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Testing Students with Accommodations

Testing Students with Accommodations

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Testing Students with Accommodations

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  1. Testing Students with Accommodations New Hanover County Schools August 2014

  2. Introductions Instructional Services Testing and Accountability Student Support Karen Greene Jackie Swartwout Melissa Lewis Elizabeth Murray Julie Askew Liaisons Ann Mason Andrea Belletti Sarah Gubitz

  3. Session Sequence Updates for 2014-2015 school year Overview of the NC Testing Program Responsibilities of key personnel Participation with or without accommodations or participating in an alternate assessment Testing security & ethics Irregularity Data Testing Accommodations Monitoring Accommodations Testing calendar & next steps

  4. Questions, comments, suggestions? • Go to: • Let’s watch a fun video: •

  5. Updates for 2014-2015: • NHCS has applied for the waiver to extend the testing window at the end of the year • Assessment guides should be reviewed prior to training • No Extend 2 this year • New alternate assessment for the PLAN (10th graders) • 3 schools participating in NAEP/TIMSS this year • Holly Tree, Holly Shelter & NHHS • CTE pre-test for middle school will be online through SchoolNet

  6. What’s in your training packet? • Test Coordinator’s Handbook (green) • Testing Students with Disabilities Handbook (blue) • ACT & WorkKeys Timeline (High School) • School-level material check-out sheet (Sample) • Summative assessments options (card stock – gray) • Sample manual check out/in sheet (white) • Testing Code of Ethics (Gold) • Proctor’s statement of accountability (beige) • School test plan template (purple) • Review of accommodations form (blue) • Training Schedule (white)

  7. What’s the purpose of the NC Testing Program? • Why do we test our students?

  8. I. Overview of the NC Testing Program Purpose of the NC Testing Program • To assure all high school graduates possess skills/knowledge necessary to function in society • To provide a means for identifying strengths and weaknesses in the education process in order to improve instructional delivery • To establish a means for making state, local and school level accountable to public Pages A1.01- A1.06

  9. Overview - Components of the NC Testing Program The State Board of Education shall adopt tests in grades 3-12 that are required by federal law or as a condition of a federal grant. Tests shall measure progress toward • reading, • communication skills, and • mathematics in grades 3-8 and toward competencies in grades 9-12. Pages A1.01- A1.06

  10. Overview - Access to Curriculum • Individuals with Disabilities Act (IDEA) mandates that all students with disabilities be provided access to the general curriculum. • Common Core State Standards (Math and English Language Arts) • NC Essential Standards (Other content areas) • Federal Elementary and Secondary Act (ESEA) requires that all students must be assessed on grade-level content. • For students with significant cognitive disabilities, the assessment must be linked to grade-level content through the NC Extended Common Core and Essential Standards Pages A1.01-A1.06

  11. What are you responsibilities as school test coordinator? • What is your role in test security? • Ethics? • Training? • Accommodations?

  12. II. Responsibilities of Key Personnel LEP Coordinator School Administrators LEA Testing Director (Testing Department) LEA Director of Exceptional Children Develop annual testing calendar. Train school TCs on annual tests. Develop a system to monitor schools’ implementation of state policies, including students receiving testing accommodations. Analyze and communicate assessment data Inform parents of annual testing requirements. Review IEPs annually. Monitor accommodations. Develop school-based test plan. Train test administrators and proctors before test day. Upload accommodations files to DPI weekly. Train staff on IDEA. Monitor annual IEP Reviews. Monitor accommodations. Upload accommodations files to DPI. Monitor annual LEP Reviews. Monitor accommodations. Pages B1.01-B1.06

  13. Test Security (Testing Security Guide) • Secure state tests (including field tests and/or special studies) shall not be copied, filed or used in instructional activities. • School personnel and proctors must neither disclose the contents of the test nor discuss with each other or students specific test questions or info. contained within the test. • Excerpts from the test must not be used at any time for classroom instruction. • Access to the tests shall be limited to school personnel who have legitimate need.

