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Testing Students with Disabilities Publication. RAC Training Presented by: Carrie Perkis. Information from this presentation is located in:. Testing Students with Disabilities publication (August 2013) Testing Students with Disabilities Website : www.ncpublicschools.org/

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Testing Students with Disabilities Publication


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    1. Testing Students with Disabilities Publication RAC Training Presented by: Carrie Perkis

    2. Information from this presentation is located in: Testing Students with Disabilities publication (August 2013) Testing Students with Disabilities Website: www.ncpublicschools.org/ accountability/policies/tswd/ Testing Accommodations Website: www.ncpublicschools.org/ accountability/policies/accom/

    3. Shipping/General Information • Calculated number shipped to LEAs in ~October 2013 • One to LEA level, one to each school • Notebook format, 3-hole punched • Will receive cover page, spine label, tabs, and content pages

    4. Sections of TSWD Document • Introduction • Responsibilities • Procedures for Determining Participation • Testing Accommodations – Descriptions and Procedures • Monitoring Accommodations • North Carolina Alternate Assessments • Appendices

    5. A. Introduction • Federal and state policy on testing and accountability systems • General information on accommodations • General information on alternate assessments • Students with Disabilities = Current IEP or Section 504 Plan

    6. B. Responsibilities of the LEA Test Coordinator and EC Director/ Section 504 Coordinator • Joint responsibilities • Disperse information • Establish monitoring systems • Ensure accommodations documentation and implementation • Joint training of staff • Test administrators, proctors, teachers serving students with disabilities

    7. C. Procedures for Determining Participation in the General Test Administration, Testing with Accommodations, or an Alternate Assessment • All students must participate in testing • General state test without accommodations • General state test with accommodations • Alternate assessment with or without accommodations

    8. C. Procedures (cont’d) • Instructional accommodations • NC Testing Program participation • Item tryouts/field tests • Guiding principles for accommodations • Accommodations for NAEP • Accommodations for NC tests

    9. C. Procedures (cont’d) • Accommodations documentation • Eligibility for accommodations • SWD also identified as LEP • Transitory Impairments • Routine use of accommodations • Notifying students • Student declines use of accommodation • Use of accommodations not described in the TSWD publication

    10. D. Testing Accommodations – Descriptions and Procedures • Accommodations Tables: • Grades 3–8 Paper-and-Pencil • Grades 3–8 Online • Grades 9–12 Paper-and-Pencil • Grades 9–12 Online • NCEXTEND1

    11. End-of-Grade Assessments • EOG ELA and Mathematics (3-8) • Paper-and-pencil only • EOG Science (5 & 8) • Online, paper-and-pencil option • NCEXTEND2 ELA and Mathematics (3-8) • Online, paper-and-pencil option • NCEXTEND2 Science (5 & 8) • Online, paper-and-pencil option

    12. End-of-Course Assessments • English II, Math I, Biology • Online, paper-and-pencil option • NCEXTEND2 English II, Math I, Biology • Online, paper-and-pencil option

    13. NCEXTEND1 Assessments • ELA and Mathematics (3-8) • Science (5 & 8) • English II, Math I, Biology (grade 10) • Grade 11 assessment • ACCESS for LEP students • All NCEXTEND1 tests are individually administered performance assessments

    14. Special print versions

    15. Special Print Versions • Ordering – through data entry in LEA-approved accommodations management systems (NC WISE, CECAS, third-party) according to Testing Accommodations Collection Schedule

    16. Braille Edition • Contracted Braille • How will student record responses? • Does student need separate setting? • Test administrator must have copy of test • Transcriber’s notes • Transcription of student responses

    17. Large Print Edition • 11” x 17” paper with 22-point font • How will student record responses? • Does student need separate setting? • Transcription student responses • Online assessments: • Large Font option for all students • Must be designated prior to testing

    18. One Test Item Per Page Edition • One item on each 8.5” x 11” piece of paper with standard 12-point font • How will student record responses? • Does student need separate setting? • Transcription of student responses • Online assessments: • Built into test design for these tests

    19. Assistive technology devices and other arrangements

    20. Assistive Technology Devices • Examples of approved AT devices • Ensure AT Device will not invalidate assessment • Test administrator must ensure device is in working order • Calculator policy

    21. Interpreter/Transliterator Signs/Cues Test • Invalidates results of tests measuring reading comprehension • Each testing site must have: • Test administrator to read test aloud • Interpreter/transliterator to sign/cue • Trained proctor One individual may fulfill both (a) and (b).

    22. Interpreter/Transliterator Signs/Cues Test (cont’d) • Interpreter/transliterator may review test up to 2 days before test • Must test in separate setting (one-on-one or small group) • May sign/cue to small group of students if all are using same form • Online – an extra computer monitor may be used to facilitate provision

    23. Student Marks Answers in Test Book • ALL students may write in their test booklet – no accommodation needed! • Students with MIB do not transfer their answers from booklet to answer sheet • Students with MIB must not be given an answer sheet, must circle answers in book • May be tested in regular setting

    24. Student Marks Answers in Test Book (cont’d) • Test administrators may omit instructions that mention answer sheets • Transcribing student responses – secure setting with a group of at least 3 individuals: • One to transcribe, one to verify transcription, one to observe process All 3 individuals must sign cover of test book • Online - MIB not applicable for online tests

    25. Student Reads Test Aloud to Self • Separate setting (one-on-one) required • Students may use a whisper phone/PVC elbow pipe or other similar device if used routinely

    26. Test Administrator Reads Test Aloud • Invalidates results of tests measuring reading comprehension • Separate setting required (one-on-one or small group) • Must specify details: • Read Aloud All • Read Aloud by Student Request • Other – words only on math test, etc.

