Testing Students with Disabilities

Testing Students with Disabilities New Hanover County Schools February 2013

Introductions Instructional Services Testing and Accountability Student Support Karen Greene Jackie Swartwout Melissa Lewis Colette Anderson William Trant Liaisons Andrea Belletti

Session Sequence Participation in General Testing, Testing with Accommodations, or Participating in Alternate Assessment Overview of the NC Testing Program Responsibilities of Key Personnel Testing Accommodations Getting Ready for End-of-Year Testing Monitoring Accommodations IEP Annual Reviews Next Steps and SchoolLink Surveys

Overview of the NC Testing Program Purpose of the NC Testing Program • To assure all high school graduates possess skills/knowledge necessary to function in society • To provide a means for identifying strengths and weaknesses in the education process in order to improve instructional delivery • To establish a means for making state, local and school level accountable to public

Overview - Components of the NC Testing Program The State Board of Education shall adopt tests in grades 3-12 that are required by federal law or as a condition of a federal grant. Tests shall measure progress toward • reading, • communication skills, and • mathematics in grades 3-8 and toward competencies in grades 9-12.

Overview - Access to Curriculum • Individuals with Disabilities Act (IDEA) mandates that all students with disabilities be provided access to the general curriculum. • Common Core State Standards (Math and English Language Arts) • NC Essential Standards (Other content areas) • Federal Elementary and Secondary Act (ESEA) requires that all students must be assessed on grade-level content. • For students with significant cognitive disabilities, the assessment must be linked to grade-level content through the NC Extended Common Core and Essential Standards

Responsibilities of Key Personnel LEP Coordinator School Administrators LEA Director of Exceptional Children LEA Testing Director 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 weekly. Train staff on IDEA. Monitor annual IEP Reviews. Upload accommodations files to DPI. Monitor annual LEP Reviews.

Process for Identifying Accommodations

Accommodations for NC-Developed Assessments Assistive Technology and Special Arrangements Special Print Versions Special Test Environments See Appendix A (pG1.03): Questions for IEP Teams/Section 504 Committees to Consider

Testing Accommodations • Changes for the 2012-13 School Year Removed: Hospital/Homebound Testing Revised: Keyboarding Devices are now included under Assistive Technology New: Computer Reads Test Aloud may be added to IEPs for appropriate students as we migrate toward more state online testing.

Testing Accommodations • Special Print Versions Braille Edition Large Print Edition One Test Item Per Page Edition Must be documented in Goalview. Testing Department must confirm order 30 school days before the first day of testing.

Large Print Edition… Notes • 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 typically use “Student Marks Answers in Test Book” in conjunction with Large Print. • Students may also use Scheduled Extended Time 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.

Assistive Technology Devices Keyboarding devices (added this year) 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 devise 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 specific Assistive Technology questions.

Interpreter/Transliterator Signs/Cues Test Must have a test administrator to read directions and test items. This can be the same person who ques/signs the test. A proctor is still required. Cannot que/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.

Student Marks Answers in Test Book Does the student have difficulty transferring information or staying focused? Does the student have mobility, coordination or motor limitations? 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, someone must transcribe the results, someone must check the transcription and someone 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 theTesting Office.

Student Marks Answers in Test BookNew gridded-response items • Students record answers directly 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.

Student Reads Test Aloud to Self Does the student routinely use Read to Self during regular class instruction and other assessments? Can use a device such as a PVC elbow pipe if it is routinely used. Must be used in a Separate Setting (one-on-one) session. Test Administrator may not read anything to the student unless they also have Test Administrator Reads Aloud accommodation.

Test Administrator Reads Test Aloud Does the student routinely have tests read aloud during regular class instruction and other assessments? Cannot be used on a Reading Test (or the test is invalid). Must be used in a Separate Setting (small group or one-on-one) session. Test Administrator may read the ENTIRE test or items on REQUEST by the student. (Documented in IEP) Some students may not need numbers read to them (only words) or may only need the accommodation when there is lengthy content in a test. (Specifically documented in IEP)

Computer Reads Test Aloud Does the student have opportunities through the year to have a computer read a test to him/her? Not Available for online Reading Test (or the test is invalid). Must be used in a Separate Setting (one-on-one unless using headphones; if using headphones… can be small group). Test Administrator may read items to a student if they also have Test Administrator Reads Aloud accommodation. Must be documented in Goalview according to the timeline or the accommodation will not be available for online testing.

