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

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Title: Making Wise Decisions about Participation of Students with Disabilities in the Statewide Testing Pro


1
Making Wise Decisions about Participation of
Students with Disabilities in the Statewide
Testing Program
  • Accountability Conference
  • February 1, 2005

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

3
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

4
Reasons for Wanting Students with Disabilities in
the Accountability System
5
Reason 1
  • For an Accurate Picture of Education

6
Reason 2
  • For Students with Disabilities to Benefit from
    Reforms

7
Reason 3
  • To Make Accurate Comparisons

8
Reason 4
  • To Avoid Unintended Consequences of Exclusion

9
Reason 5
  • To Meet Legal Requirements

10
Reason 6
  • To Promote High Expectations

11
Reason 7
  • To Promote Access to the General Curriculum for
    Students with Disabilities

12
Test Administration Options
Standard Test Administration
Standard Test Administration with Accommodations
Alternate Assessment
13
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.

14
Procedure for IEP Team to Determine Student
Participation in NC Statewide Test Administrations
Tested under Standard Conditions?
YES
NO
YES
Tested with Accommodations?
NO
Must be Assessed with a NC Alternate Assessment
NC Alternate Assessment Portfolio (NCAAP)
NC Alternate Assessment Academic Inventory
(NCAAAI)
Pg. 104
15
Standard Test Administration with Accommodations
16
Accommodations can be used on
  • ALL state-mandated tests
  • Accommodations that would invalidate the test
    results may vary between tests.

17
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

18
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 students cultural and
    ethnic background.

The guiding principles are located in the
Council for Exceptional Children resource
referenced at the end of the presentation.
19
Guiding Principles (contd)
  • 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.

20
Guiding Principles (contd)
  • 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 wont
    necessarily eliminate frustration for the student.

21
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

22
Approved Accommodations
  • May be different depending on test
  • Use of approved accommodations would not
    invalidate the test results
  • Are listed in each Test Administrators Guide and
    in Testing Students with Disabilities document

23
Approved Accommodations for NC Tests at Grades
3-8 (pg. 40)
24
Types of Accommodations
  • Modified Test Formats
  • Assistive Technology Devices and Special
    Arrangements
  • Special Test Environments

25
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)

26
Modified Test Formats
  • 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

27
Modified Test Formats
  • 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.

28
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)

29
Assistive Technology (AT) Devices and Special
Arrangements
  • Keyboarding Devices (pg. 73)
  • Magnification Devices (pg. 76)
  • Student Marks Answers in Test Book
  • (pg. 78)
  • Test Administrator Reads Test Aloud
  • (pg. 80)

30
Assistive Technology (AT) Devices and Special
Arrangements
  • Student Marks Answers in Test Book
  • Does the student have visual tracking
    difficulties?
  • Transcriber and verifier must sign test booklet

31
Assistive Technology (AT) Devices and Special
Arrangements
  • 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

32
Assistive Technology (AT) Devices and Special
Arrangements
  • 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?

33
Assistive Technology (AT) Devices and Special
Arrangements
  • 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

34
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)

35
Special Test Environments
  • 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

36
Special Test Environments
  • 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?

37
Special Test Environments
  • 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

38
Accommodation Notification Form
  • Is required if accommodation chosen by IEP
    team/504 committee is not specified in the
    Testing Students with Disabilities document

39
Accommodation Notification Form
SIDE 1
The use of unauthorized accommodations may
invalidate test results.
within 30 days
WHO Student Info.
WHEN Specify test date and name(s)
This form found on pg. 133-134 of the Testing
Students with Disabilities manual
40
SIDE 2
WHAT Describe accommodation in detail
WHY Why the student needs it
Signatures
41
Accommodation Notification Form (contd)
  • 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

42
How does dictation to scribe or word recognition
software affect writing scores?
Common Accommodation Questions
  • Use of these accommodations invalidates the
    convention score. The student would still receive
    a content score.

43
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

44
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

45
North Carolina Alternate Assessment Academic
Inventory (NCAAAI)
46
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

47
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

48
Current Format
  • Folder format
  • Student work folder

DRAFT
49
Common NCAAAI Questions
What is the student work folder?
  • The same folder teachers are probably already
    keeping in the classroom for their students.

50
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.

51
Can EC students score proficient on the AAAI?
52
  • 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 students 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

53
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.

54
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.

55
Where can I find more information about the
NCAAAI?
  • Test Administrators 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

56
North Carolina Alternate Assessment Portfolio
(NCAAP)
57
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

58
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

59
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

60
End-of-Year Processing
  • Data must be collected through April 20
  • Processing Guide currently in print

61
Upcoming Developments for the AAP
  • Data collection requirement changes
  • (2005-06)
  • Proposed Essences for mathematics
  • Development of grade-level standards

62
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

63
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)

64
Guidelines for Making Decisions for the
Participation of Students with Disabilities in
the NC Testing Program
65
Types of test administrations
NCCATS not available 2004-05
NCAAAI On Grade Level includes EOC
Significant cognitive disability considerations
66
(No Transcript)
67
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

68
Questions
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