Including Students with Deafblindness in Large Scale Assessment Systems
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Including Students with Deafblindness in Large Scale Assessment Systems
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Tennessee Guidelines for the Use of Accommodations in State-Wide Assessments
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Students will take the
Tennessee Comprehensive Assessment Program (TCAP) Assessment, or the Tennessee Comprehensive Assessment Program-Alternate (TCAP-Alt).
The IEP Team must complete #1
or #2 of the State-Mandated Tests Section of the IEP.
For students who will be participating in the TCAP utilizing
Allowable State Accommodations, Special Conditions Accommodations and for
those children who meet participation criteria for the TCAP-Alt
(approximately 1% to 2 % of the Total School Population), refer to the
Instructions for Accommodations Addendum.
Allowable State Accommodations 1) Student will participate in the following State Mandated Assessments The Allowable State Test Accommodations ADDENDUM should be used when the IEP Team is making decisions about accommodations. This addendum must be attached to the IEP when the TCAP is given. For each test listed on the Allowable State Accommodation Addendum, indicate “yes” or “N/A”. If the student’s grade placement is scheduled for a state mandated test, write “yes” in the space next to the test. If the TCAP assessment is not administered at the student’s grade level, write “N/A” in the space next to the test.
1(A)
State Mandated Assessment with Allowable State Accommodations (NOTE:
If this accommodation is not used throughout a student's daily education,
it is not advisable to use the Allowable Accommodations during
assessment.) When Allowable State Accommodations are to be used with the TCAP assessment, place a check mark next to A on the Allowable State Accommodations Addendum. Although all students can receive the State Allowable Accommodations, the Allowable State Test Accommodations ADDENDUM, are to be attached to the IEP, as all decisions about accommodations are made through the IEP Team and thus become part of the student's Individual Education Plan. Special education personnel are not responsible for administering Allowable Accommodations to students without disabilities. Allowable Accommodations for the TCAP Achievement Test Any departure from standardized test procedures can potentially invalidate the test results. The test validity is seriously threatened by modifications that change the nature of the task being tested. The following accommodations of administrative procedures are allowed to make administration easier in certain cases. Allowable Accommodations: TCAP assessment accommodations are very limited.
Students may not have extra time allotments or use any
accommodations not listed below. Revised
Format - Refers
to Large Print and Braille editions. Any revised format must be requested in advance.
Large Print and Braille may require different editions of the test
or a different test. When
administering the Achievement Test, refer to the Teacher's Notes to
Braille Edition for directions (including standardized time limits for
the Braille version of the Achievement Test). "Readers" for illustrations and graphs are also permitted
with the Braille version of the TCAP assessments. Extended time for students using Large-Print editions of the TCAP
assessment is not applicable as an Allowable Accommodation. Signing
Directions - Refers
to one-on-one signing of directions for hearing-impaired students only
with directions normally read aloud to students. Nothing but the spoken portions of the directions can be signed to
the student. Flexible
Setting - Students
may take TCAP assessments in an individual or small group setting. Other options include:
the student seated in the front of the room, in a study carrel,
taking the test in the special education classroom, or at home if the
student is homebound (with appropriate documentation). Other
Allowable Accommodations - May include magnifying devices, use of templates to reduce the amount
of visible print on a page, masks, pointers and abacus. Auditory
Aids - Only
students who have taken tests orally throughout the student's school
career will be allowed to use auditory aids. Auditory aids include amplification devices and devices that are
used as noise buffers. A tape
recording can be used for the Competency Test only. Tape recordings are primarily used with visually impaired students
who do not read Braille or cannot read large-print text. A tape recording requires special permission from Testing Services.
Please contact your principal or guidance counselor about
receiving special permission for a taped recording. Flexible Scheduling—Refers to giving the TCAP Achievement subtests a few
at a time during the day. Each
subtest must be taken during the given time allotment although the teacher
has the option to give only 1 or 2 subtests at a time instead of the
recommended regimen. Extended
breaks between subtests may also be given to the student. It is allowable to give the student the Competency Test in
short
subsections. This is not
a timed test and the student can take as much time as needed per subtest.
