Accommodations and SOL Testing Overview
An Overview
by
Carol Jennings
Assessment Coordinator
Disclaimer
This presentation is not meant to be the only
document STCs, Test Examiners, and Proctors
use when testing students who need
accommodations. It is only designed to be a
guide.
The
Test Implementation Manual
and the
Examiner’s Manual
as well as the documents
listed on the last page of this document should
be read and followed in their entirety prior to
administering a test with accommodations to a
student, and all guidelines as established by the
Virginia Department of Education should be
followed.
2
Online Testing
All
students are
required
to take the online
version of the SOL tests except in very specific
circumstances.
The student attends school in a location where a
secure network connection or the required technology
is not available (i.e., BRACC, Minnick, etc.).
The student’s accommodation requires a paper/pencil
test (i.e., Large Print, Braille, or a flexible day schedule
that requires
multiple
testing sessions over two or
more days). NOTE: The Grade 3 Mathematics CAT
can be broken into two days online.
The student has a documented medical condition (i.e.,
seizures) when exposure to a computer aggravates the
condition.
3
Allowable for ALL Students
Small Group Size
The Virginia Department of Education does not
specify the number of students that constitutes
class size; thus, classes of students can be broken
into smaller groups for testing—for example,
individually, groups of 5, groups of 10, etc.
5
Allowable for ALL Students
Small Group Size (continued)
Anticipate those students who may be disruptive
and remove them from the whole-class setting
BEFORE
testing starts. A good place to put them
is with a person of authority.
6
Allowable for ALL Students
Environmental Modifications
Special lighting
Noise buffers
Use of a study carrel
7
Allowable for ALL Students
Environmental Modifications
Students may not be issued any kind of accessory to
modify the environment. Accessories include, but are
not limited to:
Head phones
Ear plugs
Ticking clocks
Egg timers
Stress balls
Toys
Music or “soothing” sounds
8
Allowable for ALL Students
Students Reading Aloud to Themselves
Students who test better when they read aloud to
themselves would need to be tested in a separate setting
because the student reading aloud would be disruptive to
other students. This strategy pairs with a previous slide
which discusses removing potentially disruptive students
BEFORE
testing begins.
NOTE: Regular education students may
not
use whisper
phones.
9
Allowable for ALL Students
Scratch Paper
Students can have scratch paper for all tests.
The scratch paper must be school issued and
cannot be the student’s own paper.
It must be distributed by the Test Examiner.
All the scratch paper must be the same color.
Students cannot have multiple colors.
All scratch paper must be collected and accounted
for at the end of the test.
Scratch paper must be turned in to the STC.
The STC will shred all scratch paper
10
Allowable for ALL Students
Scratch Paper (continued)
Scratch paper may include:
Plain paper (no lines)
Lined paper
Graph paper
Sticky notes
Note cards
The sticky notes and note cards must be all the same color.
Particular care must be taken to ensure all sticky notes and
note cards are accounted for after the test (i.e., number
them prior to handing them out and then check the
numbers when they are picked back up)
Paddy paper—
paper/pencil
ONLY
11
Allowable for ALL Students
Large Diameter Pencil—Must contain #2 lead
Special Pencil—Must contain #2 lead
Pencil Grip
12
Allowable for ALL Students
Assistance with Directions
Examiners may simplify or clarify the
bold
directions
which are read to the students that explain
how
to take
the test
.
Examiners and Proctors may
not
provide assistance
with directions for test items within the student’s test.
13
Please follow the Accommodations Charts from the
Testing Manuals very carefully as all accommodations are
not available for every test, and LEP students are not
allowed all accommodations unless they also are identified
as a student w/ a disability.
Follow the “Special Testing Accommodations Guidelines”
carefully in the
Examiner’s Manual
, Appendix B, and in the
Test Implementation Manual
, Appendix C.
Students w/ Disabilities, 504 &
LEP Students—Timing/Scheduling
Flexible Schedule (Accommodation Code 1)
All SOL assessments are untimed, and
ALL
students may
take the entire day to test if needed. Students w/
disabilities, 504, and LEP students can have supervised
breaks during the day and/or have the test broken into more
than one day (
EXCEPT
for the Short-Paper component on
the Writing SOL).
If a student takes the test in one day with breaks, the schedule
for breaks
must
be determined
prior
to testing
and
based on the
routine use of scheduled breaks during regular classroom and
benchmark assessments.
The STC and Test Examiner must have a system for notifying
the student to begin and end a break during testing.
The break
must
be supervised and test security must be
maintained during the break.
15
Students w/ Disabilities, 504 &
LEP Students—Timing/Scheduling
Flexible Schedule (continued)
Students must be not allowed to discuss the test in any way,
have access to educational materials or electronic devices, and
must not disrupt other students during the break.
The student’s test materials must not be accessible or viewable
by other students or school personnel during the break.
If the student is taking the test online
and
the room is securely
maintained, the monitor can be turned off.
The student may
exit
the test, and then have his/her test resumed
by the STC prior to logging back into the test.
16
Students w/ Disabilities, 504 &
LEP Students—Timing/Scheduling
Flexible Schedule (continued)
If a test is given over multiple days, it
must
be administered via
the paper/pencil platform
only
.
One option is to break the book apart and give the student only
that portion of the test s/he will take on any given day. The
student may not look forward to test questions for another day
or look back at questions answered on a prior day.
Online tests
must
be administered in one day. The only
exception is the Grade 3 Mathematics CAT.
17
Students w/ Disabilities, 504 &
LEP Students—Presentation
Visual Aids (Accommodation Code 4)
Physical magnifying devices—visually impaired
students only
Magnifying glass
Screen magnifier
Electronic magnification devices—visually impaired
students
only
Close-circuit television (CCTV)
Large monitor
Interactive or electronic white board
LCD projector which projects onto large screen
Color overlay or tinted screen—one color
only
18
Students w/ Disabilities, 504 &
LEP Students—Presentation
Visual Aids (continued)
Template or masks to view only 1 word, sentence, or
line of print at a time—
paper/pencil only
Blank graphic organizer which cannot contain
directions, words, letters, numbers, symbols, color
coding, or text of any kind
Template Software must produce blank templates
Template libraries, hyperlink functions and access to the
Internet must be disabled and must be used on a
separate computer than the online test
19
Students w/ Disabilities, 504 &
LEP Students—Presentation
Amplification Equipment (Accommodation
Code 5)
Hearing aid
Auditory Trainer
Whisper Phone
20
Students w/ Disabilities, 504 &
LEP Students—Presentation
Large Print (Accommodation Code 6)
This form of the test must be ordered through the
Division Director of Testing and cannot be
photocopied from the regular form of the test.
