1 making wise decisions about participation in the statewide testing program: unlocking the...

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Making Wise Decisions about Participation in the Statewide Testing Program: Unlocking the Mysteries of Testing

Conference on Exceptional ChildrenNovember 2004

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A joint session by the Exceptional Children Division and the Division of Accountability Services

Bobbie Grammer, Exceptional Children Division, Policy, Monitoring, and Audit

John Thomas, Exceptional Children Division,

Areas of Exceptionality

Kevin Murphy, Division of Accountability Services, Testing Policy and Operations

Pam Biggs, Division of Accountability Services, Testing Policy and Operations

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Topics for Discussion

What tests are required? Reasons for wanting students with

disabilities in the accountability system How can students with disabilities

participate in the testing program? Specific types of test administrations Decision-making guidelines chart Questions

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The North Carolina Testing Program: Grades 3-8

Every student in membership must participate in the following paper and pencil test or alternate assessment:

Grade 3 Pretest – Reading and Mathematics End-of-Grade Tests in Reading and

Mathematics at grades 3-8 Writing Assessment at grades 4 and 7

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The North Carolina Testing Program: Grades 9-12Every student in membership must participate in the

following paper and pencil test or alternate assessment:

Writing Assessment at grade 10 High School Comprehensive Test at grade 10 End-of-Course Tests in 8 subjects: Algebra I,

Algebra II, Geometry, English I, Biology, Chemistry, Physical Science, and Physics

Statewide End-of-Course Field Tests in 2 subjects: Civics and Economics and U.S. History

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2004-05 Testing Requirements for Graduation*

Career Prep

College Tech Prep

College/University Prep

Occupational (OCS)

Competency (Reading and Mathematics)

YES NO

Computer Skills YES

As specified in IEP

*Students must also fulfill course of study requirements

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Test Administration Options

Standard Test Administration

Standard Test Administration with Accommodations

Alternate Assessment

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Decision Considerations

The decision regarding the test administration (with or without accommodations) or the use of the alternate assessment for participation in the North Carolina Testing Program must be based on the unique needs of the student and must be documented in the current IEP. The decision must not be made to enhance test scores for purpose of student placement or school accountability.

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Reasons for Wanting Students with Disabilities in the Accountability System

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Reason 1

For an Accurate Picture of Education

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Reason 2

For Students with Disabilities to Benefit from Reforms

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Reason 3

To Make Accurate Comparisons

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Reason 4

To Avoid Unintended Consequences of Exclusion

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Reason 5

To Meet Legal Requirements

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Reason 6

To Promote High Expectations

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Reason 7

To Promote Access to the General Curriculum for Students with Disabilities

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Tested under Standard Conditions?

Tested with Accommodations?

Must be Assessed with a NC Alternate Assessment

YES

NO

YES

NO

NC Alternate Assessment Portfolio

(NCAAP)

NC Alternate Assessment Academic Inventory

(NCAAAI)

Procedure for IEP Team to Determine Student Participation in NC Statewide Test Administrations

Pg. 104

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What is the layout of the test? EOG: 3 parts comprise the test. Calculator

Active, Calculator Inactive, and Reading Comprehension.

All three parts are in one test book. The number of pages in an EOG book is ~72 and in an EOC book is ~32 - 72

For graphics, grey-scale, not color, is used. Font: Serif font similar to Times New Roman Point size: Most text is printed in 12 point.

Exponents, footnotes, points on a graph, etc., are often printed in 8 point. Chart or reading selection titles may be larger.

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Test Layout (cont’d)

1-6 questions may fit on a page. See Sample questions.

Tests are only offered in English. Directions are spoken in English.

Multiple questions may apply to a reading selection, table, chart, or political cartoon (EOC). Students may have to flip back and forth in book to determine the answer.

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Estimated Time to Complete the Test

Varies per grade level Calculator Active: 130 – 133 minutes with one 3-

minute stretch break Calculator Inactive: 65 – 68 minutes with no

stretch break Reading Comprehension: 127 – 130 minutes with

two 3-minute stretch breaks End of Course: 120 minutes with one 2-minute

stretch break.

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How many days does it take to complete the test?

EOG: LEAs may choose a 2- or 3-day administration schedule. Check with your principal.

EOC: 1-day administration schedule.

