Testing Students with Disabilities Publication

Information from this presentation is located in:

Testing Students with Disabilities publication

Testing Students with Disabilities Website:

www.ncpublicschools.org/accountability/policies/tswd/

Testing Accommodations Website:

www.ncpublicschools.org/accountability/policies/accom/

Sections of TSWD Document

A. Introduction

B. Responsibilities

C. Procedures for Determining Participation

D. Testing Accommodations – Descriptions and Procedures

E. Monitoring Accommodations

F. North Carolina Alternate Assessments

G. Appendices

A. Introduction

• Federal and state policy on testing and accountability systems

• North Carolina Standard Course of Study

• General information on accommodations

• General information on alternate assessments

• Students with Disabilities =

Current IEP or Section 504 Plan

B. Responsibilities of the LEA Test Coordinator and EC Director/ Section 504 Coordinator• Joint responsibilities

– Disperse information– Establish monitoring systems– Ensure accommodations documentation

and implementation

• Joint training of staff– Test administrators, proctors, teachers

serving students with disabilities

C. Procedures for Determining Participation in the General Test Administration, Testing with Accommodations, or an Alternate Assessment

• All students must participate in testing– List of the state-mandated tests by grade (p.16) – General state test without accommodations– General state test with accommodations– Alternate assessment with or without

accommodations

C. Procedures (cont’d)

• Instructional accommodations

• NC Testing Program participation

• Special studies/field tests

• Guiding principles for accommodations

• Accommodations for NAEP – new process for student accommodation questions

• Accommodations for NC tests

C. Procedures (cont’d)

• Accommodations documentation

• Eligibility for accommodations

• SWD also identified as LEP

• Transitory Impairments

• Routine use of accommodations

• Notifying students

• Student declines use of accommodation

• Use of accommodations not described in the TSWD publication

D. Testing Accommodations – Descriptions and Procedures

• Note: All accommodations for the English language proficiency test are located in the ACCESS for ELLs North Carolina Policy and Procedure Guidance for Annual Testing document.

D. Testing Accommodations (cont’d)• Accommodations Tables:

– Grades 3–8 Paper-and-Pencil– Grades 3–8 Online– Grades 9–12 Paper-and-Pencil– Grades 9–12 Online– Paper-and-Pencil NCFEs– Online NCFEs– NCEXTEND1– CCRAA at Grades 10 and 11

End-of-Grade Assessments

• EOG ELA/Reading and Mathematics (3-8)– Paper-and-pencil only

• EOG Science (5 & 8)– Online, paper-and-pencil option

End-of-Course Assessments

• English II, Math I, Biology– Online, paper-and-pencil option

NCEXTEND1 Assessments

• ELA/Reading and Mathematics (3-8)

• Science (5 & 8)

• English II, Math I, Biology (grade 10)

• Grade 11 assessment

• All NCEXTEND1 tests are individually-administered performance assessments

CCRAA Grades 10 and 11

• ACT Plan Alternative

• To determine student participation in the CCRAA at grade 10 and grade 11, the following eligibility requirements must be considered.

SPECIAL PRINT VERSIONS

Special Print Versions

• Ordering – through data entry in LEA-approved accommodations management systems (PowerSchool, CECAS, third-party) according to Testing Accommodations Collection Schedule

Braille Edition

• Contracted Braille

• How will student record responses?

• Does student need separate setting?

• Test administrator must have copy of test

• Transcriber’s notes

• Transcription of student responses– Gridded Response

Large Print Edition

• 11” x 17” paper with 22-point font

• How will student record responses?

• Does student need separate setting?

• Transcription student responses– Gridded Response

• Online assessments: – Large Font option for all students– Must be designated prior to testing

One Test Item Per Page Edition

• One item on each 8.5” x 11” piece of paper with standard 12-point Veranda

• How will student record responses?

• Does student need separate setting?

• Transcription of student responses– Gridded Response

• Online assessments:– Built into test design for these tests

ASSISTIVE TECHNOLOGY DEVICES AND OTHER

ARRANGEMENTS

Assistive Technology Devices

• Examples of approved AT devices

• Ensure AT Device will not invalidate assessment

• Test administrator must ensure device is in working order

• Calculator policy

Interpreter/Transliterator Signs/Cues Test

• Invalidates results of tests

measuring reading comprehension

• Each testing site must have:a. Test administrator to read test aloud

b. Interpreter/transliterator to sign/cue

c. Trained proctor

One individual may fulfill both (a) and (b).

Interpreter/Transliterator Signs/Cues Test (cont’d)

• Interpreter/transliterator may review test up to 2 days before test

• Must test in separate setting (one-on-one or small group)

• May sign/cue to small group of students if all are using same form

• Online – an extra computer monitor may be used to facilitate provision

Student Marks Answers in Test Book

• ALL students may write in

their test booklet –

no accommodation needed!

