1. ECPS Instructional and Testing Accommodations Beginning of Year Training Guidance and Procedures Dr. Bridges/Janet

2. What is an Accommodation?: Changes in the way a student accesses learning (which can then affect testing) Changes in the way a student accesses learning (which can then affect testing) Construct does not change; assignment/content does not change Construct does not change; assignment/content does not change Gives students equal access to learning without "watering down" the content Gives students equal access to learning without "watering down" the content 2

3. Accommodations≠Modifications 3

4. Accommodations Differ from Modifications in that: Modifications change the construct through altering language load, content complexity, and/or cognitive complexity. Some examples of modifications: Reduced assignments Simplified reading passages Reduced response choices 4

5. Instructional Accommodations *Routine Use* *Routine Use* Testing Accommodations drive 5

6. Updated Testing Accommodations Policy Document Testing Students with Disabilities publication (August 2012) Testing Students with Disabilities Website: http://www.ncpublicschools.org /docs/accountability/policyoper ations/tswd1213.pdf Testing Accommodations Web Site: http://www.ncpublicschools.org /accountability/policies/accom 6

7. 7 What Types of Testing Accommodations are Available for Students with Disabilities? Special Print Versions Special Print Versions Assistive Technology (AT) Devices and Special Arrangements Assistive Technology (AT) Devices and Special Arrangements Special Test Environments Special Test Environments 7 Marcy/Angela

8. 8 Special Print Versions Braille Edition Braille Edition Large Print Edition Large Print Edition One Test Item Per Page Edition One Test Item Per Page Edition NCDPI asks for minimum of 30 day notice (Braille requires earlier notification) NCDPI asks for minimum of 30 day notice (Braille requires earlier notification) 8 Special Test Environments Hospital/Home Testing Hospital/Home Testing Multiple Testing Sessions (plan must specify) Multiple Testing Sessions (plan must specify) Scheduled Extended Time (specify amount of time) Scheduled Extended Time (specify amount of time) Testing in a Separate Room (one on one OR small group with ___ number) Testing in a Separate Room (one on one OR small group with ___ number)

9. 9 Assistive Technology Devices and Special Arrangements Braille Writer/Slate and Stylus (Braille Paper) Braille Writer/Slate and Stylus (Braille Paper) Cranmer Abacus Cranmer Abacus Magnification Devices Magnification Devices Student Marks Answers in Test Book Student Marks Answers in Test Book Student Reads Test Aloud to Self Student Reads Test Aloud to Self AT Devices AT Devices Dictation to a Scribe Dictation to a Scribe Keyboarding Devices Keyboarding Devices Interpreter/Transliterator Signs/Cues Test Interpreter/Transliterator Signs/Cues Test Test Administrator Reads Test Aloud (specify upon request OR reads everything)(In English) Test Administrator Reads Test Aloud (specify upon request OR reads everything)(In English) Computer Reads Test Aloud – Student Controlled Computer Reads Test Aloud – Student Controlled 9

10. What has Changed in the August 2011 TSWD (and continues to be in the 2012 manual)? Some of the major changes are…. Some of the major changes are…. 10

11. NCEXTEND1 Accommodations Added NCEXTEND1 accommodations chart Added NCEXTEND1 accommodations chart Added information on accommodations and adaptations to manipulatives Added information on accommodations and adaptations to manipulatives 11

12. Student Marks Answers in Test Book ALL students may write in ALL students may write in their test booklet – their test booklet – no accommodation needed! no accommodation needed! Students with MIB (mark in book) accommodation must not be given an answer sheet, they must circle answers in book Students with MIB (mark in book) accommodation must not be given an answer sheet, they must circle answers in book Students with MIB do not transfer their answers from booklet to answer sheet Students with MIB do not transfer their answers from booklet to answer sheet May be tested in regular setting May be tested in regular setting 12

13. Dictation to a Scribe For both paper-and-pencil and online, two test administrators must be present For both paper-and-pencil and online, two test administrators must be present One fills role of test administrator One fills role of test administrator One fills role of scribe One fills role of scribe A separate proctor is not required A separate proctor is not required 13 Sherita/Shawna

14. Scheduled Extended Time Clarification: Extended time is to be provided in addition to maximum testing time Clarification: Extended time is to be provided in addition to maximum testing time Previously, most tests have maximum testing time of 240 minutes Previously, most tests have maximum testing time of 240 minutes Previously, NCEXTEND2 has an estimated testing time, but no maximum time Previously, NCEXTEND2 has an estimated testing time, but no maximum time Previously, NCEXTEND1 has no maximum testing time Previously, NCEXTEND1 has no maximum testing time (Time allowances for the current year to be determined) 14 Currently: NCDPI will require that each school have in its Test Plan procedures for moving students after the estimated time has ended so that those who do not need the maximum time can begin working on other things.

