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Accommodating Students during TABE and GED
Testing
Standardized versus
Non-standardized Testing
Considerations
Review of the new GED Testing Accommodation Forms
Road-mapping the TABE Waiver Process
PresenterPresenterDebbie JonesDisability Program Analyst
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Impact on outcomes
ACCOMMODATIONS AND STANDARDIZED TESTING
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BackgroundBackground
• The provision of accommodations for standardized testing environments typically demands the use of a higher threshold of documentation requirements and accommodation parameters in order to maintain the highest degree of standardization possible.
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Standardized versus Standardized versus Non-standardized TestingNon-standardized Testing
• Tests are standardized when they are developed, administered, and scored using established procedures and guidelines. These procedures and guidelines ensure that – all students are tested under the same conditions,
– that they are all given equal opportunity to determine the correct answers, and that
– all scores are established and interpreted using appropriate criteria.
http://www.pearsonedmeasurement.com/research/faq.htm
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Impact of Accommodations on Impact of Accommodations on Standardized TestingStandardized Testing
• Accommodations level the playing field for a person with a disability by removing barriers that allow the individual to develop and demonstrate their true abilities and potential.
• The type of accommodation determines the degree of impact on the standardization of the test.
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McGraw-Hill - Guidelines for McGraw-Hill - Guidelines for Inclusive Test AdministrationInclusive Test Administration
• McGraw-Hill is the publisher of the TABE test. They provide the following information regarding accommodation in standardized test situations:– Not providing an accommodation when it is appropriate to
do so or overly providing accommodations can both influence the validity/invalidity of the assessment results.
– Changes to publisher default conditions are necessary for some students to meaningfully participate in the assessment. However, it is important, that in every way appropriate, the decision making process and the delivery of accommodations are each conducted using standardized procedures (ex. audio tape administration of TABE).
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Standard versus Non-standard
DOCUMENTATION REQUIREMENTS
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Job Corps - TABEJob Corps - TABEReasonable AccommodationReasonable Accommodation
• Please refer to the Reasonable Accommodation Guidelines found on the Job Corps Disability website for the reasonable accommodation process.
• As a general rule, accommodations for standardized testing situations (i.e. TABE and GED), should be based upon previously applied accommodations within the student’s disability-related documentation. – Other accommodations for non-standardized testing
situations may be determined by the reasonable accommodation team (inclusive of the student) if supported by the documentation even if there is not a historical application of the accommodation.
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Job Corps - TABEJob Corps - TABEReasonable AccommodationReasonable Accommodation
– For example, the documentation may clearly show that the student has a information processing deficit and describes how this difficulty impacts him/her; however, the student has never been afforded extended time for testing. If the student requests and needs extended time because of this current, on-going information processing deficit, the team may allow the use of such an accommodation.
– The addition of such an accommodation should be well documented in the “NOTES” section of the accommodation plan section of CIS.
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Job Corps Job Corps Standardized Testing ConsiderationsStandardized Testing Considerations
• Do not accommodate without documentation (unless the disability is obvious (i.e. student who is blind, etc.).
– It is insufficient to simply think the student would benefit from accommodations and therefore provide them without specific substantiation of need or identification of functional limitation.
– Accommodations must match the need related to the disability (i.e. functional limitation). Someone who is in a wheelchair may not necessarily need extended time or a calculator.
– Certain supports are not appropriate test accommodations and must not be applied to any standardized testing such as reducing the number of multiple choice options to a test question or allowing the student to have “notes” during the test.
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Forms, Process, Appeals, & Extensions
GED ACCOMMODATIONS
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Items & Modifications Requiring Items & Modifications Requiring NO Pre-approvalNO Pre-approval
• NOTE: The GEDTS does not provide these items. It only allows for them to be used.
– Colored transparent overlays
– Earplugs
• may use earplugs to reduce ambient noise, as an aid in concentration. The earplugs may not be attached to any electronic device.
– Scrap paper
• may use plain white scrap paper, issued by the examiner. The scrap paper (used and unused) must be collected at the end of the testing session and destroyed.
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Items & Modifications that Require Items & Modifications that Require NO Pre-approvalNO Pre-approval
– Straightedge
• may use a plain, unmarked straightedge made from any safe material, as an aid in spatial orientation and reading. Candidates will need to provide their own such device, unless the straightedge is a piece of plain white scrap paper. If the straightedge is a piece of scratch paper issued by the examiner, it must be collected at the end of the testing session and destroyed.
– Magnifying Device
• may use a handheld magnifying device during the test.
– Cushion
• may use a small seat cushion for support during the test.
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Items & Modifications that Require Items & Modifications that Require NO Pre-approvalNO Pre-approval
– Large‐Print Test Edition (Paper test) or Screen‐Magnification Software (Computer‐based test)
• may use the large‐print paper edition of the Test, using normal time limits. If a candidate needs extra time, a Request for Testing Accommodations Form must be completed.
– Priority Seating
• may request permission to be seated near the front of the room in order to better hear instructions, or in another part of the room in order to reduce distractions.
– One Test Per Day
• may take one GED® subtest per day upon prior arrangement with the GED Chief Examiner™.
