Test Access and Accommodations

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Test Access and Accommodations
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Test Accommodations

• Changes in the standard administration of a test
  including testing procedures or formats that
  enable SWDs to participate in assessment programs
  on an equal basis with their non-disabled peers.
  They may change
• the way the test is presented
• The students method of responding
• The setting in which the test is administered
• The timing and scheduling of the test
• They do not alter the construct of the test

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Legal Requirements

• IDEA
• Section 504
• ADA
• NCLB
• Part 300 Code of Federal Regulations
• Part 200 Commissioner Regulations
• Part 100 Commissioner Regulations

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Part 200 Requirements

• IEP - provide a statement of any individual
  testing accommodations to be provided
• To be used consistently by the student in the
  educational program, districtwide assessments
  and, in accordance with SED policy, in State
  assessments

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Test Accommodations should NOT

• Alter the construct of what is being measured or
  invalidate the results
• Provide an unfair advantage over other students
• Substitute for knowledge or abilities student has
  not attained

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Accommodations v Modifications

• Changes made in the administration of the test to
  remove obstacles to the test-taking process
  presented by the disability without changing the
  constructs being tested

• Changes made to the testing process or to the
  content, or the provision of certain adaptive
  technologies or services that affect the
  constructs being tested

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Student Eligibility

• Students with disabilities with IEPs
• Students who are declassified
• Students with disabilities with Section 504
  Accommodation Plans
• Students who acquire disabilities shortly before
  testing

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Decision Making Process

• Recommend testing accommodations that will
• provide access
• enable students to demonstrate skills and
  knowledge
• provide an accurate measure of what is being
  assessed
• Multiple stakeholders in decision making and
  implementing

6-11
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Questions to Consider to Guide Decision-Making

• Can the student participate in the standard
  administration of each test?
• Are decisions being made based on current
  evaluative information on the student?
• In order to participate, does the student need an
  accommodation in
• location/setting
• scheduling/timing
• presentation/format

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• Know the student
• Know the instructional accommodations provided to
  the student
• Know the types of testing accommodations
• Know the purpose and requirements of the tests

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Questions to Consider to Guide Decision-Making

• Is the accommodation based on the students
  unique needs and disability?
• To what extent does the students disability
  impede his/her demonstration of the knowledge
  and/or understanding required by the test?
• Does the accommodation remove obstacles that are
  a result of the disability to allow for equal
  participation?

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Quality Indicators

• Testing Accommodations are
• Recommended by team who know the students
  strengths needs, the purpose of TA, and
  assessments
• Consistent with the instructional accommodations
  used
• Determined student by student based on unique
  needs
• Not based solely on classifications or program
  placement
• Routinely provided in the classroom
• Not introduced for the first time on state or
  district wide assessments
• Determined systematically using a standard set of
  questions or variables to consider in making
  decisions
• Documented in IEP or 504 plan
• Reviewed annually and at reevaluations by CSE or
  504 MDT

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Flexibility in Scheduling

• EXTENDING TIME
• e.g. double time on essay tests
• CHANGE IN ORGANIZATION - BREAKS
• e.g. a 10 minute break for each 30 minutes of
  testing
• ADMINISTER STATE ASSESSMENTS OVER MULTIPLE DAYS
• Requires state approval (16)

• Examples of needs addressed
• Slow cognitive processing or work rate
• Limited attention span low frustration level
• Limited physical stamina

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Flexibility in Setting

• CHANGE IN CONDITION or LOCATION
• Special lighting
• e.g. 75 watt light on desk
• adaptive furniture
• e.g. study carrel
• Special acoustics
• e.g. minimal extraneous noises
• Separate location
• - individual
• - small group
• Location with minimal distractions
• e.g. minimal visual distractions
• Preferential seating

• Examples of needs addressed
• Difficulty attending in a group setting
• Student with equipment that may be distracting to
  others
• Students with visual impairments needing special
  lighting

