Testing Students with Disabilities

Testing Students
with Disabilities
North Carolina
Testing Program
Published August 2018
Public Schools of North Carolina
Department of Public Instruction | State Board of Education
Division of Accountability Services/North Carolina Testing Program
Raleigh, North Carolina 27699-6314
Stock No. 18989

In compliance with federal law, the NC Department of Public Instruction administers all state-
operated educational programs, employment activities, and admissions without discrimination
because of race, religion, national or ethnic origin, color, age, military service, disability, or
gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Maria Pitre-Martin, Ph.D., Deputy Superintendent of District Support
6307 Mail Service Center
Raleigh, NC 27699-6307
Telephone (919) 807-3759; Fax (919) 807-4065

i
Table of Contents
Page
A. Introduction....................................................................................................................................... 1
School-Based Management and Accountability Program................................................................... 1
The Purposes of the North Carolina Testing Program ........................................................................ 1
Responsibilities of Agencies............................................................................................................... 2
Components of the North Carolina Testing Program.......................................................................... 2
Student Performance and Achievement.............................................................................................. 4
Access to the General Curriculum and Assessment of Grade-Level Content..................................... 4
Rules, Guidelines, and Procedures for Implementing the North Carolina Testing Program .............. 4
Providing Information and Updates.................................................................................................... 5
State Policy and Federal Laws ............................................................................................................ 5
General Information on Accommodations.......................................................................................... 5
Transfer Students and Accommodations............................................................................................. 7
General Information on Alternate Assessments.................................................................................. 7
Establishing a Local Procedure to Ensure Student Participation in the State Testing Program.......... 8
Policy for Duplicating or Quoting from This Publication................................................................... 9
B. Responsibilities of the LEA Test Coordinator and Exceptional
Children Director/Section 504 Coordinator ................................................................................. 11
Document Information...................................................................................................................... 11
Joint Responsibility........................................................................................................................... 11
Joint Training of Local Staff............................................................................................................. 13
Review of Recommendations ........................................................................................................... 16
C. Procedures for Determining Participation in the General Test Administration or the
Alternate Assessments with or without Testing Accommodations............................................. 17
General Local Procedures ................................................................................................................. 17
Access to the General Curriculum .................................................................................................... 19
Instructional Accommodations ........................................................................................................ 19
Accessibility Framework ................................................................................................................. 19
North Carolina Testing Program....................................................................................................... 19
Student Participation in the North Carolina Testing Program .......................................................... 20
North Carolina-Developed Field Tests/Special Studies.................................................................... 22
General Test Administration............................................................................................................. 22
North Carolina Testing Program Summative Assessment Options Charts....................................... 22
Test Mode Options ........................................................................................................................... 22
Guiding Principles for Accommodations.......................................................................................... 23
Accommodations for the National Assessment of Educational Progress at Grades 4, 8, and 12...... 25
Accommodations for North Carolina-Developed Tests.................................................................... 27

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Documentation of Accommodations................................................................................................. 28
Testing Accommodations Documentation........................................................................................ 29
Students Eligible for Testing Accommodations................................................................................ 29
Students with Disabilities also Identified as English Learners (ELs) ............................................... 29
Students with Transitory Impairments and Section 504 Plans.......................................................... 30
Addressing the Use of Testing Accommodations............................................................................. 31
Changes in Testing Accommodations before Testing....................................................................... 31
More Than One Accommodation...................................................................................................... 32
Notifying Students about Accommodations ..................................................................................... 32
Procedures to Follow When a Student Declines the Use of a Testing Accommodation................... 32
Special Accommodation Request...................................................................................................... 34
Invalid Test Results........................................................................................................................... 34
Discussing the Use of the North Carolina Alternate Assessment ..................................................... 34
D. Accessibility Framework ................................................................................................................ 37
Universal Design Features ................................................................................................................ 37
Designated Features ......................................................................................................................... 37
Considerations and Instructions for Designated Features ................................................................ 38
Accommodations............................................................................................................................... 40
Accessibility Framework Decision-Making Support ....................................................................... 40
E. Testing Accommodations—Descriptions and Procedures........................................................... 41
Role of the IEP Team or Section 504 Committee............................................................................. 41
Accommodations Tables................................................................................................................... 42
Special Print Versions....................................................................................................................... 53
Braille Edition................................................................................................................................ 55
Large Print Edition......................................................................................................................... 61
One Test Item Per Page Edition..................................................................................................... 65
Assistive Technology (AT) Devices and Special Arrangements ...................................................... 69
AT Devices .................................................................................................................................... 71
Dictation to a Scribe....................................................................................................................... 81
Interpreter/Transliterator Signs/Cues Test..................................................................................... 85
Student Marks Answers in Test Book............................................................................................ 89
Student Reads Test Aloud to Self .................................................................................................. 93
Test Read Aloud (in English) ........................................................................................................ 95
Other AT Devices ....................................................................................................................... 101
Braille Writer/Slate and Stylus (Braille Paper)......................................................................... 101
Cranmer Abacus ....................................................................................................................... 103
Magnification Devices.............................................................................................................. 105
Special Test Environments.............................................................................................................. 107
Multiple Testing Sessions............................................................................................................ 109

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Scheduled Extended Time ........................................................................................................... 115
Testing in a Separate Room......................................................................................................... 119
F. Monitoring Accommodations....................................................................................................... 121
Introduction..................................................................................................................................... 121
Review of Accommodations Used During Testing Forms............................................................... 121
Tracking Required Testing Accommodations and Planning for Test Administrations .................. 122
Documentation of Accommodations Provided ............................................................................... 122
Procedures to Follow When Required Testing Accommodations Have Not Been Provided ......... 123
Procedures to Follow When Testing Accommodations Are Provided That Are Not Required...... 123
G. North Carolina Alternate Assessments ....................................................................................... 125
Introduction..................................................................................................................................... 125
Annual Decision.............................................................................................................................. 125
Access to the General Curriculum and Assessment of Grade-Level Content................................. 126
Testing Students with Disabilities Website..................................................................................... 126
Districtwide Assessments................................................................................................................ 126
Expectations and Assessment Options........................................................................................... 126
North Carolina State Tests and Alternate Assessments Chart ....................................................... 127
NCEXTEND1 ................................................................................................................................ 129
Introduction..................................................................................................................................... 129
Grades and Subjects for Which the NCEXTEND1 Is Available .................................................... 129
Eligible Students for the NCEXTEND1 and the Role of the IEP Team......................................... 129
Test Development ........................................................................................................................... 131
Administering the NCEXTEND1 Alternate Assessments.............................................................. 131
Assessment Time, Multiple Testing Sessions, and Breaks ............................................................. 133
Accommodations and Adaptations to Materials for the NCEXTEND1 Assessments.................... 133
NCEXTEND1 Website................................................................................................................... 134
North Carolina College and Career Readiness Alternate Assessments—Grades 10 and 11 . 135
Purpose of the North Carolina College and Career Readiness Alternate Assessments................... 135
Eligible Students for the CCRAAs.................................................................................................. 135
Test Administration......................................................................................................................... 136
Administration Time for the CCRAAs ........................................................................................... 136
Appendices............................................................................................................................................... 137
Appendix A: Questions for IEP Teams/Section 504 Committees to Consider: Testing
Accommodations ......................................................................................................................... 139
Special Print Versions ........................................................................................................... 139
AT Devices and Special Arrangements................................................................................. 141
Special Test Environments.................................................................................................... 145
Appendix B: Special Accommodation Request.............................................................................. 147
Appendix C: North Carolina Alternate Assessment Decision-Making Chart ................................ 151

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Appendix D: Testing Accommodations: Logistics Planning Checklist.......................................... 153
Appendix E: Review of Accommodations Used During Testing ................................................... 155
Appendix F: Review of Accommodations Used During NCEXTEND1 Testing........................... 157
Appendix G: NC Timeline for Transition to the Unified Braille Code (UEB)............................... 159
Appendix H: Sample―Special Print Versions Error Report Form................................................. 161
Appendix I: List of Abbreviations and Acronyms.......................................................................... 163

Testing Students with Disabilities North Carolina Testing Program
1
A. Introduction
This publication contains policy guidelines and procedures for testing students with disabilities
in the North Carolina Testing Program.1
Students who are officially classified as having a
disability are those who receive special education and related services under the Individuals with
Disabilities Education Improvement Act of 2004 (IDEA) or are accommodated under Section
504 of the Rehabilitation Act of 1973. School personnel must ensure the policy guidelines and
procedures outlined in this publication are implemented appropriately.
All information provided in this publication represents the assessments and policies in place as of
August 2018. Because of subsequent guidance and/or regulations from the U.S. Department of
Education, some of the information may have since been updated. Always check with your local
education agency (LEA) test coordinator for any updated information.
North Carolina LEA personnel, school personnel, parents, and students may duplicate or
download this publication for instructional and educational purposes only. This publication is
located on the North Carolina Department of Public Instruction (NCDPI) Division of
Accountability Services/North Carolina Testing Program website at
http://www.ncpublicschools.org/accountability/policies/tswd. Others may not duplicate or quote
from this publication without written permission from the NCDPI Division of Accountability
Services/North Carolina Testing Program.
School-Based
Management and
Accountability
Program
According to G.S. §115C-105.20, which addresses the school-based
management and accountability program:
“The General Assembly believes that all children can learn. It is the
intent of the General Assembly that the mission of the public school
community is to challenge with high expectations each child to learn, to
achieve, and to fulfill his or her potential. With that mission as its
guide, the State Board of Education shall develop a School-Based
Management and Accountability Program. The primary goal of the
Program shall be to improve student performance.”
The Purposes of the
North Carolina
Testing Program
The purposes of the North Carolina Testing Program, as described in
G.S. §115C-174.10, are as follows:
“(i) To assure that all high school graduates possess those minimum
skills and that knowledge thought necessary to function as a
member of society;
(ii) To provide a means of identifying strengths and weaknesses in the
education process in order to improve instructional delivery; and
1
School personnel must refer to the test publisher’s manual to determine appropriate accommodations for any
nationally normed or commercially developed test (e.g., the Terra Nova, Iowa Test of Basic Skills, and Stanford 9).

2
(iii) To establish additional means for making the education system at
the state, local, and school levels accountable to the public for
results.”
Responsibilities of
Agencies
In regard to the responsibilities of agencies for testing students with
disabilities, G.S. §115C-174.12 states the following:
“(a) . . . The State Board of Education’s policies regarding the testing
of children with disabilities shall:
(i) provide broad accommodations and alternate methods of
assessment that are consistent with a student’s individualized
education program and Section 504 (29 U.S.C. § 794) plans;
(ii) prohibit the use of statewide tests as the sole determinant of
decisions about a student’s graduation or promotion; and
(iii) provide parents with information about the Statewide Testing
Program and options for children with disabilities.
The State Board shall report its proposed policies and proposed
changes in policies to the Joint Legislative Education Oversight
Committee prior to adoption.
The State Board of Education may appoint an Advisory Council
on Testing to assist in carrying out its responsibilities under this
Article.”
Components of the
North Carolina
Testing Program
G.S. §115C-174.11(c), Annual Testing Program, states the following:
“(c) Annual Testing Program.
(1) The State Board of Education shall adopt the tests for grades
3–12 that are required by federal law or as a condition of a
federal grant. These tests shall be designed to measure progress
toward reading, communication skills, and mathematics for
grades 3–8, and toward competencies for grades 9–12. Students
who do not pass the tests adopted for eighth grade shall be
provided remedial instruction in the ninth grade.
(2) If the State Board of Education finds that additional testing in
grades 3–12 is desirable to allow comparisons with national
indicators of student achievement, that testing shall be
conducted with the smallest size sample of students necessary to
assure valid comparisons with other states.”
(3) Repealed by Session Laws 2014-78, s. 3(a), effective July 1,
2014.

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(4) To the extent funds are made available, the State Board of
Education shall use a competitive bid process to adopt one
nationally norm-referenced college admissions test to make
available to local school administrative units, regional schools,
and charter schools to administer to all students in the eleventh
grade unless the student has already taken a comparable test and
scored at or above a level set by the State Board. The State
Board of Education shall require the administration of an
alternate to the nationally norm-referenced college admissions
test or an alternate precursor test to the nationally norm-
referenced college admissions test to a student who (i) exhibits
severe and pervasive delays in all areas of conceptual, linguistic,
and academic development and in adaptive behaviors, including
communication, daily living skills, and self-care, (ii) is
following the extended content standards of the Standard
Course of Study as provided in G.S.§ 115C-81.5, or is following
a course of study that, upon completing high school, may not
lead to admission into a college-level course of study resulting
in a college degree, and (iii) has a written parental request for an
alternate assessment.
The State Board of Education shall ensure that parents of
students enrolled in all public schools, including charter and
regional schools, have the necessary information to make
informed decisions regarding participation in the nationally
norm-referenced college admissions test and precursor test.
Alternate assessment and nationally norm-referenced college
admissions test results of students with disabilities shall be
included in school accountability reports, including charter and
regional schools, provided by the State Board of Education.”
Additionally, G.S. §115C-174.22, Part 4. Student Diagnostic Tests
states, “to the extent funds are made available for this purpose, and
except as otherwise provided in G.S. §115C-174.11(c)(4), the State
Board shall plan for and require the administration of diagnostic tests in
the eighth and tenth grades that align to the nationally norm-referenced
college admissions test adopted by the State Board through the
competitive bid process pursuant to G.S. §115C-174.11(c)(4). The
results of the tests shall be used to help diagnose student learning and
provide for students an indication of whether they are on track to be
remediation-free at a community college or university.”
For the 2018–19 school year, the State Board of Education (SBE)
requires the administration of the ACT test for all students in the
eleventh grade unless the student has already taken a comparable test
and scored at or above a level set by the State Board. The grade 11

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College and Career Readiness Alternate Assessment and the grade 11
NCEXTEND1 are the alternate assessments to the ACT. Alternate
assessment and ACT assessment results of students with disabilities
shall be included in school accountability reports provided by the SBE.
For the 2018–19 school year, the SBE requires the administration of the
PreACTTM
test for all students in the tenth grade. The grade 10 College
and Career Readiness Alternate Assessment and the grade 10
NCEXTEND1 are the alternate assessments to the PreACT.
The list of state-mandated tests is updated annually and is located on
the website for the NCDPI Division of Accountability Services/North
Carolina Testing Program at:
http://www.ncpublicschools.org/accountability/testing.
Student Performance
and Achievement
Students and schools are accountable for student performance and
achievement. All students are to be given the opportunity to receive
instruction that will allow them to perform successfully on all state-
required tests.
Access to the General
Curriculum and
Assessment of Grade-
Level Content
IDEA mandates that all students with disabilities be provided access to
the general curriculum. The Every Student Succeeds Act (ESSA)
requires all students to be assessed on grade-level content.
For students with the most significant cognitive disabilities, the
alternate assessment is linked to grade-level content through the North
Carolina Extended Content Standards for the state-adopted North
Carolina Standard Course of Study for all assessed content areas (i.e.,
English Language Arts (ELA)/Reading, Mathematics, and Science).
Note: ESSA prohibits the development of additional alternate or
modified assessments.
Rules, Guidelines, and
Procedures for
Implementing the
North Carolina
Testing Program
SBE policy NC Testing Program Rules, Guidelines and Procedures
(TEST-009) states the following:
“The information contained within the North Carolina Testing Program
policy documents shall apply to all public school personnel who are
responsible for the implementation of the North Carolina Testing
Program. These documents include the test administrator’s manuals and
guides for each test, test material processing guides, handbooks, the
North Carolina Proctor’s Guide, the North Carolina Testing Security:
Protocol and Procedures for School Personnel publication, the
Guidelines for Testing Students Identified as English Learners
publication, the North Carolina Testing Students with Disabilities
publication, and any subsequent published supplements or updates and
periodic training provided to each LEA. The information shall set forth
the rules and procedures required for a proper test administration and

5
shall be provided to each LEA by the department through the LEA test
coordinator.
The LEA superintendent shall ensure that each school follows the
established testing procedures by keeping building-level administrators
informed of their responsibilities. Local boards of education shall
cooperate with the SBE in implementing the provisions of this policy.”
Note: Testing personnel should refer to the Guidelines for Indicator
Assessment(s) for Students with an Individualized Education Program
and/or an English Learner Plan for specific information regarding
policy and guidance on the North Carolina Career Technical Education
(CTE) State Assessment Program. This document is available through
the Career and Technical Education Division of the NCDPI.
Providing Information
and Updates
Students, parents, Individualized Education Program (IEP) teams or
Section 504 committee members, teachers, directors of instruction,
exceptional children directors, LEA test coordinators, principals, and
superintendents must review this publication before making decisions
about students with disabilities who may be participating in the North
Carolina Testing Program at grades 3–12 through the administration of
a general assessment with or without accommodations or through the
use of a North Carolina alternate assessment with or without
accommodations.
LEA test coordinators must provide any subsequent updates to this
publication or any other publication that has additional information to
inform the decision making for testing students with disabilities.
State Policy and
Federal Laws
North Carolina SBE policy ACCT-021 requires all students with
disabilities to participate in the statewide testing program by either
taking the standard test administration with or without accommodations
or by participating in the state-designated alternate assessment based on
alternate academic achievement standards with or without
accommodations, if eligible. To participate in the alternate assessment,
students must meet eligibility criteria established by the NCDPI. This
policy is in accordance with IDEA and ESSA. Results from student
performance are reported annually by the NCDPI.
General Information
on Accommodations
Standardized test procedures for students with disabilities require
testing accommodations and corresponding administrative procedures
be developed and implemented to ensure individual student needs are
met, and at the same time, to maintain sufficient uniformity of the test
administration to maintain test validity and to fulfill the requirements of
testing for accountability. One of the functions of state tests is to
generate information for the purpose of accountability. State tests are
not designed to provide comprehensive diagnostic information at the
individual student level. Among the accommodations students with

6
disabilities may need are (a) special print versions, (b) assistive
technology devices/special test arrangements, and/or (c) a special test
environment. A student may require the combined use of any number
of these accommodations in order to obtain access to a given test.
Accommodations designated for the tests should be consistent with
accommodations used routinely during classroom instruction and
similar classroom assessments. It is vital for students with disabilities
to receive accommodations on state-mandated tests that allow them to
demonstrate their true abilities; however, students must not receive
unnecessary, inappropriate, or unfamiliar accommodations.
For any state-mandated test, accommodations must (1) be documented
in the student’s current IEP or Section 504 Plan, and (2) the
documentation must reflect their routine use during instruction and
similar classroom assessments that measure the same construct. If a
student has not been provided the accommodations documented on the
IEP or Section 504 Plan during instruction, the student is still to receive
the accommodations specified in the current IEP or Section 504 Plan
for the state-mandated tests. However, the use of testing
accommodations that were not routinely used during instruction or
similar classroom assessments may constitute a misadministration and
result in an invalid test score. Moreover, student performance could be
adversely affected because the student did not become familiar with the
accommodations before testing. In such cases, a local investigation
must be conducted to determine if the student was adversely affected
by the provision of the testing accommodations and if a
misadministration should be declared.
It is not appropriate to recommend the provision of
accommodations during test administrations if the purpose is to
potentially enhance student performance rather than provide equal
access and opportunity to perform.
Provision of accommodations for North Carolina tests that are not
specified in this publication may invalidate the results of a given test.
Accommodations that alter the construct of the test, interfere with the
measurement of the construct, or provide inappropriate assistance to the
student within the context of the test, invalidate the results of the test.
IEP teams and Section 504 committees are to use caution when
selecting accommodations that will invalidate the score.
Accommodations that invalidate test results include, but are not limited
to:
1. Test Read Aloud (in English) provided for North Carolina tests
designed to measure reading comprehension

7
Transfer Students and
Accommodations
2. Interpreter/Transliterator Signs/Cues Test provided for North
Carolina tests designed to measure reading comprehension
3. Assistive technology that reads text aloud provided for North
Carolina tests designed to measure reading comprehension
If a student transfers to a public school in North Carolina and has a
current IEP from out of state, the IEP team is required to provide
comparable services until the student is found eligible in North
Carolina and a new IEP is developed. All accommodations in a current
IEP, including an IEP developed in another state, must be honored—
even if the accommodations will invalidate a score according to North
Carolina Testing Program policy. If those types of accommodations are
used, then the student’s score will be invalidated. In addition to
notifying the student and parent of accommodations that will be
provided during testing, the school must inform the student and parent
of any accommodations on the current IEP that will invalidate test
results if they are provided.
Additional information regarding accommodations for state tests is
located in Sections C and E of this publication.
General Information
on the Alternate
Assessments
In order for a student with a disability to participate in a North Carolina
alternate assessment (NCEXTEND1), the student must meet the
eligibility criteria established by the NCDPI, and the decision to
participate in the alternate assessment must be documented in the
current IEP. The IDEA and the ESSA require students with disabilities
to participate in an alternate assessment, with or without
accommodations, if they are receiving instruction through the North
Carolina Extended Content Standards.
Students with only Section 504 Plans are not eligible for participation
in any of North Carolina’s alternate assessments. These students may
participate in the standard test administration with or without
accommodations as documented in their individual Section 504 Plans.
Under ESSA, the number of students who may take the alternate
assessment is limited to no more than 1.0 percent of the total number of
all students in the state who are assessed in a given subject (i.e.,
reading/English language arts, mathematics, and science). This 1% cap
is at the state level.
ESSA further requires that a school district exceeding 1% participation
in any subject must submit a justification to the department, and the
department must provide appropriate oversight to that district. The
state and districts must still meet the 95% participation rate for students
enrolled in tested grades.

8
Only students with the most significant cognitive disabilities may
participate in the alternate assessment, and no student should take the
alternate assessment unless they are also participating in the alternate
academic achievement standards. In North Carolina, a student with the
most significant cognitive disability is defined as a student
• whose disability significantly impacts adaptive behaviors,
defined as those skills which are essential for someone to live
and function independently;
• who requires extensive and repeated individualized instruction
and support to make meaningful gains; and
• who uses substantially adapted materials and individualized
methods of accessing information in alternative ways.
The identification of a student as having a particular disability shall not
determine whether or not a student is a student with the most
significant cognitive disability; and a student with the most significant
cognitive disability cannot be identified because of previous low
academic achievement, status as an English Learner, cultural/economic
difference, or previous need for accommodations to participate in
general state or districtwide assessments.
Additional information regarding alternate assessments is located in
Sections C and G of this publication.
Establishing a Local
Procedure to Ensure
Student Participation
in the State Testing
Program
All test administrators and proctors must adhere to the North Carolina
Testing Code of Ethics (State Board policy TEST-010) and “implement
the school system and local testing policies and procedures to assure all
eligible students are tested fairly.” Since IDEA and ESSA require all
students with disabilities to participate in the statewide testing program,
where appropriate, a local procedure must be established in the LEA to
ensure students with disabilities who have the appropriate
documentation in the current IEP or Section 504 Plan (1) participate in
the general assessment under standard conditions (i.e., without
accommodations); (2) participate in the general assessment with testing
accommodations; or (3) if eligible, participate in a North Carolina
alternate assessment (i.e., with or without accommodations).
To ensure test results are valid, all school personnel must follow the
appropriate procedures for use of the accommodation or alternate
assessment for students with disabilities located in this publication and
other designated state publications. If questions arise regarding
procedures for determining or using appropriate accommodations or a

9
Policy for Duplicating
or Quoting from This
Publication
North Carolina alternate assessment, school staff must contact the LEA
test coordinator.
Refer to Section C: Procedures for Determining Participation in the
General Test Administration or the Alternate Assessments with or
without Testing Accommodations for additional information.
North Carolina LEA personnel, school personnel, parents,
and students may duplicate or download this publication for
instructional and educational purposes only. Portions of this document
may be duplicated and distributed to members of IEP teams and/or
Section 504 committees so informed decisions related to testing
students with disabilities may be made. This publication is located on
the NCDPI Division of Accountability Services/North Carolina Testing
Program website at
http://www.ncpublicschools.org/accountability/policies/tswd. Others
may not duplicate or quote from this publication without written
permission from the NCDPI Division of Accountability Services/North
Carolina Testing Program.

10

11
B. Responsibilities of the LEA Test Coordinator and
Exceptional Children Director/Section 504 Coordinator
The LEA test coordinator, exceptional children director, and Section 504 coordinator are to work
collaboratively to provide information to school-based staff regarding policies and procedures
for testing students with disabilities. This information will explain how to appropriately
document in either the current IEP or Section 504 Plan a student’s participation in the statewide
testing program at grades 3–12, including whether the student will participate in the
1. general assessment under standard conditions (i.e., without testing accommodations);
2. general assessment with testing accommodations; or
3. North Carolina alternate assessment (with or without testing accommodations), if eligible.
Local personnel must ensure any circumstances resulting from the provision and/or use of an
accommodation or alternate assessment (e.g., procedures that invalidate test results) are
explained to and understood by parents/legal guardians/surrogate parents and students who are
age 18 or older.
Document
Information
LEA test coordinators, exceptional children directors, and Section 504
coordinators are to distribute and review copies of this document,
which contains SBE policies for testing students with disabilities, to
appropriate school personnel and members of the community so IEP
teams and Section 504 committees can make informed decisions
related to testing students with disabilities. Portions of this document
may be duplicated and distributed to members of IEP teams and/or
Section 504 committees so informed decisions may be made.
Joint Responsibility It is recommended that LEAs develop a local plan to designate
responsibilities for the LEA test coordinator, exceptional children
director, and Section 504 coordinator to more clearly define roles in
the assessment of students with disabilities. It is the joint responsibility
of school personnel to work collaboratively to ensure the following
occur within a reasonable time frame.
1. All teachers, IEP teams, and Section 504 committees, including
parent(s), guardian(s), and surrogate parent(s), must be informed
about:
a. the state testing requirements at each grade level (including the
National Assessment of Educational Progress [NAEP], if
applicable);
b. the guidelines governing the provision and use of testing
accommodations; and
c. the guidelines governing the administration and use of the North
Carolina alternate assessments.