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Items Needing Pre-ApprovalItems Needing Pre-Approval
• Requires pre-approval from the GED Administrator™
– Food and/or drinks in the testing room, for medical or health reasons.
• For example, some medications cause “dry mouth” and need to be accompanied with water; a diabetic test‐taker may need to have hard candy or a quick snack with them at all times. The testing center may have specific guidelines about test takers not consuming food or beverages near computer equipment or near other test‐takers.
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Items Needing Pre-ApprovalItems Needing Pre-Approval
– Medical devices/equipment, such as an insulin pump or other personal medical equipment should be pre‐approved.
• may request a note from a health care provider indicating the need for such a device during the test.
– Medications taken during the test
• may request a note from a health care provider indicating the candidate’s need to take medication during the test.
– Other personal items, such as adaptive equipment due to a disability, should be pre‐approved
• may request a note from a health care provider indicating the candidate’s need for such items during the test.
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GEDTS Form
Accommodation Request FormsAccommodation Request Forms
• Attention Deficit/Hyperactivity Disorder
• Psychological and Psychiatric Disorders
• Learning and Other Cognitive Disabilities
• Physical Disorders/Chronic Health Disability
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General Format of FormsGeneral Format of Forms
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ESL/ELL Considerations for LDESL/ELL Considerations for LD
• If the test‐taker’s native language is NOT English, the following information should be included in the diagnostic report:
– when the candidate first learned English
– the candidate’s current level of proficiency with oral as well as written English
– a statement that ESL factors are not primarily responsible for the person’s current academic difficulties
– how the learning disability impacted language development in the person’s native language.
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Graduate-Trainee EvaluatorsGraduate-Trainee Evaluators
• If a graduate‐trainee is conducting some or all of the evaluation, for example as part of a university‐based assessment practicum, the GED Testing Service will consider the results if both the clinician and the faculty supervisor sign the written report.
– The GED Testing Service reserves the right to contact the faculty supervisor and/or the graduate trainee/clinician to inquire about the level of supervision during the assessment.
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Form ConsiderationsForm Considerations
• Submit one original Request For Testing Accommodations form to the GED Chief Examiner at the local testing center after the required documentation is obtained and the form signed by a certified professional(s) where indicated.
– Do not write "see attached" on any part of the forms. All forms must be completely filled out or they will be returned to the candidate.
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Evaluator GuidesEvaluator Guides
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Evaluator GuidesEvaluator Guides
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GEDTS Guide
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Appealing a Review DecisionAppealing a Review Decision
• If the GED Testing Service (GEDTS) denies the GED candidate's request for an accommodation, the candidate may appeal the decision.
– A clinical case review in Washington, DC is available for those cases that do not fit the GEDTS model. The request for review must first be submitted to the local GED Testing Office on a Testing Accommodations Appeal form. The GED Administrator at the local GED Testing Office will then forward the review to GEDTS along with the reasons for non-approval and the reasons for appeal.
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Appealing a Review DecisionAppealing a Review Decision
• If the review again results in non-approval, an Expert Panel Review may be requested. This review request must also be submitted to the GED Administrator at the local GED Testing Office, who will forward the request for Expert Panel Review at the GEDTS.
• The decision of the Expert Panel Review will be considered final.
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Request for Extension of Request for Extension of AccommodationsAccommodations
• Accommodations approvals are automatically valid for 1 year from the date of approval. At any time after that, you have the option of requesting an extension of your accommodations approval.
– If your documentation is no longer current (according to the Documentation Guidelines for your disability type), you still have the option of submitting it, and disability experts will review your materials. However, it is possible that your request will not be approved until you can provide us with current documentation of your disability and evidence of its current impact on your ability to take the test under standard conditions.
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Accommodation Accommodation Extension Request FormExtension Request Form
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Extension Form
(cont.)
Request for Extension of Request for Extension of AccommodationsAccommodations
• To request an accommodations approval extension, please follow these steps:
– Complete the Extension Request Form and give it to the Chief Examiner at your GED testing center.
– Provide the Chief Examiner with all documentation related to your disability, including documentation that you may have submitted previously, as well as any newer materials that document the current impact of your condition.
– Review your documentation with the Chief Examiner at your GED® testing.
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Request for Extension of Request for Extension of AccommodationsAccommodations
• After you have completed these steps, you will be informed of the extension decision, usually within 30 days.
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GED 21GED 21stst Century Initiative Century Initiative
• GEDTS is moving to computer-based GED testing by 2014.– Accommodations are more easily provided for many of the most
commonly requested accommodations such as extra time, additional breaks, and large print tests with computer-based testing.
– Paper-based testing will be available only for purposes of accommodations after the new assessment is released.
– Test-takers will be individually timed in the testing center and will not require group administration the way it is done today with paper-based testing (starts, breaks, and stops at the same time).
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Special Considerations
OTHER “THINGS” TO KNOW
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Testing Accommodation Pit-fallsTesting Accommodation Pit-falls
• When you review your accommodation plans in CIS, do they reflect only TABE testing accommodations?
