Flexible Scheduling

1
Flexible Scheduling

• Accommodation for LEP pupils and students with
  disabilities.

Department of Education Early
Development September 2008, District Test
Coordinator Training
2
Definition and Intent

• Table 2 Administering the test over several days
  completing on or before the last day of the test
  window (must consult with department for security
  and timing reasons see appendix for security
  procedures).
• Documentation ensures the appropriate process was
  utilized and security measures are in place
  Forms 05-05-029 and 05-05-030 are required.

3
Intent and Instructions
Evidence needed for state review
4
Intent and Evidence
Form 05-05-029

• review the directions
• consider the department recommendation
• Is the evidence/proof available for this
  accommodation?
• All documentation submitted to the department no
  less than five working days prior of testing

5
Evidence is REQUIRED!
6
Examples of Evidence

• Incomplete test results obtained from districts
  DTC
• Time sheets indicating prior testing times
• Documentation in the IEP that states student is
  not able to complete a test of similar length in
  one day.
• Letter(s) from teachers documenting students
  need of flexible scheduling.
• example justification statements on next slide.

7
Examples of Evidence

• When Joey, a student who demonstrates on most
  indicates his reading comprehension is between
  8th and 9th grade, is taking a test with 45
  multiple choice questions and two constructed
  response questions must have additional days for
  testing. When taking this length of an exam in
  regular classes, based on the attached test and
  time log, must test during the lunch period for 4
  days in addition to the one hour in class and two
  study hall hours. This is normal performance pace
  due to the students disability of . . . . which
  impacts pace, but certainly not comprehension.
• When the student was given the reading item
  sampler / practice exam, which is 50 the length
  of the regular exam, the student took three hours
  to complete the exam. The performance on the
  practice test as well as classroom and other
  assessments indicate this student is on grade
  level. Due to the students history of testing,
  as documented in the attached teacher notes,
  which is a result of the students ED disability
  the reading assessment should be given over two
  separate days. (attached notes include history of
  ED issues that arise due to concentrated lengthy
  testing that interfere with the student showing
  true achievement level)

8
Student Agreement
Form 05-05-030

• Terms of Agreement
• The agreement form, containing all three required
  signatures, must be submitted to the department
  with completed application.

9
Plan for Administration

• IMPORTANT All subtests must be completed on or
  before the last day of testing October 16, 2008
• Dates of testing
• Sections/pages of subtest to be scheduled each
  day,
• Example ½ reading subtest on 10/13 and remaining
  ½ on 10/14

10
Security

• Keeping sections of test previously taken or to
  be taken secure from being reviewed
• Paper clips
• Rubber bands
• No staples! No tape!

11
Security (cont)

• Ensuring test is secure during additional days of
  testing.
• Where will test be secured?
• Who has access to this location?

• Sufficient response?
• Test materials locked in building test
  coordinators office.
• Tests locked in school vault. Only principal and
  secretary have the key.

12
Is Your Application Complete?

• Completed Application
• Student ID
• Proctor Information
• All necessary signatures
• Two pages of students IEP
• Evidence documenting need
• Terms of Agreement with all signatures

13
Support is Available

• Kari Quinto, Education Associate II,
  465-8436kari.quinto_at_alaska.gov
• Janet Valentour, Assessment Administrator,
  465-8431 janet.valentour_at_alaska.gov