If a student marks his/her answers on an enlarged copy
of the answer document, the student’s answers must
be transcribed to the regular answer document by a
school official and verified by a second school official.
The large print answer document must be retained on
file by the Division Director of Testing until scores are
received and verified.
21
Students w/ Disabilities, 504 &
LEP Students—Presentation
Braille Test (Accommodation Code 9)
Students requiring this accommodation will also receive a
test in regular print for the Examiner to use.
If the student’s answers are recorded on a Braille answer
sheet, the responses must be transcribed to the regular
answer document by a school official and verified by a
second school official who has knowledge of Braille. The
Braille answer sheet must be retained on file by the Division
Director of Testing until scores are received and verified.
22
Students w/ Disabilities, 504 &
LEP Students—Presentation
Braille Test (continued)
If the test is read aloud to the student or if the student
responds verbally to the responses, the test session(s) must
be recorded or proctored.
If recorded, the recording must be retained on file by the
Division Director of Testing until the Authorization to Proceed
has been processed.
If proctored, both the Test Examiner and Proctor must verify
that the test was administered according to standardized
procedures. This verification must be retained in the office of
the Division Director of Testing until the Authorization to
Proceed has been processed.
23
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items (Accommodation Codes
10 & 14)
Special attention must be given to students’ IEP,
504, and LEP plans to determine how the test is to
be administered.
The entire test read aloud
Words, questions, or sentences read aloud only upon
the student’s request
The test must be read aloud in English.
24
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items (continued)
The Test Examiner must be very careful to not
lead the student to the correct answer when
reading test items aloud.
Through intonation
Through facial expressions or other non-verbal clues
By repeating any part of the test that is not
specifically requested by the student
In describing graphics
25
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items (continued)
An examiner who administers a read-aloud test
session must be familiar with how to read test items to
students. Prior to testing examiners
must (
this is
mandatory and must be documented
)
:
Listen to an audio practice test prior to testing
Read
Virginia Standards of Learning Assessments
Guidelines for Administering the Read-Aloud
Accommodation
26
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items (continued)
Prior to reading a test item aloud, the Examiner may
take a moment to review a test item so that the
answer is not inadvertently given to a student.
A printed copy of the test (i.e., online, large print, or
Braille) should be provided to the student so s/he can
follow along as the test is read aloud.
27
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items (continued)
A Read Aloud administration must either be recorded or
have a proctor present.
If recorded, the recording must be retained on file by Division
Director of Testing until
the Authorization to Proceed has been
processed
.
If proctored, the Test Examiner
and
Proctor must verify in
writing that the test administration was conducted according
to standardized procedures. This verification must be retained
on file in the office of the Division Director of Testing until
the
Authorization to Proceed has been processed
.
If the Examiner forgets to record the session or the session
is not recorded in its entirety, the test will need to be
administered using an alternate form of the test.
28
Students w/ Disabilities, 504 &
LEP Students—Presentation
Reading Test Items for Computer Adaptive
Tests (Accommodation Codes 10 & 14)
All guidelines on the previous slides for “Reading
Test Items” must be followed
The assessment must be administered one-on-
one.
The student must be seated directly in front of the
computer, and the Test Examiner must sit to the
side of the student and read from the student’s
workstation.
29
Students w/ Disabilities, 504 &
LEP Students—Presentation
Audio Version of the Test—
Paper/Pencil
(Accommodation Codes 11 & 15)
Students should have instructional experience with
audio on a regular basis. If the student does not have
experience using audio, the audio may cause more
difficulty than assistance. Experience using audio may
include the following:
Audio textbooks
Recording lectures in class
Recording tests
The audio should be used in conjunction with a printed
test (i.e., regular, large print, or Braille).
30
Students w/ Disabilities, 504 &
LEP Students—Presentation
Audio Version of the Test—
Online
(Accommodation
Codes 11 & 15)
In the past, school divisions have been told that
students should not use accommodations during
testing unless they used the same accommodation
during classroom instruction and assessments. Since
it would be very difficult for school divisions to provide
an online audio accommodation during instruction,
the following guidelines have been established to
provide clarification as to the circumstances under
which a student could be provided with an online
audio accommodation during testing.
31
Students w/ Disabilities, 504 &
LEP Students—Presentation
Audio Version of the Test—
Online
(continued)
The IEP Team or 504 Committee must determine
whether the read aloud or audio form of the test is the
most appropriate delivery method
The parent must agree to the delivery method, and the
decision must be documented in the IEP or 504 Plan.
The online audio accommodation may be given to
students who have a read aloud during class
instruction or those who use audio-cassettes/CDs or
text readers in the classroom.
Students should practice the audio version of the test
before attempting the live version of the test.
Audio Practice Test
www.doe.virginia.gov/testing/sol/practice_items/index.html
Audio Training Test in PearsonAccess
32
Students w/ Disabilities, 504 &
LEP Students—Presentation
Interpreting/Transliterating Test Items
(Accommodation Codes 12 & 16)
The Interpreter’s/Transliterator’s role and professional code
of ethics prohibit answering questions directly or providing
assistance in answering test questions.
The Interpreter/Transliterator must first read the test
question to him/herself silently before interpreting/
transliterating to the student.
The Interpreter/Transliterator must be very careful to not
lead the student to a correct answer.
Through facial expressions
By repeating any part of the test that is not specifically
requested by the student
33
Students w/ Disabilities, 504 &
LEP Students—Presentation
Interpreting/Transliterating Test Items
(continued)
Students who are deaf or have a hearing impairment may
be considered for the interpreting/transliteration
accommodation on the
Reading
assessment because of
difficulty hearing phonemes, which is part of the decoding
process.
Eligibility must be determined by a diagnostic tool or
instrument administered by a qualified professional.
34
Students w/ Disabilities, 504 &
LEP Students—Presentation
Interpreting/Transliterating Test Items (continued)
An interpreted administration must be proctored by appropriate
personnel who are fluent in the type of interpretation/
transliteration used or video recorded.