If testing within a subtest extends beyond one school day, notify
the LEA Testing Coordinator who will then contact Testing Services for
special instructions. Recording Answers - Students who cannot mark their own answer sheets may use an impartial proctor, who will transcribe them onto an answer sheet. Students who cannot bubble sheets may record directly in the test booklet or on a separate piece of paper. This accommodation requires special return packing procedures. Please contact your LEA Test Coordinator for packing instructions.
Notice: Use of accommodations such as reading internal test
directions and test items, or increasing time limits would
invalidate the test results. Accommodations
must be limited to those listed above in order to have valid
results. Requests for
any type of accommodation other than those listed above must be
agreed upon by the student's IEP Team and must be indicated on the
student's IEP. For
further information contact the Division of Special Education at
(615) 741-2851.
Allowable Test Modifications for TCAP Writing Assessment: Allowable Test Modifications for TCAP High School Competency Test: Standards and testing procedures concerning the High School Competency/Proficiency Test have been established by the Competency Testing Advisory Committee in compliance with provisions established by the Tennessee General Assembly. If recommended by the M-Team, the appropriate test modification(s) may be provided for special education students in the actual testing situation (refer to the student's IEP.) In no case should the modification(s) give the student assistance in interpreting or solving any test item. Modifications in testing which are allowable for any student may include the following: Flexible Scheduling: Administer the test in shorter sessions. NOTICE: No part of a state mandated test, including internal test directions and test items, may be read to students. Extraordinary circumstances may justify special accommodations to meet the needs of certain students (i.e., blind children who cannot read Braille). However, permission to provide a tape recording of any portion of the test must be obtained from the Director of State Testing through a written request from the local superintendent. All requests will be reviewed in conjunction with the Division of Special Education.
1(B)
State Mandated Assessment includes Special Conditions Accommodations (Download
Word,
Adobe File) The Special Conditions Accommodations ADDENDUM has been designed to help facilitate IEP Team decisions made with each accommodation. This addendum will then be used as a map—an extension of the IEP—when the student takes the TCAP assessment with his class. When the Special Conditions Accommodations ADDENDUM is used, it must be attached to the IEP as documentation. The IEP Team will need to verify the student meets specific requirements before Special Conditions Accommodations may be used. This is verified through IEP goals, the specific impairment of the student, or through individualized assessment showing the severity of the disability. If the required condition is not met, the student may not use this accommodation. All special accommodations used must be documented
on the IEP as a classroom accommodation which has been used consistently
throughout the previous year (long enough to ensure the student’s
proficiency with the accommodation). If the student has not been
receiving special education services for a full school calendar year, the
IEP Team must attach documentation showing this accommodation was
implemented within the regular classroom as an intervention during the
school year, or that the classroom accommodation was provided through the
student’s 504 Implementation Plan. If the accommodation is not
documented on the IEP from the previous year, indicate where it can be
found and attach to the IEP. If the special accommodation is
discussed at the IEP Meeting, but has not been used in the student’s
program in the previous year, write “no” in this column and this
accommodation may not be used Only special education students who meet the required conditions for the special accommodations may use “Special Conditions Accommodations”. If the student does meet the criteria for the Special Conditions Accommodations, place a check mark next to B. The Special Conditions Accommodations ADDENDUM must be attached to the IEP as documentation for Special Conditions Accommodations. Special Education personnel are responsible for administering Special Conditions Accommodations. (NOTE: Research indicates
the student will not perform any better, and in some cases not as well, if
the student has not been using the same accommodation on a consistent
basis over a period of time across appropriate areas of the curriculum.) Column 1—lists nine specific accommodations which may be used by special education students in taking the TCAP Assessments Column 2—is used when the student is taking TCAP Achievement Tests Column 3—is used when the student is taking TCAP Writing Assessment Column 4—is used when the student is taking the TCAP Competency Tests. Column 5 – is used when the student is taking the TCAP High School Subject Matter Tests. These include end of course and Gateway exams. Column 6—outlines specific conditions which must be met before the student can use the accommodation listed in column 1. (Column 1) - Special Conditions Accommodations The following is a list of Special Conditions Accommodations that may be used on TCAP Assessments by Special Education students. Special Conditions Accommodations may only be used if indicated on the student IEP. Students may use multiple accommodations. The student answer document displays only Special Conditions Accommodations allowed for the appropriate assessment. Bold letters correspond to the answer document coding.
