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Testing Accommodations North Carolina Testing Program. Conference on Exceptional Children November 2008. Pam Biggs NCDPI Division of Accountability Services.

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testing accommodations north carolina testing program

Testing AccommodationsNorth Carolina Testing Program

Conference on Exceptional Children

November 2008

Pam Biggs

NCDPI Division of Accountability Services

slide2
This presentation is the property of the North Carolina Department of Public Instruction and may be used for training and informational purposes only. It may not be used for personal or financial gain.
slide3
Information from this presentation

is located in:

Look for revised document coming early 2009

Testing Students with Disabilities (Published July 2005)

www.ncpublicschools.org/accountability/policies/tswd

what are testing accommodations
What are Testing Accommodations?
  • Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others
  • Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores
what are testing accommodations cont d
What are Testing Accommodations? (cont’d)
  • Are used for equity, not advantage, and serve to level the playing field
  • Allow students to access the standard test administration
  • Must be used regularly during instruction and similar classroom assessments administered throughout year
activity
Activity
  • Testing Accommodations: What’s Allowable and What’s Not
  • Decide for each accommodation
    • Is it a valid accommodation for reading?
    • Is it a valid accommodation for math?
    • Is more information needed?
instructional vs testing accommodations
Instructional vs. Testing Accommodations

INSTRUCTIONAL

TESTING

Teacher Notes

Mark in Book

Extended Time

Scaffolding

Large Print

Peer Tutor

Separate Setting

Graphic Organizers

who is eligible for accommodations
Who is Eligible for Accommodations?

INSTRUCTIONAL

Anyone

TESTING

  • IEP
  • Section 504 Plan
who determines accommodations
Who Determines Accommodations?

For a student with disabilities:

  • IEP Team
  • Section 504 Committee

All testing accommodations must be documented in IEP or Section 504 Plan

types of accommodations
Types of Accommodations
  • Modified Test Formats
  • Assistive Technology (AT) Devices and Special Arrangements
  • Special Test Environments
modified test formats
Modified Test Formats
  • Braille Edition
  • Large Print Edition
  • One Test Item Per Page Edition
modified test formats1
Modified Test Formats
  • IEP team/504 committee meets and determines accommodation
  • Teacher notifies school test coordinator
  • School test coordinator notifies LEA test coordinator
  • LEA test coordinator must order test at least 30 working days prior to test administration
slide13

AT Devices and Special Arrangements

  • AT Devices
  • Computer Reads Test Aloud - Student Controlled (Online Test of Computer Skills)
  • Dictation to a Scribe
  • Interpreter/Transliterator Signs/Cues Test
  • Student Marks Answers in Test Book
  • Student Reads Test Aloud to Self
  • Test Administrator Reads Test Aloud
special test environments
Special Test Environments
  • Hospital/Home Testing
  • Multiple Testing Sessions
  • Scheduled Extended Time
  • Testing in a Separate Room
top 5 most used accommodations on eog
Top 5 Most Used Accommodations on EOG

1. Scheduled Extended Time

2. Testing in a Separate Room

3. Test Administrator Reads Test Aloud (Math)

4. Student Marks Answers in Test Book

5. Multiple Testing Sessions

Based on Green Book data from 2006-07

most frequently used accommodations eog
Most Frequently Used Accommodations - EOG

Grades 3, 5, and 8 based on Green Book data from 2006-07.

before testing
Before Testing

IEP Team/504 Committee determines

  • what accommodations student needs for instruction
  • what accommodations student needs for assessment

then

before testing1
Before Testing
  • Make sure school test coordinator is aware of what accommodations are actually documented to be used
  • Make sure student is aware of what accommodations will be used during test
before testing2
Before Testing

Student should be using accommodations ROUTINELY during instruction and similar classroom assessments - they should not be a surprise on test day!

