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Requesting Accommodations on the ACT

State Testing Policies and Procedures

Presenters:Jeff McCullough – Director, Test Administration

Susan Michaelson – Manager, Accommodated TestingGretchen Holt – Sr. Consultant, Test Accommodations

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AGENDA• Role of Test Accommodations Coordinator

• Guiding Principles – Accommodations provided for the ACT

• Application procedures

• Test Administration Overview

• Important Dates and Contact Information

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Test Accommodations Coordinator (TAC)

Qualifications and responsibilities

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TAC Qualifications

• Proficient in English• Experienced in testing and measurement• Staff member of the school• Provide security of test materials at school• And not: related to or a guardian of an examinee

testing with accommodations anywhere in the state this year; a private consultant or tutor paid by a family; engaged in test preparation for ACT; or coaching college or high school athletics

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TAC Primary Roles• Determine which students need

accommodations

• Assure that forms for each student are completed

• Send forms with documentation and TAC Header by required deadline(s)

• Coordinate all accommodations testing for the school

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TAC Responsibilities (cont’d)

• Train testing staff

• Plan pre-test activities for students and staff

• Accept and store materials in a secure location prior to the test

• Document irregularities if they occur

• Return materials to ACT after the test

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More information for TACS

• Review the Test Accommodations Coordinator “Qualifications and Responsibilities” document sent to schools

• Read and study the Supervisor’s Manual for State Special Testing, received during training workshops

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Guiding Principles

1) Fairness for all candidates

2) Validity of the ACT

3) Consistency with ADA requirements

4) Conformity with professional guidelines

for documentation

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ACT accommodates students with disabilities under Title III of the Americans

with Disabilities Act (ADA)

• ACT has established policies regarding documentation of an applicant's disability and the process for requesting test accommodations.

• Yes, but my students are already identified with disabilities and have IEPs or 504 plans. What does the ACT documentation process have to do with me and my students?

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ADA defines Disability as:

An impairment or condition that substantially limits a major life

activity.

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Any physical or mental impairment that substantially limits a major life activity …

E/D Mood

B/D ADD/ADHD DIABETES disorder

Seizure disorder migraine cystic

fibrosis autismHEARING IMPAIRMENT

LD Visual Impairment quadriplegia

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ADA Disability Defined (cont.)

– Major Life Activities (e.g. walking, speaking, seeing, hearing, breathing, learning) are ones that the average person can perform with little or no difficulty.

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ADA Definition (cont.)

• Substantial limitation is an inability or significant restriction in the condition, duration, or manner in which the person performs a MLA.

• The Department of Justice states that the existence of a substantial limitation is to be determined by comparing the individual in question “to most people” or to “the average person in the general population.”

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Disability Determination

• Determination of whether the student has a disability that entitles him or her to test accommodations is a legal determination.

• Medical and/or educational documentation such as an IEP or private psychological report only establishes the presence of an impairment.

• A direct, substantial limitation on learning, documented by standard test scores, must also be provided to ACT.

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Documenting Disability: Implications for students with disabilities

• ACT requires sufficient information to support the existence of a legal (ADA) disability.

• Both the courts and OCR have consistently ruled that there must be clear evidence that the person’s disability affects participation in a specific program or activity; for example, the ACT which is an achievement test in a multiple choice format.

• ACT has the right to request additional information if initial documentation is insufficient.

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Documentation Guidelines

• Documentation guidelines for students requesting accommodations on the State Test are published in the following places:– On your state application– On the ACT Website (www.actstudent.org)

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Basic Intent: The IDEIA and the ADA are NOT the same.

• IDEIA: ensures that all students with disabilities have access to FAPE that emphasizes SPED and related services designed to meet their unique needs & prepare them for further education, employment & independent living.

• ADA: is a civil rights statute. It protects an individual from discrimination on the basis of disability. It provides for equal access to all persons with disabilities. It is not an entitlement or affirmative action statute.

