V Testing Accommodations for Students with Disabilities (Revised February 2001) This section provides information describing testing accommodations for students with disabilities, including those students identified under Section 504, when administering the. Test administrators are to recognize that the following procedures take precedence over the regular test procedures in test administrator's manuals when administering North Carolina tests with accommodations to students with disabilities. NOTE: Reading aloud or signing/cueing passages, frames, test questions, or answer choices from a North Carolina reading test to any student, including those with disabilities, is prohibited. Major Changes The major edits (revised February 2001) to accommodations for students with disabilities in this manual are: (1) Only the accommodations approved for use by the NCDPI Division of Accountability Services/Testing Section for the (multiple-choice) are located in Section V. (2) Beginning with the 2000 2001 school year, the Testing Section will no longer be able to consider accommodations requests (AR 99) for students with disabilities (including Section 504). The only accommodations that can be used during administrations of secure North Carolina tests for valid test results are the ones located in the published accommodations document for students with disabilities. The Testing Section is required to complete validation studies on the accommodations that the state already offers in the accommodations publication. When these studies are completed, the Testing Section hopes to continue with validation studies for the accommodations requests received during the 1999 2000 school year. (3) Brailled Nemeth Code sheets will no longer accompany Braille test editions for use during the secure state test administrations because the information located on such sheets is appropriate for use during classroom instruction only. (4) For Multiple Testing Sessions accommodation and state performance tests, students are no longer required to complete responses by the end of the makeup test administration day. Every effort must be made to complete the test administration as close to the school s test schedule as possible in order to maintain test security. Scheduling Multiple Testing Sessions should take into consideration the testing schedule to ensure reasonable time from processing, scoring, and reporting. (5) Error reports for Braille, Large Print, and One Item Per Test Page test editions will not accompany the materials for the North Carolina High School Exit Exam. The contractor, Riverside Publishing, does not produce such documents. Please send any errors, in writing, to your Regional Accountability Coordinator. IEP Team or Section 504 Committee Only the IEP team or Section 504 Committee can determine if a student with a disability will be administered a state test under standard conditions or with accommodations. The decision must be documented in the IEP or Section 504 Plan. Each member of the committee is to have access to the accommodation information from this document at the meeting so that specific procedures for a test administration can be discussed, determined, and documented. Periodically, members of these committees assume that the school will provide different procedures during the test 1
State Policy for Accommodations Training 2 administration than those briefly discussed at the committee meetings. Specific procedures must be discussed prior to the final decision to avoid any anomalies and misadministrations. Only accommodations approved for use by the test publisher (i.e., the NCDPI Division of Accountability Services/Testing Section) can be used during the administration of statemandated tests to ensure that test results are valid. The need for accommodation(s) during the administration of any state-mandated test must be documented in the IEP or Section 504 Plan and the documented accommodation(s) must be used routinely during the student s instructional program and similar classroom assessments. Modified Test Formats Braille Edition Large Print Edition One Test Item Per Page Edition Assistive Technologies/Devices and Special Arrangements Assistive Technologies/Devices Braille Writer Cranmer Abacus Dictation to a Scribe Interpreter/Transliterator Signs/Cues Test Magnification Devices Student Marks Answers in Test Book Test Administrator Reads Test Aloud Use of Typewriter or Word Processor Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room All school system personnel are to be aware of the following: Training for accommodation use during the administration of state-mandated tests must include a review of the (a) standard procedures for administering the tests, (b) appropriate use of and procedures for accommodations, and (c) information contained in the Testing Code of Ethics (located in the manual), including maintaining test security and sanctions. Trained proctors are to be provided during administrations of all state-mandated tests regardless of the number of students tested. Test administrators may require special assistance when administering tests requiring accommodations. A student may have approval for more than one accommodation due to his or her special needs. Unless the use of an accommodation requires special handling, the test administrator must follow standard procedures for processing test materials. Every attempt is to be made to relieve testing anxiety. Students should be provided with the following information before the test date: (a) the room location, (b) the identity of the test administrator/proctor (if known), and (c) the testing accommodation(s) and appropriate procedures. If appropriate, a small group of students in the same course at the same school using the same accommodation in one testing site (i.e., classroom) may use the same form of the test (e.g., students using the accommodation Test Administrator Reads Test Aloud or
