Harding University Accommodation Overview - PowerPoint Presentation

Slide1

Harding University Accommodation Overview

EC

, 504, LEP, and

Transitory Impairments

Decide, Document, MonitorSlide2

WHAT IS AN ACCOMMODATION?

2Slide3

Accommodations . . .

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

Do

not

change the construct of the assignment/ assessmentGive student equal access to learning without “watering down” the contentAre not to be provided for score enhancementMust 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

5Slide6

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

6Slide7

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 plan9Slide10

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 siteProvided: 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:

Documentation of accommodations required, provided, and used

Data entry

into

EasyIEP

, NC

WISE,

and LEP Testing Accommodations web application

(3)

Used

for future testing accommodations decisions

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Monitoring of

Required

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 of

Student

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 18Slide19

Preventing Accommodations Irregularities

Consistent documentation

IEP/ 504/ LEP documentation

School testing schedule

Review of Accommodations Used During Testing Information given to test administratorsTrain test administrators and proctorsAppropriate implementationReading accommodations documentationHow 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 schoolState and Federal Programs (will send to Employee Relations)Testing Code of Ethics’ violations including accommodations errors can result in:Suspension or revoking of professional licenseDismissalCivil 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 locationTest accommodations that will be provided and their proper implementation23Slide24

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 testAssistive technology read aloudTesting before the school’s scheduled testing date24Slide25

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 sheetStudents with MIB must not be given an answer sheet, must circle answers in bookMay 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 assessmentsOnline - MIB not applicable26Slide27

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 activities27Slide28

Test Administrator Reads Test Aloud

During Testing:

Students must be provided Testing in a Separate Room accommodation

One-on-One

Small groupStudents should be grouped based on how the test is to be read aloud28Slide29

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 itemCorresponding answer choicesPause and allow all students to choose an answer While students are responding, review next item to determine how it should be readProceed 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 aloudTest administrator should pause to read problem to self prior to reading aloud to studentTest administrator must move near the student and quietly read:Item numberTest itemCorresponding 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 usedStudent clicks on speaker icon next to text to activate read aloud optionConsider bandwidth when scheduling32Slide33

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 aloudComputer reads aloud – student controlledCombination of the two methods33Slide34

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 TimeIf 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 daysConsecutive school daysOnly students with the same break setups may be grouped together 35Slide36

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 testingClick PAUSE button36Slide37

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 neededStudent 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 timeStudent must be allowed to eat lunchTesting must be completed by dismissalTest security/paper-clippingSeparate 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 students39Slide40

Testing in a Separate Room

One-on-One

AT Devices

Speech recognition systems

Talking word processors/screen reading (without headphones)Audiotapes to record responsesComputer 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 TestMultiple 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