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TESTING STUDENTS WITH DISABILITIES

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TESTING STUDENTS WITH DISABILITIES. Federal Mandates . IDEA All students with disabilities must be included in the state AND DISTRICTWIDE assessment system With accommodations, if necessary, or by an alternate assessment NCLB All students must be assessed in - PowerPoint PPT Presentation

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Page 1: TESTING STUDENTS WITH DISABILITIES

TESTING STUDENTS WITH DISABILITIES

Page 2: TESTING STUDENTS WITH DISABILITIES

Federal Mandates

• IDEA– All students with disabilities must be included in the

state AND DISTRICTWIDE assessment system • With accommodations, if necessary, or by an alternate

assessment

• NCLB– All students must be assessed in

• Reading (grades 3-8 and in high school)• Science (in elementary, middle, and high school)

Page 3: TESTING STUDENTS WITH DISABILITIES

What are Assessment Accommodations?

• Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others

• Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores

• Accommodations are used for equity, not advantage, and serve to level the playing field

Page 4: TESTING STUDENTS WITH DISABILITIES

What are Assessment Accommodations?

• To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, or LEP documentation and used regularly during instruction and similar classroom assessments

• Assessment accommodations must also be used in instruction, but not all instructional accommodations are appropriate assessment accommodations

Page 5: TESTING STUDENTS WITH DISABILITIES

Instructional vs. Testing Accommodations

Mark in Book

Extended Time

Large Print

Testing in Separate Room

Graphic Organizers

Scaffolding

Peer Tutor

INSTRUCTIONAL

TESTING

Teacher Notes

Page 6: TESTING STUDENTS WITH DISABILITIES

Who is Eligible for Accommodations?

A student with disabilities who has a current:• Individualized Education Program (IEP) or• Section 504 Plan

A student identified as LEP who has scored below Superior in Reading on the most recent administration of the IPT (for writing assessment, student must have scored below Superior in Writing on the IPT)

Page 7: TESTING STUDENTS WITH DISABILITIES

Who Determines Accommodations?

For a student with disabilities:• IEP Team• Section 504 Committee

For a student identified as limited English proficient:

• School-based team/committee

Page 8: TESTING STUDENTS WITH DISABILITIES

Examples of Accommodations for Students with Disabilities and

Students Identified as LEP

STUDENTS WITH DISABILITIES

Assistive Technology

Braille Edition

Dictation to a Scribe

Large Print Edition

Sign Language Interpreter

Dictionary/

Electronic

Translator

Read Aloud (Math) Multiple Test SessionsExtended TimeSeparate Room Read Aloud to Self

STUDENTS IDENTIFIED

AS LEP

Page 9: TESTING STUDENTS WITH DISABILITIES

Accommodations

Modified Test Formats• Braille Edition• Large Print Edition• One Test Item Per Page Edition

NOTE: Orders for modified test formats must be received at least 30 working days prior to testing. Please order only what is needed!

Page 10: TESTING STUDENTS WITH DISABILITIES

Types of Accommodations

• Modified Test Formats• Assistive Technology (AT) Devices and

Special Arrangements• Special Test Environments

Page 11: TESTING STUDENTS WITH DISABILITIES

Accommodations

Assistive Technology Devices and Special Arrangements

• AT Devices• Dictation to a Scribe• Interpreter/Transliterator Signs/Cues Test• Student Marks Answers in Test Book• Student Reads Test Aloud to Self• Test Administrator Reads Test Aloud

Page 12: TESTING STUDENTS WITH DISABILITIES

Accommodations

Special Test Environments• Hospital/Home Testing• Multiple Testing Sessions• Scheduled Extended Time• Testing in a Separate Room (Small group or

one-on-one)

Page 13: TESTING STUDENTS WITH DISABILITIES

Top 5 Most Frequently Used Accommodations on EOG

1. Scheduled Extended Time2. Testing in a Separate Room3. Test Administrator Reads Test Aloud

(Math)4. Student Marks Answers in Test Book5. Multiple Testing Sessions

Based on Green Book data from 2004-05

Page 14: TESTING STUDENTS WITH DISABILITIES

Most Frequently Used Accommodations - EOG

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Grade 3Grade 5Grade 8Grade 10 (HSCT)

Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.

