Understanding Test Accommodations on the ACT: Guidelines & Responsibilities

2. Requesting Accommodations on the ACT State Testing Policies and Procedures Presenters: Jeff McCullough – Director, Test Administration Gretchen Holt – Manager, Test Accommodations Susan Michaelson – Consultant, Accommodated Testing

3. AGENDA • Role of Test Accommodations Coordinator • Guiding Principles – Accommodations provided for the ACT • Application procedures • Test Administration Overview • Important Dates and Contact Information

4. Test Accommodations Coordinator (TAC) Qualifications and responsibilities

5. TAC Qualifications • Proficient in English • Experienced in testing and measurement • Staff member of the school • Provide security of test materials at school • And not: related to or a guardian of an examinee testing with accommodations anywhere in the state this year; a private consultant or tutor paid by a family; engaged in test preparation for ACT; or coaching college or high school athletics

6. TAC Primary Roles • Determine which students need accommodations • Assure that forms for each student are completed • Send forms with documentation and TAC Header by required deadline(s) • Coordinate all accommodations testing for the school

7. TAC Responsibilities (cont’d) • Train testing staff • Plan pre-test activities for students and staff • Accept and store materials in a secure location prior to the test • Document irregularities if they occur • Return materials to ACT after the test

8. More information for TACS • Review the Test Accommodations Coordinator “Qualifications and Responsibilities” document sent to schools • Read and study the Supervisor’s Manual for State Special Testing, received during training workshops

9. Guiding Principles 1) Fairness for all candidates 2) Validity of the ACT 3) Consistency with ADA requirements 4) Conformity with professional guidelines for documentation

10. ACT accommodates students with disabilities under Title III of the Americans with Disabilities Act (ADA) • ACT has established policies regarding documentation of an applicant's disability and the process for requesting test accommodations. • Yes, but my students are already identified with disabilities and have IEPs or 504 plans. What does the ACT documentation process have to do with me and my students?

11. ADA defines Disability as: An impairment or condition that substantially limits a major life activity.

12. Any physical or mental impairment that substantially limits a major life activity … E/DMood B/D ADD/ADHD DIABETESdisorder Seizure disordermigraine cystic fibrosisautismHEARING IMPAIRMENT LDVisual Impairmentquadriplegia

13. ADA Disability Defined (cont.) • Major Life Activities (e.g. walking, speaking, seeing, hearing, breathing, learning) are ones that the average person can perform with little or no difficulty.

14. ADA Definition (cont.) • Substantial limitation is an inability or significant restriction in the condition, duration, or manner in which the person performs a MLA. • The Department of Justice states that the existence of a substantial limitation is to be determined by comparing the individual in question “to most people” or to “the average person in the general population.”

15. Disability Determination • Determination of whether the student has a disability that entitles him or her to test accommodations is a legal determination. • Medical and/or educational documentation such as an IEP or private psychological report only establishes the presence of an impairment. • A direct, substantial limitation on learning, documented by standard test scores, must also be provided to ACT.

16. Documenting Disability: Implications for students with disabilities • ACT requires sufficient information to support the existence of a legal (ADA) disability. • Both the courts and OCR have consistently ruled that there must be clear evidence that the person’s disability affects participation in a specific program or activity; for example, the ACT which is an achievement test in a multiple choice format. • ACT has the right to request additional information if initial documentation is insufficient.

17. Documentation Guidelines • Documentation guidelines for students requesting accommodations on the State Test are published in the following places: • On your state application • On the ACT Website (www.actstudent.org)

18. IDEIA: ensures that all students with disabilities have access to FAPE that emphasizes SPED and related services designed to meet their unique needs & prepare them for further education, employment & independent living. ADA: is a civil rights statute. It protects an individual from discrimination on the basis of disability. It provides for equal access to all persons with disabilities. It is not an entitlement or affirmative action statute. Basic Intent: The IDEIA and the ADA are NOT the same.

19. What’s Confusing is… • Schools identify disability and provide accommodations based on IDEIA and §504 of the Rehabilitation Act of 1973 Does Not Equal • ACT documents disability and provides accommodations under the guidance of Title III of the ADA

20. What does “Equal Access” mean under the ADA? Accommodations are designed to provide access. • Equal access means a place at the starting line, not a guarantee of success (Kaiser.1999) • The ADA remains neutral to any particular outcome of an individual’s effort to succeed—the ADA is outcome neutral (Gordon & Kaiser, 1998) • No requirement of identical results or levels of achievement for students with disabilities when compared to peers with and without disabilities.

21. Final Thoughts: Shared Responsibility • Testing agencies have a moral and legal responsibility to provide reasonable accommodations to students with disabilities while maintaining the integrity of the examination. • Teachers know their students best and have a moral and legal responsibility to apply for accommodations directly related to access and ensure that every accommodation needed for access is requested.

22. PROCEDURES FOR REQUESTINGACT- APPROVED ACCOMMODATIONS

23. PROCEDURES FOR REQUESTING ACCOMMODATIONS • You will find more information about requesting ACT-Approved Test Accommodations, and about downloading additional forms on your Procedures document. • More information about Documentation Requirements can be found at www.actstudent.org.