If a proctor is present, both the Test Examiner and Proctor must
verify in writing that the test was administered under standardized
testing procedures. This written verification must be retained by
the Division Director of Testing until the Authorization to Proceed
has been processed.
If video recorded, the video recording must be retained in the
office of the Division Director of Testing until the Authorization to
Proceed has been processed.
The interpreter may have access to the test 24 hours prior to the
test administration
as authorized by the Division Director of
Testing
.
35
Students w/ Disabilities, 504 &
LEP Students—Presentation
Interpreting/Transliterating Test Items for
Computer Adaptive Tests (Accommodation
Codes 12 & 16)
All guidelines on the previous slides for
“Interpreting/Transliterating” must be followed.
The assessment must be administered one-on-one.
The student and the Interpreter/Transliterator must
position themselves so the student has access to the
computer and can see the Interpreter/Transliterator,
and
the Interpreter/Transliterator can see the
questions on the student’s computer screen.
36
Students w/ Disabilities, 504 &
LEP Students—Presentation
Specific Verbal Prompts (Accommodation Code
20)
If documented in the student’s IEP or 504 plan, the Test
Examiner may use verbal prompts to help the student
remain focused on completing the SOL assessment.
Following are the
only
prompts that may be used during
SOL tests:
“Please continue with your tests.”
“Keep working.”
“Keep going.”
“Focus.”
“Stay focused.”
37
Students w/ Disabilities, 504 &
LEP Students—Presentation
Specific Verbal Prompts (continued)
The IEP Team or 504 Committee must choose from the
verbal prompts on the previous screen, and the specific
prompt(s) must be documented in the IEP or 504 Plan.
All other verbal prompts must be submitted for review
on a
Special Assessment Accommodation Request
form
and have prior approval from the VDOE.
38
Students w/ Disabilities, 504 &
LEP Students—Presentation
Specific Verbal Prompts (continued)
Students must be assessed individually; the test
session must either be proctored or recorded.
If proctored, both the Proctor and Test Examiner must
verify in writing that the test administration was
conducted according to standardized procedures. This
is done on the
Examiner’s/Proctor’s Transmittal Form
and Affidavit for Recorded Test Sessions
. This
verification must be retained on file in the office of the
Division Director of Testing until the Authorization to
Proceed has been processed.
39
Students w/ Disabilities, 504 &
LEP Students—Presentation
Plain English Math (Accommodation Code A)
This form of the test covers the same content as the regular Mathematics
form of the test.
LEP students may not participate for more than three consecutive years.
The Access for ELLs ranges that allow the Plain English Math version are as
follows:
The modifications on this test include:
Simplification of reading load
Syntax
Vocabulary
40
Students w/ Disabilities, 504 &
LEP Students—Response
Dry Erase Board (Accommodation Code
2)
The student may use a dry erase board in place of
scratch paper, and s/he must use it independently
without assistance from the Test Examiner/Proctor.
The student may not be prompted to use the board.
The student must be tested individually where the dry
erase board is not visible to others.
41
Students w/ Disabilities, 504 &
LEP Students—Response
Additional Markers, Highlighters, Colored Pens,
and/or Pencils (accommodation code not
required)
The student may use additional markers if the dry erase board is
used.
The additional items must be provided to the student at the
beginning of the test session.
If the student is being assessed with a paper/pencil test, s/he
may not use the colored markers, highlighters, pens, and/or
pencils on the answer document.
The student must not be prompted to use the additional
markers, and s/he must use them without assistance from the
Test Examiner.
42
Students w/ Disabilities, 504 &
LEP Students—Response
Enlarged Copy of Answer Document—
Paper/Pencil Only
(Accommodation Code 8)
The answers must be transcribed by a school official
and then verified by a second school official. The
answer document with the larger answer circles must
be retained on file with the Division Director of Testing
until the Authorization to Proceed has been
processed.
Notify the Division Director of Testing before
enlarging an answer document for use.
43
Students w/ Disabilities, 504 &
LEP Students—Response
Communication Board or Choice Cards
(
Accommodation Code 13)
Student responses must be transcribed to an answer
document or entered online by a school staff member.
This method must be used instructionally on a
regular basis.
44
Students w/ Disabilities, 504 &
LEP Students—Response
Communication Board or Choice Cards
(
continued)
The test session must either be video recorded or proctored.
If the test session is video recorded, the answer
document/online responses must be verified using the video
recording. The video recording must be retained in the office of
the Division Director of Testing until the Authorization to
Proceed has been processed.
If the test session is proctored, both the Test Examiner and
Proctor must verify in writing that the test session was
administered according to appropriate guidelines. This is done
on the
Examiner’s/Proctor’s Transmittal Form and Affidavit for
Recorded Test Sessions
. This verification must be retained on file
in the office of the Division Director of Testing until the
Authorization to Proceed has been processed.
45
Students w/ Disabilities, 504 &
LEP Students—Response
Examiner Records Responses
(Accommodation Code 18)
Student marks in test booklet, responds verbally,
points, or otherwise indicates a response.
If a student marks in his/her test booklet, answers
must be transcribed to the regular answer
document and verified by a second school
employee.
46
Students w/ Disabilities, 504 &
LEP Students—Response
Examiner Records Responses (continued )
The test session must either be video recorded or
proctored.
If video recorded, the recording must be retained in the
office of the Division Director of Testing until the
Authorization to Proceed has been processed.
If proctored, the Test Examiner and Proctor must verify in
writing the test session was administered according to
standardized procedures. This written verification will be
retained in the office of the Division Director of Testing
until the Authorization to Proceed has been processed.
47
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device (Accommodation Code 22)
This is
NOT
facilitated communication.
Projects the speech or in some other way communicates for
the student.
Board with letters, numbers, etc. where the student may
indicate by pressing the letters/numbers his/her responses. It
could be as simple as a two-way switch.
Must be specific on IEP/504 Plan the type of augmentative
communication device and how it will be used.
48
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative
Communication Device (continued)
Documentation must exist that indicates the
student uses an augmentative communication
device for his/her written work on a regular basis
in the classroom.
Only communication devices which produce
student work verbatim may be used.
If the augmentative communication device
produces auditory output, it should be treated as
dictation to a scribe and all procedures followed.
49
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication Device
(continued)
The test session must either be video recorded or proctored.
If the test session is video recorded, the video recording must
be retained in the office of the Division Director of Testing
until the Authorization to Proceed has been processed.