16-17
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Method of Presentation

• For state assessments any reproduction or
  reformatting must be preapproved in writing from
  state Office of Assessment (17)
• Limited to oral or written instructions
  provided to all students that describe how to
  respond - never refers to any part of a question
  or passage (18)

• REVISED TEST FORMAT
• Braille edition
• Large type
• Increased spacing between items
• Reduce items on page
• Multiple choice in vertical format
• Reading passages one sentence/line
• REVISED TEST DIRECTIONS
• Directions read to student
• Directions reread for each page
• Language in directions simplified
• Verbs in directions inderlined
• Cues on answer sheet
• Additional examples provided

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Method of Presentation

• USE OF AIDS OR ASSISTIVE TECH
• Audio tapes
• Computer
• Listening sections repeated more than standard
  of times
• Listening section signed
• Masks or markers to maintain place
• Papers secured to desk with tape
• Test passages, questions, items and multiple
  choice responses read
• Test passages, questions, items and multiple
  choice responses signed
• Visual magnification devices (specify type)
• Auditory amplification device

• Examples of needs addressed
• perceptual difficulties
• Hearing impairments
• Processing difficulties

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Test passages, questions, items and multiple
choice responses read to student.

• LOW incidence accommodation
• Consider the following
• Documentation disability precludes or severely
  limits ability to gain meaning from written
  language (decoding/word recognition)
• Procedures documented for determining existence
  of LD in reading
• Consideration given to whether difficulty result
  of lack of instruction, cultural and/or
  linguistic differences
• Documentation of remedial reading services and
  current reading skills
• IEP goals related to reading development
• Documentation of RTI and outcomes
• Documentation of supplementary aids /or services
  to support reading
• May be due to physical fatigue caused by
  eyestrain

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Method of Response

• Examples of needs addressed
• Physical disability limiting ability to write
• Difficulty tracking from test to answer sheet
• Attention difficulties
• STUDENT SHOULD BE AS INDEPENDENT AS POSSIBLE

• REVISED RESPONSE FORMAT
• e.g. Marking answers in test booklet
• USE OF ADDITIONAL PAPER FOR MATH CALCULATIONS
• USE OF AIDS/ASSISTIVE TESCH
• e.g. scribe
• tape recorder
• word processor

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Other Accommodations

• PROMPTING TO STAY ONTASK
• WAIVING SPELLING REQUIREMENTS
• WAIVING PARAGRAPHING REQUIREMENTS
• WAIVING PUNCTUATION REQUIREMENTS
• USE OF CALCULATOR
• USE OF ABACUS
• USE OF ARITHMETIC TABLES
• USE OF SPELL CHECK DEVICE
• USE OF GRAMMAR CHECK DEVICE
• NOT BOTH

• Examples of needs addressed
• Attention difficulties
• Disability affects ability to memorize
• STUDENT SHOULD BE AS INDEPENDENT AS POSSIBLE

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TA for PE Assessments

• REDUCE SIZE OF PLAYING FIELD
• REDUCE OF PARTICIPANTS
• REDUCE TIME ON TASK
• VARIED SIZE, WEIGHT, COLOR OF EQUIPMENT
• USE OF BRIGHTLY COLORED MARKINGS, CONES OR WIDE
  LINES ON FIELD
• USE OF BEEPER BALL
• USE OF HAND SIGNALS TO START AND STOP PLAY
• VERBAL CUES
• PROVIDE PINCH RUNNER FOR GAMES REQUIRING RUNNING
• INCREASE SIZE OF PLAYING FIELD TO ALLOW FOR MORE
  PERSONAL SPACE

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Documentation of Testing Accommodations

• Document on IEP or 504 Plan
• Document in clear manner to ensure consistent
  understanding - not generic
• Answers recorded in any manner - too generic
• As specific as possible - Can indicate conditions
  or types of tests Cannot indicate in a
  test-specific manner
• Double time on essay tests
• Cannot say as appropriate, when necessary or
  when asked for