Multiple Test Sessions Does the student usually need to complete assignments and assessments over several days? And is this done routinely in class? Does the student require frequent breaks to complete lengthy assessments? And is this done routinely in class? Does the student need additional time also? Must include Extra Time, if so. *Students may complete the test on a make-up day or on a consecutive test day. *Timing of breaks should be documented in the IEP (every 45 minute or after 10 test items, for example). *Must be used with Separate Setting (unless the scheduled breaks are the same as the breaks designated for the test)

Scheduled Extended Time Does the student usually need additional time to complete assignments and assessments? And is this done routinely in class? 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. The student’s IEP should designate how much additional time will be allowed: Can be a multiple of the designated administration time-1.5 times the designated time OR Can be a specified amount of time (One hour beyond the designated time) The additional time shall occur at the end of or immediately following the regular test session.

Special Test Environments • Testing in a Separate Room Does the student typically require a separate room to complete classroom assignments and assessments? Is the student receiving an additional accommodation that would necessitate the need to test in a separate room? Has a maximum number or range for the small group been specified? Can be used in a small group or one-on-one setting (must be identified in IEP). It may be appropriate for the student to use a study carrel, special furniture or special lighting during the test. These are allowed and are not specific accommodations.

Special Test Environments • Infrequently used but available accommodations Braille Writer / Slate Cranmer Abacus Dictation to Scribe Magnification Devices The Testing Students with Disabilities handbook has specific advice and procedures.

Transitory Impairment • 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 NCWISE. http://www.nhcs.net/testing/Forms/Transitory%20Impairment%20Accommodations%20Chart_4.16.12[1].pdf

Medical Exception There may be some rare circumstance 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 Principal submits request to the Testing Department.

Procedures When a Student Declines an Accommodation p.C1.18

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.

Required Testing Documentation for Students with 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 EC Chair/Case Manager generates a State Testing Report in Goalview. School TC is responsible for ensuring the process is completed. School TC distributes forms to test administrator. Test administrator completes DURING/AFTER TESTING section of form. School EC Chair/Case Manager completes BEFORE TESTING section of forms. Forms are filed with the students’ accommodations documentation for at least one year to assist with reviews. School TC reviews form for completion. Principal signs forms.

School Testing Plans • School Testing Plans must be submitted via email attachment or Google Docs to Karen Greene 48 hours prior to the first day of testing.

Monitoring Testing • School Visits • Instruction/Accountability/Student Support will monitor. • TeachScape Tool is used to document visit. • Rubrics focus on testing policies and school testing plan. • Feedback • Accommodations Monitoring • IEP/LEP/504 • The Testing Department will select students to monitor during testing. • Audit process discussion

Linking Studies (EXTEND2 and Regular EOG/EOC) April 8-26 EXTEND2 – Online EOG/EOC – Traditional p/p Grade 11 EXTEND1 (Alternate ACT) April 15-19 Testing Office will match assessors Online data input by assessor Spring Assessments

Spring Assessments • Grades 3-8 EXTEND1/EXTEND2 • May 9-16 (YRE May 17-23) • Reading/Math Grades 3-8; Science Grades 5 and 8 • EXTEND1 – Online data input by assessor • EXTEND2 – Traditional p/p • Grades 3-8 Regular assessment • May 17 Science (YRE May 24) • May 20-24 Math and Reading (YRE May 29-31) • Traditional p/p • Grade 10 EXTEND1 • May 24-31 • Online data input by assessor

WECHS May 22-29 Online format Middle School EOC May 29 Traditional p/p Bear May 30-June 5 Online format Other High Schools EXTEND2 and Regular EOCs May 31-June7 Traditional p/p (Except Mosley) Spring Assessments

2013-2014 Planning

Is the student scheduled in NCWISE correctly? Is the IEP correct and current? Start/end dates correct? Are testing accommodations listed in the State Testing field?

IEP Review Guidelines

Testing Students with Disabilities