Harding University Accommodation Overview

EC, 504, LEP, and Transitory Impairments

Decide, Document, Monitor

WHAT IS AN ACCOMMODATION?

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Accommodations . . .

• Are changes in the way a student accesses instruction or an assessment

• Do not change the construct of the assignment/ assessment

• Give student equal access to learning without “watering down” the content

• Are not to be provided for score enhancement

• Must be aligned or matched between classroom instruction, classroom assessments, district tests, and state tests

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ACCOMMODATIONS ELIGIBILITY

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• Student must have a current Individualized Education Plan (IEP) developed by the school’s EC IEP team

• Accommodations must be defined using State language on the IEP

• Accommodation must be routinely used during instruction to be eligible for use on assessments

Accommodation Eligibility for EC students

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• Student must have a current Section 504 Plan developed by the school’s intervention team

• Accommodations must be defined using State language on the Section 504 Plan

• Accommodation must be routinely used during instruction

• Students with only 504 are not eligible for Alternate Assessments

• Transitory impairment (6 months or less)

Accommodation Eligibility for 504 students

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• Currently Identified as LEP

AND

• Score below Proficiency Level (PL) 5.0 on the Reading subtest of the W-APT or ACCESS for ELLs

Accommodation Eligibility for LEP students

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• Student must have a current LEP Plan developed by the school’s LEP Committee

• Accommodations must be defined using State language in the LEP Plan

• Accommodation must be routinely used during instruction to be eligible for use on assessments

Accommodation Eligibility for LEP students

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Students with Disabilities and Identified as LEP

• Students identified as LEP and who are also identified as EC or who have a 504 Plan:– LEP Chairperson must serve as a

member of IEP or 504 Committee– IEP or 504 Plan must include all LEP

accommodations– LEP accommodations must also be

documented in student’s LEP plan

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Instructional Accommodations

Testing Accommodations

drive

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Monitoring:

Monitoring Testing Accommodations Required,

Provided, and Used

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Monitoring Accommodations USED requires the NCDPI to submit evidence of a system for monitoring the implementation and effectiveness of testing accommodations

• Required: Accommodations in NC WISE, Easy IEP, or LEP Data Collection site

• Provided: Accommodations coded on answer sheets (or web for online tests) and Review of Accommodations Used During Testing forms

• Used: Review of Accommodations Used During Testing forms

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Review of Accommodations Used During Testing Forms

• Two forms– Standard – NCEXTEND1

• One form per test, per administration

• Three Purposes: (1) Documentation of

accommodations required, provided, and used

(2) Data entry into EasyIEP, NC WISE, and LEP Testing Accommodations web application

(3) Used for future testing accommodations decisions

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Monitoring ofRequired Testing Accommodations

• Completed by CF, 504 Coordinator, or LEP Chairperson during team meeting (prior to testing)

• Recorded in EasyIEP, NC Wise, and/or LEP Testing Accommodations web app

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• Completed by test administrator during testing session

• Data on provided testing accommodations also collected on student answer sheets

Monitoring ofProvided Testing Accommodations

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• Completed by test administrator during testing session

• Forms stored in student’s IEP, Section 504, or LEP folders for at least one year

• Information used in making accommodations decisions at next meeting

Monitoring ofStudent Use of Testing

Accommodations

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Accommodations Monitoring at School Level

• Have a plan for ensuring congruence of accommodations data across student plans (IEP/ 504/ LEP), Review of Accommodations Used During Testing forms, testing schedule, and information given to test administrators

• Monitoring responsibilities specified in the Assessment Guides and School Test Coordinators Handbook for:– School Test Coordinator– Test Administrator– Proctor

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CMS Irregularities Summary• Approximately 650 irregularities for

state assessments– Student was ill – Accommodations errors – Test administrator/ proctor did not follow

directions – Disruptive student – Gave wrong test – Cell phone – Preventable external distraction

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Preventing Accommodations Irregularities

• Consistent documentation – IEP/ 504/ LEP documentation– School testing schedule– Review of Accommodations Used During Testing – Information given to test administrators

• Train test administrators and proctors– Appropriate implementation– Reading accommodations documentation– How to contact STC on test day with questions

• Practice opportunities for school

• Materials available and working – Glasses, AT devices, bilingual dictionary

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Irregularities & Sanctions• For a test misadministration caused by a

staff error– Principal must write a letter documenting the

incident and impact on students and send to• Employee responsible (including proctor)• Filed in employee’s record at school• State and Federal Programs (will send to Employee

Relations)

• Testing Code of Ethics’ violations including accommodations errors can result in:– Suspension or revoking of professional license– Dismissal– Civil or criminal prosecution

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TESTING ACCOMMODATIONS

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Testing Accommodations

For any state-mandated tests:

• Accommodations must be documented in student’s current IEP, 504 or LEP plans at least 30 days prior to the testing window

• Must be routinely used during instruction and similar classroom assessment that measure the same construct

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Testing Accommodations• Prior to testing, students must be

provided the following information if they have documented accommodations:– Identity of the test administrator, proctor,

interpreter, transliterator or scribe (if known)

– Test date, time, and room location– Test accommodations that will be

provided and their proper implementation

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Invalidate Test Results

• Use of any of the following during a North Carolina test designed to measure reading comprehension:– Test administrator reads test aloud– Interpreter/transliterator signs/cues test– Assistive technology read aloud

• Testing before the school’s scheduled testing date

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Student Marks Answers in Test Book

• ALL students may write in their test booklet – no accommodation needed!