    27. Computer Reads Test Aloud – Student Controlled • Available for online math and science tests • Must be enabled in student interface questions (SIQ) before testing • Separate room (one-on-one) required unless headphones are used • Student clicks on speaker icon next to text to activate read aloud option • Consider bandwidth when scheduling

    28. Computer Reads Test Aloud – Student Controlled (cont’d) • Limitation: only item stems and answer choices read by computer • For an online assessment, student may have the test read aloud by: • Test administrator reads aloud • Computer reads aloud – student controlled • Combination of the two methods

    29. Braille Writer/Slate and Stylus • Test administrator may omit irrelevant instructions (e.g., no. 2 pencil) • Transcription of student responses • May ask student to clarify nonsensical responses

    30. Cranmer Abacus • Not a substitute for a calculator, but may serve as scratch paper substitute for some • Only student may operate the abacus

    31. Dictation to a Scribe • For both paper-and-pencil and online, two test administrators must be present • One fills role of test administrator • One fills role of scribe • For multiple-choice, student may dictate letter choice, read answer aloud, or point • For EOC English II constructed response, scribe must write exactly what student says • Student proofreads responses

    32. Dictation to a Scribe (cont’d) • Transcription – group of three, all three must sign test book • Online – if recorded directly on computer, test administrator to verify; scribe and TA to sign statement of validation • Online – scribe may record student responses directly on computer or on a piece of paper

    33. Magnification Devices • Magnifier, monocular, closed-circuit television

    34. Special Test environments

    35. Multiple Testing Sessions • Testing over multiple mini-sessions • Specifics of multiple testing sessions must be documented in IEP/Section 504 Plan • More frequent breaks (e.g., break every 20 minutes, break every 10 items) • Testing over multiple days (e.g., half test each day over 2 days) • Must finish within maximum testing time unless also have Scheduled Extended Time

    36. Multiple Testing Sessions (cont’d) • Must begin on same day as general testing • Multiple day administrations to be completed on make up days • Testing in a Separate Room required if breaks are not standard • Only students with the same break setups may be grouped together

    37. Multiple Testing Sessions (cont’d) • Test administrators may omit instructions related to time limits • 5 minute warning must be given before lunch • Books must be paper-clipped during extended breaks, students may not return to paper-clipped section after break • Online – must be designated prior to testing

    38. Scheduled Extended Time • For students who need additional time, but can finish test in one day • May not begin testing earlier than regularly scheduled time • Add’l time on top of maximum testing time • Most tests have max time of 240 minutes!

    39. Scheduled Extended Time (cont’d) • Amount of estimated extended time must be specified in IEP/Section 504 Plan – but students allowed • However, with this accommodation, students provided as much extended time as needed

    40. Scheduled Extended Time (cont’d) • Test administrator may omit instructions regarding time limits • Breaks occur at standard time • Student must be allowed to eat lunch • Testing must be completed by dismissal • Test security/paper-clipping • Separate setting not required

    41. Testing in a Separate Room • Test administrator and proctor required • Specifics must be documented in IEP/Section 504 Plan • One-on-one • Small group • Define range or maximum # of students • Local policy for definition of small group

    42. Testing in a Separate Room (cont’d) • One-on-One required for: • AT Device that reads test aloud (without use of headphones) • Computer Reads Test Aloud (without use of headphones) • Dictation to a Scribe • Student Reads Test Aloud to Self

    43. Testing in a Separate Room (cont’d) • One-on-one OR small group for: • Test Administrator Reads Test Aloud • Interpreter/Translator Signs/Cues Test • Multiple Testing Sessions (when breaks are not provided in alignment with standard administration procedures)

    44. E. Monitoring Accommodations • USED requires the NCDPI to submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations • required testing accommodations • provided testing accommodations • usage of testing accommodations

    45. E. Monitoring Accommodations (cont’d) 2013–2014 • Required: Accommodations in PowerSchool, CECAS, LEA-approved third-party application • Provided: Accommodations coded on answer sheets or online in NC Education • Used: Review of Accommodations Used During Testing forms

    46. E. Monitoring Accommodations (cont’d) • Accommodation not provided: • OTISS report • Parent notified & decides on retest before score is received • Accommodation provided that should not have been: • OTISS report • Misadministration and retest

    47. F. North Carolina Alternate Assessments, cont’d • Alternate assessments must be documented on a student’s IEP at least 30 days before testing window opens

    48. G. Appendices • Questions to Consider • Routine Use of Accommodations Memo • Accommodations must be used for at least 30 days before testing • Invalid Scores Memo • Accommodation Notification Form • Logistics Planning Checklist • Review of Accommodations Used During Testing forms

    49. Questions?Comments?Concerns?