Annual TrainingDistrict Testing Procedures and ReflectionTesting Students with AccommodationsNC Testing Procedures and Policies Handbook

New Hanover County Schools2015-2016

Session Sequence Introductions NC Testing Program Responsibilities of Key

Personnel Brief Updates Training Manuals Training Packets Test Security and

Ethics Irregularity Patterns OTISS Testing Plans and

Google Drive

Security and Materials Checkout

Monitoring Testing Managing NC

Education Accounts Testing Students with

Accommodations NC Test Coordinators

Policy and Procedure Manual

* Writing is paper/pencil for Grades 1-3

EOG (Math, ELA); ACCESS for ELLs

K - 2

4

5

6

7

8

9

10

11

School Accountability Assessments

State LEA School

12

EOG/EOC (Math, ELA); ACCESS for ELLs

EOG/EOC (Math, ELA, Science); ACCESS for ELLs; Aspire

EOG (Math, ELA); ACCESS for ELLs

3 EOG (Math, ELA), ACCESS for ELLs

NC Testing Program

EOG (Math, ELA, Science); ACCESS for ELLs

ACCESS for ELLs

EOC (Math I, Biology, English II); ACCESS for ELLs

EOC/EOG(Math I, Biology, English II);ACCESS for ELLs;PLAN, ALTPLAN,CCRAA

EOC (Math I, Biology, English II); ACCESS for ELLs; ACT; AltACT; CCRAA

EOC (Math I, Biology, English II); ACCESS for ELLs; WorkKeys

Online Required: Grade 8 Aspire, Grade 8 Science, English II, Grade 11 ACT Accommodations Requests, ACCESS Grades 1-12*

Go to: https://todaysmeet.com/2015-16Testing

Let’s watch a fun video:◦ https://www.youtube.com/watch?v=Y66drwnTiwU

◦ https://www.youtube.com/watch?v=zXkmiGKjouQ

◦ https://www.youtube.com/watch?v=mIdhw1R4xys

Questions, comments, suggestions?

Collaborative System of Support

Instructional Services

Testing and Accountability

Student Support

Karen Greene - Medical Exceptions - Transition to Online for Aspire, ACCESS, ACT Accommodations - Historical Audits - Graduation Exit files - OTISS; Test Monitoring - Training - Data Corrections

Jackie Swartwout -AIG materials -Calculators -Scanning -SchoolLink

Kristi Swain - District Testing Program - Test Plans - Test Monitoring - Training - Online Testing (NC Ed and NCTEST)

Elizabeth Murray- Data website- SCHOOLNET- -SIT

Julie Askew

Liaisons

Ann Mason

Sean Gould, ESL - Training ESL Teachers to administer ACCESS; W-APT

Donna Sloan, AIG - Training teachers to administer DAP - Training teachers to administer CogAT, ITBS, OLSAT

Stefane Beddard - Read to Achieve - ELA (3-8) Benchmark Assessments

Barbara Ussary - Science (5/8) Benchmark Assessments

Katie Martin - Math (6-12) and Science 9-12 Benchmark assessments

Susan Hitt - ELA (9-12) Benchmark Assessments

SchoolNet is managed by Testing and Accountability Department◦ WorkOrders (Test Name, School Name, Grade, Teacher name,

student names) NEW HIRE◦ Elizabeth is disaggregating benchmark data and working with

school teams. Assessment guides will be reviewed prior to training New naming conventions for Testing Plans Two Schools are participating in state-created Proof

of Concept Math 5 Benchmark Assessments CTE post-tests for middle school will be

administered at the end of the school year only ONLINE: ACCESS; Aspire, English II, ACT

accommodations request, Grade 8 Science*

Updates for 2015-2016:

The following are permitted during testing without prior approval◦ Ear plugs/Headphones◦ Edible reinforcement◦ Bouncy chair/ball◦ Fidget toy/Pencil grips◦ Reading tracker◦ Food/drink/gum

The following is prohibited for general education students◦ Study carrel

Smartwatches are prohibited for both students and adults

Updates

Testing Security: Protocols and Procedures for School Personnel

Testing Students with Disabilities

Guidelines for Testing Students Identified as LEP

NC Test Coordinators’ Policies and Procedures Handbook

Training Manuals

What’s in your training packet?