If the test session is proctored, both the Test Examiner and
Proctor must verify in writing that the test session was
administered according to appropriate guidelines. This is
done on the
Examiner’s/Proctor’s Transmittal Form and
Affidavit for Recorded Test Sessions
. This verification must be
retained on file in the office of the Division Director of Testing
until the Authorization to Proceed has been processed.
50
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device (continued)
Non-Writing & Writing Multiple Choice
Test Examiners and students must work together prior
to testing to complete multiple-choice practice items
which include TEI.
Based on the practice sessions, the Test Examiner may
use vocabulary software of the augmentative
communication device to create preset word banks of
‘direction’ words (i.e., select, drag, drop, up, down,
right, left, etc.) which will allow the student to direct
the Test Examiner to complete the TEI items.
51
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative
Communication Device (continued)
Non-Writing & Writing Multiple-Choice
The student may use a preset template to select
multiple-choice responses.
The student may
not
have access to subject-linked
vocabulary with the augmentative communication
device.
The Test Examiner must record the student’s response
on the student’s test computer or answer document.
The student’s responses must be verified by a second
school employee, following the procedures.
52
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device—Writing Assessment (continued)
Short-Paper Component
Two separate computers must be made available to the
student.
The student will log into TestNav on one computer, and the
second workstation will be the augmentative
communication device.
The student
must not
have access to the Internet or any
other software during testing.
The student will use the augmentative communication
device to type the short paper using the QWERTY
keyboard.
53
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device—Writing Assessment (continued)
Short-Paper Component
The student may not have access to subject-linked
options on the device.
If the word prediction software is used, it must
provide
only
single words and may not be linked
by subject.
The student may not use automatic correction,
thesaurus, or grammar-check features.
54
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device—Writing Assessment (continued)
Short-Paper Component
The student’s response must be transcribed into the
TestNav response screen and verified by a second school
official.
The school must either print a copy of the student’s
response or make an electronic copy on a jump drive or
CD; the copy will be maintained in the Division Director of
Testing (DDOT) Office until the Authorization to Proceed
(ATP) has been processed.
55
Students w/ Disabilities, 504 &
LEP Students—Response
Student Uses Augmentative Communication
Device—Writing Assessment
(continued)
Short-Paper Component
The student’s short paper must be deleted from the
augmentative communication device the student
used to compose the paper.
The Test Examiner and Proctor must sign a document
stating that the response to the writing prompt is
entirely the student’s work and that no “automatic
correction, thesaurus, or grammar check features”
were used. This document must be retained on file in
the office of the DDOT until the Authorization to
Proceed has been processed.
56
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (Accommodation Code 21)
This accommodation is to be used with students in
responding to the Short-Paper component of the SOL
Writing assessment.
NOTE: The Brailler may be used with paper/pencil tests
only
.
Only those devices which produce the student’s
response verbatim may be used.
57
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (continued)
If the device produces an auditory output, the session
must be recorded and the recording must be retained
by the Division Director of Testing until the
Authorization to Proceed has been processed. Or, a
proctor can be present, and such procedures followed.
If speech-to-text software is used, the student must be
assessed in a one-to-one setting.
58
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (continued)
Automatic correction, thesaurus, or grammar check
features must be disabled.
A hand-held spell checker or the spell checking
capacity of a computer can be used. However, the
student cannot be prompted to use it.
The typed or printed essay must be transcribed to the
regular answer document or into TestNav by school
personnel and verified by a second school employee.
59
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (continued)
Word Prediction Software
The word prediction software must not provide
prompting for spell checking, grammar checking,
predicting of phrases, or word choices.
The student cannot use the thesaurus function of the
software.
If the software allows selection of a dictionary, a
grade-level appropriate dictionary must be chosen.
60
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor with
Speech to Text, Brailler, or Word Prediction Software
(continued)
Word Prediction Software
The software used for this accommodation should provide
the student with a selection of single words from a student-
generated single or multiple keystroke.
The software should not provide phrases, grammatically
appropriate options, or other unrelated word choices
generated by the student’s keystrokes to predict sentence
structure.
The student should type his/her paper on a separate
computer than the testing computer and then transcribe
his/her work into TestNav on the testing computer.
61
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (continued)
A document stating the typed or printed essay is entirely
the student’s work and that no automatic correction,
thesaurus, or grammar check features were used must be
signed by the Test Examiner and Proctor and retained in the
office of the Division Director of Testing.
The student’s short-paper component must be retained on
file by the Division Director of Testing until the
Authorization to Proceed has been processed.
62
Students w/ Disabilities, 504 &
LEP Students—Response
Responds by Word Processor, Word Processor
with Speech to Text, Brailler, or Word Prediction
Software (continued)
The test session must either be video recorded or
proctored.
If the test session is video recorded, the video recording must
be retained in the office of the Division Director of Testing until
the Authorization to Proceed has been processed.
If the test session is proctored, both the Test Examiner and
Proctor must verify in writing that the test session was
administered according to appropriate guidelines. This is done
on the
Examiner’s/Proctor’s Transmittal Form and Affidavit for
Recorded Test Sessions
. This verification must be retained on
file in the office of the Division Director of Testing until the
Authorization to Proceed has been processed.
63
Students w/ Disabilities, 504 &
LEP Students—Response
Spelling Aids—Short Paper Component of the
Writing Assessment
Only
(Accommodation Code 23)
Students w/ disabilities are allowed to use approved
spelling aids on the short-paper component of the SOL
Writing assessment.
This includes the use of a spell checker and spelling
dictionaries.
Spelling checkers may not automatically correct words,
provide prompting for spell checking, or include a
thesaurus.
If the spell checker allows for the selection of a dictionary, a
dictionary appropriate to the student’s grade level must be
chosen.
64
Students w/ Disabilities, 504 &
LEP Students—Response
Spelling Aids (continued)
A spelling dictionary should
only
contain the words
in alphabetical order and not contain hints or clues.
The spelling dictionary may be teacher- or student-
made with words that the student uses on a regular
basis in his/her writing.
This does
not
include the use of grammar check.
65
Students w/ Disabilities, 504 &
LEP Students—Response
English Dictionary—
Short-Paper Component
of the
Online
Writing Assessment
Only
(Accommodation
Code 29)
Students with an IEP/504/LEP Plan who cannot access the
online spell-check tool or other permitted spelling aid are
allowed to use an English dictionary to check spelling.
