ECPS Instructional and Testing Accommodations

1. ECPSInstructional and Testing Accommodations Beginning of Year Training Guidance and Procedures September 2013 Dr. Bridges/Janet

2. What is an Accommodation?: Changes in the way a student accesses learning (which can then affect testing) Construct does not change; assignment/content does not change Gives students equal access to learning without "watering down" the content

3. Accommodations ≠ Modifications

4. Accommodations Differ from Modifications in that: • Some examples of modifications: • Reduced assignments • Simplified reading passages • Reduced response choices Modifications change the construct through altering language load, content complexity, and/or cognitive complexity.

5. drive Instructional Accommodations *Routine Use* Testing Accommodations

6. Updated Testing Accommodations Policy Document Testing Students with Disabilities publication (August 2012) Testing Students with Disabilities Website: http://www.ncpublicschools.org/docs/accountability/policyoperations/tswd1213.pdf Testing Accommodations Web Site: http://www.ncpublicschools.org/accountability/policies/accom

7. What Types of Testing Accommodations are Available for Students with Disabilities? 7 • Special Print Versions • Assistive Technology (AT) Devices and Special Arrangements • Special Test Environments Marcy/Angela

8. Special Print Versions Special Test Environments 8 Braille Edition Large Print Edition One Test Item Per Page Edition NCDPI asks for minimum of 30 day notice (Braille requires earlier notification) Hospital/Home Testing Multiple Testing Sessions (plan must specify) Scheduled Extended Time (specify amount of time) Testing in a Separate Room (one on one OR small group with ___ number)

9. Assistive Technology Devices and Special Arrangements 9 Braille Writer/Slate and Stylus (Braille Paper) Cranmer Abacus Magnification Devices Student Marks Answers in Test Book Student Reads Test Aloud to Self AT Devices Dictation to a Scribe Keyboarding Devices Interpreter/Transliterator Signs/Cues Test Test Administrator Reads Test Aloud (specify upon request OR reads everything) (In English) Computer Reads Test Aloud – Student Controlled

10. What has Changed in the August 2011 TSWD (and continues to be in the 2012 manual)? Some of the major changes are….

11. NCEXTEND1 Accommodations Added NCEXTEND1 accommodations chart Added information on accommodations and adaptations to manipulatives

12. Student Marks Answers in Test Book ALL students may write in their test booklet – no accommodation needed! Students with MIB (mark in book) accommodation must not be given an answer sheet, they must circle answers in book Students with MIB do not transfer their answers from booklet to answer sheet May be tested in regular setting

13. 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 • A separate proctor is not required Sherita/Shawna

14. Scheduled Extended Time 2013-14: NCDPI will require that each school have in its Test Plan procedures for moving students after the estimated time has ended so that those who do not need the maximum time can begin working on other things. • Clarification: Extended time is to be provided in addition to maximum testing time • Previously, most tests have maximum testing time of 240 minutes • Previously, NCEXTEND2 has an estimated testing time, but no maximum time • Previously, NCEXTEND1 has no maximum testing time (Time allowances for the 2013-14 to be determined)

15. What About Online Testing? • Large font and foreground/background options available to all students • They are not ‘accommodations’ that need to be included in an IEP/504/LEP plan, but should be offered in the classroom prior to testing (and documented on the Instructional Accommodation Log) • Must be selected in NC Education before testing day

16. Online Testing (cont’d) • Interpreter/Transliterator Signs/Cues Test • May use second computer monitor • Dictation to a Scribe • Scribe can record responses directly on computer or on piece of paper • If recorded online, test administrator and scribe to sign statement of validation • Test administrators complete Accommodations Provided screen after testing (along with a paper ROA)

17. Computer Reads Test Aloud – Student Controlled Must be selected in NC Education in the student interface questions (SIQs) 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 (read alouds take more bandwidth)

18. Computer Reads Test Aloud – Student Controlled (cont’d) • Limitation: only item stems and answer choices read by computer • For online tests, student may have the test read aloud by: • Test Administrator Reads Test Aloud • Computer Reads Test Aloud – Student Controlled • Combination of the two methods

19. Separate Setting Accommodation • For the 2012-13 school year and beyond, the separate setting accommodation has been split into 2 different accommodations, separate setting-small group and separate setting one-on-one.  The old separate setting accommodation should NOT be used.  The IEP/504 team must choose one of the two new accommodations to include in the plan.  The only situations I can think of that require one or the other of these is when a student has the read aloud to self or if the student has read aloud for an online test by the test administrator or without headphones.  In these situations the separate setting-one-on-one is required. • Placing a student in the back of the room is NOT considered an accommodation for state testing.   A test administrator may determine where any student sits.  The use of either of the separate setting accommodations requires the student(s) be in another room.  This is how the accommodation should be used during the year as well.  Otherwise come EOG/EOC testing the student is going to be surprised when they are placed in another room away from their peers. Per NCDPI Paula/Margaret

20. NCEXTEND2 Testing Reminder • Per NCDPI, 2013-14 will be the last year North Carolina will provide NCEXTEND2 tests. IEP teams are encouraged to begin transitioning students away from EXTEND2 as soon as possible.

