Accommodations - Public Schools of North Carolina

Report
Accommodations:
Decide, Document, Monitor
Carrie Perkis
NCDPI Division of Accountability Services
Conference on Exceptional Children
November 2010
Information from this
presentation is located in:
Testing Students with
Disabilities publication
(November 2009)
Look for revised
document
coming
December 2010
Testing Students with
Disabilities Web Site:
www.ncpublicschools.org/
accountability/policies/tswd/
Testing Accommodations
Web Site:
www.ncpublicschools.org/
accountability/policies/accom/
2
What is an Accommodation?
Accommodations . . .
• Are changes in the way a student accesses
instruction/assessment
• Do not change the construct of the assignment/
assessment
• Give student equal access to learning without
“watering down” the content
• Are not to be provided for score enhancement
• Must be aligned or matched between classroom
instruction, classroom assessments, district
tests, and state tests
4
The Linking of Student
Accommodations
Classroom
Instruction
Classroom
Assessment
Home, Work,
Community,
Post-Secondary
Education
State/District
Assessment
Adapted from:
Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota
5
Accommodations
≠
Modifications!
6
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
7
Decide:
Making Accommodations
Decisions
Who is Eligible for
Accommodations?
INSTRUCTIONAL
• Any student
TESTING
Students with Disabilities
• Students with a current Individualized Education
Program (IEP)
• Students with a current Section 504 Plan
as well as….
9
Who is Eligible for
Accommodations? (cont’d)
TESTING
While not covered in this presentation:
• Students identified as Limited English Proficient:
– http://www.ncpublicschools.org/accountability/
policies/slep/
• Students with current transitory impairment
documentation
– Transitory impairment = impairment with actual or
expected duration of six months or less
– Eligible for same accommodations as Section 504
10
Who Makes Accommodations
Decisions?
For a student with disabilities:
• IEP Team
• Section 504 Committee
The collaborative team should include all relevant
individuals involved in the student’s education.
11
Instructional Accommodations
drive
Testing Accommodations
12
Considerations for Committee
Decision-Making
• Base accommodations on individual student need
• Refer to the list of state-approved testing accommodations
• Understand purpose of the accommodation and make sure it
is relevant to the student’s need and the demands of the test
• Take into account other identifications a student may have
(e.g., LEP), which may require specific accommodations
based on area of need and/or content
• All relevant teachers should be informed of accommodations
13
Considerations for Committee
Decision-Making
Students should be using
accommodations ROUTINELY during
instruction and similar classroom
assessments – accommodations should
not be a surprise on test day!
Routine use = at least 30 days
prior to test date
14
Document:
Recording Accommodations in
Student Plans
Documentation of Accommodations:
Before Testing
• IEP Team/Section 504 Committee must
document all required testing accommodations in
the IEP or Section 504 Plan
• Document all specific details necessary for the
provision of an accommodation (e.g., estimated
amount of Scheduled Extended Time)
• Use language that is consistent and aligned with
that of state-approved testing accommodations
16
Documentation of Accommodations:
Before Testing
• For students with more than one identification…
Use the following hierarchy of
accommodations documentation:
A. IEP
B. Section 504 Plan
C. LEP Plan/Documentation
D. Transitory Impairment Documentation
17
Documentation Scenario –
Which would you use?
• A student has an IEP as well as LEP
documentation. What plan would house
ALL of the student’s accommodations?
• Hierarchy:
– IEP
– Section 504 Plan
– LEP Plan/Documentation
– Transitory Impairment Documentation
18
Documentation
of Testing
Accommodations
in the IEP
IEP DEC4
Page 6 of 10
19
Documentation
of Testing
Accommodations
in the Section
504 Plan
Available at:
http://www.ncpublicschools.org/
accountability/policies/accom
20
State-Approved Testing
Accommodations for Students
with Disabilities
Categories of Testing
Accommodations
• Special Print Versions
• Assistive Technology (AT) Devices and
Special Arrangements
• Special Test Environments
22
Special Print Versions
• Braille
• Large Print
• One Test Item Per Page
23
Special Print Versions
• IEP Team/Section 504 Committee meets and
determines accommodation
• Required accommodations data entered into
NC WISE/CECAS/LEA-approved
accommodations management system at
least 30 days prior to testing date
(details to be discussed later in presentation!)