12
2. A local monitoring system is to be established to ensure only
eligible students with disabilities with the appropriate
documentation in current IEPs or Section 504 Plans are provided
testing accommodations during the administration of state tests and,
to ensure valid test results, all state policies are followed.
3. A local monitoring system is to be established to ensure only
eligible students with disabilities with the appropriate
documentation in current IEPs participate in a North Carolina
alternate assessment if not participating in a statewide general
assessment with or without accommodations.
4. Appropriate documentation in a current IEP or Section 504 Plan is
to be on file in the event of state audits or monitoring that may be
required as part of the Exceptional Children, State Testing, and/or
Accountability Programs.
5. Any special scheduling or other provisions that may be required to
accommodate testing students with disabilities are to be arranged.
6. Each school’s implementation of state policies is to be monitored to
ensure appropriate procedures are followed during the
administration of state tests with accommodations. Appropriate
accommodations are only provided to students with disabilities
who have documentation that they are eligible to receive them.
Additional information is located in Section F of this publication.
7. A local system is to be established for (a) notifying parents/
guardians and students before the actual test administration date
about the approved accommodations the student will be provided
during the actual test administration and (b) creating procedures to
follow if a student declines to use the approved accommodation(s)
during an actual test administration. This information must be
documented in the LEA and school testing plans. Additional
information is located in Section C of this publication.
8. All appropriate staff are to receive training about IDEA, ESSA,
and the North Carolina alternate assessments. IDEA and ESSA
require all students with disabilities to participate in the
administration of a general assessment, with or without
accommodations, or to be administered an alternate assessment,
with or without accommodations. When the IEP team, using the
state eligibility criteria, determines and documents that a student
will participate in a North Carolina alternate assessment, the
student must participate in the documented alternate assessment
unless the IEP team reconvenes and changes the testing
requirements. Any changes in testing requirements (e.g., change

13
Joint Training of
Local Staff
from general assessment to alternate assessment, change from
alternate assessment to general assessment) should not be made
unless there are at least one hundred twenty (120) school days
before the testing window. As IEPs are created at various times of
the school year, this window may not fit for every student.
However, teams should make every effort to provide the student
with a minimum of 120 days of instruction in the content standards
on which the student will be assessed prior to the assessment.
9. Parents/legal guardians/surrogate parents (and students age 18 or
older) are to be informed when their child will be instructed and
evaluated based on alternate academic achievement standards
through the North Carolina Extended Content Standards.
Additional information on North Carolina Extended Content
Standards may be found in Sections C and G of this publication.
Early in the school year, school personnel must receive training on how
to use accommodations during instruction. Before testing, training
sessions on testing students with disabilities must be conducted by the
LEA/charter school for
1. test administrators,
2. proctors,
3. exceptional children teachers, and
4. any other appropriate school personnel who serve students with
disabilities on IEP teams and Section 504 committees or who are
otherwise involved in administering a state test, providing
accommodations during the administration of a state test, or
administering or assisting with the administration of an alternate
assessment.
Training related to testing is primarily the responsibility of LEA/charter
school test coordinators. However, exceptional children directors,
Section 504 coordinators, and general curriculum specialists are
strongly encouraged to participate and assist in developing training for
personnel involved in testing students with disabilities. In no case shall
a test be administered by an individual who has not participated in
training on the administration of state tests, the appropriate use of
testing accommodations, or, if applicable, the procedures for
administering the alternate assessments.
All school system personnel are to be aware of the following when
administering state tests with or without accommodations:

14
1. A trained proctor (i.e., one-on-one, full time proctor or a roving
proctor) should be assigned to every teacher who is administering a
state-mandated test, regardless of the number of students tested.
Test administrators may require special assistance from a trained
proctor when administering the alternate assessment or tests
requiring accommodations.
2. Every attempt must be made to relieve students’ testing anxiety.
3. The security of the test and any confidential student information
must be maintained at all times.
Training on testing students with disabilities is to include:
1. review of the standard procedures for administrating the test(s);
2. information located in the Testing Students with Disabilities
document (this publication) and the North Carolina Testing Code of
Ethics, which includes information about maintaining test security
and the sanctions for violations;
3. information about ordering test materials: the superintendent or the
superintendent’s designee, usually the LEA test coordinator, is
responsible for ensuring secure test materials are properly ordered.
Special print versions (e.g., Braille, large print, and one test item
per page editions, and large print/one test item per page editions)
must be entered into the LEA-approved accommodations
management system (i.e., Every Child Accountability and Tracking
System [ECATS], PowerSchool, or an LEA-approved, third-party
application) for ordering purposes. Testing accommodations
information must be accurate within the accommodations
management systems in order to ensure adequate production,
quality control, and delivery time of the special print versions; and
4. information about testing accommodations: additional information
regarding testing accommodations is located in Sections C and E of
this publication.
To ensure valid test results, training before the administration of
each state test must include review of accommodation(s) that have
been approved for the student to use with specific tests and the
appropriate use of and procedures for the provision of the approved
accommodation(s).

15
A student may require accommodations for only one test (for
example, English language arts/reading), or a student may have
approval for accommodations for several tests (for example,
English language arts/reading, mathematics, and science). In
addition, a student may have approval for more than one
accommodation per test because of his or her individual needs.
The test administrator must code all applicable bubbles on the
student answer sheet for paper-and-pencil tests or complete the
Accommodations Provided page in NCTest for online tests to
identify the specific accommodation(s) provided during the test
administration. Coding/completion must be accurate. This
information is used for state and federal reporting purposes and for
making determinations about the validity of test scores. When a
state test is administered with accommodations, students are to be
provided the following information on an individual basis before
the test date:
a. identity of the test administrator, proctor, interpreter,
transliterator, or scribe (if known) (It is desirable that students
know and have worked with the test administrator, proctor,
interpreter, transliterator, or scribe before the test
administration.);
b. test date, time the test administration is scheduled to begin,
room location; and
c. the testing accommodations that will be provided and the way in
which they will be provided.
Unless the provision or use of the testing accommodation requires
special handling, the test administrator must follow standard
procedures for processing test materials.
Procedures for storing or returning paper-and-pencil test materials
used with accommodations (e.g., Braille Editions or test books used
for the Student Marks Answers in Test Book accommodation) are
located in each assessment guide.
5. information on the North Carolina Alternate Assessment: while
training on the alternate assessment for students with disabilities is
the responsibility of the LEA test coordinator, it should be
conducted in collaboration with the exceptional children director.
The collaboration is necessary because the majority of LEA test
coordinators may have minimal experience working with alternate
academic achievement standards and students with disabilities.

16
Review of
Recommendations
Communication and cooperation among LEA staff are vital to the
assurance that all test administrators and related personnel involved
in the administration of the alternate assessment receive appropriate
training, staff development, and support. (Additional information
regarding the alternate assessments is located in Sections C and G
of this publication.)
The exceptional children director and Section 504 coordinator, in
collaboration with the LEA test coordinator, are to review the
testing accommodations and any alternate assessment decided by
the IEP teams and Section 504 committees. This may include
review of documentation in IEPs and Section 504 Plans and any
available reports from ECATS, PowerSchool, or LEA-approved
accommodations management systems.

17
C. Procedures for Determining Participation in the General Test
Administration or the Alternate Assessments with or without Testing
Accommodations
The following procedures are to be used when determining whether students with disabilities
will either participate in the general state tests with or without accommodations or participate in
the North Carolina alternate assessments with or without accommodations.
General Local
Procedures
Instructional and testing needs for a student with disabilities must be
considered every school year at the annual review of the student’s IEP or
Section 504 Plan. The IEP team or Section 504 committee discusses the
individual instructional and testing needs of the student with disabilities who
is to participate in the state-mandated test administration. Information in this
publication must be studied and, in the case of each student, the
team/committee must determine which of the following options is
appropriate for each state test, field test, or national test (e.g., NAEP) at the
grade level or course:
• Participation in the general state test under standard conditions (i.e.,
without testing accommodations)
• Participation in the general state test with testing accommodations
• Participation in a North Carolina alternate assessment, with or without
testing accommodations
Information/procedures for each of the above options are described below.
Addressing one state test at a time enables the IEP team or Section 504
committee to focus on individual student needs for each test. For example, it
may be appropriate for a student to receive an accommodation during the
North Carolina End-of-Grade (EOG) Assessment of English Language
Arts/Reading; however, the team/committee may decide the same student is
to be administered the North Carolina EOG Assessment of Mathematics
under standard conditions (i.e., without accommodations).
All valid test scores will remain in the student’s permanent record and will
be used for student placement decisions and accountability purposes. Invalid
test scores are not to be included in the student’s permanent record or be
used for placement decisions or accountability purposes.
Note: The decision regarding participation in a general state test (with or
without accommodations) versus the use of an alternate assessment for
participation in the North Carolina Testing Program must be based on the
state eligibility criteria and on the individual needs of the student, and it must
be documented in the current IEP. The decision must not be made merely to
enhance test scores for student placement decisions or accountability
purposes. For best practices, the decision regarding a student’s
participation in an alternate assessment should be made and
documented in the student’s IEP at least one hundred twenty (120)

18
school days before the testing window. Students with only a Section 504
Plan are not eligible to participate in a North Carolina alternate assessment.
The following provides procedures that LEA test coordinators must follow to
ensure IEP teams/Section 504 committees have current information to
consider when determining how a student will participate in the state tests.
1. The LEA test coordinator must distribute copies of this publication to
appropriate school and local personnel.
2. In relation to the statewide testing program, provide school-based staff
with current information regarding
a. Student participation in the North Carolina Testing Program,
which includes:
i. state tests, field tests/special studies, and national assessments
(e.g., NAEP, PreACT, ACT®
, ACT®
WorkKeys®
) required at
each grade;
ii. guidelines for testing under standard conditions;
iii. procedures for discussing testing with accommodations
(including procedures to be followed in the event (1) the
student declines to use the accommodation and (2) an
accommodation not located in this publication is provided
during the administration of a North Carolina test);
iv. procedures for discussing North Carolina alternate
assessments;
v. established local procedures for collecting information for
ordering (1) special print versions such as Braille, one test
item per page editions, large print editions, and large print/one
test item per page editions; and (2) North Carolina alternate
assessments (For the North Carolina alternate assessments, it
is imperative LEA test coordinators obtain accurate
information in a timely manner regarding the number of
alternate assessments needed at each school so that students
can be assessed during the designated testing windows.);
vi. IDEA; and
vii. ESSA.

19
Access to the
General
Curriculum
IDEA mandates all students with disabilities be provided access to the
general curriculum. For students with the most significant cognitive
disabilities, access is provided through the North Carolina Extended Content
Standards for the state-adopted North Carolina Standard Course of Study for
all assessed content areas (i.e., English Language Arts/Reading,
Mathematics, and Science).
According to ESSA, all students must be assessed on grade-level content.
For students with the most significant cognitive disabilities, the assessment
must be linked to grade-level content through the North Carolina Extended
Content Standards.
Instructional
Accommodations
Accessibility
Framework
This document focuses on the North Carolina Testing Program and the
testing accommodations and alternate assessments that may be considered in
determining how a student will participate in the state tests. It is important,
however, to also recognize instructional accommodations. The
accommodations to be used during instruction and classroom assessments
should always be discussed, finalized, and documented in the current IEP or
Section 504 Plan before the discussion and documentation of
accommodations to be used during a state-mandated test administration.
These accommodations should enable the student to access information
during instruction and generally are not held to the same restrictions as
testing accommodations. A wide array of accommodations may be used
during instruction. If there are questions regarding instructional
accommodations, the student’s exceptional children teachers and/or school
system exceptional children staff may be of assistance. After the IEP team or
Section 504 committee determines which accommodations are needed during
instruction and classroom assessments, it should address state testing. The
accommodations for state tests are a subset of those needed during
instruction.
When determining which accommodations are needed during instruction,
classroom assessments, and state testing, it is important that IEP teams and
Section 504 committees recognize the array of accessibility supports
available within NC’s Accessibility Framework. The Accessibility
Framework includes Universal Design Features (components of the test
construct to promote access), Designated Features (available for all students
regardless of IEP, 504, or English Learner [EL] status) and Accommodations
(available only to students with a documented need in an IEP or Section 504
Plan). These three tiers of accessibility supports provide increased access for
all students. (See Section D: Accessibility Framework for additional
information on accessibility supports).
North Carolina
Testing Program
Each school year, the NCDPI Division of Accountability Services/North
Carolina Testing Program publishes information regarding the current North
Carolina Testing Program. Updated North Carolina Testing Program
publications can be obtained by visiting the NCDPI Division of

20
Student
Participation in
the North
Carolina Testing
Program
Accountability Services/North Carolina Testing Program website at
http://www.ncpublicschools.org/accountability/testing/.
In the event the IEP team or Section 504 committee addresses procedures not
specified in this document, the team/committee is to contact the LEA test
coordinator and exceptional children director/Section 504 coordinator for
clarification before arriving at a final decision. The LEA test coordinator can
provide the IEP team or Section 504 committee with information regarding
the potential impact of the IEP team/Section 504 committee decision in
regard to test validity and test security (e.g., test scheduling) in addition to
mandates such as the federal ESSA legislation, the North Carolina
Administrative Procedures Act, SBE policies, and the North Carolina Testing
Code of Ethics.
Note: The SBE determines proficiency standards (i.e., cut scores) for all
North Carolina tests. IEP teams or Section 504 committees are not permitted
to revise the standards established by the SBE in order to meet the unique
needs of a student.
The IEP team or Section 504 committee must discuss whether the student
will participate in each general state-mandated test (1) under standard
conditions (i.e., without testing accommodations), (2) with testing
accommodations, or (3) through an alternate assessment, with or without
testing accommodations.
The following provides a list of the state-mandated tests in the 2018–19
North Carolina Testing Program by grade (see Section G of this guide for the
alternate assessment(s) available for each test).
Grades K–2
1. ACCESS for ELLs®
(K)
2. ACCESS for ELLs 2.0®
(1–2)
Grade 3
1. Beginning-of-Grade 3 (BOG3) ELA/Reading Test
2. North Carolina EOG Assessment of ELA/Reading
3. North Carolina EOG Assessment of Mathematics
Grade 4
3. NAEP
5. North Carolina Final Exams (NCFEs)2
__________________________________________
2
NCFEs are administered at the end of the course (regardless of the grade level in which the course is offered) and the end of the year
(grades 4–8). State Board policy TEST-016 states that “all eligible public school students shall participate in the administration of the
assessments (standard administrations with or without accommodations).”

21
Grade 5
3. North Carolina EOG Assessment of Science
5. NCFEs2
Grade 6
4. NCFEs2
Grade 7
4. NCFEs2
Grade 8
3. North Carolina EOG Assessment of Science
4. NAEP
6. NCFEs2
Grade 9
1. North Carolina End-of-Course (EOC) Assessments3
3. NCFEs2
Grade 10
1. North Carolina EOC Assessments3
2. PreACTTM
4. NCFEs2
__________________________________________
2
NCFEs are administered at the end of the course (regardless of the grade level in which the course is offered) and the end of
the year (grades 4–8). State Board policy TEST-016 states that “all eligible public school students shall participate in the
administration of the assessments (standard administrations with or without accommodations).”
3
North Carolina EOC assessments are administered at the end of the course for English II, NC Math 1, NC Math 3, and
Biology. SBE policy TEST-003 specifies that “students who are enrolled for credit in courses in which EOC assessments are
required shall take the appropriate EOC assessment at the completion of the course.”

22
Grade 11
2. ACT®
4. NCFEs2
Grade 12
2. ACT®
WorkKeys®
3. NAEP
5. NCFEs2
North Carolina-
Developed Field
Tests/Special
Studies
Students with disabilities who are administered a North Carolina-developed
field test/special study are to participate (under standard conditions or with
accommodations) in the same manner as the current IEP or Section 504 Plan
documents their participation in the operational North Carolina test (e.g., a
sixth-grade student who is to receive approved accommodations for the
operational EOG mathematics test receives the same accommodations for an
EOG mathematics field test/special study). Contact the LEA test coordinator
for the list of the current North Carolina-developed field tests/special
studies, which is updated annually.
General Test
Administration
When appropriate, students with disabilities should participate in the general
administration of state tests.
North Carolina
Testing Program
Summative
Assessment
Options Charts
The IEP team or Section 504 committee must consider the North Carolina
Testing Program Summative Assessment Options charts whenever making
decisions about how a student will participate in the testing program. Each
type of test administration is described in these charts. Students with only
Section 504 Plans are not eligible to participate in a North Carolina
alternate assessment and must be assessed on the general state test, with
or without accommodations.
The current options charts are found at
http://www.dpi.state.nc.us/accountability/policies/tswd.
Testing Mode
Options
In addition to making decisions about how a student with disabilities will
participate in the testing program, due consideration must be given to the
student’s testing mode. All North Carolina assessments are available in
either a paper-and-pencil or an online mode. Some assessments are required
__________________________________________
2
NCFEs are administered at the end of the course (regardless of the grade level in which the course is offered) and the end of
the year (grades 4–8). State Board policy TEST-016 states that “all eligible students shall participate in the administration of
the assessments (standard administrations with or without accommodations).”
3
North Carolina EOC assessments are administered at the end of the course for English II, NC Math 1, NC Math 3, and
Biology. SBE policy TEST-003 specifies that “students who are enrolled for credit in courses in which EOC assessments are
required shall take the appropriate EOC assessment.”

23
Guiding
Principles for
Accommodations
online administrations. However, for any assessment, including those
required online, students with disabilities can receive either a paper-and-
pencil or an online format of the assessment if there is documentation for the
need in the student’s current IEP or Section 504 Plan.
Before selecting paper-based tests, IEP teams and Section 504 committees
should first consider the accessibility features and accommodations that are
available to the student for online testing. Students should have the
opportunity to practice interacting with the tools and features in the online
testing system. It is important that students have used the online tutorials
and released tests to become familiar with selecting answers, using the
online tools, moving through the test, submitting the test, etc. If students are
unable to access the online assessments because of a documented disability,
the paper-and-pencil assessment mode is an option that may be discussed
and provided if documented in the current IEP or Section 504 Plan.
The following “Guiding Principles” for accommodations used during state-
mandated tests are adapted from a document published by the Council of
Exceptional Children.4
a) “Do not assume that every student with disabilities needs
assessment accommodations.” Accommodations provided and used
in state assessments should be routinely used in instruction and similar
classroom assessments.
b) “Obtain approval by the IEP team.” The IEP team or Section 504
committee must determine the testing accommodations.
c) “Base accommodations on student need.” Whether a student
receives testing accommodations and what those accommodations
should be must be based on the particular needs of that student.
Decisions must not be based on a category of disability or an
educational placement.
d) “Be respectful of the student’s cultural and ethnic background.”
When a testing accommodation is being discussed, make sure the
student and the student’s family are comfortable with it. If a student is
also identified as an EL, his/her ability to access the test from a
language perspective must also be taken into consideration when
making testing decisions.
e) “Integrate assessment accommodations into classroom
instruction.” Decisions regarding testing accommodations must be
based on which accommodations the student requires to access
4
Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators (pp. 17–
19). Reston, VA: Council for Exceptional Children.

24
instruction and similar classroom assessments. The instructional
accommodation decision thus comes before the testing
accommodation decision.
f) “Know which accommodations are approved for each
assessment.” Refer to the tables in Section E of this publication for
North Carolina’s lists of approved testing accommodations. The lists
are specific for each test. If the IEP team or Section 504 committee
determines that a student requires an accommodation not found on the
lists, the process specified in this publication under the Special
Accommodation Request subheading should be followed.
g) “Plan early for accommodations.” Because the need for
accommodations should be evident during classroom instruction, the
discussion concerning accommodations should take place well before
the administrations of any assessments for which they are needed.
h) “Include students in decision making.” Whenever possible, the
student should be included in deciding whether a testing
accommodation is appropriate. The student can often express whether
he/she feels there is a need for the accommodation and whether he/she
is willing to use it. It is unlikely the student will use the
accommodation if he/she is uncomfortable with it.
i) “Understand the purpose of the assessment.” It is important to
know which construct is being tested so the chosen accommodations
yield valid results. For instance, use of the Test Read Aloud (in
English) accommodation is a valid option for the North Carolina EOG
Assessment in Mathematics but would invalidate the results for the
North Carolina EOG Assessment in ELA/Reading.
j) “Request only those accommodations that are truly needed.” The
decision regarding testing accommodations must be based on the
individual needs of the student. If the student does not need an
accommodation in order to access the test, use of it may overwhelm or
distract the student. For instance, if a student is provided the Test
Read Aloud (in English) accommodation but does not need it in order
to access the test, the distraction of someone reading the test may
outweigh any benefits.
k) “Determine if the selected accommodation requires another
accommodation.” There are some accommodations, such as the Test
Read Aloud (in English), that require the student to also receive a
special test environment accommodation.

25
l) “Provide practice opportunities for the student.” All students
should have opportunities to practice sample questions in the same
format that they will experience on the test. Practice opportunities
may demonstrate that a specific testing accommodation is unnecessary
for the student. For example, if a student is provided ample
opportunity to practice responding to questions on a bubble sheet, it
may be determined that he/she does not require the Student Marks
Answers in Test Book accommodation.
m) “Remember that accommodations in test taking won’t necessarily
eliminate frustration for the student.” Testing accommodations are
not meant to provide a student with an unfair advantage, but rather an
opportunity to demonstrate what he/she can do. Therefore, the use of
testing accommodations does not guarantee a proficient score for the
student or a reduction in test anxiety or other emotions caused by the
testing situation.
Accommodations
for the National
Assessment of
Educational
Progress at
Grades 4, 8,
and 12
Background Information about the National Assessment of Educational
Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the only
nationally representative and continuing assessment of what America’s
students know and can do in various subject areas. The NAEP has two types
of assessments, main and long-term trend. Main assessments are conducted
in a range of subjects with fourth-, eighth-, and twelfth-graders across the
country. Assessments are given most frequently in mathematics, reading,
science, and writing. Other subjects, such as the arts, civics, economics,
geography, and U.S. history, are assessed periodically.
Long-term trend (LTT) assessments measure student performance in reading
and mathematics, using some questions repeatedly to ensure comparability
across the years. The LTT assessments allow the performance of today’s
students to be compared with those from more than 40 years ago and inform
the development of new assessment instruments that reflect current
educational content and assessment methodology. The LTT assessments are
administered every four years.
Since NAEP assessments are administered uniformly using the same sets of
test questions across the nation, NAEP results serve as a common metric for
all states and select urban districts. The assessments stay essentially the
same from year to year, with only carefully documented changes. This
uniformity permits the NAEP to provide a clear picture of student academic
progress over time.
For each main NAEP administration, a sample of students is drawn from
both public and nonpublic schools at grades 4, 8, and 12. (ESSA requires
reading and mathematics assessments at grade 12 on a nationally
representative basis at a minimum of every four years.) For each LTT
assessment, a sample of students at ages 9, 13, and 17 is drawn from both

26
public and nonpublic schools. All sampling for the NAEP assessments is
conducted at the national level. The sample of schools and students is
chosen in a two-stage sampling process. First, the sample of schools is
selected by probability sampling methods. Then, within the participating
schools, random samples of students are chosen.
The NAEP test results include data on subject-matter achievement,
instructional experiences, and school environment for populations of
students (e.g., all fourth-graders) and groups within those populations (e.g.,
female students, Hispanic students). The NAEP does not provide scores for
individual students or schools, although states can report NAEP results
for selected, large urban districts. NAEP results are based on representative
samples of students at grades 4, 8, and 12 for the main assessments or
samples of students at ages 9, 13, or 17 years for the LTT assessments.
These grades and ages were selected because they represent critical
junctures in academic achievement.
To ensure the data have integrity and are complete, every effort must be
made to include each selected student in the NAEP assessments. The
NCDPI recommends IEP teams and Section 504 committees utilize the
accommodation(s) in the District Assessment section of the respective plans
during the administration of NAEP. Participation is required for students
who can access the assessment; there are no consequences for students or
schools based on student performance. Using the documented
accommodations or revisiting those in the District Assessment section of the
IEPs and Section 504 Plans will provide increased access for students with
disabilities.
Procedure for the IEP Team or Section 504 Committee
The IEP team or Section 504 committee refers to the accommodations listed
in the District Assessment portion of the plan and determines if those
accommodations are appropriate and allowable according to the NAEP
guidelines. To determine the allowable accommodations according to the
test publisher, the National Center for Education Statistics (NCES), contact
the school testing coordinator for the most recent list of approved
accommodations designated by the NAEP.
If the team or committee determines after consulting with the school testing
coordinator that a student cannot access the NAEP, a student may be
excluded from participating in the administration of the NAEP. Before
excluding a student based on an accommodation need, the school test
coordinator is to send an e-mail to the North Carolina NAEP State
Coordinator at Andrea.Faulkner@dpi.nc.gov. The e-mail should include the
school name and contact information along with a summary of the student’s
accommodation needs. Confidential student-identifying information should
not be included in the e-mail. The NAEP State Coordinator will review the

27
e-mail and respond with a follow-up e-mail or phone call to include
comprehensive guidance.
The NCDPI is committed to including as many students as possible in the
NAEP. The NAEP results for North Carolina should represent the entire
student population. The IEP team and the Section 504 committee should
consider ways to offer accommodations for students to enable participation
in NAEP, and every effort should be made to identify an accommodation
that will facilitate students’ participation in NAEP. The NAEP reports only
showcase results at the state level; there are no high-stake consequences for
individual students or schools.
Accommodations
for North
Carolina-
Developed Tests
Each member of the IEP team or Section 504 committee is to have access to
the accommodation information located in Section E: Testing
Accommodations—Descriptions and Procedures at the IEP or Section 504
meeting, so specific procedures for a test administration can be discussed,
determined, and documented. The IEP team or Section 504 committee is to
discuss specific procedures located in Section E before making a final
decision to avoid any anomalies and misadministrations. The
team/committee has the responsibility of specifying, to the greatest degree
possible, how the accommodations are to be provided during testing. For
example, the team/committee is to address (a) the number of sessions when
providing the Multiple Testing Sessions accommodation, (b) the
approximate amount of extra time to be given when providing the Scheduled
Extended Time accommodation, and (c) whether the test administrator reads
aloud all words or only words requested by the student when providing the
Test Read Aloud (in English) accommodation for tests that do not measure
reading comprehension. Section E should guide the LEA test coordinator
and the test administrator in providing accommodations to students during
the actual test administration.
The following accommodations approved for use by the NCDPI Division of
Accountability Services/North Carolina Testing Program will result in valid
test scores for North Carolina-developed tests.
Special Print Versions
• Braille Edition (teams must specify UEB or EBAE and contracted or
uncontracted)
• Large Print Edition
• One Test Item Per Page Edition
• Large Print/One Test Item Per Page Edition
Assistive Technology Devices and Special Arrangements
• Assistive Technology Devices (includes Amplification Devices and
Keyboarding Devices)
• Braille Writer/Slate and Stylus (and Braille Paper)
• Cranmer Abacus

28
• Dictation to a Scribe
• Interpreter/Transliterator Signs/Cues Test (Use of this
accommodation during the administration of a state test that
measures reading comprehension invalidates the results of the test.)
• Magnification Devices
• Student Marks Answers in Test Book
• Student Reads Test Aloud to Self
• Test Read Aloud (in English) (Use of this accommodation during the
administration of a state test that measures reading comprehension
invalidates the results of the test.)
Note: Tests in the North Carolina Testing Program that measure
reading comprehension include (a) the Beginning-of-Grade 3 English
Language Arts/Reading Test; (b) the EOG ELA/Reading
assessments; (c) the EOC English II assessment; and (d) the
English I, English III, and English IV NCFEs.
Special Test Environments
• Multiple Testing Sessions
• Scheduled Extended Time
• Testing in a Separate Room (includes individual or small group
administration, study carrel, special furniture, special lighting)
Documentation of
Accommodations
If the IEP team or Section 504 committee determines testing with
accommodations is appropriate, documentation must exist in the student’s
current IEP or Section 504 Plan to substantiate the provision of these
accommodations. The documented accommodations must be used routinely
during (a) classroom instruction and (b) similar classroom assessments that
measure the same construct.
LEAs must ensure the language used on testing accommodations
documentation (e.g., IEPs, Section 504 Plans) aligns with the state-approved
language regardless of the type of plan or documentation under which a
student requires a testing accommodation. The state-approved language must
be used to document both the testing accommodations and the guidelines for
providing them. Because some accommodations require details as to how the
accommodation must be provided (e.g., the amount of Scheduled Extended
Time), it is also essential that accommodations documentation include
designated areas to record the details.
The NCDPI has provided optional Testing Accommodations Charts to assist
in maintaining alignment and consistency in accommodations
documentation. For example, a Section 504 committee could complete the
Section 504 Testing Accommodations Chart and include it in the Section 504
Plan as documentation of testing accommodations. These charts are available
at http://www.ncpublicschools.org/accountability/policies/accom.

