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LEP Updates: Testing Accommodations & Alternate ACCESS. Carrie Perkis Division of Accountability Services September 12, 2012. Accommodations for Students Identified as Limited English Proficient. Guidelines for Testing Students Identified as Limited English Proficient.

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LEP Updates: Testing Accommodations & Alternate ACCESS

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LEP Updates:Testing Accommodations & Alternate ACCESS

Carrie Perkis

Division of Accountability Services

September 12, 2012


Accommodations for Students Identified as Limited English Proficient


Guidelines for Testing Students Identified as Limited English Proficient

  • Document contains detailed information on testing accommodations

  • http://www.ncpublicschools.org/accountability/policies/slep/

  • Updated document in October 2012


LEP Students & Accommodations

  • Eligibility criteria for accommodations:

    • Students scoring below Level 5.0 Bridging on the reading subtests of the W-APT/ACCESS for ELLs eligible to receive state-approved LEP accommodations on state tests


State-Approved LEP Accommodations

  • Multiple Testing Sessions

  • Scheduled Extended Time

  • Student Reads Test Aloud to Self

  • Test Administrator Reads Test Aloud (In English)

  • Computer Reads Test Aloud – Student Controlled

  • Word-to-Word Bilingual English/Native Language Dictionary/Translator


drive

Instructional Accommodations

Testing Accommodations


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


Multiple Testing Sessions

  • Allows student to test in mini sessions

    • More frequent breaks (e.g., every 20 minutes, every 10 questions completed)

    • May test over one day or multiple days (e.g., half of test day 1, half of test day 2)

  • Must complete test within the allowed time unless student has Scheduled Extended Time

  • If breaks differ from the standard, student will require Testing in a Separate Room


Scheduled Extended Time

  • For students who need extra time to test

  • LEP team documents estimated extended time, but student is allowed as much time as needed with this accommodation

  • Student must finish the test in one day, unless he/she also has Multiple Testing Sessions


Student Reads Aloud to Self

  • Student may read the test aloud, but the test administrator may not help or correct errors the student makes

  • Requires Testing in a Separate Room – One-on-One accommodation


Test Administrator Reads Test Aloud (In English)

  • LEP team must document specifics - Read Aloud Everything vs. Read Aloud by Student Request

  • Not available for EOG English Language Arts or EOC English II

  • Requires Testing in a Separate Room (one-on-one or small group)


Test Administrator Reads Test Aloud (In English), cont’d

  • Test administrator should be familiar with grade-level/course content

  • Information should be read so as not to give away the answer

    • e.g., read number as 1-0-0 instead of one hundred when place value is tested


Computer Reads Test Aloud – Student Controlled

  • Available for EOC Biology, EOC Algebra I/Integrated I, grade 5 & 8 science EOG, NCEXTEND2 tests

  • Students press audio button to hear recorded human reader

  • Students may use headphones to test in regular setting

  • Without headphones, students will require separate setting (one-on-one)


Computer Reads Test Aloud – Student Controlled, cont’d

  • Limitation: only item stems and answer choices read by computer (not graphs, charts, etc)

  • 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


ACT, EXPLORE, PLAN, and WorkKeys

  • ACT – LEP students may only use State-Allowed accommodations. If used, ACT score is not college-reportable

  • EXPLORE/PLAN – LEP accommodations are a local decision

  • WorkKeys – LEP students may only use word-to-word bilingual dictionary


ACT, EXPLORE, PLAN, and WorkKeys cont’d

  • LEP teams may record accommodations for these assessments on the LEP plan, or may use existing classroom/testing accommodations documentation to support accommodations decisions

  • Accommodation policies may differ from NC policies. LEP teams must be aware of differences

  • http://www.act.org/aap/northcarolina/index.html


Alternate ACCESS


What is Alternate ACCESS?

  • A new test developed specifically for students identified as limited English proficient with significant cognitive disabilities

  • http://www.wida.us/assessment/alternateaccess.aspx


Eligibility Criteria

  • Student has been identified as LEP

  • Student has been identified as having one or more of the existing categories of disabilities under IDEA (e.g.; intellectual disabilities, autism, traumatic brain injury, multiple disabilities, etc.)

  • Student is participating in alternate curriculum and in state-wide alternate accountability assessments

  • IEP team recommended the assessment after considering all three criteria above


Alternate ACCESS Student Identification

  • Collaboration between LEP and EC

  • 3-12 – look for LEP students with NCEXTEND1 documented on IEP

  • K-2 – No NCEXTEND1 documentation, will need to consider LEP and disability status


Alternate ACCESS Testing Details

  • Alternate ACCESS is individually administered

  • Testing window will be the same as ACCESS

    • February 1 – March 15, 2013

  • Ordering will be the same as ACCESS

  • Training materials online

  • Formal training to occur this winter


Questions?

Carrie Perkis

carrie.perkis@dpi.nc.gov


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