Making Wise Decisions about
Participation of Students with
Disabilities in the Statewide
Testing Program
Accountability Conference
February 1, 2005
1
A joint session by the Exceptional Children
Division and the Division of Accountability
Services
Bobbie Grammer, Exceptional Children Division,
Policy, Monitoring, and Audit
John Thomas, Exceptional Children Division,
Areas of Exceptionality
Pam Biggs, Division of Accountability Services,
Testing Policy and Operations
North Carolina Department of Public Instruction
2
Topics for Discussion
 Reasons for wanting students with
disabilities in the accountability system
 How can students with disabilities
participate in the testing program?
 Specific types of test administrations
 Decision-making guidelines chart
 Questions
North Carolina Department of Public Instruction
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Reasons for Wanting Students
with Disabilities in the
Accountability System
North Carolina Department of Public Instruction
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Reason 1
 For an Accurate Picture of Education
North Carolina Department of Public Instruction
5
Reason 2
 For Students with Disabilities to Benefit
from Reforms
North Carolina Department of Public Instruction
6
Reason 3
 To Make Accurate Comparisons
North Carolina Department of Public Instruction
7
Reason 4
 To Avoid Unintended Consequences of
Exclusion
North Carolina Department of Public Instruction
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Reason 5
 To Meet Legal Requirements
North Carolina Department of Public Instruction
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Reason 6
 To Promote High Expectations
North Carolina Department of Public Instruction
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Reason 7
 To Promote Access to the General
Curriculum for Students with Disabilities
North Carolina Department of Public Instruction
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Test Administration Options
Standard Test Administration
Standard Test Administration
with Accommodations
Alternate
Assessment
North Carolina Department of Public Instruction
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Decision Considerations
 The decision regarding the test
administration (with or without
accommodations) or the use of the alternate
assessment for participation in the North
Carolina Testing Program must be based on
the unique needs of the student and must be
documented in the current IEP. The
decision must not be made to enhance test
scores for purpose of student placement or
school accountability.
North Carolina Department of Public Instruction
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Procedure for IEP Team to Determine Student
Participation in NC Statewide Test Administrations
Tested under Standard Conditions?
YES
NO
Tested with Accommodations?
YES
NO
Must be Assessed with a NC Alternate Assessment
NC Alternate Assessment
Academic Inventory
(NCAAAI)
Pg. 104North Carolina Department
of Public Instruction
NC Alternate
Assessment Portfolio
(NCAAP)
14
Standard Test Administration
with Accommodations
North Carolina Department of Public Instruction
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Accommodations can be used on:
ALL state-mandated tests
Accommodations that would invalidate the
test results may vary between tests.
North Carolina Department of Public Instruction
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Which students may receive
accommodations?
 Students with disabilities that have an IEP
 Students with disabilities that have a
Section 504 Plan
 Limited English proficient students that
meet specific criteria
North Carolina Department of Public Instruction
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Guiding Principles*
 Do not assume that every student with
disabilities needs assessment
accommodations.
 Obtain approval by the IEP team.
 Base accommodations on student need.
 Be respectful of the student’s cultural and
ethnic background.
* The guiding principles are located in the Council for Exceptional
Children resource referenced at the end of the presentation.
North Carolina Department of Public Instruction
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Guiding Principles (cont’d)
 Integrate assessment accommodations into
classroom instruction.
 Know whether your state and/or district has
an approved list of accommodations.
 Plan early for accommodations.
 Include students in decision making.
 Understand the purpose of the assessment.
North Carolina Department of Public Instruction
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Guiding Principles (cont’d)
 Request only those accommodations that
are truly needed.
 Determine if the selected accommodation
requires another accommodation.
 Provide practice opportunities for the
student.
 Remember that accommodations in test
taking won’t necessarily eliminate
frustration for the student.