29
Additional information regarding the provision of accommodations for North
Carolina Tests is located in Section E of this publication.
Testing
Accommodations
Documentation
To meet the needs of the whole child and ensure a complete record of testing
accommodations that addresses all of a student’s needs, the NCDPI has
established the following order of precedence for testing accommodations
documentation:
1. IEP
2. Section 504 Plan
3. EL plan/documentation
4. Transitory impairment documentation
For example, for a student with an IEP who is also identified as an EL, all
testing accommodations must be documented in the student’s IEP (including
those related to the student’s English learning needs). Using the IEP to
document all of the student’s testing accommodations does not diminish the
importance of the accommodations based on the student’s various
identifications, but rather encourages child-centered, results-oriented
decision making. In order to implement the documentation in the best
interest of the student, the appropriate team members must be present at
meetings where accommodations decisions are made.
Students Eligible
for Testing
Accommodations
Any student with a documented disability and a current IEP or Section 504
Plan is eligible for testing accommodations.
Students with
Disabilities
also Identified
as English
Learners
(ELs)
Students with disabilities who are also identified as ELs are eligible for all of
the state-approved testing accommodations for students with disabilities.
These students are also eligible for the state-approved testing
accommodations for ELs if they meet specific criteria as outlined in SBE
policy TEST-011. All of the EL testing accommodations overlap with those
approved for students with disabilities, with the exception of the Word-to-
Word Bilingual (English/Native Language) Dictionary/Electronic Translator
accommodation.
For a student with a disability who is also identified as an EL, the student’s
IEP or Section 504 Plan must document all testing accommodations,
including those related to the student’s limited English proficiency. The
testing accommodations related to the English proficiency needs of these
students should also be indicated in their EL plan/documentation along with
the other pertinent information required within the plan.
Information regarding the testing of students identified as ELs, including a
description of the Word-to-Word Bilingual (English/Native Language)
Dictionary/Electronic Translator accommodation, can be found in the North
Carolina Testing Program—Guidelines for Testing Students Identified as

30
English Learners document found at the following address:
http://www.ncpublicschools.org/accountability/policies/slep/.
The ESSA requires that each state has a plan for the inclusion of recently
arrived ELs in the State Accountability Model. In North Carolina, all
students identified as ELs, including students in their first year in U.S.
schools, must participate in the statewide testing program using either the
standard test administration or the standard test administration with
accommodations.
The table below describes how North Carolina includes ELs in the
accountability model for content assessments.
Recently Arrived EL (by year)
Year 1
(ELA,
Math,
Science)
Year 2
(ELA,
Math,
Science)
Year 3 and
beyond
(ELA, Math,
Science)
Does EL take assessments? Yes Yes Yes
Does EL receive an Individual
Student Report?
Yes Yes Yes
Is EL included in the
Accountability System?
No
Included
for
Growth
Included for
Proficiency
and Growth
Students with
Transitory
Impairments and
Section 504 Plans
Section 504, part of the Rehabilitation Act of 1973, is a federal law designed
to protect the rights of students with disabilities who attend schools receiving
federal financial assistance. To be protected under Section 504, a student
must be determined to (1) have a physical or mental impairment that
substantially limits one or more major life activities, or (2) have a record of
such an impairment, or (3) be regarded as having such an impairment (ADA
Amendments Act of 2008, Section 3 [1][A–C]).
A student is not regarded as an individual with a disability if the impairment
is transitory and minor (ADA Amendments Act of 2008, Section 3 [3][B]). A
transitory impairment is an impairment with an actual or expected duration
of six months or less. A transitory impairment does not constitute a disability
for purposes of Section 504 unless its severity is such that it results in a
substantial limitation of one or more major life activities for an extended
period of time.
The issue of whether a transitory impairment is substantial enough to be a
disability must be resolved on a case-by-case basis with respect to each
individual student, taking into consideration both the duration (and expected

31
duration) of the impairment and the extent to which the impairment limits
one or more major life activities of the affected student. Eligibility decisions
are made by a school-based committee, which includes persons
knowledgeable about the student.
On a case-by-case basis where supporting documentation exists, students
who are identified as having a transitory impairment (i.e., not Section 504-
eligible) may receive testing accommodations. Accommodations that are
being considered for use during testing must be used routinely during
instruction and similar classroom assessments when possible. Approved
accommodations for students identified with transitory impairments include
those accommodations that are approved for use by Section 504-eligible
students. The need for accommodations must be documented before testing.
Copies of this documentation must be kept at the school and made available
to test coordinators. Those administering tests with accommodations must be
trained by the LEA test coordinator or designee in the provision of the
specified accommodations before the test administration.
Addressing the
Use of Testing
Accommodations
Testing accommodations are not disability-specific; they are child-specific.
Additionally, accommodation needs for individual students may differ based
on the content area or construct being assessed. An IEP team or Section 504
committee may determine that a student who qualifies for special services in
one area needs testing accommodations in another area because of the nature
of the test. For example, a student with a learning disability in the area of
reading may require the use of the Test Read Aloud (in English)
accommodation during the administration of a mathematics test. In such
cases, the special need identified in one area (e.g., reading) must also affect
the other area (e.g., mathematics) during the test administration; however,
the specific need must be justified in the student’s current IEP or Section 504
Plan. Another example would be a student with a learning disability only in
the area of written expression. If the IEP team or Section 504 committee
determines that this student needs accommodations during the administration
of a reading or mathematics test, the specific need must be justified in the
documentation.
Changes in
Testing
Accommodations
before Testing
In order for a student with disabilities to be eligible to receive a testing
accommodation, it must be documented in the student’s current IEP or
Section 504 Plan, and the accommodation must be routinely used during
instruction and similar classroom assessments. Instructional accommodations
can and should be used/changed as appropriate in order to meet the needs of
the student; however, it is a best practice for a student to have at least
thirty (30) school days before the test date to use the accommodation.
This helps to ensure the student has experience using the accommodations
during instruction and similar classroom assessments before testing. The use
of testing accommodations that have not been used routinely during
instruction or similar classroom assessments may result in a
misadministration and invalidate test scores.

32
If a student is newly identified as having a disability before testing, any
testing accommodations that are documented and implemented should have
been used as interventions prior to identification.
More Than One
Accommodation
A student may have approval for more than one testing accommodation
because of his or her individual needs.
Notifying Students
about
Accommodations
Notifying students before the actual test administration date about the
accommodations they will be provided allows students to know what to
expect in advance of testing. For example, if the student will be provided the
Test Read Aloud (in English) accommodation during the administration of a
mathematics test, the IEP team or Section 504 committee may have agreed
and documented that the test administrator is only to read aloud upon student
request. On the other hand, either may have specified that the test
administrator is to read all words aloud to the student. Knowing such details
beforehand assists the student in preparing for the test administration.
Notifying the student ahead of time gives school personnel the opportunity to
address any student concerns before the actual test administration date. For
example, when the student is notified about the accommodation before the
test date, the student may state he or she does not want to use the
accommodation documented on the IEP or Section 504 Plan. This prior
knowledge allows the school time to work with the student, parent/guardian,
and the IEP team or Section 504 committee to resolve the issue beforehand.
Note: Accommodations documented on the IEP or Section 504 Plan must be
provided during the test administration regardless of whether a student wants
to use them.
Procedures to
Follow When a
Student Declines
the Use of a
Testing
Accommodation
Once the IEP team or Section 504 committee determines which
accommodation(s) the student will be provided during the test
administration, the procedures to be followed in the event the student
declines to use the accommodation(s) during the actual test administration
must be discussed. This discussion must be documented in the current IEP or
Section 504 Plan. Every effort must be made to ensure IEP or Section 504
Plan requirements are followed, including the use of accommodation(s)
when documented in the current IEP or Section 504 Plan.
• Step 1. At the annual review of the IEP or Section 504 Plan, the IEP
team or Section 504 committee determines and documents the testing
accommodations for which a student demonstrates need. Before the
test administration date, the student will be notified of which
accommodation(s) he or she will be provided during the actual test
administration. Documentation of notification should be maintained at
the school. The student will also be reminded of the accommodation(s)
on the day of testing before the actual test administration. (The
team/committee must discuss the procedures to be followed in the
event the student declines the use of the accommodation(s) during the

33
actual test administration.) Steps 2–5 below may be unnecessary
during the actual test administration if the student uses the documented
accommodation(s).
• Step 2. On the day of the test administration, it is the school’s
responsibility to ensure all documented accommodations are provided
to a student. If a student declines the use of an accommodation, the
student’s decision is discussed thoroughly with the student to ensure he
or she understands the reasons for the accommodation(s) and the
potential consequences of not using them. This can be handled by the
test administrator, principal, or principal’s designee. If the student
agrees to use the accommodation(s), the testing session continues.
• Step 3. If the student continues to decline the use of the
accommodation(s), the test is administered without the
accommodation(s). The incident must be reported immediately to the
school test coordinator to allow any needed changes to the student’s
testing time and location. Documentation is made on the state
accommodations monitoring form (i.e., Review of Accommodations
Used During Testing) indicating the student did not use the
accommodation(s). The school test coordinator will notify the
exceptional children (EC) teacher or the school Section 504
coordinator and the LEA test coordinator at the conclusion of testing.
• Step 4. Immediately upon completion of testing, on the same day, the
parent/guardian is notified by telephone with a follow-up in writing
that the accommodation was provided/attempted at the start of the test
administration, but the student declined the use of the accommodation.
Telephone and written follow-up are to be completed by the student’s
EC teacher or Section 504 case manager, who manages the IEP or
Section 504 Plan development.
• Step 5. If the parent/guardian wishes to have the student retested, then
this must be documented in writing with the parent’s/guardian’s
signature. This documentation must be completed before the
parent/guardian knows the test results. A Report of Testing Irregularity
must be completed in the Online Testing Irregularity Submission
System (OTISS), and the student must be retested using another secure
form of the test.
• Step 6. The IEP team or Section 504 committee reconvenes to
readdress the recommendations for accommodation(s) and the
student’s concerns. Either may elect to invite the student to attend the
meeting. The Review of Accommodations Used During Testing forms
completed during previous test administrations should be reviewed at
this meeting to inform testing accommodations decisions. More
information on these forms is available in Section F of this publication.

34
Special
Accommodation
Request
In the event the IEP team or Section 504 committee recommends the
provision of an accommodation or procedures not located in this publication,
the LEA test coordinator must be notified immediately. A Special
Accommodation Request, a copy of which is located in Appendix B of this
publication, must be completed with the appropriate signatures. The NCDPI
must receive the Special Accommodation Request as soon as possible after
the IEP/Section 504 meeting. The NCDPI will provide the LEA test
coordinator with a written response, advising whether the use of the
accommodation(s) or procedures invalidates the results for the test. Online
submission of the Special Accommodation Request is available in NC
Education in the TNN Test Materials Order System.
Note: Delivery of special print requests can only be guaranteed if they are
received by the NCDPI thirty (30) school days before the date they are
needed.
Invalid Test
Results
Invalid test results must not be included in the student’s permanent record or
be used for placement decisions or accountability purposes.
Discussing the
Use of the North
Carolina
Alternate
Assessment
1. The IEP team must discuss and exhaust the use of appropriate specially
designed instruction and testing accommodations before considering the
need for instruction in the Extended Content Standards and thereby, an
alternate assessment. Students with a Section 504 Plan must participate in
the general test administration with or without the use of
accommodations; these students are NOT eligible to participate in an
alternate assessment or receive instruction through the Extended Content
Standards. IDEA requires (1) all students, including those with
disabilities, participate in statewide test administrations, and (2) in the
event that students with disabilities cannot participate in a general
statewide test administration, with or without accommodations, they will
participate in the state alternate assessment.
At IEP meetings, each member of the IEP team is to have access to the
alternate assessment information located in Section G: North Carolina
Alternate Assessments so specific procedures for a test administration can
be discussed, determined, and documented.
2. When discussing the use of an alternate assessment, the IEP team must
carefully review potential long-term consequences for state and local
graduation requirements with all team members, including the parent(s),
legal guardian(s), surrogate parent(s), and the student, if age 14 or older.
Automatic and blanket use of an alternate assessment for groups of
students based on one or more common characteristics, such as a specific
disability or low achievement, is prohibited.
3. A careful and complete analysis regarding the decision to use an NCDPI-
designated alternate assessment must occur if the IEP team determines the
student cannot meaningfully participate in instruction based on the

35
general content standards and the general statewide test administration,
with or without accommodations, for the following state-mandated tests:
• ACCESS for ELLs (K)
• ACCESS for ELLs 2.0 (Grades 1–12)
• North Carolina EOG Assessments of ELA/Reading (Grades 3–8)
• North Carolina EOG Assessments of Mathematics (Grades 3–8)
• North Carolina EOG Assessments of Science (Grades 5 and 8)
• North Carolina EOC Assessments of English II, NC Math 1, NC Math
3 and Biology
• PreACT (Grade 10)
• ACT (Grade 11)
A decision regarding a student’s participation in an alternate assessment
must be made and documented in the student’s IEP at least one hundred
twenty (120) school days before the testing window. Additional information
regarding North Carolina alternate assessments is located in Section G of this
publication.

36

37
D. Accessibility Framework
North Carolina’s Accessibility Framework consists of three tiers of accessibility supports that are
available to students in instructional and testing situations. The Accessibility Framework includes
Universal Design Features (components of the test construct to promote access), Designated
Features (available for all students regardless of IEP, 504, or EL status), and Accommodations
(available only to students with a documented need in an IEP, Section 504 Plan, or EL Plan).
Educators and specialized teams should utilize this framework when considering both instructional
and testing accessibility supports for all students.
Universal Design
Features
Designated Features
Universal design features are available to all students for accessing
instructional or assessment content. Universal design features are
accessibility supports that are either embedded and provided digitally
through instructional or assessment technology or are nonembedded
and provided at the local level.
North Carolina Universal Design Features
Calculator (assessments requiring calculator use only)
Breaks at predetermined intervals
Scratch paper
Pencils with erasers
Graph paper (mathematics tests)
Tests written using Plain English*
*Plain English is language selected with an emphasis on clarity,
brevity, and avoidance of overly complex vocabulary.
Designated features are those features that are available for use by any
student for whom the need has been indicated by an educator (or a team
of educators) who is familiar with the student’s individual needs.
Embedded designated features are provided digitally through
instructional or assessment technology, while nonembedded designated
features are provided locally.
Designated features must be assigned to a student by trained educators
and/or teams using a consistent process as determined at the local level.
The use of any of these designated features can be considered as part of
a standard test administration. In order to be used during an assessment,
students must have experience using the designated features routinely
during classroom instruction and with similar classroom assessments.
They must not be introduced for the first time during state assessments.
For students with IEPs, Section 504 Plans, or EL Plans, the IEP team,
Section 504 committee, or EL team should make decisions on what
designated features need to be provided. All designated features must
be identified in the current IEP, Section 504 Plan, or EL Plan before
test day.

38
Considerations and
Instructions for
Designated Features
Educators must use caution when determining the use of designated
features as the use of one or more than one may overwhelm or distract
particular students. Educators should also consider the needs of the
entire class/group being tested to ensure that designated features used
by one student will not interfere with the testing experience of any
other student in the room. As noted in each assessment guide, all
designated features must be provided at the beginning of testing.
The following designated features are approved by the North Carolina
Testing Program for use by all students.
Online Administrations Paper-and-Pencil Administrations
Highlighter Tool Highlighters
Reading Tracker
• A tracking tool guides the student’s
eyes while reading text.
• The reading tracker must be
blank/clear on both sides for test
administrations.
Color Contrast
• A tool changes background color to
provide higher contrast on a computer
screen.
• The required Online Assessment Tutorial is
used to determine a student’s preferred
alternate background color. Background
colors include yellow, green, grey, cream,
black, and white.
• Options for color contrast include a
background of white, yellow, green, grey,
or cream with black font or a black
background with white font.
• This tool must be preselected in the student
interface questions (SIQ) on NC Test in
order to be available at the time of testing.
Color Acetate Overlays
• A color acetate overlay can change
background color to provide the
student with higher contrast.
• A student may use only one color
overlay for testing.

39
Online Administrations Paper-and-Pencil Administrations
Adapted Mouse
• Before testing, test administrators must
ensure that any adapted mouse meets the
requirements of the NC Testing Program.
Adapted Pencil
• larger diameter
• modified special grip for a No. 2 pencil
• mechanical No. 2 pencil
Preferential Seating within the Regular Classroom
• Preferential seating within the regular classroom (i.e., not in a separate room) may be
used for students for the administration of all tests within the North Carolina Testing
Program.
• Preferential seating may be appropriate for students who have difficulty maintaining
attention in a group setting, students who use specialized equipment that may be
distracting to others, or students with visual impairments who may need special lighting
or need to sit closer to the front of the room.
• Preferential seating must be used routinely during classroom instruction and similar
• All preferential seating must be positioned in such a way that no student is able to see
another student’s test documents.
Adaptive Seating
• Adaptive seating must be consistent with the seating used routinely during classroom
instruction and similar classroom assessments.
• Adaptive seating may include, but is not limited to, round tables, standing desks,
stability/yoga balls, working on the floor with a clipboard, sitting on a couch, or sitting
on a floor mat at a table.
• All adaptive seating must be positioned in such a way that no student is able to see
another student’s test documents.
• All rooms with adaptive seating designated for testing (including those to which
students may be relocated) must be approved by the regional accountability coordinator
(RAC) before testing can occur.
Read Aloud Test Directions (in English)
• Test administrators can read test directions aloud to students as many times as necessary
for students to understand the directions.
• Test administrators must not omit, revise, interpret, explain, or paraphrase the test
directions. Test directions must be read aloud to students as written in the assessment
guides.
Redirection
• Test administrators may use proximal clues used routinely in classroom instruction,
such as a light tap or gesture, to help maintain student engagement and/or redirect a
student’s attention to the test.
• Test administrators must be sure that redirection is not used in such a way to reflect
whether a student has provided correct or incorrect responses to test items.
• Redirection must be provided in a consistent manner and must not interfere with the
standardization of the test administration.

40
Accommodations
Accessibility
Framework
Decision-Making
Support
Accommodations are available in North Carolina for students with a
current IEP, Section 504 Plan, or for students with a current EL Plan.
Accommodations are changes in procedures or materials that ensure
equitable access to instructional and assessment content for students
who need them. When accommodations are provided in accordance
with the appropriate procedures and a proper test administration, results
from the tests are deemed valid.
Specific information about approved accommodations for use on state-
mandated tests for students with an IEP or Section 504 Plan can be
found in Section E. Additional information about accommodations
available to ELs can be found in the Testing Students Identified as
English Learners publication located at
http://www.dpi.state.nc.us/accountability/policies/slep.
The Council of Chief State School Officers (CCSSO) developed the
following Five-step Decision-making Process for Administering
Accessibility Supports to assist in making instructional and testing
decisions for students with and without a documented disability.
Educators may utilize this process to determine which accessibility
supports, if any, are needed by students to maximize benefits from
instructional and assessment scenarios.
Shyyan, V., Thurlow, M., Chistensen, L., Lazarus, S., Paul, J., and Touchette, B. (2016). CCSSO accessibility
manual: How to select, administer, and evaluate use of accessibility supports for instruction and assessment of all
students. Washington, DC: CCSSO.
Five-step
Decision-
making
Process
Step 1: Expect
Students to
Achieve Grade-
level Standards
Step 2: Learn
About the
Accessibility
Framework for
Instruction and
Assessment
Step 3: Identify
Accessibility
Supports for
Instruction and
Assessment
Step 4:
Administer
Accessibility
Supports during
Instruction and
Assessment
Step 5: Evaluate
Use of
Accessibility
Supports in
Instruction and
Assessment

41
E. Testing Accommodations—Descriptions and Procedures
This section provides information about the approved accommodations for use on state-
mandated tests in the North Carolina Testing Program. These accommodations are typically used
by students with disabilities, including students identified only under Section 504. When
accommodations are provided in accordance with the procedures in this section and a proper test
administration, results from the tests are deemed valid. Test administrators are to recognize that
the following procedures take precedence over any conflicting regular test procedures in the
assessment guides when administering state tests with approved accommodations as described in
this publication (e.g., students who use the Student Marks Answers in Test Book accommodation
must not be given an answer sheet during the actual test administration).
Accommodations Not Described in This Publication. The provision of accommodations other
than those in this publication may result in invalid test scores. The process described in this
publication under the Special Accommodation Request subheading (see Section C) must be
followed in order to determine if the recommended accommodations will invalidate results of the
test.
Note: All accommodations for the EL proficiency test are located in the WIDA®
ACCESS for
ELLs 2.0 North Carolina Policy and Procedure Guidance for Annual Testing document.
Accommodation information for the ACT is located in The ACT Test Administration Manual
State and District Special Testing (Accommodations and English Learner Supports). There are
two accommodation options available to students with disabilities for the ACT: (1) ACT‐
Approved accommodations and (2) Non-College Reportable accommodations. ACT-Approved
accommodations result in ACT scores that are fully reportable to colleges, scholarships, and
other entities. ACT-Approved accommodations are granted based on the documented disability
or disorder and the history of the diagnosis. Accommodations applications are reviewed by ACT
on a case-by-case basis. Testing materials for Non-College Reportable accommodations must be
requested through ACT. The ACT scores from Non-College Reportable accommodations
administrations are not eligible for submission to colleges, scholarships, or other entities.
ACT encourages students who seek an accommodation on the ACT to first apply for an
ACT-Approved accommodation.
The administration of the PreACT with accommodations is entirely at the discretion of school
personnel. There is no ACT-approval process for students to receive PreACT accommodations;
however, accommodation decisions should be supported by the student’s IEP, Section 504 Plan,
or EL Plan. The school may utilize the PreACT as an opportunity to determine the
accommodations that the student may need in order to access the ACT.
Role of the IEP Team
or Section 504
Committee
Only the IEP team or Section 504 committee can determine if a student
with a disability will participate in a state-mandated general test
administration with or without accommodations, or if eligible,
participate in an alternate assessment with or without accommodations.

