Testing Students with Accommodations

New Hanover County SchoolsAugust 2014

Introductions

Instructional Services

Testing and Accountability

Student Support

Karen Greene

Jackie Swartwout

Melissa Lewis

Elizabeth Murray

Julie Askew

Liaisons

Ann Mason

Andrea Belletti

Sarah Gubitz

Session Sequence

Overview of the NC Testing Program

Updates for 2014-2015 school year

Testing Accommodations

Testing calendar & next steps

Monitoring Accommodations

Participation with or without

accommodations or participating in an

alternate assessment

Irregularity Data

Responsibilities of key personnel

Testing security & ethics

Go to: https://todaysmeet.com/ethics_security_accommodations

Let’s watch a fun video:◦ https://www.youtube.com/watch?v=Y66drwnTiwU

Questions, comments, suggestions?

NHCS has applied for the waiver to extend the testing window at the end of the year

Assessment guides should be reviewed prior to training

No Extend 2 this year New alternate assessment for the PLAN

(10th graders) 3 schools participating in NAEP/TIMSS this

year ◦ Holly Tree, Holly Shelter & NHHS

CTE pre-test for middle school will be online through SchoolNet

Updates for 2014-2015:

Test Coordinator’s Handbook (green) Testing Students with Disabilities Handbook (blue) ACT & WorkKeys Timeline (High School) School-level material check-out sheet (Sample) Summative assessments options (card stock –

gray) Sample manual check out/in sheet (white) Testing Code of Ethics (Gold) Proctor’s statement of accountability (beige) School test plan template (purple) Review of accommodations form (blue) Training Schedule (white)

What’s in your training packet?

Why do we test our students?

What’s the purpose of the NC Testing Program?

Purpose of the NC Testing Program

To assure all high school graduates possess skills/knowledge necessary to function in society

To provide a means for identifying strengths and weaknesses in the education process in order to improve instructional delivery

To establish a means for making state, local and school level accountable to public

I. Overview of the NC Testing Program

Pages A1.01- A1.06

The State Board of Education shall adopt tests in grades 3-12 that are required by federal law or as a condition of a federal grant. Tests shall measure progress toward

reading,

communication skills, and

mathematics

in grades 3-8 and toward competencies in grades 9-12.

Overview - Components of the NC Testing Program

Pages A1.01- A1.06

Individuals with Disabilities Act (IDEA) mandates that all students with disabilities be provided access to the general curriculum.◦ Common Core State Standards (Math and English Language

Arts)◦ NC Essential Standards (Other content areas)

Federal Elementary and Secondary Act (ESEA) requires that all students must be assessed on grade-level content. ◦ For students with significant cognitive disabilities, the

assessment must be linked to grade-level content through the NC Extended Common Core and Essential Standards

Overview - Access to Curriculum

Pages A1.01-A1.06

What is your role in test security?◦ Ethics?◦ Training?◦ Accommodations?

What are you responsibilities as school test coordinator?

II. Responsibilities of Key Personnel

LEP Coordinator

LEA Testing Director (Testing

Department)

LEA Director of Exceptional

Children

School Administrators

Develop annual testing calendar.

Train school TCs on annual tests.

Develop a system to monitor schools’ implementation of state policies, including students receiving testing accommodations.

Analyze and communicate assessment data

Inform parents of annual testing requirements.

Review IEPs annually.

Monitor accommodations.

Develop school-based test plan.

Train test administrators and proctors before test day.

Upload accommodations files to DPI weekly.

Train staff on IDEA.

Monitor annual IEP Reviews.

Monitor accommodations.

Upload accommodations files to DPI.

Monitor annual LEP Reviews.

Monitor accommodations.

Pages B1.01-B1.06

Secure state tests (including field tests and/or special studies) shall not be copied, filed or used in instructional activities.

School personnel and proctors must neither disclose the contents of the test nor discuss with each other or students specific test questions or info. contained within the test.

Excerpts from the test must not be used at any time for classroom instruction.

Access to the tests shall be limited to school personnel who have legitimate need.

Test Security (Testing Security Guide)

Testing Code of Ethics Proctor’s Guide Proctor’s statement of accountability

Testing Ethics

What is the one testing irregularity that occurred most often last year?

2013-2014 Irregularities Data

0

2

4

6

8

10

12

14

10

6

2

14

7

4

1112

6

2

6

1

3

OTISS Accounts

Log in to OTISS

Please remember to register for/ reactivate your OTISS account.

