ECPSInstructional and Testing Accommodations

Beginning of Year TrainingGuidance and Procedures

Dr. Bridges/Janet

What is an Accommodation?:

Changes in the way a student accesses learning (which can then affect testing)

Construct does not change; assignment/content does not change

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

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Accommodations≠

Modifications

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Accommodations Differ from Modifications in that:

Modifications change the construct through altering language load, content complexity, and/or cognitive complexity.

Some examples of modifications:• Reduced assignments• Simplified reading passages• Reduced response choices

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Instructional Accommodations

*Routine Use*

Testing Accommodations

drive

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Updated Testing Accommodations Policy Document

Testing Students with Disabilities publication

(August 2012)

Testing Students with Disabilities Website:

http://www.ncpublicschools.org/docs/accountability/policyoperations/tswd1213.pdf

Testing Accommodations Web Site:

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

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What Types of Testing Accommodations are Available for Students with Disabilities?

• Special Print Versions

• Assistive Technology (AT) Devices and Special Arrangements

• Special Test Environments

7Marcy/Angela

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Special Print Versions Braille Edition Large Print Edition One Test Item Per Page Edition NCDPI asks for minimum of 30 day notice

(Braille requires earlier notification)

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Special Test Environments Hospital/Home Testing Multiple Testing Sessions (plan must specify) Scheduled Extended Time (specify amount of

time) Testing in a Separate Room (one on one OR

small group with ___ number)

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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 AT Devices Dictation to a Scribe Keyboarding Devices Interpreter/Transliterator Signs/Cues Test Test Administrator Reads Test Aloud (specify upon request

OR reads everything) (In English) Computer Reads Test Aloud – Student Controlled

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What has Changed in the August 2011 TSWD (and continues to be in the 2012 manual)?

Some of the major changes are….

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NCEXTEND1 Accommodations

Added NCEXTEND1 accommodations chart Added information on accommodations and

adaptations to manipulatives

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Student Marks Answers in Test Book

ALL students may write in their test booklet – no accommodation needed! Students with MIB (mark in book) accommodation must not be

given an answer sheet, they must circle answers in book Students with MIB do not transfer their answers from booklet to

answer sheet May be tested in regular setting

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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

• A separate proctor is not required

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Scheduled Extended Time

Clarification: Extended time is to be provided in addition to maximum testing time

Previously, most tests have maximum testing time of 240 minutes

Previously, NCEXTEND2 has an estimated testing time, but no maximum time

Previously, NCEXTEND1 has no maximum testing time

(Time allowances for the current year to be determined)

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Currently: NCDPI will require that each school have in its Test Plan procedures for moving students after the estimated time has ended so that those who do not need the maximum time can begin working on other things.

What About Online Testing?

Large font and foreground/background options available to all students They are not ‘accommodations’ that need to

be included in an IEP/504/LEP plan, but should be offered in the classroom prior to testing (and documented on the Instructional Accommodation Log)

Must be selected in NC Education before testing day

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Online Testing (cont’d) Interpreter/Transliterator Signs/Cues Test

May use second computer monitor Dictation to a Scribe

Scribe can record responses directly on computer or on piece of paper

If recorded online, test administrator and scribe to sign statement of validation

Test administrators complete Accommodations Provided screen after testing (along with a paper ROA)

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Computer Reads Test Aloud – Student Controlled

Must be selected in NC Education in the student interface questions (SIQs) 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 (read alouds take more bandwidth)

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Computer Reads Test Aloud – Student Controlled (cont’d)

Limitation: only item stems and answer choices read by computer

For online tests, student may have the test read aloud by: Test Administrator Reads Test Aloud Computer Reads Test Aloud – Student

Controlled Combination of the two methods

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Separate Setting Accommodation For the 2012-13 school year and beyond, the separate setting

accommodation has been split into 2 different accommodations, separate setting-small group and separate setting one-on-one.  The old separate setting accommodation should NOT be used.  The IEP/504 team must choose one of the two new accommodations to include in the plan.  The only situations I can think of that require one or the other of these is when a student has the read aloud to self or if the student has read aloud for an online test by the test administrator or without headphones.  In these situations the separate setting-one-on-one is required.

