Student Plan Terminology 2 IEP = Individualized Education Program Section 504 = Federal law designed to protect rights of individuals with disabilities.

Student Plan Terminology

2

• IEP = Individualized Education Program

• Section 504 = Federal law designed to protect rights of individuals with disabilities

• LEP = Limited English Proficient

• Transitory Impairment = Impairment with actual or expected duration of 6 months or less

Accommodation:

• Changes in the way a student accesses learning/testing

• Construct does not change; assignment/content does not change

• Gives students equal access to learning without "watering down" the content

3

Accommodation:

• Aligned or matched between classroom instruction, classroom testing and district or state tests

• Accommodations for assessment and instruction are integrally intertwined

Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota

4

The Linking of Student Accommodations

5

Classroom Instruction

Classroom Assessment

State/District Assessment

Home, Work, Community,

Post-Secondary Education

Adapted from:Sandra J. Thompson, Ph.D., Research Associate, National Center on Educational Outcomes, University of Minnesota

Individualize Instructional

Accommodations

Teach to a student’s strengths rather than measure the depth of their disability

6

Individualize Instructional Accommodations

• Provide access and level the playing field

• Address specific needs related to a student’s disability, rather than provide generic accommodations

• Use age appropriate accommodations

7

Accommodations Are Usedto Make the Instructional Match

Goal:

Make the “match” between the students’ entry skills, prior knowledge and the demands of the curriculum/standards and classroom expectations.

8

Practice Makes Perfect• Provide students direct instruction on how to use

assistive devices and accommodations

• Provide students daily opportunities

to use or practice with their

accommodations

• Students must be taught to use accommodations across instructional settings

• Students must be taught which instructional accommodations may/may not be used on state tests.

9

Final Thoughts

• Keep things simple and focus on ease of use

• Ensure that students can articulate their needs and ask for their accommodations

• Ensure that all teachers are aware of the student’s instructional accommodations

• Make sure you have student and teacher buy-in

• Remember things change over time and you may need to adapt

10

A student with more than one identification…

• Use the following Hierarchy of Accommodation Documentation A. IEP

B. Section 504 Plan

C. LEP Plan/Documentation

D. Transitory Impairment Documentation

11

Considerations for Committee Communication and

Decision-Making• Base accommodations on student need

• Integrate assessment accommodations into classroom instruction– Provide practice opportunities– Use as part of the regular instruction– Inform all relevant teachers

12

Considerations for Committee Communication and

Decision-Making• Use state list of approved testing

accommodations– Understand purpose of the accommodation– Students may have overlapping

identifications which may require specific accommodations based on area of need(s) and/or content

– Make sure accommodation is appropriate for the student and the test

13

14

State Testing Accommodations

State testing accommodations must be:

Documented in the student’s IEP, Section 504 Plan, LEP Plan/documentation, transitory impairment documentation, and

Used routinely during instruction and similar classroom assessments that measure the same construct.

Accommodations are not to be provided for test score enhancement.

14

15

State Testing Accommodations

School systems must ensure:

Staff are trained in the appropriate use of the accommodation(s) during testing;

Students are provided with the appropriate testing accommodations based on their plan/documentation; and

Test security is maintained at all times.

15

16

TESTING ACCOMMODATIONS INFORMATION FOR:

STUDENTS IDENTIFIED AS LIMITED ENGLISH

PROFICIENT 16

17

State LEP Testing Accommodations

Eligibility

LEP students who score below Level 5.0 Bridging on the reading subtests of the W-APT/ ACCESS for ELLs are eligible to receive state-approved LEP testing accommodations on all state tests except the state writing assessment at grade 10.

17

18

State LEP Testing Accommodations

Eligibility

LEP students who score below Level 5.0 Bridging on the writing subtest of the W- APT/ACCESS for ELLs, are eligible to receive state-approved LEP testing accommodations on the state writing assessment at grade 10.

18

19

State LEP Testing Accommodations

The six state-approved LEP accommodations:

• 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

• Testing in a Separate Room 19

20

TESTING ACCOMMODATIONS INFORMATION FOR:

STUDENTS WITH DISABILITIES 20

21

Who is Eligible for Testing Accommodations?