OTISS state website

OTISS Manual

Testing plans (testing office MUST have this PRIOR to checking out materials)

Extend 1 rosters Read aloud rosters Test administrator/ proctor training sign-in

sheets (sample in your folder)

All forms are on our website: www.nhcs.net/testing◦ Under “for testing coordinators” – “rosters, forms

& guides”

What documents do you need to upload and share with us in Google Drive?

Testing Plans

All Testing Plans, Extend 1 Rosters & Read Aloud Rosters MUST be uploaded to your Google Drive or created in Google Docs AND Shared with:◦ Your Principal◦ Karen Greene◦ Melissa Lewis◦ Jacqueline Swartwout◦ Elizabeth Murray

Testing Materials can not be released until testing plans are uploaded & shared

Uploading test plans to Google Drive Save the document to your computer.

◦ www.nhcs.net/testing Open your e-mail & click on “Drive” in the toolbar. Click on the “settings” button on the top-right of the

screen.◦ Mouse over “upload settings” and select the first

option “convert uploaded files to Google Docs format.”

Click on the arrow button and choose “files.” Find and select your saved document and click “open.” Anytime you need to update your document – go to your

Google Drive and open the document to update.

Sharing test plans in Google Drive Open your e-mail account and click on the “Drive” option in

the toolbar along the top. Click the check box next to the document(s) you wish to

share. Select the icon at the top with the person and a plus sign. At the bottom of the pop-up window, type in the e-mail

addresses of the people with which you wish to share the document.

Click on the blue “add message” link to add a message. Select “done.” Be sure to share ALL TESTING PLANS & Rosters with

your principal, Karen Greene, Melissa Lewis, Elizabeth Murray & Jacqueline Swartwout.

Secure Material Check Out Process Count ALL secure materials and verify numbers BEFORE

you leave the Testing Office. Testing Department staff will verify inventory.

Once you sign/initial the check out sheet, YOU are responsible for that number of secure material for the duration of testing.

Monitoring Testing

Test Day Walkthroughs

Prepare front office staff for our potential visit

TeachScape Template◦ Testing storage ◦ Accommodations match IEP/504 & Review of Accommodations

Forms◦ Test Coordinator is unencumbered ◦ TA & proctor ◦ Hall monitor◦ “Testing, Do Not Disturb” signs

NC Education

Log in to NC Education: https://center.ncsu.edu/nc/login/index.php

Make sure you are linked to your school – if not, click here for directions

General Test Administration

Testing with Accommodations

Participation in an Alternate Assessment◦ NCEXTEND1 – Students having a significant cognitive

disability

III. Procedures for Determining Test Participation

Pages C1.01

EOG (Math, ELA); ACCESS for ELLs

K - 2

4

5

6

7

8

9

10

11

School Accountability Assessments

State LEA School

12

EOG/EOC (Math, ELA); ACCESS for ELLs

EOG/EOC (Math, ELA, Science); ACCESS for ELLs; EXPLORE

EOG (Math, ELA); ACCESS for ELLs

3 EOG (Math, ELA), ACCESS for ELLs

NC Testing Program

EOG (Math, ELA, Science); ACCESS for ELLs

ACCESS for ELLs

EOC (Math I, Biology, English II); ACCESS for ELLs

EOC/EOG(Math I, Biology, English II); ACCESS for ELLs; PLAN

EOC (Math I, Biology, English II); ACCESS for ELLs; ACT; AltACT; CCRAA

EOC (Math I, Biology, English II); ACCESS for ELLs; WorkKeys

Pages C1.04-1.05

Alternate Assessments

Extended Content Standards

Students with significant cognitive disabilities

NCEXTEND1Grades 3-8 ELA/MathGrades 5 and 8 ScienceGrade 10 ELA, Math, ScienceGrade 11 ACT, ACCESS for ELLs

IEP must include all three subjects.

Modified Assessment

Student’s disability precludes him/her from achieving content area proficiency, as demonstrated by objective evidence on multiple measures.

Career & college readiness alternate assessment (alt. ACT),PLAN alternate assessment

Pages C1.03-C1.05

Process for Identifying Accommodations

IEP/504/LEP Teams

Identify Instructional

accommodations and

accommodations for classroom assessments.

Identify state-mandated

assessments in which the

student will participate.

Identify accommodation

s for state-mandated

assessments, if needed.

Pages C1.04-1.08

State-approved accommodations for state tests may also be used on the NAEP test if the IEP team/504 committee decide it’s appropriate.