during testing
During Testing
  • Follow procedures in Test Administrator’s Manual andTesting Students with Disabilities publication
  • Students must be provided the accommodation(s) listed in IEP/504 Plan
after testing
After Testing
  • Each student’s answer sheet must be coded with exactly which accommodations were provided during testing
  • Ex. A student has Scheduled Extended Time, but finishes early.
    • He does not need to be kept extra time.
    • Scheduled Extended Time may still be marked on the bubble sheet because it would have been provided had the student kept working.
after testing1
After Testing
  • Make note of what the student actually used – keep in local records
    • Some examples
      • Finished in standard time (no extra time needed)
      • Followed along with read aloud administration
      • Went ahead and did not listen to read aloud
      • Had multiple testing sessions over 2 days, but finished in one
after testing2
After Testing
  • This can aid future decisions regarding testing accommodations
    • Does this student really need it?
    • Programmatically, are there trends within the school or school system?
    • Is professional development needed?
specific accommodations to discuss
Specific Accommodations to Discuss
  • Scheduled Extended Time
  • Testing in a Separate Room
  • Test Administrator Reads Test Aloud
  • Student Marks Answers in Test Book
  • Multiple Testing Sessions
  • Computer Reads Test Aloud - Student Controlled
scheduled extended time
Scheduled Extended Time
  • The student’s IEP/Section 504 Plan should specify an estimated amount of extra time the student will require
  • Breaks occur at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions
  • Student must be allowed bathroom and lunch breaks
scheduled extended time1
Scheduled Extended Time
  • If testing continues past lunch
    • student must not communicate with other students during lunch

OR

    • Is not allowed to return to completed portions of test
  • If student’s estimated time is over, but student is working diligently, let him/her continue
scheduled extended time2
Scheduled Extended Time
  • Must complete in one day if used without Multiple Testing Sessions
  • Testing must be complete prior to normal afternoon dismissal
  • Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)
scheduled extended time3
Scheduled Extended Time
  • Students are not required by NCDPI to also have the Testing in a Separate Room accommodation in order to receive Scheduled Extended Time
    • If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location
    • If test is not complete after standard test administration time, student should be moved to different location to complete test
scheduled extended time4
Scheduled Extended Time

EXAMPLE 1:

Victor can complete a test in one day with breaks at the same intervals as his peers. However, he needs additional time to complete the test beyond that designated in the Test Administrator’s Manual. His IEP states that he needs the following accommodations:

  • Scheduled Extended Time (1.5 x the test time)
  • Testing in a Separate Room (small group)
  • Test Administrator Reads Test Aloud
multiple testing sessions
Multiple Testing Sessions
  • How test administration is to be divided must be documented
    • More frequent breaks
    • Over multiple days
  • If student does not also have Scheduled Extended Time, total administration time should be limited to that in Test Administrator’s Manual
multiple testing sessions1
Multiple Testing Sessions
  • EXAMPLE 1:
  • John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual. His IEP lists the following accommodations:
    • Multiple Testing Sessions (breaks every 20 minutes)
    • Testing in a Separate Room (small group)
multiple testing sessions2
Multiple Testing Sessions
  • EXAMPLE 2:
  • Sasha requires the test to be divided over two days. She can take breaks at the same intervals as her peers. She will, however, need additional time beyond that allowed in a standard test administration. Her IEP lists the following accommodations:
    • Multiple Testing Sessions (over 2 days)
    • Scheduled Extended Time (extra 30 minutes)
    • Testing in a Separate Room (small group)
multiple testing sessions3
Multiple Testing Sessions
  • Student is not allowed to look back over or complete work done in previous session
  • Before ending each session, student must be told to review work and may not change any part of the responses in the following sessions
  • At the conclusion of each session, paper clips may be used to secure those pages already completed or planned for future session
multiple testing sessions4
Multiple Testing Sessions
  • If completing test in multiple days or with long breaks during the day, student may return to regular class if general testing has concluded
  • Student is not allowed to revisit any portion of the test already completed, even if some questions were left unanswered
testing in a separate room
Testing in a Separate Room
  • One-on-one or Small Group
    • Must be designated on documentation
  • MUST be used if students receive one or more of the following accommodations:
    • Assistive Technology that reads test aloud (without use of headphones)
    • Student Reads Test Aloud to Self
    • Test Administrator Reads Test Aloud
testing in a separate room one on one
Testing in a Separate Room:One-on-One
  • Really 2:1
  • Test administrator and proctor for each student
  • Only one student per testing location
  • All standard testing procedures must be followed
testing in a separate room one on one1
Testing in a Separate Room:One-on-One
  • MUST be used if student uses the following:
    • Assistive Technology that reads test aloud (without use of headphones)
    • Dictation to a Scribe
    • Student Reads Test Aloud to Self accommodation
testing in a separate room small group
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
test administrator reads test aloud
Test Administrator Reads Test Aloud
  • Valid accommodation for tests that do not measure reading comprehension
    • NOT a valid accommodation for:
      • EOG – Reading
      • NCEXTEND2 EOG – Reading
      • English I EOC
      • NCEXTEND2 OCS – Occupational English I
      • Competency Test – Reading
administrative procedures
Administrative Procedures

