Making Wise Decisions about
Participation in the Statewide
Testing Program:
Unlocking the Mysteries of Testing
Conference on Exceptional Children
November 2004
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
Kevin Murphy, Division of Accountability Services,
Testing Policy and Operations
Pam Biggs, Division of Accountability Services,
Testing Policy and Operations
2
Topics for Discussion
 What tests are required?
 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
3
The North Carolina Testing
Program: Grades 3-8
Every student in membership must participate
in the following paper and pencil test or
alternate assessment:
 Grade 3 Pretest – Reading and Mathematics
 End-of-Grade Tests in Reading and
Mathematics at grades 3-8
 Writing Assessment at grades 4 and 7
4
The North Carolina Testing
Program: Grades 9-12
Every student in membership must participate in the
following paper and pencil test or alternate
assessment:
 Writing Assessment at grade 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 Tests in 2 subjects:
Civics and Economics and U.S. History
5
2004-05 Testing Requirements
for Graduation*
Competency
(Reading and
Mathematics)
Computer
Skills
Career Prep
College Tech Prep
College/University
Prep
Occupational
(OCS)
YES
NO
YES
As specified in
IEP
*Students must also fulfill course of study requirements
6
Test Administration Options
Standard Test Administration
Standard Test Administration
with Accommodations
Alternate
Assessment
7
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.
8
Reasons for Wanting Students
with Disabilities in the
Accountability System
9
Reason 1
 For an Accurate Picture of Education
10
Reason 2
 For Students with Disabilities to Benefit
from Reforms
11
Reason 3
 To Make Accurate Comparisons
12
Reason 4
 To Avoid Unintended Consequences of
Exclusion
13
Reason 5
 To Meet Legal Requirements
14
Reason 6
 To Promote High Expectations
15
Reason 7
 To Promote Access to the General
Curriculum for Students with Disabilities
16
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
Pg. 104
NC Alternate
Assessment Portfolio
(NCAAP)
NC Alternate Assessment
Academic Inventory
(NCAAAI)
17
Standard Test Administration
18
What is the layout of the test?
 EOG: 3 parts comprise the test. Calculator
Active, Calculator Inactive, and Reading
Comprehension.
 All three parts are in one test book. The number of
pages in an EOG book is ~72 and in an EOC book
is ~32 - 72
 For graphics, grey-scale, not color, is used.
 Font: Serif font similar to Times New Roman
 Point size: Most text is printed in 12 point.
Exponents, footnotes, points on a graph, etc., are
often printed in 8 point. Chart or reading selection
titles may be larger.
19
Test Layout (cont’d)
 1-6 questions may fit on a page. See Sample
questions.
 Tests are only offered in English. Directions are
spoken in English.
 Multiple questions may apply to a reading
selection, table, chart, or political cartoon (EOC).
Students may have to flip back and forth in book
to determine the answer.
20
Estimated Time to Complete the Test
 Varies per grade level
 Calculator Active: 130 – 133 minutes with one 3-
minute stretch break
 Calculator Inactive: 65 – 68 minutes with no
stretch break
 Reading Comprehension: 127 – 130 minutes with
two 3-minute stretch breaks
 End of Course: 120 minutes with one 2-minute
stretch break.
21
How many days does it take to complete
the test?
 EOG: LEAs may choose a 2- or 3-day
administration schedule. Check with your
principal.
 EOC: 1-day administration schedule.
22
Number of Test Questions
 Calculator Active: 56 questions
 Calculator Inactive: 24 questions
 Reading Comprehension: 50 – 56 questions
 End-of-Course: 60-100 questions
23
Directions
 No directions are in the test book. Students
must listen to instructions about how to
complete the test.
24
Test Material
 EOG: Calculator, graph paper, formulas
(attached), blank paper, etc.
 EOC: Calculator, graph paper, formulas
(attached), reference tables (separate), blank
paper, etc.
 Rulers: Grades 3 – 8
 Protractors: Grades 5 - 8
25
Test Setting
 Consider the settings that your school uses
for a standard administration.
 One administrator and one proctor walk
about the room.
26
Resources
 Answer sheet: One answer sheet is used for
all three components of EOG
http://www.ncpublicschools.org/accountabil
ity/testing/eog/answersheetsample.pdf
 Sample test questions, formula sheets, graph
paper, reference tables, and general
information on test development:
http://www.ncpublicschools.org/accountabil
ity/testing/
27
Standard Test Administration
with Accommodations
28
Accommodations can be used on:
ALL state-mandated tests
Accommodations that would invalidate the
test results may vary between tests.
29
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
30
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.
31
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.
32
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.
33
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
34
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
35
Approved Accommodations for
NC Tests at Grades 3-8 (pg. 40)
36
37
Approved Accommodations for
NC Tests at Grades 9-12 (pg. 41)
38
39
Approved Accommodations for NC
Tests with Graduation Requirements
(pg. 42)
40
41
Modified Test Formats
 Braille (pg. 45)
 Computer Skills Portfolio Assessment
Accommodation (CSPAA) (pg. 46)
 Large Print Edition (pg. 50)
 One Test Item Per Page Edition (pg. 53)
42
Assistive Technology (AT) Devices
and Special Arrangements
 AT Devices (pg. 55)
 Braille Writer/Slate and Stylus (and Braille
Paper) (pg. 62)
 Cranmer Abacus (pg. 64)
 Dictation to Scribe (pg. 66)
 Interpreter/Transliterator Signs/Cues Test
(pg. 70)
43
Assistive Technology (AT) Devices
and Special Arrangements (cont’d)
 Keyboarding Devices (pg. 73)
 Magnification Devices (pg. 76)
 Student Marks Answers in Test Book
(pg. 78)
 Test Administrator Reads Test Aloud
(pg. 80)
44
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)
45
Accommodation Notification
Form
 Is required if accommodation chosen by IEP
team/504 committee is not specified in the
Testing Students with Disabilities document
46
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
47
SIDE 2
WHAT: Describe
accommodation in
detail
WHY: Why the
student needs it
Signatures
48
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
49
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.
50
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
51
How specific does the IEP need
to be?
 Very specific
 Ex. Read Aloud
– Everything read including answer choices
– By student request
 Ex. Separate Setting
– Small Group
– One-on-One
52
North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
53
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
54
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
55
What’s new for 2004-05
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
 New 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
56
Common NCAAAI Questions
57
What is the student work folder?
 The same folder teachers are probably already
keeping in the classroom for their students.
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.
58
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
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
59
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.
60
Are OCS students required to be
assessed in writing?
 No
If OCS students are 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.
61
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
62
North Carolina Alternate
Assessment Portfolio
(NCAAP)
63
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
64
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
65
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
66
Where can I find more
information about the AAP?
 Administrative Guide
 Portfolio Development Designee/Teacher
Handbook
 www.ncpublicschools.org/accountability/
testing/alternate
67
Guidelines for Making
Decisions for the Participation
of Students with Disabilities in
the NC Testing Program
68
GUIDELINES FOR MAKING DECISIONS FOR THE PARTICIPATION OF STUDENTS WITH DISABILITIES
IN THE NORTH CAROLINA TESTING PROGRAM
NCCATS:
availability
yet to be
determined
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.

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
NCAAAI On
Grade Level
includes EOC
69
70
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
71
Questions
72