Interpreter/Transliterator Signs/Cues Test). It is imperative that school systems follow the specified procedures in this section for transcribing student responses at the local level. School system test coordinators are required to ensure that the student responses are transcribed appropriately so that the tests may be scored using regular procedures. Procedures for the storage or return of test materials used with accommodations (e.g., Braille editions, used test books for Student Marks Answers in Test Book) are located in each test administrator s manual. When information regarding the use of procedural accommodations is requested, the test administrator must code all applicable bubbles on the student answer sheet/document to identify the specific accommodation(s) used during the test administration. Procedures for Providing Accommodations Information regarding preparation, administration, and post-administration procedures for the accommodations listed above follows. Modified Test Formats Braille Edition Braille editions are available for the. A Braille version of the test is provided to the student. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. Students with impaired vision who have less than Grade Two Braille skills may have the Braille or standard version read aloud while student responses are recorded by the test administrator or proctor. Ordering Braille Editions. Only the superintendent or superintendent s designee, usually the school system test coordinator, is permitted to order Braille editions. All Braille editions must be ordered 60 working days prior to the actual test administration date to ensure adequate production and delivery time. Answers for multiple-choice test items are marked in the test book, brailled, or dictated to a proctor. The accommodation that specifies the method for recording student responses is to be included on the IEP/Section 504 Plan. The test administrator or proctor must refer to those accommodations in this section for additional information. Some students with impaired vision may be able to take the Braille edition in the regular classroom if responses can be recorded in a manner that does not disturb other students (i.e., computer with headphones). Preparations must be made prior to the test administration in order to accommodate the students. A statement is to be included on the IEP/Section 504 Plan that specifies whether the administration is to be individualized, in a small group, or in a regular classroom setting. The test administrator must have a regular copy of the test in case a student asks questions. 3
If a test item is modified to be consistent with Braille coding, the Braille contractor will attach a note to the Braille edition describing the accommodation to the test item. The test administrator must review the information regarding the regular test administration before testing begins. When administering the test, directions for filling in the bubbles for the student's name and other background information must not be read aloud. The test administrator must complete the background information in advance of the test administration. The test administrator may read any student survey aloud to the student and fill in the bubbles to indicate responses. At the conclusion of the test administration, all Braille editions must be returned to the school system test coordinator, who will return all editions by the designated deadline dates. Large Print Edition Large print editions are available for the. This accommodation allows a student to take a test using an enlarged version of the test. Students circle their responses to questions directly on the large print edition of the test. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. Ordering Large Print Editions. Only the superintendent or superintendent s designee, usually the school system test coordinator, is permitted to order large print editions of the test. All large print editions must be ordered 60 working days prior to the actual test administration date to ensure adequate production and delivery time. If applicable, the test administrator is to remind the students to bring their magnification devices to the test administration site. The test administrator must review the information regarding the regular test administration. When administering the test, directions for filling in the bubbles for the student's name and other background information must not be read aloud. The test administrator must complete the background information in advance of testing. The test administrator may read any student survey aloud to the student and fill in the bubbles to indicate responses. Print the student's full name and the school name legibly on the front of the large print edition of the multiple-choice test book. The student s recorded name must uniquely identify the student. Because students record their responses in the large print editions, the test administrator or proctor must transcribe the students responses to the appropriate regular multiple-choice answer sheet for scoring purposes. The transcription must be double-checked by another designated school official to ensure that no errors occurred. The school system must follow the procedures in the test administrator s manual regarding the storage or return of large print editions. The procedures will vary based on the test administered to the students. 4
One Test Item Per Page Edition The One Test Item Per Page Edition accommodation is available for the North Carolina High School Exit Exam Item Tryout. The One Test Item Per Page Edition accommodation provides one test question on each page. Each 8.5 x 11 page contains standard size font. Reading passages are in the same format as a regular test book. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. It should be noted that the number of test book pages will increase, and it may be appropriate to provide the student with the Multiple Testing Sessions accommodation. If Multiple Testing Sessions is appropriate, the student may be provided with a certain number of test pages at a time to avoid feeling overwhelmed by the thickness of the test book. Ordering One Test Item Per Page Editions. Only the superintendent or superintendent s designee, usually the school system test coordinator, is permitted to order One Test Item Per Page Editions. All One Test Item Per Page Editions must be ordered 60 working days prior to the actual test administration date to ensure adequate production and delivery time. The test administrator must review the information regarding the regular test administration. If appropriate, the test administrator must complete the student background information on the answer sheet in advance of testing. The test administrator may read any student survey aloud to the student and fill in the bubbles to indicate responses. Print the student's full name and the school name legibly on the front of the One Item Per Page Edition of the test book. The student s recorded name must uniquely identify the student. Because students usually mark their responses in the One Item Per Page Editions, the test administrator or proctor must transcribe the students responses to the appropriate regular multiple-choice answer sheet for scoring purposes. The transcription must be double-checked by another designated school official to ensure that no errors occurred. The school system must follow the procedures in the test administrator s manual regarding the storage or return of the One Test Item Per Page Editions. The procedures will vary based on the test administered to the students. Assistive Technologies/Devices and Special Arrangements Assistive Technologies/Devices This accommodation may be used with any state-mandated test as long as the results from such a test administration are not invalidated by the use of such assistive technologies/devices. Assistive technology refers to either a service or device. The Technology Related Assistance for Individuals with Disabilities Act of 1988 (PL 100-407) defines these as: Assistive Technology Device: Any device, piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. 5
6 Assistive Technology Service: Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. This term includes: (a) the evaluation of the needs of an individual with a disability, including a functional evaluation in the individual s customary environment; (b) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by individuals with disabilities; (c) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices; (d) coordinating and using other therapists, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans or programs; (e) training or technical assistance for an individual with disabilities, or where appropriate, the family of an individual with disabilities; and (f) training or technical assistance for professionals (including individuals who provide services to employ, or otherwise substantially involved in the major life functions of individuals with disabilities). The term high technology is an item that is complex in design and production, involving multiple components, and usually requires some type of training to become familiar with its operation. A computer is an obvious example of this type of technology. The term low technology describes items that are easily developed, such as a battery-powered switch, or readily available at low cost, [such as] drinking straws. Students may use assistive technologies/devices as an accommodation, when appropriate. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The specific assistive technologies/devices required must be documented in the student s IEP or Section 504 Plan. The principal or his designee, usually the building-level test coordinator, shall make arrangements for student access to the appropriate technology device(s) during the scheduled test administration. Assistive technologies/devices must be used only when they do not affect the validity of the content or construct measured by the test. The test administrator must check the equipment (e.g., computer) prior to the test administration to ensure that it is in working order. If the student is using a computer, the student must be reminded to save periodically. However, at the end of the test administration, the saved file must be deleted. Technology Which Reads Tests Aloud. Technology that reads tests aloud may be used during the administration of any domain of the. Calculators. Students may use calculators as accommodations (i.e., technology devices) only when calculator use is part of the standard test administration. The policies and procedures for calculator use are located in each test administrator s manual. The information below may change due to revisions in the North Carolina Standard Course of Study and procedures during item tryout testing. The information below reflects the policies and procedures in place at the time of this publication. The school system test coordinator can provide updates. Calculator Use Allowed. All students, including those with disabilities, have access to calculators as part of the standard test administration for all domains of the North Carolina High School Exit Exam Item Tryout. A minimum four-function calculator is required for the Communication, Processing Information, and the Problem Solving domains of the test. A graphing calculator is required for the Using Numbers and Data domain of the test. If the
calculator has memory, the memory must be cleared before and after the test administration. Talking Calculators. Students may use talking calculators or large key calculators as accommodations (i.e., technology devices) only when calculator use is part of the standard test administration. It is recommended that students who use talking calculators be tested in a separate room so as not to disturb other students during the test administration. If the calculator has memory, the memory must be cleared before and after the test administration. Calculators that Print. Students may use calculators that print as accommodations (i.e., technology devices) only when calculator use is part of the standard test administration. If a student uses a calculator that prints, those printed materials are secure test materials that must be recycled/destroyed in a secure manner at the local level. If the calculator has memory, the memory must be cleared before and after the test administration. Graphing Calculator Use Through Software Programs. The minimum requirements for calculators for the North Carolina High School Exit Exam Item tryout are located in the test administrator s manual. For students who require auditory and tactual access to graphing calculators, the IEP team or Section 504 