Student Plan Terminology 2 IEP = Individualized Education Program Section 504 = Federal law designed to protect rights of individuals with disabilities LEP = Limited English Proficient Transitory Impairment = Impairment with actual or expected duration of 6 months or less

Accommodation: Changes in the way a student accesses learning/testing Construct does not change; assignment/content does not change Gives students equal access to learning without "watering down" the content 3

Accommodation: Aligned or matched between classroom instruction, classroom testing and district or state tests Accommodations for assessment and instruction are integrally intertwined Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota 4

The Linking of Student Accommodations 5 Classroom Instruction Classroom Assessment State/District Assessment Home, Work, Community, Post-Secondary Education Adapted from: Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota

Individualize Instructional Accommodations Teach to a student’s strengths rather than measure the depth of their disability 6

Individualize Instructional Accommodations Provide access and level the playing field Address specific needs related to a student’s disability, rather than provide generic accommodations Use age appropriate accommodations 7

Accommodations Are Used to Make the Instructional Match Goal: Make the “match” between the students’ entry skills, prior knowledge and the demands of the curriculum/standards and classroom expectations. 8

Practice Makes Perfect Provide students direct instruction on how to use assistive devices and accommodations Provide students daily opportunities to use or practice with their accommodations Students must be taught to use accommodations across instructional settings Students must be taught which instructional accommodations may/may not be used on state tests. 9

Final Thoughts Keep things simple and focus on ease of use Ensure that students can articulate their needs and ask for their accommodations Ensure that all teachers are aware of the student’s instructional accommodations Make sure you have student and teacher buy-in Remember things change over time and you may need to adapt 10

A student with more than one identification… Use the following Hierarchy of Accommodation Documentation A.IEP B.Section 504 Plan C.LEP Plan/Documentation D.Transitory Impairment Documentation 11

Considerations for Committee Communication and Decision-Making Base accommodations on student need Integrate assessment accommodations into classroom instruction –Provide practice opportunities –Use as part of the regular instruction –Inform all relevant teachers 12

Considerations for Committee Communication and Decision-Making Use state list of approved testing accommodations –Understand purpose of the accommodation –Students may have overlapping identifications which may require specific accommodations based on area of need(s) and/or content –Make sure accommodation is appropriate for the student and the test 13

14 State Testing Accommodations State testing accommodations must be:  Documented in the student’s IEP, Section 504 Plan, LEP Plan/documentation, transitory impairment documentation, and  Used routinely during instruction and similar classroom assessments that measure the same construct.  Accommodations are not to be provided for test score enhancement. 14

15 State Testing Accommodations School systems must ensure:  Staff are trained in the appropriate use of the accommodation(s) during testing;  Students are provided with the appropriate testing accommodations based on their plan/documentation; and  Test security is maintained at all times. 15

16 TESTING ACCOMMODATIONS INFORMATION FOR: STUDENTS IDENTIFIED AS LIMITED ENGLISH PROFICIENT 16

17 State LEP Testing Accommodations Eligibility LEP students who score below Level 5.0 Bridging on the reading subtests of the W- APT/ ACCESS for ELLs are eligible to receive state-approved LEP testing accommodations on all state tests except the state writing assessment at grade

18 State LEP Testing Accommodations Eligibility LEP students who score below Level 5.0 Bridging on the writing subtest of the W- APT/ACCESS for ELLs, are eligible to receive state-approved LEP testing accommodations on the state writing assessment at grade

19 State LEP Testing Accommodations The six state-approved LEP accommodations: 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 Testing in a Separate Room 19

20 TESTING ACCOMMODATIONS INFORMATION FOR: STUDENTS WITH DISABILITIES 20

21 Who is Eligible for Testing Accommodations? Students with disabilities with a current Individualized Education Program (IEP) Students with disabilities with a current Section 504 Plan Students with a temporary disability with current Transitory Impairment documentation 21