Secure state tests (including field tests and/or special studies) shall not be copied, filed or used in instructional activities.

School personnel and proctors must neither disclose the contents of the test nor discuss with each other or students specific test questions or info. contained within the test.

Excerpts from the test must not be used at any time for classroom instruction.

Access to the tests shall be limited to school personnel who have legitimate need.

Test Security (See Testing Security manual)

Testing Code of Ethics

Proctor’s Guide

Proctor’s statement of accountability

Testing Ethics

2014-2015 Irregularities Data

Sick Teacher/Proctor Accommodations Interruptions Cell Phones0

5

10

15

20

25

30

25

20

7 6

3

Documenting Irregularities: OTISS Accounts Log in to OTISS

Please remember to register for/ reactivate your OTISS account.

OTISS state website

OTISS Manual

Handout: OTISS Testing Irregularity Submission Instructions

Testing Plans

All Testing Plans, Extend 1 Rosters & Read Aloud Rosters MUST be uploaded to our Google Drive Folder

Testing Materials can not be released until testing plans are uploaded & shared

See handout for test plan naming conventions

Testing plans (testing office MUST have this PRIOR to checking out materials)

Extend 1 rosters: Due in November Read aloud rosters: Due prior to precoding Test administrator/proctor training sign-in

sheets due at materials pick up All forms are on our website:

www.nhcs.net/testing◦ Under “for testing coordinators” – “rosters, forms

& guides”

What documents do you need to upload and share with us in Google Drive?

Uploading test plans to Google Drive Save the document to your computer.

Open your e-mail & click on and then select, DRIVE.

Click on the “settings” button on the top-right of the screen.◦ Place a check in the box preceding Convert

uploaded files to Google Docs editor format.”

Secure Material Check Out Process Count ALL secure materials and verify numbers BEFORE

you leave the Testing Office. Testing Department staff will verify inventory.

Once you sign/initial the check out sheet, YOU are responsible for that number of secure material for the duration of testing.◦ Test coordinators must submit training rosters to Testing on the day

materials are picked up

Check out documentation MUST include date, test name, test administrator name (Kristi is sharing samples)

Testing Office Procedures

School Procedures

Monitoring Testing Test Day Walkthroughs

Prepare front office staff for our potential visit

Google Docs Monitoring Template◦ Testing storage ◦ Accommodations match IEP/504 & Review of Accommodations

Forms◦ Test Coordinator is unencumbered ◦ TA & proctor ◦ Hall monitor◦ “Testing, Do Not Disturb” signs on front doors and classrooms◦ All test administrators must be licensed staff

NC Education

Log in to NC Education: https://center.ncsu.edu/nc/login/index.php

Make sure you are linked to your school – if not, click here for directions

You have copies of the directions in your packet, too.

SDA teachers who will administer the EXTEND1 need to be linked to the school

Proof of Concept teachers need to be linked to school

Refer to your manual

Testing Students with Accommodations

This training covers highlights pertaining to student accommodations.

It is NOT intended to take the place of reading NCDPI publications on this topic, including Testing Students with Disabilities (TSWD) and Guidelines for Testing Students Identified as Limited English Proficient.

Page numbers in this presentation reference the 2015 edition of the TSWD publication.

Individuals administering test to students who receive accommodations must have detailed training on the specific accommodations they will provide.

