate setting one-on-one. The old
separate setting accommodation should NOT be used. The IEP/504
team must choose one of the two new accommodations to include
in the plan. The only situations I can think of that require one or the
other of these is when a student has the read aloud to self or if the
student has read aloud for an online test by the test administrator or
without headphones. In these situations the separate setting-one-onone is required.

Placing a student in the back of the room is NOT considered an
accommodation for state testing. A test administrator may
determine where any student sits. The use of either of the separate
setting accommodations requires the student(s) be in another
room. This is how the accommodation should be used during the year
as well. Otherwise come EOG/EOC testing the student is going to be
surprised when they are placed in another room away from their peers.
Per NCDPI
Paula/Margaret
NCEXTEND2 Testing Reminder
 Per NCDPI, 2013-14 will be the last year
North Carolina will provide NCEXTEND2
tests. IEP teams were encouraged to
transition students away from the EXTEND2
designation.
Accommodations Data
Collection
 PowerSchool:
Section 504 and LEP Accommodations
 CECAS:
EC Accommodations
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Accommodations Data
NCDPI Monitoring
 Accommodations reports (PowerSchool and
CECAS)
NOTE: IEPs have to be current and closed/verified for the
accommodations to show up on NCDPI’s end.
 Special Print Version ordering (e.g., Braille,
Large Print, One Test Item per Page)
 NCDPI monitoring (desk monitoring and onsite)
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ECPS Internal Monitoring Schedule
for the Current Year:
Schools: Schools will be required to conduct
two internal audits:
** one in the fall semester and
** one in the spring semester (early March)
District: One districtwide audit – will occur 1st
this year to provide early feedback to
schools/teachers
---------------------------------------------------------------
Melinda/Bridgette
ECPS Monitoring Flowchart
IEP/504/LEP Teams discuss student needs for the classroom (including
classroom accommodations). Teams can then discuss which classroom
accommodations are needed during testing – and document both in a
student’s plan.
Should match . . .
Accommodations (instructional and testing) entered in
CECAS (EC) and in PowerSchool (LEP/504).
Should match . . .
Instructional accommodations being offered in the classroom (and
documented on log) – indicating routine use (2 to 3 times per
week)
Should match . . .
Testing accommodations documented on the Review of
Accommodations Used During Testing forms (ROAs).
This matching cycle (per District Accommodation Procedures) should
be repeated each time an IEP/504/LEP plan is reviewed and changed.
EDGECOMBE COUNTY PUBLIC SCHOOLS
INSTRUCTIONAL AND TESTING ACCOMMODATION PROCEDURES
STEP 1: Each time an IEP/504/LEP team identifies or alters accommodations in a student’s plan, the Goal/Objectives identified in the plan should be distributed to
all teachers working with the student. Also, the left side of the Review of Accommodations Used During Testing form (one per subject – including Common exam
subjects) should be completed and copies distributed to:
School Test Coordinator and
Teacher(s) working with the student and
PowerSchool Data Manager (for LEP and 504 students) or EC Case Manager (EC students) and
Make sure that the original is filed in the student’s IEP/Section 504/LEP folder (or permanent record folder)
PowerSchool Data Managers will enter LEP and 504 accommodations in PowerSchool. Exceptional children teachers will enter EC accommodations in CECAS/DEC4.
managers are responsible for pulling reports to verify the accuracy of accommodation information in PowerSchool or CECAS.
Departments/Case
NOTE: IEP/LEP/504 teams are encouraged to conduct all annual reviews by April 15.
STEP 2: Any accommodations to be used in testing should first be used routinely during instruction. Instructional accommodations (which can be more than just
testing accommodations) should be documented on the Instructional Accommodation Log – even when the accommodation is being used as an intervention rather
than an IEP/504/LEP plan requirement. Each teacher providing instructional accommodations will keep a log – and document on the log when accommodations are
offered to students. Instructional Accommodation Logs should be considered by the IEP/504/LEP teams when deciding on instructional accommodations for
students. Once instructional accommodations have been identified, then (and only then) should testing accommodations be discussed.
Accommodations should be used routinely in the classroom a minimum of 30 days prior to being used on a state test (with Instructional Accommodation logs documenting the use – even when the
accommodation(s) is provided as an intervention rather than a plan requirement). However, accommodations must be included in an IEP/LEP/504 plan in order to be used on a state test.
