Testing Students with Disabilities

New Hanover County Schools
August 2014
Testing and
Karen Greene
Julie Askew
Andrea Belletti
Jackie Swartwout
Sarah Gubitz
Melissa Lewis
Ann Mason
Elizabeth Murray
Updates for 20142015 school year
Overview of the
NC Testing Program
Testing security &
Irregularity Data
Responsibilities of key
Participation with or
accommodations or
participating in an
alternate assessment
Testing calendar &
next steps
Go to:
Let’s watch a fun video:
◦ https://www.youtube.com/watch?v=Y66drwnTiwU
NHCS has applied for the waiver to extend the
testing window at the end of the year
Assessment guides should be reviewed prior
to training
No Extend 2 this year
New alternate assessment for the PLAN (10th
3 schools participating in NAEP/TIMSS this
◦ Holly Tree, Holly Shelter & NHHS
CTE pre-test for middle school will be online
through SchoolNet
Test Coordinator’s Handbook (green)
Testing Students with Disabilities Handbook (blue)
ACT & WorkKeys Timeline (High School)
School-level material check-out sheet (Sample)
Summative assessments options (card stock – gray)
Sample manual check out/in sheet (white)
Testing Code of Ethics (Gold)
Proctor’s statement of accountability (beige)
School test plan template (purple)
Review of accommodations form (blue)
Training Schedule (white)
Why do we test our students?
Purpose of the NC Testing Program
 To assure all high school graduates possess
skills/knowledge necessary to function in
 To provide a means for identifying
strengths and weaknesses in the education
process in order to improve instructional
 To establish a means for making state, local
and school level accountable to public
Pages A1.01- A1.06
The State Board of Education shall adopt tests in
grades 3-12 that are required by federal law or as a
condition of a federal grant. Tests shall measure
progress toward
communication skills, and
in grades 3-8 and toward competencies in grades 9-12.
Pages A1.01- A1.06
Individuals with Disabilities Act (IDEA) mandates that all
students with disabilities be provided access to the
general curriculum.
◦ Common Core State Standards (Math and English Language Arts)
◦ NC Essential Standards (Other content areas)
Federal Elementary and Secondary Act (ESEA) requires
that all students must be assessed on grade-level
◦ For students with significant cognitive disabilities, the assessment
must be linked to grade-level content through the NC Extended
Common Core and Essential Standards
Pages A1.01-A1.06
What is your role in test security?
◦ Ethics?
◦ Training?
◦ Accommodations?
LEA Testing
Director (Testing
Develop annual
testing calendar.
Train school TCs on
annual tests.
LEA Director
of Exceptional
LEP Coordinator
accommodations files
to DPI weekly.
accommodations files
to DPI.
Inform parents of
annual testing
Train staff on IDEA.
Monitor annual LEP
Review IEPs annually.
Develop a system to
Monitor annual IEP
monitor schools’
Monitor accommodations.
implementation of state
policies, including
Monitor accommodations.
students receiving testing
Analyze and communicate
assessment data
Develop schoolbased test plan.
Train test
administrators and
proctors before test
Pages B1.01-B1.06
Secure state tests (including field tests and/or
special studies) shall not be copied, filed or
used in instructional activities.
School personnel and proctors must neither
disclose the contents of the test nor discuss
with each other or students specific test
questions or info. contained within the test.
Excerpts from the test must not be used at
any time for classroom instruction.
Access to the tests shall be limited to school
personnel who have legitimate need.
Testing Code of Ethics
Proctor’s Guide
Proctor’s statement of accountability
Log in to OTISS
Please remember to register for/ reactivate your
OTISS account.
OTISS state website
OTISS Manual
Testing plans (testing office MUST have this
PRIOR to checking out materials)
Extend 1 rosters
Read aloud rosters
Test administrator/ proctor training sign-in
sheets (sample in your folder)
All forms are on our website:
◦ Under “for testing coordinators” – “rosters, forms &
All Testing Plans, Extend 1 Rosters & Read Aloud
Rosters MUST be uploaded to your Google Drive or
created in Google Docs AND Shared with:
Your Principal
Karen Greene
Melissa Lewis
Jacqueline Swartwout
Elizabeth Murray
Testing Materials can not be released until testing
plans are uploaded & shared
Save the document to your computer.
◦ www.nhcs.net/testing
Open your e-mail & click on “Drive” in the toolbar.
Click on the “settings” button on the top-right of the screen.
◦ Mouse over “upload settings” and select the first option
“convert uploaded files to Google Docs format.”
Click on the arrow button and choose “files.”
Find and select your saved document and click “open.”
