flexible scheduling accommodations for lep pupils and students with disabilities. department of...
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Flexible SchedulingFlexible SchedulingAccommodations for LEP pupils and students with disabilities.
Department of Education & Early DevelopmentFebruary 2010, District Test Coordinator Training
Grace GrayAlternative Assessment Program Manager
Definition and IntentDefinition and Intent
Table 2: Administering the test over several days completing on or before the last day of the test window (must consult with department for security and timing reasons; see appendix for security procedures).
Documentation ensures the appropriate process was utilized and security measures are in place; Forms 05-05-029 and 05-05-030 are required.
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Intent and InstructionsIntent and Instructions
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Evidence needed for state review
Intent and EvidenceIntent and Evidence
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1. review the directions
2. consider the department recommendation
3. Is the evidence/proof available for this accommodation?
4. All documentation submitted to the department no less than five working days prior to testing
Form 05-05-029
Evidence is REQUIRED!Evidence is REQUIRED!
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The ESER can be used for the following: to reference processing speed, to show a student’s cognitive scores, to show the percentage of accuracy when given flexed time for academic testing, and to provide measureable data from student observations.
The PLEP page can provide data to support the statement that the student requires extra days to complete district wide testing. Include data from ESER as well.
PLEP: How Disability Impacts Student Learning:
Johnny’s slow processing speed (see ESER) inhibits his ability to complete tasks in a timely manner. He has been unable to complete assignments and tests in the regular
classroom more than 60% of the time in the past 3 months. However, with extra time or additional days and
accommodations he was able to successfully complete his work in class or in the resource room. The outcome of his test
scores indicate a range of 70 – 80% accuracy as a result.
Evidence is REQUIRED!Evidence is REQUIRED!
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Student Name
Date Class test/assn/setting Outcome10/23 math unit assess. Completed in
resource rm11/07 math unit assess. Incomplete
11/28 math comprehensive exam Completed in resource rm
12/05 writing district assessment Incomplete assessment
Completed in two days
.
.(Continue data to show a pattern of behavior.)
Johnny was unable to complete any of his math tests in the timeframe given in the classroom. However, he was able to complete them over several days with support in the resource room. He will require extra time to complete tests in the future.
Example of data log for student testing in class.
A data log can be used as evidence to support the need for a flexible schedule for students with disabilities as well as Limited English Proficient (LEP) students. Attach the log to the application.
The Goals and Objectives page can also be used to reflect a student’s need for extra days for testing by providing data on the student’s current behavior and/or academic objectives. Include observations or logs with this page.
Examples of EvidenceExamples of Evidence Incomplete test results obtained from
district’s DTCTime sheets indicating prior testing timesDocumentation in the IEP that states
student is not able to complete a test of similar length in one day.*
Letter(s) from teachers documenting student’s need of flexible scheduling.*
*example justification statements on next slide.
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Example of EvidenceExample of Evidence
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• When the student was given the reading item sampler / practice exam, which is 50% the length of the regular exam, the student took three hours to complete the exam. The performance on the practice test as well as classroom and other assessments indicate this student is on grade level. Due to the student’s history of testing, as documented in the attached teacher notes, which is a result of the student’s ED disability the reading assessment should be given over two separate days. (attached notes include history of ED issues that arise due to concentrated lengthy testing that interfere with the student showing true achievement level)
Example includes:
o Specific data (percentage of time on test and other classroom work)
o Student’s grade level
o History of testing with log attached
o How disability affects student’s learning
Evidence is REQUIRED!Evidence is REQUIRED!
Johnny has a difficult time staying on task and cannot complete tests in class. He will need a flexible schedule for statewide testing.
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NOT acceptable documentation:
You will need data or evidence to support this statement.
Student AgreementStudent Agreement
Terms of Agreement◦ The agreement form,
containing all three required signatures, must be submitted to the department with completed application.
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Form #05-05-030
Plan for AdministrationPlan for AdministrationIMPORTANT: All subtests must
be completed on or before the last day of testing – April 8, 2010
Dates of testingSections/pages of subtest to be
scheduled each day, ◦ Example: ½ reading subtest on 04/05/10 and
remaining ½ on 04/06/10
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SecuritySecurity
Keeping sections of test previously taken or to be taken secure from being reviewed
◦Paper clips◦Rubber bands◦No staples! No tape!
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Security (con’t)Security (con’t)
Ensuring test is secure during additional days of testing.
◦ Where will test be secured?◦ Who has access to this location?
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Sufficient response? Test materials locked in building test
coordinator’s office. Tests locked in school vault. Only principal
and secretary have the key.
Is Your Application Is Your Application Complete?Complete?Completed Application
◦Student ID #◦Proctor Information◦All necessary signatures
Two pages of student’s IEPEvidence documenting needTerms of Agreement with all
signatures
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Support is AvailableSupport is AvailableKari Quinto, Education Associate
II465-8436
Grace Gray, Alternative Assessment Program Manager, 465-8432 [email protected]
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