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What’s Confusing is…

• Schools identify disability and provide accommodations based on IDEIA and §504 of the Rehabilitation Act of 1973

Does Not Equal

• ACT documents disability and provides accommodations under the guidance of Title III of the ADA

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What does “Equal Access” mean under the ADA?

Accommodations are designed to provide access.• Equal access means a place at the starting line,

not a guarantee of success (Kaiser.1999)

• The ADA remains neutral to any particular outcome of an individual’s effort to succeed—the ADA is outcome neutral (Gordon & Kaiser, 1998)

• No requirement of identical results or levels of achievement for students with disabilities when compared to peers with and without disabilities.

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Final Thoughts: Shared Responsibility

• Testing agencies have a moral and legal responsibility to provide reasonable accommodations to students with disabilities while maintaining the integrity of the examination.

• Teachers know their students best and have a moral and legal responsibility to apply for accommodations directly related to access and ensure that every accommodation needed for access is requested.

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PROCEDURES FOR REQUESTING

ACT- APPROVED ACCOMMODATIONS

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PROCEDURES FOR REQUESTING ACCOMMODATIONS

• You will find more information about requesting ACT-Approved Test Accommodations, and about downloading additional forms on your Procedures document.

• More information about Documentation Requirements can be found at www.actstudent.org.

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Who can apply for ACT-Approved Accommodations

• Students who are currently receiving special education described in an Individualized Education Program (IEP)

• Students with current Section 504 Plans

• Not available for English Language Learners

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Students Eligible for ACT-Approved Test Accommodations

have…

• Professionally Diagnosed Disability

• Documentation on file at school that supports all requested accommodations that are provided on the student’s current IEP or 504 Plan

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Local Decisions

• If the student can test in a single session w/ standard time limits and use regular (10 pt.) type, some accommodations may be made as local decisions without prior consultation with ACT.

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• But, even with standard time, large-type requires ACT approval!

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Extended Time and/or Alternate Formats? Submit a Request Form!

• > Standard time

• Testing over multiple days

• Stop-the-clock breaks

• Alternate test formats – Braille, audiocassettes or audio DVDs, or a reader

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Guidelines for Documentation

• States specific disability

• Current (within 3 years)

• Presenting problem/s and relevant history

• Comprehensive assessments

– Learning disabilities

– ADHD

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Documentation Guidelines (cont.)

• Functional limitations or impairment to learning and academic achievement

• Recommended accommodations

• Professional credentials of evaluator or team

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Completing the Application (side one)

• Student information• Diagnosed disability• Format• Time requested• Other accommodations requested

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Completing the Application (side 2)

• Previous approval

• Diagnosed disability

• History of diagnosis

• Current IEP or 504 Plan

• School Official’s signature

• Student/Parent signature

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Avoid These Common Mistakes

• Incorrect or incomplete application forms– More than one format requested– Requests are inconsistent with IEP or 504– Lack of signatures

• Missing accommodations page/s

• Out of date or undated accommodations plans

• No birthdates or formal name

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The Review Process

• Requests for additional information

• Reconsiderations

• Denials:– Test with standard time and standard

materials to get a college-reportable scores

• Preliminary roster – very important!

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STATE-ALLOWED TEST ACCOMMODATIONS

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Scores Earned with State-AllowedAccommodations

• Are used for District and State accountability

• Do not generate college-reportable scores

• Standard conditions

• Non-standard conditions

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Complete State-Allowed Test Accommodations Applications for:

• Students who do not meet eligibility requirements for ACT-Approved Accommodations

• Students whose requests for ACT-Approved Accommodations have been denied

• Students whose IEP or 504 accommodations cannot result in a college-reportable score

• ESL or ELL students

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IMPORTANT!!!

• Students/parents sign the form to acknowledge they understand scores will not be reported to colleges.

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No review needed for State-Allowed Test Accommodations

• The school requests what’s needed, what’s requested is shipped.