Page 15: TESTING STUDENTS WITH DISABILITIES

Documentation of Accommodations

• All testing accommodations must be documented in:– IEP;– 504 Plan; or– LEP documentation

• Whatever is documented must be used on day of test

• Helpful to provide school TC with copy of documentation form

Page 16: TESTING STUDENTS WITH DISABILITIES

Scheduled Extended Time• The student’s IEP, Section 504 Plan, or appropriate

LEP documentation should specify an estimated amount of extra time the student will require

• Breaks at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions

• Student must be allowed bathroom and lunch breaks• If testing continues past lunch, student must not

communicate with other students during lunch

EC LEP

BO

TH

Page 17: TESTING STUDENTS WITH DISABILITIES

Scheduled Extended Time

• If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location

• If test is not complete after standard test administration time, student should be moved to different location to complete test

Page 18: TESTING STUDENTS WITH DISABILITIES

Scheduled Extended Time

• If student’s estimated time is over, but is working diligently, let him/her continue

• Must complete in one day if used without Multiple Testing Sessions

• Testing must be complete prior to normal afternoon dismissal

Page 19: TESTING STUDENTS WITH DISABILITIES

Testing in a Separate Room

• One-on-one or Small Group• Must be designated on documentation• MUST be used if students receive one or

more of the following accommodations:– Assistive Technology that reads test aloud

(without use of headphones)– Student Reads Test Aloud to Self– Test Administrator Reads Test Aloud

EC LEP

BO

TH

Page 20: TESTING STUDENTS WITH DISABILITIES

Testing in a Separate Room:One-on-One

• Really 2:1• Test administrator and proctor for each student• Only one student per testing location• All standard testing procedures must be followed• MUST be used if student uses the following:

– Assistive Technology that reads test aloud (without use of headphones)

– Dictation to a Scribe– Student Reads Test Aloud to Self accommodation

Page 21: TESTING STUDENTS WITH DISABILITIES

Testing in a Separate Room:Small Group

• IEP or Section 504 Plan may designate maximum group size

• NCDPI does not mandate a maximum group size – HOWEVER, it is a “SMALL group”

• Test administrator and proctor required• Test administrators and proctors must follow same

guidelines/procedures as standard administration

Page 22: TESTING STUDENTS WITH DISABILITIES

Test Administrator Reads Test Aloud

• Valid accommodation for tests that do not measure reading comprehension

• Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud

For example:• Everything• By student request• Everything but numbers EC LEP

BO

TH

Page 23: TESTING STUDENTS WITH DISABILITIES

Administrative Procedures

• Students should be in test groups based on how test is to be read

• Must be in small group or one-on-one administrations (this must also be in documentation)– One-on-One suggested for Online Test of

Computer Skills

Page 24: TESTING STUDENTS WITH DISABILITIES

Administrative Procedures

• Test administrator must have a copy of the test to read from

• May repeat instructions and test questions as many times as needed

• Test items and answer choices must be read in a consistent manner

Page 25: TESTING STUDENTS WITH DISABILITIES

Administrative Procedures

• Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom

EXCEPT if reading it that way provides the student with the answer

Page 26: TESTING STUDENTS WITH DISABILITIES

Example 1

The students count 149 balls in the gym. What is another way of writing the number of balls in the gym?

A fourteen nineB one forty-nineC one hundred forty-nineD one hundred fourteen nine

Grade 3 Math Sample Test Item

Page 27: TESTING STUDENTS WITH DISABILITIES

Example 1 Should be read as:

The students count one-four-nine balls in the gym. What is another way of writing the number of balls in the gym?

A fourteen nineB one forty-nineC one hundred forty-nineD one hundred fourteen nine

Grade 3 Math Sample Test Item

Page 28: TESTING STUDENTS WITH DISABILITIES

Student Marks Answers in Test Book

• Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book

• Student should not have answer sheet during actual testing

• If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet

EC LEP

BO

TH

Page 29: TESTING STUDENTS WITH DISABILITIES

Student Marks Answers in Test Book

After completion of testing• Staff members must transfer student’s

answers to multiple-choice test questions to the appropriate answer sheet

• 3 staff members must check the transcription to verify accuracy

• Each must sign outside of test book

Page 30: TESTING STUDENTS WITH DISABILITIES

Multiple Testing Sessions

• How test administration is to be divided must be documented– More frequent breaks– Over multiple days

• If student does not also have Scheduled Extended Time, total administration time should be limited to that in TAM.

Page 31: TESTING STUDENTS WITH DISABILITIES

Multiple Testing SessionsExample 1

John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual.