It must be a general dictionary without a thesaurus.
It must not be content specific or specialized.
It must be a paper dictionary. An electronic dictionary is not
allowed.
It may be school owned or student owned.
It should be familiar to the student.
It must not be altered in any way with hand-written notes or
include class notes.
66
Students w/ Disabilities, 504 &
LEP Students—Response
Bilingual Dictionary (Accommodation Code 17)
The bilingual dictionary is available
ONLY
to LEP students.
The bilingual dictionary accommodation is available for all
SOL tests—
see final note below
.
The bilingual dictionary must be paper and not electronic.
It must be a general, word-to-word bilingual dictionary.
It cannot be content specific, rhyming, contain pictures, etc.
It must not be altered with hand-written notes.
The bilingual dictionary may be used alone or in
conjunction with an English dictionary—without a
Thesaurus.
The English dictionary is
not
allowed on the multiple-
choice component of the 2010 SOL writing test.
67
Students w/ Disabilities, 504 &
LEP Students—Response
Dictation Using a Recording Device—
Pre-writing
Only
on the S
hort-Paper Component of the SOL
Writing Test
(Accommodation Code 24)
Organization Phase—A student may organize his/her
thoughts for the short-paper component into a
recorder and then play it back as s/he composes the
short paper.
The final short paper may
not
be transcribed from a
recording device by school personnel .
68
Students w/ Disabilities, 504 &
LEP Students—Response
Dictation to a Scribe (Accommodation Code 25)
The student dictates in English (or uses an
augmentative communication device with auditory
output) to respond to the short-paper component of
the Writing assessment.
The scribe must format, capitalize, and punctuate
only
as directed by the student.
69
Students w/ Disabilities, 504 &
LEP Students—Response
Dictation to a Scribe (continued)
The scribe can either type or write the student’s
dictation. When the student is finished, the student
should have an opportunity to review the rough draft
and make final corrections to capitalization, grammar,
punctuation, etc.
70
Students w/ Disabilities, 504 &
LEP Students—Response
Dictation to a Scribe (continued)
The testing session must either be recorded or proctored
by a second person.
If the session is recorded, the scribe’s transcription
and
the
audio recording
must
be verified by a second school official.
The recording and the transcription must be retained by the
Division Director of Testing until the appeals process is over
and the Authorization to Proceed has been processed.
If the session is proctored, the Proctor and Test Examiner must
verify the student’s response was typed exactly as the student
directed and that nothing was changed, added, or deleted.
The scribe and the Proctor must verify in writing that the test
administration was conducted according to standardized
procedures. This verification and transcription will be retained
in the office of the Division Director of Testing.
71
Students w/ Disabilities, 504 &
LEP Students—Response
Read-Back Student Response—Short Paper
Component of Writing Assessment (Accommodation
Code 30)
The Read-Back Student Response accommodation may be
provided by either a Test Examiner or from a workstation
equipped with text-to-speech capabilities.
The IEP/504 plan must clearly indicate if the student’s response
is read by the Test Examiner or the work station.
Please follow the directions in Appendix B (
Examiner’s
Manual
) or Appendix C (
Test Implementation Manual
)
carefully for both the text-to-speech and Test Examiner.
72
Students w/ Disabilities, 504 &
LEP Students—Response
Read-Back Student Response (continued)
The student’s response must be read
verbatim
without
providing any clues or assistance.
A Read-Back Student Response administration must either
be recorded or have a proctor present.
If recorded, the recording must be retained on file by Division
Director of Testing until
the Authorization to Proceed has been
processed
.
If proctored, the Test Examiner
and
Proctor must verify in writing
that the test administration was conducted according to
standardized procedures. This is done on the
Examiner’s/
Proctor’s Transmittal Form and Affidavit for Recorded Test
Sessions
. This verification must be retained on file in the office of
the Division Director of Testing until the Authorization to
Proceed is processed.
73
Students w/ Disabilities, 504 &
LEP Students—Response
Calculators and Arithmetic Tables—Grades 3-7
Mathematics Assessments
Only
(Accommodation
Code 26)
The student’s IEP Team or 504 Committee must determine
that the student is eligible based on the calculator
accommodation criteria established by VDOE.
Arithmetic tables and charts are defined as tools that serve the
same function as a calculator.
Multiplication tables
Division tables
Addition tables
Subtraction tables
This accommodation cannot be used by LEP students unless
they are also identified as a student w/ a disability or a 504
student.
74
Students w/ Disabilities, 504 &
LEP Students—Response
Calculator with Additional Functions—Grades 4-8 &
EOC Mathematics Assessments
Only
(Accommodation Code 28)
The student may use a calculator with additional functions
designed to accommodate his/her disability.
The student must meet the eligibility requirements on either
the
Calculator Accommodation Criteria Form for SWD
or the
Calculator Accommodation Criteria Form for Students with
Blindness or Visual Impairments.
Calculators with additional functions are allowed if the
additional mathematical functions are required for the student
to access the SOL assessment and are directly related to his/her
disability.
75
Students w/ Disabilities, 504 &
LEP Students—Response
Calculator with Additional Functions—Grades 4-
8 & EOC Mathematics Assessments
Only
(continued)
Calculators with additional functions are
not
allowed if:
they are not related to the student’s disability;
they provide an unfair advantage to the student;
they are designed solely to enhance student performance; or
they are designed to compensate for below grade-level
mathematics skills.
76
Students w/ Disabilities, 504 &
LEP Students—Response
Mathematical Aids (Accommodation Code
19)
Math aids allowed examples—number line, fraction
circles, colored shapes, etc.
Math aids not allowed examples—place value chart,
fraction chart, clocks, coins, bills, base 10 blocks, etc.
(See Explanation of Math Aids Handout for Math
Aids that are Allowed and Not Allowed)
77
Transcription of Student
Answers—All Assessments
This accommodation is available only to those
students as stated in their IEPs, 504 Plans, or LEP
Plans (or due to a documented temporary
condition).
The student’s responses must be entered exactly as the
student indicated.
The student’s responses must not be corrected or altered in
any way.
The transcription must be verified by a second school
official to ensure no errors occurred in the transcription.
All materials containing student responses to test items are
considered as secure test materials and must be
maintained in a secure location.
78
Transcription of Student
Answers—All Assessments
This accommodation is available only to those
students as stated in their IEPs, 504 Plans, or LEP
Plans (or due to a documented temporary
condition).
