Flexible Scheduling

Accommodation for LEP pupils and students with disabilities.

Department of Education & Early DevelopmentSeptember 2008, District Test Coordinator Training

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Definition and Intent Table 2: Administering

the test over several days completing on or before the last day of the test window (must consult with department for security and timing reasons; see appendix for security procedures).

Documentation ensures the appropriate process was utilized and security measures are in place; Forms 05-05-029 and 05-05-030 are required.

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Intent and Instructions

Evidence needed for state review

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Intent and Evidence

1. review the directions

2. consider the department recommendation

3. Is the evidence/proof available for this accommodation?

4. All documentation submitted to the department no less than five working days prior of testing

Form 05-05-029

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Evidence is REQUIRED!

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Examples of Evidence

Incomplete test results obtained from district’s DTC

Time sheets indicating prior testing times Documentation in the IEP that states

student is not able to complete a test of similar length in one day.*

Letter(s) from teachers documenting student’s need of flexible scheduling.*

*example justification statements on next slide.

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Examples of Evidence• When Joey, a student who demonstrates on most indicates his

reading comprehension is between 8th and 9th grade, is taking a test with 45 multiple choice questions and two constructed response questions must have additional days for testing. When taking this length of an exam in regular classes, based on the attached test and time log, must test during the lunch period for 4 days in addition to the one hour in class and two study hall hours. This is normal performance pace due to the student’s disability of . . . . which impacts pace, but certainly not comprehension.

• When the student was given the reading item sampler / practice exam, which is 50% the length of the regular exam, the student took three hours to complete the exam. The performance on the practice test as well as classroom and other assessments indicate this student is on grade level. Due to the student’s history of testing, as documented in the attached teacher notes, which is a result of the student’s ED disability the reading assessment should be given over two separate days. (attached notes include history of ED issues that arise due to concentrated lengthy testing that interfere with the student showing true achievement level)

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Student Agreement

Terms of Agreement The agreement

form, containing all three required signatures, must be submitted to the department with completed application.

Form #05-05-030

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Plan for Administration

IMPORTANT: All subtests must be completed on or before the last day of testing – October 16, 2008

Dates of testing Sections/pages of subtest to be

scheduled each day, Example: ½ reading subtest on 10/13 and

remaining ½ on 10/14

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Security

Keeping sections of test previously taken or to be taken secure from being reviewed

Paper clipsRubber bandsNo staples! No tape!

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Security (con’t)

Ensuring test is secure during additional days of testing.

Where will test be secured? Who has access to this location?

Sufficient response? Test materials locked in building test

coordinator’s office. Tests locked in school vault. Only principal

and secretary have the key.

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Is Your Application Complete?

Completed Application Student ID # Proctor Information All necessary signatures

Two pages of student’s IEP Evidence documenting need Terms of Agreement with all

signatures

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Support is Available

Kari Quinto, Education Associate II, 465-8436kari.quinto@alaska.gov

Janet Valentour, Assessment Administrator, 465-8431 janet.valentour@alaska.gov