42
The decision must be documented in the current IEP or Section 504
Plan. At the IEP team or Section 504 committee meeting, each member
of the team/committee is to have access to the accommodation
information contained within this publication so specific procedures for
a test administration can be discussed, determined, and documented.
Portions of this document may be copied and distributed to
team/committee members before meetings so all members may be
familiar with the information.
The IEP team or Section 504 committee must discuss specific
procedures for accommodation use before making a final decision to
avoid any anomalies and misadministrations. The IEP team or Section
504 committee has the responsibility of specifying information that will
guide the school test coordinator and test administrator when providing
accommodations to students (e.g., the approximate amount of extra
time to be given in Scheduled Extended Time or the number of sessions
in Multiple Testing Sessions).
Accommodations
Tables
The following tables contain the accommodations approved for use
during state-mandated test administrations.

43
Approved Accommodations for ONLINE Administrations of North Carolina
Beginning-of-Grade 3 and End-of-Grade Assessments at Grades 3–8 for
Students with Current IEPs or Section 504 Plans1
Accommodation
BOG3 and EOG Assessments
Online Administrations
English Language
Arts/Reading
(Grades 3–8)
Mathematics
(Grades 3–8)
Science
(Grades 5 & 8)
Assistive Technology Devices Yes Yes Yes
Braille Edition (UEB or EBAE) No No No
Braille Writer/Slate and Stylus (Braille Paper) Yes Yes Yes
Cranmer Abacus Yes Yes Yes
Dictation to a Scribe Yes Yes Yes
Student Reads Test Aloud to Self Yes Yes Yes
Test Read Aloud (in English) No2
Yes Yes
Interpreter/Transliterator Signs/Cues Test No2
Yes Yes
Large Print Edition No3
No3
No3
Magnification Devices Yes Yes Yes
Multiple Testing Sessions Yes Yes Yes
One Test Item Per Page Edition No4
No4
No4
Scheduled Extended Time Yes Yes Yes
Student Marks Answers in Test Book No5
No5
No5
Testing in a Separate Room Yes Yes Yes
Word-to-Word Bilingual (English/Native
Language) Dictionary/Electronic Translator (ELs
only)
Yes6
Yes6
Yes6
1
The BOG3 and all EOG assessments are available in both paper-and-pencil and online formats. For any assessment,
including those required online, students with disabilities can receive either a paper-and-pencil or online format of the
assessment if there is a documented need in the student’s current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections, sample questions, test questions, or answer choices from the ELA/Reading
assessments invalidates test results because the assessments measure reading skills. However, the test directions in the
assessment guides may be read aloud and/or signed/cued during the administration of any state test.
3
The Large Print Edition accommodation is not an applicable accommodation for online assessments because the font size
can be designated as large font for any student before the test administration. If the size of the large font is not sufficient
for a student because of his/her disability, this option may be used in conjunction with the Magnification Devices
accommodation, or a Large Print Edition of the paper-and-pencil assessment may be ordered.
4
The One Test Item Per Page Edition accommodation is not an applicable accommodation for online assessments because
all assessments are presented one test item at a time on the computer.
5
The Student Marks Answers in Test Book accommodation is not an applicable accommodation for the online assessments
because the student’s responses are entered on the computer.
6
Only students with disabilities who are also identified as ELs and have scored below 5.0 Bridging on the most recent
administration of the reading domain of the WIDA Screener/ACCESS for ELLs 2.0®
are eligible to receive this state-
approved EL testing accommodation.
Note: To ensure valid test results, school system personnel must participate in training sessions before the test
administration to be made aware of the appropriate use of these accommodations.

44
Approved Accommodations for PAPER-AND-PENCIL Administrations of North Carolina
Beginning-of-Grade 3 and End-of-Grade Assessments at Grades 3–8 for
Students with Current IEPs or Section 504 Plans1
Accommodation
BOG3 and EOG Assessments
Paper-and-Pencil Administrations
English
Language
Arts/Reading
(Grades 3–8)
Mathematics
(Grades 3–8)
Science
(Grades 5 and 8)
Assistive Technology Devices Yes Yes Yes
Braille Edition (UEB or EBAE) Yes Yes Yes
Braille Writer/Slate and Stylus (Braille Paper) Yes Yes Yes
Cranmer Abacus Yes Yes Yes
Dictation to a Scribe Yes Yes Yes
Yes Yes
Large Print Edition Yes Yes Yes
Magnification Devices Yes Yes Yes
Multiple Testing Sessions Yes Yes Yes
One Test Item Per Page Edition Yes Yes Yes
Scheduled Extended Time Yes Yes Yes
Student Marks Answers in Test Book Yes Yes Yes
Student Reads Test Aloud to Self Yes Yes Yes
Test Read Aloud (in English) No2
Yes Yes
Testing in a Separate Room Yes Yes Yes
Word-to-Word Bilingual (English/Native
Language) Dictionary/Electronic Translator
(ELs only)
Yes3
Yes3
Yes3
1
The BOG3 and all EOG assessments are available in both paper-and-pencil and online formats. For any assessment, including
those required online, students with disabilities can receive either a paper-and-pencil or online format of the assessment if
there is a documented need in the student’s current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections, sample questions, test questions, or answer choices from the English
Language Arts/Reading assessments invalidates test results because the assessments measure reading skills. However, test
directions in the assessment guides may be read aloud and/or signed/cued during the administration of any state test.
3
are eligible to receive this state-
approved EL testing accommodation.
Note: To ensure valid test results, school system personnel must participate in training sessions before the test administration
to be made aware of the appropriate use of these accommodations.

45
Approved Accommodations for ONLINE Administrations of North Carolina
End-of-Course Assessments at Grades 9–12 for Students with
Current IEPs or Section 504 Plans1
Accommodation
End-of-Course (EOC) Assessments
Assistive Technology Devices Yes
Braille Edition (UEB or EBAE) No
Braille Writer/Slate and Stylus (Braille Paper) Yes
Cranmer Abacus Yes
Dictation to a Scribe Yes
Test Read Aloud (in English)
No for English II2
Yes for Biology, NC Math 1, and NC Math 3
Interpreter/Transliterator Signs/Cues Test
No for English II2
Magnification Devices Yes
Multiple Testing Sessions Yes
Scheduled Extended Time Yes
Student Reads Test Aloud to Self Yes
Testing in a Separate Room Yes
Word-to-Word Bilingual (English/Native Language)
Dictionary/Electronic Translator (ELs only)
Yes6
1
All EOC assessments are available in both paper-and-pencil and online formats. For any assessment, including those required
online, students with disabilities can receive either a paper-and-pencil or online format of the assessment if there is a
documented need in the student’s current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections/passages, sample questions, test questions, and answer choices from the English
II assessment invalidates test results because the assessment measures reading skills. However, test directions in the assessment
guides may be read aloud and/or signed/cued during the administration of any state test.
3
The Large Print Edition accommodation is not an applicable accommodation for online tests because the font size can be
designated as large font for any student before the test administration. If the size of the large font is not sufficient for a student
because of his/her disability, this option may be used in conjunction with the Magnification Devices accommodation or a Large
Print Edition of the paper-and-pencil test may be ordered.
4
The One Test Item Per Page Edition accommodation is not an applicable accommodation for online tests because all tests are
presented one test item at a time.
5
The Student Marks Answers in Test Book accommodation is not an applicable accommodation for online tests because the
student’s responses are entered on the computer.
6
are eligible to receive this state-approved
EL testing accommodation.
Note: To ensure valid test results, school system personnel must participate in training sessions before the test administration to
be made aware of the appropriate use of these accommodations.

46
Approved Accommodations for PAPER-AND-PENCIL Administrations of North Carolina
End-of-Course Assessments at Grades 9–12 for Students with
Current IEPs or Section 504 Plans1
Accommodation
End-of-Course (EOC) Assessments
Braille Edition (UEB or EBAE) Yes
Cranmer Abacus Yes
Test Read Aloud (in English) No for English II2
Interpreter/Transliterator Signs/Cues Test No for English II2
Yes for Biology, NC Math 1,and NC Math 3
Large Print Edition Yes
One Test Item Per Page Edition Yes
Student Marks Answers in Test Book Yes
Yes3
1
All EOC assessments are available in both paper-and-pencil and online formats. For any assessment, including those required
documented need in the student’s current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections, sample questions, test questions, and answer choices from the English II
assessment invalidates test results because the assessment measures reading skills. However, test directions in the assessment
guides may be read aloud and/or signed/cued during the administration of any state test.
3

47
Approved Accommodations for ONLINE Administrations of
North Carolina Final Exams for Students with Current IEPs or Section 504 Plans1
Accommodation
North Carolina Final Exams (NCFEs)
Cranmer Abacus Yes
No for English I, English III, and English IV2
Yes for all other NCFEs
No for English I, English III, and English IV2
Dictionary/Electronic Translator (ELs only) Yes6
1
All NCFEs are available in both paper-and-pencil and online formats. For any assessment, including those required online, students
with disabilities can receive either a paper-and-pencil or online format of the assessment if there is a documented need in the student’s
current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections, test questions, and answer choices from the English I, III, and IV NCFEs invalidates
test results because the assessments measure reading skills. However, test directions in the assessment guides may be read aloud
and/or signed/cued during the administration of any NCFE.
3
The Large Print Edition accommodation is not an applicable accommodation for online tests because the font size can be designated
as large font for any student before the test administration. If the size of the large font is not sufficient for a student because of his/her
disability, this option may be used in conjunction with the Magnification Devices accommodation or a Large Print Edition of the
paper-and-pencil test may be ordered.
4
The One Test Item Per Page Edition accommodation is not an applicable accommodation for online tests because all tests are
presented one test item at a time.
5
The Student Marks Answers in Test Book accommodation is not an applicable accommodation for online tests because the student’s
responses are entered on the computer.
6
are eligible to receive this state-approved EL
testing accommodation.
Note: To ensure valid test results, school system personnel must participate in training sessions before the test administration to be
made aware of the appropriate use of these accommodations.

48
Approved Accommodations for PAPER-AND-PENCIL Administrations of
North Carolina Final Exams for Students with Current IEPs or Section 504 Plans1
Accommodation
North Carolina Final Exams (NCFEs)
Cranmer Abacus Yes
Interpreter/Transliterator Signs/Cues Test No for English I, English III, and English IV2
Test Read Aloud (in English) Yes
Yes3
1
All NCFEs are available in both paper-and-pencil and online formats. For any assessment, including those required online,
students with disabilities can receive either a paper-and-pencil or online format of the assessment if there is a documented need
in the student’s current IEP or Section 504 Plan.
2
Reading aloud or signing/cueing the selections/passages, test questions, and answer choices from English I, English III, and
English IV NCFEs invalidates test results because the assessments measure reading skills. However, test directions in the
assessment guides may be read aloud and/or signed/cued during the administration of any state test.
3

49
Approved Accommodations for the North Carolina NCEXTEND1 Alternate Assessments
at Grades 3–8, 10, and 11 for Students with Current IEPs Only1
NCEXTEND1
Accommodation
EnglishLanguage
Arts/Reading
Grades3–8&10
Mathematics
Grades
3–8&10
Science
Grades
5,8,&10
Grade11
Braille Materials (UEB or EBAE) Yes Yes Yes Yes
Large Print Materials2
Yes Yes Yes Yes
Assistive Technology Devices Yes Yes Yes Yes
Yes Yes Yes
Magnification Devices Yes Yes Yes Yes
Dictionary/Electronic Translator (ELs only)4 Yes Yes Yes Yes
NCEXTEND1 tests are to be read aloud to
all students as specified in the
NCEXTEND1 Assessment Guide and the
Subject-area Assessor Booklet3
Multiple Testing Sessions Yes Yes Yes Yes
Testing in a Separate Room Yes Yes Yes Yes
Adaptations to NCDPI-Provided Manipulatives5
Yes Yes Yes Yes
1
Students with only Section 504 Plans (i.e., students who do not have a current IEP that designates participation in an alternate
assessment) are not eligible for participation in any of North Carolina’s alternate assessments. These students may participate
in the standard test administration with or without accommodations as documented in their individual Section 504 Plans.
2
Large print materials may be created by the assessor as needed for those students who routinely have print and visual
materials enlarged for instructional use. This accommodation may be used only for the NCDPI-provided manipulatives. The
Selection Booklets used in NCEXTEND1 tests of ELA/Reading are provided for all students in 22-point font.
3
For the NCEXTEND1 ELA/Reading assessment at grades 3–8 and 10, Selections 1–3 and all items are read aloud to all
students. Selection 4 must be read independently by the student. Use of the Test Read Aloud (in English) and/or
Interpreter/Transliterator Signs/Cues Test accommodations for Selection 4 will result in invalid item scores. The
NCEXTEND 1 ELA/Reading assessment at grade 11 has only one selection. The assessor must read the selection aloud to
the student. The selection and items may be read as many times as necessary.
4
5
Adaptations to NCDPI-provided manipulatives, such as raised lines, enlarged text/pictures, placement of pictures on information
boards, and use of student-specific symbols are allowed. Adaptations to NCDPI-provided manipulatives may be created by the
assessor as needed for those students who routinely have adaptations to materials for instructional use. This accommodation may
be used only for the NCDPI-provided manipulatives, such as test card kits.
Note: To ensure valid test results, school system personnel must participate in training sessions before the test administration to
be made aware of the appropriate use of these accommodations.

50
Approved Accommodations for the ONLINE Administration of the
North Carolina College and Career Readiness Alternate Assessments (CCRAA) at
Grades 10 and 11 for Students with Current IEPs Only1
Accommodations Students with Current
IEPs2
Cranmer Abacus Yes
Test Read Aloud (in English)3
Yes
Interpreter/Transliterator Signs/Cues Test3
Yes
Yes7
1
in the standard test administration with or without accommodations as documented in their Section 504 Plans.
2
The CCRAA is available in both paper-and-pencil and online formats. For any assessment, including those required
documented need in the student’s current IEP.
3
The Test Read Aloud (in English) and the Interpreter/Transliterator Signs/Cues Test accommodations are available to
eligible students for all sections of the CCRAAs (i.e., English, Math, Reading, Science, and grade 11 CCRAA Writing).
4
The Large Print Edition accommodation is not an applicable accommodation for online assessments because the font size
can be designated as large font for any student before the test administration. If the size of the large font is not sufficient
for a student because of his/her disability, this option may be used in conjunction with the Magnification Devices
accommodation, or a Large Print Edition of the paper-and-pencil assessment may be ordered.
5
The One Test Item Per Page Edition accommodation is not an applicable accommodation for online assessments because
all assessments are presented one test item at a time on the computer.
6
The Student Marks Answers in Test Book accommodation is not an applicable accommodation for the online assessments
because the student’s responses are entered on the computer.
7
are eligible for this accommodation.

51
Approved Accommodations for the PAPER-AND-PENCIL Administration of the
North Carolina College and Career Readiness Alternate Assessments (CCRAA) at
Grades 10 and 11 for Students with Current IEPs Only1
Accommodations Students with Current
IEPs2
Cranmer Abacus Yes
Test Read Aloud (in English) Yes3
Interpreter/Transliterator Signs/Cues Test Yes3
Yes4
1
in the standard test administration with or without accommodations as documented in their Section 504 Plans.
2
The CCRAA is available in both paper-and-pencil and online formats. For any assessment, including those required
documented need in the student’s current IEP.
3
The Test Read Aloud (in English) and the Interpreter/Transliterator Signs/Cues Test accommodations are available to
eligible students for all sections of the CCRAAs (i.e., English, Math, Reading, Science, and grade 11 CCRAA Writing).
4
are eligible for this accommodation.

52

53
The following accommodations are included as Special Print Versions:
• Braille Edition
• Large Print Edition
• One Test Item Per Page Edition
• Large Print/One Test Item Per Page Edition
For ordering purposes, special print versions (e.g., Braille, Large Print, One Test Item Per Page,
and Large Print/One Test Item Per Page Editions) must be entered into the LEA-approved
accommodations management system (i.e., ECATS, PowerSchool, or an LEA-approved third-
party application) at the time of the IEP/504 Committee meeting. Testing accommodations
information must be accurate within the accommodations management system to ensure students
receive what they need on the day of testing. To ensure adequate production, quality control, and
delivery time of the special print versions, the LEA test coordinator must check the ordering
page once it is open to ensure that all special print versions have been submitted.
Braille, Large Print, One Test Item Per Page, and Large Print/One Test Item Per Page Editions
as specified in this publication can be ordered from TNN and do not require a Special
Accommodation Request to be submitted to the NCDPI. Special print versions other than those
specified in this publication (e.g., Large Print edition in 28-point font), must be requested via a
Special Accommodation Request as described under the Special Accommodation Request
subheading of this publication. Orders for accommodated test books will automatically be
accompanied by the appropriate accommodated supplemental materials (e.g., large print graph
paper).

54

55
Braille Edition
A Braille Edition accommodation is available for specific tests. Please refer to the tables in
Section E (Testing Accommodations—Descriptions and Procedures) of this publication for the
tests permitting the Braille Edition accommodation.
North Carolina Online Tests: The Braille Edition is not an applicable accommodation for online
assessments.
Transition to the
Unified English
Braille Code (UEB)
Description
On November 2, 2012, the Braille Authority of North America (BANA)
voted to adopt Unified English Braille (UEB) as an official code to
replace the English Braille American Edition (EBAE) in the United
States (U.S.). The formal motion approved reads as follows:
“Therefore, it is moved that the Braille Authority of North America
(BANA) adopts Unified English Braille to replace the current English
Braille American Edition (EBAE) in the United States while
maintaining the Nemeth Code for Mathematics and Science Notation,
1972 Revision; the Music Braille Code, 1997; and the IPA Braille Code,
2008. The official braille codes for the United States will be Unified
English Braille; Nemeth Code for Mathematics and Science Notation,
1972 Revision and published updates; Music Braille Code, 1997; and
The IPA Braille Code, 2008.”
On September 11, 2015, North Carolina held a stakeholder meeting, and
the decision was made to transition to UEB in totality, which includes
Braille code for literary, math, and technical materials. North Carolina
has been gradually transitioning instructional and assessment-related
materials to UEB for literary, math, and technical materials (see
Appendix G for the NC Timeline for Transition to the Unified English
Braille Code (UEB), as such, 2018–19 will be the last year for EBAE,
or Nemeth with embedded UEB text as an option for state testing. The
first full year for all testing in UEB literary and UEB math for all grades
will be the 2019–20 schoolyear. In 2019–20, a Special Accommodation
Request must be submitted for EBAE or Nemeth with embedded UEB
text; requests will be considered on a case-by-case basis.
Assessment materials must be available in the Braille code that is used
most efficiently by each test taker as indicated on his/her IEP or Section
504 Plan. All accommodations data management systems have
distinctions between UEB and EBAE Braille codes. IEP teams and
Section 504 committees must determine at the meeting what Braille
code is appropriate for the student and select the appropriate type in the
accommodations data management system.
If a Braille Edition of the test is provided to the student, as with all
accommodations for North Carolina tests, (1) the use must be

56
Contracted and
Uncontracted Braille
Ordering Braille
Editions and
Supplemental
Materials
documented in the current IEP or Section 504 Plan, and (2) the
accommodation must be routinely used during instruction and similar
EBAE Literary code and Braille Nemeth code, UEB Literary code and
UEB for Math and Technical Materials code reference sheets do not
accompany Braille Editions for use during secure state test
administrations. The information located on such sheets should be
addressed during classroom instruction.
Braille types are either contracted or uncontracted. Contracted Braille,
or “Grade Two” Braille, is written with a variety of standard shortcuts
for digraphs, parts of words, and entire words. The North Carolina
Testing Program produces test editions using contracted Braille.
Uncontracted Braille, or “Grade One” Braille, is written letter to letter
with each word spelled out completely. A Special Accommodation
Request must be submitted to the NCDPI for the provision of
uncontracted Braille test editions.
Students with impaired vision who have fewer than contracted Braille
skills may have the Braille or the standard version of the test read aloud
while the test administrator or scribe records student responses. (Tests
that measure reading skills, such as the EOG ELA/Reading or EOC
English II assessments, must not be read aloud, as this would invalidate
the students’ scores because these tests measure reading skills.) See the
information on the Test Read Aloud (in English) accommodation,
including information regarding the reading aloud of North Carolina
reading tests and consequent validity.
For ordering purposes, Braille Editions (both UEB and EBAE) must be
entered into the LEA-approved accommodations management system
(i.e., ECATS, PowerSchool, or an LEA-approved third-party
application) at the time of the IEP/504 committee meeting. Testing
accommodations information must be accurate within the
accommodations management system to ensure students receive what
they need on the day of testing. To ensure adequate production, quality
control, and delivery time of the special print versions, the LEA test
coordinator must check the Testing News Network (TNN) ordering
page once it is open to ensure that all special print versions have been
submitted.
The UEB and EBAE Braille for order is contracted Braille. The UEB
for order is “full UEB” with no Nemeth code. The EBAE for order
includes Nemeth. Uncontracted Braille and Braille versions other than
those specified in this publication, must be requested via a Special

57
Accommodation Request (see the Special Accommodation Request
subheading in Section C this publication).
Orders for all Braille test books will automatically be accompanied by
the appropriate accommodated supplemental materials (e.g., Braille
periodic table, formula sheets).
Before test day, students should have access to and become familiar with
any Braille reference tables, formula sheets, or periodic tables that will
accompany their assessments. The LEA test coordinator can submit a
Special Accommodation Request form to receive a copy of these
supplemental materials before the test date for Braille students to use
during instruction and similar classroom assessments. Online
submission of the Special Accommodation Request is available in NC
Education in the TNN Test Materials Order System. See Appendix B for
a sample request form.
Considerations and
Instructions
Recording Student Responses Answers for test items may be marked
in the Braille test book, Brailled, dictated to a scribe, or recorded using
an assistive technology device (e.g., word processor, electronic braille
notetaker, or braille writer), as determined by the IEP team or Section
504 committee. The accommodation that specifies the method for
recording student responses is to be included in the current IEP or
Section 504 Plan.
Using a Braille Edition Test in the Regular Classroom Some students
with impaired vision may be able to take the Braille Edition test in the
regular classroom if responses can be recorded in a manner that does not
disturb other students (e.g., marking answers in the test book, electronic
notetaker, or braille writer). Preparations must be made before the test
administration in order to accommodate these students.
Regular Copy of Test Book The test administrator must have a regular
print copy of the test book (i.e., same form letter and number as the
student’s Braille Edition) in case the student asks questions. The test
administrator should ensure the form of the regular test book matches
the Braille Edition form before beginning the test administration. If the
student asks questions during the test and the student is in the regular
classroom with other students, caution should be taken. Security of test
items must be maintained and distractions must be minimized.
Transcribers’ Notes If a test item is accommodated to be consistent
with Braille coding, a transcriber’s note will be included in the Braille
Edition that describes how the item has been accommodated.
Transcribers’ notes are located at the front of the Braille Editions. The
notes are in regular type that can be read by the test administrator.
Transcribers’ notes can be read aloud to Braille readers who have

58
documentation in their current IEP or Section 504 Plan to receive the
Test Read Aloud (in English) accommodation.
Background Information Precoded for the Student Before the test
administration, the student background information will be precoded on
the students’ regular scannable answer sheets. When using this
accommodation while testing in a separate room with students who do
not record their responses directly on the answer sheet, the directions for
checking the precoded information (e.g., student’s name and other
background information) must not be read aloud to the students.
Record Student Name on Braille Edition The student’s full name and
a second identifier (e.g., PowerSchool Student Number or student date
of birth) must be written legibly on the front of the Braille Edition. The
recorded information must uniquely identify the student.
Questions for the
IEP Team or
Section 504 Committee
The IEP team or Section 504 committee may wish to address the
following questions when determining whether the Braille Edition
accommodation is appropriate for the student:
1. Does the student routinely use Braille materials during regular
classroom instruction and similar classroom assessments?
2. Are EBAE Literary code and Braille Nemeth code, UEB Literary
code, and/or UEB Math and Technical Materials code reference
sheets available during classroom instruction?
3. What Braille code is being used with instructional materials?
4. Does the student have contracted Braille skills?
5. Assessment materials must be available in the code that is used
most efficiently by the student as indicated on the IEP or Section
504 Plan. Are materials orders placed for the appropriate UEB or
EBAE Braille editions?
6. How will the student record responses to the Braille Edition of the
test (i.e., mark in the test book, use a Braille writer, dictate to a
scribe, or use an assistive technology device), and is this
accompanying accommodation documented in the IEP or Section
504 Plan?
7. Should the student be provided the Braille Edition during the test
administration in the regular classroom setting, or should the
student also use the Testing in a Separate Room accommodation?
8. Should the student be provided the Scheduled Extended Time
accommodation?

59
Collecting, Storing,
and Processing Test
Materials
Transcribing Student Responses Because students may record their
responses in a manner other than the regular answer document, the test
administrator or principal’s designee may be required to transcribe the
student’s responses to the appropriate answer sheet for scoring
purposes. If a student’s responses require the transcriber to transcribe
information from a Braille format (i.e., answers marked in Braille test
book or student used a Braille writer), the transcriber must be trained
and proficient in reading Braille. The transcription must be double-
checked by another designated Braille-proficient school official to
ensure no errors occurred. The transcription and verification must
occur under secure conditions in a group setting (i.e., three or more
designated school personnel). One individual is to transcribe the
student’s responses, one individual is to verify the transcription, and
one individual is to act as an objective observer of the process. All
three individuals must sign the outside cover of the Braille test book.
Only responses on regular answer sheets will be scored. The test
administrator must purge any electronic files immediately
following the completion of the transcription process. If the
responses are not transcribed, test results will be returned as the
lowest possible score. Gridded-response items for the mathematics
tests and the constructed response items for the English II EOC test and
the English III NCFEs must be transcribed in the manner specified in
the assessment guides.
Error Report If errors in Braille Editions are discovered, a Special
Print Versions Error Report Form, which is obtained from the LEA
test coordinator, must be completed and submitted to the NCDPI/
Technical Outreach for Public Schools (TOPS). See Appendix H for a
sample Special Print Versions Error Report Form.
Storing or Returning Braille Editions The LEA must follow the
procedures in the assessment guide regarding storing or returning
Braille Editions of state tests. The procedures may vary based on the
test administered to the students.