(Columns 2, 3, 4, 5) - TCAP
Achievement, TCAP Writing, TCAP Competency, and TCAP High School Subject
Matter Tests Choose the appropriate column indicating the TCAP assessment being given to the student’s class. Each special condition accommodation is addressed in Columns 2, 3, 4 or 5 in one of three ways: 1. Indicates the corresponding special condition accommodation may be used for the assessment when: a. Special conditions accommodations in Column 6 have been met, and b. Documentation of that accommodation has been used in the student’s program on a consistent basis. 2. “NOT ALLOWED—Means that the corresponding accommodation is not allowed
with and would invalidate results from that TCAP assessment. (Column 6) -
Required Conditions for Special Accommodations A.
Extended Time for students with Fine-Motor IEP Goal Verified Students using this accommodation should be given one and one-half (1 ½) times as long as the students not using this accommodation. Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “A” is darkened to signify that the student used this accommodation. The following times must be observed when this accommodation is used: Fourth grade
students using this accommodation will be allowed fifty-three (53) minutes
to complete the assessment. Seventh grade
students using this accommodation will be allowed fifty-three (53) minutes
to complete the assessment. Eleventh grade
students using this accommodation will be allowed thirty-eight (38)
minutes to complete the assessment. Return to Special Conditions Accommodations Table
B. Extended
Time for Visually Impaired Students “Extended Time for Visually Impaired Students” may be used with all reading media accommodating a student with a visual impairment in his/her general education program. This includes, but is not limited to: large-print tests, regular print tests, magnification equipment, templates, masks, and pointers. Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “B” is darkened to signify that the student used this accommodation. Need for the use of extended time must be documented in the student’s IEP. Eligible students may receive one and one-half (1 ½) times the standard scheduled time. Working time is
shown in minutes, not including instruction time. Items should be
read at a moderate, steady pace. Precise timing is required for
those test sections for which exact times are specified on the Teacher
Directions Addendum: Extended Time. No test should be administered
more than 75 minutes without a 10-minute break. Follow test schedule
on the Teacher Directions Addendum: Extended Time. Return to Special Conditions Accommodations Table
C. Read Aloud/Sign Internal Test Instructions (NOTE
for Accommodations C and D: The audiotape edition of the TCAP Competency
Tests must be utilized for those students requiring accommodations C and
D. Use of audiotape is considered a Special Conditions
Accommodation. Students may use audiotape only or audiotape with the
corresponding test booklet, based upon the IEP Team’s decision). The appropriateness of reading accommodations must be verified through individualized assessments given within two years of the TCAP assessment. Eligibility achievement test scores may be used for this determination, if these scores are within two years of the TCAP Assessment. If not, and the IEP Team feels this would be an appropriate accommodation, it will be necessary to administer reading decoding and comprehension sections of an individual, standardized achievement test to the student. This achievement measure should be administered by school personnel trained in individual achievement testing. The individualized reading assessment does not need to be a comprehensive reading test, but should be a composite score of both decoding (basic reading) and comprehension skills in reading (i.e.—Broad Reading Skills: which is the composite score from Letter-Word Identification and Passage Comprehension on the Woodcock-Johnson Achievement Tests-Revised). The results of this assessment are to be recorded in the space provided for that accommodation. (NOTE:
The required cut-off score on these assessments has been set at the 16th
percentile or less. In standardized assessments, this score falls
one standard deviation below the Mean Score on a Normal Bell Curve.
