1 Making Wise Decisions about Participation of Students with Disabilities in the Statewide Testing...

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Making Wise Decisions about Participation of Students with Disabilities in the Statewide Testing Program

Accountability ConferenceFebruary 1, 2005

North Carolina Department of Public Instruction 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

Pam Biggs, Division of Accountability Services, Testing Policy and Operations


Topics for Discussion

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


Reasons for Wanting Students with Disabilities in the Accountability System


Reason 1

For an Accurate Picture of Education


Reason 2

For Students with Disabilities to Benefit from Reforms


Reason 3

To Make Accurate Comparisons


Reason 4

To Avoid Unintended Consequences of Exclusion


Reason 5

To Meet Legal Requirements


Reason 6

To Promote High Expectations


Reason 7

To Promote Access to the General Curriculum for Students with Disabilities


Test Administration Options

Standard Test Administration

Standard Test Administration with Accommodations

Alternate Assessment


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.


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


Accommodations can be used on:

ALL state-mandated tests

Accommodations that would invalidate the test results may vary between tests.


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


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.


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.


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.


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


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


Approved Accommodations for NC Tests at Grades 3-8 (pg. 40)


Types of Accommodations

Modified Test Formats Assistive Technology Devices and Special

Arrangements Special Test Environments


Modified Test Formats

Braille Edition (pg. 43) Computer Skills Portfolio Assessment

Accommodation (CSPAA) (pg. 46) Large Print Edition (pg. 50) One Test Item Per Page Edition (pg. 53)



Large Print Edition – 11” x 17” paper– 24-point font– How will student respond?

Braille Edition– Contracted Braille– How will student respond?– Administrator must have Braille skills– Must be ordered 60 working days prior to test



One Test Item Per Page Edition – 8.5” x 11” paper– Standard font

Computer Skills Portfolio Assessment Accommodation (CSPAA) – Will be available for current tests of computer

skills

NOTE: Large print, one item per page editions (which require an accommodation notification form) are large volumes, both in paper size and no. of pages.


Assistive Technology (AT) Devices and Special Arrangements

AT Devices (pg. 55) Dictation to Scribe (pg. 66) Braille Writer/Slate and Stylus (and Braille

Paper) (pg. 62) Cranmer Abacus (pg. 64) Interpreter/Transliterator Signs/Cues Test

(pg. 70)



Keyboarding Devices (pg. 73) Magnification Devices (pg. 76) Student Marks Answers in Test Book

(pg. 78) Test Administrator Reads Test Aloud

(pg. 80)



Student Marks Answers in Test Book– Does the student have visual tracking

difficulties?– Transcriber and verifier must sign test booklet



Test Administrator Reads Test Aloud– To what extent will the test be read aloud?

• Every word

• All but numbers

• Upon student request

– Administrator must not give any clues through voice

– Use with tests measuring reading comprehension invalidates the test results



Dictation to Scribe– Use with Writing Assessment invalidates

convention score– Student must have opportunity to proofread

response(s)– For multiple-choice tests, how will student

indicate answer?– How will scribe record student responses?



Assistive Technology Devices and Keyboarding Devices– For writing assessment, spell check, grammar

check, thesaurus, etc. must be disabled to receive valid conventions score

– Prediction software, word-recognition software would invalidate conventions score

– AT Devices that read aloud tests designed to measure reading comprehension would invalidate the results


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)



Scheduled Extended Time – Approximately how much time should student

receive?– Should be able to complete test in one day (if

not used with Multiple Test Sessions)– Must allow student bathroom breaks and allow

for lunch if necessary



Testing in a Separate Room– Individual or Small Group – If small group, what is max. for that student?– Is the student receiving another accommodation

that requires the use of the Testing in a Separate Room accommodation?



Multiple Testing Sessions– How long will each session be?– Does the student require more frequent breaks?– Does the student require the test broken up over

multiple days?– Previous work should be paper-clipped so

student cannot change responses on previous portions


Accommodation Notification Form

Is required if accommodation chosen by IEP team/504 committee is not specified in the Testing Students with Disabilities document


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.


SIDE 2

WHAT: Describe accommodation in detail

WHY: Why the student needs it

Signatures


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


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


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


How specific does the IEP need to be? Very specific Ex. Read Aloud

– Everything read including answer choices– By student request

Ex. Separate Room– Small Group – One-on-One


North Carolina Alternate Assessment Academic Inventory (NCAAAI)


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


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


Current Format

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

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Baseline Interim Final Student’s Performance on this

objective is: Student’s Performance on this

objective is: Student’s Performance on this

objective is:

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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

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



X

1.13 Memorize multiplication facts/tables through 10. X


X


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


2.05 Observe and describe geometry in the environment. X


Baseline Interim Final

Student’s Performance on this objective is:



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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

1.07 Compare and order fractions using models; describe comparisons.

X



X



X

1.13 Memorize multiplication facts/tables through 10. X


X


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


2.05 Observe and describe geometry in the environment. X



Common NCAAAI Questions

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.

However, the evidence should show work at assessed grade level.


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


“The decision to place a student with disabilities on a particular assessment should be made as part of the IEP process after careful consideration of the student’s current academic functioning and how that student accesses the Standard Course of Study. The addition of guidelines for determining students with the most significant cognitive disabilities is a federal NCLB requirement for reporting purposes and should not affect the assessment decision of an IEP team.”

DPI/TOPS Staff, TNN announcement 10/6/04


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.


Are OCS students required to be assessed in writing? No

For 10th grade students 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.


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 Performance Assessment Summer Institute


North Carolina Alternate Assessment Portfolio (NCAAP)


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


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


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


End-of-Year Processing

Data must be collected through April 20 Processing Guide currently in print


Upcoming Developments for the AAP Data collection requirement changes

(2005-06) Proposed Essences for mathematics Development of grade-level standards


Where can I find more information about the AAP? Administrative Guide Portfolio Development Designee/Teacher

Handbook www.ncpublicschools.org/accountability/

testing/alternate Performance Assessment Summer Institute


Performance Assessment Summer Institute

June 27-30 UNC Charlotte July 11-14 UNC Wilmington July 25-28 UNC Asheville August 8-11 McKimmon Center

NC State University

Separate sessions for new and experienced teachers (NCAAAI and NCAAP)


Guidelines for Making Decisions for the Participation of Students with Disabilities in the NC Testing Program


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

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: not available 2004-05

NCAAAI On Grade Level includes EOC

Significant cognitive disability considerations


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


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