Documentation of the student’s responses (i.e., audio/video
of the session, output from a Brailler, augmentative
communication device, word processor, enlarged answer
documents, paper and electronic copies of the student’s
response, etc.) must be retained in the office of the Division
Director of Testing until the Authorization to Proceed has
been processed.
79
Special Accommodation Request
Form
Some students may require an accommodation
beyond those listed by the Virginia Department of
Education. Prior approval by the VDOE is required
before administering these accommodations.
If you have a student who requires an accommodation that is not
listed by VDOE, you should submit the
Special Assessment
Accommodation Request Form
to the Division Director of Testing.
The DDOT will submit the form to VDOE for approval.
Each form will be reviewed based upon the need to provide equal
access to the SOL test for the student and the need to maintain
standardized procedures and security.
Accommodations may be approved, approved with conditions, or
not approved.
80
Students w/ Disabilities,
504 & LEP Students
Resources:
Students with Disabilities: Guidelines for Assessment
Participation
Students with Disabilities: Guidelines for Special Test
Accommodations
Limited English Proficient Students: Guidelines for Participation
in the Virginia Assessment Program
Guidelines for Administering the Read-Aloud Accommodation
for Standards of Learning Assessments
Explanation of Testing Accommodations with Disabilities—Math
Aids—Accommodation Code 19
Explanation of Testing Accommodations for Students with
Disabilities—Assistive Technology Accommodations
81
An overview of accommodations and SOL testing by Carol Jennings, Assessment Coordinator, emphasizing the importance of following official guidelines and manuals when administering tests with accommodations. The presentation covers online testing requirements, allowable provisions for all students, small group sizes, and environmental modifications for optimal testing conditions.
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Presentation Transcript
ACCOMMODATIONS & SOL TESTING An Overview by Carol Jennings Assessment Coordinator
Disclaimer This presentation is not meant to be the only document STCs, Test Examiners, and Proctors use when testing students who need accommodations. It is only designed to be a guide. The Test Implementation Manual and the Examiner s Manual as well as the documents listed on the last page of this document should be read and followed in their entirety prior to administering a test with accommodations to a student, and all guidelines as established by the Virginia Department of Education should be followed. 2
Online Testing All students are required to take the online version of the SOL tests except in very specific circumstances. The student attends school in a location where a secure network connection or the required technology is not available (i.e., BRACC, Minnick, etc.). The student s accommodation requires a paper/pencil test (i.e., Large Print, Braille, or a flexible day schedule that requires multiple testing sessions over two or more days). NOTE: The Grade 3 Mathematics CAT can be broken into two days online. The student has a documented medical condition (i.e., seizures) when exposure to a computer aggravates the condition. 3
Allowable for ALL Students Small Group Size The Virginia Department of Education does not specify the number of students that constitutes class size; thus, classes of students can be broken into smaller groups for testing for example, individually, groups of 5, groups of 10, etc. 5
Allowable for ALL Students Small Group Size (continued) Anticipate those students who may be disruptive and remove them from the whole-class setting BEFORE testing starts. A good place to put them is with a person of authority. 6
Allowable for ALL Students Environmental Modifications Special lighting Noise buffers Use of a study carrel 7
Allowable for ALL Students Environmental Modifications Students may not be issued any kind of accessory to modify the environment. Accessories include, but are not limited to: Head phones Ear plugs Ticking clocks Egg timers Stress balls Toys Music or soothing sounds 8
Allowable for ALL Students Students Reading Aloud to Themselves Students who test better when they read aloud to themselves would need to be tested in a separate setting because the student reading aloud would be disruptive to other students. This strategy pairs with a previous slide which discusses removing potentially disruptive students BEFORE testing begins. NOTE: Regular education students may not use whisper phones. 9
Allowable for ALL Students Scratch Paper Students can have scratch paper for all tests. The scratch paper must be school issued and cannot be the student s own paper. It must be distributed by the Test Examiner. All the scratch paper must be the same color. Students cannot have multiple colors. All scratch paper must be collected and accounted for at the end of the test. Scratch paper must be turned in to the STC. The STC will shred all scratch paper 10
Allowable for ALL Students Scratch Paper (continued) Scratch paper may include: Plain paper (no lines) Lined paper Graph paper Sticky notes Note cards The sticky notes and note cards must be all the same color. Particular care must be taken to ensure all sticky notes and note cards are accounted for after the test (i.e., number them prior to handing them out and then check the numbers when they are picked back up) Paddy paper paper/pencilONLY 11
Allowable for ALL Students Large Diameter Pencil Must contain #2 lead Special Pencil Must contain #2 lead Pencil Grip 12
Allowable for ALL Students Assistance with Directions Examiners may simplify or clarify the bold directions which are read to the students that explain howto take the test. Examiners and Proctors may not provide assistance with directions for test items within the student s test. 13
SPECIAL EDUCATION/504/LEP STUDENTS ONLY Please follow the Accommodations Charts from the Testing Manuals very carefully as all accommodations are not available for every test, and LEP students are not allowed all accommodations unless they also are identified as a student w/ a disability. Follow the Special Testing Accommodations Guidelines carefully in the Examiner s Manual, Appendix B, and in the Test Implementation Manual, Appendix C.