Percentile scores higher than the 16th percentile fall within the Mean
distribution established with all normative assessment populations—approximately 68% of the student population.) Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “C” is darkened to signify that the student used this accommodation. This accommodation may be used by students scoring at or below the 16th percentile on an individualized standardized reading test, which measures decoding and comprehension, and/or students who have a Verified Visual and/or Hearing Impairment. The standardized reading test must have been given within the last two years. Group achievement tests, such as, the TCAP Achievement Test – TerraNova are not an acceptable measure. It is recommended that a Certified Reader administer the test to ensure fair and equitable test administration. When administered the Achievement Test, eligible students must receive this accommodation under the following conditions: 1. The student must be tested in an isolated area in which students who do not need the accommodation may not hear (reading of) or see (signing of) the test administration. This may be done in either an individualized or small group setting with students needing the same accommodation. 2. Internal Test Instructions must be read exactly as they are written in the test book. Any variation from the text will invalidate the test. 3. This accommodation may be used for the following subtests: Mathematics, Mathematics Computation, Science, and Social Studies. 4. This accommodation may NOT be used for the following subtests: Reading and Language Arts, Vocabulary, Language Mechanics, Spelling, and Word Analysis. When administered the High School Subject Matter Tests, eligible students may receive this accommodation under the following conditions: 1. The student must be tested in an isolated area in which students who do not need the accommodation may not hear (reading of) or see (signing of) the test administration. This may be done in either an individualized or small group setting with students needing the same accommodation. 2. Internal Test Instructions must be read exactly as they are written in the test book. Any variation from the text will invalidate the test. 3. This accommodation may be used on the following High School Subject Matter Tests: Algebra I, Algebra II, Math for Tech I, Geometry, Algebra I Gateway field test, Biology Gateway field test Return to Special Conditions Accommodations Table
D. Read Aloud/Sign Internal Test
Items Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “D” is darkened to signify that the student used this accommodation. This accommodation may be used by students scoring at or below the 16th percentile on an individualized standardized reading test, which measures decoding and comprehension, and/or students who have a Verified Visual and/or Hearing Impairment. The standardized reading test must have been given within the last two years. Group achievement tests, such as, the TCAP Achievement Test – TerraNova are not an acceptable measure. When administered the
Achievement Test, eligible students may receive this accommodation under
the following conditions: 1. The student must be tested in an isolated area in which students who do not need the accommodation may not hear (reading of) or see (signing of) the test administration. This may be done in either an individualized or small group setting with students needing the same accommodation. 2. Internal Test Items must be read exactly as they are written in the test book. Any variation from the text will invalidate the test. 3. This accommodation may be used for the following subtests: Mathematics, Mathematics Computation, Science, and Social Studies. 4. This accommodation may NOT be used for the following subtests: Reading and Language Arts, Vocabulary, Language Mechanics, Spelling, and Word Analysis. When administered the
High School Subject Matter Tests, eligible students may receive this
accommodation under the following conditions: 1. The student must be tested in an isolated area in which students who do not need the accommodation may not hear (reading of) or see (signing of) the test administration. This may be done in either an individualized or small group setting with students needing the same accommodation. 2. Internal Test Instructions must be read exactly as they are written in the test book. Any variation from the text will invalidate the test. 3. This accommodation may be used on the following High School Subject Matter Tests: Algebra I, Algebra II, Math for Tech I, Geometry, Algebra I Gateway field test, Biology Gateway field test (NOTE:
To ensure appropriate test administration of Special Conditions
Accommodations C and D, Reading Aloud, we believe that the test
administrator should be a Certified Reader. However, there may not
be enough Certified Readers to fulfill this requirement. Therefore,
please note that in the directions for accommodations C and D, only
“recommend that a Certified Reader administer the test” has been
emphasized.) Return to Special Conditions Accommodations Table
E. Repeat Oral Instructions
Verbatim (As Needed) Visual and/or
Hearing Impairment and/or 16th Percentile on Individual Standardized
Reading Test which measures decoding and comprehension. This test
must have been given within the last two years. Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “E” is darkened to signify that the student used this accommodation. The following guidelines must be observed when this accommodation is used: 1. The Test
Administrator may repeat the written oral instructions as needed. 2. The Test
Administrator may read the prompt (as written) more than once. 3. Prompts must
not be discussed. 4. The regular
time limit must be observed (thirty-five (35) minutes for fourth and
seventh graders; twenty-five (25) minutes for eleventh grade students.) Return to Special Conditions Accommodations Table
F. Calculator – for use on selected math items (NOTE
for Accommodation F: Considerations for TCAP Competency Tests—Test items
addressing calculation, applied mathematics, and mathematical concepts on