• Students with MIB do not transfer their answers from booklet to answer sheet

• Students with MIB must not be given an answer sheet, must circle answers in book

• May be tested in regular setting

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Student Marks Answers in Test Book (cont’d)

• Test administrators may omit instructions that mention answer sheets

• Transcribing student responses – secure setting with a group of at least 3 individuals

• Student name and ID number written on front of test booklet

• All MIB booklets must be brought to Scoring Center for State assessments

• Online - MIB not applicable26

Test Administrator Reads Test Aloud: Test Administrators

• Prior to Testing:

– Must review test procedures

– Must be familiar with grade level/course content

– Must be trained on proper implementation and have time to practice utilizing the Practice Read Aloud activities

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Test Administrator Reads Test Aloud

• During Testing:

– Students must be provided Testing in a Separate Room accommodation• One-on-One • Small group

– Students should be grouped based on how the test is to be read aloud

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Test Administrator Reads Test Aloud

• During Testing:

– Test administrator reads directions, items, and answer choices as written

– Test administrator must read items and answer choices in a consistent manner

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Test Administrator Reads Test Aloud – Read Everything

• Test Administrator must read;– Item number– Test item– Corresponding answer choices

• Pause and allow all students to choose an answer

• While students are responding, review next item to determine how it should be read

• Proceed to next item after all students have marked their answers

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Test Administrator Reads Test Aloud – By Student Request

• One-on-one or Small Group – 6 students or less & at least 6 feet apart

• Student will indicate which item number he/she needs read aloud

• Test administrator should pause to read problem to self prior to reading aloud to student

• Test administrator must move near the student and quietly read:– Item number– Test item– Corresponding answer choices

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Computer Reads Test Aloud – Student Controlled

• Available for online assessments • Must be enabled in student interface

questions (SIQ) before testing in NC Education

• 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

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

• Limitation: only item stems and answer choices read by computer

• For an online assessment, student may have the test read aloud by:– Test administrator reads aloud– Computer reads aloud – student

controlled– Combination of the two methods

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Multiple Testing Sessions• Allows students to test in mini-sessions

– More frequent breaks (e.g., break every 20 minutes, break every 10 items)

– Testing over multiple days (e.g., half test each day over 2 days)

• Must complete the test within the maximum time unless student has Scheduled Extended Time

• If breaks differ from the standard, student will require Testing in a Separate Room

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Multiple Testing Sessions (cont’d)

• Must begin on same day as general testing

• Multiple day administrations to be completed either on – Make up days– Consecutive school days

• Only students with the same break setups may be grouped together

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Multiple Testing Sessions (cont’d)

• 5 minute warning must be given before lunch or end of day (multiple day administrations)

• Books must be paper-clipped during extended breaks, students may not return to paper-clipped section after break

• Online – must be designated in SIQs in NC Education prior to testing– Click PAUSE button

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Scheduled Extended Time

• For students who need extra time to test

• Team/Committee documents estimated extended time, but the student is allowed as much time as needed

• Student must finish the test in one day, unless he/she also has Multiple Testing Sessions

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Scheduled Extended Time (cont’d)

• May not begin testing earlier than regularly scheduled time

• Test administrator must omit instructions regarding time limits

• Breaks occur at standard time• Student must be allowed to eat lunch• Testing must be completed by dismissal• Test security/paper-clipping• Separate setting not required

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Testing in a Separate Room

• Test administrator and proctor required

• Specifics must be documented in IEP/Section 504 Plan– One-on-One– Small Group (max. 12 students)

• Document range or maximum # of students

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Testing in a Separate Room One-on-One

– AT Devices• Speech recognition systems

• Talking word processors/screen reading

(without headphones)

• Audiotapes to record responses– Computer Reads Test Aloud (without use of

headphones)– Dictation to a Scribe– Student Reads Test Aloud to Self– Testing in a Separate Room

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Testing in a Separate Room (cont’d)

• One-on-one OR small group for:

– Test Administrator Reads Test Aloud

– Interpreter/Translator Signs/Cues Test

– Multiple Testing Sessions (when breaks are not provided in alignment with standard administration procedures)

– Testing in a Separate Room

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Guidelines for Administering the Read Aloud

+ Read as “plus” or “positive”- Read as “minus” or “negative”x Read as “x” or “multiplied by”

or “times”÷ Read as “divided by”> Read as “greater than”< Read as “less than”≥ Read as “greater than or

equal to”≤ Read as “less than or equal to”~ Read as “similar to”√ Read as “the square root of”≈ Read as “is equivalent to”© Read as “copyright”

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↔ Read as “line” (in mathematical operations)→ Read as “ray” (in mathematical operations); “yields” (in scientific operations) Read as “angle” (in mathematical operations)Δ Read as “triangle” (in mathematical operations); “delta” (in scientific operations)

Common Mathematical and General Symbols

Source: Virginia Guidelines for Administering the Read-Aloud Accommodation for Standards of Learning Assessments