Accommodations Training

2014-2015

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• Sample Irregularities:– Providing accommodations to students who are

not eligible to receive them– Failing to provide approved accommodations to

the appropriate students– Failing to follow appropriate procedures for

providing testing accommodations– Providing accommodations that invalidate the test

(Read Aloud on reading test)

Testing Code of Ethics

TSWD p. 10

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• Sanctions– Suspension or revoking of professional license– Dismissal– Civil or criminal prosecution– Letter in employee’s file

• For a test misadministration caused by a staff error• Principal must write a letter documenting the incident

and impact on students (include name and OTISS #)• Send to employee responsible, file in employee’s record

at school, and send to State and Federal Programs (who will send to Employee Relations)

Testing Code of Ethics

TSWD p. 10

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• The School Test Coordinator is a key leader in the accommodations process

• In order to ensure all student needs are met, collaboration is required:– EC Compliance Facilitator – Ms. Gladney– Section 504 Coordinator – Ms. Parks and Ms.

Means– ELL Chair – Ms. Vieregg– Respective case managers, Committee members

Collaboration is Required

TSWD p. 7- 12

Step 1: Decide

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• Committees must meet annually and collaborate to make student specific decisions

1. Discuss the student’s eligibility and specific needs. Document the justification for accommodations.

2. Discuss and document needed classroom modifications and accommodations.

3. Discuss and document needed testing accommodations.

Decision Process

TSWD p. 13- 15

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• IEP Team• Section 504 Committee• ELL Committee• Students with Transitory Impairment

– School Test Coordinator (& Committee)• Students Dually Identified EC/ 504 and LEP

– ELL Chairperson should participate in IEP Team/ Section 504 Committee Meeting

• STC should communicate with Committees – STC should participate in meetings when possible

Committee Participation

TSWD p. 25- 28

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• Must have a current plan– Student must be identified as EC/ 504/ LEP on test day– Plan must be in date on test day

• Must be defined using state language– Only NCDPI approved testing accommodations– Must specify implementation details where needed

• Must be routinely used– During instruction and similar classroom assessments– Documented at least 30 calendar days before the test

window

Student Eligibility

TSWD p. 26

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• LEP students eligible for test accommodations:– Must score below proficiency level 5.0 on the

reading subtest of the W-APT or ACCESS– 5.0 exactly is NOT eligible

• LEP students eligible for first year in US schools LEP exemption:– Must score below proficiency level 4.0 on the

reading subtest of the W-APT or ACCESS– Enrolled in US school after June 11, 2014– Just one day of enrollment counts as first year

LEP Student Eligibility

TSWD p. 26

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• Modifications change the construct through altering language load, content complexity, and/ or cognitive complexity– Reduced assignments, simplified reading passages

• Accommodations are changes in the way a student accesses instruction or an assessment– Give equal access without watering down content– Do not change the construct of the assessment– May not be provided for score enhancement

Modifications vs. Accommodations

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• The student’s eligibility and justification for accommodations must be documented

• All testing accommodations must be used during instruction and documented for classroom use

• Not all accommodations used during instruction may be used as testing accommodations– Only approved NCDPI testing accommodations

Class vs. Test Accommodations

TSWD p. 13- 15

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a) Do not assume every student with disabilities/ identified as LEP needs accommodations

b) Get the approval of the Committeec) Base decisions on specific student needsd) Be respectful of student’s cultural and ethnic

backgrounde) Integrate accommodations into instructionf) Know which accommodations are approved for

each test

Guidelines for Committees

TSWD p. 18- 20

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g) Plan early to afford maximum useh) Include students in decision makingi) Understand the purpose of the assessmentj) Request only what is needed to access the testk) Determine if the selected accommodation

requires another accommodationl) Provide practice opportunitiesm) Remember that accommodations will not

eliminate student frustration

Guidelines of Committees

TSWD p. 18- 20

Step 2: Document

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• Committees must document accommodations in authoritative electronic source– Easy IEP, Ellevation, Section 504 electronic file

• Students dually identified as EC/ 504 and LEP:– All accommodations in IEP/ 504 Plan to represent

the whole student– All language accommodations ALSO documented

in the ELL Plan

Documentation Process

TSWD p. 25- 26

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• Accommodations Key Dates page (handout) provides the deadline for documentation– Due 30 calendar days before first day of testing

window– The accommodations documented at the close of

business on the due date is exactly what must be provided on test day

– No accommodations can be added or removed from the plan for use during current testing period