the Mathematics Competency Test are scattered throughout the tests, and
not clustered in a manner that would facilitate administration of the
mathematics Special Conditions Accommodations. These accommodations
would require one-on-one administration of the Competency tests in order
to monitor items which would allow the use of these accommodations.) The appropriateness of calculation accommodations must be verified through individualized assessments given within two years of the TCAP assessment. Eligibility achievement test scores may be used for this determination, if these scores are within two years of the TCAP Assessment. If not, and the IEP Team feels this would be an appropriate accommodation, it will be necessary to administer an individual, standardized achievement test of calculation to the student. This achievement measure should be administered by school personnel trained in individual achievement testing. The results of these assessments are to be recorded in the space provided for that accommodation. Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “F” is darkened to signify that the student used this accommodation. This accommodation may be used by students scoring at or below 16th Percentile on Individual Standardized Calculations Test. This test must have been given within the last two years. Follow test directions on the Teacher Directions Addendum: Special Conditions Accommodations for selected items. Items selected for calculator use are at or above analysis thinking skills NOTE: Use of a calculator is permitted on all High School Subject Matter Tests; therefore, calculator use is not considered a Special Conditions Accommodation. Please see Examiner’s Manual and/or Testing Addendum regarding type of calculator use. Return to Special Conditions Accommodations Table
G. Talking (With Earphones) or Electronic Device with
Braille Display
– for use on all math subtests: Mathematics and
Mathematics Computation Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “G” is darkened to signify that the student used this accommodation. Students with a Verified Visual Impairment that requires the student to use a calculator in all mathematics may use this accommodation. Need for calculator must be necessary for post-school success. Eligible students must receive this accommodation under the following condition: ¨ Student must use talking calculator with earphones. In the event
that earphones are not available for the talking calculator, student must
be tested in an isolated area. Return to Special Conditions Accommodations Table
H. Word Processor with/without Talk-Text
Technology An IEP goal in
writing where technology is used consistently throughout general education
curriculum is required for use of this accommodation. Technology
used as an accommodation must be necessary for post-school success. Test
Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code
“H” is darkened to signify that the student used this accommodation.
The following guidelines must be observed when this accommodation is used: 1. The use of spell-check, grammar-check, or thesaurus is not allowed. 2. Time limits must be observed (thirty-five minutes for 4th and 7th grade; twenty-five minutes for 11th grade) 3. Test Administrator must complete the student’s information grids on the writing folder. 4. Upon completion, the typed essay should be attached to the writing folder with the student’s completed information grids. Return to Special Conditions Accommodations Table
I. Scribe
– As indicated on IEP or due to short-term physical inability to write
The following guidelines must be observed when this accommodation is used. Test Administrators must verify that SPECIAL CONDITIONS ACCOMMODATION code “I” is darkened on the student’s answer grid to signify that the student used this accommodation. a. Test Administrator must complete student’s information grids on the writing folder. b. Students using this accommodation should be tested in a quiet room apart from other students to avoid confusion while testing. c. The Test Administrator should read the prompt aloud only once. d. Time limits must be observed (thirty-five minutes for 4th and 7th grade students; twenty-five minutes for 11th grade students.) e. The scribe must not correct what the student dictates. f. The scribe should remain silent throughout the testing process. g. The student is to dictate his or her essay to the scribe by spelling out each word, letter-by-letter. h. The student must dictate all punctuation. i. The scribe must not alert the student of mistakes during testing. j. The scribe must not use vocal inflection to indicate correct or incorrect responses. k. If the student requests to go back to a certain passage, the scribe should either show the student the written page or spell back what the student dictated. The scribe is not permitted to point out misspelled words, confusing organization, or missing punctuation. l. The essay should be completed on a regular student answer document. (NOTE: Any student receiving a Special Conditions Accommodation must be documented on the Report of Irregular Testing Conditions Form. It is the Building and System Level Testing Coordinator’s responsibility to confirm that all students reported have met the required conditions to receive the specific accommodation and that it is documented on the student’s IEP. In the event that a student is reported as receiving a Special Conditions Accommodation on the Report of Irregular Testing Conditions Form and does NOT meet the requirements, the Building/System Level Testing Coordinator should initiate a Report of Irregularity Form for nullification. The Office of Special Education has requested that the Division of Evaluation and Assessment provide an avenue by which to track the absence of students receiving special education services. The Report of Irregular Testing Conditions Form collects absences for all students; thus, in order to track students receiving special education services, the directions will now ask that the test administrator identify the appropriate students with an asterisk [*].) |