Anytime you need to update your document – go to your
Google Drive and open the document to update.
Open your e-mail account and click on the “Drive” option in
the toolbar along the top.
Click the check box next to the document(s) you wish to
Select the icon at the top with the person and a plus sign.
At the bottom of the pop-up window, type in the e-mail
addresses of the people with which you wish to share the
Click on the blue “add message” link to add a message.
Select “done.”
Be sure to share ALL TESTING PLANS & Rosters with your
principal, Karen Greene, Melissa Lewis, Elizabeth Murray &
Jacqueline Swartwout.
Count ALL secure materials and verify numbers BEFORE you
leave the Testing Office. Testing Department staff will verify
Once you sign/initial the check out sheet, YOU are
responsible for that number of secure material for the
duration of testing.
Test Day Walkthroughs
Prepare front office staff for our potential visit
TeachScape Template
◦ Testing storage
◦ Accommodations match IEP/504 & Review of Accommodations
◦ Test Coordinator is unencumbered
◦ TA & proctor
◦ Hall monitor
◦ “Testing, Do Not Disturb” signs
Log in to NC Education:
Make sure you are linked to your school – if not, click here for
General Test Administration
Testing with Accommodations
Participation in an Alternate Assessment
◦ NCEXTEND1 – Students having a significant cognitive
Pages C1.01
NC Testing Program
School Accountability
State  LEA  School
EOC (Math I, Biology, English II); ACCESS for ELLs; WorkKeys
EOC (Math I, Biology, English II); ACCESS for ELLs; ACT; AltACT; CCRAA
EOC/EOG(Math I, Biology, English II); ACCESS for ELLs; PLAN
EOC (Math I, Biology, English II); ACCESS for ELLs
EOG/EOC (Math, ELA, Science); ACCESS for ELLs; EXPLORE
EOG (Math, ELA); ACCESS for ELLs
EOG (Math, ELA, Science); ACCESS for ELLs
EOG (Math, ELA); ACCESS for ELLs
EOG (Math, ELA), ACCESS for ELLs
K - 2 ACCESS for ELLs
Pages C1.04-1.05
Extended Content Standards
Modified Assessment
 Student’s
with significant
cognitive disabilities
Grades 3-8 ELA/Math
Grades 5 and 8 Science
Grade 10 ELA, Math, Science
Grade 11 ACT, ACCESS for ELLs
must include all three
disability precludes
him/her from achieving
content area proficiency, as
demonstrated by objective
evidence on multiple
 Career
& college readiness
alternate assessment (alt.
PLAN alternate assessment
Pages C1.03-C1.05
for statemandated
assessments, if
Identify statemandated
assessments in
which the student
will participate.
for classroom
Pages C1.04-1.08
State-approved accommodations for state
tests may also be used on the NAEP test if the
IEP team/504 committee decide it’s
Some state-approved accommodations are
not approved for use on the NAEP and must
be submitted for approval to:
[email protected] before use.
Page C1.12 lists frequently provided NAEP
Pages C1.08-1.12
All testing accommodations for these
students must be listed in the IEP or Section
504 Plan, including accommodations given
only for LEP reasons, like use of a translation
Page C1.15
• Information
in this presentation about eligibility
for and assignment of LEP testing
accommodations is accessible in the state
publication Guidelines for Testing Students
Identified as Limited English Proficient, published
August 2013 (enclosed).
additional, more detailed information, the
pages containing the referenced information are
listed on each slide.
Step 1: Identify LEP students
• A copy of every completed Home Language Survey (even
the ones that only list English) should be sent promptly to
Andrea Belletti [What procedures are in place in your school to assure this?]
• Home Language Surveys are evaluated to determine when a
student first entered US Schools and who is…
an immigrant, by Title III definition, whether second language
English or not;
already LEP in North Carolina;
LEP with scores available from another WIDA state; or
in need of W-APT testing, to determine if LEP.
• Appropriately identified students are entered into
Ellevation, the ESL online database
Step 2: Determine eligibility for testing
• Eligibility for first-year ELA/English II exclusion—
“Exemption” is really a misnomer—federal law “exempts” no one, but will accept
the most recent W-APT or WIDA ACCESS reading subtest score as a
reading/ELA/English II test for the student’s first twelve months in US schools.