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Number of Test Questions

Calculator Active: 56 questions Calculator Inactive: 24 questions Reading Comprehension: 50 – 56 questions End-of-Course: 60-100 questions

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Directions

No directions are in the test book. Students must listen to instructions about how to complete the test.

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Test Material

EOG: Calculator, graph paper, formulas (attached), blank paper, etc.

EOC: Calculator, graph paper, formulas (attached), reference tables (separate), blank paper, etc.

Rulers: Grades 3 – 8 Protractors: Grades 5 - 8

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Test Setting

Consider the settings that your school uses for a standard administration.

One administrator and one proctor walk about the room.

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Resources

Answer sheet: One answer sheet is used for all three components of EOG http://www.ncpublicschools.org/accountability/testing/eog/answersheetsample.pdf

Sample test questions, formula sheets, graph paper, reference tables, and general information on test development: http://www.ncpublicschools.org/accountability/testing/

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Accommodations can be used on:

ALL state-mandated tests

Accommodations that would invalidate the test results may vary between tests.

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Which students may receive accommodations? Students with disabilities that have an IEP Students with disabilities that have a

Section 504 Plan Limited English proficient students that

meet specific criteria

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Guiding Principles*

Do not assume that every student with disabilities needs assessment accommodations.

Obtain approval by the IEP team. Base accommodations on student need. Be respectful of the student’s cultural and

ethnic background.

* The guiding principles are located in the Council for Exceptional Children resource referenced at the end of the presentation.

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Guiding Principles (cont’d)

Integrate assessment accommodations into classroom instruction.

Know whether your state and/or district has an approved list of accommodations.

Plan early for accommodations. Include students in decision making. Understand the purpose of the assessment.

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Guiding Principles (cont’d)

Request only those accommodations that are truly needed.

Determine if the selected accommodation requires another accommodation.

Provide practice opportunities for the student.

Remember that accommodations in test taking won’t necessarily eliminate frustration for the student.

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Process

IEP Team/Section 504 Committee meets Team/committee decides what, if any,

accommodations are necessary Find out if accommodation(s) is on

“approved” list If yes, notify school test coordinator If no, submit an Accommodation

Notification form

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Approved Accommodations

May be different depending on test Use of approved accommodations would

not invalidate the test results Are listed in each Test Administrator’s

Guide and in Testing Students with Disabilities document

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Approved Accommodations for NC Tests at Grades 3-8 (pg. 40)

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Approved Accommodations for NC Tests at Grades 9-12 (pg. 41)

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Approved Accommodations for NC Tests with Graduation Requirements (pg. 42)

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Modified Test Formats

Braille (pg. 45) Computer Skills Portfolio Assessment

Accommodation (CSPAA) (pg. 46) Large Print Edition (pg. 50) One Test Item Per Page Edition (pg. 53)

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Assistive Technology (AT) Devices and Special Arrangements

AT Devices (pg. 55) Braille Writer/Slate and Stylus (and Braille

Paper) (pg. 62) Cranmer Abacus (pg. 64) Dictation to Scribe (pg. 66) Interpreter/Transliterator Signs/Cues Test

(pg. 70)

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Assistive Technology (AT) Devices and Special Arrangements (cont’d)

Keyboarding Devices (pg. 73) Magnification Devices (pg. 76) Student Marks Answers in Test Book

(pg. 78) Test Administrator Reads Test Aloud

(pg. 80)

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Special Test Environments

Hospital/Home Testing (pg. 84) Multiple Testing Sessions (pg. 85) Scheduled Extended Time (pg. 87) Testing in a Separate Room (pg. 90)

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Accommodation Notification Form

Is required if accommodation chosen by IEP team/504 committee is not specified in the Testing Students with Disabilities document

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Accommodation Notification FormSIDE 1

“The use of unauthorized accommodations may invalidate test results.”

within 30 days

WHEN: Specify test date and name(s)

This form found on pg. 133-134 of the Testing Students with Disabilities manual

WHO: Student Info.

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SIDE 2

WHAT: Describe accommodation in detail

WHY: Why the student needs it

Signatures

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Accommodation Notification Form (cont’d) Accommodation and reason for need must

be clearly described on form Signatures must be provided Must be submitted to NCDPI within 30

days of IEP team or Section 504 committee decision OR 2 weeks prior to the test administration, whichever is sooner

LEA test coordinator will receive response stating whether the accommodation will invalidate the test results

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How does dictation to scribe or word recognition software affect writing scores?