Placing a student in the back of the room is NOT considered an accommodation for state testing.   A test administrator may determine where any student sits.  The use of either of the separate setting accommodations requires the student(s) be in another room.  This is how the accommodation should be used during the year as well.  Otherwise come EOG/EOC testing the student is going to be surprised when they are placed in another room away from their peers.

Per NCDPI

Paula/Margaret

NCEXTEND2 Testing Reminder

Per NCDPI, 2013-14 will be the last year North Carolina will provide NCEXTEND2 tests. IEP teams were encouraged to transition students away from the EXTEND2 designation.

Accommodations Data Collection

PowerSchool: Section 504 and LEP Accommodations

CECAS: EC Accommodations

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Accommodations Data NCDPI Monitoring

Accommodations reports (PowerSchool and CECAS)NOTE: IEPs have to be current and closed/verified for the

accommodations to show up on NCDPI’s end. Special Print Version ordering (e.g., Braille,

Large Print, One Test Item per Page) NCDPI monitoring (desk monitoring and on-

site)

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ECPS Internal Monitoring Schedule for the Current Year:Schools: Schools will be required to conduct

two internal audits:** one in the fall semester and ** one in the spring semester (early March)District: One districtwide audit – will occur 1st

this year to provide early feedback to schools/teachers

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Melinda/Bridgette

This matching cycle (per District Accommodation Procedures) should be repeated each time an IEP/504/LEP plan is reviewed and changed.

IEP/504/LEP Teams discuss student needs for the classroom (including classroom accommodations). Teams can then discuss which classroom accommodations are needed during testing – and document both in a

student’s plan.

Accommodations (instructional and testing) entered in CECAS (EC) and in PowerSchool (LEP/504).

Should match . . .

Instructional accommodations being offered in the classroom (and documented on log) – indicating routine use (2 to 3 times per

week)

Testing accommodations documented on the Review of Accommodations Used During Testing forms (ROAs).

ECPS Monitoring Flowchart

Should match . . . Should match . . .

EDGECOMBE COUNTY PUBLIC SCHOOLS

INSTRUCTIONAL AND TESTING ACCOMMODATION PROCEDURES STEP 1: Each time an IEP/504/LEP team identifies or alters accommodations in a student’s plan, the Goal/Objectives identified in the plan should be distributed to all teachers working with the student. Also, the left side of the Review of Accommodations Used During Testing form (one per subject – including Common exam subjects) should be completed and copies distributed to: School Test Coordinator and Teacher(s) working with the student and PowerSchool Data Manager (for LEP and 504 students) or EC Case Manager (EC students) and Make sure that the original is filed in the student’s IEP/Section 504/LEP folder (or permanent record folder) PowerSchool Data Managers will enter LEP and 504 accommodations in PowerSchool. Exceptional children teachers will enter EC accommodations in CECAS/DEC4. Departments/Case managers are responsible for pulling reports to verify the accuracy of accommodation information in PowerSchool or CECAS.

NOTE: IEP/LEP/504 teams are encouraged to conduct all annual reviews by April 15.

STEP 2: Any accommodations to be used in testing should first be used routinely during instruction. Instructional accommodations (which can be more than just testing accommodations) should be documented on the Instructional Accommodation Log – even when the accommodation is being used as an intervention rather than an IEP/504/LEP plan requirement. Each teacher providing instructional accommodations will keep a log – and document on the log when accommodations are offered to students. Instructional Accommodation Logs should be considered by the IEP/504/LEP teams when deciding on instructional accommodations for students. Once instructional accommodations have been identified, then (and only then) should testing accommodations be discussed.

Accommodations should be used routinely in the classroom a minimum of 30 days prior to being used on a state test (with Instructional Accommodation logs documenting the use – even when the accommodation(s) is provided as an intervention rather than a plan requirement). However, accommodations must be included in an IEP/LEP/504 plan in order to be used on a state test.

If a student is routinely refusing an accommodation(s) (as documented on the Instructional Accommodations Log), then teams should meet to discuss possible removal of the accommodation(s).