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Implementation of TA

• All staff involved trained in process
• NOT for the first time on state assessments
• Across all settings - Gen Ed as well as Spec Ed
• Not restricted to traditional school year
• Use of Scribe - see page 26
• Test read - see page 27
• Separate setting - individual or small group pg
  27
• Multiple days - page 28
• Revised test format - page 28-29
• Revised test directions - page 29
• Signing - page 29

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Basis for NOT Implementing

• STUDENT REFUSAL
• Counsel
• Document the incident
• Request review of IEP or 504 Plan
• DIAGNOSTIC EVALUATIONS
• NOT PERMITTED ON STATE ASSESSMENTS
• 3-8 ELA - test read or signed, spell/grammar
  checks, exempt from spelling, paragraphing,
  punctuation on certain portions
• 3-8 Math - use of calculator except where all can
  use
• CHECK MANUALS
• Not on ANY state assessment
• Explaining, clarifying, simplifying questions
• Reducing of choices on multiple-choice
  responses
• Eliminating questions/items
• Providing sheets of mathematical formulas,
  thesaurus, dictionary

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SPECIAL CONSIDERATION

• Students who are deaf or hearing impaired
• Consider impact of disability on time,
  scheduling, setting, presentation, and method of
  response
• Interpreter should be given adequate time to
  become familiar with passage - principals may
  open secured assessments earlier on the day of
  the assessment with prior approval
• Interpreter should be one with whom student is
  familiar
• Students who are blind or visually impaired
• Consider impact of disability on time,
  scheduling, setting, presentation, method of
  response and accommodations specific to science
  labs
• Verbally describe specimens seen through
  microscope
• Enlarge slides, pictures through CCTV, projector,
  magnifier
• Tactile diagrams
• 3D objects
• AT such as talking thermometer, glassware with
  embossed numbers

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Appendices

• Appendix A - Questions to Consider
• Appendix B - Examples of Characteristics and
  Possible Accommodations
• Appendix C - Resources

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Remember

• If scribe is listed on a students IEP you must
  be providing it throughout his school experience,
  not just for exams
• If scribe is on a students IEP, you must list
  the conditions and specifications as you would
  any other Testing Accommodation
• You cant state specific tests, but you can list
  testing conditions (Last one is a curriculum
  modification)
• Scribe for tests that require extensive writing
• Scribe for tests longer than one paragraph
• Scribe for assignments that require extensive
  writing

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Implementation of Tests Read

• How should it be implemented?
• everything is read word for word (all directions,
  questions, items, passages, multiple choice
  questions, etc.)
• read in neutral tone
• passages on state assessments should be read with
  no clarification, explanation, reordering or
  rewording
• teacher made tests may be simplified or clarified
  at the discretion of the teacher
• When should it be implemented?
• Local and class tests and quizzes
• Consistent with Department policy, State exams

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Questions to Consider to Guide Decision-Making

• What is this test asking the student to do?
• Are there particular conditions of the test which
  require an accommodation?
• What accommodations are provided during
  instruction?
• What accommodation(s) will facilitate
  participation that enables the student to be as
  independent as possible?

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Consistent Implementation

• Document and review annually
• Implemented by trained or qualified individuals
• Consistently implemented throughout school
  program
• In administration of districtwide assessments,
  building and teacher tests, quizzes and
  examinations
• In administration of State assessments,
  consistent with Department policy
• Exception - individual diagnostic purposes (left
  to discretion of evaluator)

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Testing Accommodations
Reminder Many Test Accommodations are not
allowed on State Assessments!
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Access Rights

• Access to general education curriculum
• Access to State and local examinations
• must be tested in all subject areas that
  non-disabled students are required to be tested
  in and at the same grade/age levels
• Social Studies, ELA, Math and Science
• Access to appropriate testing accommodations

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Use of Aids/Assistive Technology for Response