60

61
Large Print Edition
A Large Print Edition accommodation is available for specific tests. Please refer to the tables
in Section E (Testing Accommodations—Descriptions and Procedures) of this publication for
the tests permitting the Large Print Edition accommodation.
North Carolina Online Tests: The Large Print Edition accommodation is not an applicable
accommodation for online assessments because the font size can be designated as large font for
any student before the test administration. If the size of the large font is not sufficient for a student
because of his/her disability, the large font option may be used in conjunction with the
Magnification Devices accommodation, or a Large Print Edition of the paper-and-pencil test may
be ordered.
Description The Large Print Edition accommodation allows a student to take a test
using an enlarged version of the test. The NCDPI standard test forms
are printed on 8.5” x 11” paper, using 12-point Verdana font. The
NCDPI Large Print Edition tests are printed on 11” x 17” paper, using
22-point Verdana font. When a test item requires superscript and/or
subscript, the text of the superscript and/or subscript is in 22-point
Verdana font, and the text in the question and/or answer containing
them is enlarged to 33-point Verdana font. The graph paper included
with the Large Print Edition is comprised of 1/2-inch squares.
Students typically circle their responses to questions directly on the
large print edition of the test (i.e., uses the Student Marks Answers in
Test Book accommodation as documented in the IEP or Section 504
Plan).
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
Note: For tests delivered online, the font size is 12-point Verdana for
standard test forms and 16-point Verdana for large font assessments.
However, these are print measurements and computer screen resolution
and size settings can greatly affect the actual size of fonts on screen.
Ordering Large Print Editions For ordering purposes, Large Print
Editions must be entered into the LEA-approved accommodations
management system (i.e., ECATS, PowerSchool, or an LEA-approved
third-party application) at the time of the IEP/504 committee meeting.
Testing accommodations information must be accurate within the
accommodations management system to ensure students receive what
they need on the day of testing. To ensure adequate production, quality
control, and delivery time of the special print versions, the LEA test

62
coordinator must check the TNN ordering page once it is open to
ensure that all special print versions have been submitted.
Large Print Editions can be ordered from TNN and do not require a
Special Accommodation Request to be submitted to the NCDPI. Large
Print Editions other than those specified in this publication, must be
requested via a Special Accommodation Request (see the Special
Accommodation Request subheading in this publication). Orders for
Large Print Editions will automatically be accompanied by the
appropriate accommodated supplemental materials (e.g., large print
graph paper).
Large Print/One Test Item Per Page Editions printed on 11” x 17”
paper in 22-point Verdana font can also be ordered from TNN and do
not require a Special Accommodation Request to be submitted to the
NCDPI. Large Print/One Test Item Per Page Editions in a font size
other than 22-point Verdana must be requested via a Special
Accommodation Request (see the Special Accommodation Request
subheading in this publication).
Considerations and
Instructions
Magnification Devices If applicable, the test administrator is to remind
students to bring their magnification devices to the test administration
site. The students must also have the Magnification Devices
accommodation documented in their IEPs or Section 504 Plans.
Using a Large Print Edition in the Regular Classroom Some students
with impaired vision may be able to take the Large Print Edition test in
the regular classroom if responses can be recorded in a manner that
does not disturb other students (e.g., marking answers in the test book).
Preparations must be made before the test administration to
accommodate these students.
the student’s regular scannable answer sheet. When using this
not record their responses directly on the answer sheet, the directions
for checking the precoded information (e.g., student’s name and other
background information) must not be read aloud to the students.
Record the Student Name on the Large Print Edition The student’s
full name and a second identifier (e.g., PowerSchool Student Number
or student date of birth) must be legible on the front of the Large Print
Edition. The recorded information must uniquely identify the student.

63
Questions for the
IEP Team or
following questions when determining whether the Large Print Edition
1. Does the student routinely use large print materials during regular
2. How will the student record responses to the Large Print Edition of
the test (e.g., mark in the test book, use a Braille writer, dictate to a
scribe, or use an assistive technology device), and are all
accompanying accommodations documented in the IEP or Section
504 Plan?
3. Does the student need the Magnification Devices accommodation?
4. For tests available online, is the large font option more appropriate
than the Large Print Edition accommodation?
5. Does the student need the Scheduled Extended Time
accommodation?
6. Does the student need an edition that is both large print and one test
item per page? If so, a Large Print/One Test Item Per Page Edition
can be ordered from TNN and does not require a Special
Accommodation Request to be submitted to the NCDPI. The IEP
team or Section 504 committee should be aware that the
combination of these accommodations produces a large document,
both in the size of paper (same size paper [11” x 17”] as the Large
Print Edition) and in the number of pages.
7. The standard Large Print Edition uses 22-point Verdana font. The
IEP team or Section 504 committee, if considering another font
size, should determine whether a minimal increase or decrease in
font size is required by the student. If a larger font is required, has
the team considered using the standard Large Print Edition in
conjunction with the Magnification Devices accommodation?
and Processing
Test Materials
Transcribing Student Responses Because many students mark their
responses in the Large Print Edition test books, the test administrator
or principal’s designee must transcribe the student’s responses to the
appropriate answer sheet for scoring purposes. The transcription must
be double-checked by another designated school official to ensure no
errors occurred. The transcription and verification must occur
under secure conditions in a group setting (i.e., three or more
designated school personnel). One individual is to transcribe the
student’s responses, one individual is to verify the transcription, and
one individual is to act as an objective observer of the process. All
three individuals must sign the outside cover of the test book. Only

64
responses on regular answer sheets will be scored. If the responses
are not transcribed, test results will be returned as the lowest
possible score. Gridded-response items for the mathematics tests and
the constructed response items for the English II EOC test and the
English III NCFE must be transcribed in the manner specified in the
assessment guides.
Error Report If errors in the Large Print Edition are discovered, a
Special Print Versions Error Report Form, which is obtained from the
LEA test coordinator, must be completed and submitted to the NCDPI/
TOPS. See Appendix H for a sample Special Print Versions Error
Report Form.
Storing or Returning Large Print Editions The LEA must follow the
procedures in the assessment guide regarding storing or returning Large
Print Editions of state tests. The procedures may vary based on the test
administered to the students.

65
One Test Item Per Page Edition
The One Test Item Per Page Edition accommodation is available for specific tests. Please refer
to the tables in Section E (Testing Accommodations—Descriptions and Procedures) of this
publication for a list of the tests permitting the One Test Item Per Page Edition
accommodation.
North Carolina Online Tests: The One Test Item Per Page Edition accommodation is not an
applicable accommodation for online tests because all tests are presented one test item at a time.
Description The One Test Item Per Page Edition accommodation provides one test
question on each page. Each 8.5" x 11" page contains standard-size font
(12-point Verdana). It is printed one-sided and comes unbound.
Reading selections and test items are in the same format as a regular
test book. 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 instruction and
similar classroom assessments so the student has the opportunity to
become familiar and comfortable with the use of the accommodation
before the actual test administration.
It should be noted that the number of test book pages will increase
because of this accommodation, and it may be appropriate to also
provide the student with the Multiple Testing Sessions accommodation.
If Multiple Testing Sessions is appropriate, the student may be provided
with a certain number of test pages at a time to avoid overwhelming the
student with the thickness of the complete test.
Ordering One Test Item Per Page Editions For ordering purposes,
One Test Item Per Page Editions must be entered into the LEA-
approved accommodations management system (i.e., ECATS,
PowerSchool, or an LEA-approved third-party application) at the time
of the IEP/504 committee meeting. Testing accommodations
information must be accurate within the accommodations management
system to ensure students receive what they need on the day of testing.
To ensure adequate production, quality control, and delivery time of the
special print versions, the LEA test coordinator must check the ordering
page once it is open to ensure that all special print versions have been
submitted.
One Test Item Per Page Editions can be ordered from TNN and do not
require a Special Accommodation Request to be submitted to the
NCDPI.

66
Large Print/One Test Item Per Page Editions printed in 22-point
Verdana font can also be ordered from TNN and do not require a
Special Accommodation Request to be submitted to the NCDPI. Large
Print/One Test Item Per Page Editions in a font size other than 22-
point Verdana, must be requested via a Special Accommodation
Request (see the Special Accommodation Request subheading in this
publication).
Using a One Test Item Per Page Edition in the Regular Classroom
Some students with visual-discrimination difficulties may be able to
take the One Test Item Per Page Edition test in the regular classroom if
responses can be recorded in a manner that does not disturb other
students (e.g., marking answers in test book). Preparations must be
made before the test administration to accommodate these students.
background information) must not be read aloud to the student.
Record the Student Name on the One Test Item Per Page Edition
The student’s full name and a second identifier (e.g., PowerSchool
Student Number or student date of birth) must be legible on the front of
the One Test Item Per Page Edition. The recorded information must
uniquely identify the student.
Questions for the
IEP Team or
following questions when determining whether the One Test Item Per
Page Edition accommodation is appropriate for the student:
1. Does the student routinely use one test item per page materials
during regular classroom instruction and similar classroom
assessments?
2. Does the student have visual-discrimination difficulties?
3. Will the student need the Multiple Testing Sessions
accommodation?
4. How will the student record responses to the One Test Item Per
Page Edition of the test (e.g., mark in the test book, use a Braille
writer, dictate to a scribe, or use an assistive technology device),
and is this accompanying accommodation documented in the IEP or
Section 504 Plan?

67
and Processing
Test Materials
Transcribing Student Responses If students mark their responses in
the One Test Item Per Page Editions, the test administrator or
principal’s designee must transcribe the students’ responses to the
appropriate multiple-choice answer sheets for scoring purposes. The
transcription must be double-checked by another designated school
official to ensure no errors occurred. The transcription and
verification must occur under secure conditions in a group setting
(i.e., three or more designated school personnel). One individual is
to transcribe the student’s responses, one individual is to verify the
transcription, and one individual is to act as an objective observer of the
process. All three individuals must sign the outside cover of the test
book. Only responses on regular answer sheets will be scored. If the
responses are not transcribed, test results will be returned as the
lowest possible score. Gridded-response items for the mathematics
tests and the constructed response items for the English II EOC test and
the English III NCFE must be transcribed in the manner specified in the
assessment guides.
Error Report If errors in the One Test Item Per Page Editions are
discovered, a Special Print Versions Error Report Form, which is
obtained from the LEA test coordinator, must be completed and
submitted to the NCDPI/TOPS. See Appendix H for a sample Special
Print Versions Error Report Form.
Storing or Returning One Test Item Per Page Editions The LEA
must follow the procedures in the assessment guide regarding storing or
returning the One Test Item Per Page Editions. The procedures may
vary based on the test administered to the students.

68

69
Assistive Technology (AT) Devices and Special Arrangements
The following accommodations are included as Assistive Technology (AT) Devices and Special
Arrangements:
• AT Devices
• Dictation to a Scribe
• Interpreter/Transliterator Signs/Cues Test
• Student Marks Answers in Test Book
• Student Reads Test Aloud to Self
• Test Read Aloud (in English)
• Other AT Devices:
o Braille Writer/Slate and Stylus (Braille Paper)
o Cranmer Abacus
o Magnification Devices

70

71
AT Devices
The AT Devices accommodation may be used with any state-mandated test, as long as the results
from the test administration are not invalidated by the use of the AT device(s). Please refer to
the tables in Section E (Testing Accommodations—Descriptions and Procedures) of this
publication for a list of the tests permitting the AT Devices accommodation.
Examples of AT device usage that invalidate test results include, but are not limited to, the
following:
1. use of AT devices that read aloud North Carolina tests which are designed to measure
reading comprehension; and
2. use of a calculator during the administration of the calculator inactive part of a North
Carolina mathematics test.
When school-based personnel have questions regarding appropriate AT devices, such as
the potential for an AT device to invalidate the results of the test, the LEA test coordinator
must be contacted. The LEA test coordinator will contact the RAC for further clarification
regarding the use of AT devices.
Description Students may use AT devices as testing accommodations when
appropriate. As with all accommodations for North Carolina tests,
(1) the specific AT device to be used must be documented in the
current IEP or Section 504 Plan, and (2) the accommodation must be
routinely used during instruction and similar classroom assessments.
The principal or his/her designee, usually the school test coordinator,
shall arrange for student access to the appropriate AT device during the
scheduled test administration.
Considerations and
Instructions
Using AT Devices in the Regular Classroom Preparations must be
made before the test administration to accommodate students who are
able to use the AT Devices accommodation during the scheduled test
administration in the regular classroom.
administration, the student background information will be precoded
on the student’s regular scannable answer sheet. When using this
accommodation while testing in a separate room with students who
do not record their responses directly on the answer sheet, the
directions for checking the precoded information (e.g., student’s
name and other background information) must not be read aloud to
the student.
The test administrator must check the AT device (e.g., computer)
before the test administration to ensure it is in working order. Any
files saved to the equipment must be deleted before testing. If the

72
student is keying responses on a computer, the student must be
reminded to save the file periodically during the testing session.
However, at the end of the test administration, the saved file must be
deleted.
The following are examples of technologies that may be specified in
the IEP or Section 504 Plan as part of an Assistive Technology
accommodation for any state test, including alternate assessments,
unless otherwise noted:
1. Students may use low-technology devices, for example:
• clipboards
• dry erase boards and markers
• Dycem nonslip mat/material
• slant boards
Note: If using something like a clipboard, dry erase board with
markers, or a slant board, the student must be tested individually
or positioned in such a location that no other student is able to see
the student’s test documents.
2. Students may use sensory techniques, for example:
• chewing gum
• hand fidget/comfort item
• noise cancelling headphones
• weighted blanket/vest
3. Students may use amplification devices, such as
• classroom FM systems
• whisper phones/PVC pipes
Students provided the whisper phone/PVC pipe accommodation must
also be provided the Testing in a Separate Room (one-on-one)
accommodation to ensure that other test takers are not disturbed.
Students may use personal hearing aids, classroom FM systems,
and cochlear implants to hear instructions read aloud by the test
administrator as part of the standard test administration and/or
words read aloud by the test administrator if the Test Read Aloud
(in English) accommodation is used. Students provided the Test
Read Aloud (in English) accommodation must also be provided
the Testing in a Separate Room accommodation (small group or
one-on-one). The use of the Test Read Aloud (in English)
accommodation during the administration of any state test that
measures reading comprehension invalidates the results of the test.
4. Student may use special lighting (specific type, e.g., 75-Watt
incandescent light on desk)

73
5. Students may use diabetes glucose meters and insulin pumps if
they are part of their Diabetes Medical Management Plan,
Individual Health Plan, or doctor’s orders. Students requiring a
cellular device to communicate with a glucose monitor are able to
have the phone in the testing room. However, the test
administrator must ensure that the phone is kept away from other
students and is not used for any reason other than to communicate
with the continuous glucose monitor.
To take care of their diabetes needs, students may require
additional accommodations, such as having access to a snack to
treat hypoglycemia, Scheduled Extended Time, Multiple Testing
Sessions, or Testing in a Separate Room. Note: Diabetic students
wearing insulin pumps, using glucose meters, or requiring snacks
do not have to test in a separate room if these accommodations
have been used routinely during classroom instruction and similar
classroom assessments, and their classmates are accustomed to the
diabetes management care procedures (e.g., snacking, checking
blood levels, insulin pumps/glucose meters beeping).
6. Students may use speech recognition systems (i.e., students dictate
commands and responses to the computer) as an accommodation.
If using speech recognition systems, the student must also receive
the Testing in a Separate Room (one-on-one) accommodation.
7. Students may use talking word processors/screen-reading software
(i.e., the computer reads aloud what the student has entered) as an
accommodation. Note: If using talking word processors/screen-
reading software, the student must use headphones. If the student
does not use headphones, the student must also receive the Testing
in a Separate Room (one-on-one) accommodation.
8. Students may use keyboarding devices. The student may use a
typewriter, word processor, or electronic Braille note taker during
the test administration.
9. Alternative/customized keyboards, “sticky keys,” touch screens,
and trackballs may be used as accommodations unless use of the
AT device would invalidate test results.
10. Screen-enlarging programs and document reader programs may be
used as an accommodation.
11. Students may use the accessibility options of an operating system
if a computer is being used. Examples are filter keys, toggle keys,
and high-contrast settings. These options may be used as
accommodations unless their use would invalidate test results.

74
12. Students may use audiotapes to record responses during the
administration of state tests. For example, a student may record his
or her responses on an audiocassette. If using audiotapes to record
responses, the student must also receive the Testing in a Separate
Room (one-on-one) accommodation. Either the student or a scribe
can transfer the student responses to the regular test
document/answer sheet. If a scribe is transferring the student’s
responses, someone other than the original transcriber must check
the transcription for accuracy. The transcription and verification
must occur under secure conditions in a group setting (i.e.,
three or more school personnel). One individual is to transcribe
the student responses, one individual is to verify the transcription,
and one individual is to act as an objective observer of the process.
All three individuals must sign the outside cover of the test book.
Once this is completed, the audiocassette must be securely
destroyed. The LEA is to supply the materials needed to provide
this accommodation.
13. Students who regularly use an eye gaze device, process, and/or
software during daily written work and instruction and for similar
assessments may use that same technology during testing (online
and paper-and-pencil). All requirements for a word processor
accommodation must be followed when using an eye gaze system.
14. Students who regularly use an interactive whiteboard during daily
written work and instruction and for similar assessments may use
the same technology during testing. Online tests can be projected
onto an interactive whiteboard for a student to access the
assessment. The board and/or attached machine must not save or
maintain any portion of the secure test(s). The test must be
administered in a one-on-one separate setting. Staff must ensure
that test items are not visible to others.
Note: If an AT Device is used within NCTest, test administrators
must ensure the software is compatible with the NCDPI-approved
Web browser or NCTest iPad App and does not cause the browser or
App to close when the technology is used. The functionality of the
software can be tested using the Online Tutorial and/or Online
Released Items for the assessment. Any program or software that
sends information presented on the screen to a third-party vendor’s
server must not be used in conjunction with NCTest.
Technology that Reads Tests Aloud North Carolina reading tests
are designed to measure reading comprehension. If a student uses an
AT device that reads an ELA/reading test aloud to the student, the
test results will be invalid. North Carolina reading tests include (1)

75
the BOG3 English Language Arts/Reading Test; (2) the EOG English
Language Arts/Reading assessments; (3) the EOC English II
assessment; and (4) the English I, English III, and English IV NCFEs.
AT devices that read tests aloud include speech synthesizer/screen-
reader software and optical character recognition (OCR)/scanners.
AT devices that read tests aloud will not invalidate the results of state
tests that do not measure reading comprehension.
Using a Scanner with Secure State Tests In the event that the LEA
wishes to use a scanner to scan a secure state test in order to provide
an accommodation to a student with a disability, the LEA must send a
written request to the Director of the NCDPI Division of
Accountability Services. The written request must address how test
security will be maintained. The NCDPI will determine if the secure
state test can be scanned and address copyrighted material that the
state does not have permission to scan.
Electronic Braille Note Takers An electronic Braille note taker
performs the functions of a word processor, note taker, and
calculator. All input is through a Braille keyboard, and output is
either through synthesized speech or a refreshable Braille display.
Usually, there is not a monitor associated with these note takers. They
can be connected with printers or Braille embossers to produce
written output. The calculator of these note takers may be used during
the administration of state tests that allow calculator use; however, if
they are used during the administration of a state test that does not
allow the use of calculators (e.g., calculator inactive part of the EOG
and EOC mathematics tests), the test results are invalid. The
calculator on these devices often can be disabled, so the test
administrator must ensure the student uses the device as specified by
the IEP team or Section 504 committee.
Calculators To receive valid test scores, students may use calculators
as accommodations only when calculator use is part of the standard
test administration. The policies and procedures for calculator use are
located in each assessment guide. The following information reflects
the policies and procedures in place at the time of this publication;
however, as curricula and technology change, the policy concerning
calculator use with North Carolina tests will be reevaluated. The LEA
test coordinator can present updates.
Before beginning and immediately following a test administration
that requires calculator use, the test administrator or principal’s
designee must clear the calculator memory and all applications
(including preloaded) from all calculators, including personal
calculators that will be used during each administration of the test.
Only the test administrator or principal’s designee can carry out this

76
procedure. Procedures for clearing the calculator memory (including
standard memory, ROM, and Flash ROM) that are appropriate for the
specific calculator model(s) must be used. Comprehensive clearing
procedures for calculators most frequently used in the state are
available in each assessment guide for tests that require calculator
use.
1. Talking and Large Key Calculators Students may use “talking”
calculators or large key calculators as an AT Device
accommodation and receive valid test results only when
calculator use is part of the standard test administration.
Note: Students using “talking” calculators must either use
headphones or receive the Testing in a Separate Room (one-on-
one) accommodation so as not to disturb other students during
the test administration.
2. Calculators That Print Students may use calculators that print
as an AT Device accommodation and receive valid test results
only when calculator use is part of the standard test
administration. If a student uses a calculator that prints,
those printed materials are secure test materials that must
be recycled/destroyed in a secure manner at the central
office level.
3. Graphing Calculator Use through Software Programs Students
may use graphing calculators during designated state tests and
receive valid test results only when calculator use is part of the
standard test administration. For those students who require
auditory and tactual access to graphing calculators, the IEP
team or Section 504 committee may determine that the students
may use software programs approved by the NCDPI Division
of Accountability Services/North Carolina Testing Program.
(The software programs must be approved through the Special
Accommodation Request process to ensure validity of test
results.) The student must use the program on a consistent basis
assessments, and the calculator must operate independently
during the test administration. Immediately following the test
administration, any saved files that contain test items must be
purged, and any embossed test items created by the software
program must be recycled/destroyed in a secure manner at the
central office level. For more information on graphing
calculator accessibility, contact the NCDPI Exceptional
Children Division.

77
Note: Students are not allowed to share calculators during test
administrations, nor are they allowed to use calculators with the
following functionalities:
• Calculators with wireless communication technologies
(e.g., Bluetooth, Infrared, and IEEE 802.11)
• Calculators with built-in computer algebraic systems
(CAS) capable of doing symbolic algebra (e.g., factoring,
expanding, or simplifying given variable output) or
symbolic calculus
• Pocket organizers
• Handheld, tablet, or laptop/notebook computers, unless
specifically approved
• Calculators built into cell phones or other electronic
communication devices (Note: Cell phones/electronic
devices are not permitted during state test
administrations.)
• Calculators in pen input/stylus-driven devices (e.g.,
palm-based devices, tablets, laptops/notebooks and
computers)
• Calculators requiring access to an electrical outlet (except
for students needing special accommodations)
• Calculators that make noises of any kind that cannot be
disabled (except for students needing special
accommodations)
• Calculators that use a QWERTY (typewriter-style)
keyboard
• Calculators that use paper tape
The following list includes calculators not permitted for use on North
Carolina tests. The list is not all-inclusive. If the LEA test coordinator
believes calculator brands other than those listed below may need to
be restricted, then he or she must contact the RAC for confirmation
before excluding them.
• Texas Instruments: All model numbers that begin with
TI-89 or TI-92, Voyage 200, Nspire CAS (TI-Nspire CX
CAS and TI-Nspire CAS with touchpad)
• Hewlett-Packard: HP 48GII and all models that begin
with HP 40G, HP 49G, or HP 50G
• Casio: Algebra fx 2.0, ClassPad 300, and all model
numbers that begin with CFX-9970G
• Virtual calculators, downloaded calculators, and
calculator apps
• Calculators accessible by desktop, laptop, or other
devices (e.g., iPad and Chromebook)

78
Texas Instruments TI-Nspire calculators without CAS are allowed
only in the following two cases: (1) with a TI-84 Plus keypad or (2)
with the Nspire keypad using operating system 1.7 or higher with
both “limit geometry functions” and “disable function grab and
move” invoked in Press-to-Test mode.
Use of Assistive
Technology Devices
Not Specifically Listed
in This Publication
In the event the IEP team or Section 504 committee recommends the
use of an assistive technology device that is not specifically listed in
this publication, the team/committee should follow the steps
described in the Special Accommodation Request subheading of this
publication.
Questions for the
IEP Team or
following questions when determining whether the AT Devices
1. Does the student routinely use the assistive technology device
assessments?
2. North Carolina English Language Arts/Reading Tests If the IEP
team or Section 504 committee is considering the use of an
assistive technology device that reads aloud a state test that
measures reading comprehension, has there been discussion
about the test results not being valid and the implications of
invalid test results? The IEP team/Section 504 committee should
refer to the Invalid Test Results subheading in this publication to
review a statement regarding invalid test results for North
Carolina tests.
3. North Carolina Mathematics Tests and Calculators If the IEP
team or Section 504 committee is considering the use of a
calculator during the administration of a state test that does not
permit the use of calculators, has there been discussion about the
test results not being valid? The IEP team/Section 504
committee should refer to the Invalid Test Results subheading in
this publication to review a statement regarding invalid test
results for North Carolina tests.
4. Does the student require auditory and tactual access to a
graphing calculator during the state test administration? If so, has
the IEP team or Section 504 committee requested approval of the
software program(s) through the Special Accommodation
Request process in order to ensure the use of the software will
not invalidate test results?

