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1
Making Wise Decisions about Participation in the Statewide Testing Program: Unlocking the Mysteries of Testing
Conference on Exceptional ChildrenNovember 2004
2
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
3
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
4
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
5
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
6
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
7
Test Administration Options
Standard Test Administration
Standard Test Administration with Accommodations
Alternate Assessment
8
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.
9
Reasons for Wanting Students with Disabilities in the Accountability System
10
Reason 1
For an Accurate Picture of Education
11
Reason 2
For Students with Disabilities to Benefit from Reforms
12
Reason 3
To Make Accurate Comparisons
13
Reason 4
To Avoid Unintended Consequences of Exclusion
14
Reason 5
To Meet Legal Requirements
15
Reason 6
To Promote High Expectations
16
Reason 7
To Promote Access to the General Curriculum for Students with Disabilities
17
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
18
Standard Test Administration
19
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.
20
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.
21
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.
22
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.
23
Number of Test Questions
Calculator Active: 56 questions Calculator Inactive: 24 questions Reading Comprehension: 50 – 56 questions End-of-Course: 60-100 questions
24
Directions
No directions are in the test book. Students must listen to instructions about how to complete the test.
25
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
26
Test Setting
Consider the settings that your school uses for a standard administration.
One administrator and one proctor walk about the room.
27
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/
28
Standard Test Administration with Accommodations
29
Accommodations can be used on:
ALL state-mandated tests
Accommodations that would invalidate the test results may vary between tests.
30
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
31
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.
32
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.
33
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.
34
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
35
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
36
Approved Accommodations for NC Tests at Grades 3-8 (pg. 40)
37
38
Approved Accommodations for NC Tests at Grades 9-12 (pg. 41)
39
40
Approved Accommodations for NC Tests with Graduation Requirements (pg. 42)
41
42
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)
43
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)
44
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)
45
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)
46
Accommodation Notification Form
Is required if accommodation chosen by IEP team/504 committee is not specified in the Testing Students with Disabilities document
47
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.
48
SIDE 2
WHAT: Describe accommodation in detail
WHY: Why the student needs it
Signatures
49
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
50
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
51
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
52
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
53
North Carolina Alternate Assessment Academic Inventory (NCAAAI)
54
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
55
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
56
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
T
Baseline Interim Final Student’s Performance on this
objective is: Student’s Performance on this
objective is: Student’s Performance on this
objective is:
Not
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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 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
Objective omitted for training purposes. X
Objective omitted for training purposes.
X
1.13 Memorize multiplication facts/tables through 10. X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
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
Objective omitted for training purposes. X Objective omitted for training purposes. X
2.05 Observe and describe geometry in the environment. X
Objective omitted for training purposes. X
Baseline Interim Final
Student’s Performance on this objective is:
Student’s Performance on this objective is:
Student’s Performance on this objective is:
Not
Yet
Tau
ght
Nov
ice
App
rent
ice
Pro
ficie
nt
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Not
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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 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
Objective omitted for training purposes. X
Objective omitted for training purposes.
X
1.13 Memorize multiplication facts/tables through 10. X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
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
Objective omitted for training purposes. X Objective omitted for training purposes. X
2.05 Observe and describe geometry in the environment. X
Objective omitted for training purposes. X
57
Common NCAAAI Questions
58
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.
59
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
60
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.
61
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.
62
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
63
North Carolina Alternate Assessment Portfolio (NCAAP)
64
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
65
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
66
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
67
Where can I find more information about the AAP? Administrative Guide Portfolio Development Designee/Teacher
Handbook www.ncpublicschools.org/accountability/
testing/alternate
68
Guidelines for Making Decisions for the Participation of Students with Disabilities in the NC Testing Program
69
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.
Standard Test Administration with Accommodations
Standard Test Administration
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
70
71
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
72
Questions