21. Accommodations Data Collection PowerSchool: Section 504 and LEP Accommodations CECAS: EC Accommodations

22. Accommodations Data NCDPI Monitoring Accommodations reports (PowerSchool and CECAS) NOTE: IEPs have to be current and closed/verified for the accommodations to show up on NCDPI’s end. Special Print Version ordering (e.g., Braille, Large Print, One Test Item per Page) NCDPI monitoring (desk monitoring and on-site)

23. ECPS Internal Monitoring Schedule for 2013-14 Schools: Schools will be required to conduct two internal audits: ** one in the fall semester and ** one in the spring semester (early March) District: One districtwide audit – will occur 1st this year to provide early feedback to schools/teachers --------------------------------------------------------------- Melinda/Bridgette

24. This matching cycle (per District Accommodation Procedures) should be repeated each time an IEP/504/LEP plan is reviewed and changed.

27. Instructional Accommodation Logs: All schools will utilize the ECPS Instructional Accommodation Log provided to Principals and School Test Coordinators so that the district can provide better support and guidance in the documentation of classroom accommodations. Beginning of the Year: EC Case managers, ESL teachers, and school 504 Contacts will highlight a student’s classroom accommodations on the Instructional Accommodation Log (one log per student per subject). Discussions with teachers will occur to ensure full understanding of the accommodation needs of students. As annual reviews occur, IEP/504/LEP teams will continue to share plan updates with teachers (per procedures) – and teachers will then take responsibility for highlighting required accommodations on the left hand side of the log. (See next two slides for ECPS log and recommendations for its use)

28. ECPS Instructional Accommodation Log Alicia/Karen

30. How are we doing in ECPS? In the Spring 2012 testing cycle , ECPS had 18 testing irregularities due to Accommodations Examples: - giving MIB when plan no longer included MIB, - Student refused separate setting during test – and had been throughout the semester (per Instructional Accommodation Log) but the IEP plan was not updated to remove separate setting - several irregularities were due to annual reviews being scheduled in May, the student’s plan was changed, but the changes were not documented on new ROAs and/or copies were not provided to the School Test coordinator and teachers so they were not aware of changes It is requested that all annual reviews be scheduled to occur by April 15 of the year to avoid changes close to testing.

31. How are we doing in ECPS? • In the Spring 2013 testing cycle , ECPS had 3 testing irregularities due to Accommodations: - EXTEND2 student given a regular test - Read aloud option available to a student without the read aloud accommodation - STC did not check multiple test session in NC Education (so MTS was not available to student) So improvement being made with regards to Testing irregularities, but what about classroom accommodations?

32. However . . . Per the Instructional Accommodation Logs, many of our students are still not receiving accommodations routinely in the classroom – and therefore, are not entitled to use them on state testing!

33. Reminders From NCDPI: Accommodations used during instruction and classroom assessments should always be considered first by IEP Teams and Section 504 Committees. These accommodations should enable the student to access information during instruction, and generally are not held to the same restrictions as testing accommodations. There is a wide array of accommodations that may be used during instruction. If there are questions regarding instructional accommodations, the student’s exceptional children teachers and/or school system exceptional children staff may be of assistance. Once the IEP Team or Section 504 Committee determines the accommodations needed during instruction and classroom assessments, it should address state testing. The accommodations for state tests are a subset of those needed during instruction. The accommodations that are to be used during regular classroom instruction and assessments are to be discussed, finalized, and documented in the current IEP or Section 504 Plan before the discussion and documentation of accommodations that are to be used during a state mandated test administration. Janet/Sherrill

34. Reminders From NCDPI:

37. School Contact Information:Contact your Lead EC teacher(s) and School Test Coordinator District Contact Information:IEP/504 Plans or EC/504 Instructional Log questions: Karen Harrington – kharrington@ecps.us LEP Plans or LEP Instructional Log questions: Dr. Valerie Bridges – vbridges@ecps.us Testing Accommodations/ROAs: Janet Morris – jmorris@ecps.us Dr. Bridges/Melinda

39. Questions?Comments?Concerns?Thank you for your ensuring that our students in need of accommodations are receiving those supports routinely during instruction. Then testing situations can “model” what has been occurring in the classroom for students.