If a student is routinely refusing an accommodation(s) (as documented on the Instructional Accommodations Log), then teams should meet to discuss possible removal of the accommodation(s).
NOTE ABOUT MONITORING: ECPS will conduct a District Instructional accommodation audit during 1 st semester. Schools will also be required to conduct two internal instructional
accommodation audits (one 1st semester and one 2nd semester). It is important that we have documentation to show that Instructional accommodations are being offered routinely in
classrooms for students in need of additional supports.
Steps 1 and 2 should be repeated each time an IEP/504/LEP plan’s goals/objectives AND/OR accommodations are adjusted.
STEP 3: The right side of the Review of Accommodations Used During Testing form should be completed by the Test Administrator each time a student is
assessed on a state test, Common exam, or district benchmark to document the accommodations provided to them during the test. The completed/signed original
form should be filed in the student’s IEP/Section 504/LEP folder (or permanent record folder). A copy of the completed form should be given to the School Test
Coordinator.
The testing office will require copies of the completed forms after each district benchmark and state test.
STEP 4: During state tests, the accommodations bubbled on student answer sheets (or entered in NC Education for online testing) will be compared to the above
documentation (and should match).
(As of 8-21-13)
PRIOR
PRIOR TO
TO STATE
STATE TESTING
TESTING AND
AND DISTRICT
DISTRICT BENCHMARKS
BENCHMARKS
IEP/504/LEP teams will discuss
instructional needs of students to
determine classroom accommodations.
Then, testing accommodations can be
determined from the list of classroom
accommodations.
STEP 1: School IEP/504/LEP managers
will copy the Goals/Objectives in a
student’s plan for each teacher
working with that student.
STEP 1: A Review of Accommodations Used During
Testing form (ROA) (left hand side) will be developed for
each subject area – and copied to the School Test
Coordinator, teachers, and to the PowerSchool Data
manager (LEP/504)/EC Case manager (EC) to be entered
in appropriate system.
AFTER
AFTER STATE
STATE TESTING
TESTING AND
AND DISTRICT
DISTRICT BENCHMARKS
BENCHMARKS
STEP 3: After state testing or district
benchmark, the right hand side of the
ROA will be completed/signed.
Original is filed in the student’s IEP/
Section 504/LEP folder (or permanent
record folder).
A copy of the completed/signed ROA
is given to the School Test
Coordinator.
STEP 4: After state testing, accommodations bubbled on student
answer sheets (or entered in NC Education for online testing) will be
compared to (1) entries in CECAS/PowerSchool and to (2) entries on the
ROA. They should all match.
STEP 2: Each teacher providing Instructional
accommodations will keep a log – and document on the
log when accommodations are offered to a student.
Accommodations should be offered routinely (2 to 3
times per week). One log per student – per subject –
should be maintained.
Steps 1 and 2 should be repeated each
time a student’s goals/objectives AND/OR
accommodations are adjusted.
See Narrative version of the Accommodation Procedures for more details
Instructional Accommodation Logs:
All schools will utilize the ECPS Instructional Accommodation Log
provided to Principals and School Test Coordinators so that the
district can provide better support and guidance in the
documentation of classroom accommodations.
Beginning of the Year: EC Case managers, ESL teachers, and
school 504 Contacts will highlight a student’s classroom
accommodations on the Instructional Accommodation Log (one
log per student per subject). Discussions with teachers will
occur to ensure full understanding of the accommodation needs
of students.
As annual reviews occur, IEP/504/LEP teams will continue to share
plan updates with teachers (per procedures) – and teachers will
then take responsibility for highlighting required
accommodations on the left hand side of the log.
