Testing Accommodations: What Are They and How Are They Implemented?

1. Testing Accommodations: What Are They and How Are They Implemented? Pam Biggs NCDPI Division of Accountability Services Accountability Conference February 17, 2006

2. What are Assessment 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 • Accommodations are used for equity, not advantage, and serve to level the playing field

3. What are Assessment Accommodations? • To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, or LEP documentation and used regularly during instruction and similar classroom assessments • Assessment accommodations must also be used in instruction, but not all instructional accommodations are appropriate assessment accommodations

4. Instructional vs. Testing Accommodations INSTRUCTIONAL TESTING Mark in Book Graphic Organizers Extended Time Scaffolding Large Print Peer Tutor Testing in Separate Room Teacher Notes

5. Who is Eligible for Accommodations? A student with disabilities who has a current: • Individualized Education Program (IEP) or • Section 504 Plan A student identified as LEP who has scored below Superior in Reading on the most recent administration of the IPT (for writing assessment, student must have scored below Superior in Writing on the IPT)

6. Who Determines Accommodations? For a student with disabilities: • IEP Team • Section 504 Committee For a student identified as limited English proficient: • School-based team/committee

7. Examples of Accommodations for Students with Disabilities and Students Identified as LEP STUDENTS WITH DISABILITIES Assistive Technology Braille Edition Dictation to a Scribe Large Print Edition Sign Language Interpreter Dictionary/ Electronic Translator STUDENTS IDENTIFIED AS LEP Read Aloud (Math) Multiple Test Sessions Extended Time Separate Room Read Aloud to Self

8. Types of Accommodations • Modified Test Formats • Assistive Technology (AT) Devices and Special Arrangements • Special Test Environments

9. Modified Test Formats

10. AT Devices and Special Arrangements

11. Special Test Environments

12. Top 5 Most Frequently Used Accommodations on EOG 1. Scheduled Extended Time 2. Testing in a Separate Room 3. Test Administrator Reads Test Aloud (Math) 4. Student Marks Answers in Test Book 5. Multiple Testing Sessions Based on Green Book data from 2004-05

13. Most Frequently Used Accommodations - EOG Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.

14. Documentation of Accommodations • All testing accommodations must be documented in: • IEP; • 504 Plan; or • LEP documentation • Whatever is documented must be used on day of test • Helpful to provide school TC with copy of documentation form

15. Documentation Forms • Sample EC documentation forms may be found on the web: www.ncpublicschools.org/policies/tswd Forms available in Excel and PDF formats • LEP documentation forms are created by LEA

16. NCTP Table 2 Grades 3-8 and 10 Tests Space to List Accommodation Specifics Complete for those tests required at that grade level Blacked out spaces indicate accommodation would invalidate the test results or that a particular alternate assessment is unavailable for that test

17. NCTP Table 3 End-of-Course Tests

18. NCTP Table 1 Tests Required for Graduation

19. EC LEP BOTH Scheduled Extended Time • The student’s IEP, Section 504 Plan, or appropriate LEP documentation should specify an estimated amount of extra time the student will require • Breaks at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions • Student must be allowed bathroom and lunch breaks • If testing continues past lunch, student must not communicate with other students during lunch

20. Scheduled Extended Time • If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location • If test is not complete after standard test administration time, student should be moved to different location to complete test

21. Scheduled Extended Time • If student’s estimated time is over, but is working diligently, let him/her continue • Must complete in one day if used without Multiple Testing Sessions • Testing must be complete prior to normal afternoon dismissal • Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)

22. EC LEP BOTH Testing in a Separate Room • One-on-one or Small Group • Must be designated on documentation • MUST be used if students receive one or more of the following accommodations: • Assistive Technology that reads test aloud (without use of headphones) • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud

23. Testing in a Separate Room:One-on-One • Really 2:1 • Test administrator and proctor for each student • Only one student per testing location • All standard testing procedures must be followed • MUST be used if student uses the following: • Assistive Technology that reads test aloud (without use of headphones) • Dictation to a Scribe • Student Reads Test Aloud to Self accommodation