North Carolina Department of Public Instruction
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Process
 IEP Team/Section 504 Committee meets
 Team/committee decides what, if any,
accommodations are necessary
 Find out if accommodation(s) is on
“approved” list
 If yes, notify school test coordinator
 If no, submit an Accommodation
Notification form
North Carolina Department of Public Instruction
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Approved Accommodations
 May be different depending on test
 Use of approved accommodations would
not invalidate the test results
 Are listed in each Test Administrator’s
Guide and in Testing Students with
Disabilities document
North Carolina Department of Public Instruction
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Approved Accommodations for
NC Tests at Grades 3-8 (pg. 40)
North Carolina Department of Public Instruction
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Types of Accommodations
 Modified Test Formats
 Assistive Technology Devices and Special
Arrangements
 Special Test Environments
North Carolina Department of Public Instruction
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Modified Test Formats
 Braille Edition (pg. 43)
 Computer Skills Portfolio Assessment
Accommodation (CSPAA) (pg. 46)
 Large Print Edition (pg. 50)
 One Test Item Per Page Edition (pg. 53)
North Carolina Department of Public Instruction
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Modified Test Formats
 Large Print Edition
– 11” x 17” paper
– 24-point font
– How will student respond?
 Braille Edition
– Contracted Braille
– How will student respond?
– Administrator must have Braille skills
– Must be ordered 60 working days prior to test
North Carolina Department of Public Instruction
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Modified Test Formats
 One Test Item Per Page Edition
– 8.5” x 11” paper
– Standard font
 Computer Skills Portfolio Assessment
Accommodation (CSPAA)
– Will be available for current tests of computer
skills
NOTE: Large print, one item per page editions (which
require an accommodation notification form) are large
volumes, both in paper size and no. of pages.
North Carolina Department of Public Instruction
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Assistive Technology (AT) Devices
and Special Arrangements
 AT Devices (pg. 55)
 Dictation to Scribe (pg. 66)
 Braille Writer/Slate and Stylus (and Braille
Paper) (pg. 62)
 Cranmer Abacus (pg. 64)
 Interpreter/Transliterator Signs/Cues Test
(pg. 70)
North Carolina Department of Public Instruction
28
Assistive Technology (AT) Devices
and Special Arrangements
 Keyboarding Devices (pg. 73)
 Magnification Devices (pg. 76)
 Student Marks Answers in Test Book
(pg. 78)
 Test Administrator Reads Test Aloud
(pg. 80)
North Carolina Department of Public Instruction
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Assistive Technology (AT) Devices
and Special Arrangements
 Student Marks Answers in Test Book
– Does the student have visual tracking
difficulties?
– Transcriber and verifier must sign test booklet
North Carolina Department of Public Instruction
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Assistive Technology (AT) Devices
and Special Arrangements
 Test Administrator Reads Test Aloud
– To what extent will the test be read aloud?
• Every word
• All but numbers
• Upon student request
– Administrator must not give any clues through
voice
– Use with tests measuring reading
comprehension invalidates the test results
North Carolina Department of Public Instruction
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Assistive Technology (AT) Devices
and Special Arrangements
 Dictation to Scribe
– Use with Writing Assessment invalidates
convention score
– Student must have opportunity to proofread
response(s)
– For multiple-choice tests, how will student
indicate answer?
– How will scribe record student responses?
North Carolina Department of Public Instruction
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Assistive Technology (AT) Devices
and Special Arrangements
 Assistive Technology Devices and
Keyboarding Devices
– For writing assessment, spell check, grammar
check, thesaurus, etc. must be disabled to
receive valid conventions score
– Prediction software, word-recognition software
would invalidate conventions score
– AT Devices that read aloud tests designed to
measure reading comprehension would
invalidate the results
North Carolina Department of Public Instruction
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Special Test Environments
 Hospital/Home Testing (pg. 84)
 Multiple Testing Sessions (pg. 85)
 Scheduled Extended Time (pg. 87)
 Testing in a Separate Room (pg. 90)
North Carolina Department of Public Instruction
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Special Test Environments
 Scheduled Extended Time
– Approximately how much time should student
receive?
– Should be able to complete test in one day (if
not used with Multiple Test Sessions)
– Must allow student bathroom breaks and allow
for lunch if necessary
North Carolina Department of Public Instruction
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Special Test Environments
 Testing in a Separate Room
– Individual or Small Group
– If small group, what is max. for that student?
– Is the student receiving another accommodation
that requires the use of the Testing in a Separate
Room accommodation?
