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1
Testing Accommodations: What Are They and
How Are They Implemented?
Pam BiggsNCDPI Division of Accountability Services
Accountability ConferenceFebruary 17, 2006
NCDPI Division of Accountability Services 2
What are Assessment Accommodations?
Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others
Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores
Accommodations are used for equity, not advantage, and serve to level the playing field
NCDPI Division of Accountability Services 3
What are Assessment Accommodations?
To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, or LEP documentation and used regularly during instruction and similar classroom assessments
Assessment accommodations must also be used in instruction, but not all instructional accommodations are appropriate assessment accommodations
NCDPI Division of Accountability Services 4
Instructional vs. Testing Accommodations
Mark in Book
Extended Time
Large Print
Testing in Separate Room
Graphic Organizers
Scaffolding
Peer Tutor
INSTRUCTIONAL
TESTING
Teacher Notes
NCDPI Division of Accountability Services 5
Who is Eligible for Accommodations?
A student with disabilities who has a current: Individualized Education Program (IEP) or Section 504 Plan
A student identified as LEP who has scored below Superior in Reading on the most recent administration of the IPT (for writing assessment, student must have scored below Superior in Writing on the IPT)
NCDPI Division of Accountability Services 6
Who Determines Accommodations?
For a student with disabilities: IEP Team Section 504 Committee
For a student identified as limited English proficient:
School-based team/committee
NCDPI Division of Accountability Services 7
Examples of Accommodations for Students with Disabilities and Students Identified as LEP
STUDENTS WITH DISABILITIES
Assistive Technology
Braille Edition
Dictation to a Scribe
Large Print Edition
Sign Language Interpreter
Dictionary/
Electronic
Translator
Read Aloud (Math) Multiple Test SessionsExtended TimeSeparate Room Read Aloud to Self
STUDENTS IDENTIFIED
AS LEP
NCDPI Division of Accountability Services 8
Types of Accommodations
Modified Test Formats Assistive Technology (AT) Devices and
Special Arrangements Special Test Environments
NCDPI Division of Accountability Services 9
Modified Test Formats
Accommodation Students with
Disabilities
Students Identified as
LEP
Braille Edition
Large Print Edition
One Item Per Page Edition
NCDPI Division of Accountability Services 10
AT Devices and Special Arrangements
Accommodation Students with Disabilities
Students Identified as LEP
AT Devices
Dictation to a Scribe
English/Native Language Dictionary or
Electronic Translator
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud
NCDPI Division of Accountability Services 11
Special Test Environments
Accommodation Students with
Disabilities
Students Identified as
LEP
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
NCDPI Division of Accountability Services 12
Top 5 Most Frequently 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 2004-05
NCDPI Division of Accountability Services 13
Most Frequently Used Accommodations - EOG
0
5,000
10,000
15,000E
xten
ded
Tim
e
Sep
arat
eR
oo
m
Rea
dA
lou
d
Mar
k in
Bo
ok
Mu
ltip
leT
esti
ng
Ses
sio
ns
Grade 3Grade 5Grade 8Grade 10 (HSCT)
Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.
NCDPI Division of Accountability Services 14
Documentation of Accommodations
All testing accommodations must be documented in:– IEP;– 504 Plan; or– LEP documentation
Whatever is documented must be used on day of test
Helpful to provide school TC with copy of documentation form
NCDPI Division of Accountability Services 15
Documentation Forms
Sample EC documentation forms may be found on the web:
www.ncpublicschools.org/policies/tswd
Forms available in Excel and PDF formats LEP documentation forms are created by
LEA
NCDPI Division of Accountability Services 16
NCTP Table 2
Grades 3-8 and 10 Tests
Space to List Accommodation Specifics
Complete for those tests required at that grade level
Blacked out spaces indicate accommodation would invalidate the test results or that a particular alternate assessment is unavailable for that test
NCDPI Division of Accountability Services 17
NCTP Table 3
End-of-Course Tests
NCDPI Division of Accountability Services 18
NCTP Table 1
Tests Required for Graduation
NCDPI Division of Accountability Services 19
Scheduled Extended Time
The student’s IEP, Section 504 Plan, or appropriate LEP documentation should specify an estimated amount of extra time the student will require
Breaks at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions
Student must be allowed bathroom and lunch breaks If testing continues past lunch, student must not
communicate with other students during lunch
EC LEP
BO
TH
NCDPI Division of Accountability Services 20
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
NCDPI Division of Accountability Services 21
Scheduled Extended Time
If student’s estimated time is over, but is working diligently, let him/her continue
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)
NCDPI Division of Accountability Services 22
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
EC LEP
BO
TH
NCDPI Division of Accountability Services 23
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 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
NCDPI Division of Accountability Services 24
Testing in a Separate Room:Small Group
IEP or Section 504 Plan may designate maximum group size
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
NCDPI Division of Accountability Services 25
Test Administrator Reads Test Aloud
Valid accommodation for tests that do not measure reading comprehension
Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud
For example: Everything By student request Everything but numbers
EC LEP
BO
TH
NCDPI Division of Accountability Services 26
Administrative Procedures
Students should be in test groups based on how test is to be read
Must be in small group or one-on-one administrations (this must also be in documentation)– One-on-One suggested for Online Test of
Computer Skills
NCDPI Division of Accountability Services 27
Administrative Procedures
Test administrator must have a copy of the test to read from
May repeat instructions and test questions as many times as needed
Test items and answer choices must be read in a consistent manner
NCDPI Division of Accountability Services 28
Administrative Procedures
Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom
EXCEPT
if reading it that way provides the student with the answer
NCDPI Division of Accountability Services 29
Example 1
The students count 149 balls in the gym. What is another way of writing the number of balls in the gym?