  14. Testing Ethics • Testing Code of Ethics • Proctor’s Guide • Proctor’s statement of accountability

  15. What is the one testing irregularity that occurred most often last year?

  16. 2013-2014 Irregularities Data

  17. OTISS Accounts • Log in to OTISS • Please remember to register for/ reactivate your OTISS account. • OTISS state website • OTISS Manual

  18. What documents do you need to upload and share with us in Google Drive? • Testing plans (testing office MUST have this PRIOR to checking out materials) • Extend 1 rosters • Read aloud rosters • Test administrator/ proctor training sign-in sheets (sample in your folder) • All forms are on our website: • Under “for testing coordinators” – “rosters, forms & guides”

  19. Testing Plans • All Testing Plans, Extend 1 Rosters & Read Aloud Rosters MUST be uploaded to your Google Drive or created in Google Docs AND Shared with: • Your Principal • Karen Greene • Melissa Lewis • Jacqueline Swartwout • Elizabeth Murray • Testing Materials can not be released until testing plans are uploaded & shared

  20. Uploading test plans to Google Drive • Save the document to your computer. • • Open your e-mail & click on “Drive” in the toolbar. • Click on the “settings” button on the top-right of the screen. • Mouse over “upload settings” and select the first option “convert uploaded files to Google Docs format.” • Click on the arrow button and choose “files.” • Find and select your saved document and click “open.” • Anytime you need to update your document – go to your Google Drive and open the document to update.

  21. Sharing test plans in Google Drive • Open your e-mail account and click on the “Drive” option in the toolbar along the top. • Click the check box next to the document(s) you wish to share. • Select the icon at the top with the person and a plus sign. • At the bottom of the pop-up window, type in the e-mail addresses of the people with which you wish to share the document. • Click on the blue “add message” link to add a message. • Select “done.” • Be sure to share ALL TESTING PLANS & Rosters with your principal, Karen Greene, Melissa Lewis, Elizabeth Murray & Jacqueline Swartwout.

  22. Secure Material Check Out Process • Count ALL secure materials and verify numbers BEFORE you leave the Testing Office. Testing Department staff will verify inventory. • Once you sign/initial the check out sheet, YOU are responsible for that number of secure material for the duration of testing.

  23. Monitoring Testing • Test Day Walkthroughs • Prepare front office staff for our potential visit • TeachScape Template • Testing storage • Accommodations match IEP/504 & Review of Accommodations Forms • Test Coordinator is unencumbered • TA & proctor • Hall monitor • “Testing, Do Not Disturb” signs

  24. NC Education • Log in to NC Education: • Make sure you are linked to your school – if not, click here for directions

  25. III. Procedures for Determining Test Participation • General Test Administration • Testing with Accommodations • Participation in an Alternate Assessment • NCEXTEND1 – Students having a significant cognitive disability Pages C1.01

  26. NC Testing Program School Accountability AssessmentsState  LEA  School 12 EOC (Math I, Biology, English II); ACCESS for ELLs; WorkKeys 11 EOC (Math I, Biology, English II); ACCESS for ELLs; ACT; AltACT; CCRAA 10 EOC/EOG(Math I, Biology, English II); ACCESS for ELLs; PLAN 9 EOC (Math I, Biology, English II); ACCESS for ELLs • EOG/EOC (Math, ELA, Science); ACCESS for ELLs; EXPLORE 8 7 • EOG/EOC (Math, ELA); ACCESS for ELLs 6 • EOG (Math, ELA); ACCESS for ELLs 5 • EOG (Math, ELA, Science); ACCESS for ELLs EOG (Math, ELA); ACCESS for ELLs 4 3 • EOG (Math, ELA), ACCESS for ELLs ACCESS for ELLs K - 2 Pages C1.04-1.05

  27. Alternate Assessments Extended Content Standards • Students with significant cognitive disabilities • NCEXTEND1 Grades 3-8 ELA/Math Grades 5 and 8 Science Grade 10 ELA, Math, Science Grade 11 ACT, ACCESS for ELLs • IEP must include all three subjects. Modified Assessment • Student’s disability precludes him/her from achieving content area proficiency, as demonstrated by objective evidence on multiple measures. • Career & college readiness alternate assessment (alt. ACT), PLAN alternate assessment Pages C1.03-C1.05

