Transcript Testing Students with Disabilities

New Hanover County Schools
February 2013
Testing and
Accountability
Student
Support
Karen Greene
William Trant
Jackie Swartwout
Liaisons
Melissa Lewis
Colette Anderson
Instructional
Services
Andrea Belletti
Overview of the
NC Testing Program
Responsibilities of
Key Personnel
Testing
Accommodations
Getting Ready for
End-of-Year
Testing
IEP Annual
Reviews
Next Steps and
SchoolLink Surveys
Participation
in General Testing, Testing with
Accommodations, or
Participating in Alternate
Assessment
Monitoring
Accommodations
Purpose of the NC Testing Program
 To assure all high school graduates possess
skills/knowledge necessary to function in
society
 To provide a means for identifying
strengths and weaknesses in the education
process in order to improve instructional
delivery
 To establish a means for making state, local
and school level accountable to public
The State Board of Education shall adopt tests in
grades 3-12 that are required by federal law or as a
condition of a federal grant. Tests shall measure
progress toward
reading,
communication skills, and
mathematics
in grades 3-8 and toward competencies in grades 9-12.

Individuals with Disabilities Act (IDEA) mandates that all
students with disabilities be provided access to the
general curriculum.
◦ Common Core State Standards (Math and English Language Arts)
◦ NC Essential Standards (Other content areas)

Federal Elementary and Secondary Act (ESEA) requires
that all students must be assessed on grade-level
content.
◦ For students with significant cognitive disabilities, the assessment
must be linked to grade-level content through the NC Extended
Common Core and Essential Standards
LEA Testing
Director
Develop annual
testing calendar.
Train school TCs on
annual tests.
Develop a system to
monitor schools’
implementation of state
policies, including
students receiving testing
accommodations.
Analyze and communicate
assessment data
LEA Director
of Exceptional
Children
LEP Coordinator
School
Administrators
Upload
accommodations files
to DPI weekly.
Inform parents of
Upload
accommodations files annual testing
requirements.
to DPI.
Train staff on IDEA.
Monitor annual LEP
Reviews.
Monitor annual IEP
Reviews.
Review IEPs annually.
Monitor
accommodations.
Develop schoolbased test plan.
Train test
administrators and
proctors before test
day.
IEP/504/LEP
Teams
Identify
accommodations
for statemandated
assessments, if
needed.
Identify statemandated
assessments in
which the student
will participate.
Identify
Instructional
accommodations
and
accommodations
for classroom
assessments.
Special Print
Versions
Assistive
Technology and
Special
Arrangements
Special Test
Environments
See Appendix A (pG1.03): Questions for IEP Teams/Section 504 Committees to Consider

Changes for the 2012-13 School Year
Removed: Hospital/Homebound Testing
Revised: Keyboarding Devices are now included under
Assistive Technology
New: Computer Reads Test Aloud may be added to IEPs
for appropriate students as we migrate toward more
state online testing.

Special Print Versions
Braille Edition
Large Print Edition
One Test Item Per Page Edition
Must be documented in Goalview.
Testing Department must confirm order 30 school
days before the first day of testing.
Large Print Edition… Notes
The majority of Large Print Editions are printed on 11” x 17” paper
and use 22-point Verdana font.
Students should be provided similar practice experiences through
the year during classroom instruction.
Students typically use “Student Marks Answers in Test Book” in
conjunction with Large Print.
Students may also use Scheduled Extended Time in conjunction
with Large Print.
If the student requires BOTH Large Print AND One Item Per Page
this is a special testing accommodation requiring a Accommodation
Notification Form. Be aware that the combination of these
accommodations produces a HUGE document.

Assistive Technology Devices
Keyboarding devices (added this year)
Speech recognition systems
Alternative keyboards, “sticky keys”, touch screens
Screen enlarging programs
Accessibility options (if it doesn’t invalidate the test)
Recording responses on audiotape
No devise can be used to read aloud a test if it is a Reading test.
(This invalidates the test).
“Talking Calculators” can only be used for calculator active portions
of a test. Must use headphones or be in a one-on-one test.
Contact Cindy Booth for specific Assistive Technology questions.