• Test orders based on data entered
24
AT Devices and Special
Arrangements
•
•
•
•
•
AT Devices
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud
(cont’d)
25
AT Devices and Special
Arrangements (cont’d)
• Other AT Devices and Special Arrangements
– Braille Writer/Slate and Stylus (and Braille Paper)
– Cranmer Abacus
– Dictation to a Scribe
– Keyboarding Devices
– Magnification Devices
26
Special Test Environments
•
•
•
•
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
27
Special NCDPI Approved
Testing Accommodations
• Accommodation Notification Form
– Submit form for any accommodation that is
not on state-approved list
– NCDPI team will review information and
determine approval of requests
• Submit requests early in school year
28
Top 5 Accommodations that
Students Required on the
EOG and EOC
1. Scheduled Extended Time
2. Testing in a Separate Room
3. Test Administrator Reads Test Aloud
(not for EOG Reading Test)
4. Student Marks Answers in Test Book
5. Multiple Testing Sessions
Based on Green Book
data from 2008–09
29
Scheduled Extended Time
• This accommodation is for a student who
needs additional time beyond the maximum
time allowed but will be able to complete the
test in one school day
• EOG and EOC Test Administrator’s
Manuals specify an estimated testing time
and a maximum allowed testing time
– With the maximum allowed testing time now
available for all students, many may no longer
require Scheduled Extended Time
30
Scheduled Extended Time
• Student with this accommodation must be
allowed as much time as needed to
complete test
• Extended time beyond the maximum
testing time allowed
• Estimated amount of extended time to be
specified in student’s IEP/Section 504 Plan
• Estimated extended time written in terms
of minutes (extra 30 minutes) or as a
multiple of test time (1.5 x)
31
Scheduled Extended Time
• Student must complete test in one day
unless provided Multiple Testing Sessions
• Testing must be complete prior to normal
afternoon dismissal
• Students must be allowed bathroom and
lunch breaks
• Breaks occur at standard intervals as
specified in the TAM unless the student
also has Multiple Testing Sessions
32
Scheduled Extended Time
• Test security must be maintained at all times
• If testing continues past lunch:
– Student must not communicate with other
students during lunch -OR– Student is not allowed to return to completed
portions of test
• If student’s estimated extended time is over
but student continues to work diligently, let
him/her continue testing
33
Scheduled Extended Time
• Students are not required by the NCDPI to
be provided the Testing in a Separate
Room accommodation in order to use
Scheduled Extended Time
– Without Testing in a Separate Room:
• Testing begins in standard testing location
• If student is not finished after the estimated test
administration time, follow procedures
designated in local testing plan
• Test administrator and proctor must be
present during the extended time
34
Scheduled Extended Time
Example 1:
• Victor can complete a test in one day.
However, he needs additional time to
complete the test beyond the maximum
allowed time in the TAM. His IEP states
that he needs the following
accommodations:
– Scheduled Extended Time (extra 60
minutes)
35
Scheduled Extended Time
Example 2:
• Wendy can complete a test in one day.