NOTE ABOUT MONITORING: ECPS will conduct a District Instructional accommodation audit during 1st semester. Schools will also be required to conduct two internal instructional accommodation audits (one 1st semester and one 2nd semester). It is important that we have documentation to show that Instructional accommodations are being offered routinely in classrooms for students in need of additional supports.

Steps 1 and 2 should be repeated each time an IEP/504/LEP plan’s goals/objectives AND/OR accommodations are adjusted.

STEP 3: The right side of the Review of Accommodations Used During Testing form should be completed by the Test Administrator each time a student is assessed on a state test, Common exam, or district benchmark to document the accommodations provided to them during the test. The completed/signed original form should be filed in the student’s IEP/Section 504/LEP folder (or permanent record folder). A copy of the completed form should be given to the School Test Coordinator.

The testing office will require copies of the completed forms after each district benchmark and state test. STEP 4: During state tests, the accommodations bubbled on student answer sheets (or entered in NC Education for online testing) will be compared to the above documentation (and should match). (As of 8-21-13)

IEP/504/LEP teams will discuss instructional needs of students to

determine classroom accommodations. Then, testing accommodations can be determined from the list of classroom

accommodations.

STEP 1: School IEP/504/LEP managers will copy the Goals/Objectives in a

student’s plan for each teacher working with that student.

STEP 1: A Review of Accommodations Used During Testing form (ROA) (left hand side) will be developed for

each subject area – and copied to the School Test Coordinator, teachers, and to the PowerSchool Data

manager (LEP/504)/EC Case manager (EC) to be entered in appropriate system.

STEP 2: Each teacher providing Instructional accommodations will keep a log – and document on the

log when accommodations are offered to a student. Accommodations should be offered routinely (2 to 3 times per week). One log per student – per subject –

should be maintained.

Steps 1 and 2 should be repeated each time a student’s goals/objectives AND/OR

accommodations are adjusted.

STEP 3: After state testing or district benchmark, the right hand side of the

ROA will be completed/signed. Original is filed in the student’s IEP/

Section 504/LEP folder (or permanent record folder).

A copy of the completed/signed ROA is given to the School Test

Coordinator.

STEP 4: After state testing, accommodations bubbled on student answer sheets (or entered in NC Education for online testing) will be

compared to (1) entries in CECAS/PowerSchool and to (2) entries on the ROA. They should all match.

PRIOR TO STATE TESTING AND DISTRICT BENCHMARKSPRIOR TO STATE TESTING AND DISTRICT BENCHMARKS

AFTER STATE TESTING AND DISTRICT BENCHMARKSAFTER STATE TESTING AND DISTRICT BENCHMARKS

See Narrative version of the Accommodation Procedures for more details

Instructional Accommodation Logs: All schools will utilize the ECPS Instructional Accommodation Log

provided to Principals and School Test Coordinators so that the district can provide better support and guidance in the

documentation of classroom accommodations.

Beginning of the Year: EC Case managers, ESL teachers, and school 504 Contacts will highlight a student’s classroom

accommodations on the Instructional Accommodation Log (one log per student per subject). Discussions with teachers will

occur to ensure full understanding of the accommodation needs of students.

As annual reviews occur, IEP/504/LEP teams will continue to share plan updates with teachers (per procedures) – and teachers will

then take responsibility for highlighting required accommodations on the left hand side of the log.

(See next two slides for ECPS log and recommendations for its use)

ECPS Instructional Accommodation LogINSTRUCTI ONAL ACCOMMODATI ONS LOG School ___________________________ EC – 504 – LEP – At Risk/SSMT referral (circle one) Student ______________________Teacher_________________Subject_____________Semester/Year____________ Accommodations for I nstruction – may

also record testing Date Accommodations

Off ered Accommodations

Used Student I nitials

Teacher I nitials

(teacher who off ered accommodation(s))

