Accommodations: Decide, Document, Monitor

1. Accommodations:Decide, Document, Monitor Carrie Perkis NCDPI Division of Accountability Services Conference on Exceptional Children November 2010

2. Information from this presentation is located in: Testing Students with Disabilities publication (November 2009) Testing Students with Disabilities Web Site: www.ncpublicschools.org/ accountability/policies/tswd/ Testing Accommodations Web Site: www.ncpublicschools.org/ accountability/policies/accom/ Look for revised document coming December 2010

3. What is an Accommodation?

4. Accommodations . . . • Are changes in the way a student accesses instruction/assessment • Do not change the construct of the assignment/ assessment • Give student equal access to learning without “watering down” the content • Are not to be provided for score enhancement • Must be aligned or matched between classroom instruction, classroom assessments, district tests, and state tests

5. The Linking of Student Accommodations Classroom Instruction Home, Work, Community, Post-Secondary Education Classroom Assessment State/District Assessment Adapted from: Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota

6. Accommodations ≠ Modifications!

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

8. Decide:Making Accommodations Decisions

9. Who is Eligible for Accommodations? INSTRUCTIONAL • Any student TESTING Students with Disabilities • Students with a current Individualized Education Program (IEP) • Students with a current Section 504 Plan as well as….

10. Who is Eligible for Accommodations? (cont’d) TESTING While not covered in this presentation: • Students identified as Limited English Proficient: • http://www.ncpublicschools.org/accountability/ policies/slep/ • Students with current transitory impairment documentation • Transitory impairment = impairment with actual or expected duration of six months or less • Eligible for same accommodations as Section 504

11. Who Makes Accommodations Decisions? For a student with disabilities: • IEP Team • Section 504 Committee The collaborative team should include all relevant individuals involved in the student’s education.

12. Instructional Accommodations Testing Accommodations drive

13. Considerations for Committee Decision-Making • Base accommodations on individual student need • Refer to the list of state-approved testing accommodations • Understand purpose of the accommodation and make sure it is relevant to the student’s need and the demands of the test • Take into account other identifications a student may have (e.g., LEP), which may require specific accommodations based on area of need and/or content • All relevant teachers should be informed of accommodations

14. Considerations for Committee Decision-Making Students should be using accommodations ROUTINELY during instruction and similar classroom assessments – accommodations should not be a surprise on test day! Routine use = at least 30 days prior to test date

15. Document: Recording Accommodations in Student Plans

16. Documentation of Accommodations: Before Testing • IEP Team/Section 504 Committee must document all required testing accommodations in the IEP or Section 504 Plan • Document all specific details necessary for the provision of an accommodation (e.g., estimated amount of Scheduled Extended Time) • Use language that is consistent and aligned with that of state-approved testing accommodations

17. Documentation of Accommodations: Before Testing • For students with more than one identification… Use the following hierarchy of accommodations documentation: A. IEP B. Section 504 Plan C. LEP Plan/Documentation D. Transitory Impairment Documentation

18. Documentation Scenario – Which would you use? • A student has an IEP as well as LEP documentation. What plan would house ALL of the student’s accommodations? • Hierarchy: • IEP • Section 504 Plan • LEP Plan/Documentation • Transitory Impairment Documentation

19. Documentation of Testing Accommodations in the IEPIEP DEC4 Page 6 of 10

20. Documentation of Testing Accommodations in the Section 504 PlanAvailable at:http://www.ncpublicschools.org/accountability/policies/accom

21. State-Approved Testing Accommodations for Students with Disabilities

22. Categories of Testing Accommodations • Special Print Versions • Assistive Technology (AT) Devices and Special Arrangements • Special Test Environments

23. Special Print Versions • Braille • Large Print • One Test Item Per Page

24. Special Print Versions • IEP Team/Section 504 Committee meets and determines accommodation • Required accommodations data entered into NC WISE/CECAS/LEA-approved accommodations management system at least 30 days prior to testing date (details to be discussed later in presentation!) • Test orders based on data entered

25. AT Devices and Special Arrangements • AT Devices • Interpreter/Transliterator Signs/Cues Test • Student Marks Answers in Test Book • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud (cont’d)

26. AT Devices and Special Arrangements (cont’d) • Other AT Devices and Special Arrangements • Braille Writer/Slate and Stylus (and Braille Paper) • Cranmer Abacus • Dictation to a Scribe • Keyboarding Devices • Magnification Devices

27. Special Test Environments • Hospital/Home Testing • Multiple Testing Sessions • Scheduled Extended Time • Testing in a Separate Room

28. Special NCDPI Approved Testing Accommodations • Accommodation Notification Form • Submit form for any accommodation that is not on state-approved list • NCDPI team will review information and determine approval of requests • Submit requests early in school year

29. Top 5 Accommodations that Students Required on the EOG and EOC • Scheduled Extended Time • Testing in a Separate Room • Test Administrator Reads Test Aloud (not for EOG Reading Test) • Student Marks Answers in Test Book • Multiple Testing Sessions Based on Green Book data from 2008–09

