1. 1
Testing Accommodations:
What Are They and
How Are They Implemented?
Pam Biggs
NCDPI Division of Accountability Services
Accountability Conference
February 17, 2006

2. NCDPI Division of Accountability Services2
What are Assessment
Accommodations?
 Changes in the administration of an assessment,
such as setting, scheduling, timing, presentation
format, response mode, or others
 Valid accommodations do not change the construct
intended to be measured by the assessment or the
meaning of the resulting scores
 Accommodations are used for equity, not
advantage, and serve to level the playing field

3. NCDPI Division of Accountability Services3
What are Assessment
Accommodations?
 To be appropriate, assessment accommodations
must be identified in the student’s Individualized
Education Program (IEP), Section 504 plan, or LEP
documentation and used regularly during instruction
and similar classroom assessments
 Assessment accommodations must also be used in
instruction, but not all instructional accommodations
are appropriate assessment accommodations

4. NCDPI Division of Accountability Services4
Instructional vs. Testing
Accommodations
Mark in Book
Extended Time
Large Print
Testing in
Separate Room
Graphic Organizers
Scaffolding
Peer Tutor
INSTRUCTIONAL
TESTING
Teacher Notes

5. NCDPI Division of Accountability Services5
Who is Eligible for
Accommodations?
A student with disabilities who has a current:
 Individualized Education Program (IEP) or
 Section 504 Plan
A student identified as LEP who has scored below
Superior in Reading on the most recent
administration of the IPT (for writing assessment,
student must have scored below Superior in Writing
on the IPT)

6. NCDPI Division of Accountability Services6
Who Determines
Accommodations?
For a student with disabilities:
 IEP Team
 Section 504 Committee
For a student identified as limited English
proficient:
 School-based team/committee

7. NCDPI Division of Accountability Services7
Examples of Accommodations for
Students with Disabilities and
Students Identified as LEP
STUDENTS WITH DISABILITIES
Assistive Technology
Braille Edition
Dictation to a Scribe
Large Print Edition
Sign Language Interpreter
Dictionary/
Electronic
Translator
Read Aloud (Math)
Multiple Test
Sessions
Extended Time
Separate Room
Read Aloud to Self
STUDENTS
IDENTIFIED
AS LEP

8. NCDPI Division of Accountability Services8
Types of Accommodations
 Modified Test Formats
 Assistive Technology (AT) Devices and
Special Arrangements
 Special Test Environments

9. NCDPI Division of Accountability Services9
Modified Test Formats
Accommodation Students
with
Disabilities
Students
Identified as
LEP
Braille Edition
Large Print Edition
One Item Per Page Edition

10. NCDPI Division of Accountability Services10
AT Devices and Special
Arrangements
Accommodation Students with
Disabilities
Students
Identified as LEP
AT Devices
Dictation to a Scribe
English/Native Language Dictionary or
Electronic Translator
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud

11. NCDPI Division of Accountability Services11
Special Test Environments
Accommodation Students
with
Disabilities
Students
Identified as
LEP
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room

12. NCDPI Division of Accountability Services12
Top 5 Most Frequently Used
Accommodations on EOG
1. Scheduled Extended Time
2. Testing in a Separate Room
3. Test Administrator Reads Test Aloud
(Math)
4. Student Marks Answers in Test Book
5. Multiple Testing Sessions
Based on Green Book
data from 2004-05

13. NCDPI Division of Accountability Services13
Most Frequently Used
Accommodations - EOG
0
5,000
10,000
15,000 Extended
Time
Separate
Room
Read
Aloud
Markin
Book
Multiple
Testing
Sessions
Grade 3
Grade 5
Grade 8
Grade 10 (HSCT)
Grades 3, 5, and 8 based on Green Book data
from 2004-05. Grade 10 based on 2003-04 data.