Committee may determine that the students use software programs approved by the NCDPI/Testing Section. (The software programs must be approved in order to ensure validity of test results.) The student must use the program on a consistent basis during the regular instructional program and operate the program independently during the test administration. Immediately following the test administration, any saved files that contain test items must be purged and any embossed test items created by the software program must be recycled in a secure manner. Currently, there are two options approved for use. One option is the TRIANGLE graphing calculator program, which can be loaded onto a computer. This program allows graphs to be printed in Braille and viewed as an auditory graph. A similar option is available through Blazie Engineering, Inc., which makes a popular electronic notetaker for visually impaired persons called a Braille n Speak. The Braille n Speak (along with its variations) can be loaded with a program called Graph-It, which produces a graphing calculator that can be operated on this device. The resulting graph can be printed in Braille or displayed with auditory feedback, similar to TRIANGLE. For additional information regarding how these programs can be used during instruction, contact Tom Winton, NCDPI Consultant, Visually Impaired and Assistive Technology, at 919-807-3988 or twinton@dpi.state.nc.us. All State Tests. Students may use the following technologies during the administration of any state test unless otherwise specified. This includes the North Carolina High School Exit Exam Item Tryout. Students may use speech recognition systems (i.e., students dictate responses to the computer) as an accommodation. The student must have routine experience during instruction with the speech recognition system prior to the test administration. Students may use talking word processors/screen reading (i.e., the computer reads aloud what the student has entered) as an accommodation. The student must have routine experience during instruction with the talking word processors/screen reading prior to the test administration. Alternative/customized keyboards, stickie keys, touch screens, and trackballs may be used as accommodations unless use of the assistive technology device would invalidate test results. The student must have routine experience during instruction with the technology device(s) prior to the test administration. When school-based personnel have questions regarding appropriate assistive technologies/ devices, the school system test coordinator must be contacted. The school system test 7
coordinator will contact the regional accountability coordinator for further clarification of the use of assistive technologies/devices. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Braille writer Braille writers may be used with the. Students may use a Braille writer as an accommodation during state tests. Student responses must be transcribed onto the appropriate answer sheet for scoring. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The test administrator must review the information regarding the regular test administration prior to testing. When administering the test, directions for filling in the bubbles for the student's name and other background information must not be read aloud. The test administrator must complete the background information in advance of testing. The test administrator may read any student survey aloud to the student and fill in the bubbles to indicate responses. The test administrator shall omit instructional information located in the Directions for Administration section of the manual that is not applicable when a student is using a Braille writer (e.g., asking students if they have No. 2 pencils). The student's full name must be legible on the original Braille writer responses. Responses must be transcribed onto the appropriate multiple-choice answer sheet. (The school system test coordinator must be notified if Braille writer responses cannot be transcribed at the school level.) The transcription must be double-checked for accuracy by someone other than the original transcriber. Only in the event that the transcriber discovers that a student response for a multiple-choice test item is nonsensical (e.g., the student writes f when the answer choices are only a, b, c, or d), the test administrator may ask the student to clarify the answer. In the event that the transcriber discovers that a student response for an open-ended or writing assessment is nonsensical (e.g., the student response is inappropriate because the student wrote a nonsensical series of letters due to not using the correct keys), the transcriber may ask the student, What are the letters or words that you wrote in this part of your Brailled response? The transcriber is not permitted to ask for any other clarification. The school system must follow the procedures in the test administrator s manual regarding the storage or return of Braille writer responses and photocopies of the student responses. The procedures will vary based on the test administered to the students. 8
Cranmer Abacus A Cranmer abacus may be used during the administration of any state-mandated test. The Cranmer abacus is a tool that may be used as an accommodation. The Cranmer abacus is not a substitute for a calculator but can serve as a paper and pencil substitute for some students. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. Only the student is permitted to operate the abacus. Upon completion of a task on the abacus, the student is responsible for reading and recording the answer by use of any method for which the IEP team or Section 504 Committee deems the student eligible. If a scribe is used, that person must not read the abacus and must only write/ print what the student dictates. The test administrator may need to remind the student to bring the abacus to the testing session. The administrator is to check to ensure that the abacus is in proper working order. Unless this accommodation has been used in conjunction with another accommodation that requires special handling, the test administrator must follow the regular procedures for processing test materials. Dictation to a Scribe This accommodation may be used with the. This accommodation allows a student to dictate his/her responses to test questions to a scribe who records the responses. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments.. Based on the disability, the scribe may record the student responses directly on a clean sheet of paper, on the answer sheet, or in the test booklet. Dictation may also be recorded using a typewriter or word processor. For scoring purposes, all student responses must be recorded or transcribed directly onto a regular answer sheet. The IEP team or Section 504 Committee makes the final decision after reviewing these options for each state test. Students who receive this accommodation during a state test administration must routinely use the same accommodation as part of regular classroom instruction. The student should know the identity of the scribe, who should have prior experience working with the student. Also, the student must be notified prior to testing that he or she must proofread the response(s). The test administrator cannot provide the student with any directions or clues for how to proofread the dictated responses. The test administrator must review the regular test administration procedures in the manual prior to the test administration day and omit general directions that are not applicable for this accommodation (e.g., asking if students have No. 2 pencils). The test administrator must only write/print what the student dictates. If the Dictation to a Scribe accommodation is used in conjunction with the Test Administrator 9
Reads Test Aloud accommodation, the test administrator may read the student s dictated response aloud to the student during proofing. If the Test Administrator Reads Test Aloud accommodation is not to be provided, the test administrator must not read the student s dictated response aloud to the student during proofing. Instead, the student must read his or her dictated response when proofing. If the student response(s) must be transcribed, someone other than the original transcriber must check the transcription in order to ensure accuracy. The school system must follow the procedures in the test administrator s manual regarding the storage or return of materials when using the Dictation to a Scribe accommodation (i.e., student responses recorded on a separate sheet of paper by the scribe instead of being recorded directly on a multiple-choice answer sheet or test document). The procedures will vary based on the test administered to the students. Interpreter/Transliterator Signs/Cues Test (Individually or Small Group) This accommodation may be used to sign/cue any frames, passages, writing prompts, test questions, and answer choices for the. Section III of Test Administrator s Manual. The directions in the test administrator s manual (Section III) that the test administrator reads aloud to students may be signed/cued during the administration of any North Carolina statemandated tests. This accommodation allows a student to use the services of an interpreter or a transliterator to sign or cue the directions and the content of the North Carolina High School Exit Exam Item Tryout during a test administration. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. Each test site must have two adults when using an interpreter/transliterator to sign/cue the test: (a) a test administrator who reads the information aloud (e.g., directions, test questions) and (b) a qualified interpreter/transliterator who signs/cues to the students. It is recommended that the school use an interpreter/transliterator who has previously signed/cued for the students. The interpreter must be proficient in sign language or the student's individual communication modality. The interpreter must not fingerspell words that have a commonly used sign. Test items may not be clarified in any manner. The test administrator and interpreter/transliterator must attend all training sessions. Trained proctors are to be assigned to testing sessions in order to assist in monitoring the students. Testing Modifications for Students with Disabilities: Interpreter Training Video provides training on test administration procedures for signing state-mandated tests. The school system test coordinator can provide a copy. The NCDPI no longer requires school systems to videotape the interpreter/transliterator during the administration of a state test; however, school systems may do so as a monitoring device to videotape the interpreter only (i.e., students are not videotaped). If so, tapes are to be evaluated and erased soon after the test administration at the local level. Tapes of test administration sessions are secure test materials that must be kept in a secure (locked) facility until erased. 10
The IEP team or Section 504 Committee must document in the IEP or Section 504 Plan if this accommodation is to be provided in a one-on-one setting or small group setting. Specifics regarding the procedure must be documented prior to the test administration. If the Team or Committee specifies that the test administration is to be one-on-one, the student should receive this accommodation on a one-on-one basis as part of the regular classroom instruction. The IEP team or Section 504 Committee may determine that a student may receive this accommodation with a small group of students. If so, a small group of students may be signed/cued the same form at the testing site (i.e., classroom) in a school. Test administrators are not allowed to sign/cue two or more different test forms to a group of students at one test administration site. The school should notify the test coordinator several months in advance of testing if the same form is to be administered to a small group of students. This enables the test coordinator to order the appropriate number of test materials in time for the test administration. The test items may be signed/cued the number of times necessary to ensure comprehension but in a manner that does not indicate the correct response or teach vocabulary and concepts (e.g., do not sign/cue definitions of words). Because the interpreter/transliterator must be familiar with the concepts of multiple-choice test questions, he or she is allowed to review multiple-choice items for up to two hours per subject. The interpreters/transliterators must not disclose the content or specific items of the test. Test security must be maintained. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Magnification Devices Any magnification device normally used during instruction may be used with any state-mandated test. This accommodation allows a student to use a magnification device during the test administration. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The test administrator may need to remind the student to bring the magnification device to the testing session. When the student begins to record responses, the test administrator must check to ensure that the student is recording in the appropriate section of the answer sheet. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Student Marks Answers in Test Book Students may mark answers in test books for the. This accommodation allows a student to circle his/her responses to test questions directly in the 11
test book during the test administration. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The test administrator must review the information regarding the regular test administration. When using this accommodation while testing in a separate room, directions for filling in the bubbles for the student's name and other background information are not to be read aloud. The test administrator must complete the background information in advance of testing. The test administrator may read any student survey question aloud to the student and fill in the bubbles to indicate responses. The test administrator must review the regular test administration procedures in the manual prior to the test administration day and should omit general directions that are not applicable for this accommodation (e.g., asking students to locate the appropriate section of the multiple-choice answer sheet). Print the student's full name and the school name legibly on the front of the multiple-choice test book. The student s recorded name must uniquely identify the student. Students shall be instructed to circle the letters of their multiple-choice responses in the test book. After the testing session the student's answers to multiple-choice test questions must be transferred to the appropriate regular multiple-choice answer sheet. Someone other than the original transcriber must check the transcription in order to ensure accuracy. The regular student answer sheet must then be processed by following the regular procedures. The school system must follow the procedures in the test administrator s manual regarding the storage or return of test books when the Student Marks Answers in Test Book accommodation is used. The procedures will vary based on the test administered to the students. Test Administrator Reads Test Aloud (Individually or Small Group) This accommodation may be used to read aloud any directions, frames, passages, writing prompts, test questions, and answer choices of the. This accommodation permits test directions and content to be read aloud to a student during the test administration. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The IEP team or Section 504 Committee must document in the IEP or Section 504 Plan if this accommodation is to be provided in a one-on-one setting or small group setting. Specifics regarding the procedure must be documented prior to the test administration. If the Team or Committee specifies that the test administration is to be one-on-one, the student must receive this accommodation on a one-on-one basis as part of the regular classroom instruction. The IEP team or Section 504 Committee may determine that a student may receive this accommodation with a small group of students. If so, the test administrator may read aloud the same form of the test to the small group of students at one testing site (i.e., classroom) in a school. Test administrators are not permitted to read aloud two or more different test forms to a group of students at one test administration site. Students who use this accommodation must be tested in a separate room so as not to disturb other students who are not to receive this accommodation. The school should notify the test coordinator several months in advance of testing if the same form is to be administered to a small group of students. This enables the test 12
coordinator to order the appropriate number of test materials in time for the test administration. For words located on a map, chart, table, computer screen, etc., the test administrator may either (a) read all words to the student at one time or (b) inform the student that the information can be read aloud upon student request. This decision, which is determined and documented by the IEP team or Section 504 Committee, should be based on individual student needs. The test administrator may repeat the instructions and test questions (not reading tests) as many times as necessary for the students to understand and respond. Because it is documented that the student is to receive this accommodation, the test administrator should read all test items and choices aloud. The test administrator must review the regular test administration procedures in the manual prior to the test administration day and should omit general directions that are not applicable for this accommodation. Test administrators may read any student survey and sample questions aloud to the students and fill in the bubbles to indicate responses. The test administrator must have a copy of the test in order to read the instructions and questions to the students. Directions for most state-mandated tests may be read aloud. The NCDPI no longer requires school systems to audiotape the test administration during the use of the Test Administrator Reads Test Aloud accommodation. As a quality control and test security measure, school systems may choose to tape the session as an additional monitoring tool. If so, tapes are to be evaluated and erased soon after the test administration at the local level. Tapes of test administration sessions are secure test materials that must be kept in a locked facility until erased. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Use of Typewriter or Word Processor Students may use a typewriter or word processor for the. This accommodation allows a student to use a typewriter or word processor during the administration of the test. The principal or his designee, usually the building-level test coordinator, must make special provisions prior to the scheduled test administration to provide the student with access to the necessary equipment. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The test administrator must review the information regarding regular test administration. When administering the test, the directions for filling in the bubbles for the student's name and other background information must not be read aloud. The test administrator must complete the background information in advance of testing. The test administrator may read any student survey question aloud to the student and fill in the bubbles to indicate responses. General directions not applicable to this accommodation should not be read to students (e.g., asking the students if they need No. 2 pencils). 13
The test administrator is to check the equipment (e.g., computer) prior to the test administration to ensure that it is in working order. If the student is using a computer, the student should be reminded to save periodically. However, at the end of the test administration, the saved file must be deleted. The student's full name must be legible on the front of the original dictated responses. The recorded name must uniquely identify the student. The responses must be transcribed to the regular multiple-choice answer sheet and verified by someone other than the original transcriber to ensure that no errors in transcription occurred. The school system must follow the procedures in the test administrator s manual regarding the storage or return of original student responses (i.e., typed or printed) when the Use of Typewriter or Word Processor accommodation is used. The procedures will vary based on the test administered to the students. Special Test Environments Hospital/Home Testing This accommodation may be used with any state-mandated test. This accommodation allows a student to take a test in a special environment away from the school s facility, such as the hospital or the student s home in order to meet the needs of the student. Testing may be deferred until a makeup day. The student's hospital/home-bound teacher must be included in the test administrator's training and must review the manual before the test administration begins. The school system test coordinator is to be contacted if there are any questions. Trained proctors are to be provided for each test administration. The hospital/home-bound teacher must discuss the accommodation(s) to be used with the student beforehand. Hospital or home testing are subject to the same procedures for regular test administrations unless the cause of the hospital/homebound testing necessitates the use of other accommodations. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Multiple Testing Sessions This accommodation may be used with any state-mandated test. This accommodation allows the test to be administered during several mini-sessions as determined by the needs of the student. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during 14
instruction and similar classroom assessments. Every effort must be made to complete the test administration as close to the school's test schedule as possible in order to maintain test security. The test administrator must contact the student's special education teacher or guidance counselor for a review of the documentation in order to obtain information regarding specific scheduling for a multiple testing session schedule. There are several ways in which this accommodation may be provided. The IEP team or Section 504 Committee determines how this accommodation is to be provided and documents the specifics in the IEP or Section 504 Plan prior to the test administration. The decision is to be based on the specific characteristics of the disability. For example, it may be appropriate: For the student to begin the test on the scheduled date and to complete the test on the makeup day. To test the student for a specified time period (e.g., fifteen minutes), then allow the student to take a break (e.g., eight minutes) and test again for a specified time period, etc. For the test administrator to remove staples or binding from a test book and give the student a certain number of test items to complete. When the student finishes with the first set of test items, the test administrator can provide another set of test items for the student to complete. The test administrator must organize the test book to the original order prior to returning the testing materials. When reading the instructions from the regular test administration, the test administrator shall omit any information regarding time limits. Otherwise, the standard instructions located in the manual should be followed. The test administrator must tell the student before ending each mini-session that the student must review what has been recorded and may not change any part of the responses in the following mini-sessions. Paper clips may be used to secure those pages already completed or planned for future sessions. Passages that are to be used during the next mini-session must not be clipped. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Scheduled Extended Time This accommodation may be used with any state-mandated test. Students who use the Scheduled Extended Time accommodation do not have to be administered the test at the same time as the regular scheduled test administration. This accommodation allows the tests to be administered on a scheduled extended period of time. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. It is appropriate to use scheduled extended time if the IEP team or Section 504 Committee determines that due to the disability a student will need additional time to complete the test beyond the time period recommended in the manual. The IEP team or Section 504 Committee 15