While math and science language are included in those tests, they do not in any
way test math or science knowledge, so LEP students are never “exempt” from
these tests. (page 5)
first year (initial 12 months) in US schools
W-APT or WIDA ACCESS reading subtest score below 4.0
• Eligibility for LEP testing accommodations
(pages 6, 31)
student must be LEP
student must have a WIDA reading score below 5.0 [Bridging]
Step 3: Determine each student’s testing
accommodations utilizing these
considerations… (page 30)
• the student’s current level of English proficiency
• the level of previous schooling in the student’s
home language
• the amount of schooling and instruction the
student has received in US schools
Step 3 (con’t): Determine each student’s testing
accommodations utilizing these considerations and choosing
from these possibilities… (pages 32-52)
• 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) (not for
ELA/English test)
• Computer Reads Test Aloud—Student Controlled (not for
ELA/English test)
• Testing in a Separate Room
Step 4: Completion of the3-8 LEP Plan (ESL Modifications and
Accommodations) or 9-12 LEP Plan (ESL Modifications and
• Forms are located at
• The ESL teacher fills out the form and suggests appropriate
modifications and accommodations.
• Content teachers check the appropriate modifications and
accommodations they agree to provide. (They may replace
some suggested modifications and/or accommodations with
appropriate replacements that meet students’ linguistic needs.)
• Each teacher retains a copy of the completed form and one
copy is kept in the student’s Mod 2 folder.
Step 5: The ESL teacher enters testing accommodations
into the Ellevation (online 3rd party) database, taking the
information from the 3-8 LEP or 9-12 LEP Plan.
• No accommodation entries are made for any student with an
IEP, 504 plan, or transitory impairment plan (any necessary LEP
accommodations are documented in the proper plan, and must not be
duplicated in the ESL accommodations record).
• All other LEP students taking tests without accommodations
(whether ineligible or just not assigned) should be entered as
• Assigned LEP testing accommodations must be entered into the
Ellevation system.
• At the start of each month, Andrea Belletti will download all
accommodations records and provide them to Accountability,
where they will be uploaded to the testing shell.
Step 6: Confirmation of assigned testing
accommodations prior to testing
• At the TCs request, the ESL teacher produces a print-out of
documented LEP accommodations.
• The TC and ESL teacher review documented
accommodations to assure accuracy.
• Assigned first year “exemptions” should be confirmed with
Andrea Belletti, to assure that they are appropriately
documented in the LEP CFDC (the state LEP database).
• TCs who wish to view the Ellevation database directly will go
to www.ellevationeducation.com. Andrea Belletti can
provide a username and password. (Treat this information with as
much care as your PowerSchool password, as it accesses equally personal
student information.)
A student may receive testing accommodations
if identified with an impairment with an actual
or expected duration of six months or less.
Completed Transitory Impairment form must
be kept on file at school AND at the district
testing office. Accommodations must be
recorded in Powerschool
Pages C1.16-1.17
Accommodations should be routinely used.
Changes to accommodations must be made
at least 30 calendar days before the first day
of testing.
Page C1.17
Discuss the decision thoroughly with the
student to that he/she understands purpose
of accommodation and consequence for not
using the accommodation.
Detailed Instructions C.19
Page C1.18
School team must apply for permission to use
the accommodation.
Administrator completes a Notification of
Accommodations form and submits it to the
Testing Department.
Testing Department will submit to DPI.
There may be some rare circumstances in which a
student cannot take a state assessment during the
entire testing window, including makeup dates, due to
a significant medical emergency and/or condition.
◦ Students in the final stages of terminal or degenerative illnesses
◦ Students receiving extensive short-term medical treatment due
to a medical emergency
Test coordinator or principal submits request to the
Testing Department at:
All assessments for which the student is eligible must
be included
Consolidated Federal
Data Collection
System (CFDC)
Exceptional Children
Accountability System
ELLevations (3rd Party)
GoalView (3rd Party)
504 Plans
(Under Construction)
Each school must
maintain a
spreadsheet until
the PowerSchool
portal is operational.
Special Print
Technology and
Special Test
See Appendix A (pG1.03): Questions for IEP
Teams/Section 504 Committees to Consider
3-8 Paper/Pencil Accommodations– page D1.02
3-8 Online Accommodations – page D1.03
9-12 Paper/Pencil Accommodations – page D1.04
9-12 Online Accommodations – page D1.05
New: Computer Reads Test Aloud may be added to IEPs
for appropriate students as we migrate toward more state
online testing.
Braille Edition
Large Print Edition
One Test Item Per Page Edition
Must be documented in Goalview/CECAS
Testing Department must confirm order
by April 1, 2015.
Pages D2.01 – D2.13
The majority of Large Print Editions are printed on 11” x 17” paper
and use 22-point Verdana font.
Students should be provided similar practice experiences through
the year during classroom instruction.