Interpreter/Transliterator Signs/Cues
Test
Must have a test administrator to read directions and test items.
This can be the same person who ques/signs the test. A
proctor is still required.
Cannot que/sign a reading test! This invalidates the test
and is similar to reading the test aloud.
Must have testing in a separate room (small group or
one-on-one) in addition to this accommodation.

Student Marks Answers in Test Book
Does the student have difficulty transferring information or
staying focused? Does the student have mobility,
coordination or motor limitations?
Students must not be provided answer sheets. Students are
directed to record answers in the test book.
After testing is complete, in a group setting, someone must transcribe
the results, someone must check the transcription and someone
must be present as a witness. All three individuals must sign the
outside cover of the test book.
Transcribed test books must be separated from regular test books
upon return to theTesting Office.


Students record answers directly in the test
booklet.
No changes are made to student answers;
the answer must be transcribed as written.
◦ Do not change mixed numbers to improper
fractions or decimals.

Student Reads Test Aloud to Self
Does the student routinely use Read to Self during
regular class instruction and other assessments?
Can use a device such as a PVC elbow pipe if it is routinely
used.
Must be used in a Separate Setting (one-on-one) session.
Test Administrator may not read anything to the student unless
they also have Test Administrator Reads Aloud
accommodation.

Test Administrator Reads Test Aloud
Does the student routinely have tests read aloud
during regular class instruction and other
assessments?
Cannot be used on a Reading Test (or the test is invalid).
Must be used in a Separate Setting (small group or one-on-one)
session.
Test Administrator may read the ENTIRE test or items on
REQUEST by the student. (Documented in IEP)
Some students may not need numbers read to them (only
words) or may only need the accommodation when there is
lengthy content in a test. (Specifically documented in IEP)

Computer Reads Test Aloud
Does the student have opportunities through the
year to have a computer read a test to him/her?
Not Available for online Reading Test (or the test is invalid).
Must be used in a Separate Setting (one-on-one unless using
headphones; if using headphones… can be small group).
Test Administrator may read items to a student if they also have
Test Administrator Reads Aloud accommodation.
Must be documented in Goalview according to the timeline or
the accommodation will not be available for online testing.

Multiple Test Sessions
Does the student usually need to complete assignments and
assessments over several days? And is this done routinely in
class?
Does the student require frequent breaks to complete lengthy
assessments? And is this done routinely in class?
Does the student need additional time also? Must include Extra
Time, if so.
*Students may complete the test on a make-up day or on a
consecutive test day.
*Timing of breaks should be documented in the IEP (every 45
minute or after 10 test items, for example).
*Must be used with Separate Setting (unless the scheduled
breaks are the same as the breaks designated for the test)

Scheduled Extended Time
Does the student usually need additional time to complete
assignments and assessments? And is this done routinely in class?
The Assessment Guides for testing specify an estimated test time and
a maximum test time. For Scheduled Extended Time, the amount of
additional time should be specified based on the maximum testing
time allowed.
The student’s IEP should designate how much additional time will be
allowed:
Can be a multiple of the designated administration time-1.5 times
the designated time
OR
Can be a specified amount of time (One hour beyond the designated
time)
The additional time shall occur at the end of or immediately following
the regular test session.

Testing in a Separate Room
Does the student typically require a separate room to
complete classroom assignments and assessments?
Is the student receiving an additional accommodation that
would necessitate the need to test in a separate room?
Has a maximum number or range for the small group been
specified?
Can be used in a small group or one-on-one setting (must
be identified in IEP).
It may be appropriate for the student to use a study carrel,
special furniture or special lighting during the test. These
are allowed and are not specific accommodations.

Infrequently used but available accommodations
Braille Writer / Slate
Cranmer Abacus
Dictation to Scribe
Magnification Devices
The Testing Students with Disabilities handbook has specific
advice and procedures.