(See next two slides for ECPS log and recommendations for its
use)
ECPS Instructional Accommodation Log
INSTRUCTIONAL ACCOMMODATIONS LOG
School ___________________________
EC – 504 – LEP – At Risk/SSMT referral (circle one)
Student ______________________Teacher_________________Subject_____________Semester/Year____________
Date
Accommodations
Accommodations
Accommodations for Instruction – may
Student
Teacher
Offered
Used
also record testing
Initials
Initials
(teacher who offered
accommodation(s))
1. help sessions
2. peer tutoring
3. modified class assignments
4. modified homework assignments
5. modified quizzes
6. change in length of instruction
7. change in instructional materials used
8. alternative projects
9. copy of notes
10. repeating instructions
11. books on tape
12. class breaks as needed
13. use of planner/calendar
14. extra textbook for home use
15. allow retesting
16. allow make-up work
17. preferential seating
18. time-outs
19. extended time
20. separate setting
21. multiple sessions
22. use of assistive technology
23. mark in book
24. read aloud
25. word-to-word bilingual dictionary
26. other
NOTES:
** Instructional accommodations should be used routinely in the classroom prior to being used on a state test (routine use – 2 to 3 times per week)
** Logs should be considered by IEP/504/LEP teams when developing and adjusting student plans
Alicia/Karen
INSTRUCTIONAL ACCOMMODATIONS LOG
School _____** Recommendations for Use of this Form
EC – 504 – LEP – At Risk/SSMT referral (circle one)
Student ___________________Teacher_________________Subject_Use one log per subject
Semester/Year____________
Accommodations for Instruction – may also
Date
Accommodations
Accommodations
Student Initials
record testing Accommodations provided during
Offered
Used
classroom assessments should be noted as well –
Note in this column
but shouldn’t be the only time accommodations
when offerings are
are offered/used.
REFUSED or NOT
NEEDED
Highlight the classroom accommodations
required in a student’s plan to quickly see which
are required for a student.
1. help sessions
2. peer tutoring
3. modified class assignments
4. modified homework assignments
5. modified quizzes
6. change in length of instruction
7. change in instructional materials used
8. alternative projects
9. copy of notes
10. repeating instructions
11. books on tape
12. class breaks as needed
13. use of planner/calendar
14. extra textbook for home use
15. allow retesting
16. allow make-up work
17. preferential seating
18. time-outs
19. extended time Note Amount of time
20. separate setting
21. multiple sessions Note # of sessions
22. use of assistive technology
23. mark in book
24. read aloud Note type of read aloud
25. word-to-word bilingual dictionary
26. other
Teacher Initials
(teacher who
offered
accommodation(s))
Every teacher
offering
accommodations
should keep a log
NOTES:
** Instructional accommodations should be used routinely in the classroom prior to being used on a state test (routine use – 2 to 3 times per week)
** Logs should be considered by IEP/504/LEP teams when developing and adjusting student plans
** Recommendations for Use of this Form
How are we doing in ECPS?
 In the Spring 2012 testing cycle, ECPS had 18
testing irregularities due to Accommodations
 In the Spring 2013 testing cycle, ECPS had 3 testing
irregularities due to Accommodations
 In the Spring 2014 testing cycle, ECPS had 8 testing
irregularities due to Accommodations
It is requested that all annual reviews be scheduled to occur by
April 15 of the year to avoid changes close to testing.
How are we doing in ECPS?
Examples:
- giving MIB when plan no longer included MIB,
- Student refused separate setting during test – and had been
throughout the semester (per Instructional Accommodation Log) but the
IEP plan was not updated to remove separate setting
- several irregularities were due to annual reviews being
scheduled in May, the student’s plan was changed, but the changes
were not documented on new ROAs and/or copies were not provided to
the School Test coordinator and teachers so they were not aware of
changes
- EXTEND2 student given a regular test
- Read aloud option available to a student without the read aloud
accommodation
- STC did not check multiple test session in NC Education (so
MTS was not available to the student)
So how are we doing on Classroom Accommodations?
However . . .
Per the Instructional Accommodation Logs, many of our
students are still not receiving accommodations
routinely in the classroom – and therefore, are not
entitled to use them on state testing!
Reminders From NCDPI:
Accommodations used during instruction and classroom assessments should
always be considered first by IEP Teams and Section 504 Committees. These
accommodations should enable the student to access information during instruction,
and generally are not held to the same restrictions as testing accommodations. There
is a wide array of accommodations that may be used during instruction. If there are
questions regarding instructional accommodations, the student’s exceptional children
teachers and/or school system exceptional children staff may be of assistance. Once
the IEP Team or Section 504 Committee determines the accommodations needed
during instruction and classroom assessments, it should address state testing. The
accommodations for state tests are a subset of those needed during instruction.
The accommodations that are to be used during regular classroom
instruction and assessments are to be discussed, finalized, and documented in the
current IEP or Section 504 Plan before the discussion and documentation of
accommodations that are to be used during a state mandated test administration.