• Students with MIB do not transfer their answers from booklet to answer sheet

• Students with MIB must not be given an answer sheet, must circle answers in book

• May be tested in regular setting

Student Marks Answers in Test Book (cont’d)

• Test administrators may omit instructions that mention answer sheets

• Transcribing student responses – secure setting with a group of at least 3 individuals:– One to transcribe, one to verify transcription,

one to observe process

All 3 individuals must sign cover of test book

• Online - MIB not applicable for online tests

Student Reads Test Aloud to Self

• Separate setting (one-on-one) required

• Students may use a whisper phone/PVC elbow pipe or other similar device if used routinely

Test Administrator Reads Test Aloud

• Invalidates results of tests measuring reading comprehension

• Separate setting required (one-on-one or small group)

• Must specify details:– Read Aloud All– Read Aloud by Student Request– Other – words only on math test, etc.

Computer Reads Test Aloud – Student Controlled

• Must be enabled in student interface questions (SIQ) 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

Computer Reads Test Aloud – Student Controlled (cont’d)• Limitation: only item stems and answer choices read

by computer• Human Vocalization• Set volume before testing – secure browser

• For an online assessment, student may have the test read aloud by:– Test administrator reads aloud (i.e., graphics

or tables)– Computer reads aloud – student controlled– Combination of the two methods

Braille Writer/Slate and Stylus

• Test administrator may omit irrelevant instructions (e.g., no. 2 pencil)

• Transcription of student responses– May ask student to clarify nonsensical

responses

Cranmer Abacus

• Not a substitute for a calculator, but may serve as scratch paper substitute for some

• Only student may operate the abacus

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

• For multiple-choice, student may dictate letter choice, read answer aloud, or point

• For EOC English II constructed response, scribe must write exactly what student says

• Student proofreads responses

Dictation to a Scribe (cont’d)

• Transcription – group of three, all three must sign test book

• Online – scribe records student responses directly on computer, test administrator to verify; scribe and TA to sign statement of validation

Magnification Devices

• Magnifier, monocular, closed-circuit television

SPECIAL TEST ENVIRONMENTS

Multiple Testing Sessions

• Testing over multiple mini-sessions

• Specifics of multiple testing sessions must be documented in IEP/Section 504 Plan– More frequent breaks (e.g., break every 20

minutes, break every 10 items)– Testing over multiple days (e.g., half test

each day over 2 days)

• Must finish within maximum testing time unless also have Scheduled Extended Time

Multiple Testing Sessions (cont’d)

• First test administration must begin on same day as general testing

• Multiple day administrations to be completed the next school day or on makeup day –flexibility allowed

• Testing in a Separate Room required if breaks are not standard

• Only students with the same break setups may be grouped together

Multiple Testing Sessions (cont’d)

• Test administrators may omit instructions related to time limits

• 5 minute warning must be given before lunch

• Books must be paper-clipped during extended breaks, students may not return to paper-clipped section after break

• Online – must be designated prior to testing, students may not go back to items after extended breaks

Scheduled Extended Time

• For students who need additional time, but can finish test in one day

• May not begin testing earlier than regularly scheduled time

• Add’l time on top of maximum testing time– Most tests have max time of 240 minutes!

Scheduled Extended Time (cont’d)

• Amount of estimated extended time must be specified in IEP/Section 504 Plan

• However, with this accommodation, students provided as much extended time as needed

Scheduled Extended Time (cont’d)

• Test administrator may omit instructions regarding time limits

• Breaks occur at standard time

• Student must be allowed to eat lunch

• Testing must be completed by dismissal

• Test security/paper-clipping

• Separate setting not required

Testing in a Separate Room

• Test administrator and proctor required

• Specifics must be documented in IEP/Section 504 Plan

–One-on-one–Small group

•Define range or maximum # of students•Local policy for definition of small group

Testing in a Separate Room (cont’d)

• One-on-One required for:– AT Device that reads test aloud (without

use of headphones)– Computer Reads Test Aloud (without use

of headphones)– Dictation to a Scribe– Student Reads Test Aloud to Self

Testing in a Separate Room (cont’d)

• One-on-one OR small group for:

– Test Administrator Reads Test Aloud

– Interpreter/Translator Signs/Cues Test

– Multiple Testing Sessions (when breaks are not provided in alignment with standard administration procedures)

E. Monitoring Accommodations

• USED requires the NCDPI to submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations– required testing accommodations– provided testing accommodations– usage of testing accommodations

E. Monitoring Accommodations (cont’d)

• Required: Accommodations in PowerSchool, CECAS, LEA-approved third-party application*

• Provided: Accommodations coded on answer sheets or online in NC Education

• Used: Review of Accommodations Used During Testing forms

E. Monitoring Accommodations (cont’d)

• Accommodation not provided:– OTISS report– Parent notified & decides on retest before

score is received

• Accommodation provided that should not have been:– OTISS report– Misadministration and retest

F. North Carolina Alternate Assessments

• All students must participate in testing program and must be assessed on districtwide assessments

• NCEXTEND1 for Grades 3–8, 10 and 11 and the College and Career Readiness Alternate Assessment at Grades 10 and 11

• Eligibility criteria

• Accommodations and adaptations for NCEXTEND1

F. North Carolina Alternate Assessments, cont’d

• Alternate assessments must be documented on a student’s IEP at least 30 calendar days before testing window opens

G. Appendices

A. Questions to Consider

B. Accommodation Notification Form

C. Logistics Planning Checklist

D. Review of Accommodations Used During Testing forms

E. Review of Accommodations Used During NCEXTEND1 Testing forms

F. List of Abbreviations

Questions?Comments?Concerns?