Use of these accommodations invalidates the convention score. The student would still receive a content score.

Common Accommodation Questions

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Can a student receive certain accommodations for one test and none or others for a different test?

Yes, the decision to use accommodations is on a test-by-test basis and must be documented in IEP

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How specific does the IEP need to be? Very specific Ex. Read Aloud

– Everything read including answer choices– By student request

Ex. Separate Setting – Small Group – One-on-One

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North Carolina Alternate Assessment Academic Inventory (NCAAAI)

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NCAAAI is an alternate for:

Grade 3 Pretest – Reading and Mathematics End-of-Grade Tests in Reading and Mathematics

at grades 3-8 Writing Assessment at grades 4, 7, and 10 High School Comprehensive Test at Grade 10 End-of-Course Tests in 8 subjects: Algebra I,

Algebra II, Geometry, English I, Biology, Chemistry, Physical Science, and Physics

Statewide End-of-Course Field Test in 2 subjects: Civics and Economics and U.S. History

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Who is it designed for?

Must have an IEP Assigned to grades 3-8 or 10 or enrolled in a

course that requires an end-of-course for credit Unable to participate in standard test

administration with or without accommodations that do not invalidate the test results

AAP is an inappropriate assessment Also available to LEP students who meet specific

eligibility criteria

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What’s new for 2004-05

New folder format

Student work folder

S t u d e n t N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S t u d e n t I D _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l C o d e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L E A N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C i r c l e a l l t h a t a p p l y : E C L E P A s s i g n e d G r a d e L e v e l ( c i r c l e o n e ) :

3 4 5 6 7 8 1 0

G r a d e

5 M a t h e m a t i c s

2 0 0 4 - 0 5

D e s c r i p t i o n o f S t u d e n t P e r f o r m a n c e

D e s c r i p t o r s D e s c r i p t i o n o f P e r f o r m a n c e a t A s s e s s e d G r a d e - L e v e l

D i s t i n g u i s h e d 8 – H i g h 7 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e b e y o n d a s s e s s e d g r a d e - l e v e l e x p e c t a t i o n s w o r k s i n d e p e n d e n t l y u n d e r s t a n d s a d v a n c e d c o n c e p t s a p p l i e s s t r a t e g i e s c r e a t i v e l y a n a l y z e s a n d s y n t h e s i z e s j u s t i f i e s a n d e l a b o r a t e s r e s p o n s e s m a k e s c r i t i c a l j u d g m e n t s m a k e s a p p l i c a t i o n s a n d e x t e n s i o n s b e y o n d a s s e s s e d g r a d e - l e v e l ; a p p l i e s p r o f i c i e n t l e v e l

c o m p e t e n c i e s i n m o r e c h a l l e n g i n g s i t u a t i o n s

P r o f i c i e n t 6 – H i g h 5 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o n a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d / e x p e c t a t i o n s s h o w s c o n c e p t u a l u n d e r s t a n d i n g a p p l i e s s t r a t e g i e s i n m o s t s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e c o m p l e t e s t a s k s a c c u r a t e l y n e e d s m i n i m a l a s s i s t a n c e e x h i b i t s f l u e n c y a n d a p p l i e s l e a r n i n g s h o w s s o m e f l e x i b i l i t y i n t h i n k i n g r e c o g n i z e s c a u s e a n d e f f e c t r e l a t i o n s h i p s a p p l i e s a n d e x p l a i n s c o n c e p t s

A p p r e n t i c e 4 – H i g h 3 – L o w

T h e s t u d e n t : d e m o n s t r a t e s i n c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s s o m e e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g h a s d i f f i c u l t y a p p l y i n g s t r a t e g i e s o r c o m p l e t i n g t a s k s i n u n f a m i l i a r s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e s o m e t i m e s r e q u i r e s t e a c h e r g u i d a n c e f r e q u e n t l y d e m o n s t r a t e s s o m e p r o f i c i e n t l e v e l c o m p e t e n c i e s b u t i s i n c o n s i s t e n t

