Testing Students with Disabilities Publication
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Transcript of Testing Students with Disabilities Publication
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Testing Students with Disabilities Publication
RAC TrainingPresented by: Carrie Perkis
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Information from this presentation is located in:
Testing Students with Disabilities publication
(August 2013)
Testing Students with Disabilities Website:
www.ncpublicschools.org/accountability/policies/tswd/
Testing Accommodations Website:
www.ncpublicschools.org/accountability/policies/accom/
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Shipping/General Information
• Calculated number shipped to LEAs in ~October 2013– One to LEA level, one to each school
• Notebook format, 3-hole punched• Will receive cover page, spine
label, tabs, and content pages
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Sections of TSWD Document
A. IntroductionB. ResponsibilitiesC. Procedures for Determining ParticipationD. Testing Accommodations – Descriptions
and ProceduresE. Monitoring AccommodationsF. North Carolina Alternate AssessmentsG. Appendices
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A. Introduction
• Federal and state policy on testing and accountability systems
• General information on accommodations• General information on alternate
assessments
• Students with Disabilities = Current IEP or Section 504 Plan
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B. Responsibilities of the LEA Test Coordinator and EC Director/ Section 504 Coordinator• Joint responsibilities
– Disperse information– Establish monitoring systems– Ensure accommodations documentation
and implementation• Joint training of staff
– Test administrators, proctors, teachers serving students with disabilities
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C. Procedures for Determining Participation in the General Test Administration, Testing with Accommodations, or an Alternate Assessment
• All students must participate in testing– General state test without accommodations– General state test with accommodations– Alternate assessment with or without
accommodations
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C. Procedures (cont’d)
• Instructional accommodations• NC Testing Program participation• Item tryouts/field tests• Guiding principles for accommodations• Accommodations for NAEP• Accommodations for NC tests
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C. Procedures (cont’d)• Accommodations documentation• Eligibility for accommodations• SWD also identified as LEP• Transitory Impairments• Routine use of accommodations• Notifying students• Student declines use of accommodation• Use of accommodations not described in
the TSWD publication
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D. Testing Accommodations – Descriptions and Procedures• Accommodations Tables:
– Grades 3–8 Paper-and-Pencil– Grades 3–8 Online– Grades 9–12 Paper-and-Pencil– Grades 9–12 Online– NCEXTEND1
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End-of-Grade Assessments
• EOG ELA and Mathematics (3-8)– Paper-and-pencil only
• EOG Science (5 & 8)– Online, paper-and-pencil option
• NCEXTEND2 ELA and Mathematics (3-8)– Online, paper-and-pencil option
• NCEXTEND2 Science (5 & 8)– Online, paper-and-pencil option
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End-of-Course Assessments
• English II, Math I, Biology– Online, paper-and-pencil option
• NCEXTEND2 English II, Math I, Biology– Online, paper-and-pencil option
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NCEXTEND1 Assessments
• ELA and Mathematics (3-8)• Science (5 & 8)• English II, Math I, Biology (grade 10)• Grade 11 assessment• ACCESS for LEP students
• All NCEXTEND1 tests are individually administered performance assessments
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SPECIAL PRINT VERSIONS
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Special Print Versions
• Ordering – through data entry in LEA-approved accommodations management systems (NC WISE, CECAS, third-party) according to Testing Accommodations Collection Schedule
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Braille Edition
• Contracted Braille• How will student record responses?• Does student need separate setting?• Test administrator must have copy of test• Transcriber’s notes• Transcription of student responses
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Large Print Edition
• 11” x 17” paper with 22-point font• How will student record responses?• Does student need separate setting?• Transcription student responses
• Online assessments: – Large Font option for all students– Must be designated prior to testing
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One Test Item Per Page Edition
• One item on each 8.5” x 11” piece of paper with standard 12-point font
• How will student record responses?• Does student need separate setting?• Transcription of student responses
• Online assessments:– Built into test design for these tests
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ASSISTIVE TECHNOLOGY DEVICES AND OTHER
ARRANGEMENTS
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Assistive Technology Devices
• Examples of approved AT devices• Ensure AT Device will not invalidate
assessment• Test administrator must ensure device is in
working order• Calculator policy
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Interpreter/Transliterator Signs/Cues Test• Invalidates results of tests
measuring reading comprehension
• Each testing site must have:a. Test administrator to read test aloudb. Interpreter/transliterator to sign/cuec. Trained proctor
One individual may fulfill both (a) and (b).
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Interpreter/Transliterator Signs/Cues Test (cont’d)• Interpreter/transliterator may review test
up to 2 days before test• Must test in separate setting (one-on-one
or small group)• May sign/cue to small group of students if
all are using same form
• Online – an extra computer monitor may be used to facilitate provision
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Student Marks Answers in Test Book
• ALL students may write in their test booklet – no accommodation needed!