• For students who receive TABE accommodations, are there requests for GED accommodations and/or certification exam accommodations documented?
– If not, why not?
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Oral AdministrationsOral Administrations
• Oral administrations of standardized test content should be administered in the most standardized format as possible.
– Audio tape from McGraw-Hill
– Trained readers
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Process and Documentation
TABE WAIVER
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Guidelines for Waiving Follow-Up Guidelines for Waiving Follow-Up TABE TestingTABE Testing
• Centers must follow the guidelines below for waiving follow-up TABE testing for students with cognitive disabilities:
– The student must have documentation of a specific cognitive disability that could impact his or her learning/testing abilities, with or without an accommodation.
– Each student’s case must be reviewed by the center’s reasonable accommodation team.
Criteria to Be Considered Criteria to Be Considered
• Include the following:
– High school diploma earned prior to or during attendance on center
– TABE scores
– Specific cognitive disability and previous IEPs and /or 504 plans
– Student’s learning styles
– Student’s attendance and participation in academic classes
Criteria to Be Considered Criteria to Be Considered
– Instructional strategies and methods utilized by instructors
– Test preparation approaches utilized
– Testing and learning accommodations provided
– Number of TABE tests taken and scores
• Appendix 305 provides a checklist for student exemptions from follow-up TABE testing for students with documented cognitive disabilities and a “Sample Form for Disability Waiver From TABE Testing.”
ExampleExample
• Center cover letter with wavier request states that Voc Rehab’s contracted psychologist indicates that student has gone as far as he can go in math.
• A copy of the accommodation plan and the Voc Rehab report are included with the waiver request.
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Psychological Report ContentsPsychological Report Contents
• Actual statement in psychological indicated:
– Student is a strong auditory learner
– “Despite visual memory and working memory impairments, analysis of [the student’s] memory profile suggests that his ability to learn is intact, especially if he is provided with enough time to allow for optimal information processing and organization of newly learned material”
– processing speed scores came out at 68 – more than two standard deviations below the mean which means a significant processing deficit
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Accommodation Plan ContentsAccommodation Plan Contents
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• States in waiver paperwork that the accommodations of 5 minute break, extended time, and different test environment were provided and student still could not satisfactorily progress.
• Accommodations listed on accommodation plan were to “waive math TABE” and “alternate learning styles.”
TABE HistoryTABE History
• The initial valid score was 442.
• Highest score was the final score of 502 which is a 60 point gain.
• Last 3 tests were 489, 500, 502, respectively, so we can see a pattern of stagnation potentially developing.
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Was the waiver substantiated?
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ConsiderationsConsiderations
• Did the reasonable accommodation team review the student’s accommodations?– Were the accommodations sufficient?– Were the accommodations appropriate?
• Were instructional and learning strategies reviewed and had the options been exhausted?
• Were other resources contacted for ideas, suggestions, support?
• Was there consistency between the request for the waiver and the supporting documentation?
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Case FindingCase Finding
• Although the waiver request met one technical aspect of the PRH requirement (less than 10 points gain on last 3 tests), there were inconsistencies within the documentation that needed to be addressed.
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Case Finding InconsistenciesCase Finding Inconsistencies
1. Update accommodation plan to reflect actual accommodations provided.
2. Ensure reasonable accommodation team convenes (inclusive of student) to review request and determine if alternative/additional accommodations or strategies should be tried (PRH Requirement).– Accommodate processing difficulties
3. Revisit the psychological evaluation to determine if there were recommendations not yet tried.
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DecisionDecision
• After all data have been gathered and a decision has been made to waive further TABE testing, a request must be sent to the Regional Office for final approval or disapproval.
After the Waiver…After the Waiver…
• Students that qualify from exemption from further TABE testing will remain in the pool for tracking literacy and numeracy gains for Outcome Measurement System (OMS) purposes.
• The students will also continue to receive instruction for reading and math unless they have earned a high school diploma or GED certificate prior to or enrolling in JC.
After the Waiver…After the Waiver…
• Instruction in reading and math will involve a minimum of 25% of the time in a student’s training week.
• Instruction must be documented by academic and career technical instructors and monitored by the center’s reasonable accommodation team. Copies of documented instruction must be kept in the student’s file.
• Completion of competency requirements must be documented by the instructors and approved by the reasonable accommodation team.
Disability Testing Information/Technical Support
RESOURCES
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Job Corps Disability Web SiteJob Corps Disability Web Site
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Job Corps Disability Website Job Corps Disability Website TABE Testing AccommodationsTABE Testing Accommodations
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Job Accommodation Network (JAN)Job Accommodation Network (JAN)askjan.orgaskjan.org
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ResourcesResources
• GED Testing Accommodation Applications
– http://www.acenet.edu
• Home
• Programs and Services
• GED Testing Service
• Information for Test Takers
• Accommodations for Test-Takers
– Click on “download request forms”
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Regional Disability CoordinatorsRegional Disability Coordinators
• Lisa Kosh-Region - 1
• Nikki Jackson-Region - 2,3
• Laura Kuhn - 4
• Kimberly Jones-Regions - 5, 6
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