79
and Processing Test
Materials
Transcribing Student Responses If the student’s responses are not
located directly on the answer sheet because of the use of the AT
device, the test administrator or principal’s designee must transcribe
the responses to the appropriate answer sheet for scoring purposes.
The transcription must be double-checked by another designated
school official to ensure no errors occurred. The transcription and
verification must occur under secure conditions in a group
setting (i.e., three or more designated school personnel). One
individual is to transcribe the student responses, one individual is to
verify the transcription, and one individual is to act as an objective
observer of the process. All three individuals must sign the outside
cover of the test book. Only responses on regular answer sheets
will be scored. The test administrator must purge any electronic files
immediately following the completion of the transcription process. If
the responses are not transcribed, test results will be returned as
the lowest possible score. Gridded-response items for the
mathematics tests and constructed response items for the English II
EOC test and the English III NCFE must be transcribed in the
manner specified in the assessment guides.
The test administrator must follow the regular procedures for
processing test materials unless this accommodation is used in
conjunction with another accommodation that requires special
storage and processing.

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81
Dictation to a Scribe
The Dictation to a Scribe accommodation is available for specific tests. Please refer to the
tables in Section E (Testing Accommodations—Descriptions and Procedures) for a list of the
tests permitting the Dictation to a Scribe accommodation.
Description The Dictation to a Scribe accommodation allows a student to dictate
his/her responses to test questions to a scribe who records the
responses. The scribe administers this accommodation only to one
student at a time during a test session. The student must be tested in a
separate room (one-on-one). 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 instruction and similar classroom assessments.
For paper-and-pencil and online test administrations, two trained test
administrators must be present when the Dictation to a Scribe
accommodation is provided. One fills the role of test administrator. The
other fills the role of scribe. The test administrator and scribe must
attend all test administrator training sessions provided before testing.
Note: Because two trained test administrators will be present during the
test administration when the Dictation to a Scribe accommodation is
provided, a proctor is not required.
For paper-and-pencil tests, if the student can efficiently use a keyboard,
the IEP team or Section 504 committee may wish to consider the use of
the AT Devices accommodation instead of the Dictation to a Scribe
accommodation. According to a report by the National Center on
Educational Outcomes:
“If students are unable to handwrite, but can efficiently type on a
computer, a computer response accommodation should be
considered prior to a dictated response accommodation.”5
For online administrations, the scribe is to record the student’s
responses directly on the computer, and the test administrator is to
verify the transcription. Following the test administration, both the
test administrator and scribe must sign a statement of validation as
to the accuracy of the transcription.
5
Thurlow, M., & Bolt, S. (2001). Empirical support for accommodations most often allowed in state policy (Synthesis
Report 41). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes, 13. Retrieved
December 15, 2002, from the World Wide Web: http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis41.html.

82
Considerations and
Instructions
Role of the IEP Team or Section 504 Committee Consistent with the
student’s need because of the nature of his/her disability, the scribe
may record the student’s responses directly on a clean sheet of paper,
on the answer sheet, in the test book, or on the computer (online test
administration). Dictation may also be recorded using a keyboarding
device (e.g., typewriter or word processor). The IEP team or Section
504 committee makes the final decision after reviewing these options
for each state test. The decision regarding the method of recording the
student’s responses must be documented in the IEP or Section 504
Plan.
Identifying the Scribe Before test day, the student should know the
identity of the scribe. The scribe should be familiar with and have
experience scribing for the student. If the scribe is unfamiliar with the
student, then the scribe and student should have the opportunity to
practice the scribing process together prior to taking the assessment.
Role of the Scribe The scribe must transcribe responses verbatim from
the student and may not prompt or question the student or correct a
student’s responses. The scribe may ask the student to restate (or sign)
words or parts as needed. The scribe should be informed of the
preferred method or format for recording the student’s response before
the date of the assessment.
Multiple-Choice Items For use of this accommodation during the
administration of multiple-choice items, the student may indicate
responses directly to the scribe in different ways. Examples of how a
student may indicate answer choices include but are not limited to (a)
dictating the letter of the answer choice to the scribe, (b) reading aloud
the entire answer choice, or (c) pointing to the correct answer choice.
Constructed Response (CR) Items For use of this accommodation
during the administration of constructed response (CR) items, the
student dictates his/her response to the scribe, and the scribe records the
student’s response verbatim. A student using a scribe must be provided
the same opportunity as other students to plan and draft a constructed
response. The scribe may write an outline, plan, or draft as directed by
the student. The scribe must record the draft response or outline exactly
as dictated without any cueing and guidance to the student.
Student Signs/Cues to the Scribe during the Administration of CR
Items In the event that a student signs/cues his/her response to the
scribe during the administration of the CR items, the scribe must record
the student’s response exactly as signed/cued. For example, if a student
signs “Me search field,” the scribe must record the exact words.

83
Procedures during Actual Test Administration The test
administrator must review the regular test administration procedures in
the assessment guide before the test administration day and omit
general directions that are not applicable for students provided with this
accommodation (e.g., asking if students have pencils).
The scribe must only record/write/print what the student dictates.
To ensure the validity of the test, students provided the Dictation
to a Scribe accommodation must also be provided the Testing in a
Separate Room accommodation (one-on-one).
Student Proofreads Responses Each student must be notified before
the test administration that he or she must proofread the dictated
response(s). The scribe must allow the student to review the scribed
responses in order to make edits. The scribe cannot provide the student
with any directions or clues about how to proofread the dictated
responses. The student may dictate changes or edits to the scribe, and
the scribe must make those changes exactly as dictated by the student,
even if a change is incorrect. All changes must be made during the test
session.
Note: If the Dictation to a Scribe accommodation is used in
conjunction with the Test Read Aloud (in English) accommodation, the
scribe may read the student’s dictated response aloud to the student
during proofing. If the Test Read Aloud (in English) accommodation is
not to be provided, the scribe must not read the student’s dictated
response aloud to the student during proofing. Instead, the student must
read his or her dictated response.
Questions for the
IEP Team or
following questions when determining whether the Dictation to a
Scribe accommodation is appropriate for the student:
1. Does the student routinely use the Dictation to a Scribe
accommodation during regular classroom instruction and similar
classroom assessments?
2. If the student can efficiently use a keyboard, should the student use
accommodation?
3. Will the scribe have had prior experience working with the student?
4. Will the student be notified before the test administration date that
he/she must proofread the dictated responses?

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5. How will the scribe record student responses (e.g., use a clean sheet
of paper, code the answer sheet, write in the test book, enter
responses directly on a computer [online test administrations], or
use a keyboarding device and transfer student responses at a later
time)?
6. For multiple-choice items, will the student dictate to the scribe by
(a) saying the letter of the answer choice, (b) reading aloud the
entire answer choice, or (c) pointing to the correct answer choice?
7. If the student will be provided this accommodation, has the Testing
in a Separate Room accommodation been discussed?
and Processing Test
Materials
Transcribing Student Responses After the testing session, if the
student’s response(s) must be transcribed, the responses must be
transferred to the appropriate answer sheet. Someone other than the
original transcriber must check the transcription in order to ensure
accuracy. The transcription and verification must occur under
secure conditions in a group setting (i.e., three or more designated
school personnel). One individual is to transcribe the student’s
responses, one individual is to verify the transcription, and one
individual is to act as an objective observer of the process. All three
individuals must sign the outside cover of the test book. The answer
sheet must then be processed following regular procedures. Only
responses on regular answer sheets will be scored. If the responses
are not transcribed, test results will be returned as the lowest
possible score. Gridded-response items for the mathematics tests and
constructed response items for the English II EOC test and the English
III NCFE must be transcribed in the manner specified in the
assessment guides.

85
The Interpreter/Transliterator Signs/Cues Test accommodation is available for specific tests.
Please refer to the tables in Section E (Testing Accommodations—Descriptions and
Procedures) for a list of the tests permitting the Interpreter/Transliterator Signs/Cues Test
accommodation.
North Carolina English Language Arts/Reading Tests: If the Interpreter/Transliterator
Signs/Cues Test accommodation is provided during the administration of North Carolina tests
that measure reading comprehension (i.e., selections, sample questions, test questions, or answer
choices are signed/cued to the student), the test results are invalid. North Carolina tests that
measure reading comprehension are listed below:
1. BOG3 ELA/Reading Test
2. North Carolina EOG Assessments of ELA/Reading (Grades 3–8)
3. North Carolina EOC Assessment of English II
4. NCFEs of English I, English III, and English IV
Note: Before making a final decision to use accommodations that will invalidate test results, IEP
teams and Section 504 committees should refer to the Invalid Test Results subheading in this
publication for information regarding invalid test results for North Carolina tests.
Description The Interpreter/Transliterator Signs/Cues Test accommodation allows
a student to use the services of an interpreter/transliterator to sign or
cue the directions and the content of a test during the test
administration. 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 instruction
and similar classroom assessments.
Each test site must have (a) a test administrator who reads the
information aloud (e.g., directions, test questions) and (b) a qualified
interpreter/transliterator who signs/cues to the student(s). The test
administrator and interpreter/transliterator must attend all test
administrator training sessions provided before testing. It is important
that the school use an interpreter/transliterator who is familiar with and
has experience signing/cueing for the student(s).
Note: One person may fulfill the requirements as described in (a) and
(b). However, in this situation a trained proctor should be assigned to
the test administration. The proctor assigned can be either (1) a one-on-
one, full-time proctor or (2) a roving proctor.
The interpreter/transliterator must be proficient in sign language or the
student’s individual communication modality. The
interpreter/transliterator must not fingerspell words that have a
commonly used sign if the commonly used sign will provide the student

86
with an unfair advantage. For example, a test question asks: Which
shape is the triangle? The interpreter/transliterator would fingerspell the
entire word, triangle. Test items may not be clarified in any manner.
Considerations
and Instructions
Reviewing Secure Test Items before Testing Because the
interpreter/transliterator must be familiar with the concepts of the test
questions, he or she is allowed to review the test up to two (2) days
before testing. The review must occur under secure conditions in a
group setting (i.e., three or more designated school personnel). If
necessary, the interpreter/transliterator may make notes regarding the
signs to use during the test administration in the test book that will be
used during the test administration. The school test coordinator must
ensure the interpreter/transliterator is given the same test book to refer
to during the test administration. During the review, no notes may be
made on separate paper and no test book or other test materials may be
removed from the secure location. The interpreter/transliterator must
not disclose the content or specific items of the test. Test security must
be maintained at all times.
Note: The early review of the test by an interpreter/transliterator is only
available for paper-and-pencil tests. Online tests are not viewable
before the actual test administration. Because of online delivery, one
form of the test cannot be selected for a student.
Procedures during the Actual Test Administration The
interpreter/transliterator is not allowed to sign/cue two or more
different test forms to a group of students during one test administration
session.
The directions in the assessment guide that the test administrator reads
aloud to students may be signed/cued during the administration of any
North Carolina state-mandated test, including state tests that measure
reading comprehension.
Test items and answer choices for state tests that do not measure
reading comprehension may be signed/cued the number of times
necessary to ensure comprehension but in a manner that does not
indicate the correct response or teach vocabulary and concepts (e.g., do
not sign/cue definitions of words).
Note: To ensure the validity of the test, students provided the
Interpreter/Translator Signs/Cues Test accommodation must also
be provided the Testing in a Separate Room accommodation (small
group or one-on-one).
Frames When necessary, introductory statements for selections, referred
to as frames, are included in test books and online for some tests of
English language arts/reading. A frame is included to provide

87
background information about the selection. An example of a necessary
frame is one that cites an historical time period for the setting of a
selection or additional relevant information not included in the selection.
Signing/cueing frames to students during the administration of North
Carolina reading comprehension tests invalidates the test results because
the frames provide some information regarding the selection/passage.
Home Signs A “home sign” is a sign created in the classroom setting
between the interpreter and the student for a commonly used subject-
specific word for which there is no sign. Anytime there is a standard
sign for a word or concept, the interpreter and the student must use the
standard sign during the test administration. In the event there is no
standard sign and a home sign is available, the interpreter and the
student may use the home sign during the administration of a secure
state test as long as the home sign will not indicate the answer. The
home sign may not be used if it will indicate the answer. Home signs
are not to be created during the administration of a secure state test.
North Carolina Mathematics Tests The interpreter/transliterator is to
sign/cue greater- and less- than signs, equal signs, exponents, etc. in the
same manner they are signed when used during classroom instruction
and similar classroom assessments. However, the interpreter/
transliterator must not sign information that will provide the student with
the answer. For example, a test question asks: Which digit is in the
hundreds place in the number 2,345? The interpreter/transliterator would
sign/cue the number as “two—comma—three—four—five” instead of
“two thousand three hundred forty-five.”
North Carolina English Language Arts/Reading Tests If the
Interpreter/Transliterator Signs/Cues Test accommodation is provided
during the administration of North Carolina tests that measure reading
comprehension, the test results are invalid.
North Carolina Online Tests For North Carolina tests administered
online, the use of an extra computer monitor is permitted if deemed
necessary to facilitate the provision of the Interpreter/Transliterator
Signs/Cues Test accommodation. If an extra computer monitor is used, it
must be set as a duplicate of the student’s monitor and not as a desktop
extension.
Questions for the
IEP Team or
Section 504
Committee
following questions when determining whether the Interpreter/
Transliterator Signs/Cues Test accommodation is appropriate for the
student:

88
1. Does the student routinely use the Interpreter/Transliterator
Signs/Cues Test accommodation during regular classroom instruction
and similar classroom assessments?
2. Is the use of an interpreter/transliterator the student’s typical mode of
communication?
3. Does the interpreter/transliterator have prior experience working with
the student?
4. Because a test administrator will read the test aloud to the
interpreter/transliterator, has the Testing in a Separate Room
accommodation been addressed?
5. Does the interpreter/transliterator require a special setup of an extra
computer monitor or other visual device to sign/cue for the student?
6. If the IEP team or Section 504 committee is considering the
provision of the Interpreter/Transliterator Signs/Cues Test
accommodation during the administration of a state reading
comprehension test, has there been discussion about the test results
not being valid?
and Processing
Test Materials
processing the test materials unless this accommodation is used in
conjunction with another accommodation that requires special storage
and processing.

89
Student Marks Answers in Test Book
The Student Marks Answers in Test Book accommodation is available for specific tests. Please
refer to the tables in Section E (Testing Accommodations—Descriptions and Procedures) for a
list of the tests permitting the Student Marks Answers in Test Book accommodation.
North Carolina Online Tests: The Student Marks Answers in Test Book accommodation is not
applicable for North Carolina tests that are administered online.
Description The Student Marks Answers in Test Book accommodation allows a
student to record his/her responses to test questions directly in the test
book during the test administration. 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 instruction and similar classroom assessments.
Note: According to a report by the National Center on Educational
Outcomes:
“If a student does not know how or is not attentive enough to
mark answers appropriately on a separate answer sheet, this
accommodation should be provided; however, it may be that the
student should be taught how to appropriately use the standard
bubble sheet format for later testing purposes.”6
Considerations and
Instructions
Recording Responses Students must not be provided an answer sheet
with the Student Marks Answers in Test Book accommodation.
Students must be instructed to record their responses in the test book. If
needed, students may use an alternate writing tool (e.g., marker) to
mark answers in the test book.
Using the Student Marks Answers in Test Book Accommodation in
the Regular Classroom Some students with the Student Marks
Answers in Test Book accommodation may be able to take the test in
the regular classroom. Preparations must be made before the test
administration to accommodate these students.
Using the Student Marks Answers in Test Book Accommodation in
a Separate Room When using this accommodation while testing in a
separate room, the test administrator must review the regular test
administration procedures in the assessment guide before the test
administration day and should omit general directions that are not
6
Thurlow, M., & Bolt, S. (2001). Empirical support for accommodations most often allowed in state policy (Synthesis
Report 41). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes, 25. Retrieved
December 15, 2002, from the World Wide Web: http://www.cehd.umn.edu/NCEO/OnlinePubs/Synthesis41.html

90
applicable for students provided this accommodation. Before the test
administration, the student background information will be precoded
on the student’s regular scannable answer sheet. The test administrator
should neither read aloud to the student(s) the information to check the
answer sheet’s precoded information nor locate the appropriate section
of the answer sheet.
Transcribing Student Responses When providing the Student Marks
Answers in Test Book accommodation, it is imperative that school
system personnel follow the specified procedures in this publication for
transcribing student responses at the local level. LEA test coordinators
are required to ensure the student responses are transcribed
appropriately so the test may be scored using regular procedures. If the
responses are not transcribed to a regular answer sheet, test results
will be returned as the lowest possible score.
After the testing session, the student’s answers to test questions must
be transferred to the appropriate answer sheet. Someone other than the
original transcriber must check the transcription in order to ensure
accuracy. The transcription and verification must occur under
secure conditions in a group setting (i.e., three or more designated
school personnel). One individual is to transcribe the student’s
responses, one individual is to verify the transcription, and one
individual is to act as an objective observer of the process. All three
individuals must sign the outside cover of the test book. The answer
sheet must then be processed following regular procedures. Gridded-
response items for the mathematics tests and constructed response
items for the English II EOC test and the English III NCFE must be
transcribed in the manner specified in the assessment guides.
Questions for the
IEP Team or
following questions when determining whether the Student Marks
Answers in Test Book accommodation is appropriate for the student:
1. Does the student routinely use the Student Marks Answers in Test
Book accommodation during regular classroom instruction and
similar classroom assessments?
2. Does the student have difficulty transferring information or staying
focused?
3. Does the student have mobility, coordination, or motor limitations
that prevent the student from marking answers appropriately on a
separate answer sheet?

91
and Processing
Test Materials
Record Student Name on Test Book The student’s full name and a
second identifier (e.g., PowerSchool Student Number or student date of
birth) must be legible on the cover of the test book. The recorded
information must uniquely identify the student.
The LEA must follow the procedures in the assessment guide regarding
the storage or return of test books when the Student Marks Answers in
Test Book accommodation is used. The procedures may vary depending
on the test administered to the students.

92

93
Student Reads Test Aloud to Self
The Student Reads Test Aloud to Self accommodation is available for specific tests. Please
refer to the tables in Section E (Testing Accommodations—Descriptions and Procedures) for
a list of the tests permitting the Student Reads Test Aloud to Self accommodation.
Description The Student Reads Test Aloud to Self accommodation permits the
student to read the test aloud to him/herself during the test
and (2) the accommodation must be routinely used during classroom
instruction and similar classroom assessments.
Considerations and
Instructions
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 (one-on-one) accommodation. No other
students are to be present in the room during the test
administration.
The Student Reads Test Aloud to Self accommodation also applies to
students who routinely use a device that allows them to hear themselves
read, such as a PVC elbow pipe or other device that directs the sound
towards the students’ ears. These students may use such a device, but
they must follow the same guidelines as other students receiving this
accommodation (i.e., Testing in a Separate Room, one-on-one).
A test administrator or proctor may not (1) correct the student as he/she
reads aloud or (2) read all or any part of the test to the student unless
the student also has the Test Read Aloud (in English) accommodation.
If the test administrator (or a proctor) corrects or reads all or any part of
a test that measures reading comprehension to the student, the test
results are invalid. North Carolina tests that measure reading
comprehension are listed below:
4. NCFEs of English I, English II, and English IV
Questions for the
IEP Team or
following questions when determining whether the Student Reads Test
Aloud to Self accommodation is appropriate for the student:
1. Does the student routinely use the Student Reads Test Aloud to Self

94
2. Will the student use a device (e.g., PVC elbow pipe) while reading
the test that allows the student to hear himself/herself read?
and Processing
Test Materials
and processing.

95
The Test Read Aloud (in English) accommodation is available for specific tests. Please refer
to the tables in Section E (Testing Accommodations—Descriptions and Procedures) for a list
of the tests permitting the Test Read Aloud (in English) accommodation. Note: North
Carolina does not provide any state-developed general assessment or alternate assessment
in a language other than English.
North Carolina English Language Arts/Reading Tests: If the Test Read Aloud (in English)
accommodation is provided during the administration of North Carolina tests that measure
reading comprehension (i.e., selections/passages, sample questions, test questions, and/or answer
choices are read aloud to the student), the test results are invalid. North Carolina tests that
measure reading comprehension are listed below:
4. NCFEs of English I, English III, and English IV
Note: Before making a final decision to use accommodations that will invalidate test results, IEP
teams and Section 504 committees should refer to the Invalid Test Results subheading in this
publication for information regarding invalid test results for North Carolina tests.
Description The Test Read Aloud (in English) accommodation permits the test to be
read aloud to a student during the administration of state tests that do
not measure reading comprehension. As with all accommodations for
or Section 504 Plan, and (2) the accommodation must be used routinely
during classroom instruction and similar classroom assessments.
Note: To ensure the validity of the test, students provided the Test
Read Aloud (in English) accommodation must also be provided
the Testing in a Separate Room accommodation (small group or
one-on-one).
Considerations and
Instructions
Procedures during the Actual Test Administration and the Role of
IEP Team/Section 504 Committee The IEP team or Section 504
committee determines if a student needs a test read aloud, and if so, in
what manner it will be read aloud. These decisions must be
documented in the student’s IEP or Section 504 Plan.
There are three methods in which a student may have a test read aloud:
(1) the test administrator reads the test aloud, (2) a computer reads the
test aloud, or (3) a combination of the two methods. The IEP team or
Section 504 committee may wish to consider these options when
making decisions about the specific manner in which tests will be read
aloud when using the Test Read Aloud (in English) accommodation:

96
• Student is to have everything (including words on maps, tables,
graphs, charts, computer screen, etc.) read aloud during the test
administration.
• Student is only to have words read aloud upon his or her request.
• Student does not require numbers in mathematics tests to be read
aloud.
• Student only requires this accommodation when there is greater
content than usual on a test but does not need the accommodation
for tests with shorter sentences.
Test Read Aloud (in English) with Online Testing Students provided
the Test Read Aloud (in English) accommodation for online testing can
control which portions of the online test are read aloud by clicking a
button beside the desired text. The computer will now read aloud what
is typically read aloud by a human reader.
The online audio files for the Test Read Aloud (in English)
accommodation are human vocalizations and not computer-generated
modulation. Several different human voices were used to record the
audio files, and therefore the human voice and the volume level might
differ from item to item within a single test form. If a student is
sensitive to either of these conditions, it may be appropriate for the
student to have the test administrator read the test aloud.
Testing in a Separate Room Students receiving the Test Read Aloud
(in English) accommodation must also receive the Testing in a
Separate Room accommodation. The IEP team/Section 504 committee
must determine if the student will take the test in a separate room in a
one-on-one or small group administration.
For paper-and-pencil test administrations, a testing session comprised
of a small group must use one test form (i.e., same form letter and form
number) for these accommodations at one test site (i.e., classroom). A
different form (i.e., a different letter/form number) must be used for
each of these sessions within a school.
For online testing, to utilize the computer to provide the Test Read
Aloud (in English) accommodation, the Test Read Aloud (in English)
option must be selected in the Student Interface Questions (SIQ). When
entered into the accommodations data management system. Test Read
Aloud (in English) will automatically turn on the option for the
computer to read the test aloud in the student’s SIQ. If this is an option
that is not needed for a student, this functionality can be turned off in
the SIQ during the verification process. Note: The computer will

97
Guidelines for Test
Administrators
Reading the Test
Aloud
generate the same test form for all students who have the Test Read
Aloud (in English) accommodation selected in their SIQ.
The test administrator must review the regular test administration
procedures in the assessment guide before the test administration day
and should omit reading aloud general directions that are not applicable
for students provided with this accommodation.
For paper-and-pencil administrations, the test administrator must have a
copy of the test to read the instructions and questions to the student. For
online test administrations, the test administrator may either read the
instructions and questions to the student from the student’s computer
screen, or the test administrator can use an extra computer monitor set
up as a duplicate of the student’s monitor. If an extra computer monitor
is used, it must be set as a duplicate of the student’s monitor and not as
a desktop extension.
When reading the test aloud, the test administrator must adhere to the
following guidelines:
• The test administrator may repeat the instructions, sample
questions, test questions, and answer choices (for state tests that
do not measure reading comprehension) as many times as
necessary for the student to understand and respond. At no time
may the test administrator paraphrase the test instructions or
items because these actions will result in a misadministration.
• If reading the entire test aloud, the test administrator must read
one test item and its corresponding answer choices and then
allow the student to choose an answer before moving on to the
next item.
• The test administrator must read each test item and its answer
choices in a consistent manner so as to not provide any hints of
the correct answer.
• If reading a test item on request, the test administrator should say
the item number before reading the item and its answer choices.
Frames When necessary, introductory statements for selections,
referred to as frames, are included in test books and online for some
tests of reading comprehension. A frame is included to provide
background information about the selection. An example of a necessary
frame is one that cites an historical time period for the setting of a
Information from the student’s IEP or Section 504 Plan regarding
specific procedures for the provision of the Test Read Aloud (in
English) accommodation must be available for the test
administrator on the day of testing.

98
Procedures for Using
Computers to Read
Tests Aloud
selection or additional relevant information not included in the
selection. In the event the test administrator reads aloud frames to
students during the administration of North Carolina tests that measure
reading comprehension, the test results are invalid because the frames
provide some information regarding the selection/passage.
North Carolina Mathematics Tests The test administrator is to read
aloud fractions, greater- and less-than signs, equal signs, exponents,
etc., in the same manner they are read aloud when used routinely
during classroom instruction and similar classroom assessments. The
test administrator must not read aloud information that will provide the
student with the answer. For example, a test question asks: Which digit
is in the hundreds place in the number 2,345? The test administrator
would read the number aloud as “two—comma—three—four—five”
instead of “two thousand three hundred forty-five.”
Procedures before an Online Test Administration To utilize the
computer to provide the Test Read Aloud (in English) accommodation,
the option must be selected in the SIQ. The accuracy of the SIQ must
always be verified using the appropriate documentation prior to testing.
Before the testing session begins, the test administrator must set the
computer’s volume to an appropriate level. The volume cannot be
modified through the computer once Chromebooks with the NCTest
Chrome app or the NC Test secure browser has been launched unless
there is a volume control feature on the headphones themselves.
Volume controls are available on the NCTest iPad app.
Procedures during the Online Test Administration To activate the
read aloud option, the student must click a speaker button. Speaker
buttons are located adjacent to every block of text for which there are
audio files available. Each speaker button activates an audio file for
that particular block of text. The files are streaming MP3 audio files
delivered from the host server when the student clicks the speaker
button.
Scheduling The Test Read Aloud (in English) accommodation, when
provided through the online testing platform, increases the stress on
bandwidth and network connectivity at both the school and LEA level.
Significant use of this option may affect LEAs’ and/or schools’
network performance. Therefore, it is imperative that caution be used
when scheduling students with this accommodation within the window.
Additional information about this accommodation, including technical
requirements, may be found at http://center.ncsu.edu/nct.