N o v i c e 2 – H i g h 1 – L o w

T h e s t u d e n t : d e m o n s t r a t e s m i n i m a l m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s v e r y l i m i t e d e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g a n d u s e o f s t r a t e g i e s r e s p o n d s w i t h i n a p p r o p r i a t e a n s w e r a n d / o r p r o c e d u r e f r e q u e n t l y v e r y o f t e n d i s p l a y s l a c k o f u n d e r s t a n d i n g o f g r a d e - l e v e l c o n t e n t i n f r e q u e n t l y c o m p l e t e s t a s k a p p r o p r i a t e l y a n d a c c u r a t e l y n e e d s a s s i s t a n c e a n d g u i d a n c e c o n t i n u o u s l y

0 - N o t Y e t T a u g h t

T h i s o b j e c t i v e h a s n o t y e t b e e n i n t r o d u c e d . ( A v a i l a b l e f o r b a s e l i n e a n d i n t e r i m s c o r e s o n l y . )

P o l i c i e s a n d d i r e c t i o n s r e l a t e d t o t h e c o m p l e t i o n o f t h e N C A A A I a r e f o u n d i n t h e N C A A A I T e s t A d m i n i s t r a t o r ’ s G u i d e .

D R A F T DRAF

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Baseline Interim Final Student’s Performance on this

objective is: Student’s Performance on this

objective is: Student’s Performance on this

objective is:

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Evidence Baseline – Baseline Student Profile Final – Final Student Profile

The assessor is required to maintain a folder of student work throughout the year. Materials within that folder should support the scores assigned to each goal. Materials contained within the student’s folder must be available for NCDPI review upon request.

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X 1.01 Read and write word names for numbers to 1,000. X

Objective omitted for training purposes. X


Objective omitted for training purposes. X Objective omitted for training purposes. X Objective omitted for training purposes. X

1.07 Compare and order fractions using models; describe comparisons.

X

Objective omitted for training purposes. X Objective omitted for training purposes. X

Objective omitted for training purposes.

X



X

1.13 Memorize multiplication facts/tables through 10. X


X


X

Competency Goal 1: The learner will model, identify and compute with numbers less than 10,000.

X

Competency Goal 2

2.01 Draw and classify polygons and polyhedra (solid figures) using appropriate vocabulary: faces, angles, edges, and vertices. Describe the rules for grouping.

X


2.05 Observe and describe geometry in the environment. X


Baseline Interim Final

Student’s Performance on this objective is:



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Evidence Baseline – Baseline Student Profile Final – Final Student Profile

The assessor is required to maintain a folder of student work throughout the year. Materials within that folder should support the scores assigned to each goal. Materials contained within the student’s folder must be available for NCDPI review upon request.

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X 1.01 Read and write word names for numbers to 1,000. X



Objective omitted for training purposes. X Objective omitted for training purposes. X Objective omitted for training purposes. X

1.07 Compare and order fractions using models; describe comparisons.

X



X



X

1.13 Memorize multiplication facts/tables through 10. X


X


X

Competency Goal 1: The learner will model, identify and compute with numbers less than 10,000.

X

Competency Goal 2

2.01 Draw and classify polygons and polyhedra (solid figures) using appropriate vocabulary: faces, angles, edges, and vertices. Describe the rules for grouping.

X


2.05 Observe and describe geometry in the environment. X


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Common NCAAAI Questions

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What is the student work folder?

The same folder teachers are probably already keeping in the classroom for their students.

How many pieces of evidence do we need? What documentation do we need on the evidence?

NCDPI is not requiring a specific number of pieces of work, nor is labeling of corresponding objective required.

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Can EC students score proficient on the AAAI?

Student Final

Performance Scale Score

(1–8)

Achievement Level

Student Assessed On Grade Level

Student without a Significant

Cognitive Disability

Assessed Below Assigned

Grade Level

Student with a Significant Cognitive Disability

Assessed 3 or More Years

Below Assigned Grade Level

1-2 I I I

3-4 II I II

5-6 III II III

7-8 IV II IV

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Who completes the inventory?

The school principal assigns the assessor. The assessor must have training in the content area being assessed and must work routinely with the student during instruction. The NCDPI recommends that the regular education content teacher collaborate with the resource teacher to complete the NCAAAI.

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Are OCS students required to be assessed in writing? No

If OCS students are on a block schedule, can the reading and math inventories be done in the semester they have that subject?