A student may receive testing
accommodations if identified with an
impairment with an actual or expected
duration of six months or less.
◦ Completed Transitory Impairment form must be
kept on file at school AND at the district testing
office.
◦ Accommodations must be recorded in NCWISE.
http://www.nhcs.net/testing/Forms/Transitory%20Impairment%20Accommodations%20Chart_4.16.12[1].pdf

There may be some rare circumstance in which a
student cannot take a state assessment during
the entire testing window, including makeup
dates, due to a significant medical emergency
and/or condition.
◦ Students in the final stages of terminal or degenerative
illnesses
◦ Students receiving extensive short-term medical
treatment due to a medical emergency

Principal submits request to the Testing
Department.
p.C1.18


Accommodations should be routinely used.
Changes to accommodations must be made
at least 30 calendar days before the first day
of testing.


The Review of Accommodations form must be
completed for students who have accommodations
documented in a IEP, 504 Plan, and/or LEP Plan.
The Review of Accommodations form assists
teachers/administrators in answering essential
questions pertaining to student accommodations.
◦ Is the child using the documented testing
accommodations?
◦ Are the documented accommodations appropriate for the
student’s needs?
◦ What data is used to assist in reviewing and updating IEPs?
School TC is responsible
for ensuring the process
is completed.
School EC Chair/Case
Manager generates a
State Testing Report in
Goalview.
School EC Chair/Case
Manager completes
BEFORE TESTING
section of forms.
School TC distributes
forms to test administrator.
Test administrator completes
DURING/AFTER
TESTING section of form.
School TC reviews form
for completion.
Principal signs forms.
Forms are filed with the
students’ accommodations
documentation for at least
one year to assist
with reviews.

School Testing Plans must be submitted via email
attachment or Google Docs to Karen Greene 48
hours prior to the first day of testing.

School Visits
◦ Instruction/Accountability/Student Support will monitor.
◦ TeachScape Tool is used to document visit.
 Rubrics focus on testing policies and school testing plan.
 Feedback

Accommodations Monitoring
◦ IEP/LEP/504
◦ The Testing Department will select students to monitor
during testing.
◦ Audit process discussion

Linking Studies (EXTEND2 and Regular EOG/EOC)
◦ April 8-26
◦ EXTEND2 – Online
◦ EOG/EOC – Traditional p/p

Grade 11 EXTEND1 (Alternate ACT)
◦ April 15-19
◦ Testing Office will match assessors
◦ Online data input by assessor

Grades 3-8 EXTEND1/EXTEND2
◦
◦
◦
◦

May 9-16 (YRE May 17-23)
Reading/Math Grades 3-8; Science Grades 5 and 8
EXTEND1 – Online data input by assessor
EXTEND2 – Traditional p/p
Grades 3-8 Regular assessment
◦ May 17 Science (YRE May 24)
◦ May 20-24 Math and Reading (YRE May 29-31)
◦ Traditional p/p

Grade 10 EXTEND1
◦ May 24-31
◦ Online data input by assessor

WECHS
◦ May 22-29
◦ Online format

Middle School EOC
◦ May 29
◦ Traditional p/p

Bear
◦ May 30-June 5
◦ Online format

Other High Schools
◦ EXTEND2 and Regular EOCs
◦ May 31-June7
◦ Traditional p/p (Except Mosley)
LEP
System
Online
Testing
System
IEP
System
NCWISE


Is the student scheduled
in NCWISE correctly?
Is the IEP correct and
current?
◦ Start/end dates correct?
◦ Are testing
accommodations listed
in the State Testing
field?
TEST
Testing Window
If IEP Review Falls
between…….
Reviews/changes
to IEPs must be
in Goalview by
High School
NCExt1
(Grade 11)
April 15-19
April 2-April 19
April 2
High School
NCExt1
(Grade 10)
May 24-31
May 8- May 31
May 8
Grades 3-8
Traditional
May 19-15
April 24- May 16
April 24
Grades 3-5
YearRound
May 17-23
May 1-May 23
May 1