determines how this accommodation is to be provided and documents the specifics in the IEP or Section 504 Plan prior to the test administration. Students must be allowed as much time as they need to complete the test on the scheduled test day. This accommodation does not change or alter the scheduled test administration date. When reading the instructions from the regular test administration manual, the test administrator shall omit information regarding time limits. Any extension of time shall occur at the end of, or immediately following, the planned testing session during the scheduled test day. Special arrangements may be needed to accommodate extensions to the usual testing schedule. Students must not re-visit completed parts of a test when they return for the next session of scheduled extended time. The test administrator must tell the student before ending each scheduled extended time session that the student must review what has been recorded and may not change any part of the responses in the following scheduled extended time sessions. Paper clips may be used to secure those pages already completed or planned for future testing sessions. Reading passages that are to be used during the next scheduled extended time session must not be clipped. this accommodation is used in conjunction with another accommodation that requires special storage and processing. Testing in a Separate Room (Individually or Small Group) This accommodation may be used with any state-mandated test. This accommodation allows a student to take a test in a separate room in a one-on-one or small group administration. As with all accommodations for North Carolina tests, the use must be documented in the IEP or Section 504 Plan and must be routinely used during instruction and similar classroom assessments. The IEP team or Section 504 Committee must document in the IEP or Section 504 Plan if this accommodation is to be provided in a one-on-one setting or small group setting. Specifics regarding the procedure must be documented prior to the test administration. If the Team or Committee specifies that the test administration is to be one-on-one, the student must receive this accommodation on a one-on-one basis as part of the regular classroom instruction. The principal or his designee, usually the school test coordinator, shall assist in locating a separate room for the test administration. It is inappropriate to provide certain accommodations to a small group unless all students are receiving the same accommodations. For example, students who are to have the test read aloud must not be tested in the same room as students who should not have the test read aloud. The test must be administered as stated in the regular test administration manual unless other accommodations that require modified procedures are used. this accommodation is used in conjunction with another accommodation that requires special storage and processing. 16
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VI Testing Accommodations for Students with Limited English Proficiency (Revised February 2001) This section provides information regarding the use of testing accommodations for students currently identified as limited English proficient. Information for determining appropriate accommodations is provided in the most recent publication of Guidelines for Testing Students with Limited English Proficiency. Students who are limited English proficient may need to have special accommodations. Any special arrangements or accommodations must be in accordance with rules and procedures that protect test standardization procedures and the validity of the assessment. * Special arrangements or accommodations must never be used for score enhancement. In determining appropriate testing accommodations, a fundamental principle is to follow the type of instructional accommodations used in the classroom. Accommodations that are not routinely used during the instructional day and during classroom testing are not appropriate during state-mandated testing. A good guideline is to test the way you teach. For example, students who routinely need extended time for classroom assignments and tests would probably need extended time for state-mandated tests. Students may receive multiple test accommodations if appropriate. The use of accommodations should be consistent with those used during classroom instruction. All accommodations for state-mandated tests must be documented. ** n It is imperative that test administrators recognize that the following procedures take precedence over the regular test procedures in the test administrator's manuals when administering North Carolina tests with accommodations to students who are limited English proficient. All school system personnel should be aware of the following: All test administrators who provide accommodations must be trained prior to the test date in the (a) appropriate use of accommodations, (b) appropriate procedures for accommodations, and (c) the Testing Code of Ethics (located in the manual), including test security and sanctions; Proctors are required during administrations of all state tests regardless of the number of students tested. Test administrators may require special assistance when providing accommodations; A student may have approval for more than one accommodation. In addition, the accommodation may only apply to one test (e.g., reading comprehension or mathematics); Every attempt should be made to relieve test anxiety. Students should be provided with the following information before the test date: (1) room location, (2) identity of the test administrator/proctor (if known), and (3) the testing accommodation(s) and appropriate procedures; If appropriate, a small group of students in the same grade or course at a school using the same accommodation in one testing site may use the same form of the test (e.g., students using the Test Administrator Reads Test Aloud in English accommodation in one testing site may use the same form of the test); * For example, reading tests may not be read aloud. Calculators may not be used for calculator-inactive sections of mathematics tests. ** The local school system will designate the manner in which each school should provide documentation for accommodations for limited English proficient students. 18