  28. Process for Identifying Accommodations Pages C1.04-1.08

  29. National Assessment of Education Progress (NAEP) • State-approved accommodations for state tests may also be used on the NAEP test if the IEP team/504 committee decide it’s appropriate. • Some state-approved accommodations are not approved for use on the NAEP and must be submitted for approval to: before use. • Page C1.12 lists frequently provided NAEP accommodations. Pages C1.08-1.12

  30. Limited English Proficient (LEP) Students

  31. Students with Disabilities also Identified as LEP • All testing accommodations for these students must be listed in the IEP or Section 504 Plan, including accommodations given only for LEP reasons, like use of a translation dictionary. Page C1.15

  32. LEP Testing Accommodationsfor EOGs/EOCs • Information in this presentation about eligibility for and assignment of LEP testing accommodations is accessible in the state publication Guidelines for Testing Students Identified as Limited English Proficient, published August 2013 (enclosed). • For additional, more detailed information, the pages containing the referenced information are listed on each slide.

  33. LEP Testing Accommodations for EOGs/EOCs Step 1: Identify LEP students • A copy of every completed Home Language Survey (even the ones that only list English) should be sent promptly to Andrea Belletti[What procedures are in place in your school to assure this?] • Home Language Surveys are evaluated to determine when a student first entered US Schools and who is… • an immigrant, by Title III definition, whether second language English or not; • already LEP in North Carolina; • LEP with scores available from another WIDA state; or • in need of W-APT testing, to determine if LEP. • Appropriately identified students are entered into Ellevation, the ESL online database

  34. LEP Testing Accommodations for EOGs/EOCs Step 2: Determine eligibility for testing accommodations • Eligibility for first-year ELA/English II exclusion—“Exemption” is really a misnomer—federal law “exempts” no one, but will accept the most recent W-APT or WIDA ACCESS reading subtest score as a reading/ELA/English II test for the student’s first twelve months in US schools. While math and science language are included in those tests, they do not in any way test math or science knowledge, so LEP students are never “exempt” from these tests. (page 5) • first year (initial 12 months) in US schools AND • W-APT or WIDA ACCESS reading subtest score below 4.0 [Expanding] • Eligibility for LEP testing accommodations (pages 6, 31) • student must be LEP AND • student must have a WIDA reading score below 5.0 [Bridging]

  35. LEP Testing Accommodations for EOGs/EOCs Step 3: Determine each student’s testing accommodations utilizing these considerations… (page 30) • the student’s current level of English proficiency • the level of previous schooling in the student’s home language • the amount of schooling and instruction the student has received in US schools

  36. LEP Testing Accommodations for EOGs/EOCs Step 3 (con’t): Determine each student’s testing accommodations utilizing these considerations and choosing from these possibilities…(pages 32-52) • English/Native Language Word-to-Word Bilingual Dictionary/Electronic Translator • Multiple Testing Sessions • Scheduled Extended Time • Student Reads Test Aloud to Self • Test Administrator Reads Test Aloud (in English) (not for ELA/English test) • Computer Reads Test Aloud—Student Controlled (not for ELA/English test) • Testing in a Separate Room

  37. LEP Testing Accommodations for EOGs/EOCs Step 4: Completion of the3-8 LEP Plan (ESL Modifications and Accommodations) or 9-12 LEP Plan (ESL Modifications and Accommodations) • Forms are located at • The ESL teacher fills out the form and suggests appropriate modifications and accommodations. • Content teachers check the appropriate modifications and accommodations they agree to provide. (They may replace some suggested modifications and/or accommodations with appropriate replacements that meet students’ linguistic needs.) • Each teacher retains a copy of the completed form and one copy is kept in the student’s Mod 2 folder.