Students w/ Disabilities, 504 & LEP Students Timing/Scheduling Flexible Schedule (Accommodation Code 1) All SOL assessments are untimed, and ALL students may take the entire day to test if needed. Students w/ disabilities, 504, and LEP students can have supervised breaks during the day and/or have the test broken into more than one day (EXCEPT for the Short-Paper component on the Writing SOL). If a student takes the test in one day with breaks, the schedule for breaks must be determined prior to testing and based on the routine use of scheduled breaks during regular classroom and benchmark assessments. The STC and Test Examiner must have a system for notifying the student to begin and end a break during testing. The break must be supervised and test security must be maintained during the break. 15
Students w/ Disabilities, 504 & LEP Students Timing/Scheduling Flexible Schedule (continued) Students must be not allowed to discuss the test in any way, have access to educational materials or electronic devices, and must not disrupt other students during the break. The student s test materials must not be accessible or viewable by other students or school personnel during the break. If the student is taking the test online and the room is securely maintained, the monitor can be turned off. The student may exit the test, and then have his/her test resumed by the STC prior to logging back into the test. 16
Students w/ Disabilities, 504 & LEP Students Timing/Scheduling Flexible Schedule (continued) If a test is given over multiple days, it must be administered via the paper/pencil platform only. One option is to break the book apart and give the student only that portion of the test s/he will take on any given day. The student may not look forward to test questions for another day or look back at questions answered on a prior day. Online tests must be administered in one day. The only exception is the Grade 3 Mathematics CAT. 17
Students w/ Disabilities, 504 & LEP Students Presentation Visual Aids (Accommodation Code 4) Physical magnifying devices visually impaired students only Magnifying glass Screen magnifier Electronic magnification devices visually impaired students only Close-circuit television (CCTV) Large monitor Interactive or electronic white board LCD projector which projects onto large screen Color overlay or tinted screen one color only 18
Students w/ Disabilities, 504 & LEP Students Presentation Visual Aids (continued) Template or masks to view only 1 word, sentence, or line of print at a time paper/pencil only Blank graphic organizer which cannot contain directions, words, letters, numbers, symbols, color coding, or text of any kind Template Software must produce blank templates Template libraries, hyperlink functions and access to the Internet must be disabled and must be used on a separate computer than the online test 19
Students w/ Disabilities, 504 & LEP Students Presentation Amplification Equipment (Accommodation Code 5) Hearing aid Auditory Trainer Whisper Phone 20
Students w/ Disabilities, 504 & LEP Students Presentation Large Print (Accommodation Code 6) This form of the test must be ordered through the Division Director of Testing and cannot be photocopied from the regular form of the test. If a student marks his/her answers on an enlarged copy of the answer document, the student s answers must be transcribed to the regular answer document by a school official and verified by a second school official. The large print answer document must be retained on file by the Division Director of Testing until scores are received and verified. 21
Students w/ Disabilities, 504 & LEP Students Presentation Braille Test (Accommodation Code 9) Students requiring this accommodation will also receive a test in regular print for the Examiner to use. If the student s answers are recorded on a Braille answer sheet, the responses must be transcribed to the regular answer document by a school official and verified by a second school official who has knowledge of Braille. The Braille answer sheet must be retained on file by the Division Director of Testing until scores are received and verified. 22
Students w/ Disabilities, 504 & LEP Students Presentation Braille Test (continued) If the test is read aloud to the student or if the student responds verbally to the responses, the test session(s) must be recorded or proctored. If recorded, the recording must be retained on file by the Division Director of Testing until the Authorization to Proceed has been processed. If proctored, both the Test Examiner and Proctor must verify that the test was administered according to standardized procedures. This verification must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 23
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (Accommodation Codes 10 & 14) Special attention must be given to students IEP, 504, and LEP plans to determine how the test is to be administered. The entire test read aloud Words, questions, or sentences read aloud only upon the student s request The test must be read aloud in English. 24
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (continued) The Test Examiner must be very careful to not lead the student to the correct answer when reading test items aloud. Through intonation Through facial expressions or other non-verbal clues By repeating any part of the test that is not specifically requested by the student In describing graphics 25
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (continued) An examiner who administers a read-aloud test session must be familiar with how to read test items to students. Prior to testing examiners must (this is mandatory and must be documented): Listen to an audio practice test prior to testing Read Virginia Standards of Learning Assessments Guidelines for Administering the Read-Aloud Accommodation 26
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (continued) Prior to reading a test item aloud, the Examiner may take a moment to review a test item so that the answer is not inadvertently given to a student. A printed copy of the test (i.e., online, large print, or Braille) should be provided to the student so s/he can follow along as the test is read aloud. 27
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items (continued) A Read Aloud administration must either be recorded or have a proctor present. If recorded, the recording must be retained on file by Division Director of Testing until the Authorization to Proceed has been processed. If proctored, the Test Examiner and Proctor must verify in writing that the test administration was conducted according to standardized procedures. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the Examiner forgets to record the session or the session is not recorded in its entirety, the test will need to be administered using an alternate form of the test. 28
Students w/ Disabilities, 504 & LEP Students Presentation Reading Test Items for Computer Adaptive Tests (Accommodation Codes 10 & 14) All guidelines on the previous slides for Reading Test Items must be followed The assessment must be administered one-on- one. The student must be seated directly in front of the computer, and the Test Examiner must sit to the side of the student and read from the student s workstation. 29
Students w/ Disabilities, 504 & LEP Students Presentation Audio Version of the Test Paper/Pencil (Accommodation Codes 11 & 15) Students should have instructional experience with audio on a regular basis. If the student does not have experience using audio, the audio may cause more difficulty than assistance. Experience using audio may include the following: Audio textbooks Recording lectures in class Recording tests The audio should be used in conjunction with a printed test (i.e., regular, large print, or Braille). 30
Students w/ Disabilities, 504 & LEP Students Presentation Audio Version of the Test Online(Accommodation Codes 11 & 15) In the past, school divisions have been told that students should not use accommodations during testing unless they used the same accommodation during classroom instruction and assessments. Since it would be very difficult for school divisions to provide an online audio accommodation during instruction, the following guidelines have been established to provide clarification as to the circumstances under which a student could be provided with an online audio accommodation during testing. 31
Students w/ Disabilities, 504 & LEP Students Presentation Audio Version of the Test Online (continued) The IEP Team or 504 Committee must determine whether the read aloud or audio form of the test is the most appropriate delivery method The parent must agree to the delivery method, and the decision must be documented in the IEP or 504 Plan. The online audio accommodation may be given to students who have a read aloud during class instruction or those who use audio-cassettes/CDs or text readers in the classroom. Students should practice the audio version of the test before attempting the live version of the test. Audio Practice Test www.doe.virginia.gov/testing/sol/practice_items/index.html Audio Training Test in PearsonAccess 32