• Students with MIB do not transfer their answers from booklet to answer sheet
• Students with MIB must not be given an answer sheet, must circle answers in book
• May be tested in regular setting
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Student Marks Answers in Test Book (cont’d)• Test administrators may omit instructions
that mention answer sheets• Transcribing student responses – secure
setting with a group of at least 3 individuals:– One to transcribe, one to verify
transcription, one to observe processAll 3 individuals must sign cover of test book
• Online - MIB not applicable for online tests
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Student Reads Test Aloud to Self
• Separate setting (one-on-one) required• Students may use a whisper phone/PVC
elbow pipe or other similar device if used routinely
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Test Administrator Reads Test Aloud
• Invalidates results of tests measuring reading comprehension
• Separate setting required (one-on-one or small group)
• Must specify details:– Read Aloud All– Read Aloud by Student Request– Other – words only on math test, etc.
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Computer Reads Test Aloud – Student Controlled• Available for online math and science tests• Must be enabled in student interface
questions (SIQ) before testing• Separate room (one-on-one) required
unless headphones are used• Student clicks on speaker icon next to text
to activate read aloud option• Consider bandwidth when scheduling
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Computer Reads Test Aloud – Student Controlled (cont’d)• Limitation: only item stems and answer
choices read by computer
• For an online assessment, student may have the test read aloud by:– Test administrator reads aloud– Computer reads aloud – student controlled– Combination of the two methods
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Braille Writer/Slate and Stylus
• Test administrator may omit irrelevant instructions (e.g., no. 2 pencil)
• Transcription of student responses– May ask student to clarify nonsensical
responses
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Cranmer Abacus
• Not a substitute for a calculator, but may serve as scratch paper substitute for some
• Only student may operate the abacus
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Dictation to a Scribe• For both paper-and-pencil and online, two
test administrators must be present– One fills role of test administrator– One fills role of scribe
• For multiple-choice, student may dictate letter choice, read answer aloud, or point
• For EOC English II constructed response, scribe must write exactly what student says
• Student proofreads responses
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Dictation to a Scribe (cont’d)
• Transcription – group of three, all three must sign test book
• Online – if recorded directly on computer, test administrator to verify; scribe and TA to sign statement of validation
• Online – scribe may record student responses directly on computer or on a piece of paper
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Magnification Devices
• Magnifier, monocular, closed-circuit television
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SPECIAL TEST ENVIRONMENTS
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Multiple Testing Sessions• Testing over multiple mini-sessions• Specifics of multiple testing sessions must
be documented in IEP/Section 504 Plan– More frequent breaks (e.g., break every 20
minutes, break every 10 items)– Testing over multiple days (e.g., half test
each day over 2 days)• Must finish within maximum testing time
unless also have Scheduled Extended Time
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Multiple Testing Sessions (cont’d)
• Must begin on same day as general testing• Multiple day administrations to be completed
on make up days• Testing in a Separate Room required if
breaks are not standard• Only students with the same break setups
may be grouped together
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Multiple Testing Sessions (cont’d)
• Test administrators may omit instructions related to time limits
• 5 minute warning must be given before lunch• Books must be paper-clipped during extended
breaks, students may not return to paper-clipped section after break
• Online – must be designated prior to testing
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Scheduled Extended Time• For students who need additional
time, but can finish test in one day
• May not begin testing earlier than regularly scheduled time
• Add’l time on top of maximum testing time– Most tests have max time of 240 minutes!
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Scheduled Extended Time (cont’d)
• Amount of estimated extended time must be specified in IEP/Section 504 Plan – but students allowed
• However, with this accommodation, students provided as much extended time as needed
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Scheduled Extended Time (cont’d)
• Test administrator may omit instructions regarding time limits
• Breaks occur at standard time• Student must be allowed to eat lunch• Testing must be completed by dismissal• Test security/paper-clipping• Separate setting not required
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Testing in a Separate Room
• Test administrator and proctor required
• Specifics must be documented in IEP/Section 504 Plan
–One-on-one–Small group
•Define range or maximum # of students•Local policy for definition of small group
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Testing in a Separate Room (cont’d)
• One-on-One required for:– AT Device that reads test aloud (without
use of headphones)– Computer Reads Test Aloud (without use
of headphones)– Dictation to a Scribe– Student Reads Test Aloud to Self
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Testing in a Separate Room (cont’d)
• One-on-one OR small group for:
– Test Administrator Reads Test Aloud
– Interpreter/Translator Signs/Cues Test
– Multiple Testing Sessions (when breaks are not provided in alignment with standard administration procedures)
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E. Monitoring Accommodations
• USED requires the NCDPI to submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations– required testing accommodations– provided testing accommodations– usage of testing accommodations
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E. Monitoring Accommodations (cont’d)
2013–2014• Required: Accommodations in
PowerSchool, CECAS, LEA-approved third-party application
• Provided: Accommodations coded on answer sheets or online in NC Education
• Used: Review of Accommodations Used During Testing forms
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E. Monitoring Accommodations (cont’d)
• Accommodation not provided:– OTISS report– Parent notified & decides on retest before
score is received• Accommodation provided that should not
have been:– OTISS report– Misadministration and retest
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F. North Carolina Alternate Assessments, cont’d
• Alternate assessments must be documented on a student’s IEP at least 30 days before testing window opens
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G. AppendicesA. Questions to ConsiderB. Routine Use of Accommodations Memo
– Accommodations must be used for at least 30 days before testing
C. Invalid Scores MemoD. Accommodation Notification FormE. Logistics Planning ChecklistF. Review of Accommodations Used During
Testing forms
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Questions?Comments?Concerns?