• Calculator
• specify type and functions
• do not specify brand name
• for students whose disability affects ability to
  memorize or compute basis math facts
• Abacus
• Arithmetic tables
• no formula tables allowed for State tests
• Visual magnification devices

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Use of Aids/ Assistive Technology for Response

• Word processor
• Spell check device
• student is accountable for spelling accuracy
• cannot have use of spell check device and
  deletion of spelling requirements
• Grammar check device
• cannot use a thesaurus or dictionary
• cannot use teacher-made word banks

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Flexible Setting

• Individually in separate location
• Small group in separate location
• Special lighting (specify)
• Adaptive or special equipment (specify)
• Special acoustics (specify)
• Minimal distractions

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Setting accommodations needed?

• Do others easily distract the student or have
  difficulty staying on task?
• Does the student require any specialized
  equipment that may be distracting to others?
• Does the student have visual or auditory
  impairments that require special lighting or
  acoustics?

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Setting accommodations needed?

• Can the student focus on work in a setting with
  other students?
• Does the student exhibit behaviors that may
  disrupt the attention of other students?
• Does the student require any setting
  accommodations in the classroom?

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Flexible Scheduling/Timing

• Time extension
• specify amount of time
• Test duration
• specify length of time to work before a break,
  length of break
• Successive administration (only RCTs)
• physical or management needs
• 3 month prior notification to SED
• Multiple day administration
• severe physical or management needs
• 3 month prior approval from SED

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Scheduling accommodations needed?

• Can the student work continuously for the length
  of time allocated for the test?
• Does the student use other accommodations or
  adaptive equipment that adds to test completion
  time?
• Does the student tire easily due to health thus
  resulting in an inability to sit?

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Scheduling accommodations needed?

• Does the students visual impairment decrease
  work rate or result in eyestrain which requires
  frequent breaks?
• Does the students learning disability affect the
  rate at which written information is processed?
• Does the student's motor disability affect the
  rate at which he or she writes written responses?

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Scheduling accommodations needed?

• Does the student take medication that might
  require that testing occur during a specific time
  of day to assure optimal performance?
• Does the students attention span require shorter
  working periods and frequent breaks?

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Grades 3 8 ELA

• Students may NOT have oral reading or signing of
  the portions of the test that measure reading
  skills.
• Students may NOT use spell-checking and/or
  grammar-checking devices on ANY parts of the
  English Language Arts Test.
• Students may NOT have requirements for spelling,
  paragraphing, and/or punctuation (writing
  mechanics) waived for ANY parts of the English
  Language Arts Test.
• See Administration Manual

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Grade 3-8 Math

• Because these test measure students
  proficiencies involving calculations, the use of
  a calculator or mathematics tables is NOT allowed
  except when all students are allowed to use a
  calculator
• Students whose IEPs or 504 Plans specify the use
  of an abacus are permitted to use such a device
  with all test books associated with these tests

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Not on State Assessments

• Explaining, clarifying or simplifying questions,
  items, passages or multiple choice responses
• Reducing the number of multiple choice responses
• Eliminating questions or items
• Eliminating the listening section of a State test
• Providing sheets containing mathematical formulas
• Providing thesaurus or English language
  dictionary publications and devices.

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The Principals Role

• Promote the expectations for all learners in your
  building
• Ensure that test modifications are consistently
  implemented
• Use professional discretion on emergency basis

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The Teachers Role

• Provide access to programs and services
• Fully and consistently implement test
  accommodations as specified on the IEP
• Collaborate on issues regarding test
  accommodations

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Safety Net

• Eligible SWD entering 9th grade until 2009 2010
• Five exams with 65 or higher for Regents diploma
  (beginning in 2001-2002)
• Pass RCT (Regents Competency Test) for local
  diploma if failed Regents
• Must take Regents to receive local diploma

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Safety Net - Eligibility

• SWD with IEP
• SWD with documentation on 504 Accommodation Plan
• SWD declassified with recommendation on IEP