Some state-approved accommodations are not approved for use on the NAEP and must be submitted for approval to: NAEPInclusion@dpi.nc.gov before use.

Page C1.12 lists frequently provided NAEP accommodations.

National Assessment of Education Progress (NAEP)

Pages C1.08-1.12

Limited English Proficient (LEP) Students

All testing accommodations for these students must be listed in the IEP or Section 504 Plan, including accommodations given only for LEP reasons, like use of a translation dictionary.

Students with Disabilities also Identified as LEP

Page C1.15

LEP Testing Accommodationsfor EOGs/EOCs

• Information in this presentation about eligibility for and assignment of LEP testing accommodations is accessible in the state publication Guidelines for Testing Students Identified as Limited English Proficient, published August 2013 (enclosed).

•For additional, more detailed information, the pages containing the referenced information are listed on each slide.

LEP Testing Accommodations for EOGs/EOCs

Step 1: Identify LEP students

• A copy of every completed Home Language Survey (even the ones that only list English) should be sent promptly to Andrea Belletti [What procedures are in place in your school to assure this?]

• Home Language Surveys are evaluated to determine when a student first entered US Schools and who is…

an immigrant, by Title III definition, whether second language English or not;

already LEP in North Carolina; LEP with scores available from another WIDA state; or in need of W-APT testing, to determine if LEP.

• Appropriately identified students are entered into Ellevation, the ESL online database

LEP Testing Accommodations for EOGs/EOCs

Step 2: Determine eligibility for testing accommodations

• Eligibility for first-year ELA/English II exclusion—“Exemption” is really a misnomer—federal law “exempts” no one, but will accept the most recent W-APT or WIDA ACCESS reading subtest score as a reading/ELA/English II test for the student’s first twelve months in US schools. While math and science language are included in those tests, they do not in any way test math or science knowledge, so LEP students are never “exempt” from these tests. (page 5)

first year (initial 12 months) in US schools AND W-APT or WIDA ACCESS reading subtest score below 4.0

[Expanding]

• Eligibility for LEP testing accommodations (pages 6, 31)

student must be LEP AND student must have a WIDA reading score below 5.0 [Bridging]

LEP Testing Accommodations for EOGs/EOCs

Step 3: Determine each student’s testing accommodations utilizing these considerations… (page 30)

• the student’s current level of English proficiency

• the level of previous schooling in the student’s home language

• the amount of schooling and instruction the student has received in US schools

LEP Testing Accommodations for EOGs/EOCs

Step 3 (con’t): Determine each student’s testing accommodations utilizing these considerations and choosing from these possibilities… (pages 32-52)

• English/Native Language Word-to-Word Bilingual Dictionary/Electronic Translator

• Multiple Testing Sessions

• Scheduled Extended Time

• Student Reads Test Aloud to Self

• Test Administrator Reads Test Aloud (in English) (not for ELA/English test)

• Computer Reads Test Aloud—Student Controlled (not for ELA/English test)

• Testing in a Separate Room

LEP Testing Accommodations for EOGs/EOCs

Step 4: Completion of the3-8 LEP Plan (ESL Modifications and Accommodations) or 9-12 LEP Plan (ESL Modifications and Accommodations) • Forms are located at

http://www.nhcs.net/ESL/FormsFiles.New.htm.

• The ESL teacher fills out the form and suggests appropriate modifications and accommodations.

• Content teachers check the appropriate modifications and accommodations they agree to provide. (They may replace some suggested modifications and/or accommodations with appropriate replacements that meet students’ linguistic needs.)

• Each teacher retains a copy of the completed form and one copy is kept in the student’s Mod 2 folder.

LEP Testing Accommodations for EOGs/EOCs Step 5: The ESL teacher enters testing accommodations

into the Ellevation (online 3rd party) database, taking the information from the 3-8 LEP or 9-12 LEP Plan.• No accommodation entries are made for any student with an

IEP, 504 plan, or transitory impairment plan (any necessary LEP accommodations are documented in the proper plan, and must not be duplicated in the ESL accommodations record).

• All other LEP students taking tests without accommodations (whether ineligible or just not assigned) should be entered as such.

• Assigned LEP testing accommodations must be entered into the Ellevation system.

• At the start of each month, Andrea Belletti will download all accommodations records and provide them to Accountability, where they will be uploaded to the testing shell.

LEP Testing Accommodations for EOGs/EOCs

Step 6: Confirmation of assigned testing accommodations prior to testing• At the TCs request, the ESL teacher produces a print-out of

documented LEP accommodations.