INTRODUCTION

Plan Types Individualized Education Plan, IEP- for students with disabilities who require

specialized instruction in addition to accommodations, entered in Goalview

Americans with Disabilities Act Section 504 Plan, 504- for students with a disabling condition that impacts a major life functioning and do NOT require specialized instruction, accommodations entered in PowerSchool

Limited English Proficient Plan, LEP Plan- for students receiving LEP services due to a qualifying score on the W-APT or most recent ACCESS score, accommodations entered in PowerSchool◦ LEP students who have IEPs – Accommodations are entered into Goalview ONLY

Transitory Impairment Documentation- for students with a temporary disabling condition lasting six months or less who needs accommodations, accommodations entered in PowerSchool

Individual Health Plan, IHP- for student whose health problem could be a deterrent to learning and who could benefit from special interventions either from school health services or other school personnel, not eligible for “test accommodations,” can have food and drink, student-initiated breaks

22

G.S. 115C-174.12 (page 2)

The State Board of Education’s policies regarding the testing of children with disabilities shall◦Prohibit the use of statewide tests as the sole determinant of decisions about a student’s graduation or promotion.

23

Alternate Assessments (page 3) College and Career Readiness Alternate

(CCRAA) for ACT PLAN, ACT NCExtend 1

Students with 504s may receive all of the accommodations, but cannot participate in alternate assessments.

24

Alternate Assessments

Extended Content Standards

Students with significant cognitive disabilities

NCEXTEND1Grades 3-8 ELA/MathGrades 5 and 8 ScienceGrade 10 ELA, Math, ScienceGrade 11 ACT, ACCESS for ELLs

IEP must include all three subjects.

Modified Assessment

Student’s disability precludes him/her from achieving content area proficiency, as demonstrated by objective evidence on multiple measures.

Career & college readiness alternate assessment (alt. ACT),PLAN alternate assessment

Responsibilities of Key Personnel

LEP Coordinator

LEA Testing Director (Testing

Department)

LEA Director of Exceptional

Children

School Administrators

Develop annual testing calendar.

Train school TCs on annual tests.

Develop a system to monitor schools’ implementation of state policies, including students receiving testing accommodations.

Analyze and communicate assessment data

Inform parents of annual testing requirements.

Review IEPs annually.

Monitor accommodations.

Develop school-based test plan.

Train test administrators and proctors before test day.

Upload accommodations files to DPI.

Train staff on IDEA.

Monitor annual IEP Reviews.

Monitor accommodations.

Monitor accommodations in Powertschool and ELLevations

Monitor annual LEP Reviews.

Monitor accommodations.

TSWD Publication (page 4) Students Parents IEP Teams Section 504 Committee Members Teachers Directors of Instruction Exceptional Children Directors LEA Test Coordinators Principals

These individuals must review the TSWD publication before making decisions about students with disabilities who may be participating in the NC Testing Program.

27

What are Testing Accommodations?

Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others

Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores

Are used for equity, not advantage, and serve to level the playing field

Allow students to access the standard test administration

28

What are Testing Accommodations?

Must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, Transitory Impairment Plan or Limited English Proficient (LEP) documentation

Must be used regularly during instruction and similar classroom assessments administered throughout year

It is not appropriate to recommend the provision of accommodations during test administrations if the purpose is to potentially enhance student performance beyond providing equal access and opportunity to perform.

29

Accommodation vs. Modification Accommodation allows student to

access test but does not change the test

State tests allow accommodations Modifications change the test

◦ Fewer answer choices◦ Alternate methods of responding to

questions◦ Shorter passages◦ The only modifications allowed on

state tests are those in the form of alternate assessments

30

Instructional vs. Testing Accommodations

31

Mark in Book

Extended Time

Large Print

Separate Setting

Graphic Organizers

Scaffolding

Peer Tutor

INSTRUCTIONAL

TESTING

Teacher Notes

Who is Eligible for Accommodations? (See Pages 27-28)

Current EC students who are under 22 and have not previously graduated with a diploma.

A student with disabilities who has a Section 504 Plan

A student with a short-term impairment who has a Transitory Impairment Plan

A student identified as LEP who has scored below 5.0 in reading on the ACCESS or W-APT

32

Who Determines Accommodations?