1. help sessions 2. peer tutoring 3. modified class assignments 4. modified homework assignments 5. modified quizzes 6. change in length of instruction 7. change in instructional materials used 8. alternative projects 9. copy of notes 10. repeating instructions 11. books on tape 12. class breaks as needed 13. use of planner/calendar 14. extra textbook for home use 15. allow retesting 16. allow make- up work 17. preferential seating 18. time- outs 19. extended time 20. separate setting 21. multiple sessions 22. use of assistive technology 23. mark in book 24. read aloud 25. word- to- word bilingual dictionary 26. other NOTES: ** I nstructional accommodations should be used routinely in the classroom prior to being used on a state test (routine use – 2 to 3 times per week) ** Logs should be considered by I EP/504/LEP teams when developing and adjusting student plans

Alicia/Karen

INSTRUCTIONAL ACCOMMODATI ONS LOG School _____** Recommendations for Use of this Form EC – 504 – LEP – At Risk/SSMT referral (circle one) Student ___ ________________Teacher_________________Subject_Use one log per subject Semester/Year________ ____

Accommodations for Instruction – may also record testing Accommodations provided during classroom assessments should be noted as well – but shouldn’t be the only time accommodations

are off ered/used.

Highlight the classroom accommodations required in a student’s plan to quickly see which

are required for a student.

Date Accommodations Off ered

Accommodations Used

Note in this column when off erings are REFUSED or NOT

NEEDED

Student I nitials Teacher I nitials (teacher who

off ered accommodation(s))

Every teacher

off ering accommodations

should keep a log 1. help sessions 2. peer tutoring 3. modified class assignments 4. modified homework assignments 5. modified quizzes 6. change in length of instruction 7. change in instructional materials used 8. alternative projects 9. copy of notes 10. repeating instructions 11. books on tape 12. class breaks as needed 13. use of planner/calendar 14. extra textbook for home use 15. allow retesting 16. allow make- up work 17. preferential seating 18. time- outs 19. extended time Note Amount of time 20. separate setting 21. multiple sessions Note # of sessions 22. use of assistive technology 23. mark in book 24. read aloud Note type of read aloud 25. word- to- word bilingual dictionary 26. other

NOTES: ** I nstructional accommodations should be used routinely in the classroom prior to being used on a state test (routine use – 2 to 3 times per week) ** Logs should be considered by I EP/504/LEP teams when developing and adjusting student plans ** Recommendations for Use of this Form

How are we doing in ECPS?

In the Spring 2012 testing cycle, ECPS had 18 testing irregularities due to Accommodations

In the Spring 2013 testing cycle, ECPS had 3 testing irregularities due to Accommodations

In the Spring 2014 testing cycle, ECPS had 8 testing irregularities due to Accommodations

It is requested that all annual reviews be scheduled to occur by April 15 of the year to avoid changes close to testing.

How are we doing in ECPS? Examples:

- giving MIB when plan no longer included MIB,- Student refused separate setting during test – and had been

throughout the semester (per Instructional Accommodation Log) but the IEP plan was not updated to remove separate setting

- several irregularities were due to annual reviews being scheduled in May, the student’s plan was changed, but the changes were not documented on new ROAs and/or copies were not provided to the School Test coordinator and teachers so they were not aware of changes

- EXTEND2 student given a regular test- Read aloud option available to a student without the read

aloud accommodation- STC did not check multiple test session in NC Education (so

MTS was not available to the student)

So how are we doing on Classroom Accommodations?

However . . .

Per the Instructional Accommodation Logs, many of our students are still not receiving accommodations

routinely in the classroom – and therefore, are not entitled to use them on state testing!

Reminders From NCDPI:

Accommodations used during instruction and classroom assessments should always be considered first by IEP Teams and Section 504 Committees. These accommodations should enable the student to access information during instruction, and generally are not held to the same restrictions as testing accommodations. There is a wide array of accommodations that may be used during instruction. If there are questions regarding instructional accommodations, the student’s exceptional children teachers and/or school system exceptional children staff may be of assistance. Once the IEP Team or Section 504 Committee determines the accommodations needed during instruction and classroom assessments, it should address state testing. The accommodations for state tests are a subset of those needed during instruction.

The accommodations that are to be used during regular classroominstruction and assessments are to be discussed, finalized, and documented in the

current IEP or Section 504 Plan before the discussion and documentation ofaccommodations that are to be used during a state mandated test administration.