No, the assessment is associated with the grade and not a course. It must be done over the entire year.

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Where can I find more information about the NCAAAI? Test Administrator’s Guide

– For Grades 3-8 and 10– For End-of-Course– For End-of-Course Field Tests

www.ncpublicschools.org/accountability/

testing/ncaaai

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North Carolina Alternate Assessment Portfolio (NCAAP)

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NCAAP is an alternate for:

Grade 3 Pretest – Reading and Mathematics End-of-Grade Tests in Reading and

Mathematics at grades 3-8 Writing Assessment at grades 4, 7, and 10 High School Comprehensive Test at grade

10

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Who is it designed for?

Must have an IEP Assigned to grades 3-8 or 10 Unable to participate in standard test

administration with or without accommodations that do not invalidate the test results

AAAI is an inappropriate assessment

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Components of AAP

3 Reading Tasks 3 Math Tasks For grades 4, 7, and 10 – one reading task

must be designated as writing task (from Essence 4 or 5)

Tasks are derived from IEP goals and aligned to Essences of the Standard Course of Study

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Where can I find more information about the AAP? Administrative Guide Portfolio Development Designee/Teacher

Handbook www.ncpublicschools.org/accountability/

testing/alternate

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Guidelines for Making Decisions for the Participation of Students with Disabilities in the NC Testing Program

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GUIDELINES FOR MAKING DECISIONS FOR THE PARTICIPATION OF STUDENTS WITH DISABILITIES IN THE NORTH CAROLINA TESTING PROGRAM

According to the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), all students with disabilities must participate in the statewide testing program. As stated in a memo (August 24, 2000) from the U.S. Office of Special Education and Rehabilitative Services and the U.S. Office of Special Education Programs, “Including all children in assessment programs can help to ensure a high quality educational experience for each student by creating high education expectations for all children and accountability for the educational results of all students.” There are several ways in which a student may participate in the North Carolina Testing Program: standard test administration without accommodations, standard test administration with accommodations, North Carolina Alternate Assessment Academic Inventory (NCAAAI), or North Carolina Alternate Assessment Portfolio (NCAAP). The following guidelines are for Individualized Education Program (IEP) teams and Section 504 committees to use when making decisions on how a student will participate in the statewide testing program. These guidelines were created in a collaborative effort by the North Carolina Department of Public Instruction (NCDPI) Division of Accountability Services and the NCDPI Exceptional Children Division.



without Accommodations

Approved Accommodations

(other than NCCATS)

North Carolina Computerized Adaptive

Testing System (NCCATS) Accommodation

North Carolina Alternate Assessment Academic Inventory

(NCAAAI) (On Grade Level)

North Carolina Alternate Assessment Academic Inventory (NCAAAI) (Below grade level)

North Carolina Alternate Assessment Portfolio (NCAAP)

May or may not have an IEP or Section 504 Plan2

Has an IEP or Section 504 Plan

Has an IEP or Section 504 Plan

Has an IEP Has an IEP and may or may not have a significant cognitive disability

Has an IEP and has a significant cognitive disability

Ass

ign

ed G

rad

e L

evel

s Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test

Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test

Assigned to grades 3-8 according to the student management system (e.g., SIMS or NC WISE)

Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test

Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE)

Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE)

To identify students with the most significant cognitive disabilities, all of the following must be true:

• The student requires extensive and explicit instruction to acquire, maintain, and generalize new reading and mathematics skills for independent living. • The student exhibits severe and pervasive delays in multiple areas of development and in adaptive behavior (e.g., mobility, communication, daily living skills, and self-care). • The student's IEP annual goals focus on the functional application of academics (reading, mathematics, and writing). • The student’s performance is evaluated against alternate achievement standards (essences of the standard course of study or 3 or more years below grade level).

Types of test administrations

NCCATS: availability yet to be determined

NCAAAI On Grade Level includes EOC

Significant cognitive disability considerations

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Resources

NC Department of Public Instruction. (February 2003). Testing Students with Disabilities. Raleigh, NC.

Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators. Reston, VA: Council for Exceptional Children.

www.ncpublicschools.org/accountability/testing/alternate

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Questions

1 making wise decisions about participation in the statewide testing program: unlocking the...

Documents

test book

pencil test

test scores

testing policy

statewide testing program

high school comprehensive

testing requirements

exceptional children