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Testing Students with Disabilities. District Test Coordinators Meeting October 14, 2011. Monitoring Use of Accommodations. Required under IDEA ESEA (NCLB) Two-pronged approach Office of Assessment Office of Exceptional Children. Test Security Violations 2011.

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Testing Students with Disabilities

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Testing students with disabilities

Testing Students with Disabilities

District Test Coordinators Meeting

October 14, 2011

Monitoring use of accommodations

Monitoring Use of Accommodations

Required under

  • IDEA


    Two-pronged approach

  • Office of Assessment

  • Office of Exceptional Children

Test security violations 2011

Test Security Violations 2011

  • Oral Administration Not Provided

  • Incorrect Test Booklet Provided

  • Oral Administration Provided

  • Wrong Response Method

  • Calculator Not Provided

  • Calculator Provided

  • Student Refused Accommodation*

Use of iep accommodations

Use of IEP Accommodations

The Performance of Students with Disabilities on PASS 2011

Participation of students with disabilities in statewide testing

Participation of Students with Disabilities in Statewide Testing

  • 43,104 students with disabilities (SWD) were tested in grades 3-8 in 2011 (includes PASS and SC-Alt students)

  • SWD students made up 13.2% of all students tested in grades 3-8

  • 6.5% of SWD students were tested with SC-Alt

  • The number of students tested with SC-Alt was 0.86% of all students tested with PASS and SC-Alt (SWD and Non-SWD)

Standard accommodations

Standard Accommodations

All Content Areas- Grades 3-8

with Exceptions Noted



Oral or Signed Administration (except ELA grades 3-4)

Use of Calculator with Math (except grades 3-4)

Response Options

Supplementary Materials or Devices

Non standard accommodations

Non-Standard Accommodations

Oral or Signed Administrations of ELA in grades 3-4

Writing Extended Response – Non-standard Procedures

Use of spell check, grammar check, word prediction software

Use of Calculator with Math in grades 3-4

Use of accommodations with pass 2011

Use of Accommodations with PASS 2011

* Grades 5-8 only

Signed administrations

Signed Administrations

  • Signed administrations for ELA are standard accommodations for grades 5-8 and non-standard accommodations for grades 3-4 (consistent with oral administration of ELA)

  • Only 0.3% of SWD in grades 5-8 received signed administrations (75 students)

  • Data for oral administrations of ELA in this presentation includes signed administrations

Use of oral administration of ela in grades 5 8

Use of Oral Administration of ELA in Grades 5-8

  • Oral administrations were used predominantly in grades 5-8 where they are standard accommodations

  • The overall rate of oral administrations for grades 5-8 was 41.4% (37.2% in 2010)

Percent of swd receiving oral administration of ela by grade 2009 2011

Percent of SWD Receiving Oral Administration of ELA by Grade2009-2011

Rates of oral administration by disability groups for grades 5 8

Rates of Oral Administration by Disability Groups for Grades 5-8

  • By disability group percentage, mild and moderate mental disability and TBI students had the highest oral administration rates (56 – 74%)

  • Used by 44% of learning disability students, and being the largest disability group, made up approximately 70% of all students receiving oral administrations

Ela performance of swd tested with and without oral administration oa in grades 5 8

ELA Performance of SWD Tested With and Without Oral Administration (OA) in Grades 5-8

Use of calculators with pass

Use of Calculators with PASS

  • Calculator administrations were predominantly in grades 5-8 where they are standard accommodations

  • The overall rate of calculator administrations for grades 5-8 was 26.2% (22.5% in 2010)

Percent of swd using calculator administrations by grade 2009 2011

Percent of SWD Using Calculator Administrations by Grade2009-2011

Rates of calculator use by disability groups for grades 5 8

Rates of Calculator Use by Disability Groups for Grades 5-8

  • By disability group percentage, mild mental disability, orthopedically impaired, and TBI students had the highest calculator use rates (29 – 37%)

  • Used by 27% of learning disability students, and being the largest disability group, made up approximately 69% of all students receiving calculator administrations

Math performance of swd tested with and without calculators in grades 5 8

Math Performance of SWD Tested With and Without Calculators in Grades 5-8

District reports on use of pass accommodations

District Reports on Use of PASS Accommodations

  • Report the rates of use of IEP and 504 Plan accommodations for Writing, ELA, and Mathematics for the 2009 – 2011 PASS administrations

  • The reports were mailed to superintendents, special education administrators, and DTCs

Testing students with disabilities

Palmetto Assessment of State Standards (PASS)