• Accommodation must be provided for entire test– Not just for short answer or math problems

Documentation Deadline

TSWD p. 28- 29

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• Make sure the student’s plan and all updates are communicated:– Students and parents– Classroom and pull-out teachers– School Test Coordinator

• Make sure updates in student plans are also updated in other documentation– Small group spreadsheet, Review of Accommodations

Used During Testing forms• Maintain security/ confidentiality of student

plans

Documentation & Communication

TSWD p. 28- 29

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• Prior to testing, students must be provided the following information on an individual basis if they have a documented testing accommodation:– Identity of the test administrator, proctor,

interpreter, transliterator, or scribe (if known)– Test date, time, and room location– Test accommodations that will be provided

Documentation & Communication

TSWD p. 29

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• All state tests the student will participate in during the period covered by the plan

• EOG: EOG ELA, EOG Math, EOG Science, BOG3

• EOC: EOC English 2, EOC Math 1, EOC Biology

• NCFE: NCFE English, NCFE Math, NCFE Science, NCFE Social Studies

• ACT: EXPLORE, PLAN, ACT, WorkKeys

• Alternates: NCEXTEND1, CCRAA, Alt ACCESS• Other: ACCESS, NAEP, World Languages, CTE post-

assessment

Which tests need to be documented?

TSWD p. 16- 17

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• PSAT and AP– Apply to College Board

• MAP, Reading3D• Teacher/ school created assessments• Committees should not omit any state tests

that are required to be documented, but should select “Regular Testing without Accommodations” for standard testing

Which tests are not documented?

Step 3: Monitor

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• Are teachers providing classroom accommodations?– Do teachers know which accommodations are

documented for their students?– Do teachers understand how to implement the

accommodations?– Are students using these accommodations when

they are provided?– Do students need other accommodations?– Are students refusing their accommodations?

Monitor Accommodation Use

TSWD p. 105- 106

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• NCDPI, LEA, and schools are required to monitor accommodations required, provided, and used– Electronic files from departments/ physical

student plans– Review of Accommodations Used During Testing

forms– Student answer sheets/ NC Education for online

testing

Monitor Accommodation Use

TSWD p. 105- 106

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• Standard and NCEXTEND1 form• One form per student per test

administration• Pre-populated from EasyIEP

and Ellevation– Verify the printouts for accuracy

• Must be filed in student’s folder after testing and kept for at least one year– IEP, LEP, 504 (or cum for TI)

folder

Review of Accommodations Used During Testing

TSWD p. 105- 106, 135-137

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• Staff completes/reviews documented accommodations before testing

• Test administrator completes provided and used accommodations during testing– Must be completed DURING the test session– Was the accommodation provided? Yes/ No– How was the accommodation used? Specific

details about how/ if the student used the accommodation to inform Committee decisions

Review of Accommodations Used During Testing

TSWD p. 105- 106, 135-137

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Review of Accommodations Used During Testing

REQUIRED

PROVIDED

USED

TSWD p. 105- 106, 135-137

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• Review of Accommodations Used During Testing forms asks for accommodation provided= Yes or No

• If No, report in OTISS• If a student does not use or refuses an

accommodation, but the school provided record Yes on Review of Accommodations Used During Testing form

Provided vs. Not Used vs. Refused

TSWD p. 105- 108

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a) Notify parent immediatelyb) Report in OTISS

c) Misadministration is declared and d) Student retested--- OR ---e) Parent waives the right to retest (in writing,

before having test results)

Accommodation Not Provided

TSWD p. 107

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a) Notify parent immediately– The parent may not waive the right to retest if

his/ her student was provided an accommodation that was not documented for the student

b) Report in OTISSc) LEA staff investigates to determine actionsd) If misadministration declared, retest student

Accommodation Provided, Not Documented

TSWD p. 107- 108

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1. Before test day, remind student of accommodation2. On test day, discuss reason for the accommodation

and consequences of declining3. Test the student with or without the

accommodation, note on the Review of Accommodations Used During Testing, notify staff