• Students with disabilities with a current Individualized Education Program (IEP)

• Students with disabilities with a current Section 504 Plan

• Students with a temporary disability with current Transitory Impairment documentation

21

22

Testing Program Options for Students with

DisabilitiesAssessment Type

Students with Current IEP

Students with Current Section 504 Plan/TI

Documentation Only

General Assessment(EOG, EOC, Grade 10 Writing, W-APT, ACCESS for ELLs)

•Standard•With testing accommodations

•Standard•With testing accommodations

Alternate Assessment

•NCEXTEND2•NCEXTEND1•With or without accommodations

•Not eligible for alternate assessment

22

23

What Types of Testing Accommodations are

Available for Student with Disabilities?

• Modified Test Formats

• Assistive Technology (AT) Devices and Special Arrangements

• Special Test Environments

23

24

Modified Test Formats

• Braille Edition

• Large Print Edition

• One Test Item Per Page Edition

24

25

Assistive Technology Devices and Special

Arrangements

• Braille Writer/Slate and Stylus (Braille Paper)

• Cranmer Abacus

• Magnification Devices

• Student Marks Answers in Test Book

• Student Reads Test Aloud to Self

25

Assistive Technology Devices and Special

Arrangements• AT Devices

• Dictation to a Scribe

• Keyboarding Devices(May result in not receiving conventions score for Grade 10 Writing)

• Interpreter/Transliterator Signs/Cues Test

• Test Administrator Reads Test Aloud

(In English)(Invalidate scores of state tests measuring reading comprehension)

26

27

Assistive Technology Devices and Special

Arrangements• Braille Writer/Slate and Stylus (Braille Paper)

• Cranmer Abacus

• Magnification Devices

• Student Marks Answers in Test Book

• Student Reads Test Aloud to Self

27

Top 5 Most Used Accommodations on EOG

1. Scheduled Extended Time

2. Testing in a Separate Room

3. Test Administrator Reads Test Aloud (Math)

4. Student Marks Answers in Test Book

5. Multiple Testing Sessions

Based on Green Book data from 2006-07

29

Special Test Environments

• Hospital/Home Testing

• Multiple Testing Sessions

• Scheduled Extended Time

• Testing in a Separate Room

29

Standard Sarah Helga Ira

Days of Testing

1 1 1 2

Number of Items

54 54 5454

Day 1 Day 2

Estimated Testing Time

135 135 135 70 65

Frequency of Breaks

After 45 min.

After 30 min.After 15 Items

After 45 min.

After 45 min.

Number of Breaks

2 (at 45 and 90 min.)

4 (at 30, 60,

90, 120 min.)

3 (at 15, 30, 45 min.)

1 (at 45 min.)

1(at 45 min.)

Length of Each Break

2 Min 5 Min 2 Min 3 Min 3 Min

Multiple Testing Sessions

Scheduled Extended Time

• The student’s IEP/Section 504 Plan should specify an estimated amount of extra time the student will require

• Breaks occur at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions

• Student must be allowed bathroom and lunch breaks

Scheduled Extended Time

• Must complete in one day if used without Multiple Testing Sessions

• Testing must be complete prior to normal afternoon dismissal

• Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)

Scheduled Extended Time

• Students are not required by NCDPI to also have the Testing in a Separate Room accommodation in order to receive Scheduled Extended Time– If student does not also have Testing in a Separate

Room as an accommodation, he/she would begin the test in his/her appropriate testing location

– If test is not complete after standard test administration time, student should be moved to different location to complete test

34

Testing Accommodations for NCEXTEND1

• Responds with Use of an Augmentative Communication Device, Picture Board, etc.

• Large Print Materials

• Adaptations to NCDPI-Provided Manipulatives

34

Multiple Testing Sessions

• How test administration is to be divided must be documented– More frequent breaks– Over multiple days

• If student does not also have Scheduled Extended Time, total administration time should be limited to that in Test Administrator’s Manual

Multiple Testing Sessions

• Student is not allowed to look back over or complete work done in previous session

• Before ending each session, student must be told to review work and may not change any part of the responses in the following sessions

• At the conclusion of each session, paper clips may be used to secure those pages already completed or planned for future session

Multiple Testing Sessions

• If completing test in multiple days or with long breaks during the day, student may return to regular class if general testing has concluded

• Student is not allowed to revisit any portion of the test already completed, even if some questions were left unanswered

Administrative Procedures

Prior to Testing• Each student’s IEP/504 Plan must state how test

is to be read aloudFor example:

• Everything• By student request• Everything but numbers

• Each student must be aware of how test will be read aloud (see above)

Test Administrator Reads Test Aloud

• Valid accommodation for tests that do not measure reading comprehension– NOT a valid accommodation for:

• EOG – Reading• NCEXTEND2 EOG – Reading• English I EOC• NCEXTEND2 OCS – Occupational English I• Competency Test – Reading

Test Administrator Reads Test Aloud (In English) -

Example

40

A pilot flies 728 miles. Which is another way to write this number?