North Carolina Department of Public Instruction
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Special Test Environments
 Multiple Testing Sessions
– How long will each session be?
– Does the student require more frequent breaks?
– Does the student require the test broken up over
multiple days?
– Previous work should be paper-clipped so
student cannot change responses on previous
portions
North Carolina Department of Public Instruction
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Accommodation Notification
Form
 Is required if accommodation chosen by IEP
team/504 committee is not specified in the
Testing Students with Disabilities document
North Carolina Department of Public Instruction
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Accommodation Notification Form
SIDE 1
“The use of unauthorized
accommodations may
invalidate test results.”
within 30 days
WHO: Student Info.
WHEN: Specify test
date and name(s)
This form found on pg. 133-134 of the Testing Students with Disabilities manual
North Carolina Department of Public Instruction
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SIDE 2
WHAT: Describe
accommodation in
detail
WHY: Why the
student needs it
Signatures
North Carolina Department of Public Instruction
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Accommodation Notification
Form (cont’d)
 Accommodation and reason for need must
be clearly described on form
 Signatures must be provided
 Must be submitted to NCDPI within 30
days of IEP team or Section 504 committee
decision OR 2 weeks prior to the test
administration, whichever is sooner
 LEA test coordinator will receive response
stating whether the accommodation will
invalidate the test results
North Carolina Department of Public Instruction
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Common Accommodation
Questions
How does dictation to scribe or word
recognition software affect writing
scores?
 Use of these accommodations invalidates
the convention score. The student would
still receive a content score.
North Carolina Department of Public Instruction
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Can a student receive certain
accommodations for one test and none or
others for a different test?
 Yes, the decision to use accommodations is
on a test-by-test basis and must be
documented in IEP
North Carolina Department of Public Instruction
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How specific does the IEP need
to be?
 Very specific
 Ex. Read Aloud
– Everything read including answer choices
– By student request
 Ex. Separate Room
– Small Group
– One-on-One
North Carolina Department of Public Instruction
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North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
North Carolina Department of Public Instruction
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NCAAAI is an alternate for:
 Grade 3 Pretest – Reading and Mathematics
 End-of-Grade Tests in Reading and Mathematics
at grades 3-8
 Writing Assessment at grades 4, 7, and 10
 High School Comprehensive Test at Grade 10
 End-of-Course Tests in 8 subjects: Algebra I,
Algebra II, Geometry, English I, Biology,
Chemistry, Physical Science, and Physics
 Statewide End-of-Course Field Test in 2 subjects:
Civics and Economics and U.S. History
North Carolina Department of Public Instruction
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Who is it designed for?
 Must have an IEP
 Assigned to grades 3-8 or 10 or enrolled in a
course that requires an end-of-course for credit
 Unable to participate in standard test
administration with or without accommodations
that do not invalidate the test results
 AAP is an inappropriate assessment
 Also available to LEP students who meet specific
eligibility criteria
North Carolina Department of Public Instruction
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Current Format
0
1
2
3
5
6
7
8
0
1
2
3
4
5
6
7
8
1
2
3
Distinguished
Proficient
Novice
Apprentice
Final
Student’s Performance on this
objective is:
Distinguished
Proficient
Apprentice
Novice
Distinguished
Proficient
4
Interim
Student’s Performance on this
objective is:
Not Yet Taught
Novice
Apprentice
The assessor is required to maintain a folder of student work
throughout the year. Materials within that folder should
support the scores assigned to each goal. Materials
contained within the student’s folder must be available for
NCDPI review upon request.
Not Yet Taught
 Folder format
Baseline
Student’s Performance on this
objective is:
Evidence
Baseline – Baseline Student Profile
Final – Final Student Profile
4
5
6
7
8
Competency Goal 1
Ex.
1.01
This is an example of how to document scores.
Read and write word names for numbers to 1,000.
Objective omitted for training purposes.
X
X
X
X
Objective omitted for training purposes.
Grade
1.07
5
X
DRAFT
Apprentice
4 – High
3 – Low
Novice
2 – High
1 – Low
X
Memorize multiplication facts/tables through 10.
Objective omitted for training purposes.
Description of Performance at Assessed Grade-Level
X
Objective omitted for training purposes.
