1. 1 Making Wise Decisions about Participation in the Statewide Testing Program: Unlocking the Mysteries of Testing Conference on Exceptional Children November 2004

2. 2 A joint session by the Exceptional Children Division and the Division of Accountability Services Bobbie Grammer, Exceptional Children Division, Policy, Monitoring, and Audit John Thomas, Exceptional Children Division, Areas of Exceptionality Kevin Murphy, Division of Accountability Services, Testing Policy and Operations Pam Biggs, Division of Accountability Services, Testing Policy and Operations

3. 3 Topics for Discussion  What tests are required?  Reasons for wanting students with disabilities in the accountability system  How can students with disabilities participate in the testing program?  Specific types of test administrations  Decision-making guidelines chart  Questions

4. 4 The North Carolina Testing Program: Grades 3-8 Every student in membership must participate in the following paper and pencil test or alternate assessment:  Grade 3 Pretest – Reading and Mathematics  End-of-Grade Tests in Reading and Mathematics at grades 3-8  Writing Assessment at grades 4 and 7

5. 5 The North Carolina Testing Program: Grades 9-12 Every student in membership must participate in the following paper and pencil test or alternate assessment:  Writing Assessment at grade 10  High School Comprehensive Test at grade 10  End-of-Course Tests in 8 subjects: Algebra I, Algebra II, Geometry, English I, Biology, Chemistry, Physical Science, and Physics  Statewide End-of-Course Field Tests in 2 subjects: Civics and Economics and U.S. History

6. 6 2004-05 Testing Requirements for Graduation* Career Prep College Tech Prep College/University Prep Occupational (OCS) Competency (Reading and Mathematics) YESNO Computer Skills YES As specified in IEP *Students must also fulfill course of study requirements

7. 7 Test Administration Options Standard Test Administration Standard Test Administration with Accommodations Alternate Assessment

8. 8 Decision Considerations  The decision regarding the test administration (with or without accommodations) or the use of the alternate assessment for participation in the North Carolina Testing Program must be based on the unique needs of the student and must be documented in the current IEP. The decision must not be made to enhance test scores for purpose of student placement or school accountability.

9. 9 Reasons for Wanting Students with Disabilities in the Accountability System

10. 10 Reason 1  For an Accurate Picture of Education

11. 11 Reason 2  For Students with Disabilities to Benefit from Reforms

12. 12 Reason 3  To Make Accurate Comparisons

13. 13 Reason 4  To Avoid Unintended Consequences of Exclusion

14. 14 Reason 5  To Meet Legal Requirements

15. 15 Reason 6  To Promote High Expectations

16. 16 Reason 7  To Promote Access to the General Curriculum for Students with Disabilities

17. 17 Tested under Standard Conditions? Tested with Accommodations? Must be Assessed with a NC Alternate Assessment YES NO YES NO NC Alternate Assessment Portfolio (NCAAP) NC Alternate Assessment Academic Inventory (NCAAAI) Procedure for IEP Team to Determine Student Participation in NC Statewide Test Administrations Pg. 104

18. 18 Standard Test Administration

19. 19 What is the layout of the test?  EOG: 3 parts comprise the test. Calculator Active, Calculator Inactive, and Reading Comprehension.  All three parts are in one test book. The number of pages in an EOG book is ~72 and in an EOC book is ~32 - 72  For graphics, grey-scale, not color, is used.  Font: Serif font similar to Times New Roman  Point size: Most text is printed in 12 point. Exponents, footnotes, points on a graph, etc., are often printed in 8 point. Chart or reading selection titles may be larger.

20. 20 Test Layout (cont’d)  1-6 questions may fit on a page. See Sample questions.  Tests are only offered in English. Directions are spoken in English.  Multiple questions may apply to a reading selection, table, chart, or political cartoon (EOC). Students may have to flip back and forth in book to determine the answer.

21. 21 Estimated Time to Complete the Test  Varies per grade level  Calculator Active: 130 – 133 minutes with one 3- minute stretch break  Calculator Inactive: 65 – 68 minutes with no stretch break  Reading Comprehension: 127 – 130 minutes with two 3-minute stretch breaks  End of Course: 120 minutes with one 2-minute stretch break.

22. 22 How many days does it take to complete the test?  EOG: LEAs may choose a 2- or 3-day administration schedule. Check with your principal.  EOC: 1-day administration schedule.

23. 23 Number of Test Questions  Calculator Active: 56 questions  Calculator Inactive: 24 questions  Reading Comprehension: 50 – 56 questions  End-of-Course: 60-100 questions

24. 24 Directions  No directions are in the test book. Students must listen to instructions about how to complete the test.