EC LEP

BO

TH

Page 32: TESTING STUDENTS WITH DISABILITIES

Multiple Testing Sessions Example 1

Standard Test Administration

John

Time on test 90 90

Days of testing 1 1

Frequency of breaks

After 45 minutes Every 20 minutes

Number of breaks 1 4

Page 33: TESTING STUDENTS WITH DISABILITIES

Multiple Testing SessionsExample 2

Sasha requires the test to be divided over two days. She will need additional time beyond that allowed in a standard test administration. Her LEP documentation lists the following accommodations: Testing in a Separate Room, Scheduled Extended Time (Extra 20 minutes), and Multiple Testing Sessions (2 days).

EC LEP

BO

TH

Page 34: TESTING STUDENTS WITH DISABILITIES

Multiple Testing SessionsExample 2

Standard Test Administratio

n

Sasha

Days of testing

1 2Day 1 Day 2

Time on test 90 55 55Frequency of breaks

After 45 minutes

After 45 minutes

After 45 minutes

Number of breaks

1 1 1

Page 35: TESTING STUDENTS WITH DISABILITIES

Student Reads Test Aloud to Self Accommodation

• New for 2005-06 school year• Use of whisper-phone is included in this

accommodation and must follow the same guidelines

EC LEP

BO

TH

Page 36: TESTING STUDENTS WITH DISABILITIES

Student Reads Test Aloud to Self Accommodation

• Requires one-on-one administration– Test administrator & proctor per student– No other students in room

• If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student

Page 37: TESTING STUDENTS WITH DISABILITIES

Other Accommodations:Students with Disabilities

• IEP team/Section 504 committee determines appropriate accommodations

• Check to see if on “approved” list (pg. D1.02-1.04 of Testing Students with Disabilities)

• If not on list (and for AT devices not specifically described in document) Accommodation Notification Form must be completed

• Discuss with RAC

Page 38: TESTING STUDENTS WITH DISABILITIES

Other Accommodations:Students with Disabilities

• TC will receive response stating whether use of accommodation invalidates the test results

• If accommodation is used during testing, Accommodation Notification Form bubble must be coded on student’s answer sheet

Page 39: TESTING STUDENTS WITH DISABILITIES

Standard Test AdministrationStandard Test

Administration with

Accommodations

NCCLASGrade-level

ContentGrade-level

Achievement Standards

NCEXTEND2Grade-level

ContentModified

Achievement Standards

NCEXTEND1Grade-level

Content through Extended Content

StandardsAlternate

Achievement Standards

Page 40: TESTING STUDENTS WITH DISABILITIES

Standard Test AdministrationWith or Without Accommodations

• Most students with disabilities can access the standard test administration with or without accommodations

• Accommodations serve to “level the playing field”, not provide advantage

• Testing accommodations must be used in instruction and classroom assessments

• Instruction comes first!

Page 41: TESTING STUDENTS WITH DISABILITIES

Percentage of Students with Disabilities Participating in the EOG in Grades 3-81

97 99.8

93.9 99

.5

57.2

92.5

48.7

0

10

20

30

40

50

60

70

80

90

100

Disability

Specific LearningDisabledSection 504

Other Health Impaired

Speech-LanguageImpairedEducable MentallyDisabledBehaviorally-Emotionally DisabledAutistic

1 With or without accommodations

Data Source: 2004-05 Green Book

Note: In 2004-05, the alternate assessments were the NCAAP and NCAAAI.

Page 42: TESTING STUDENTS WITH DISABILITIES

Number of Students Participating in the EOG by Disability in Grades 3-81

3875

8

1498

5

1428

2

8768

7031

5534 13

26

0

10000

20000

30000

40000

Disability

Specific LearningDisabledSection 504

Other Health Impaired

Speech-LanguageImpairedEducable MentallyDisabledBehaviorally-Emotionally DisabledAutistic

1 With or without accommodations

Data Source: 2004-05 Green Book

Note: In 2004-05, the alternate assessments were the NCAAP and NCAAAI.