99
Questions for the
IEP Team or
following questions when determining whether the Test Read Aloud (in
English) accommodation is appropriate for the student, and if so, what
method and specific procedures for its provision will be used:
1. Has there been discussion regarding the method (i.e., test
administrator reads the test aloud, a computer reads the test aloud,
or a combination of the two methods) by which the student will be
provided this accommodation during the administration of state
tests that do not measure reading comprehension?
2. Does the student routinely use the Test Read Aloud (in English)
3. For online testing, is the student able to control the mouse in order
to click on the button to activate the read aloud option for a block
of text?
4. Does the student routinely have information read aloud by a
computer during regular classroom instruction and similar
5. Would the student’s functioning reading level affect his or her
performance on a state test that does not measure reading
comprehension?
6. Has there been discussion regarding the specific manner (e.g.,
everything read aloud, read aloud upon request, etc.) in which the
student will be provided this accommodation during the
administration of the state test?
7. Would the student be comfortable requesting test items be read
aloud?
9. How does the student feel about being tested in a separate room?
(Students who are to have the test read aloud must not be tested in
the same room as students who do not have the test read aloud.)
10. If the Testing in a Separate Room accommodation will be
provided, will the test administration be one-on-one or in a small
group?

100
11. If the student is using this accommodation for online testing, is
he/she comfortable with wearing headphones? If not, the student
must receive the Testing in a Separate Room (one-on-one)
accommodation.
12. Should the student be provided the Scheduled Extended Time or
Multiple Testing Sessions accommodation?
13. For online testing, does the test administrator require a special
setup of an extra computer monitor or other visual device to read
the test aloud to the student?
provision of the Test Read Aloud (in English) accommodation
during the administration of a state test that measures reading
comprehension, has there been discussion about the test results not
being valid?
and Processing
Test Materials
and processing.

101
Other AT Devices
Braille Writer/Slate and Stylus (Braille Paper)
The Braille Writer/Slate and Stylus (Braille Paper) accommodation is available for specific
tests. Please refer to the tables in Section E (Testing Accommodations—Descriptions and
Procedures) for a list of the tests permitting the Braille Writer/Slate and Stylus (Braille Paper)
accommodation.
Description Students may use the Braille Writer/Slate and Stylus (Braille Paper)
accommodation during state tests. As with all accommodations for
or Section 504 Plan, and (2) the accommodation must be routinely used
Considerations and
Instructions
Test Administrator Knowledge of Braille Codes It is recommended
that the test administrator have knowledge of applicable Braille codes.
background information) must not be read aloud to the students. The
test administrator should also omit general directions that are not
applicable when a student is using the Braille Writer/Slate and Stylus
(Braille Paper) accommodation (e.g., asking students if they have
pencils).
Record the Student’s Name on the Original Student’s Responses
The student’s full name and a second identifier (e.g., PowerSchool
Student Number or student date of birth) must be legible on the original
Braille writer/slate-and-stylus student responses. The recorded
information must uniquely identify the student.
Questions for the IEP
Team or Section 504
Committee
following questions when determining whether the Braille Writer/Slate
and Stylus (Braille Paper) accommodation is appropriate for the
student.
1. Does the student routinely use the Braille Writer/Slate and Stylus
(Braille Paper) accommodation during regular classroom
instruction and similar classroom assessments?
2. Will the test administrator have knowledge of applicable Braille
codes?

102
3. Should the student be provided the Multiple Testing Sessions and/or
Scheduled Extended Time accommodations?
and Processing
Test Materials
Transcribing Student Responses After the testing session, the
student’s responses must be transcribed to the appropriate answer sheet.
Someone other than the original transcriber must check the
transcription in order to ensure accuracy. The transcription and
verification must occur under secure conditions in a group setting
(i.e., three or more designated school personnel). One individual is
to transcribe the student’s responses, one individual is to verify the
transcription, and one individual is to act as an objective observer of the
process. All three individuals must sign the outside cover of the test
book. The answer sheet must then be processed following regular
procedures. Only answers on regular answer sheets will be scored.
If the responses are not transcribed, test results will be returned as
the lowest possible score. Gridded-response items for the mathematics
tests, and constructed response items for the English II EOC test and
the English III NCFE must be transcribed in the manner specified in the
assessment guides.
Only in the event the transcriber discovers a student response for a
multiple-choice test item that is nonsensical (e.g., the student writes “f”
when the answer choices are only a, b, c, or d) may the test
administrator ask the student to clarify the answer. In the event the
transcriber discovers that a student’s response to a constructed response
item (e.g., English II) is nonsensical (e.g., the student’s response is
inappropriate because the student produced a nonsensical series of
letters by striking the incorrect keys), the transcriber may ask the
student, “What are the letters or words that you wrote in this part of
your Braille response?” The transcriber is not permitted to ask for any
other clarification.
Storing or Returning Secure Test Materials The LEA must follow
the procedures in the assessment guide regarding the storage or return
of Braille writer/slate-and-stylus responses and photocopies of the
student responses. The procedures may vary depending on the test
administered to the student.

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Cranmer Abacus
The Cranmer Abacus accommodation is available for specific tests. Please refer to the tables
in Section E (Testing Accommodations—Descriptions and Procedures) for a list of the tests
permitting the Cranmer Abacus accommodation.
Description The Cranmer abacus is a tool that may be used as a testing
accommodation. The Cranmer abacus is not a substitute for a calculator
but can serve as a paper-and-pencil substitute for some students. As
with all accommodations for North Carolina tests, (1) the use must be
Considerations and
Instructions
Checking the Cranmer Abacus If the student is using his/her own
abacus, the test administrator may need to remind the student to bring
the abacus to the testing session. Before the start of the test, the test
administrator is to check that the abacus is in proper working order.
Student Operates the Cranmer Abacus Only the student is permitted
to operate the abacus during the test.
Role of the IEP Team or Section 504 Committee and Recording
Student Responses Upon completion of a task on the abacus, the
student is responsible for reading and recording the answer by use of
any method for which the IEP or Section 504 team deems the student
eligible. If a scribe is used, that person must not read the abacus and
must only write/print what the student dictates.
Questions for the
IEP Team or
following questions when determining whether the Cranmer Abacus
1. Does the student routinely use the Cranmer Abacus accommodation
assessments?
2. How will the student record responses to the test (e.g., mark in the
test book, use a Braille writer, dictate to a scribe, or use an assistive
technology device)?
and Processing
Test Materials
Unless this accommodation has been used in conjunction with another
accommodation that requires special handling, the test administrator
must follow the regular procedures for processing test materials.

104

105
Magnification Devices
The Magnification Devices accommodation is available for specific tests. Please refer to the
tables in Section E (Testing Accommodations—Descriptions and Procedures) for a list of the
tests permitting the Magnification Devices accommodation.
Description The Magnification Devices accommodation allows a student to use a
magnification device during the test administration. A magnification
device is a tool that dynamically magnifies text and images (e.g.,
magnifier, monocular, closed-circuit television [CCTV], etc.). As with
all accommodations for North Carolina tests, (1) the use must be
classroom assessments. Any magnification device normally used
during instruction may be used with any state-mandated test.
Considerations and
Instructions
If the student is using his/her own magnification device, the test
administrator may need to remind the student to bring the
magnification device to the testing session.
The closed-circuit television (CCTV) magnifiers are used with paper-
and-pencil tests to enlarge print and graphics. When using the CCTV
magnifier, school staff must ensure the test items are not visible to
others.
Note: The IEP team or Section 504 committee may wish to consider the
use of the Scheduled Extended Time or the Multiple Testing Sessions
accommodations if the Magnification Devices accommodation is to be
used. According to a publication by the Council for Exceptional
Children:
“Caution: Students who use magnification devices may tire more
easily than other students. If this is the case for a particular student,
it may be necessary to extend the time period or provide additional
breaks.” 7
Questions for the
IEP Team or
following questions when determining whether the Magnification
Devices accommodation is appropriate for the student:
1. Does the student routinely use a magnification device during
regular classroom instruction and similar classroom assessments?
7
Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators (p.
49). Reston, VA: Council for Exceptional Children.

106
2. Should the student also be provided the Scheduled Extended Time
or Multiple Testing Sessions accommodation?
and Processing
Test Materials
and processing.

107
The following accommodations are included as Special Test Environments:
• Multiple Testing Sessions
• Scheduled Extended Time
• Testing in a Separate Room

108

109
Multiple Testing Sessions
The Multiple Testing Sessions accommodation is available for specific tests. Please refer to
the tables in Section E (Testing Accommodations—Descriptions and Procedures) for a list of
the tests permitting the Multiple Testing Sessions accommodation.
Description The Multiple Testing Sessions accommodation allows the total test
administration time to be divided into minisessions as determined by
the individual needs of the student. As with all accommodations for
Note: According to a publication by the Council for Exceptional
Children:
“Caution: A student who must take a test over several days
may experience a decline in motivation. Student absenteeism
also may become a factor if several days of testing are
scheduled.”8
Scheduling for Only One Test Administration For students who are
required to take only one assessment (e.g., Biology EOC) during a
designated testing window, the multiple testing sessions must begin on
the same day as the general test administration but may continue
beyond the school’s schedule for the regular test administration if the
IEP or Section 504 Plan designates the sessions are to stretch across
multiple days.
Scheduling for More Than One Test Administration For students
who are required to take more than one assessment (e.g., EOG English
Language Arts/Reading and Mathematics) during a designated testing
window, the multiple testing sessions for the first assessment must
begin on the same day as the general assessment but may continue
beyond the school’s schedule for the regular test administration if the
IEP or Section 504 Plan designates the sessions are to stretch across
multiple days. If the student requires additional days to finish the first
assessment, the student can continue to work on consecutive school
days until the assessment is completed. Once the assessment is
completed, the multiple testing sessions can begin for the next
assessment.
Considerations and
Instructions
8
Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators (p. 35). Reston, VA:
Council for Exceptional Children.

110
For example, if the student begins mathematics on Day 1 and needs
additional days to complete the test, he/she can continue working on
the mathematics test on Day 2. If the student completes the
mathematics test on Day 2, the student can begin the English language
arts/reading test on Day 3.
Please note that every effort must be made to complete the test
administration as close to the school’s test schedule as possible in order
to maintain test security. Additionally, students must be allowed to eat
lunch during the school day and to travel home at their regularly
scheduled time.
End-of-Grade (EOG) Tests When scheduling multiple testing
sessions for the EOG tests, the school and/or LEA should consider
scheduling the mathematics test first, followed by the English language
arts/reading test because most students who use the Multiple Testing
Sessions accommodation over multiple days use it on tests that measure
reading comprehension. In this way, those who do not need additional
days to complete the mathematics test can begin the English language
arts/reading test on the same day as the general test administration.
Specific Procedures during the Test Administration and the Role of
the IEP Team/Section 504 Committee There are several ways in
which this accommodation may be provided. The IEP team or Section
504 committee makes the determination and documents the specifics in
the IEP or Section 504 Plan before the test administration. The decision
must be based on the individual needs of the student. For example, it
may be appropriate for the student
1. to begin the test on the same day as the general administration and
complete the test on the consecutive school day(s);
2. to begin the test on the same day as the general administration and
complete the test on the makeup day;
3. 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.;
4. to complete a predetermined number of test items (e.g., 10 items),
then take a break (e.g., three minutes), and then complete the next
predetermined set of test items, etc.; and/or
5. to use the Testing in a Separate Room accommodation so as not to
disturb other students.

111
Information from the student’s IEP or Section 504 Plan regarding
specific procedures for the provision of the Multiple Testing Sessions
accommodation must be available for the test administrator on the day
of testing.
When reading the instructions for the regular test administration from
the assessment guide, the test administrator must omit any information
regarding time limits. Otherwise, the standard instructions located in
the guide must be followed.
If the student requires additional time beyond the total time designated
in the assessment guide, the IEP team or Section 504 committee should
consider the provision of the Scheduled Extended Time
accommodation. If the student is not also provided the Scheduled
Extended Time accommodation, the student is expected to complete the
test within the total test administration time designated in the
assessment guide. For the Multiple Testing Sessions accommodation,
this total test administration time is divided into minisessions based on
the decision and documentation of the IEP team or Section 504
committee.
Students with the Multiple Testing Sessions accommodation whose
testing breaks differ from those designated in the assessment guide
must also be provided the Testing in a Separate Room (one-on-one or
small group) accommodation. Consideration must be taken so that only
students with the same Multiple Testing Sessions comprise the small
groups using the Testing in a Separate Room (small group)
accommodation.
Maintaining Test Security during Breaks In cases in which a student
takes an extended break from testing in the same day, such as lunch or
five-minute breaks between scheduled minisessions, and does not have
the opportunity to communicate with others or to access any electronic
devices (e.g., computers, cell phones), the student can go back to
previously attempted questions following the breaks. Exception: For all
North Carolina mathematics tests, students may not go back and work
on calculator inactive items if they received their calculator and were
working on the calculator active items at the time of the break/lunch.
Students may only check items that were already completed in the
calculator active portion of the test.
However, if a student has the opportunity to communicate with others
or to access any electronic devices during breaks in the same day or
continues the test on a subsequent day, then the student cannot go back
to previously attempted questions following the breaks. For extended
breaks, the test administrator must

112
• alert students when they have five minutes remaining before the
break;
• paper clip students’ test books so they cannot return to
previously attempted questions. Pages that contain reading
selections students will need access to must not be paper
clipped; therefore, students must complete the reading selection
they are working on and the selection’s questions before the
break or going to lunch;
• monitor online students carefully to ensure they do not return to
previous items. (For online administrations, students will have
access to previously completed items when they return from
their break); and
• inform students of this policy and instruct students that they
must not discuss specific test questions or information
contained within the test with others after they leave the room
for breaks/lunch.
North Carolina Online Tests Students who will be provided the
Multiple Testing Sessions accommodation during an online test
administration must have this option enabled through the SIQ, which
must be reviewed and possibly edited in NC Education before the day
of the test.
During all breaks, the PAUSE button must be clicked to prevent the
online test items from being visible on the computer monitor. Each
time the PAUSE button is clicked, the student has sixty (60) minutes to
continue the assessment. If the break is longer than sixty (60) minutes,
or if the student has completed testing for the day, the test administrator
must close NCTest by clicking the EXIT button on the Review or
Pause page. The student’s responses to test items will be saved. The
test administrator must log back into NCTest and launch the test again
to allow the student to continue working on the assessment during the
next scheduled test session.
On subsequent test days, the test administrator should navigate to
where the student stopped on the previous test day. The test
administrator will need to closely monitor to make sure the student
does not go back to a previous day’s items. The student must also be
given ample warning that testing time is coming to a close on each
testing session so he/she may complete any items “flagged” before the
end of testing for that day. The student must be informed of these
policies before the first day of testing.
Questions for the
IEP Team or
following questions when determining whether the Multiple Testing
Sessions accommodation is appropriate for the student:

113
1. Does the student typically require extra time over several days to
complete classroom assignments and similar classroom
assessments?
2. Does the student need additional time to complete the test in
addition to more frequent breaks or the test given over multiple
days? If so, the IEP team or Section 504 committee should discuss
whether Scheduled Extended Time should also be documented as
an appropriate accommodation.
3. Can the student finish the test within the given time constraints but
with more frequent breaks or over multiple days? If so, Scheduled
Extended Time should not be documented as an appropriate
accommodation.
4. Does the student routinely use the Multiple Testing Sessions
5. Is the student using another accommodation during the
administration of the state test that may require the provision of the
6. Should the student be provided the Testing in a Separate Room
accommodation?
7. Has there been discussion as to how the Multiple Testing Sessions
accommodation will be provided to the student during the
and Processing
Test Materials
The test administrator must follow regular procedures for processing
the test materials unless this accommodation is used in conjunction
with another accommodation that requires special storage and
processing.

114

115
Scheduled Extended Time
The Scheduled Extended Time accommodation is available for specific tests. Please refer to
the tests permitting the Scheduled Extended Time accommodation.
The North Carolina Testing Program requires all students be allowed ample time to complete the
assessments. If a student typically requires more time than his/her peers during classroom
assignments and assessments, the IEP team or Section 504 committee may want to address
Scheduled Extended Time as a possible testing accommodation.
Note: Students who are provided the Scheduled Extended Time accommodation may not begin
the test administration sooner than the school’s scheduled start for the regular test administration.
Description This accommodation allows the tests to be administered during a
scheduled extended period of time. As with all accommodations for
Note: According to a publication by the Council for Exceptional
Children:
“Caution: When a student has too much time to finish an
assessment, he or she may engage in nonproductive guessing
or change answers when they should not be changed.”9
Considerations and
Instructions
Role of the IEP Team or Section 504 Committee Scheduled
Extended Time may be an appropriate testing accommodation if the IEP
team or Section 504 committee determines that, because of the nature
of a student’s disability, the student will need additional time to
complete the test beyond the time designated in the assessment guide.
The IEP team or Section 504 committee determines how this
accommodation will be provided and documents the specifics in the
current IEP or Section 504 Plan before the test administration.
Note: The assessment guides for the BOG3 ELA/Reading Test, the
EOG tests, and the EOC tests specify (1) an estimated test
administration time and (2) a maximum testing time allowed. For
students requiring the Scheduled Extended Time accommodation on
these tests, the amount of additional time should be specified based on
the maximum testing time allowed.
9
Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators (p. 34).
Reston, VA: Council for Exceptional Children.

116
Scheduling Students with the Scheduled Extended Time
accommodation must be allowed as much time as they need to
complete the test on the scheduled test day. An estimate of the
maximum amount of extended time should be documented, to the
extent possible, in the student’s current IEP or Section 504 Plan. This
may be in terms of a multiple of the designated administration time
(e.g., 1.5 times the designated administration time) or as a specified
amount of time (e.g., one [1] hour beyond the designated
administration time). The IEP team or Section 504 committee must
review the local policy and document the final decision. Students being
provided the Scheduled Extended Time accommodation without the
additional accommodation of Multiple Testing Sessions should have the
ability to complete the test in one day and are limited to one school
day.
Any extension of time shall occur at the end of or immediately
following the planned testing session during the scheduled testing day.
Special arrangements may be needed to accommodate extensions to the
general test administration schedule. For instance, if the student is still
testing at his/her regularly scheduled lunchtime, arrangements must be
made to ensure the student has the opportunity to eat lunch. (The
student should not be able to communicate with peers during this time.)
Also, if the student is still testing shortly before school dismissal time,
the test administration must end with enough time for the student to be
dismissed in his/her regular manner.
Procedures during the Actual Test Administration When reading
the instructions for the regular test administration from the assessment
guide, the test administrator must omit any information regarding time
limits. Otherwise, the standard instructions located in the guide must be
followed.
Breaks Students with the Scheduled Extended Time accommodation
should continue to be provided breaks as designated in the assessment
guide. The test administrator must not allow students to talk during any
breaks. For online testing, students must click the PAUSE button at the
beginning of the break.
Students must be allowed to eat lunch during the school day and to
travel home at their regularly scheduled time.
Maintaining Test Security during Breaks If a student is still testing
at his/her regularly scheduled lunchtime, arrangements must be made to
ensure the student has the opportunity to eat lunch.
If the student does not have the opportunity to communicate with
others or to access any electronic devices (e.g., computers, cell phones)

117
Questions for the
IEP Team or
during lunch, the student can go back to previously attempted questions
following the break. Exception: For all North Carolina mathematics
tests, students may not go back and work on calculator inactive items if
they received their calculator and were working on the calculator active
items at the time of the break/lunch. Students may only check items
that were already completed in the calculator active portion of the test.
If a student has the opportunity to communicate with others or to access
any electronic devices during lunch, then the student cannot go back to
previously attempted questions following the break. For extended
breaks, the test administrator must
• alert students when they have five minutes remaining before the
break,
• paper clip students’ test books so they cannot return to
previously attempted questions. Pages that contain reading
selections students will need access to must not be paper
clipped; therefore, students must complete the reading selection
they are working on and the selection’s questions before leaving
the testing area;
• monitor online students carefully to ensure they do not return to
previous items. (Students will have access to previously
completed items when they return from their break); and
• inform students of this policy and instruct students that they
must not discuss specific test questions or information
contained within the test with others after they leave the room.
following questions when determining whether the Scheduled Extended
Time accommodation is appropriate for the student.
1. Does the student typically require extra time to complete
classroom assignments and similar classroom assessments?
2. Does the student routinely use the Scheduled Extended Time
3. Is the student being provided another accommodation during the
Scheduled Extended Time accommodation?
4. Can the student complete the state test with extended time on one
day? If not, the Multiple Testing Sessions accommodation should
be discussed.
accommodation?

118
6. Has there been discussion as to how the Scheduled Extended Time
and Processing
Test Materials
The test administrator must follow regular procedures for processing the
test materials unless this accommodation is used in conjunction with
another accommodation that requires special storage and processing.

119
Testing in a Separate Room
(One-on-One or Small Group Test Administration)
The Testing in a Separate Room accommodation is available for specific tests. Please refer to
the tests permitting the Testing in a Separate Room accommodation.
Description The Testing in a Separate Room accommodation allows a student to
take a test in a separate room in a one-on-one or small group
and (2) the accommodation must be routinely used during instruction
and similar classroom assessments.
Considerations and
Instructions
Role of the IEP Team or Section 504 Committee and Providing
One-on-One or Small Group Test Administration The IEP team or
Section 504 committee must document in the current IEP or Section
504 Plan whether the Testing in a Separate Room accommodation is to
be provided in a one-on-one setting or a small group setting. Specifics
regarding the procedure must be documented before the test
administration. If the team/committee specifies the test administration
is to be one-on-one, the student must receive the Testing in a Separate
Room accommodation on a one-on-one basis as part of the regular
classroom instruction and similar classroom assessments. If the team
specifies the test administration is to occur in a small group, the team
must review the local policy for the definition of a small group. 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. If the team/committee has specific
concerns regarding the number of students in a particular small group
test administration, it should document these concerns in the IEP or
Section 504 Plan.
The IEP team or Section 504 committee must consider whether other
accommodations the student will be provided during testing require the
Testing in a Separate Room accommodation (e.g., Test Read Aloud [in
English], Multiple Testing Sessions, Scheduled Extended Time). If the
other accommodations the student will be provided do require the
Testing in a Separate Room accommodation, they too must be
documented in the student’s IEP or Section 504 Plan.
Other Environmental Concerns It may be appropriate for the student
to use a study carrel, special furniture, or special lighting during the
actual test administration.

120
Scheduling It is inappropriate to provide certain accommodations to a
small group unless all the students in the group are receiving the same
accommodations. For example, students who are to have the test read
aloud must not be tested in the same room as students who should not
have the test read aloud.
The principal or his/her designee, usually the school test coordinator,
shall assist in locating a separate room for the test administration.
Procedures in the Assessment Guide The test must be administered
as stated for the regular test administration in the assessment guide
unless other accommodations that require modified procedures are
provided.
Questions for the
IEP Team or
following questions when determining whether the Testing in a
Separate Room accommodation is appropriate for the student:
1. Does the student typically require a separate room to complete
Testing in a Separate Room accommodation?
3. Will the student receive this accommodation during the state test
administration on an individual basis or in a small group? Has the
maximum number or a range for the small group been specified on
the IEP or Section 504 Plan?
4. Does the student require a study carrel, special furniture, or special
lighting?
and Processing
Test Materials
processing the test materials unless this accommodation is provided in
and processing.

121
F. Monitoring Accommodations
Introduction
Review of
Accommodations
Used During Testing
Forms
The U.S. Department of Education (USED) requires North Carolina to
submit evidence of a system for monitoring the implementation and
effectiveness of testing accommodations. This system must include
the documentation of testing accommodations required, provided, and
used. The monitoring ensures required testing accommodations are
provided during test administrations and documents the usage of these
accommodations by students during testing.
In October 2009, the USED approved North Carolina’s
comprehensive plan for monitoring the use of testing accommodations
in local school systems. The NCDPI Division of Accountability
Services is responsible for conducting all monitoring activities with
assistance and participation from the Divisions of Exceptional
Children and K–12 Curriculum and Instruction. North Carolina’s Plan
for Monitoring State Testing Accommodations is available at the
following URL:
http://www.ncpublicschools.org/accountability/policies/accom.
In order to meet the accommodations monitoring requirements of the
USED, the NCDPI developed the Review of Accommodations Used
During Testing and the Review of Accommodations Used During
NCEXTEND1 Testing forms, available in Appendices F and G and
found online at
http://www.ncpublicschools.org/accountability/policies/accom. These
forms must be completed for each student who requires testing
accommodations. One form must be completed for each state test for
which the student requires testing accommodations, including the
regular test administration and any state field tests or special studies.
A portion of the Review of Accommodations Used During Testing
form is completed before testing during the team/committee meeting
at which a student’s testing accommodations are determined. At this
meeting, the testing accommodations documented on the student’s
IEP or Section 504 Plan should be recorded on the form. During the
actual test administration, the remainder of the form is completed to
document the testing accommodations provided to the student and to
record whether and how the student used the accommodations. A
copy of the Review of Accommodations Used During Testing form is
to be filed with the student’s accommodations documentation for at
least one year to assist the IEP team or Section 504 committee during
the next meeting at which accommodations decisions will be made.