25. 25 Test Material  EOG: Calculator, graph paper, formulas (attached), blank paper, etc.  EOC: Calculator, graph paper, formulas (attached), reference tables (separate), blank paper, etc.  Rulers: Grades 3 – 8  Protractors: Grades 5 - 8

26. 26 Test Setting  Consider the settings that your school uses for a standard administration.  One administrator and one proctor walk about the room.

27. 27 Resources  Answer sheet: One answer sheet is used for all three components of EOG http://www.ncpublicschools.org/accountabil ity/testing/eog/answersheetsample.pdf http://www.ncpublicschools.org/accountabil ity/testing/eog/answersheetsample.pdf  Sample test questions, formula sheets, graph paper, reference tables, and general information on test development: http://www.ncpublicschools.org/accountabil ity/testing/ http://www.ncpublicschools.org/accountabil ity/testing/

28. 28 Standard Test Administration with Accommodations

29. 29 Accommodations can be used on: ALL state-mandated tests Accommodations that would invalidate the test results may vary between tests.

30. 30 Which students may receive accommodations?  Students with disabilities that have an IEP  Students with disabilities that have a Section 504 Plan  Limited English proficient students that meet specific criteria

31. 31 Guiding Principles*  Do not assume that every student with disabilities needs assessment accommodations.  Obtain approval by the IEP team.  Base accommodations on student need.  Be respectful of the student’s cultural and ethnic background. * The guiding principles are located in the Council for Exceptional Children resource referenced at the end of the presentation.

32. 32 Guiding Principles (cont’d)  Integrate assessment accommodations into classroom instruction.  Know whether your state and/or district has an approved list of accommodations.  Plan early for accommodations.  Include students in decision making.  Understand the purpose of the assessment.

33. 33 Guiding Principles (cont’d)  Request only those accommodations that are truly needed.  Determine if the selected accommodation requires another accommodation.  Provide practice opportunities for the student.  Remember that accommodations in test taking won’t necessarily eliminate frustration for the student.

34. 34 Process  IEP Team/Section 504 Committee meets  Team/committee decides what, if any, accommodations are necessary  Find out if accommodation(s) is on “approved” list  If yes, notify school test coordinator  If no, submit an Accommodation Notification form

35. 35 Approved Accommodations  May be different depending on test  Use of approved accommodations would not invalidate the test results  Are listed in each Test Administrator’s Guide and in Testing Students with Disabilities document

36. 36 Approved Accommodations for NC Tests at Grades 3-8 (pg. 40)

37. 37

38. 38 Approved Accommodations for NC Tests at Grades 9-12 (pg. 41)

39. 39

40. 40 Approved Accommodations for NC Tests with Graduation Requirements (pg. 42)

41. 41

42. 42 Modified Test Formats  Braille (pg. 45)  Computer Skills Portfolio Assessment Accommodation (CSPAA) (pg. 46)  Large Print Edition (pg. 50)  One Test Item Per Page Edition (pg. 53)

43. 43 Assistive Technology (AT) Devices and Special Arrangements  AT Devices (pg. 55)  Braille Writer/Slate and Stylus (and Braille Paper) (pg. 62)  Cranmer Abacus (pg. 64)  Dictation to Scribe (pg. 66)  Interpreter/Transliterator Signs/Cues Test (pg. 70)

44. 44 Assistive Technology (AT) Devices and Special Arrangements (cont’d)  Keyboarding Devices (pg. 73)  Magnification Devices (pg. 76)  Student Marks Answers in Test Book (pg. 78)  Test Administrator Reads Test Aloud (pg. 80)

45. 45 Special Test Environments  Hospital/Home Testing (pg. 84)  Multiple Testing Sessions (pg. 85)  Scheduled Extended Time (pg. 87)  Testing in a Separate Room (pg. 90)

46. 46 Accommodation Notification Form  Is required if accommodation chosen by IEP team/504 committee is not specified in the Testing Students with Disabilities document

47. 47 Accommodation Notification Form SIDE 1 “The use of unauthorized accommodations may invalidate test results.” within 30 days WHEN: Specify test date and name(s) This form found on pg. 133-134 of the Testing Students with Disabilities manual WHO: Student Info.