24. Testing in a Separate Room:Small Group • IEP or Section 504 Plan may designate maximum group size • NCDPI does not mandate a maximum group size – HOWEVER, it is a “SMALL group” • Test administrator and proctor required • Test administrators and proctors must follow same guidelines/procedures as standard administration

25. Test Administrator Reads Test Aloud • Valid accommodation for tests that do not measure reading comprehension • Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud For example: • Everything • By student request • Everything but numbers EC LEP BOTH

26. Administrative Procedures • Students should be in test groups based on how test is to be read • Must be in small group or one-on-one administrations (this must also be in documentation) • One-on-One suggested for Online Test of Computer Skills

27. Administrative Procedures • Test administrator must have a copy of the test to read from • May repeat instructions and test questions as many times as needed • Test items and answer choices must be read in a consistent manner

28. Administrative Procedures • Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom EXCEPT if reading it that way provides the student with the answer

29. Example 1 The students count 149 balls in the gym. What is another way of writing the number of balls in the gym? A fourteen nine B one forty-nine C one hundred forty-nine D one hundred fourteen nine Grade 3 Math Sample Test Item

30. Example 1 Should be read as: The students count one-four-nine balls in the gym. What is another way of writing the number of balls in the gym? A fourteen nine B one forty-nine C one hundred forty-nine D one hundred fourteen nine Grade 3 Math Sample Test Item

31. Example 2 What is the standard form of 7,000 + 800 + 20 + 5? A 7,285 B 7,825 C 7,852 D 7,528 Grade 3 Math Sample Test Item

32. Example 2Should be read as: What is the standard form of seven-comma-zero-zero-zero plus eight-zero-zero plus two-zero plus five? A seven-comma-two-eight-five B seven-comma-eight-two-five C seven-comma-eight-five-two D seven-comma-five-two-eight Grade 3 Math Sample Test Item

33. Student Marks Answers in Test Book • Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book • Student should not have answer sheet during actual testing • If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet EC LEP BOTH

34. Student Marks Answers in Test Book After completion of testing • Staff member must transfer student’s answers to multiple-choice test questions to the appropriate answer sheet • 2nd staff member must check the transcription to verify accuracy • Both people must sign outside of test book

35. Multiple Testing Sessions • How test administration is to be divided must be documented • More frequent breaks • Over multiple days • If student does not also have Scheduled Extended Time, total administration time should be limited to that in TAM.

36. Multiple Testing SessionsExample 1 John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual. EC LEP BOTH

37. Multiple Testing Sessions Example 1

38. Multiple Testing SessionsExample 2 Sasha requires the test to be divided over two days. She will need additional time beyond that allowed in a standard test administration. Her LEP documentation lists the following accommodations: Testing in a Separate Room, Scheduled Extended Time (Extra 20 minutes), and Multiple Testing Sessions (2 days). EC LEP BOTH

39. Multiple Testing SessionsExample 2

40. Student Reads Test Aloud to Self Accommodation • New for 2005-06 school year • Use of whisper-phone is included in this accommodation and must follow the same guidelines EC LEP BOTH

41. Student Reads Test Aloud to Self Accommodation • Requires one-on-one administration • Test administrator & proctor per student • No other students in room • If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student

42. Other Accommodations:Students with Disabilities • IEP team/Section 504 committee determines appropriate accommodations • Check to see if on “approved” list (pg. D1.02-1.04 of Testing Students with Disabilities) • If not on list (and for AT devices not specifically described in document) Accommodation Notification Form must be completed • Discuss with RAC

43. Other Accommodations:Students with Disabilities • TC will receive response stating whether use of accommodation invalidates the test results • If accommodation is used during testing, Accommodation Notification Form bubble must be coded on student’s answer sheet

44. Questions? Teacher School Test Coordinator LEA Test Coordinator RAC NCDPI