14. NCDPI Division of Accountability Services14
Documentation of Accommodations
 All testing accommodations must be documented in:
– IEP;
– 504 Plan; or
– LEP documentation
 Whatever is documented must be used on day of
test
 Helpful to provide school TC with copy of
documentation form

15. NCDPI Division of Accountability Services15
Documentation Forms
 Sample EC documentation forms may be
found on the web:
www.ncpublicschools.org/policies/tswd
Forms available in Excel and PDF formats
 LEP documentation forms are created by
LEA

16. NCDPI Division of Accountability Services16
NCTP Table 2
Grades 3-8 and 10
Tests
Space to List
Accommodation
Specifics
Complete for those
tests required at
that grade level
Blacked out spaces
indicate accommodation
would invalidate the test
results or that a particular
alternate assessment is
unavailable for that test

17. NCDPI Division of Accountability Services17
NCTP Table 3
End-of-Course
Tests

18. NCDPI Division of Accountability Services18
NCTP Table 1
Tests Required for
Graduation

19. NCDPI Division of Accountability Services19
Scheduled Extended Time
 The student’s IEP, Section 504 Plan, or appropriate LEP
documentation should specify an estimated amount of
extra time the student will require
 Breaks at standard intervals specified in Test
Administrator’s Manual unless student also has Multiple
Testing Sessions
 Student must be allowed bathroom and lunch breaks
 If testing continues past lunch, student must not
communicate with other students during lunch
EC LEP
BOTH

20. NCDPI Division of Accountability Services20
Scheduled Extended Time
 If student does not also have Testing in a
Separate Room as an accommodation,
he/she would begin the test in his/her
appropriate testing location
 If test is not complete after standard test
administration time, student should be
moved to different location to complete test

21. NCDPI Division of Accountability Services21
Scheduled Extended Time
 If student’s estimated time is over, but is
working diligently, let him/her continue
 Must complete in one day if used without
Multiple Testing Sessions
 Testing must be complete prior to normal
afternoon dismissal
 Documentation may be written in terms of
minutes (extra 30 minutes) or as multiple of
test time (1.5 x)

22. NCDPI Division of Accountability Services22
Testing in a Separate Room
 One-on-one or Small Group
 Must be designated on documentation
 MUST be used if students receive one or
more of the following accommodations:
– Assistive Technology that reads test aloud
(without use of headphones)
– Student Reads Test Aloud to Self
– Test Administrator Reads Test Aloud EC LEP
BOTH

23. NCDPI Division of Accountability Services23
Testing in a Separate Room:
One-on-One
 Really 2:1
 Test administrator and proctor for each student
 Only one student per testing location
 All standard testing procedures must be followed
 MUST be used if student uses the following:
– Assistive Technology that reads test aloud (without use of
headphones)
– Dictation to a Scribe
– Student Reads Test Aloud to Self accommodation

24. NCDPI Division of Accountability Services24
Testing in a Separate Room:
Small Group
 IEP or Section 504 Plan may designate
maximum group size
 NCDPI does not mandate a maximum group
size – HOWEVER, it is a “SMALL group”
 Test administrator and proctor required
 Test administrators and proctors must follow
same guidelines/procedures as standard
administration

25. NCDPI Division of Accountability Services25
Test Administrator Reads Test Aloud
 Valid accommodation for tests that do not
measure reading comprehension
 Each student’s IEP/504 Plan/LEP
documentation must state how test is to be
read aloud
For example:
 Everything
 By student request
 Everything but numbers
EC LEP
BOTH

26. NCDPI Division of Accountability Services26
Administrative Procedures
 Students should be in test groups based on
how test is to be read
 Must be in small group or one-on-one
administrations (this must also be in
documentation)
– One-on-One suggested for Online Test of
Computer Skills

27. NCDPI Division of Accountability Services27
Administrative Procedures
 Test administrator must have a copy of the
test to read from
 May repeat instructions and test questions as
many times as needed
 Test items and answer choices must be read
in a consistent manner

28. NCDPI Division of Accountability Services28
Administrative Procedures
 Fractions, greater/less than signs, equal
signs, exponents, etc. should be read in
same manner as routinely used in classroom
EXCEPT
if reading it that way provides the student
with the answer

29. NCDPI Division of Accountability Services29
Example 1
The students count 149 balls in the gym. What
is another way of writing the number of balls
in the gym?
A fourteen nine
B one forty-nine
C one hundred forty-nine
D one hundred fourteen nine
Grade 3 Math Sample Test Item