48. 48 SIDE 2 WHAT: Describe accommodation in detail WHY: Why the student needs it Signatures

49. 49 Accommodation Notification Form (cont’d)  Accommodation and reason for need must be clearly described on form  Signatures must be provided  Must be submitted to NCDPI within 30 days of IEP team or Section 504 committee decision OR 2 weeks prior to the test administration, whichever is sooner  LEA test coordinator will receive response stating whether the accommodation will invalidate the test results

50. 50 How does dictation to scribe or word recognition software affect writing scores?  Use of these accommodations invalidates the convention score. The student would still receive a content score. Common Accommodation Questions

51. 51 Can a student receive certain accommodations for one test and none or others for a different test?  Yes, the decision to use accommodations is on a test-by-test basis and must be documented in IEP

52. 52 How specific does the IEP need to be?  Very specific  Ex. Read Aloud –Everything read including answer choices –By student request  Ex. Separate Setting –Small Group –One-on-One

53. 53 North Carolina Alternate Assessment Academic Inventory (NCAAAI)

54. 54 NCAAAI is an alternate for:  Grade 3 Pretest – Reading and Mathematics  End-of-Grade Tests in Reading and Mathematics at grades 3-8  Writing Assessment at grades 4, 7, and 10  High School Comprehensive Test at Grade 10  End-of-Course Tests in 8 subjects: Algebra I, Algebra II, Geometry, English I, Biology, Chemistry, Physical Science, and Physics  Statewide End-of-Course Field Test in 2 subjects: Civics and Economics and U.S. History

55. 55 Who is it designed for?  Must have an IEP  Assigned to grades 3-8 or 10 or enrolled in a course that requires an end-of-course for credit  Unable to participate in standard test administration with or without accommodations that do not invalidate the test results  AAP is an inappropriate assessment  Also available to LEP students who meet specific eligibility criteria

56. 56 What’s new for 2004-05  New folder format  Student work folder DRAF T

57. 57 Common NCAAAI Questions

58. 58 What is the student work folder?  The same folder teachers are probably already keeping in the classroom for their students. How many pieces of evidence do we need? What documentation do we need on the evidence?  NCDPI is not requiring a specific number of pieces of work, nor is labeling of corresponding objective required.

59. 59 Can EC students score proficient on the AAAI? Student Final Performance Scale Score (1–8) Achievement Level Student Assessed On Grade Level Student without a Significant Cognitive Disability Assessed Below Assigned Grade Level Student with a Significant Cognitive Disability Assessed 3 or More Years Below Assigned Grade Level 1-2III 3-4III 5-6IIIIIIII 7-8IVIIIV

60. 60 Who completes the inventory?  The school principal assigns the assessor. The assessor must have training in the content area being assessed and must work routinely with the student during instruction. The NCDPI recommends that the regular education content teacher collaborate with the resource teacher to complete the NCAAAI.

61. 61 Are OCS students required to be assessed in writing?  No If OCS students are on a block schedule, can the reading and math inventories be done in the semester they have that subject?  No, the assessment is associated with the grade and not a course. It must be done over the entire year.

62. 62 Where can I find more information about the NCAAAI?  Test Administrator’s Guide –For Grades 3-8 and 10 –For End-of-Course –For End-of-Course Field Tests  www.ncpublicschools.org/accountability/ testing/ncaaai

63. 63 North Carolina Alternate Assessment Portfolio (NCAAP)

64. 64 NCAAP is an alternate for:  Grade 3 Pretest – Reading and Mathematics  End-of-Grade Tests in Reading and Mathematics at grades 3-8  Writing Assessment at grades 4, 7, and 10  High School Comprehensive Test at grade 10

65. 65 Who is it designed for?  Must have an IEP  Assigned to grades 3-8 or 10  Unable to participate in standard test administration with or without accommodations that do not invalidate the test results  AAAI is an inappropriate assessment

66. 66 Components of AAP  3 Reading Tasks  3 Math Tasks  For grades 4, 7, and 10 – one reading task must be designated as writing task (from Essence 4 or 5)  Tasks are derived from IEP goals and aligned to Essences of the Standard Course of Study

67. 67 Where can I find more information about the AAP?  Administrative Guide  Portfolio Development Designee/Teacher Handbook  www.ncpublicschools.org/accountability/ testing/alternate

68. 68 Guidelines for Making Decisions for the Participation of Students with Disabilities in the NC Testing Program

69. 69 Types of test administrations NCCATS: availability yet to be determined NCAAAI On Grade Level includes EOC Significant cognitive disability considerations

70. 70

71. 71 Resources  NC Department of Public Instruction. (February 2003). Testing Students with Disabilities. Raleigh, NC.  Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators. Reston, VA: Council for Exceptional Children.  www.ncpublicschools.org/accountability/ testing/alternate

72. 72 Questions