She requires longer than the estimated
testing time in the TAM but can complete
the test within the maximum allowed
testing time. Her IEP states that she
needs the following accommodations:
– None (Scheduled Extended Time not
necessary)
36
Testing in a Separate Room
• The manner in which this accommodation
will be provided must be documented in
the IEP/Section 504 Plan
– One-on-one
– Small Group
• Review local policy for definition of small group
• Document specifics regarding group size (e.g.,
range, maximum number of students)
37
Testing in a Separate Room
• MUST be used if students are provided one or
more of the following accommodations:
– AT Device that reads test aloud (without use of
headphones)
– Student Reads Test Aloud to Self
– Test Administrator Reads Test Aloud
– Dictation to a Scribe
– Interpreter/Translator Signs/Cues Test
– Multiple Testing Sessions (ONLY when breaks are
not provided in alignment with standard administration
procedures)
38
Testing in a Separate Room:
One-on-One
•
•
•
•
•
Actually 2:1
Test administrator & proctor for each student
Only one student per testing location
Standard testing procedures must be followed
This accommodation MUST be used with:
– AT Device that reads test aloud (without use of
headphones
– Dictation to a Scribe
– Student Reads Test Aloud to Self
39
Testing in a Separate Room:
Small Group
• NCDPI does not mandate a maximum group
size – HOWEVER, it is a “SMALL group”
• Test administrator and proctor required
• Test administrators and proctors must follow
same guidelines/procedures as standard
administration
40
Test Administrator Reads
Test Aloud
• Valid accommodation for tests that do not
measure reading comprehension
– NOT a valid accommodation for
• EOG Tests of Reading Comprehension
• NCEXTEND2 EOG Tests of Reading
• EOC Test of English I
41
Test Administrator Reads
Test Aloud
• Prior to testing:
– The manner in which this accommodation
will be provided must be documented in
the IEP/Section 504 Plan
For example:
• Read Aloud Everything
• Read Aloud by Student Request
• Read Aloud Everything but Numbers
– Each student must be aware of how the
test will be read aloud (see above)
42
Test Administrator Reads
Test Aloud
• During testing:
– Students must be provided Testing in a
Separate Room accommodation (one-onone or small group)
– Students should be grouped based on how
the test is to be read aloud
43
Test Administrator Reads
Test Aloud
• During testing (cont’d):
– Test administrator must have a copy of the
test book to read from
– Test administrator reads directions, items, and
answer choices as written
– Test administrator may repeat instructions and
test questions as many times as needed
– Test administrator must read items and
answer choices in a consistent manner
44
Test Administrator Reads
Test Aloud – Read Everything
• 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
45
Test Administrator Reads
Test Aloud – By Student Request
• Student will indicate which item number
he/she needs read aloud
• Test administrator should pause to read
problem to self prior to reading aloud to
student
• Test administrator must move near the
student and read:
– Item number
– Test Item
– Corresponding answer choices
46
Test Administrator Reads
Test Aloud – Math Tests
Fractions, greater/less than signs, equal
signs, exponents, etc. should be read aloud
in the same manner as routinely used
in the classroom
EXCEPT
if reading them in this manner provides the
student with the answer
47
Problem Type: Place Value
Most numbers can
be read in the same
manner as they
would be used in the
classroom
All examples presented are from the Sample Test Items available online at:
www.ncpublicschools.org/accountability/testing
48
Problem Type: Place Value
Example 1
Correct Way to Read
Sam got fifty-four stickers from his
mother, forty-seven stickers from
his father, and seventy-two stickers
from his uncle. About how many
stickers did Sam receive?
A
one hundred ninety
B
one hundred seventy
C
one hundred fifty
D
one hundred thirty
49
Problem Type: Place Value
When place value
is involved in the
test item, numbers
need to be read as
digits, commas,
decimals, etc.
All examples presented are from the Sample Test Items available online at:
www.ncpublicschools.org/accountability/testing
50
Correct Way to Read
Problem Type:
Place Value
Example 2
What is the decimal form of three
hundred twenty-five divided by one
thousand?
A three two point five
B three point two five
C zero point three two five
D zero point zero three two five
Incorrect Way to Read
What is the decimal form of three
hundred twenty-five divided by one
thousand?
A thirty-two and five tenths
B three and twenty-five hundredths
C three hundred twenty-five
thousandths
D three hundred twenty-five ten
thousandths
51
Problem Type: Fractions
Most fractions can
be read in the same
manner as they
would be in the
classroom
All examples presented are from the Sample Test Items available online at:
www.ncpublicschools.org/accountability/testing
52
Problem Type:
Fractions
Example 1
Correct Way to Read
Which of the following is the largest?