• The TC and ESL teacher review documented accommodations to assure accuracy.

• Assigned first year “exemptions” should be confirmed with Andrea Belletti, to assure that they are appropriately documented in the LEP CFDC (the state LEP database).

• TCs who wish to view the Ellevation database directly will go to www.ellevationeducation.com. Andrea Belletti can provide a username and password. (Treat this information with as much care as your PowerSchool password, as it accesses equally personal student information.)

A student may receive testing accommodations if identified with an impairment with an actual or expected duration of six months or less.

Completed Transitory Impairment form must be kept on file at school AND at the district testing office. Accommodations must be recorded in Powerschool

Transitory Impairment

Pages C1.16-1.17

Changes in Testing Accommodations Before Testing Accommodations should be routinely used.

Changes to accommodations must be made at least 30 calendar days before the first day of testing.

Page C1.17

Discuss the decision thoroughly with the student to that he/she understands purpose of accommodation and consequence for not using the accommodation.

Detailed Instructions C.19

Procedures When a Student Declines an Accommodation

Page C1.18

School team must apply for permission to use the accommodation.

Administrator completes a Notification of Accommodations form and submits it to the Testing Department.

Testing Department will submit to DPI.

Examples

Use of Accommodations Not Described in Publication

Medical Exception There may be some rare circumstances in which a

student cannot take a state assessment during the entire testing window, including makeup dates, due to a significant medical emergency and/or condition.◦ Students in the final stages of terminal or degenerative

illnesses ◦ Students receiving extensive short-term medical treatment

due to a medical emergency Test coordinator or principal submits request to the

Testing Department at: https://docs.google.com/a/nhcs.net/forms/d/1YbRbd2FUC3lt4G3EjiXvq1CjYU9zfkhJxPou8reUqMA/viewform?usp=send_form

All assessments for which the student is eligible must be included

Authoritative Data Sources for Testing Accommodations

LEP

Consolidated Federal Data Collection System (CFDC)

ELLevations (3rd Party)

EC

Comprehensive Exceptional Children Accountability System (CECAS)

GoalView (3rd Party)

504 Plans

PowerSchool(Under Construction)

Each school must maintain a spreadsheet until the PowerSchool portal is operational.

IV. Testing Accommodations: Descriptions and Procedures

Accommodations for North Carolina Developed Assessments

Special Print Versions

Assistive Technology and

Special Arrangements

Special Test Environments

See Appendix A (pG1.03): Questions for IEP Teams/Section 504 Committees to Consider

Testing Accommodations

3-8 Paper/Pencil Accommodations– page D1.02

3-8 Online Accommodations – page D1.03

9-12 Paper/Pencil Accommodations – page D1.04

9-12 Online Accommodations – page D1.05

New: Computer Reads Test Aloud may be added to IEPs for appropriate students as we migrate toward more state online testing.

Special Print Versions

Braille Edition Large Print Edition One Test Item Per Page Edition

Must be documented in Goalview/CECAS

Testing Department must confirm order by April 1, 2015.

Pages D2.01 – D2.13

Large Print Edition The majority of Large Print Editions are printed on 11” x 17”

paper and use 22-point Verdana font.

Students should be provided similar practice experiences through the year during classroom instruction.

Students typically use “Student Marks Answers in Test Book” in conjunction with Large Print.

Students may also need Scheduled Extended Time, Multiple Sessions, and/or separate setting in conjunction with Large Print.

If the student requires BOTH Large Print AND One Item Per Page this is a special testing accommodation requiring a Accommodation Notification Form. Be aware that the combination of these accommodations produces a HUGE document.

Pages D2.07 – D2.09

Keyboarding devices Speech recognition systems Alternative keyboards, “sticky keys”, touch screens Screen enlarging programs Accessibility options (if it doesn’t invalidate the test) Recording responses on audiotape

No device can be used to read aloud a test if it is a Reading test. This invalidates the test.

“Talking Calculators” can only be used for calculator active portions of a test. Must use headphones or be in a one-on-one test.

Contact Cindy Booth for Assistive Technology questions.

Assistive Technology Devices

Pages D3.03 – D3.10

Interpreter/Transliterator Signs/Cues Test

Description The Interpreter/Transliterator Signs/Cues Test

accommodation allows a student to use the services of an interpreter or transliterator to sign or cue the directions and the content of a test during the test administration

Must have a test administrator to read directions and test items. This can be the same person who cues/signs the test. A proctor is still required.

Cannot cue/sign a reading test! This invalidates the test and is similar to reading the test aloud.