30. NCDPI Division of Accountability Services30
Example 1
Should be read as:
The students count one-four-nine balls in the
gym. What is another way of writing the
number of balls in the gym?
A fourteen nine
B one forty-nine
C one hundred forty-nine
D one hundred fourteen nine
Grade 3 Math Sample Test Item

31. NCDPI Division of Accountability Services31
Example 2
What is the standard form of 7,000 + 800 + 20
+ 5?
A 7,285
B 7,825
C 7,852
D 7,528
Grade 3 Math Sample Test Item

32. NCDPI Division of Accountability Services32
Example 2
Should be read as:
What is the standard form of seven-comma-
zero-zero-zero plus eight-zero-zero plus two-
zero plus five?
A seven-comma-two-eight-five
B seven-comma-eight-two-five
C seven-comma-eight-five-two
D seven-comma-five-two-eight
Grade 3 Math Sample Test Item

33. NCDPI Division of Accountability Services33
Student Marks Answers
in Test Book
 Student’s full name and second identifier
(e.g., student ID or date of birth) must be
legible on cover of test book
 Student should not have answer sheet during
actual testing
 If all students in group have this
accommodation, omit directions on filling in
answer choices on answer sheet
EC LEP
BOTH

34. NCDPI Division of Accountability Services34
Student Marks Answers
in Test Book
After completion of testing
 Staff member must transfer student’s
answers to multiple-choice test questions to
the appropriate answer sheet
 2nd
staff member must check the transcription
to verify accuracy
 Both people must sign outside of test book

35. NCDPI Division of Accountability Services35
Multiple Testing Sessions
 How test administration is to be divided must
be documented
– More frequent breaks
– Over multiple days
 If student does not also have Scheduled
Extended Time, total administration time
should be limited to that in TAM.

36. NCDPI Division of Accountability Services36
Multiple Testing Sessions
Example 1
John can complete a test in the standard
administration time. However, he needs
breaks more frequently than those designated
in the Test Administrator’s Manual.
EC LEP
BOTH

37. NCDPI Division of Accountability Services37
Multiple Testing Sessions
Example 1
Standard Test
Administration
John
Time on test 90 90
Days of testing 1 1
Frequency of
breaks
After 45 minutes Every 20 minutes
Number of breaks 1 4

38. NCDPI Division of Accountability Services38
Multiple Testing Sessions
Example 2
Sasha requires the test to be divided over two days.
She will need additional time beyond that allowed in a
standard test administration. Her LEP documentation
lists the following accommodations: Testing in a
Separate Room, Scheduled Extended Time (Extra 20
minutes), and Multiple Testing Sessions (2 days).
EC LEP
BOTH

39. NCDPI Division of Accountability Services39
Multiple Testing Sessions
Example 2
Standard Test
Administration
Sasha
Days of
testing
1 2
Day 1 Day 2
Time on test 90 55 55
Frequency of
breaks
After 45
minutes
After 45
minutes
After 45
minutes
Number of
breaks
1 1 1

40. NCDPI Division of Accountability Services40
Student Reads Test Aloud to Self
Accommodation
 New for 2005-06 school year
 Use of whisper-phone is included in this
accommodation and must follow the same
guidelines
EC LEP
BOTH

41. NCDPI Division of Accountability Services41
Student Reads Test Aloud to Self
Accommodation
 Requires one-on-one administration
– Test administrator & proctor per student
– No other students in room
 If student misreads part of reading
comprehension test, test administrator or
proctor may NOT correct student

42. NCDPI Division of Accountability Services42
Other Accommodations:
Students with Disabilities
 IEP team/Section 504 committee determines
appropriate accommodations
 Check to see if on “approved” list (pg. D1.02-
1.04 of Testing Students with Disabilities)
 If not on list (and for AT devices not specifically
described in document) Accommodation
Notification Form must be completed
 Discuss with RAC

43. NCDPI Division of Accountability Services43
Other Accommodations:
Students with Disabilities
 TC will receive response stating whether use of
accommodation invalidates the test results
 If accommodation is used during testing,
Accommodation Notification Form bubble must
be coded on student’s answer sheet

44. NCDPI Division of Accountability Services44
Questions?
Teacher
School Test
Coordinator
LEA Test
Coordinator
RAC
NCDPI