Prior to Testing

  • Each student’s IEP/504 Plan must state how test is to be read aloud

For example:

      • Everything
      • By student request
      • Everything but numbers
  • Each student must be aware of how test will be read aloud (see above)
administrative procedures1
Administrative Procedures

During Testing

  • Students should be in test groups based on how test is to be read
  • Students must be in small group or one-on-one administrations (this must also be in documentation)
    • One-on-One suggested for Online Test of Computer Skills
administrative procedures2
Administrative Procedures

During Testing (cont’d)

  • Teacher must have a copy of the test to read from
  • Directions for the student are located in the Test Administrator’s Manuals
  • May repeat instructions and test questions as many times as needed
  • Test items and answer choices must be read in a consistent manner
if entire test is to be read aloud
If Entire Test is To Be Read Aloud
  • 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
if test is to be read by student request
If Test is To Be Read by Student Request
  • Student will indicate which item number he/she needs read.
  • Test administrator should pause to read problem to self prior to reading to student
  • Test administrator must move near the student and read
    • Item number
    • Test item
    • Corresponding answer choices
math tests
Math Tests

Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom

EXCEPT

if reading it provides the student with the answer

problem types place value
Problem Types: Place Value

Most numbers can be read 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

slide47

Place Value Example 1

RIGHT 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

problem types place value1
Problem Types: Place Value

When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc.

All examples are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing

slide49

RIGHT WAY TO READ

Place Value Example

A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen?

A seven – zero – four

B seven – one – four

C seven – four – zero

D seven – four - one

WRONG WAY TO READ

A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen?

A seven hundred four

B seven hundred fourteen

C seven hundred forty

D seven hundred forty-one

problem types fractions
Problem Types: Fractions

In many cases, fractions may be read as done in classroom

slide51

Fractions Example 1

RIGHT WAY TO READ

Which of the following is the largest?

A five thirds

B eight ninths

C three halves

D seven fourths

UNNECESSARY WAY TO READ

Which of the following is the largest?

A five divided by three

B eight divided by nine

C three divided by two

D seven divided by four

problem types fractions1
Problem Types: Fractions

If a question deals with converting fractions to another form, such as decimals, one of the forms must be read as digits

slide53

Fractions Example 2

RIGHT WAY TO READ

The coach used a digital stopwatch to time a race. The fastest time was recorded on this stopwatch:

One point seven zero zero

When the race was over, the coach posted the winning time in fraction form. Which is the winning time?

Aseventeen one-thousandths

B one and seven tenths

C one and seven one-hundredths

D one and seven one-thousandths

problem types geometry
Problem Types: Geometry

Symbols may be read as done in instruction unless test item specifically asks what the symbol represents

slide55

Geometry Example 1

RIGHT WAY TO READ

Given points P, seven, five, Q, eight, three, R, zero, negative one, and S, negative one, one, which of the following is true?