For a student with disabilities: IEP Team Section 504 / Transitory Impairment

Committee

For a student identified as Limited English Proficient (LEP):

School-based team/committee

33

Parent Notification (page 9) Local personnel must ensure any

consequences resulting from the provision and/or use of an accommodation or alternate assessment are explained to and understood by parents/legal guardians/surrogate parents and students who are age 18 or older.

34

Joint Responsibility (page 9) All teachers, IEP Teams, and Section 504

Committees, including parent(s), guardian(s), and surrogate parent(s), must be informed about the A. state testing requirements at each grade levelB. guidelines governing the provision and use of testing accommodationsC. guidelines governing the administration and use of alternate assessments

35

Authoritative Data Sources for Testing Accommodations

LEP

PowerschoolEach school LEP Teacher completes LEP Testing Accommodations Chart prior to sharing with data manager for data entry.

ELLevations (3rd Party)

EC

Comprehensive Exceptional Children Accountability System (CECAS)

GoalView (3rd Party)

504 Plans

PowerSchool

Each school 504 Coordinator must complete the 504 Testing Accommodations Chart prior to communicating to data manager for data entry.

Documentation of Accommodations

All testing accommodations must be documented:

◦IEP: Goalview & Review of Accommodation Form (ROA)

◦504 Plan: PowerSchool & ROA

◦Transitory Impairment Plan: PowerSchool & ROA

◦LEP Plan & PowerSchool, ELLevations & ROA

37

Documentation of Accommodations

Whatever is documented must be used on day of test

School TC should have copy of documentation as soon as it is generated by the authoritative source

30 Day Rule (Calendar Days)– should not change accommodations immediately prior to test

38

NEW Students MUST be notified of testing room, accommodations that will be provided and test administrator’s name

NEW Communicating Accommodations to Students BEFORE Assessments

Routinely Used Accommodations (page 5) If a student has not been provided the

accommodations documented on the IEP or Section 504 Plan during instruction, the student is still to receive the accommodations specified in the plan for the state-mandated tests.

Is NOT an automatic misadministration.

40

Accommodations that Invalidate Test Scores (page 6)

Read aloud reading test (other than PLAN) Interpreter signs an English II EOC or

ELA EOG test Assistive technology that reads aloud

English II EOC or ELA EOG test Calculator on calculator inactive Testing prior to the school’s

scheduled testing date

41

Examples of Accommodations

42

Assistive Technology

Braille Edition

Dictation to a Scribe

Large Print Edition

Sign Language Interpreter

Dictionary/

Electronic

Translator

Read Aloud Multiple Test SessionsExtended TimeSeparate Setting

STUDENTS IDENTIFIED AS LEP

STUDENTS WITH DISABILITIES

General Test Administration

Testing with Accommodations

Participation in an Alternate Assessment◦ NCEXTEND1 – Students having a significant cognitive

disability

Procedures for Determining Test Participation

Section C

Process for Identifying Accommodations

IEP/504/LEP Teams

Identify Instructional

accommodations and

accommodations for classroom assessments.

Identify state-mandated

assessments in which the

student will participate.

Identify accommodation

s for state-mandated

assessments, if needed.

State-approved accommodations for state tests may also be used on the NAEP test if the IEP team/504 committee decide it’s appropriate.

Some state-approved accommodations are not approved for use on the NAEP and must be submitted for approval to: NAEPInclusion@dpi.nc.gov before use.

Page 25 lists frequently provided NAEP accommodations.

Noble and Trask Grade 8 participating

National Assessment of Education Progress (NAEP)

Limited English Proficient (LEP) Students

All testing accommodations for these students must be listed in the IEP or Section 504 Plan, including accommodations given only for LEP reasons, like use of a word-to-word translation dictionary.