Students w/ Disabilities, 504 & LEP Students Presentation Interpreting/Transliterating Test Items (Accommodation Codes 12 & 16) The Interpreter s/Transliterator s role and professional code of ethics prohibit answering questions directly or providing assistance in answering test questions. The Interpreter/Transliterator must first read the test question to him/herself silently before interpreting/ transliterating to the student. The Interpreter/Transliterator must be very careful to not lead the student to a correct answer. Through facial expressions By repeating any part of the test that is not specifically requested by the student 33
Students w/ Disabilities, 504 & LEP Students Presentation Interpreting/Transliterating Test Items (continued) Students who are deaf or have a hearing impairment may be considered for the interpreting/transliteration accommodation on the Reading assessment because of difficulty hearing phonemes, which is part of the decoding process. Eligibility must be determined by a diagnostic tool or instrument administered by a qualified professional. 34
Students w/ Disabilities, 504 & LEP Students Presentation Interpreting/Transliterating Test Items (continued) An interpreted administration must be proctored by appropriate personnel who are fluent in the type of interpretation/ transliteration used or video recorded. If a proctor is present, both the Test Examiner and Proctor must verify in writing that the test was administered under standardized testing procedures. This written verification must be retained by the Division Director of Testing until the Authorization to Proceed has been processed. If video recorded, the video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. The interpreter may have access to the test 24 hours prior to the test administration as authorized by the Division Director of Testing. 35
Students w/ Disabilities, 504 & LEP Students Presentation Interpreting/Transliterating Test Items for Computer Adaptive Tests (Accommodation Codes 12 & 16) All guidelines on the previous slides for Interpreting/Transliterating must be followed. The assessment must be administered one-on-one. The student and the Interpreter/Transliterator must position themselves so the student has access to the computer and can see the Interpreter/Transliterator, and the Interpreter/Transliterator can see the questions on the student s computer screen. 36
Students w/ Disabilities, 504 & LEP Students Presentation Specific Verbal Prompts (Accommodation Code 20) If documented in the student s IEP or 504 plan, the Test Examiner may use verbal prompts to help the student remain focused on completing the SOL assessment. Following are the only prompts that may be used during SOL tests: Please continue with your tests. Keep working. Keep going. Focus. Stay focused. 37
Students w/ Disabilities, 504 & LEP Students Presentation Specific Verbal Prompts (continued) The IEP Team or 504 Committee must choose from the verbal prompts on the previous screen, and the specific prompt(s) must be documented in the IEP or 504 Plan. All other verbal prompts must be submitted for review on a Special Assessment Accommodation Request form and have prior approval from the VDOE. 38
Students w/ Disabilities, 504 & LEP Students Presentation Specific Verbal Prompts (continued) Students must be assessed individually; the test session must either be proctored or recorded. If proctored, both the Proctor and Test Examiner must verify in writing that the test administration was conducted according to standardized procedures. This is done on the Examiner s/Proctor s Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 39
Students w/ Disabilities, 504 & LEP Students Presentation Plain English Math (Accommodation Code A) This form of the test covers the same content as the regular Mathematics form of the test. LEP students may not participate for more than three consecutive years. The Access for ELLs ranges that allow the Plain English Math version are as follows: Grades 3-5 1.0 3.5 (Grades 9-12(Algebra I only) 1.0 3.5 Grades 6-8 1.0 3.3 The modifications on this test include: Simplification of reading load Syntax Vocabulary 40
Students w/ Disabilities, 504 & LEP Students Response Dry Erase Board (Accommodation Code 2) The student may use a dry erase board in place of scratch paper, and s/he must use it independently without assistance from the Test Examiner/Proctor. The student may not be prompted to use the board. The student must be tested individually where the dry erase board is not visible to others. 41
Students w/ Disabilities, 504 & LEP Students Response Additional Markers, Highlighters, Colored Pens, and/or Pencils (accommodation code not required) The student may use additional markers if the dry erase board is used. The additional items must be provided to the student at the beginning of the test session. If the student is being assessed with a paper/pencil test, s/he may not use the colored markers, highlighters, pens, and/or pencils on the answer document. The student must not be prompted to use the additional markers, and s/he must use them without assistance from the Test Examiner. 42
Students w/ Disabilities, 504 & LEP Students Response Enlarged Copy of Answer Document Paper/Pencil Only (Accommodation Code 8) The answers must be transcribed by a school official and then verified by a second school official. The answer document with the larger answer circles must be retained on file with the Division Director of Testing until the Authorization to Proceed has been processed. Notify the Division Director of Testing before enlarging an answer document for use. 43
Students w/ Disabilities, 504 & LEP Students Response Communication Board or Choice Cards (Accommodation Code 13) Student responses must be transcribed to an answer document or entered online by a school staff member. This method must be used instructionally on a regular basis. 44
Students w/ Disabilities, 504 & LEP Students Response Communication Board or Choice Cards (continued) The test session must either be video recorded or proctored. If the test session is video recorded, the answer document/online responses must be verified using the video recording. The video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the test session is proctored, both the Test Examiner and Proctor must verify in writing that the test session was administered according to appropriate guidelines. This is done on the Examiner s/Proctor s Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 45
Students w/ Disabilities, 504 & LEP Students Response Examiner Records Responses (Accommodation Code 18) Student marks in test booklet, responds verbally, points, or otherwise indicates a response. If a student marks in his/her test booklet, answers must be transcribed to the regular answer document and verified by a second school employee. 46
Students w/ Disabilities, 504 & LEP Students Response Examiner Records Responses (continued ) The test session must either be video recorded or proctored. If video recorded, the recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If proctored, the Test Examiner and Proctor must verify in writing the test session was administered according to standardized procedures. This written verification will be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 47
Students w/ Disabilities, 504 & LEP Students Response Student Uses Augmentative Communication Device (Accommodation Code 22) This is NOT facilitated communication. Projects the speech or in some other way communicates for the student. Board with letters, numbers, etc. where the student may indicate by pressing the letters/numbers his/her responses. It could be as simple as a two-way switch. Must be specific on IEP/504 Plan the type of augmentative communication device and how it will be used. 48
Students w/ Disabilities, 504 & LEP Students Response Student Uses Augmentative Communication Device (continued) Documentation must exist that indicates the student uses an augmentative communication device for his/her written work on a regular basis in the classroom. Only communication devices which produce student work verbatim may be used. If the augmentative communication device produces auditory output, it should be treated as dictation to a scribe and all procedures followed. 49
Students w/ Disabilities, 504 & LEP Students Response Student Uses Augmentative Communication Device (continued) The test session must either be video recorded or proctored. If the test session is video recorded, the video recording must be retained in the office of the Division Director of Testing until the Authorization to Proceed has been processed. If the test session is proctored, both the Test Examiner and Proctor must verify in writing that the test session was administered according to appropriate guidelines. This is done on the Examiner s/Proctor s Transmittal Form and Affidavit for Recorded Test Sessions. This verification must be retained on file in the office of the Division Director of Testing until the Authorization to Proceed has been processed. 50