Competency Goal 1: The learner will model, identify and
compute w ith numbers less than 10,000.
Competency Goal 2
Draw and classify polygons and polyhedra (solid figures)
2.01
using appropriate vocabulary: faces, angles, edges, and
vertic es. Describe the rules for grouping.
Objective omitted for training purposes.
Objective omitted for training purposes.
2.05
Observe and describe geometry in the environment.
X
X
X
X
X
X
Objective omitted for training purposes.
X
0
1
2
3
5
6
7
8
0
1
2
3
4
5
6
7
8
1
2
3
Distinguished
Proficient
Novice
Apprentice
Final
Student’s Performance on this
objective is:
Distinguished
Proficient
Apprentice
Novice
Distinguished
Proficient
4
Interim
Student’s Performance on this
objective is:
Not Yet Taught
The assessor is required to maintain a folder of student work
throughout the year. Materials within that folder should
support the scores assigned to each goal. Materials
contained within the student’s folder must be available for
NCDPI review upon request.
Apprentice
Baseline
Student’s Performance on this
objective is:
Evidence
Baseline – Baseline Student Profile
Final – Final Student Profile
Novice
Proficient
6 – High
5 – Low
X
Objective omitted for training purposes.
1.13
Distinguished
8 – High
7 – Low
X
X
Objective omitted for training purposes.
2004-05
The student:
 demonstrates consistent mastery and performance beyond assessed grade-level expectations
 works independently
 understands advanced concepts
 applies strategies creatively
 analyzes and synthesizes
 justifies and elaborates responses
 makes critical judgments
 makes applications and extensions beyond assessed grade-level; applies proficient level
competencies in more challenging situations
The student:
 demonstrates consistent mastery and performance on assessed grade-level academic
standard/expectations
 shows conceptual understanding
 applies strategies in most situations
 responds with appropriate answer or procedure
 completes tasks accurately
 needs minimal assistance
 exhibits fluency and applies learning
 shows some flexibility in thinking
 recognizes cause and effect relationships
 applies and explains concepts
The student:
 demonstrates inconsistent mastery and performance of assessed grade-level academic
standards/expectations
 shows some evidence of conceptual understanding
 has difficulty applying strategies or completing tasks in unfamiliar situations
 responds with appropriate answer or procedure sometimes
 requires teacher guidance frequently
 demonstrates some proficient level competencies but is inconsistent
The student:
 demonstrates minimal mastery and performance of assessed grade-level academic
standards/expectations
 shows very limited evidence of conceptual understanding and use of strategies
 responds with inappropriate answer and/or procedure frequently
 very often displays lack of understanding of grade-level content
 infrequently completes task appropriately and accurately
 needs assistance and guidance continuously
X
Objective omitted for training purposes.
Mathematics
Description of Student Performance
Descriptors
X
X
X
X
Not Yet Taught
Student Name ________________________
Student ID ___________________________
School Name _________________________
School Code ___ ___ ___ ___ ___ ___
LEA Name ___________________________
Circle all that apply: EC LEP
Assigned Grade Level (circle one):
3
4
5
6
7
8 10
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Compare and order fractions using models; describe
comparisons.
Objective omitted for training purposes.
Objective omitted for training purposes.
4
5
6
7
8
Competency Goal 1
Ex.
1.01
This is an example of how to document scores.
Read and write word names for numbers to 1,000.
Objective omitted for training purposes.
X
X
X
X
Objective omitted for training purposes.
1.07
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Compare and order fractions using models; describe
comparisons.
Objective omitted for training purposes.
Objective omitted for training purposes.
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
Objective omitted for training purposes.
Objective omitted for training purposes.
X
0 - Not Yet
Taught
 This objective has not yet been introduced.
(Available for baseline and interim scores only.)
Policies and directions related to the completion of the NCAAAI are found in the NCAAAI Test Administrator’s Guide.
1.13
X
Memorize multiplication facts/tables through 10.
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Competency Goal 1: The learner will model, identify and
compute w ith numbers less than 10,000.
Competency Goal 2
Draw and classify polygons and polyhedra (solid figures)
2.01
using appropriate vocabulary: faces, angles, edges, and
vertic es. Describe the rules for grouping.