Janet/Sherrill

Reminders From NCDPI:

In order for a student with disabilities to be eligible to receive a testing accommodation, it must be documented in his/her IEP or Section 504 Plan, and the accommodation must be used routinely during instruction and similar classroom assessments. Instructional accommodations can and should be used/changed as appropriate in order to meet the needs of students; however, to allow sufficient time for the testing accommodations to be considered “routinely used,” there should not be additions/changes made to the testing accommodations in the IEP or Section 504 Plan just before testing unless the student’s eligibility status has changed (e.g., the student exits EC identification). This ensures students have experience using the accommodations during instruction and similar classroom assessments before testing. If a student does not have at least 30 calendar days before the test date to use the accommodation, then the use of the accommodation cannot be considered “routinely used” during instruction or similar classroom assessments. If a student is newly identified as having a disability and it is just prior to testing, any testing accommodations that are documented and implemented should have been used as interventions before identification. The use of testing accommodations that are not routinely used during instruction or similar classroom assessments is a misadministration and results in invalid test scores.

What Does the Teachers Evaluation say . . .?Standard IV: Teachers know the ways in which learning takes place, and they knowthe appropriate levels of intellectual, physical, social, and emotionaldevelopment of their students.Teachers know how students think and learn. Teachers understand the influences that affect individual student learning(development, culture,language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students. • Know how students think and learn• Understand the influences on student learning and differentiate instruction• Keep abreast of evolving research• Adapt resources to address the strengths and weaknesses of students

Teachers plan instruction appropriate for their students.Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to individual learning

needs.• Collaborate with colleagues• Use data for short and long range planning• Engage students in the learning process• Monitor and modify plans to enhance student learning• Respond to cultural diversity and learning needs of students

Teachers use a variety of instructional methods.Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. • Choose methods and materials as they strive to eliminate achievement gaps• Employ a wide range of techniques using information and communication technology, learning styles, and differentiated

instruction

If that isn’t reason enough, then read the following excerpt from actual Caselaw:

“I am a teacher in — and I know that IEPs are not being followed…What do I do? I have already talked to people in the school system. I want information that explains why it’s so important for teachers to take this seriously, including the legal ramifications. I want our new teachers to understand their accountability with regard to this aspect of teaching.”

What should you do? I think it depends on - whether the administration is aware that IEPs are not being followed, and if they do know, why they haven’t put a stop to it?

In 1992, there was a case in West Virginia styled Doe v. Withers. A high school history teacher refused to provide the modifications promised to a student. Several people advised the history teacher about the need to provide these modifications but he refused.

The boy failed the exam. Later, the family filed a civil lawsuit against several people who worked at the school – teachers, special ed director, etc – and who knew the teacher refused to provide the modifications.

The parents brought suit against several individuals who worked for the school district. The judge did not allow the case to go forward against anyone except the history teacher.

Why? Because all the other staff members had written about their concerns.There was a jury trial. The jury awarded the student and/or his family about $15,000 – and that

history teacher had to pay these damages out of his own pocket.

http://www.wrightslaw.com/law/caselaw/case_Doe_Withers_Juryorder.html

School Contact Information: Contact your Lead EC teacher(s) and School Test Coordinator

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District Contact Information: IEP/504 Plans or EC/504 Instructional Log questions: Karen Harrington – kharrington@ecps.us

LEP Plans or LEP Instructional Log questions: Dr. Valerie Bridges – vbridges@ecps.us

Testing Accommodations/ROAs: Janet Morris – jmorris@ecps.us

Dr. Bridges/Melinda

Special “Thanks” to the District Accommodations team members:

Paula Flythe, Shawna Andrews, Dr. Valerie Bridges, Sherita Cobb, Patricia Benbow, Sherrill Whitley, Angela Pompey, Bridgette Allen, Alicia Atkinson, Margaret Claytor, Marcy Beaman, Karen Harrington, Melinda Brown, Kim Harrelson, and Janet Morris

Questions?Comments?Concerns?

Thank you for your ensuring that our students in need of accommodations are receiving those supports routinely during instruction. Then testing situations can “model” what has been occurring in the classroom for students.

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