Must have testing in a separate room (small group or one-on-one) in addition to this accommodation.

Pages D3.11 – D3.14

Description The Student Marks Answers in Test Book accommodation

allows a student to circle his/her responses to test questions directly in the test book during the test administration.

Considerations Does the student use the Student Marks Answers in Test Book

accommodation during regular classroom instruction and similar classroom assessments?

Does the student have difficulty transferring information or staying focused? Does the student have mobility, coordination, or motor limitations?

Student Marks Answers in Test Book

Pages D3.15 – D3.16

Students must not be provided answer sheets. Students are directed to record answers in the test book.

After testing is complete, in a group setting, one person must transcribe the results, another person must check the transcription and a third person must be present as a witness. All three individuals must sign the outside cover of the test book.

Transcribed test books must be separated from

regular test books upon return to the Testing Office.

Student Marks Answers in Test Book

Pages D3.15 – D3.16

Students record answers directly in the test booklet.

Develop a process to help students clearly indicate their final answer in the test booklet.

No changes are made to student answers; the answer must be transcribed as written.◦ Do not change mixed numbers to improper fractions or

decimals.

◦ If answer has more characters than there are spaces, start from the left and record what is written until the spaces are filled.

Student Marks Answers in Test Book

Gridded-response Items

Pages D3.15 – D3.16

Description The Student Reads Test Aloud to Self accommodation permits

the student to read the test aloud to him/herself during the test administration.

Considerations Does the student routinely use the Student Reads Test Aloud to

Self accommodation during regular classroom instruction and similar classroom assessments?

Will the student use a device (e.g., PVC elbow pipe, whisper phone) while reading the test that allows the student to hear him/herself read?

If the student will be provided this accommodation, has the Testing in a Separate Room accommodation been discussed?

Student Reads Test Aloud to Self

Pages D3.17 – D3.18

To ensure the validity of the test, students provided the Student Reads Test Aloud to Self accommodation must also be provided the Testing in a Separate Room accommodation (one-on-one).

No other students are to be present in the room during the test administration.

A test administrator or proctor may not correct the student as he/she reads aloud.

A test administrator or proctor may not read any part of the test to the student unless the student also has the Test Administrator Reads Test Aloud accommodation.

Student Reads Test Aloud to Self

Pages D3.17 – D3.18

Description The Test Administrator Reads Test Aloud

accommodation permits the test administrator to read aloud test directions and content to a student during the test administration (for state tests that do not measure reading comprehension).

Note To ensure the validity of the test, students provided

the Test Administrator Reads Test Aloud accommodation must also be provided the Testing in a Separate Room accommodation (small group or one-on-one).

Test Administrator Reads Test Aloud

Pages D3.19 – D3.22

Considerations Does the student routinely have tests read aloud during regular

class instruction and other assessments? Would the student’s functioning reading level affect his or her

performance on a state test that does not measure reading comprehension?

Would the student be comfortable requesting test items be read aloud?

How does the student feel about being tested in a separate room? If the Testing in a Separate Room accommodation will be

provided, will the test administration be one-on-one or in a small group?

Should the student be provided the Scheduled Extended Time or Multiple Testing Sessions accommodation?

Test Administrator Reads Test Aloud

Pages D3.19 – D3.22

Details MUST be Specified (examples) A student who is to have every word (including words on

maps, tables, graphs, charts, computer screen, etc.) read aloud during the test administration.

A student who is only to have words read aloud upon the student’s request.

A student who does not require that numbers in mathematics tests be read aloud.

A student who only requires this accommodation when there is greater content or unknown vocabulary words on a test but does not need the accommodation for tests with shorter sentences.

Test Administrator Reads Test Aloud

Pages D3.19 – D3.22

Description The Computer Reads Test Aloud—Student

Controlled accommodation permits the student to control which portions of the online test are read aloud by clicking a button beside the desired block of text. As with all accommodations for North Carolina tests, (1) the use must be documented in the current IEP or Section 504 Plan, and (2) the accommodation must be routinely used during classroom instruction and similar classroom assessments.

Computer Reads Test Aloud

Pages D3.23 – D3.26

3 Methods The traditional Test Administrator Reads Test Aloud Computer Reads Test Aloud—Student Controlled A combination of the two methods

Considerations Students receiving the Computer Reads Test Aloud—

Student Controlled accommodation must also receive the Testing in a Separate Room accommodation (one-on-one) unless using headphones.