Students with Disabilities also Identified as LEP

LEP Testing Accommodationsfor EOGs/EOCs

• Information in this presentation about eligibility for and assignment of LEP testing accommodations is accessible in the state publication Guidelines for Testing Students Identified as Limited English Proficient, published September 2015 (enclosed).

• Notice the bulleted list of updates in front

LEP Testing Accommodations for EOGs/EOCs

Step 1: Identify LEP students

• A copy of every completed Home Language Survey (even the ones that only list English) should be sent promptly to Sean Gould [What procedures are in place in your school to assure this?]

• Home Language Surveys are evaluated to determine when a student first entered US Schools and who is…

an immigrant, by Title III definition, whether second language English or not; already LEP in North Carolina; LEP with scores available from another WIDA state; or in need of W-APT testing, to determine if LEP.

• Appropriately identified students are entered into Powerschool AND Ellevation, the ESL online database• If IEP then enter accommodations into Goalview only

LEP Testing Accommodations for EOGs/EOCs

Step 2: Determine eligibility for testing accommodations

• Eligibility for first-year ELA/English II exclusion—“Exemption” is really a misnomer—federal law “exempts” no one, but will accept the most recent W-APT or WIDA ACCESS reading subtest score as a reading/ELA/English II test for the student’s first twelve months in US schools. While math and science language are included in those tests, they do not in any way test math or science knowledge, so LEP students are never “exempt” from these tests.

first year (initial 12 months) in US schools AND W-APT or WIDA ACCESS reading subtest score below 4.0

[Expanding]

• Eligibility for LEP testing accommodations student must be LEP AND student must have a WIDA reading score below 5.0

[Bridging]

LEP Testing Accommodations for EOGs/EOCs

Step 3: Determine each student’s testing accommodations utilizing these considerations… the student’s current level of English proficiency

• the level of previous schooling in the student’s home language

• the amount of schooling and instruction the student has received in US schools

LEP Testing Accommodations for EOGs/EOCs

Step 3 (con’t): Determine each student’s testing accommodations utilizing these considerations and choosing from these possibilities… • 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) (not for ELA/English test)

• Computer Reads Test Aloud—Student Controlled (not for ELA/English test)

• Testing in a Separate Room

LEP Testing Accommodations for EOGs/EOCs

Step 4: Completion of the3-8 LEP Plan (ESL Modifications and Accommodations) or 9-12 LEP Plan (ESL Modifications and Accommodations) • Forms are located at

• http://www.nhcs.net/ESL/ESL_Resources.htm Select, FORMS.

• The ESL teacher fills out the form and suggests appropriate modifications and accommodations.

• Content teachers check the appropriate modifications and accommodations they agree to provide. (They may replace some suggested modifications and/or accommodations with appropriate replacements that meet students’ linguistic needs.)

• Each teacher retains a copy of the completed form and one copy is kept in the student’s Mod 2 folder.

LEP Testing Accommodations for EOGs/EOCs Step 5: The ESL teacher enters testing accommodations into the Ellevation

(online 3rd party) database, taking the information from the 3-8 LEP or 9-12 LEP Plan and the LEP Accommodations Chart.

The data manager (or designee) enters testing accommodations into Powerschool using the LEP Accommodations Chart• No accommodation entries are made for any student with an IEP, 504

plan, or transitory impairment plan (any necessary LEP accommodations are documented in the proper plan, and must not be duplicated in the ESL accommodations record).

• All other LEP students taking tests without accommodations (whether ineligible or just not assigned) should be entered as such.

• Assigned LEP testing accommodations must be entered into the Powerschool and the Ellevation system.

• At the start of each month, Sean Gould will download all accommodations records and provide them to Accountability, where they will be uploaded to the testing shell.

LEP Testing Accommodations for EOGs/EOCs

Step 6: Confirmation of assigned testing accommodations prior to testing• At the TCs request, the ESL teacher produces a print-out of

documented LEP accommodations AND school designee prints accommodations form Powerschool.