A
five thirds
B
eight ninths
C
three halves
D
seven fourths
Incorrect Way to Read
Which of the following is the largest?
A
five divided by three
B
eight divided by nine
C
three divided by two
D
seven divided by four
53
Problem Type: Fractions
If a test item deals with converting fractions to
another form, such as decimals, one of the forms
must be read as digits
Example 2
54
Problem Type: Fractions
Example 2
Correct Way to Read
The coach used a digital stopwatch to time a race. The
fastest time was recorded on this stopwatch:
One point seven zero zero
When the race was over, the coach posted the winning time
in fraction form. Which is the winning time?
A
seventeen one-thousandths
B
one and seven tenths
C
one and seven one-hundredths
D
one and seven one-thousandths
55
Problem Type: Geometry
Symbols can be
read in the same
manner as they
would be during
instruction unless
the test item
specifically asks
what the symbol
represents
56
Problem Type: Geometry
Example 1
Correct Way to Read
Given points P, seven, five, Q, eight, three,
R, zero, negative one, and S, negative one,
one, which of the following is true?
A
line PQ is parallel to line RS
B
line PQ is perpendicular to line RS
C
line PR is perpendicular to line QS
D
line PR is parallel to line QS
57
Test Administrator Reads
Test Aloud
• Some things that can help in determining
how to the read test item correctly:
– Test administrator should be familiar with gradelevel/course content
– Review examples in this PowerPoint 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 aloud to student
58
Student Marks Answers in
Test Book
• Does the student really need this
accommodation?
– Has the student ever tried to transfer
answers to an answer sheet?
– If no, provide him/her with an opportunity to
see if he/she is able to do so
– If yes, were answers transferred correctly?
59
Student Marks Answers in
Test Book
• For students who do not have the ability to
transfer answers to the answer sheet
During the test administration:
• Student is not to be provided with an
answer sheet
• Students are to circle the letters of their
multiple-choice responses directly in the
test book
60
Student Marks Answers in
Test Book
After completion of testing, under secure conditions:
• 3 or more staff members must be present for transcription
• Test administrator/principal’s designee must transcribe
student’s answers to the appropriate answer sheet
• During transcription, care must be taken to use correct
section of answer sheet
• A second staff member must check the transcription to
verify accuracy; a third staff member must observe process
• Two staff members must sign the outside of the test book
• Test books with student’s original responses must be
securely stored for 6 months
61
Multiple Testing Sessions
• Allows the test to be administered during
several mini-sessions as determined by
the needs of the student
• Must begin testing on the same day as the
general test administration
• The manner in which the test
administration is to be divided must be
documented in the IEP/Section 504 Plan
– More frequent breaks during testing
– Testing over multiple days
62
Multiple Testing Sessions
• If student does not also have Scheduled
Extended Time accommodation, testing
must be completed within maximum
allowed testing time specified in the TAM
• IEP Teams/Section 504 Committees must
coordinate with testing staff and must
balance student needs with logistical
constraints, testing window, availability of
proctors, etc.
63
Multiple Testing Sessions
Some options for providing accommodation:
• More frequent breaks based on testing time
– 3 minute break every 15 minutes
– 5 minute break every 20 minutes
• More frequent breaks based on item completion
– 3 minute break every 5 items
– 4 minute break after each reading passage & items
• Testing over multiple days
– Test for 60 minutes Day 1, complete test Day 2
– Complete half of items Day 1, half of items Day 2
64
Multiple Testing Sessions
• The Testing in a Separate Room
accommodation may also be required if
breaks are not provided in alignment with
standard administration procedures
• Students should be grouped according
to how the Multiple Testing Sessions
will be provided
65
Multiple Testing Sessions
• When student takes extended breaks or
testing occurs over multiple days:
– Student is not allowed to go back to work from a
previous session
– Student may not revisit any portion of test
already completed, even if some questions were
left unanswered
– Student must be told to review work prior to
ending each session, and be reminded that they
may not change responses in following sessions
66
Multiple Testing Sessions
• At the conclusion of each testing session
preceding an extended break or lunch,
paper clips may be used to secure pages
already completed or those planned for
future sessions
• If testing sessions are provided over
multiple days, the student may return to
the regular class if general testing has
concluded
67
Multiple Testing Sessions
Example 1
• John can complete a test in the standard
administration time. However, he needs
breaks more frequently than those designated
in the Test Administrator’s Manual. His IEP
lists the following accommodations:
– Multiple Testing Sessions (breaks every 20
minutes)
– Testing in a Separate Room (small group,
maximum of 6 students w/breaks every 20 min.)