Objective omitted for training purposes.
Objective omitted for training purposes.
2.05
Observe and describe geometry in the environment.
X
X
X
X
X
X
Objective omitted for training purposes.
X
 Student work folder
North Carolina Department of Public Instruction
48
Common NCAAAI Questions
What is the student work folder?
 The same folder teachers are probably already
keeping in the classroom for their students.
North Carolina Department of Public Instruction
49
How many pieces of evidence do we
need? What documentation do we need
on the evidence?
 NCDPI is not requiring a specific number of
pieces of work, nor is labeling of corresponding
objective required.
 However, the evidence should show work at
assessed grade level.
North Carolina Department of Public Instruction
50
Can EC students score proficient
on the AAAI?
Achievement Level
Student
Final
Performance
Scale Score
(1–8)
Student
Assessed On
Grade Level
1-2
3-4
5-6
7-8
I
II
III
IV
North Carolina Department of Public Instruction
Student with a
Student without
Significant
a Significant
Cognitive
Cognitive
Disability
Disability
Assessed 3 or
Assessed Below
More Years
Assigned
Below Assigned
Grade Level
Grade Level
I
I
II
II
I
II
III
IV
51
“The decision to place a student with disabilities
on a particular assessment should be made as part
of the IEP process after careful consideration of
the student’s current academic functioning and
how that student accesses the Standard Course of
Study. The addition of guidelines for determining
students with the most significant cognitive
disabilities is a federal NCLB requirement for
reporting purposes and should not affect the
assessment decision of an IEP team.”
DPI/TOPS Staff, TNN announcement 10/6/04
North Carolina Department of Public Instruction
52
Who completes the inventory?
 The school principal assigns the assessor.
The assessor must have training in the
content area being assessed and must work
routinely with the student during
instruction. The NCDPI recommends that
the regular education content teacher
collaborate with the resource teacher to
complete the NCAAAI.
North Carolina Department of Public Instruction
53
Are OCS students required to be
assessed in writing?
 No
For 10th grade students on a block
schedule, can the reading and math
inventories be done in the semester they
have that subject?
 No, the assessment is associated with the
grade and not a course. It must be done over
the entire year.
North Carolina Department of Public Instruction
54
Where can I find more
information about the NCAAAI?
 Test Administrator’s Guide
– For Grades 3-8 and 10
– For End-of-Course
– For End-of-Course Field Tests
 www.ncpublicschools.org/accountability/
testing/ncaaai
 Performance Assessment Summer Institute
North Carolina Department of Public Instruction
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North Carolina Alternate
Assessment Portfolio
(NCAAP)
North Carolina Department of Public Instruction
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NCAAP is an alternate for:
 Grade 3 Pretest – Reading and Mathematics
 End-of-Grade Tests in Reading and
Mathematics at grades 3-8
 Writing Assessment at grades 4, 7, and 10
 High School Comprehensive Test at grade
10
North Carolina Department of Public Instruction
57
Who is it designed for?
 Must have an IEP
 Assigned to grades 3-8 or 10
 Unable to participate in standard test
administration with or without
accommodations that do not invalidate the
test results
 AAAI is an inappropriate assessment
North Carolina Department of Public Instruction
58
Components of AAP
 3 Reading Tasks
 3 Math Tasks
 For grades 4, 7, and 10 – one reading task
must be designated as writing task (from
Essence 4 or 5)
 Tasks are derived from IEP goals and
aligned to Essences of the Standard Course
of Study
North Carolina Department of Public Instruction
59
End-of-Year Processing
 Data must be collected through April 20
 Processing Guide currently in print
North Carolina Department of Public Instruction
60
Upcoming Developments for the
AAP
 Data collection requirement changes
(2005-06)
 Proposed Essences for mathematics
 Development of grade-level standards
North Carolina Department of Public Instruction
61
Where can I find more
information about the AAP?