15. What About Online Testing? Large font and foreground/background options available to all students Large font and foreground/background options available to all students They are not ‘accommodations’ that need to be included in an IEP/504/LEP plan, but should be offered in the classroom prior to testing (and documented on the Instructional Accommodation Log) They are not ‘accommodations’ that need to be included in an IEP/504/LEP plan, but should be offered in the classroom prior to testing (and documented on the Instructional Accommodation Log) Must be selected in NC Education before testing day Must be selected in NC Education before testing day 15

16. Online Testing (cont’d) Interpreter/Transliterator Signs/Cues Test Interpreter/Transliterator Signs/Cues Test May use second computer monitor May use second computer monitor Dictation to a Scribe Dictation to a Scribe Scribe can record responses directly on computer or on piece of paper Scribe can record responses directly on computer or on piece of paper If recorded online, test administrator and scribe to sign statement of validation If recorded online, test administrator and scribe to sign statement of validation Test administrators complete Accommodations Provided screen after testing (along with a paper ROA) Test administrators complete Accommodations Provided screen after testing (along with a paper ROA) 16

17. Computer Reads Test Aloud – Student Controlled Must be selected in NC Education in the student interface questions (SIQs) before testing Must be selected in NC Education in the student interface questions (SIQs) before testing Separate room (one-on-one) required unless headphones are used Separate room (one-on-one) required unless headphones are used Student clicks on speaker icon next to text to activate read aloud option Student clicks on speaker icon next to text to activate read aloud option Consider bandwidth when scheduling (read alouds take more bandwidth) Consider bandwidth when scheduling (read alouds take more bandwidth) 17

18. Computer Reads Test Aloud – Student Controlled (cont’d) Limitation: only item stems and answer choices read by computer Limitation: only item stems and answer choices read by computer For online tests, student may have the test read aloud by: For online tests, student may have the test read aloud by: Test Administrator Reads Test Aloud Test Administrator Reads Test Aloud Computer Reads Test Aloud – Student Controlled Computer Reads Test Aloud – Student Controlled Combination of the two methods Combination of the two methods 18

19. Separate Setting Accommodation For the 2012-13 school year and beyond, the separate setting accommodation has been split into 2 different accommodations, separate setting-small group and separate setting one-on-one. The old separate setting accommodation should NOT be used. The IEP/504 team must choose one of the two new accommodations to include in the plan. The only situations I can think of that require one or the other of these is when a student has the read aloud to self or if the student has read aloud for an online test by the test administrator or without headphones. In these situations the separate setting-one-on- one is required. Placing a student in the back of the room is NOT considered an accommodation for state testing. A test administrator may determine where any student sits. The use of either of the separate setting accommodations requires the student(s) be in another room. This is how the accommodation should be used during the year as well. Otherwise come EOG/EOC testing the student is going to be surprised when they are placed in another room away from their peers. Per NCDPI Paula/Margaret

20. NCEXTEND2 Testing Reminder Per NCDPI, 2013-14 will be the last year North Carolina will provide NCEXTEND2 tests. IEP teams were encouraged to transition students away from the EXTEND2 designation.

21. Accommodations Data Collection PowerSchool: PowerSchool: Section 504 and LEP Accommodations CECAS: CECAS: EC Accommodations 21

22. Accommodations Data NCDPI Monitoring Accommodations reports (PowerSchool and CECAS) Accommodations reports (PowerSchool and CECAS) NOTE: IEPs have to be current and closed/verified for the accommodations to show up on NCDPI’s end. Special Print Version ordering (e.g., Braille, Large Print, One Test Item per Page) Special Print Version ordering (e.g., Braille, Large Print, One Test Item per Page) NCDPI monitoring (desk monitoring and on- site) NCDPI monitoring (desk monitoring and on- site) 22

23. ECPS Internal Monitoring Schedule for the Current Year: Schools: Schools will be required to conduct two internal audits: ** one in the fall semester and ** one in the spring semester (early March) District: One districtwide audit – will occur 1 st this year to provide early feedback to schools/teachers --------------------------------------------------------------- Melinda/Bridgette

24. This matching cycle (per District Accommodation Procedures) should be repeated each time an IEP/504/LEP plan is reviewed and changed.