4. Notify parent immediately by phone and in writing5. If parent wishes to have student retested, must

request in writing, report in OTISS– Only report accommodations refusals in OTISS if parent

requests a retest6. Committee meets to address this accommodation

Student Refusal

TSWD p. 29- 31

State Testing Accommodations

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• If student does not use a regular answer sheet, responses must be transcribed for scanning– Must occur under secure conditions with 3 or more

school personnel present• In the classroom with students present is NOT secure

– One to transcribe, one to verify, one to observe• All 3 personnel must be present at the same time, in the

same room, and participate in the transcription process– All three sign front cover of test book– Must also include student name and ID number on

the responses

Transcription

TSWD p. 47

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• Answers must be transcribed exactly as written, including student errors– Double bubbles– Mixed numbers in gridded response

• For gridded response where the answer is not clear, make the best guess and bubble appropriately

• Original student responses must be returned to and stored at the Scoring Center during check-in

Transcription

TSWD p. 47

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• ALL students may write in the test book with no accommodation needed– Answers must be on student answer sheet

• Students with MIB do not transfer their own answers to the answer sheet

• Students with MIB must not be given an answer sheet

• Staff must transcribe responses• Omit instructions that do not apply

Mark in Book

TSWD p. 75- 76

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• Very common irregularity/ misadministration• Students must NOT receive their answer sheet• Do not include answer sheets for students with

Mark in Book documented in test day bins• Clarify to staff that students are only provided

pre-coded answer sheets• Label MIB students on the roster/ post-it

Mark in Book

TSWD p. 75- 76

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• Student may read the test aloud, but the test administrator may not help or correct errors the student makes

• May use whisper phone, PVC elbow pipe, or similar device if used routinely

• Separate Setting one-on-one required

Student Reads Test Aloud to Self

TSWD p. 77- 78

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• Not allowed on ELA/ Reading tests– BOG3, ELA EOG, English EOC, English NCFE

• Must provide implementation specifications:– Read Everything– Read by Student Request– Read Other (i.e. words only on math test)

• Separate Setting required

Test Administrator Reads Test Aloud

TSWD p. 79- 82

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Prior to testing, Test Administrators must:• Be familiar with grade level/ course content• Be trained on proper implementation and

have time to practice read aloud activities– TA may use document on how to read symbols

during read-aloud test administrations– Verify that the symbols are documented correctly– STC must provide the symbols sheet on test day

• NOT have access to secure test materials prior to the test

Test Administrator Reads Test Aloud

TSWD p. 79- 82

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During testing, Test Administrators:• May repeat instructions and questions as many

times as necessary• Use student test book of same form letter and

number to read aloud from– All students in the group must have the same form

letter and number test book– Each read aloud group must use a different form– Only for Read-Aloud and Interpreter can a student be

assigned a different answer sheet than his original pre-coded answer sheet

Test Administrator Reads Test Aloud

TSWD p. 79- 82

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TA Reads Test Aloud- Read Everything• Test administrator must read

– Item number– Test item and answer choices– Graphs, charts, subscripts

• Pause and allow students to choose an answer• While students are responding, review next

item to determine how it should be read• Proceed after all students mark their answer

Test Administrator Reads Test Aloud

TSWD p. 79- 82

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TA Reads Test Aloud- By Student Request• Separate Room required

– One-on-One or Small Group– 6 students or less, at least 6 feet apart

• Student will indicate item number • TA and students must have test book of same form

letter and number• TA should pause to read problem to self prior to

reading aloud to student• TA must move near student and quietly read entire

item with corresponding graphs, etc.

Test Administrator Reads Test Aloud

TSWD p. 79- 82

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• Available for online tests– Must be enabled in SIQs in NC Education before

testing– Not allowed for ELA/ Reading tests

• Separate Setting One-on-One required if not using headphones

• Student clicks on speaker icon next to text to activate read aloud option

• Audio files are recorded human voices• Limited to only questions and answer choices

Computer Reads Test Aloud

TSWD p. 83- 85

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• For an online assessment, student may have test read aloud by:– Test Administrator reads test aloud– Computer reads test aloud- student controlled– Combination of the two methods

• TA read aloud needed to have ancillary information (navigation buttons, graphs) read aloud