Test Administrator may read items or portions of items to a student if they also have Test Administrator Reads Aloud accommodation.

Computer Reads Test Aloud

Pages D3.23 – D3.26

Limitations This option is not designed to read all parts of the

computer screen (graphics, graphs, or tables within a test item; drag-and-drop item answer choices; etc.)

The volume cannot be modified through the computer once the secure browser has been launched unless there is a volume control feature on the headphones themselves.

Note Must be documented in Goalview/CECAS according

to the timeline or the accommodation will not be available for online testing.

Computer Reads Test Aloud

Pages D3.23 – D3.26

Braille Writer / Slate Cranmer Abacus Dictation to Scribe Magnification Devices

These accommodations are infrequently used, but are available. The Testing Students with Disabilities Handbook has specific advice and procedures for implementing these accommodations.

Other AT Devices and Special Arrangements

Pages D3.27 – D3.36

Multiple Test Sessions allows the total test administration time to be

divided into mini-sessions as determined by the individual needs of the student

Scheduled Extended Time allows the tests to be administered during a

scheduled extended period of time

Testing in a Separate Room allows a student to take a test in a separate room in

a one-on-one or small group administration

Special Testing Environments

Pages D4.03 – D4.12

Considerations Does the student typically require extra time over several

days to complete classroom assignments and similar classroom assessments?

Can the student finish the test within the given time constraints but with more frequent breaks or over multiple days?

Does the student need additional time to complete the test (i.e., the Scheduled Extended Time) in addition to more frequent breaks or the test given over multiple days?

Does the student routinely use a special test environment accommodation during regular classroom instruction and similar classroom assessments?

Special Testing Environments

Pages D4.03 – D4.12

Details MUST be Specified

to begin the test on the same day as the general administration and complete the test on the consecutive school day

to test for a specified time period (e.g., 15 minutes), then take a break (e.g., five minutes), and then test again for a specified time period, etc.

to complete a predetermined number of test items or selections (e.g., 10 items; 2 reading selections), then take a break (e.g., three minutes), and then complete the next predetermined set of test items, etc.

Multiple Test Sessions

Pages D4.03 – D4.06

The Assessment Guides for testing specify an estimated test time and a maximum test time. For Scheduled Extended Time, the amount of additional time should be specified based on the maximum testing time allowed.

Details MUST be Specified a multiple of the designated administration time

(e.g., 1.5 times the designated administration time)

a specified amount of time (e.g., 1 hour beyond the designated administration time)

Scheduled Extended Time

Pages D4.07 – D4.10

Details MUST be Specified

Accommodation is to be provided in a one-on-one setting or a small group setting

The maximum number of students for a small group test administration is determined at the local level but must be documented in the student’s current IEP or Section 504 Plan

Testing in a Separate Room

Pages D4.11 – D4.12

V. Monitoring Accommodations

Review of Accommodations

The Review of Accommodations form must be completed for students who have accommodations documented in a IEP, 504 Plan, and/or LEP Plan.

The Review of Accommodations form assists teachers/administrators in answering essential questions pertaining to student accommodations.◦ Is the child using the documented testing

accommodations?◦ Are the documented accommodations appropriate for

the student’s needs?◦ What data is used to assist in reviewing and updating

IEPs?

Review of Accommodations Form: Process for Completion

School TC is responsible for ensuring the process

is completed.

School EC Chair/Case Manager generates a

State Testing Report in Goalview.

School EC Chair/Case Manager completesBEFORE TESTING

section of forms.

School TC distributes forms to test administrator.

Test administrator completes DURING/AFTER

TESTING section of form.

School TC reviews form for completion.

Principal signs attestation form.

Forms are filed with the students’ accommodations documentation for at least

one year to assist with reviews.

Next Steps for 2014-2015

Go to the Testing Department website: www.nhcs.net/testing and click on calendar (left side menu)

2014-2015 Testing Calendar

Training Schedule

ACT/ PLAN / EXPLORE

http://www.act.org/aap/northcarolina/files/NCACTChecklistOfDates.pdf◦ October 22nd – Accommodations Q&A Session◦ November 21st - Deadline for ACT to receive

requests for ACT-approved accommodations

ACT (Grade 11) Timeline

http://www.act.org/aap/northcarolina/files/NCWKChecklistOfDates.pdf◦ September 16th – kickoff webinar◦ September 29-Oct. 3rd - Order accommodated

materials for December testing

WorkKeys (Grade 12) Timeline

Pick up grade 3 portfolios in your cubbie in our office.

Grade 3 Summer Camp