24. Who can apply for ACT-Approved Accommodations • Students who are currently receiving special education described in an Individualized Education Program (IEP) • Students with current Section 504 Plans • Not available for English Language Learners

25. Students Eligible for ACT-Approved Test Accommodations have… • Professionally Diagnosed Disability • Documentation on file at school that supports all requested accommodations that are provided on the student’s current IEP or 504 Plan

26. Local Decisions • If the student can test in a single session w/ standard time limits and use regular (10 pt.) type, some accommodations may be made as local decisions without prior consultation with ACT.

27. But, even with standard time, large-type requires ACT approval!

28. Extended Time and/or Alternate Formats? Submit a Request Form! • > Standard time • Testing over multiple days • Stop-the-clock breaks • Alternate test formats – Braille, audiocassettes or audio DVDs, or a reader

29. Guidelines for Documentation • States specific disability • Current (within 3 years) • Presenting problem/s and relevant history • Comprehensive assessments • Learning disabilities • ADHD

30. Documentation Guidelines (cont.) • Functional limitations or impairment to learning and academic achievement • Recommended accommodations • Professional credentials of evaluator or team

31. Completing the Application (side one) • Student information • Diagnosed disability • Format • Time requested • Other accommodations requested

32. Completing the Application(side 2) • Previous approval • Diagnosed disability • History of diagnosis • Current IEP or 504 Plan • School Official’s signature • Student/Parent signature

33. Avoid These Common Mistakes • Incorrect or incomplete application forms • More than one format requested • Requests are inconsistent with IEP or 504 • Lack of signatures • Missing accommodations page/s • Out of date or undated accommodations plans • No birthdates or formal name

34. The Review Process • Requests for additional information • Reconsiderations • Denials: • Test with standard time and standard materials to get a college-reportable scores • Preliminary roster – very important!

35. STATE-ALLOWED TEST ACCOMMODATIONS

36. Scores Earned with State-AllowedAccommodations • Are used for District and State accountability • Do not generate college-reportable scores • Standard conditions • Non-standard conditions

37. Complete State-Allowed Test Accommodations Applications for: • Students who do not meet eligibility requirements for ACT-Approved Accommodations • Students whose requests for ACT-Approved Accommodations have been denied • Students whose IEP or 504 accommodations cannot result in a college-reportable score • ESL or ELL students

38. Students/parents sign the form to acknowledge they understand scores willnot be reported to colleges. IMPORTANT!!!

39. No review needed for State-Allowed Test Accommodations • The school requests what’s needed, what’s requested is shipped. • Deadline for State-Allowed applications is later than for ACT-Approved Accommodations • See your checklist of dates

40. Separate Process • Separate roster and set of test materials shipped for State-Allowed students – keep materials separate • Different instructions are read in the test room • Do NOT mix State-Allowed students in the same room as ACT-Approved students • Separate test date documentation required • Ship materials back according to instructions for State-Allowed process

41. Testing Process

42. Testing Process • After submitting request forms and documentation for students, TAC must prepare for testing accommodated students • Read Supervisor’s Manual carefully • TAC must recruit staff to assist in testing • Testing rooms must be scheduled • Follow ACT Standard Testing Requirements when selecting rooms • Different rooms required for different timing codes, formats or accommodations

43. Testing Process –Staff Roles/Responsibilities • Room Supervisor required for each room • Is responsible for making sure all policies and procedures are carried out in assigned room • Transfer responses from large type worksheets or test booklets if this accommodation is used by any of your students • Proctor - if more than 10 examinees in a room • Reader • Also serves as room supervisor • Must sign agreement

44. Testing Process –Local Training Session Required • Discuss before test day • Policies • Pre-test activities • Test day assignments • Post-test procedures • Read • Supervisor’s Manuals • Roster Information • Supplemental Information

45. Testing Process –Pretest Session for Students • Pretest Session Required for All Students • Students complete non-test portions of the answer document • Includes students testing with accommodations • Non-secure materials for this session sent to TS for all students (not sent to TAC) • TAC must get partially completed answer documents for accommodated students from TS when pre-test sessions have been completed

46. Testing Process –Test Materials Shipments • ACT-Approved materials sent to TAC • Preliminary roster – Approximately 4 weeks prior to test window • Includes Manuals for training • Final Shipment – Approximately 1 week prior to test window Includes: FINAL ROSTER ALTERNATE TEST FORMAT MATERIALS TEST BOOKLETS KEEP BOX(es) for return

47. Testing Process –Test Materials SECURITY • Check-in your materials IMMEDIATELY • Make sure you count everything and compare it to the roster – make sure all materials are present • Problems, call 800/553-6244 x 1788 • Lock up in a secure location • “Two Lock Rule” • Just like$MONEY $$$ • Document custody chain

48. Testing Process –Schedule • Two week testing window to complete all accommodated testing • Accommodated students DO NOT have to start testing on the same day as standard time students – they have two weeks in which to test • Must test SEPARATELY from Standard Time Students

49. Testing Process –AVOID the Pitfalls • Use ONLY the Materials assigned to student • Do NOT mix timing codes in same room – separate room required for each timing code • Accommodated students tested separate from standard time students • Tests given in proper sequence • Never leave students unattended • School bells allowed • If separate sessions/days, must complete each test section on the same day it is started • May reschedule within two-week window

50. Testing Process –Required Documentation • Test Roster – marked properly (Provided by ACT for Accommodated Testing) • Irregularity Reports • Seating Diagrams – one for each room used • Accommodations Administration Report – one for each room used • Testing Staff List