Students typically use “Student Marks Answers in Test Book” in
conjunction with Large Print.
Students may also need Scheduled Extended Time, Multiple
Sessions, and/or separate setting in conjunction with Large Print.
If the student requires BOTH Large Print AND One Item Per Page this
is a special testing accommodation requiring a Accommodation
Notification Form. Be aware that the combination of these
accommodations produces a HUGE document.
Pages D2.07 – D2.09
Keyboarding devices
Speech recognition systems
Alternative keyboards, “sticky keys”, touch screens
Screen enlarging programs
Accessibility options (if it doesn’t invalidate the test)
Recording responses on audiotape
No device can be used to read aloud a test if it is a Reading
test. This invalidates the test.
“Talking Calculators” can only be used for calculator active
portions of a test. Must use headphones or be in a one-onone test.
Contact Cindy Booth for Assistive Technology questions.
Pages D3.03 – D3.10
The Interpreter/Transliterator Signs/Cues Test
accommodation allows a student to use the services of an
interpreter or transliterator to sign or cue the directions and
the content of a test during the test administration
Must have a test administrator to read directions and test
items. This can be the same person who cues/signs the test.
A proctor is still required.
Cannot cue/sign a reading test! This invalidates the test and
is similar to reading the test aloud.
Must have testing in a separate room (small group or oneon-one) in addition to this accommodation.
Pages D3.11 – D3.14
The Student Marks Answers in Test Book accommodation allows
a student to circle his/her responses to test questions directly
in the test book during the test administration.
Does the student use the Student Marks Answers in Test Book
accommodation during regular classroom instruction and
similar classroom assessments?
Does the student have difficulty transferring information or
staying focused? Does the student have mobility, coordination,
or motor limitations?
Pages D3.15 – D3.16
Students must not be provided answer sheets. Students
are directed to record answers in the test book.
After testing is complete, in a group setting, one person
must transcribe the results, another person must check
the transcription and a third person must be present as
a witness. All three individuals must sign the outside
cover of the test book.
Transcribed test books must be separated from regular
test books upon return to the Testing Office.
Pages D3.15 – D3.16
Students record answers directly in the test booklet.
Develop a process to help students clearly indicate their
final answer in the test booklet.
No changes are made to student answers; the answer
must be transcribed as written.
◦ Do not change mixed numbers to improper fractions or decimals.
◦ If answer has more characters than there are spaces, start from
the left and record what is written until the spaces are filled.
Pages D3.15 – D3.16
The Student Reads Test Aloud to Self accommodation permits the
student to read the test aloud to him/herself during the test
Does the student routinely use the Student Reads Test Aloud to
Self accommodation during regular classroom instruction and
similar classroom assessments?
Will the student use a device (e.g., PVC elbow pipe, whisper
phone) while reading the test that allows the student to hear
him/herself read?
If the student will be provided this accommodation, has the
Testing in a Separate Room accommodation been discussed?
Pages D3.17 – D3.18
 To
ensure the validity of the test, students provided the
Student Reads Test Aloud to Self accommodation must
also be provided the Testing in a Separate Room
accommodation (one-on-one).
 No
other students are to be present in the room during
the test administration.
test administrator or proctor may not correct the
student as he/she reads aloud.
test administrator or proctor may not read any part of
the test to the student unless the student also has the
Test Administrator Reads Test Aloud accommodation.
Pages D3.17 – D3.18
The Test Administrator Reads Test Aloud
accommodation permits the test administrator to read
aloud test directions and content to a student during
the test administration (for state tests that do not
measure reading comprehension).
To ensure the validity of the test, students provided the
Test Administrator Reads Test Aloud accommodation
must also be provided the Testing in a Separate Room
accommodation (small group or one-on-one).
Pages D3.19 – D3.22
Does the student routinely have tests read aloud during regular
class instruction and other assessments?
Would the student’s functioning reading level affect his or her
performance on a state test that does not measure reading
Would the student be comfortable requesting test items be read
How does the student feel about being tested in a separate room?
If the Testing in a Separate Room accommodation will be provided,
will the test administration be one-on-one or in a small group?
Should the student be provided the Scheduled Extended Time or
Multiple Testing Sessions accommodation?
Pages D3.19 – D3.22
Details MUST be Specified (examples)
A student who is to have every word (including words on
maps, tables, graphs, charts, computer screen, etc.) read
aloud during the test administration.
A student who is only to have words read aloud upon the
student’s request.
A student who does not require that numbers in
mathematics tests be read aloud.
A student who only requires this accommodation when
there is greater content or unknown vocabulary words on a
test but does not need the accommodation for tests with
shorter sentences.