  38. LEP Testing Accommodations for EOGs/EOCs Step 5: The ESL teacher enters testing accommodations into the Ellevation (online 3rd party) database, taking the information from the 3-8 LEP or 9-12 LEP Plan. • Noaccommodation entries are made for any student with an IEP, 504 plan, or transitory impairment plan (any necessary LEP accommodations are documented in the proper plan, and must not be duplicated in the ESL accommodations record). • All other LEP students taking tests without accommodations (whether ineligible or just not assigned) should be entered as such. • Assigned LEP testing accommodations must be entered into the Ellevationsystem. • At the start of each month, Andrea Belletti will download all accommodations records and provide them to Accountability, where they will be uploaded to the testing shell.

  39. LEP Testing Accommodations for EOGs/EOCs Step 6: Confirmation of assigned testing accommodations prior to testing • At the TCs request, the ESL teacher produces a print-out of documented LEP accommodations. • The TC and ESL teacher review documented accommodations to assure accuracy. • Assigned first year “exemptions” should be confirmed with Andrea Belletti, to assure that they are appropriately documented in the LEP CFDC (the state LEP database). • TCs who wish to view the Ellevation database directly will go to Andrea Belletti can provide a username and password. (Treat this information with as much care as your PowerSchool password, as it accesses equally personal student information.)

  40. Transitory Impairment • A student may receive testing accommodations if identified with an impairment with an actual or expected duration of six months or less. • Completed Transitory Impairment form must be kept on file at school AND at the district testing office. Accommodations must be recorded in Powerschool Pages C1.16-1.17

  41. Changes in Testing Accommodations Before Testing • Accommodations should be routinely used. • Changes to accommodations must be made at least 30 calendar days before the first day of testing. Page C1.17

  42. Procedures When a Student Declines an Accommodation • Discuss the decision thoroughly with the student to that he/she understands purpose of accommodation and consequence for not using the accommodation. • Detailed Instructions C.19 Page C1.18

  43. Use of Accommodations Not Described in Publication • School team must apply for permission to use the accommodation. • Administrator completes a Notification of Accommodations form and submits it to the Testing Department. • Testing Department will submit to DPI. • Examples

  44. Medical Exception There may be some rare circumstances in which a student cannot take a state assessment during the entire testing window, including makeup dates, due to a significant medical emergency and/or condition. Students in the final stages of terminal or degenerative illnesses Students receiving extensive short-term medical treatment due to a medical emergency Test coordinator or principal submits request to the Testing Department at: All assessments for which the student is eligible must be included

  45. Authoritative Data Sources for Testing Accommodations 504 Plans LEP EC Comprehensive Exceptional Children Accountability System (CECAS) Consolidated Federal Data Collection System (CFDC) PowerSchool (Under Construction) Each school must maintain a spreadsheet until the PowerSchool portal is operational. ELLevations (3rd Party) GoalView (3rd Party)

  46. IV. Testing Accommodations: Descriptions and Procedures

  47. Accommodations for North Carolina Developed Assessments Assistive Technology and Special Arrangements Special Print Versions Special Test Environments See Appendix A (pG1.03): Questions for IEP Teams/Section 504 Committees to Consider

  48. Testing Accommodations 3-8 Paper/Pencil Accommodations– page D1.02 3-8 Online Accommodations – page D1.03 9-12 Paper/Pencil Accommodations – page D1.04 9-12 Online Accommodations – page D1.05 New: Computer Reads Test Aloud may be added to IEPs for appropriate students as we migrate toward more state online testing.

  49. Special Print Versions • Braille Edition • Large Print Edition • One Test Item Per Page Edition • Must be documented in Goalview/CECAS • Testing Department must confirm order by April 1, 2015. Pages D2.01 – D2.13

  50. Large Print Edition • The majority of Large Print Editions are printed on 11” x 17” paper and use 22-point Verdana font. • Students should be provided similar practice experiences through the year during classroom instruction. • Students typically use “Student Marks Answers in Test Book” in conjunction with Large Print. • Students may also need Scheduled Extended Time, Multiple Sessions, and/or separate setting in conjunction with Large Print. • If the student requires BOTH Large Print AND One Item Per Page this is a special testing accommodation requiring a Accommodation Notification Form. Be aware that the combination of these accommodations produces a HUGE document. Pages D2.07 – D2.09