68
Multiple Testing Sessions
Example 2
• Sasha requires the test to be divided over two
days. She can take breaks at the same
intervals as peers. She will, however, need
additional time beyond the maximum time
allowed in the TAM. Her IEP lists the following
accommodations:
– Multiple Testing Sessions (over 2 days)
– Scheduled Extended Time (extra 60 minutes)
– Testing in a Separate Room (small group < 8)
69
Student Reads Test Aloud to Self
• Requires Testing in a Separate Room
(one-on-one) accommodation
• If student misreads part of the test, the test
administrator or proctor may NOT correct
the student
• Use of a whisper-phone is included in this
accommodation and must follow the same
guidelines
70
Monitor:
Monitoring Testing
Accommodations Required,
Provided, and Used
USED Accommodations
Monitoring Requirements
• The USED must approve the North
Carolina Testing and Accountability
Programs
• The NCDPI must submit evidence of a
system for monitoring the implementation
and effectiveness of testing
accommodations
72
Components of the System
• Resources for helping teams/committees
make and document decisions about
testing accommodations
• Documentation of required testing
accommodations
• Documentation of provided testing
accommodations
• Documentation of usage of testing
accommodations
73
Documentation of Testing
Accommodations for USED
Fall 2010–2011
• Required: School Improvement Plan in NC
WISE, DEC 4 (IEP) in CECAS, LEA-approved
accommodations management application
• Provided: Answer sheets (and later uploaded
into NC WISE)
• How Used: Review of Accommodations Used
During Testing forms
74
Review of Accommodations
Used During Testing Forms
• Two forms
– standard
– NCEXTEND1
• One form per test, per
administration
• Any local changes to
state form - LEA Test
Coordinator must
contact RAC for
approval
• Three Purposes:
(1) Documentation of
accommodations required,
provided, and used
(2) Data entry into NC WISE,
CECAS, or LEA-approved
accommodations
management system
(3) Used for future testing
accommodations
decisions
75
Monitoring of
Required Testing
Accommodations
• Completed by case
manager during team
meeting (prior to testing)
• Recorded in NC WISE,
CECAS, LEA-approved
accommodations
management system
76
Monitoring of
Provided Testing
Accommodations
• Completed by test
administrator during/
after testing session
• Data on provided testing
accommodations also
collected on student
answer sheets
77
Monitoring of
Student Use of Testing
Accommodations
• Completed by test
administrator after testing
session
• Forms stored in student’s
IEP/Section 504 folder
for at least one year
• Information used in
making accommodations
decisions at next meeting
78
Accommodations Monitoring at
Local Level
• Local plan for ensuring congruence of
accommodations data across student plans
(e.g., IEPs, Section 504 Plans), Review of
Accommodations Used During Testing forms,
and testing schedule
• Monitoring responsibilities specified in the Test
Administrator’s Manual for:
– LEA Test Coordinator
– School Test Coordinator
– Test Administrator
– Proctor
79
Accommodations Monitoring by
the NCDPI
• Review of LEA testing plans
• Monthly collection and audit of required
testing accommodations data
• Following testing, report of discrepancies
between required and provided testing
accommodations
80
Accommodations Monitoring by
the NCDPI
• Fall 2010 NCDPI on-site monitoring
– EOC testing
• Spring 2011 NCDPI on-site monitoring
– EOC testing
– EOG testing
– NCEXTEND2 testing
81
Questions?
82

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