Pages D3.19 – D3.22
The Computer Reads Test Aloud—Student Controlled
accommodation permits the student to control which
portions of the online test are read aloud by clicking
a button beside the desired block of text. As with all
accommodations for North Carolina tests, (1) the use
must be documented in the current IEP or Section
504 Plan, and (2) the accommodation must be
routinely used during classroom instruction and
similar classroom assessments.
Pages D3.23 – D3.26
3 Methods
The traditional Test Administrator Reads Test Aloud
Computer Reads Test Aloud—Student Controlled
A combination of the two methods
Students receiving the Computer Reads Test Aloud—
Student Controlled accommodation must also receive
the Testing in a Separate Room accommodation (oneon-one) unless using headphones.
Test Administrator may read items or portions of items
to a student if they also have Test Administrator Reads
Aloud accommodation.
Pages D3.23 – D3.26
This option is not designed to read all parts of the
computer screen (graphics, graphs, or tables within a
test item; drag-and-drop item answer choices; etc.)
The volume cannot be modified through the
computer once the secure browser has been
launched unless there is a volume control feature on
the headphones themselves.
Must be documented in Goalview/CECAS according to
the timeline or the accommodation will not be
available for online testing.
Pages D3.23 – D3.26
Braille Writer / Slate
Cranmer Abacus
Dictation to Scribe
Magnification Devices
These accommodations are infrequently used, but
are available. The Testing Students with Disabilities
Handbook has specific advice and procedures for
implementing these accommodations.
Pages D3.27 – D3.36
Multiple Test Sessions
allows the total test administration time to be divided
into mini-sessions as determined by the individual
needs of the student
Scheduled Extended Time
allows the tests to be administered during a
scheduled extended period of time
Testing in a Separate Room
allows a student to take a test in a separate room in a
one-on-one or small group administration
Pages D4.03 – D4.12
Does the student typically require extra time over several
days to complete classroom assignments and similar
classroom assessments?
Can the student finish the test within the given time
constraints but with more frequent breaks or over multiple
Does the student need additional time to complete the test
(i.e., the Scheduled Extended Time) in addition to more
frequent breaks or the test given over multiple days?
Does the student routinely use a special test environment
accommodation during regular classroom instruction and
similar classroom assessments?
Pages D4.03 – D4.12
Details MUST be Specified
to begin the test on the same day as the general
administration and complete the test on the
consecutive school day
to test for a specified time period (e.g., 15 minutes),
then take a break (e.g., five minutes), and then test
again for a specified time period, etc.
to complete a predetermined number of test items or
selections (e.g., 10 items; 2 reading selections), then
take a break (e.g., three minutes), and then complete
the next predetermined set of test items, etc.
Pages D4.03 – D4.06
The Assessment Guides for testing specify an
estimated test time and a maximum test time. For
Scheduled Extended Time, the amount of additional
time should be specified based on the maximum
testing time allowed.
Details MUST be Specified
a multiple of the designated administration time
(e.g., 1.5 times the designated administration time)
a specified amount of time (e.g., 1 hour beyond the
designated administration time)
Pages D4.07 – D4.10
Details MUST be Specified
Accommodation is to be provided in a one-on-one
setting or a small group setting
The maximum number of students for a small group
test administration is determined at the local level but
must be documented in the student’s current IEP or
Section 504 Plan
Pages D4.11 – D4.12
The Review of Accommodations form must be
completed for students who have accommodations
documented in a IEP, 504 Plan, and/or LEP Plan.
The Review of Accommodations form assists
teachers/administrators in answering essential
questions pertaining to student accommodations.
◦ Is the child using the documented testing
◦ Are the documented accommodations appropriate for the
student’s needs?
◦ What data is used to assist in reviewing and updating IEPs?
School TC is responsible
for ensuring the process
is completed.
School EC Chair/Case
Manager generates a
State Testing Report in
School EC Chair/Case
Manager completes
section of forms.
School TC distributes
forms to test administrator.
Test administrator completes
TESTING section of form.
School TC reviews form
for completion.
Principal signs attestation
Forms are filed with the
students’ accommodations
documentation for at least
one year to assist
with reviews.
Go to the Testing Department website:
www.nhcs.net/testing and click on calendar
(left side menu)
◦ October 22nd – Accommodations Q&A Session
◦ November 21st - Deadline for ACT to receive
requests for ACT-approved accommodations
◦ September 16th – kickoff webinar
◦ September 29-Oct. 3rd - Order accommodated
materials for December testing
Pick up grade 3 portfolios in your cubbie in
our office.

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