• The TC and ESL teacher review documented accommodations to assure accuracy.

• Assigned first year “exemptions” should be confirmed with Sean Gould, to assure that they are appropriately documented in the LEP.

• TCs who wish to view the Ellevation database directly will go to www.ellevationeducation.com. Sean Gould can provide a username and password. (Treat this information with as much care as your PowerSchool password, as it accesses equally personal student information.)

A student may receive testing accommodations if identified with an impairment with an actual or expected duration of six months or less.

Completed Transitory Impairment form must be kept on file at school AND at the district testing office. Accommodations must be recorded in Powerschool

Transitory Impairment

Changes in Testing Accommodations Before Testing Accommodations should be routinely used.

Changes to accommodations must be made at least 30 calendar days before the first day of testing.

Discuss the decision thoroughly with the student so that he/she understands purpose of accommodation and consequence for not using the accommodation.

Detailed Instructions on p 31◦ Administer the assessment without the

accommodation, but contact school TC School EC Case Manager will contact parent via phone TA documents the refusal on the ROA NEW: School EC Case Manager MUST follow up in

writing Parent may request (in writing) a retest BEFORE test

results are communicated IEP Team must meet

Procedures When a Student Declines an Accommodation

School team must apply for permission to use the accommodation.

Administrator completes a Notification of Accommodations form and submits it to the Testing Department.

Testing Department will submit to DPI.

Examples

Use of Accommodations Not Described in Publication

Medical Exception There may be some rare circumstances in which a

student cannot take a state assessment during the entire testing window, including makeup dates, due to a significant medical emergency and/or condition.◦ Students in the final stages of terminal or degenerative

illnesses ◦ Students receiving extensive short-term medical treatment

due to a medical emergency Test coordinator or principal submits request to the

Testing Department at: https://docs.google.com/a/nhcs.net/forms/d/1YbRbd2FUC3lt4G3EjiXvq1CjYU9zfkhJxPou8reUqMA/viewform?usp=send_form

All assessments for which the student is eligible must be included

IV. Testing Accommodations: Descriptions and Procedures

Accommodations for North Carolina Developed Assessments

Special Print Versions p.45

Assistive Technology and

Special Arrangements

Special Test Environments

See Appendix A (p 129): Questions for IEP Teams/Section 504 Committees to Consider

Special Print Versions

Braille Edition p 47 ◦ Change in Braille to Unified English Braille (UEB)◦ EC is aware of the change◦ See phase timeline on p 47

Large Print Edition One Test Item Per Page Edition Must be documented in Goalview/CECAS Testing Department must confirm order by April 1, 2016.

Large Print Edition The majority of Large Print Editions are printed on 11” x 17”

paper and use 22-point Verdana font.

Students should be provided similar practice experiences through the year during classroom instruction.

Students must be provided “Student Marks Answers in Test Book” in conjunction with Large Print.

Students may also need Scheduled Extended Time, Multiple Sessions, and/or separate setting in conjunction with Large Print.

If the student requires BOTH Large Print AND One Item Per Page this is a special testing accommodation requiring a Accommodation Notification Form. Be aware that the combination of these accommodations produces a HUGE document.

Review the new information regarding diabetics and snacks p44

Keyboarding devices Speech recognition systems Alternative keyboards, “sticky keys”, touch screens Screen enlarging programs Accessibility options (if it doesn’t invalidate the test) Recording responses on audiotape

No device can be used to read aloud a test if it is a Reading test. This invalidates the test.

“Talking Calculators” can only be used for calculator active portions of a test. Must use headphones or be in a one-on-one test.

Contact Cindy Booth for Assistive Technology questions.

Assistive Technology Devices

Interpreter/Transliterator Signs/Cues Test

Description The Interpreter/Transliterator Signs/Cues Test

accommodation allows a student to use the services of an interpreter or transliterator to sign or cue the directions and the content of a test during the test administration

Must have a test administrator to read directions and test items. This can be the same person who cues/signs the test. A proctor is still required.