Janet/Sherrill
Reminders From NCDPI:
In order for a student with disabilities to be eligible to receive a testing accommodation, it must
be documented in his/her IEP or Section 504 Plan, and the accommodation must be used
routinely during instruction and similar classroom assessments. Instructional accommodations
can and should be used/changed as appropriate in order to meet the needs of students; however,
to allow sufficient time for the testing accommodations to be considered “routinely used,” there
should not be additions/changes made to the testing accommodations in the IEP or Section 504
Plan just before testing unless the student’s eligibility status has changed (e.g., the student exits
EC identification). This ensures students have experience using the accommodations during
instruction and similar classroom assessments before testing.
If a student does not have at least 30 calendar days before the test date to use the
accommodation, then the use of the accommodation cannot be considered “routinely used”
during instruction or similar classroom assessments. If a student is newly identified as having a
disability and it is just prior to testing, any testing accommodations that are documented and
implemented should have been used as interventions before identification. The use of testing
accommodations that are not routinely used during instruction or similar classroom assessments
is a misadministration and results in invalid test scores.
What Does the Teachers Evaluation
say . . .?
Standard IV: Teachers know the ways in which learning takes place, and they know
the appropriate levels of intellectual, physical, social, and emotional
development of their students.
Teachers know how students think and learn. Teachers understand the influences that affect individual student learning
(development, culture,language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of
evolving research about student learning. They adapt resources to address the strengths and weaknesses of their
students.
• Know how students think and learn
• Understand the influences on student learning and differentiate instruction
• Keep abreast of evolving research
• Adapt resources to address the strengths and weaknesses of students
Teachers plan instruction appropriate for their students.
Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on
the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers
engage students in the learning process. They understand that instructional plans must be constantly monitored and
modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to individual learning
needs.
• Collaborate with colleagues
• Use data for short and long range planning
• Engage students in the learning process
• Monitor and modify plans to enhance student learning
• Respond to cultural diversity and learning needs of students
Teachers use a variety of instructional methods.
Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive
to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication
technology, learning styles, and differentiated instruction.
• Choose methods and materials as they strive to eliminate achievement gaps
• Employ a wide range of techniques using information and communication technology, learning styles, and differentiated
instruction
If that isn’t reason enough, then read the
following excerpt from actual Caselaw:
“I am a teacher in — and I know that IEPs are not being followed…What do I do? I have already
talked to people in the school system. I want information that explains why it’s so important
for teachers to take this seriously, including the legal ramifications. I want our new teachers
to understand their accountability with regard to this aspect of teaching.”
What should you do? I think it depends on  whether the administration is aware that IEPs are not being followed, and
 if they do know, why they haven’t put a stop to it?
In 1992, there was a case in West Virginia styled Doe v. Withers. A high school history teacher
refused to provide the modifications promised to a student. Several people advised the
history teacher about the need to provide these modifications but he refused.
The boy failed the exam. Later, the family filed a civil lawsuit against several people who worked
at the school – teachers, special ed director, etc – and who knew the teacher refused to
provide the modifications.
The parents brought suit against several individuals who worked for the school district. The
judge did not allow the case to go forward against anyone except the history teacher.
Why? Because all the other staff members had written about their concerns.
There was a jury trial. The jury awarded the student and/or his family about $15,000 – and that
history teacher had to pay these damages out of his own pocket.
http://www.wrightslaw.com/law/caselaw/case_Doe_Withers_Juryorder.html
School Contact Information:
Contact your Lead EC teacher(s) and School Test
Coordinator
District Contact Information:
IEP/504 Plans or EC/504 Instructional Log
questions: Karen Harrington –
kharrington@ecps.us
LEP Plans or LEP Instructional Log questions:
Dr. Valerie Bridges –
vbridges@ecps.us
Testing Accommodations/ROAs: Janet Morris –
jmorris@ecps.us
37
Dr. Bridges/Melinda
Special “Thanks” to the District
Accommodations team members:
Paula Flythe, Shawna Andrews, Dr. Valerie
Bridges, Sherita Cobb, Patricia Benbow,
Sherrill Whitley, Angela Pompey, Bridgette
Allen, Alicia Atkinson, Margaret Claytor,
Marcy Beaman, Karen Harrington, Melinda
Brown, Kim Harrelson, and Janet Morris
Questions?
Comments?
Concerns?
Thank you for your ensuring that our students in need of
accommodations are receiving those supports routinely during
instruction. Then testing situations can “model” what has been
occurring in the classroom for students.
39