27. Instructional Accommodation Logs: All schools will utilize the ECPS Instructional Accommodation Log provided to Principals and School Test Coordinators so that the district can provide better support and guidance in the documentation of classroom accommodations. Beginning of the Year: EC Case managers, ESL teachers, and school 504 Contacts will highlight a student’s classroom accommodations on the Instructional Accommodation Log (one log per student per subject). Discussions with teachers will occur to ensure full understanding of the accommodation needs of students. As annual reviews occur, IEP/504/LEP teams will continue to share plan updates with teachers (per procedures) – and teachers will then take responsibility for highlighting required accommodations on the left hand side of the log. (See next two slides for ECPS log and recommendations for its use)

28. ECPS Instructional Accommodation Log Alicia/Karen

30. How are we doing in ECPS? In the Spring 2012 testing cycle, ECPS had 18 testing irregularities due to Accommodations In the Spring 2012 testing cycle, ECPS had 18 testing irregularities due to Accommodations In the Spring 2013 testing cycle, ECPS had 3 testing irregularities due to Accommodations In the Spring 2013 testing cycle, ECPS had 3 testing irregularities due to Accommodations In the Spring 2014 testing cycle, ECPS had 8 testing irregularities due to Accommodations In the Spring 2014 testing cycle, ECPS had 8 testing irregularities due to Accommodations It is requested that all annual reviews be scheduled to occur by April 15 of the year to avoid changes close to testing.

31. How are we doing in ECPS? Examples: Examples: - giving MIB when plan no longer included MIB, - Student refused separate setting during test – and had been throughout the semester (per Instructional Accommodation Log) but the IEP plan was not updated to remove separate setting - several irregularities were due to annual reviews being scheduled in May, the student’s plan was changed, but the changes were not documented on new ROAs and/or copies were not provided to the School Test coordinator and teachers so they were not aware of changes - EXTEND2 student given a regular test - Read aloud option available to a student without the read aloud accommodation - STC did not check multiple test session in NC Education (so MTS was not available to the student) So how are we doing on Classroom Accommodations?

32. However... Per the Instructional Accommodation Logs, many of our students are still not receiving accommodations routinely in the classroom – and therefore, are not entitled to use them on state testing!

33. Reminders From NCDPI: Accommodations used during instruction and classroom assessments should always be considered first by IEP Teams and Section 504 Committees. These accommodations should enable the student to access information during instruction, and generally are not held to the same restrictions as testing accommodations. There is a wide array of accommodations that may be used during instruction. If there are questions regarding instructional accommodations, the student’s exceptional children teachers and/or school system exceptional children staff may be of assistance. Once the IEP Team or Section 504 Committee determines the accommodations needed during instruction and classroom assessments, it should address state testing. The accommodations for state tests are a subset of those needed during instruction. The accommodations that are to be used during regular classroom instruction and assessments are to be discussed, finalized, and documented in the current IEP or Section 504 Plan before the discussion and documentation of accommodations that are to be used during a state mandated test administration. Janet/Sherrill

34. Reminders From NCDPI:

37. School Contact Information: Contact your Lead EC teacher(s) and School Test Coordinator 37 District Contact Information: IEP/504 Plans or EC/504 Instructional Log questions: Karen Harrington – kharrington@ecps.us kharrington@ecps.us LEP Plans or LEP Instructional Log questions: Dr. Valerie Bridges – vbridges@ecps.us Testing Accommodations/ROAs: Janet Morris – jmorris@ecps.us jmorris@ecps.us Dr. Bridges/Melinda

39. Questions? Comments? Concerns? Thank you for your ensuring that our students in need of accommodations are receiving those supports routinely during instruction. Then testing situations can “model” what has been occurring in the classroom for students. 39