Use of Testing Accommodations for 2009–2011

Sample District

Sc alt


Administration Window

March 5 – April 27

Testing materials will arrive in the districts by February 23

2011 12 training dates

2011-12 Training Dates

DTC-Alt Pretest Webinars

November 15

November 17

(Two sessions each day)

New Test Administrator


January 9 - Greenville

January 10 - Florence

January 11 - Charleston

January 12 - Columbia

January 13 - Columbia

Second rater procedure

Second Rater Procedure


  • Replaces videotaping for capturing administration and scoring fidelity

  • Sample of teachers/students participate

  • Math is the only content included

Second rater qualifications

Second Rater Qualifications

  • Meet qualification criteria for test administrator

  • Must be trained

2011 testing issues

2011 Testing Issues

  • Failure to transfer student responses from the worksheet to the answer document

  • Failure to follow administration procedures

National center state collaborative ncsc

National Center State Collaborative (NCSC)

  • Alternate Assessment Consortia

  • Multi-state Comprehensive Assessment System

  • Complements the Two General Assessment Consortia

Comprehensive assessment system

Comprehensive Assessment System

  • instructional materials aligned to the common core state standards

  • resources and supports for teachers

  • formative assessment tools

  • information on appropriate interim uses of data for progress monitoring

  • summative assessments

The organizational partners

The Organizational Partners

  • National Center on Educational Outcomes (NCEO)Host and fiscal agent

  • National Center for the Improvement of Educational Assessment (NCIEA)

    Lead on development of assessments

  • University of Kentucky (UKY)

    Lead on professional development

  • University of North Carolina at Charlotte (UNCC)

    Lead on curriculum development

  • edCount, LLC


19 state partners

19 State Partners:

Alaska, Arizona, Connecticut, District of Columbia, Florida, Georgia, Indiana, Louisiana, Massachusetts, Nevada, New York, North Dakota, Pacific Assessment Consortium (PAC-6) , Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming



  • A brief survey on instruction and post-school outcomes for students with significant cognitive disabilities

  • A focus group meeting to be held in Columbia in October

  • Community of Practice

Community of practice

Community of Practice

  • training on communication systems and access to the general curriculum including the common core state standards

  • implement model curricula as well as help refine and clarify materials and resources then share with other educators in the state

  • selected based on recommendations of district special education administrators

  • approximately 30 teachers, related services personnel, and other educators

  • one-day meeting this fall

  • webinars throughout the school year

Alternate assessment on modified achievement standards aa mas

Alternate Assessment on Modified Achievement Standards (AA-MAS)

(2% Assessments)


Power school

Power School

  • Instructional Setting

    • 504

    • Special Education (SE)

  • True Grade

    • Actual grade that the student should be in if not enrolled in a self contained program

  • Regular Grade

    • Closest appropriate grade available

Including students with disabilities in naep

Including Students with Disabilities in NAEP

Including students with disabilities in naep1

Including Students with Disabilities in NAEP

  • National Assessment of Educational Progress

    • Only ongoing nationwide assessment

    • Representative sample across states

    • State- and national-level results

      • State grades 4 and 8

      • National-grades 4, 8, and 12

    • Valid cross-state comparisons



  • Designed primarily to provide data to state- and national-level policy makers

  • With passage of ESEA/NCLB, state’s participation became required

  • The National Center for Education Statistics (NCES) in the U.S. Department of Education is responsible for NAEP implementation

  • NAEP policy is set by the National Assessment Governing Board (NAGB)

Naep inclusion policy

NAEP Inclusion Policy

  • New policy becomes effective with NAEP 2011 reports.

  • Focus on states’ inclusion of students with disabilities (SD) and English language learners (ELLs).

  • As a percentage of total population, total excluded (SD/ELL) should not be more than 5%.

  • As a percentage of the identified group, excluded should not exceed 15%.

Recent exclusion rates naep 2009

Recent Exclusion Rates: NAEP 2009

Inclusion rates state vs national

Inclusion Rates: State vs. National

(2009 NAEP Data)



  • NAEP participation is now addressed in the online IEP tool.

    –Other key points–

  • NAEP provides most accommodations typically offered on state tests.

  • NAEP does not produce scores for individual students and participation is anonymous. Results are summarized only at the state and national level.

  • The NAEP assessments do not impose any consequences for students, schools, or districts and are solely intended to provide an overall measure of educational achievement for the nation and individual states.



  • Participating students are not required to complete the whole test and may skip any test question. Even when a student does not complete the entire test, useful data are still obtained from the provided item responses.

  • Students who meet participation guidelines for the SC-Alternate Assessment are not expected to participate in NAEP.

Contact information

Contact Information

Suzanne Swaffield


Douglas Alexander


Anne Mruz


Chris Webster


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