• Document the difference in implementation

Computer Reads Test Aloud

TSWD p. 83- 85

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• More frequent breaks – 5 minute break every 30 minutes– 3 minute break every 10 test items

• Problematic if students will stop at different times

• Multiple Days– Half test each day over two days

• Separate Setting required if breaks are different than the standard script

• Only students with same breaks can test together

Multiple Testing Sessions

TSWD p. 95- 98

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• For students who need extra time• Document estimated extended time, but the

student is allowed as much time as needed up to a full school day

• Document based on maximum testing time – 60 minutes/ 1.5 times/ 200%

• Must complete test in one day with regular break schedule

• May not begin testing early, must eat lunch, and travel home at regular dismissal time

Scheduled Extended Time

TSWD p. 99- 101

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• If the maximum testing time is 4 hours:– 60 minutes additional= 5 hours estimated– 1.5 times= 6 hours estimated– 200% times= 8 hours estimated

• Plan out the test day timeline:– What time will students be moved?– Who will escort students?– Where will students be moved?– How long will students be out of a test session?– Only paper-clip for extended student breaks

Scheduled Extended Time

TSWD p. 99- 101

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• All students in a small group setting must be receiving the same accommodations

• Test administrator and proctor required• Must document specifics:

– One-on-One– Small Group (and group size- Maximum 12)

• If an accommodation requires separate room (i.e. Read Aloud), then separate room must be documented

• If student has other environmental needs, request on Special Accommodation Request Form

Testing in a Separate Room

TSWD p. 103- 104

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• LEP- Identified ONLY• Allowed for all state-mandated tests

– Except for W-APT and ACCESS• Document language and type (paper or electronic)• Must be word-to-word or word-to-phrase• Must not contain diagrams, written notes, formulas,

etc.• Must be a published document, not teacher made• Make sure student uses paper version all year• Electronic devices MUST be approved, send to State

and Federal Programs

Word-to-Word Bilingual Dictionary/ Electronic Translator

Guidelines p. 30

Test Specific Accommodations

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• All accommodations for EXPLORE, PLAN, ACT, and WorkKeys must be documented

• For ACT college-reportable scores, ACT must approve accommodations– ACT Receipt deadline: November 21

• Restrictions for LEP students:– No ACT-Approved accommodations (college-

reportable scores)– Can use State-Allowed accommodations (no college

reportable scores) – WorkKeys allows paper dictionary only

ACT Assessments

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• Notable Accommodations Differences– Scheduled Extended Time documented as percentage

• 150% or 200%– TA Reads Test Aloud (Reader’s Script)

• Requires separate room one-on-one• Requires extended time

– Computer Reads Test Aloud (Audio DVD)• Requires separate room small group• Requires extended time

– Testing in a Separate Room (small group of 10)

ACT Assessments

Read Aloud Accommodation Examples and Practice

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1. Symbols 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.

2. Most numbers should be read as they would be used in the classroom. When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc.

3. When an item deals with converting fractions to another form, such as decimals, one of the forms must be read as digits.

4. When items contain graphic representations, refer the student to the graphics contained in the stem or answer choices.

5. Language contained in a graph or chart should be read to the student, not explained.

Rules for Reading Tests Aloud

Reviewing Student Plans

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Sample Documentation in Easy IEP

Note: Instructional accommodations recorded separately.

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Sample 504 Documentation

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Sample ELL Documentation

TSWD p.

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Sample Transitory Impairment Documentation

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1. Is all documentation included?2. Are plans in date?3. Is justification included?4. Are accommodations used in class?5. Are all tests included?6. Are the accommodations appropriate for the test?7. Are all accommodations documented with

specifications correctly?8. Are any special procedures needed?

Reviewing Plans

Presentations from CMS Accommodations Stakeholders

Contact information on the back of the Key Dates page

Kim CapuanoPatrice Simon

EC

Heidi (Amelia) CampbellTamara Holt

Jessica WrightRobyn Steward

ELL

Cynthia VinesSection 504

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• SharePoint– Shared Documents – State Testing Information –

Accommodations• NCDPI Websites

– TSWD: ncpublicschools.org/accountability/policies/accom

– Guidelines: ncpublicschools.org/accountability/policis/slep

– Released forms: ncpublicschools.org/accountability/testing/releasedforms

Resources