1. Flexible Scheduling Accommodation for LEP pupils and students with disabilities. Department of Education & Early Development September 2008, District Test Coordinator Training

2. 2 Definition and Intent Table 2: Administering the test over several days completing on or before the last day of the test window (must consult with department for security and timing reasons; see appendix for security procedures). Documentation ensures the appropriate process was utilized and security measures are in place; Forms 05-05-029 and 05-05-030 are required.

3. 3 Intent and Instructions Evidence needed for state review

4. 4 Intent and Evidence 1.review the directions 2.consider the department recommendation 3.Is the evidence/proof available for this accommodation? 4.All documentation submitted to the department no less than five working days prior of testing Form 05-05-029

5. 5 Evidence is REQUIRED!

6. 6 Examples of Evidence Incomplete test results obtained from districts DTC Time sheets indicating prior testing times Documentation in the IEP that states student is not able to complete a test of similar length in one day.* Letter(s) from teachers documenting students need of flexible scheduling.* *example justification statements on next slide.

7. 7 Examples of Evidence When Joey, a student who demonstrates on most indicates his reading comprehension is between 8 th and 9 th grade, is taking a test with 45 multiple choice questions and two constructed response questions must have additional days for testing. When taking this length of an exam in regular classes, based on the attached test and time log, must test during the lunch period for 4 days in addition to the one hour in class and two study hall hours. This is normal performance pace due to the students disability of.... which impacts pace, but certainly not comprehension. When the student was given the reading item sampler / practice exam, which is 50% the length of the regular exam, the student took three hours to complete the exam. The performance on the practice test as well as classroom and other assessments indicate this student is on grade level. Due to the students history of testing, as documented in the attached teacher notes, which is a result of the students ED disability the reading assessment should be given over two separate days. (attached notes include history of ED issues that arise due to concentrated lengthy testing that interfere with the student showing true achievement level)

8. 8 Student Agreement Terms of Agreement The agreement form, containing all three required signatures, must be submitted to the department with completed application. Form #05-05-030

9. 9 Plan for Administration IMPORTANT: All subtests must be completed on or before the last day of testing – October 16, 2008 Dates of testing Sections/pages of subtest to be scheduled each day, Example: ½ reading subtest on 10/13 and remaining ½ on 10/14

10. 10 Security Keeping sections of test previously taken or to be taken secure from being reviewed Paper clips Rubber bands No staples! No tape!

11. 11 Security (cont) Ensuring test is secure during additional days of testing. Where will test be secured? Who has access to this location? Sufficient response? Test materials locked in building test coordinators office. Tests locked in school vault. Only principal and secretary have the key.

12. 12 Is Your Application Complete? Completed Application Student ID # Proctor Information All necessary signatures Two pages of students IEP Evidence documenting need Terms of Agreement with all signatures

13. 13 Support is Available Kari Quinto, Education Associate II, 465-8436 kari.quinto@alaska.gov kari.quinto@alaska.gov Janet Valentour, Assessment Administrator, 465-8431 janet.valentour@alaska.gov janet.valentour@alaska.gov