Cannot cue/sign a reading test! This invalidates the test and is similar to reading the test aloud.

Must have testing in a separate room (small group or one-on-one) in addition to this accommodation.

Description The Student Marks Answers in Test Book accommodation

allows a student to circle his/her responses to test questions directly in the test book during the test administration.

Considerations Does the student use the Student Marks Answers in Test Book

accommodation during regular classroom instruction and similar classroom assessments?

Does the student have difficulty transferring information or staying focused? Does the student have mobility, coordination, or motor limitations?

Student Marks Answers in Test Book

Students must not be provided answer sheets. Students are directed to record answers in the test book.

After testing is complete, in a group setting, one person must transcribe the results, another person must check the transcription and a third person must be present as a witness. All three individuals must sign the outside cover of the test book.

Transcribed test books must be separated from

regular test books upon return to the Testing Office.

Student Marks Answers in Test Book

Students record answers directly in the test booklet on grid provided.

Develop a process to help students clearly indicate their final answer in the test booklet.

No changes are made to student answers; the answer must be transcribed as written.◦ Do not change mixed numbers to improper fractions or

decimals.

◦ If answer has more characters than there are spaces, start from the left and record what is written until the spaces are filled.

Student Marks Answers in Test Book

Gridded-response Items

Description The Student Reads Test Aloud to Self accommodation permits

the student to read the test aloud to him/herself during the test administration.

Considerations Does the student routinely use the Student Reads Test Aloud to

Self accommodation during regular classroom instruction and similar classroom assessments?

Will the student use a device (e.g., PVC elbow pipe, whisper phone) while reading the test that allows the student to hear him/herself read?

If the student will be provided this accommodation, has the Testing in a Separate Room accommodation been discussed?

Student Reads Test Aloud to Self

To ensure the validity of the test, students provided the Student Reads Test Aloud to Self accommodation must also be provided the Testing in a Separate Room accommodation (one-on-one).

No other students are to be present in the room during the test administration.

A test administrator or proctor may not correct the student as he/she reads aloud.

A test administrator or proctor may not read any part of the test to the student unless the student also has the Test Administrator Reads Test Aloud accommodation.

Student Reads Test Aloud to Self

Description The Test Administrator Reads Test Aloud

accommodation permits the test administrator to read aloud test directions and content to a student during the test administration (for state tests that do not measure reading comprehension).

Note To ensure the validity of the test, students provided

the Test Administrator Reads Test Aloud accommodation must also be provided the Testing in a Separate Room accommodation (small group or one-on-one).

Test Administrator Reads Test Aloud

Considerations Does the student routinely have tests read aloud during regular

class instruction and other assessments? Would the student’s functioning reading level affect his or her

performance on a state test that does not measure reading comprehension?

Would the student be comfortable requesting test items be read aloud?

How does the student feel about being tested in a separate room? If the Testing in a Separate Room accommodation will be

provided, will the test administration be one-on-one or in a small group?

Should the student be provided the Scheduled Extended Time or Multiple Testing Sessions accommodation?

Test Administrator Reads Test Aloud

Details MUST be Specified (examples) A student who is to have every word (including words on

maps, tables, graphs, charts, computer screen, etc.) read aloud during the test administration.

A student who is only to have words read aloud upon the student’s request.

A student who does not require that numbers in mathematics tests be read aloud.

A student who only requires this accommodation when there is greater content or unknown vocabulary words on a test but does not need the accommodation for tests with shorter sentences.

Test Administrator Reads Test Aloud

Description The Computer Reads Test Aloud—Student

Controlled accommodation permits the student to control which portions of the online test are read aloud by clicking a button beside the desired block of text. As with all accommodations for North Carolina tests, (1) the use must be documented in the current IEP or Section 504 Plan, and (2) the accommodation must be routinely used during classroom instruction and similar classroom assessments.