22 Testing Program Options for Students with Disabilities Assessment Type Students with Current IEP Students with Current Section 504 Plan/TI Documentation Only General Assessment (EOG, EOC, Grade 10 Writing, W-APT, ACCESS for ELLs) Standard With testing accommodations Standard With testing accommodations Alternate Assessment NCEXTEND2 NCEXTEND1 With or without accommodations Not eligible for alternate assessment 22

23 What Types of Testing Accommodations are Available for Student with Disabilities? Modified Test Formats Assistive Technology (AT) Devices and Special Arrangements Special Test Environments 23

24 Modified Test Formats Braille Edition Large Print Edition One Test Item Per Page Edition 24

25 Assistive Technology Devices and Special Arrangements Braille Writer/Slate and Stylus (Braille Paper) Cranmer Abacus Magnification Devices Student Marks Answers in Test Book Student Reads Test Aloud to Self 25

Assistive Technology Devices and Special Arrangements AT Devices Dictation to a Scribe Keyboarding Devices (May result in not receiving conventions score for Grade 10 Writing) Interpreter/Transliterator Signs/Cues Test Test Administrator Reads Test Aloud (In English) (Invalidate scores of state tests measuring reading comprehension) 26

27 Assistive Technology Devices and Special Arrangements Braille Writer/Slate and Stylus (Braille Paper) Cranmer Abacus Magnification Devices Student Marks Answers in Test Book Student Reads Test Aloud to Self 27

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

29 Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room 29

StandardSarahHelgaIra Days of Testing 1112 Number of Items 54 Day 1Day 2 Estimated Testing Time Frequency of Breaks After 45 min. After 30 min. After 15 Items After 45 min. Number of Breaks 2 (at 45 and 90 min.) 4 (at 30, 60, 90, 120 min.) 3 (at 15, 30, 45 min.) 1 (at 45 min.) 1 (at 45 min.) Length of Each Break 2 Min5 Min2 Min3 Min Multiple Testing Sessions

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 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 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

34 Testing Accommodations for NCEXTEND1 Responds with Use of an Augmentative Communication Device, Picture Board, etc. Large Print Materials Adaptations to NCDPI-Provided Manipulatives 34

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 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 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

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)

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

Test Administrator Reads Test Aloud (In English) - Example 40 A pilot flies 728 miles. Which is another way to write this number? A seven hundred eighty-two B seven hundred thirty-eight C seven hundred twenty-eight D seven hundred and twenty-eight 40

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 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

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

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

Audit Recommendation Read Aloud Accommodation “read everything except ordinal numbers, graphs, charts, and symbols”

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

Audit Finding…Separate Room NC Wise Accommodation—Separate Room Explain or Specification Implementation – less than ___ students ( Ex. Less than 5 students )

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: 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

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 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 Book Under Secure Conditions 2 nd 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

Before Testing….. Develop plan—IEP, 504, LEP Classroom accommodations determined Testing accommodations determined after review from last year’s EOG/EOC --- Review of Accommodations Used During Testing Form Updates of Accommodations need to be completed 30 days before testing—make sure to update on the IEP/504/LEP plan and Review of Accommodations Form Not used---lose! Goal is independence! Turn Review of Accommodations Form to Testing Coordinator

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.

Review of Accommodations Used Testing Form Must be completed by the test administrator Must be signed by the test administrator Must be filed in the RAW DATA section of the student’s confidential folder (EC folder)

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?

Final Thoughts Keep things simple and focus on ease of use Ensure that students can articulate their needs and ask for their accommodations Ensure that all teachers are aware of the student’s instructional accommodations Make sure you have student and teacher buy-in Remember things change over time and you may need to adapt 57

and OCS students will take the general assessments based on the current Standard Course of Study –English I –Biology –Algebra I Item Tryouts and Field Tests for NCEXTEND2 assessments based on new standards and implemented in –English II –Biology –Algebra I 58

Sources: NC Department of Public Instruction Joint EC, LEP, 504, Testing Meeting—September 14,