• Deadline for State-Allowed applications is later than for ACT-Approved Accommodations

• See your checklist of dates

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Separate Process• Separate roster and set of test materials shipped

for State-Allowed students – keep materials separate

• Different instructions are read in the test room• Do NOT mix State-Allowed students in the same

room as ACT-Approved students• Separate test date documentation required• Ship materials back according to instructions for

State-Allowed process

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Testing Process

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Testing Process• After submitting request forms and

documentation for students, TAC must prepare for testing accommodated students

• Read Supervisor’s Manual carefully• TAC must recruit staff to assist in testing• Testing rooms must be scheduled

– Follow ACT Standard Testing Requirements when selecting rooms

– Different rooms required for different timing codes, formats or accommodations

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Testing Process –Staff Roles/Responsibilities

• Room Supervisor required for each room– Is responsible for making sure all policies and procedures

are carried out in assigned room

– Transfer responses from large type worksheets or test booklets if this accommodation is used by any of your students

• Proctor - if more than 10 examinees in a room

• Reader – Also serves as room supervisor– Must sign agreement

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Testing Process – Local Training Session

Required• Discuss before test day

– Policies– Pre-test activities– Test day assignments– Post-test procedures

• Read – Supervisor’s Manuals– Roster Information– Supplemental Information

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Testing Process –Pretest Session for Students

• Pretest Session Required for All Students– Students complete non-test portions of the

answer document

– Includes students testing with accommodations

– Non-secure materials for this session sent to TS for all students (not sent to TAC)

– TAC must get partially completed answer documents for accommodated students from TS when pre-test sessions have been completed

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Testing Process –Test Materials Shipments

• ACT-Approved materials sent to TAC• Preliminary roster – Approximately 4 weeks prior to test

window– Includes Manuals for training

• Final Shipment – Approximately 1 week prior to test window

Includes: FINAL ROSTER

ALTERNATE TEST FORMAT MATERIALS

TEST BOOKLETS

KEEP BOX(es) for return

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Testing Process –Test Materials SECURITY

• Check-in your materials IMMEDIATELY– Make sure you count everything and compare

it to the roster – make sure all materials are present

– Problems, call 800/553-6244 x 1788

• Lock up in a secure location– “Two Lock Rule”

– Just like $ MONEY $$$

• Document custody chain

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Testing Process –Schedule

– Two week testing window to complete all accommodated testing

– Accommodated students DO NOT have to start testing on the same day as standard time students – they have two weeks in which to test

– Must test SEPARATELY from Standard Time Students

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Testing Process –AVOID the Pitfalls

• Use ONLY the Materials assigned to student• Do NOT mix timing codes in same room –

separate room required for each timing code• Accommodated students tested separate

from standard time students• Tests given in proper sequence• Never leave students unattended• School bells allowed

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Avoid the Pitfalls, cont.

• If separate sessions/days, must complete each test section on the same day it is started

• May reschedule within two-week window

• Do not change a Timing Code for a student after ACT has made a decision and the code appears on the final roster

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Testing Process –Required Documentation

• Test Roster – marked properly(Provided by ACT for Accommodated Testing)

• Irregularity Reports

• Seating Diagrams – one for each room used

• Accommodations Administration Report – one for each room used

• Testing Staff List

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Testing Process –Returning Materials

• Return all materials for accommodated students at one time– Pick-up scheduled following 2 week window

• Supervisor’s Report Form on top of answer docs to be scored

- Accommodations Roster- Administration Reports- Other forms

• Use envelope provided to return answer folders and other forms

• Keep in secure location until pick-up driver arrives

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Important Dates Refer to your Checklist of Dates

• Requests for ACT-Approved Accommodations DUE at ACT

• Preliminary roster sent to schools approximately four weeks prior to test date – Two weeks to request changes

• Final Roster and test materials sent to schools approximately one week prior to test date

• Accommodations Testing Window – 2 weeks

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Contact Information

Test Accommodation Questions:

800/553-6244 ext. 1788

Accommodations Email:

ACTstateaccoms@act.org

General Test Administration Questions

800/553-6244 ext. 2800

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