30. Scheduled Extended Time • This accommodation is for a student who needs additional time beyond the maximum time allowed but will be able to complete the test in one school day • EOG and EOC Test Administrator’s Manuals specify an estimated testing time and a maximum allowed testing time • With the maximum allowed testing time now available for all students, many may no longer require Scheduled Extended Time

31. Scheduled Extended Time • Student with this accommodation must be allowed as much time as neededto complete test • Extended time beyond the maximumtesting time allowed • Estimated amount of extended time to be specified in student’s IEP/Section 504 Plan • Estimated extended time written in terms of minutes (extra 30 minutes) or as a multiple of test time (1.5 x)

32. Scheduled Extended Time • Student must complete test in one day unless provided Multiple Testing Sessions • Testing must be complete prior to normal afternoon dismissal • Students must be allowed bathroom and lunch breaks • Breaks occur at standard intervals as specified in the TAM unless the student also has Multiple Testing Sessions

33. Scheduled Extended Time • Test security must be maintained at all times • If testing continues past lunch: • Student must not communicate with other students during lunch -OR- • Student is not allowed to return to completed portions of test • If student’s estimated extended time is over but student continues to work diligently, let him/her continue testing

34. Scheduled Extended Time • Students are not required by the NCDPI to be provided the Testing in a Separate Roomaccommodation in order to use Scheduled Extended Time • Without Testing in a Separate Room: • Testing begins in standard testing location • If student is not finished after the estimated test administration time, follow procedures designated in local testing plan • Test administrator and proctor must be present during the extended time

35. Scheduled Extended Time Example 1: • Victor can complete a test in one day. However, he needs additional time to complete the test beyond the maximum allowed time in the TAM. His IEP states that he needs the following accommodations: • Scheduled Extended Time (extra 60 minutes)

36. Scheduled Extended Time Example 2: • Wendy can complete a test in one day. She requires longer than the estimated testing time in the TAM but can complete the test within the maximum allowed testing time. Her IEP states that she needs the following accommodations: • None (Scheduled Extended Time not necessary)

37. Testing in a Separate Room • The manner in which this accommodation will be provided must be documented in the IEP/Section 504 Plan • One-on-one • Small Group • Review local policy for definition of small group • Document specifics regarding group size (e.g., range, maximum number of students)

38. Testing in a Separate Room • MUST be used if students are provided one or more of the following accommodations: • AT Device that reads test aloud (without use of headphones) • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud • Dictation to a Scribe • Interpreter/Translator Signs/Cues Test • Multiple Testing Sessions (ONLY when breaks are not provided in alignment with standard administration procedures)

39. Testing in a Separate Room: One-on-One • Actually 2:1 • Test administrator & proctor for each student • Only one student per testing location • Standard testing procedures must be followed • This accommodation MUST be used with: • AT Device that reads test aloud (without use of headphones • Dictation to a Scribe • Student Reads Test Aloud to Self

40. Testing in a Separate Room: Small Group • 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

41. Test Administrator ReadsTest Aloud • Valid accommodation for tests that do not measure reading comprehension • NOT a valid accommodation for • EOG Tests of Reading Comprehension • NCEXTEND2 EOG Tests of Reading • EOC Test of English I

42. Test Administrator ReadsTest Aloud • Prior to testing: • The manner in which this accommodation will be provided must be documented in the IEP/Section 504 Plan For example: • Read Aloud Everything • Read Aloud by Student Request • Read Aloud Everything but Numbers • Each student must be aware of how the test will be read aloud (see above)

43. Test Administrator ReadsTest Aloud • During testing: • Students must be provided Testing in a Separate Room accommodation (one-on-one or small group) • Students should be grouped based on how the test is to be read aloud

44. Test Administrator ReadsTest Aloud • During testing (cont’d): • Test administrator must have a copy of the test book to read from • Test administrator reads directions, items, and answer choices as written • Test administrator may repeat instructions and test questions as many times as needed • Test administrator must read items and answer choices in a consistent manner

45. Test Administrator ReadsTest Aloud – Read Everything • Test administrator must read: • Item number • Test item • Corresponding answer choices • Pause and allow students to choose an answer • While students are responding, review next item to determine how it should be read • Proceed to next item after students have marked their answers

46. Test Administrator ReadsTest Aloud – By Student Request • Student will indicate which item number he/she needs read aloud • Test administrator should pause to read problem to self prior to reading aloud to student • Test administrator must move near the student and read: • Item number • Test Item • Corresponding answer choices

47. Test Administrator ReadsTest Aloud – Math Tests Fractions, greater/less than signs, equal signs, exponents, etc. should be read aloud in the same manner as routinely used in the classroom EXCEPT if reading them in this manner provides the student with the answer

48. Problem Type: Place Value Most numbers can be read in the same manner as they would be used in the classroom All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

49. Problem Type: Place Value Example 1 Correct Way to Read Sam got fifty-four stickers from his mother, forty-seven stickers from his father, and seventy-two stickers from his uncle. About how many stickers did Sam receive? A one hundred ninety B one hundred seventy C one hundred fifty D one hundred thirty

50. Problem Type: Place Value When place value is involved in the test item, numbers need to be read as digits, commas, decimals, etc. All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing