Download - TESTING STUDENTS WITH DISABILITIES
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)
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
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
Instructional vs. Testing Accommodations
Mark in Book
Extended Time
Large Print
Testing in Separate Room
Graphic Organizers
Scaffolding
Peer Tutor
INSTRUCTIONAL
TESTING
Teacher Notes
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)
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
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
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!
Types of Accommodations
• Modified Test Formats• Assistive Technology (AT) Devices and
Special Arrangements• Special Test Environments
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
Accommodations
Special Test Environments• Hospital/Home Testing• Multiple Testing Sessions• Scheduled Extended Time• Testing in a Separate Room (Small group or
one-on-one)
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
Most Frequently Used Accommodations - EOG
0
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10,000
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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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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!
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.
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.
NCCLAS
• North Carolina Checklist of Academic Standards
• Grade-level content (NCSCS)• Grade-level achievement standards
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
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)
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)
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)
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
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
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
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
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
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
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
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)
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
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
Sources:
• Pam Biggs– NCDPI Division of Accountability Services– Accountability Conference
• February 17, 2006• February 14-16, 2007
Questions?
Teacher
School Test Coordinator
LEA Test Coordinator
RAC
NCDPI