A line PQ is parallel to line RS

B line PQ is perpendicular to line RS

C line PR is perpendicular to line QS

D line PR is parallel to line QS

slide56
Some things that can help in figuring out

how to read test item correctly:

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

Review examples in this training; make yourself as aware as possible of the issues involved

Review the next problem while students are answering previous problem (if reading entire test aloud)

If reading by student request, pause and read over problem to self before reading to student

student marks answers in test book
Student Marks Answers in Test Book

Does student really need this accommodation?

  • Has the student ever tried to transfer answers to an answer sheet?
  • If no, provide them with an opportunity to see if they are able
  • If yes, were they able to do it correctly?
student marks answers in test book1
Student Marks Answers in Test Book

After completion of testing

Under secure conditions:

  • Staff member must transcribe student’s answers to multiple-choice test questions to the appropriate answer sheet
  • Take care to use correct section of answer sheet
student marks answers in test book2
Student Marks Answers in Test Book

Under Secure Conditions

  • 2nd staff member must check the transcription to verify accuracy
  • Both people must sign outside of test book
  • Test books with student’s original responses must be securely stored for 6 months
computer reads test aloud student controlled
Computer Reads Test Aloud - Student Controlled
  • ONLY for Online Test of Computer Skills
  • 2nd option for read aloud
  • Can be used in combination with traditional read aloud
  • Must be documented in IEP/504 Plan
  • Student clicks on speaker button

to activate speech

  • Button located by each block of text with audio file
computer reads test aloud student controlled1
Computer Reads Test Aloud - Student Controlled
  • Limitations
    • Audio files only available for some blocks of text (e.g., question, answer choices) - not text within applications
    • Student must physically be able to click mouse to activate speech
revisit activity
Revisit Activity
  • Testing Accommodations:

What’s Allowable and What’s Not

slide64

What documentation does a student with disabilities have to have to receive testing accommodations?

IEP or Section 504 Plan

NextQuestion

slide65

Name an accommodation that requires the student to also have the Testing in a Separate Room accommodation.

Test Administrator Reads Test Aloud

Student Reads Test Aloud to Self

Assistive Technology that reads the test aloud

NextQuestion

slide66

If a student has the Scheduled Extended Time accommodation and is working diligently at the end of his estimated time, may I let him continue?

YES

If the student is still working after the conclusion of the estimated time written in the IEP/504 Plan, he may continue. Testing must be concluded by end of that school day.

NextQuestion

slide67

Can a student that has Scheduled Extended Time be tested in the regular classroom?

YES

If the student does not also have the Testing in a Separate Room accommodation and is still working after the conclusion of the standard test administration, he/she may then move to another designated location to complete the test.

NextQuestion

slide68

Are all instructional accommodations also testing accommodations?

NO

Testing accommodations must also be used in instruction, but not all accommodations used in instruction are appropriate for testing.

NextQuestion

slide69

Where do you document what accommodations were provided to the student during testing?

On the student’s answer sheet

NextQuestion

slide70

Are all Testing in a Separate Room accommodations considered small group?

NO

Some accommodations (such as Student Reads Test Aloud to Self) require the student to be in a one-on-one setting. Also, some students may need to be by themselves to focus.

NextQuestion

slide71

How often do students with Scheduled Extended Time get breaks?

With the exception of overall time limits, procedures in the Test Administrator’s Manual are followed, including break times.

NextQuestion

slide72

How many adults are in the room for a “one-on-one” administration?

Two – a test administrator and a proctor are required for the administration of state tests

NextQuestion

slide73

Are all students with Multiple Testing Sessions tested over multiple days?

NO

Some students are able to finish the test within one day but need breaks more frequently than those of the standard test administration.

NextQuestion

slide74

If a student needs several days and extra time to complete the test, what accommodations should be in her documentation?

Both Multiple Testing Sessions and Scheduled Extended Time should be in the student’s IEP or Section 504 Plan

NextQuestion

slide75

If a student has Multiple Testing Sessions, can the pages the student is not going to be working on during a session be clipped together?

YES

Pages the student has completed and those planned for a future session may be secured by paper clips.

NextQuestion