A seven hundred eighty-two

B seven hundred thirty-eight

C seven hundred twenty-eight

D seven hundred and twenty-eight

40

If Entire Test is To Be Read Aloud

• 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

If Test is To Be Read by Student Request

• Student will indicate which item number he/she needs read.

• Test administrator should pause to read problem to self prior to reading to student

• Test administrator must move near the student and read– Item number– Test item– Corresponding answer choices

Some things that can help in figuring out how to read test item correctly:– Test administrator should be familiar with grade-

level/course content– Review examples in this 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 to student

Math Tests

Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom

EXCEPT

if reading it provides the student with the answer

Audit Recommendation

Read Aloud Accommodation

“read everything except ordinal numbers, graphs, charts, and symbols”

Testing in a Separate Room

• One-on-one or Small Group– Must be designated on documentation

• MUST be used if students receive one or more of the following accommodations:– Assistive Technology that reads test aloud

(without use of headphones)

– Student Reads Test Aloud to Self

– Test Administrator Reads Test Aloud

Audit Finding…Separate Room

• NC Wise Accommodation—Separate Room

• Explain or Specification Implementation –less than ___ students (Ex. Less than 5 students)

Testing in a Separate Room:One-on-One

• MUST be used if student uses the following:– Assistive Technology that reads test aloud (without use

of headphones)– Dictation to a Scribe– Student Reads Test Aloud to Self accommodation

Testing in a Separate Room:One-on-One

• Really 2:1• Test administrator and proctor for each student• Only one student per testing location• All standard testing procedures must be followed

Student Marks Answers in Test Book

Does student really need this accommodation?

– Has the student ever tried to transfer answers to an answer sheet?

– If no, provide them with an opportunity to see if they are able

– If yes, were they able to do it correctly?

Student Marks Answers in Test Book

After completion of testing

Under secure conditions:• Staff member must transcribe student’s answers

to multiple-choice test questions to the appropriate answer sheet

• Take care to use correct section of answer sheet

Student Marks Answers in Test Book

Under Secure Conditions• 2nd staff member must check the transcription to

verify accuracy• Both people must sign outside of test book• Test books with student’s original responses

must be securely stored for 6 months

Before Testing…..

• Develop plan—IEP, 504, LEP• Classroom accommodations determined• Testing accommodations determined after review from

last year’s EOG/EOC ---Review of Accommodations Used During Testing Form

• Updates of Accommodations need to be completed 30 days before testing—make sure to update on the IEP/504/LEP plan and Review of Accommodations Form

• Not used---lose! Goal is independence!• Turn Review of Accommodations Form to Testing

Coordinator

After Testing

• Each student’s answer sheet must be coded with exactly which accommodations were provided during testing

• Ex. A student has Scheduled Extended Time, but finishes early. – He does not need to be kept extra time.– Scheduled Extended Time may still be marked on the

bubble sheet because it would have been provided had the student kept working.

Review of Accommodations Used Testing Form

• Must be completed by the test administrator

• Must be signed by the test administrator

• Must be filed in the RAW DATA section of the student’s confidential folder (EC folder)

After Testing

• This can aid future decisions regarding testing accommodations– Does this student really need it?– Programmatically, are there trends within the

school or school system?– Is professional development needed?

Final Thoughts

• Keep things simple and focus on ease of use

• Ensure that students can articulate their needs and ask for their accommodations

• Ensure that all teachers are aware of the student’s instructional accommodations

• Make sure you have student and teacher buy-in

• Remember things change over time and you may need to adapt

57

2010-11 and 2011-12• OCS students will take the general assessments

based on the current Standard Course of Study– English I– Biology– Algebra I

• Item Tryouts and Field Tests for NCEXTEND2 assessments based on new standards and implemented in 2012-13– English II– Biology– Algebra I

58

Sources:

NC Department of Public Instruction Joint EC, LEP, 504, Testing Meeting—September 14, 2010

http://www.ncpublicschools.org/accountability/