The volume on the computer needs to be adjusted before the testing session begins

Computer Reads Test Aloud

3 Methods The traditional Test Administrator Reads Test Aloud Computer Reads Test Aloud—Student Controlled A combination of the two methods

Considerations Students receiving the Computer Reads Test Aloud—

Student Controlled accommodation must also receive the Testing in a Separate Room accommodation (one-on-one) unless using headphones.

Test Administrator may read items or portions of items to a student if they also have Test Administrator Reads Aloud accommodation.

Computer Reads Test Aloud

Limitations This option is not designed to read all parts of the

computer screen (graphics, graphs, or tables within a test item; drag-and-drop item answer choices; etc.)

The volume cannot be modified through the computer once the secure browser has been launched unless there is a volume control feature on the headphones themselves.

Note Must be documented in Goalview/CECAS according

to the timeline or the accommodation will not be available for online testing.

Computer Reads Test Aloud

Braille Writer / Slate Cranmer Abacus Dictation to Scribe Magnification Devices

These accommodations are infrequently used, but are available. The Testing Students with Disabilities Handbook has specific advice and procedures for implementing these accommodations.

Other AT Devices and Special Arrangements

Multiple Test Sessions allows the total test administration time to be

divided into mini-sessions as determined by the individual needs of the student

Scheduled Extended Time allows the tests to be administered during a

scheduled extended period of time

Testing in a Separate Room allows a student to take a test in a separate room in

a one-on-one or small group administration

Special Testing Environments

Considerations Does the student typically require extra time over several

days to complete classroom assignments and similar classroom assessments?

Can the student finish the test within the given time constraints but with more frequent breaks or over multiple days?

Does the student need additional time to complete the test (i.e., the Scheduled Extended Time) in addition to more frequent breaks or the test given over multiple days?

Does the student routinely use a special test environment accommodation during regular classroom instruction and similar classroom assessments?

Special Testing Environments

Details MUST be Specified

to begin the test on the same day as the general administration and complete the test on the consecutive school day

to test for a specified time period (e.g., 15 minutes), then take a break (e.g., five minutes), and then test again for a specified time period, etc.

to complete a predetermined number of test items or selections (e.g., 10 items; 2 reading selections), then take a break (e.g., three minutes), and then complete the next predetermined set of test items, etc.

Multiple Test Sessions

The Assessment Guides for testing specify an estimated test time and a maximum test time. For Scheduled Extended Time, the amount of additional time should be specified based on the maximum testing time allowed.

Details MUST be Specified a multiple of the designated administration time

(e.g., 1.5 times the designated administration time)

a specified amount of time (e.g., 1 hour beyond the designated administration time)

Scheduled Extended Time

Details MUST be Specified

Accommodation is to be provided in a one-on-one setting or a small group setting

The maximum number of students for a small group test administration is determined at the local level but must be documented in the student’s current IEP or Section 504 Plan

Testing in a Separate Room

V. Monitoring Accommodations

Review of Accommodations

The Review of Accommodations form must be completed for students who have accommodations documented in a IEP, 504 Plan, and/or LEP Plan.

The Review of Accommodations form assists teachers/administrators in answering essential questions pertaining to student accommodations.◦ Is the child using the documented testing

accommodations?◦ Are the documented accommodations appropriate for

the student’s needs?◦ What data is used to assist in reviewing and updating

IEPs?

Review of Accommodations Form: Process for Completion

School TC is responsible for ensuring the process

is completed.

EC Chair/Case Manager generates IEP: State Testing Report in Goalview

504/LEP: Powerschool

School EC Chair/Case Manager completesBEFORE TESTING

section of forms.

School TC distributes forms to test administrator.

Test administrator completes DURING/AFTER

TESTING section of form.

School TC reviews form for completion.

Principal signs attestation form.

Forms are filed with the students’ accommodations documentation for at least

one year to assist with reviews.