 Administrative Guide
 Portfolio Development Designee/Teacher
Handbook
 www.ncpublicschools.org/accountability/
testing/alternate
 Performance Assessment Summer Institute
North Carolina Department of Public Instruction
62
Performance Assessment
Summer Institute
 June 27-30
 July 11-14
 July 25-28
 August 8-11
UNC Charlotte
UNC Wilmington
UNC Asheville
McKimmon Center
NC State University
 Separate sessions for new and experienced
teachers (NCAAAI and NCAAP)
North Carolina Department of Public Instruction
63
Guidelines for Making
Decisions for the Participation
of Students with Disabilities in
the NC Testing Program
North Carolina Department of Public Instruction
64
GUIDELINES FOR MAKING DECISIONS FOR THE PARTICIPATION OF STUDENTS WITH DISABILITIES
IN THE NORTH CAROLINA TESTING PROGRAM
Standard Test
Administration
without
Accommodations
Assigned Grade Levels
Types of test
administrations
According to the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), all students with disabilities must
participate in the statewide testing program. As stated in a memo (August 24, 2000) from the U.S. Office of Special Education and Rehabilitative
Services and the U.S. Office of Special Education Programs, “Including all children in assessment programs can help to ensure a high quality
educational experience for each student by creating high education expectations for all children and accountability for the educational results of all
students.” There are several ways in which a student may participate in the North Carolina Testing Program: standard test administration without
accommodations, standard test administration with accommodations, North Carolina Alternate Assessment Academic Inventory (NCAAAI), or
North Carolina Alternate Assessment Portfolio (NCAAP). The following guidelines are for Individualized Education Program (IEP) teams and
Section 504 committees to use when making decisions on how a student will participate in the statewide testing program. These guidelines were
created in a collaborative effort by the North Carolina Department of Public Instruction (NCDPI) Division of Accountability Services and the
NCDPI Exceptional Children Division.
NCCATS:
not available
2004-05

May or may not
have an IEP or
Section 504 Plan2
Assigned to grades
3-8 or 10 according
to the student
management system
(e.g., SIMS or
NC WISE) or
enrolled in a course
for credit that
requires an end-ofcourse test
Standard Test Administration with
Accommodations
North Carolina
Approved
Computerized Adaptive
Accommodations
Testing System (NCCATS)
(other than
NCCATS)
Accommodation
North Carolina
Alternate Assessment
Academic Inventory
(NCAAAI)
(On Grade Level)
North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
(Below grade level)
North Carolina
Alternate Assessment
Portfolio (NCAAP)
Has an IEP or
Section 504 Plan
Has an IEP or Section 504
Plan
Has an IEP
Has an IEP and may or may
not have a significant
cognitive disability
Has an IEP and has a
significant cognitive
disability
Assigned to grades
3-8 or 10 according
to the student
management system
(e.g., SIMS or
NC WISE) or
enrolled in a course
for credit that
requires an end-ofcourse test
Assigned to grades 3-8
according to the student
management system (e.g.,
SIMS or NC WISE)
Assigned to grades 3-8
or 10 according to the
student management
system (e.g., SIMS or
NC WISE) or enrolled
in a course for credit
that requires an end-ofcourse test
Assigned to grades 3-8 or
10 according to the student
management system (e.g.,
SIMS or NC WISE)
Assigned to grades 3-8 or
10 according to the student
management system (e.g.,
SIMS or NC WISE)
To identify students with the most significant cognitive disabilities, all of the following must be true:
• The student requires extensive and explicit instruction to acquire, maintain, and generalize new reading and mathematics skills for independent living.
• The student exhibits severe and pervasive delays in multiple areas of development and in adaptive behavior (e.g., mobility, communication, daily living skills, and self-care).
• The student's IEP annual goals focus on the functional application of academics (reading, mathematics, and writing).
• The student’s performance is evaluated against alternate achievement standards (essences of the standard course of study or 3 or more years below grade level).
Significant cognitive
disability considerations
North Carolina Department of Public Instruction
NCAAAI On
Grade Level
includes EOC
65
North Carolina Department of Public Instruction
66
Resources
 NC Department of Public Instruction.
(February 2003). Testing Students with
Disabilities. Raleigh, NC.
 Council for Exceptional Children. (2000).
Making assessment accommodations: A
toolkit for educators. Reston, VA: Council
for Exceptional Children.
 www.ncpublicschools.org/accountability/
testing/alternate
North Carolina Department of Public Instruction
67
Questions
North Carolina Department of Public Instruction
68