TESTING STUDENTS WITH DISABILITIES

1. TESTING STUDENTS WITH DISABILITIES

2. Federal Mandates • IDEA • All students with disabilities must be included in the state AND DISTRICTWIDE assessment system • With accommodations, if necessary, or by an alternate assessment • NCLB • All students must be assessed in • Reading (grades 3-8 and in high school) • Science (in elementary, middle, and high school)

3. 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

4. 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

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

6. 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)

7. 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

8. 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

9. Accommodations Modified Test Formats • Braille Edition • Large Print Edition • One Test Item Per Page Edition NOTE: Orders for modified test formats must be received at least 30 working days prior to testing. Please order only what is needed!

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

11. Accommodations Assistive Technology Devices and Special Arrangements • AT Devices • Dictation to a Scribe • Interpreter/Transliterator Signs/Cues Test • Student Marks Answers in Test Book • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud

12. Accommodations Special Test Environments • Hospital/Home Testing • Multiple Testing Sessions • Scheduled Extended Time • Testing in a Separate Room (Small group or one-on-one)

13. 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

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. Student Marks Answers in Test Book After completion of testing • Staff members must transfer student’s answers to multiple-choice test questions to the appropriate answer sheet • 3 staff members must check the transcription to verify accuracy • Each must sign outside of test book

30. 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.

31. 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

32. Multiple Testing Sessions Example 1

33. 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

34. Multiple Testing SessionsExample 2

35. 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

36. 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

37. 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

38. 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

39. Standard Test Administration Standard Test Administration with Accommodations NCCLAS Grade-level Content Grade-level Achievement Standards NCEXTEND2 Grade-level Content Modified Achievement Standards NCEXTEND1 Grade-level Content through Extended Content Standards Alternate Achievement Standards

40. Standard Test AdministrationWith or Without Accommodations • Most students with disabilities can access the standard test administration with or without accommodations • Accommodations serve to “level the playing field”, not provide advantage • Testing accommodations must be used in instruction and classroom assessments • Instruction comes first!

41. Percentage of Students with Disabilities Participating in the EOG in Grades 3-81 1 With or without accommodations Data Source: 2004-05 Green Book Note: In 2004-05, the alternate assessments were the NCAAP and NCAAAI.

42. Number of Students Participating in the EOG by Disability in Grades 3-81 1 With or without accommodations Data Source: 2004-05 Green Book Note: In 2004-05, the alternate assessments were the NCAAP and NCAAAI.

43. NCCLAS • North Carolina Checklist of Academic Standards • Grade-level content (NCSCS) • Grade-level achievement standards

44. NCCLAS - Eligibility Criteria • Student cannot participate in standard administration with or without accommodations • Unable to access paper and pencil test • Some examples include: • Newly blinded • Recent traumatic brain injury • Physical disabilities that prohibit the student from being able to manipulate materials required for test

45. NCCLAS - Corresponding Tests Grades 3-8 • EOG • Reading (grades 3-8, operational and sample field test) • Mathematics (grades 3-8) • Science (grades 5 and 8, pilot) • Writing (grades 4 and 7)

46. NCCLAS - Corresponding TestsGrades 9-12 • EOC • Algebra I • Algebra II • Geometry • English I • Civics & Economics • U.S. History • Biology (Operational & Sample Field Test 06-07) • Chemistry (Statewide Field Test 06-07) • Physical Science (Statewide Field Test 06-07) • Physics (Statewide Field Test 06-07) • Writing at grade 10 • HSCT of Mathematics (grade 10)

47. NCCLAS Timelines • Halfway through year/course (January) • Beginning Student Profile (Assessor 1) • Throughout year/course • Maintain student work folder (A1) • End of year/course (Last 30 calendar days for yearlong courses or 15 calendar days of semester-long courses) • Final Student Profile (A1) • Objective Level Scoring (A1) • Final Goal Level Scoring (A1 & A2) • Online submission of scores (A1 & A2)

48. NCEXTEND2 EOG • Grade-level content (NCSCS) • Modified multiple-choice • Fewer answer choices • Fewer test items • Different layout • Simplified language • Modified grade-level achievement standards • May receive accommodations

49. NCEXTEND2 EOG Eligibility Criteria The student: • Has an IEP • Is not identified as having a significant cognitive disability • Is not receiving instruction in the NCSCS through the Extended Content Standards • Is receiving high-quality instruction, but is not likely to achieve grade-level proficiency within school year

50. NCEXTEND2 EOG Eligibility Criteria (cont’d) • Disability has precluded the student from achieving grade-level proficiency as demonstrated by objective evidence • Nature of student’s disability may require assessments that are different in design Testing Window • Last 4 weeks of school year