Page 43: TESTING STUDENTS WITH DISABILITIES

NCCLAS

• North Carolina Checklist of Academic Standards

• Grade-level content (NCSCS)• Grade-level achievement standards

Page 44: TESTING STUDENTS WITH DISABILITIES

NCCLAS - Eligibility Criteria

• Student cannot participate in standard administration with or without accommodations

• Unable to access paper and pencil test• Some examples include:

– Newly blinded– Recent traumatic brain injury– Physical disabilities that prohibit the student from being

able to manipulate materials required for test

Page 45: TESTING STUDENTS WITH DISABILITIES

NCCLAS - Corresponding Tests Grades 3-8

• EOG – Reading (grades 3-8, operational and sample

field test)– Mathematics (grades 3-8)– Science (grades 5 and 8, pilot)

• Writing (grades 4 and 7)

Page 46: TESTING STUDENTS WITH DISABILITIES

NCCLAS - Corresponding TestsGrades 9-12

• EOC– Algebra I– Algebra II– Geometry– English I– Civics & Economics– U.S. History– Biology (Operational & Sample Field Test 06-07)– Chemistry (Statewide Field Test 06-07)– Physical Science (Statewide Field Test 06-07)– Physics (Statewide Field Test 06-07)

• Writing at grade 10• HSCT of Mathematics (grade 10)

Page 47: TESTING STUDENTS WITH DISABILITIES

NCCLAS Timelines• Halfway through year/course (January)

– Beginning Student Profile (Assessor 1)• Throughout year/course

– Maintain student work folder (A1)• End of year/course (Last 30 calendar days for

yearlong courses or 15 calendar days of semester-long courses)– Final Student Profile (A1)– Objective Level Scoring (A1)– Final Goal Level Scoring (A1 & A2)– Online submission of scores (A1 & A2)

Page 48: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 EOG

• Grade-level content (NCSCS)• Modified multiple-choice

– Fewer answer choices– Fewer test items– Different layout– Simplified language

• Modified grade-level achievement standards• May receive accommodations

Page 49: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 EOG Eligibility Criteria

The student:• Has an IEP• Is not identified as having a significant

cognitive disability• Is not receiving instruction in the NCSCS

through the Extended Content Standards• Is receiving high-quality instruction, but is not

likely to achieve grade-level proficiency within school year

Page 50: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 EOG

Eligibility Criteria (cont’d)• Disability has precluded the student from

achieving grade-level proficiency as demonstrated by objective evidence

• Nature of student’s disability may require assessments that are different in design

Testing Window• Last 4 weeks of school year

Page 51: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 EOG - Corresponding Tests

• EOG – Reading and Mathematics

• Grades 3-8• Operational

– Science • Grades 5 and 8 • Pilot

• Writing – Grades 4 and 7– Operational and statewide field test

Page 52: TESTING STUDENTS WITH DISABILITIES

NCEXTEND1 Eligibility Criteria

The student:• Has an IEP with annual goals that focus on

functional application of academics• Has a significant cognitive disability• Requires extensive and explicit instruction

to acquire, maintain, and generalize new reading, mathematics, and writing skills for independent living

Page 53: TESTING STUDENTS WITH DISABILITIES

NCEXTEND1 Eligibility Criteria (cont’d)

• Exhibits severe and pervasive delays in multiple areas of development and in adaptive behavior (e.g. mobility, communication, daily living skills, and self-care)

• Is receiving instruction in the grade level SCS Extended Content Standards for the subject(s) in which the students are being assessed

Page 54: TESTING STUDENTS WITH DISABILITIES

NCEXTEND1 - Assessed Content Areas

• Reading and Mathematics– Grades 3-8 and 10

• Science – Grades 5, 8, and 10

• Writing – Grades 4, 7, and 10

NOTE: Eligible students must be assessed using NCEXTEND1 in all content areas being assessed at grade level

Grade R M S W3 X X4 X X X5 X X X6 X X7 X X X8 X X X

10 X X X X

Page 55: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 OCS

• Occupational English I• Occupational Math I• Life Skills Science I and II (enrolled in

second of the courses, regardless of the order taken)

Page 56: TESTING STUDENTS WITH DISABILITIES

NCEXTEND2 OCS Eligibility Criteria

• Students enrolled in courses that are assessed must take the test

• For Life Skills Science I and II, must be in 2nd of the 2 courses, regardless of the order taken

Page 57: TESTING STUDENTS WITH DISABILITIES

Grade 10 OCS Students

• Who will not have taken Occupational Mathematics I by end of 10th grade– Will have to take high school comprehensive

test (HSCT) of mathematics this year• Who participated in NCEXTEND2 OCS

field tests in 2005-06 will not have to be reassessed in that content area– Will count towards participation only for AYP

Page 58: TESTING STUDENTS WITH DISABILITIES

Sources:

• Pam Biggs– NCDPI Division of Accountability Services– Accountability Conference

• February 17, 2006• February 14-16, 2007

Page 59: TESTING STUDENTS WITH DISABILITIES

Questions?

Teacher

School Test Coordinator

LEA Test Coordinator

RAC

NCDPI