A fourteen nine
B one forty-nine
C one hundred forty-nine
D one hundred fourteen nine
Grade 3 Math Sample Test Item
NCDPI Division of Accountability Services 30
Example 1 Should be read as:
The students count one-four-nine balls in the gym. What is another way of writing the number of balls in the gym?
A fourteen nine
B one forty-nine
C one hundred forty-nine
D one hundred fourteen nine
Grade 3 Math Sample Test Item
NCDPI Division of Accountability Services 31
Example 2
What is the standard form of 7,000 + 800 + 20 + 5?
A 7,285
B 7,825
C 7,852
D 7,528
Grade 3 Math Sample Test Item
NCDPI Division of Accountability Services 32
Example 2Should be read as:
What is the standard form of seven-comma-zero-zero-zero plus eight-zero-zero plus two-zero plus five?
A seven-comma-two-eight-fiveB seven-comma-eight-two-five C seven-comma-eight-five-twoD seven-comma-five-two-eight
Grade 3 Math Sample Test Item
NCDPI Division of Accountability Services 33
Student Marks Answers in Test Book
Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book
Student should not have answer sheet during actual testing
If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet
EC LEP
BO
TH
NCDPI Division of Accountability Services 34
Student Marks Answers in Test Book
After completion of testing Staff member must transfer student’s
answers to multiple-choice test questions to the appropriate answer sheet
2nd staff member must check the transcription to verify accuracy
Both people must sign outside of test book
NCDPI Division of Accountability Services 35
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 TAM.
NCDPI Division of Accountability Services 36
Multiple Testing SessionsExample 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.
EC LEP
BO
TH
NCDPI Division of Accountability Services 37
Multiple Testing Sessions Example 1
Standard Test Administration
John
Time on test 90 90
Days of testing 1 1
Frequency of breaks
After 45 minutes Every 20 minutes
Number of breaks 1 4
NCDPI Division of Accountability Services 38
Multiple Testing SessionsExample 2
Sasha requires the test to be divided over two days. She will need additional time beyond that allowed in a standard test administration. Her LEP documentation lists the following accommodations: Testing in a Separate Room, Scheduled Extended Time (Extra 20 minutes), and Multiple Testing Sessions (2 days).
EC LEP
BO
TH
NCDPI Division of Accountability Services 39
Multiple Testing SessionsExample 2
Standard Test Administration
Sasha
Days of testing
1 2
Day 1 Day 2
Time on test 90 55 55
Frequency of breaks
After 45 minutes
After 45 minutes
After 45 minutes
Number of breaks
1 1 1
NCDPI Division of Accountability Services 40
Student Reads Test Aloud to Self Accommodation
New for 2005-06 school year Use of whisper-phone is included in this
accommodation and must follow the same guidelines
EC LEP
BO
TH
NCDPI Division of Accountability Services 41
Student Reads Test Aloud to Self Accommodation
Requires one-on-one administration– Test administrator & proctor per student– No other students in room
If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student
NCDPI Division of Accountability Services 42
Other Accommodations:Students with Disabilities
IEP team/Section 504 committee determines appropriate accommodations
Check to see if on “approved” list (pg. D1.02-1.04 of Testing Students with Disabilities)
If not on list (and for AT devices not specifically described in document) Accommodation Notification Form must be completed
Discuss with RAC
NCDPI Division of Accountability Services 43
Other Accommodations:Students with Disabilities
TC will receive response stating whether use of accommodation invalidates the test results
If accommodation is used during testing, Accommodation Notification Form bubble must be coded on student’s answer sheet
NCDPI Division of Accountability Services 44
Questions?
Teacher
School Test Coordinator
LEA Test Coordinator
RAC
NCDPI