122
Note: The Review of Accommodations Used During Testing form is
also used for students who are ELs and those with transitory
impairments who are eligible for testing accommodations.
Tracking Required
Testing
Accommodations and
Planning for Test
Administrations
In order to electronically track and monitor required testing
accommodations, schools must enter testing accommodations data
into an accommodations management system (i.e., ECATS,
PowerSchool, or an LEA-/charter-approved, third-party application)
at the time of the IEP/504 Committee meeting.
The NCDPI will use the submitted data to monitor testing
accommodations and provide feedback to LEAs/charters throughout
the school year. Student data entered into accommodations
management systems will also be used for ordering special print
versions of tests (e.g., Braille, Large Print, One Test Item Per Page,
and Large Print One Test Item Per Page Editions). In addition,
reports available from these systems may be useful to school and
school system test coordinators for local monitoring and for planning
and scheduling accommodated testing sessions.
Reports from the accommodations management systems can be used
before testing to verify that the proper testing accommodations have
been scheduled for each student. This verification will help ensure the
accommodations provided during the test administration mirror what
is documented in the student’s IEP or Section 504 Plan. Once the
testing accommodations have been verified, the school test
coordinator can use this information to plan the small group
administrations and to ensure proper special print editions have been
ordered.
In addition, it is helpful to think of the logistical considerations
involved with accommodations. The Testing Accommodations:
Logistics Planning Checklist, located in Appendix D is a useful tool
when thinking about the details to be considered in planning and
implementing testing accommodations.
Documentation of
Accommodations
Provided
Paper-and-Pencil Tests After testing, the test administrator or
principal’s designee is to complete the TO BE COMPLETED BY
THE TEST ADMINISTRATOR OR PRINCIPAL’S DESIGNEE
AFTER TESTING section of the answer sheet. If a student is
provided a testing accommodation during the test administration, the
appropriate bubble must be filled. The respondent must code the
accommodation(s) provided for each test, as they may be different.
Online Tests In NC Education, test administrators must complete the
Accommodations Provided tab for the appropriate assessment
following the online test administration for all students marked in the

123
SIQ as requiring accommodations (i.e., Multiple Testing Sessions,
Test Read Aloud (in English), Other Required Accommodations).
Procedures to Follow
When Required
Testing
Accommodations
Have Not Been
Provided
Procedures to Follow
When Testing
Accommodations Are
Provided That Are
Not Required
If a student is not provided a required testing accommodation during a
test administration, the result may be a misadministration. When a
school does not provide a student with a required testing
accommodation, (a) the parent/guardian must be notified immediately
and (b) a Report of Testing Irregularity available through the OTISS
is to be completed. (c) If the parent/guardian signs a statement
waiving the right to have the student retested with the required
accommodation, the test results from the administration without the
accommodation will be used for state and local accountability
purposes and student performance placement. This statement waiving
the right to retest must be signed before the parent/guardian is
informed of the test results. (d) If the parent/guardian signs a
statement indicating that the student must be retested with the
required accommodation, the superintendent/LEA test coordinator
declares a misadministration, and the affected student is administered
another secure form of the test with the required accommodation. This
statement of consent to retest must be signed before the parent/
guardian is informed of the test results.
If a student is provided a testing accommodation that is not required
based on the student’s current IEP or Section 504 Plan, the result may
be a misadministration. When a student is provided with a testing
accommodation that is not required, (a) the parent/guardian must be
notified immediately, (b) a Report of Testing Irregularity available
through the OTISS is to be completed, and (c) an investigation must
be conducted to determine if the provision of the accommodation does
in fact result in a misadministration. (d) The superintendent/LEA test
coordinator declares a misadministration if necessary, and (e) the
affected student is administered another secure form of the test
without the provision of the accommodation. If after the investigation
a misadministration is not declared, the test results from the
administration with the undocumented accommodation will be used
for state and local accountability purposes and student performance
placement.

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G. North Carolina Alternate Assessments
Introduction The North Carolina alternate assessments were first designed by the
staff of the NCDPI to respond to the mandates of the 1997
reauthorization of the IDEA, which requires all students, including
students with disabilities, participate in statewide and local testing
programs. The alternate assessment was designed to provide a valid
and reliable assessment of the abilities of students who are accessing
the general curriculum though the Extended Content Standards.
Throughout the years, the alternate assessment has changed as federal
regulations have been revised and reauthorized. Collaborative efforts
among the Exceptional Children Division, the K–12 Curriculum and
Instruction Division, and the Division of Accountability Services have
resulted in the availability of assessment instruments in North
Carolina that provide access and an aligned assessment for students
with the most significant cognitive disabilities. Information regarding
these alternate assessments is provided in depth on the following
pages.
All students with disabilities in a school’s membership are required to
participate in the state testing program through the administration of a
general assessment under standard conditions, the administration of a
general assessment with testing accommodations, or through the use
of the state-designated alternate assessment with or without testing
accommodations. IEP teams must carefully consider if a student is
able to access the general curriculum or if the student requires
instruction and assessment using the Extended Content Standards.
Annual Decision
Note: Students who have only a Section 504 Plan are not eligible to
participate in the North Carolina alternate assessments.
The decision regarding which assessment(s) a student will participate
in is to be made annually by the IEP team. The decision regarding a
student’s participation in the alternate assessment must be made and
documented in the student’s IEP at least one hundred twenty (120)
school days before the testing window.
Consistent with the IDEA, states must have guidelines for IEP teams
in determining on a case-by-case basis whether a student is most
appropriately assessed with an alternate assessment aligned with
alternate academic achievement standards (AA-AAS). ESSA clearly
states that the IEP team determines when a student with a significant
cognitive disability should participate in an alternate assessment on
AA-AAS. However, the determination should be consistent with
guidelines established by the state (Section 1111 [b][2][D][ii][I])).

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Access to the General
Curriculum and
Assessment of Grade-
Level Content
Testing Students with
Disabilities Website
All students with disabilities must be provided access to the general
curriculum. In North Carolina, this is the North Carolina Standard
Course of Study. For students with the most significant cognitive
disabilities, access is provided through the Extended Content
Standards for the North Carolina Standard Course of Study.
According to ESSA, 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
Extended Content Standards for the North Carolina Standard Course
of Study. In other words, a student in grade 6 cannot be given the
assessment designed for grade 4. This ensures that the information
about how students with disabilities are doing academically is based
on their enrolled grade, providing critical information for schools and
parents.
Information on testing students with disabilities may be found at
http://www.ncpublicschools.org/accountability/policies/tswd.
Districtwide
Assessments
All students with disabilities, including those with the most
significant cognitive disabilities, must be included in all districtwide
assessments. Participation may be through the general test
administration with or without accommodations or through the
administration of an alternate assessment. In addition, the results of
these test administrations must be included in any public reporting of
districtwide assessments that take place.
Expectations and
Assessment Options
Students with disabilities are expected to follow the North Carolina
Standard Course of Study and graduate with a North Carolina
diploma. If the IEP team determines the student requires instruction
and assessment based on the Extended Content Standards, the IEP
team must document the decision to use an alternate assessment with
or without accommodations.
The table on the following page shows the state required tests at each
grade level that have an alternate assessment.

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North Carolina State Tests and Alternate Assessments Chart
Grade
Level
State Test Alternate Assessment
3 EOG English Language Arts/Reading and
Mathematics
NCEXTEND1 English Language Arts/Reading
and Mathematics
Mathematics
and Mathematics
5 EOG English Language Arts/Reading,
Mathematics, and Science
NCEXTEND1 English Language Arts/Reading,
Mathematics
and Mathematics
Mathematics
and Mathematics
8 EOG English Language Arts/Reading,
NCEXTEND1 English Language Arts/Reading,
9 EOC NC Math 1 Administered at grade 10
10
EOC English II and Biology
NCEXTEND1 English II, NC Math 1, and
Biology
PreACT
College and Career Readiness Alternate
Assessment Grade 10
11 ACT
NCEXTEND1 Grade 11
College and Career Readiness Alternate
Assessment Grade 11
Notes:
• End-of-Course tests are given at the end of the course regardless of the grade in which the course is taken. The
table shows the grade in which students typically take the course.
• The NCEXTEND1 is a performance-based alternate assessment designed to assess students with significant
cognitive disabilities. The test consists of grade-level performance items that measure the standards specified in
the North Carolina Extended Content Standards. At the high school level, students are administered the
NCEXTEND1 only at grade 10 for English II, NC Math 1, and Biology.
• The Alternate ACCESS for ELLs is an option to eligible students (English Learners only) for the administration
of the ACCESS for ELLs 2.0 assessment. For additional information on the Alternate ACCESS for ELLs, see the
Guidelines for Testing Students Identified as English Learners publication at
www.ncpublicschools.org/accountability/policies/slep.
• Students in grades 4–12 participate in the administration of the NCFEs. Alternate assessments are not available
for the NCFEs.
• The College and Career Readiness Alternate Assessments are alternate assessments offered for the PreACT
(grade 10) and the ACT (grade 11) for students with disabilities who are following a course of study that, upon
their completing high school, may not lead to admission into a college-level course of study resulting in a college
degree. Please refer to Section G, North Carolina College and Career Readiness Alternate Assessments Grades
10 and 11 for further clarification.

128

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NCEXTEND1
Introduction The NCEXTEND1 alternate assessment is a performance-based
alternate assessment designed to assess students with significant
cognitive disabilities who are being taught using the Extended Content
Standards. NCEXTEND1 alternate assessment items are grade-level,
performance-based, multiple-choice items that measure the standards
specified in the North Carolina Extended Content Standards. These
Extended Content Standards are available for download at
http://www.ncpublicschools.org/curriculum/ncecs.
Grades and Subjects
for Which the
NCEXTEND1 Is
Available
The NCEXTEND1 alternate assessment is available for the following
grades and content areas:
• Grade 3 ELA/reading and mathematics
• Grade 5 ELA/reading, mathematics, and science
• Grade 8 ELA/reading, mathematics, and science
• Grade 10 English II, NC Math 1, and biology
• Grade 11 ELA/reading, mathematics, and science (combined in
one assessment)
Note: If the IEP team determines, based on the following eligibility
criteria, that the NCEXTEND1 is the most appropriate assessment for a
student, then that student must be assessed using the NCEXTEND1 in
all content areas assessed at that grade level.
Eligible Students for
the NCEXTEND1 and
the Role of the IEP
Team
To determine participation in the NCEXTEND1 alternate assessments,
the following eligibility requirements must be met:
• The student must have a current IEP.
• The student is enrolled in grades 3–8, 10, or 11, according to
PowerSchool. Note: Only those students enrolled in 11th grade
for the first time are required to take the NCEXTEND1 alternate
assessment at grade 11.
• The student is instructed using the North Carolina Extended
Content Standards in all assessed content areas (i.e.,
ELA/Reading, Mathematics, and Science).
• The student has a significant cognitive disability.
o The student’s disability significantly impacts adaptive
behaviors, defined as those skills which are essential for
someone to live and function independently.
o The student requires extensive and repeated individualized
instruction and support to make meaningful gains.

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o The student uses substantially adapted materials and
individualized methods of accessing information in
alternative ways.
The vast majority of students with disabilities do not have a significant
cognitive disability. The NCEXTEND1 is not appropriate for students
who
• are being instructed in any or all of the assessed general
grade-/course-level content standards of the North Carolina
Standard Course of Study (i.e., ELA/reading, mathematics, and
science);
• demonstrate delays only in academic achievement;
• demonstrate delays only in selected areas of academic
achievement;
• demonstrate delays attributed primarily to behavioral issues; or
• if in high school, are pursuing a North Carolina high school
diploma (including students enrolled in the Occupational Course
of Study pathway).
Evidence for the decision to participate in NCEXTEND1 is not based
on
• a disability category or label;
• poor attendance or extended absences;
• native language/social, cultural, or economic differences;
• expected poor performance on the general education assessment;
• academic or other services the student receives;
• educational environment or instructional setting;
• percent of time receiving special education services;
• EL status;
• low reading level/achievement level;
• anticipated disruptive behavior;
• impact of student scores on the accountability program;
• administrative decisions;
• anticipated emotional distress; or
• need for accommodations to participate in the assessment
process.
IEP teams can use the North Carolina Alternate Assessment Decision-
Making Chart in Appendix C to aid in decision making regarding the
NCEXTEND1 alternate assessment for students.
In rare cases, students who are medically fragile because of a
significant medical emergency and/or condition and unable to
participate in a specific test administration may be granted a medical
exception. The principal or school test coordinator must contact the
school system test coordinator for procedures on how to request a

131
medical exception. All medical exceptions must be approved by the
Division of Accountability Services/North Carolina Testing Program.
Test Development
Administering the
NCEXTEND1
Alternate Assessments
The NCDPI is in the process of developing new alternate assessments
based on the recently revised Extended Content Standards. In 2017–18,
the NCEXTEND1 Alternate Assessment of Mathematics at Grades 3–8
and the NCEXTEND1 Alternate Assessment of NC Math 1 at Grade 10
were field tested. These mathematics alternate assessments will be
operational in the 2018–19 school year. During the 2018–19 school
year, the NCEXTEND1 Alternate Assessment of ELA/Reading at
Grades 3–8, the NCEXTEND1 Alternate Assessment of English II at
Grade 10, the NCEXTEND1 Alternate Assessment of Science at
Grades 5 and 8, and the NCEXTEND1 Alternate Assessment of
Biology will be field tested. These alternates will be operational in the
2019–20 school year.
NCEXTEND1 Mathematics Assessments for 2018–19
The newly designed NCEXTEND1 mathematics alternate assessments
are teacher-facilitated online assessments that are administered
individually to each student. For grades 3–8 and 10, the items are
presented online in two (2) sets. There is no formalized break between
the sets. Students have two (2) trials for the first set of test items. If the
student misses the answer in the first trial, the incorrect answer is
removed from the choices for the second trial. The test will terminate at
the end of set 1 for students who do not answer enough items correctly.
Students who answer enough items correctly in set 1 will continue to
set 2. For set 2, students have only one trial for each of the items. The
assessment ends after the last item in set 2.
The test materials include a packet of test cards that coincide with each
online item. Every assessor receives a packet of test cards for each
student that they will access. The test cards determine the test form the
student will be administered online. Use of the test cards is optional for
assessors during the actual test administration. The decision to use the
cards should be based on the individual needs of the student. The cards
may have adaptations made to them when necessary, according to
guidelines provided in this publication and in the Assessment Guide.
There are three (3) administration options available for the
NCEXTEND1 mathematics alternate assessments. The IEP team must
determine, based on the individual needs of the student, which of the
following options is most appropriate for the student:
• Option 1: teacher-facilitated online with student recording
responses on the computer/tablet (Optional: The paper test cards
that coincide with the online test questions can also be placed in
front of the student.);

132
• Option 2: teacher-facilitated online with teacher recording
responses on the computer/tablet (Optional: The paper test cards
that coincide with the online test questions can also be placed in
front of the student.); or
• Option 3: teacher-facilitated online with paper test cards and
teacher recording responses on the computer/tablet.
Online Mathematics Practice Activity For the NCEXTEND1
Mathematics at grades 3–8 and 10 and the NCEXTEND1 NC Math 1
assessments, teachers must complete the online practice activity before
the test administration date. The practice activity can help teachers in
determining which administration option is most appropriate for their
students.
Additionally, students participating in the mathematics at grades 3–8
and the NC Math 1 at grade 10 should complete the practice activity at
least one time at the school before test day. The practice activity can
help students become familiar with the testing platform and practice
responding to sample test items. Note: It is not necessary for students to
complete the practice activity if they will be administered the
mathematics assessments using just the test cards, with the assessor
recording the responses on the computer/tablet.
For best results, students should complete the practice activity using
computers or tablets they will use during the actual assessment.
NCEXTEND1 ELA/Reading and Science Assessments for 2018–19
The NCEXTEND1 ELA/reading and science alternate assessments are
administered individually to each student by an assessor. The assessor
receives an Assessment Guide and an Assessor Booklet for each
student to be assessed. The assessor also receives a manipulative kit
(and a Selection Book for NCEXTEND1 tests of ELA/reading only).
The Assessor Booklet provides the script the assessor is to read when
administering the assessment. The Selection Book is provided for all
students in 22-point font. All manipulatives are provided by the NCDPI
and may have adaptations made to them when necessary, according to
guidelines provided in this publication and in the Assessment Guide.
Students are provided up to two opportunities to respond to each item.
All items must be administered to all students. The assessor reads the
script for each item, uses any corresponding manipulatives as directed
in the Assessor Booklet, and records the student’s responses to each
item by filling in the appropriate bubble in the Assessor Booklet for
Trial 1 and Trial 2 as indicated by the instructions in the Assessor
Booklet. Following the test administration, the assessor must transcribe
each student’s responses that are recorded in the student’s assessor
booklet to the appropriate answer sheet.

133
Assessment Time,
Multiple Testing
Sessions, and Breaks
The time required by a student to complete any NCEXTEND1 alternate
assessment will be unique to each individual student depending on the
student’s ability to maintain focus, his or her medical condition, and/or
fatigue factor(s).
All NCEXTEND1 alternate assessments may be administered over
several days or may be completed in one session. If a student routinely
uses Multiple Testing Sessions during classroom instruction and similar
classroom assessments, this accommodation should be documented in
the student’s IEP so appropriate planning and scheduling can take place
before testing. Multiple Testing Sessions is most appropriately used
when a student is purposefully scheduled to take the assessment in
specifically timed increments (e.g., three items a day over five [5] days,
15-minute testing sessions, etc.). Otherwise, built-in breaks identified
in the assessment design are most appropriate. The test design for all
NCEXTEND1 alternate assessments allows breaks to be taken at any
time during testing if the need arises, regardless of documentation in
the student’s IEP. The assessor must use professional judgment to
determine when a break is needed and what the appropriate length of
time is for the student’s test administration. All testing materials must
remain secure during all breaks.
Accommodations and
Adaptations to
Materials for all
NCEXTEND1
Assessments
State-approved accommodations for the NCEXTEND1 ELA/reading,
mathematics, and science alternate assessments include those listed in
the Approved Accommodations for the North Carolina NCEXTEND1
Alternate Assessments at Grades 3–8, 10, and 11 for Students with
Current IEPs table in Section E of this publication. Any
accommodations that are not state-approved must be submitted for
review by the NCDPI. Refer to the Special Accommodation Request
subheading in this publication for additional details regarding this
procedure.
The items for the NCEXTEND1 alternate assessments were created to
be as accessible as possible for all students. Accommodations may be
used for individual students for presentation (e.g., attaching responses
to student’s information board) or for responding (e.g., using switches
to indicate answer choice) if the accommodations are used routinely in
the student’s instruction.
Adaptations to Test Materials Objects may be used in place of pictures
on the NCDPI-provided manipulative cards if objects are routinely used
for all academic classroom instruction. Student-specific symbols for
pictures may be substituted for the provided pictures only if these
student-specific symbols are used routinely in instruction. Objects or
student-specific symbols must represent the picture or word provided
by the NCDPI.

134
• Adapting materials to student needs If a student requires and uses
adapted materials routinely during instruction and this testing
accommodation is documented in the student’s IEP, the assessor
may adapt the NCDPI-provided manipulative cards as necessary
before conducting the assessment. Assessors may access the
manipulative cards under secure conditions in a group setting (i.e.,
three or more designated school personnel) up to two weeks before
the test administration in order to make adaptations for those
students who require this accommodation. Some examples of
adapted materials are the use of assistive technology and raised-line
cards. Students requiring Braille cards should have Braille materials
for the NCEXTEND1 assessments ordered for them before the test
administration.
• Adapting materials that alter the construct of the item Any material
that changes the content standard being assessed may not be used.
For example, providing an object that is familiar to the student that
does not accurately represent the NCDPI-provided picture/word
card invalidates the test item and/or assessment results.
When necessary, manipulatives may be adapted by outlining
pictures to create raised surfaces or by enlarging manipulatives
(pictures or text). No adaptations or changes may be made to the
content of the item (e.g., rephrasing text, changing response
choices). It is expected that teachers are experienced and familiar
with adapting materials for their students. Materials/equipment that
students use routinely in the classroom during instruction may be
used, as appropriate.
All NCEXTEND1 materials are considered secure test materials. The
assessor is responsible for ensuring all components of the manipulative
kit are kept secure, including those components used to create
accommodated materials. Any materials created as accommodated
manipulatives or created in the process of making the final
manipulatives (e.g., a picture that was enlarged but not to sufficient
size) must be securely stored by the LEA for six months after the test
administration.
NCEXTEND1 Website Additional information about the NCEXTEND1 may be found at the
following URL:
http://www.ncpublicschools.org/accountability/policies/tswd/ncextend1

135
North Carolina College and Career Readiness Alternate Assessments
Grades 10 and 11
Purpose of the
North Carolina
College and Career
Readiness Alternate
Assessments
The College and Career Readiness Alternate Assessments (CCRAAs) at
Grades 10 and 11 are available for students with disabilities who are
following a course of study that, upon their completing high school,
may not lead to admission into a college-level course of study resulting
in a college degree. The CCRAA at grade 10 is the alternate assessment
for the PreACT; the CCRAA at grade 11 is the alternate assessment for
the ACT.
The decision to assess a student on a CCRAA must be made as part of
the IEP process. To determine student participation in the grade 10 and
the grade 11 CCRAA, the eligibility requirements are listed below or
may be found at
http://www.ncpublicschools.org/accountability/testing/alternateassess/.
Eligible Students
for the CCRAAs
To determine student participation in the CCRAA at grades 10 and 11,
the following eligibility requirements must be considered:
CCRAA at GRADE 10 Only: The student is enrolled in grade 10
according to PowerSchool. Only eligible students enrolled in tenth
grade for the first time are required to take the CCRAA at
Grade 10.
CCRAA at Grade 11 Only: The student is enrolled in grade 11
according to PowerSchool. Eligible students who take the CCRAA
will be included in participation of the ACT administration for
accountability reporting but not for performance. Eligible students
who are repeating the eleventh grade and have no record of a
previous CCRAA score must take the CCRAA. If they do not, it
will count against participation.
CCRAA at Grades 10 and 11:
• The student must have a current IEP.
• The student does not have a current Section 504 Plan only.
Students with only Section 504 Plans (i.e., students who do
not have a current IEP that designates participation in an
alternate assessment) are not eligible for participation in any
of North Carolina’s alternate assessments. These students
may participate in the standard test administration with or
without accommodations as documented in their individual
Section 504 Plans.
• The student exhibits severe and pervasive delays in all areas
of conceptual, linguistic, and academic development and in
adaptive behaviors, including communication, daily living
skills, and self-care.

136
• The student is following a course of study that, upon
completion of high school, may not lead to admission into a
college-level course of study resulting in a college degree
(i.e., the Occupational Course of Study).
• The student is not receiving instruction in the North Carolina
Extended Content Standards. Students receiving instruction
in the North Carolina Extended Content Standards may be
eligible for the NCEXTEND1 Alternate Assessments at
Grades 10 and 11.
• The student meets the criteria above and has a written
parental request for the administration of an alternate
assessment (i.e., CCRAA or NCEXTEND1). Note: Decisions
regarding which assessments a student with disabilities will
participate in must be made annually by the IEP team.
Therefore, if students’ current IEPs designate participation in
an alternate assessment, they can serve as documentation in
lieu of the written parental request.
In rare cases, students deemed medically fragile because of a significant
medical emergency and/or condition and unable to participate in a
specific test administration may be granted a medical exception. The
principal or school test coordinator must contact the school system test
coordinator for procedures on how to request a medical exception. All
medical exceptions must be approved by the Division of Accountability
Services/North Carolina Testing Program.
Test Administration
Administration
Time for the
CCRAAs
The CCRAA at grade 10 assesses four (4) subject areas; the CCRAA at
grade 11 assesses five (5) subject areas. The tests are administered in a
specific order: English, Math, Reading, and Science. (The CCRRA at
grade 11 contains a Writing test, which appears last.) Students must not
stop when they complete the questions for a subject-area section; they
must continue working on the test questions until the test is completed
or until time is called.
The administration time for the CCRAA at grades 10 and 11 is 150
minutes. No administration may exceed 150 minutes (except for
students with documented special needs requiring accommodations,
such as Scheduled Extended Time). The administration time does not
include time for general instructions and breaks. The tests must be
administered in one school day (except for students with documented
special needs requiring accommodations, such as Multiple Testing
Sessions).

137
Appendices

138

139
Appendix A
Questions for IEP Teams/Section 504 Committees to Consider:
Testing Accommodations
When considering the use of a testing accommodation, the IEP team or Section 504 committee
should consider the appropriate questions below.
Braille Edition 1. Does the student routinely use Braille materials during regular
2. Are EBAE Literary code and Braille Nemeth code, UEB Literary
code, and UEB Math and Technical Materials code reference sheets
available during classroom instruction?
3. What Braille code is being used with instructional materials?
4. Does the student have contracted Braille skills?
5. Assessment materials must be available in the code that is used most
efficiently by the student as indicated on the IEP or Section 504 Plan.
Are materials orders placed for the appropriate UEB or EBAE Braille
editions?
6. How will the student record responses to the Braille Edition of the
test (i.e., mark in the test book, use a Braille writer, dictate to a
scribe, or use an assistive technology device), and is this
accompanying accommodation documented in the IEP or Section 504
Plan?
7. Should the student be provided the Braille Edition during the test
administration in the regular classroom setting, or should the student
also use the Testing in a Separate Room accommodation?
8. Should the student be provided the Scheduled Extended Time
accommodation?
Large Print
Edition
1. Does the student routinely use large print materials during regular
2. How will the student record responses to the Large Print Edition of
the test (mark in the test book, use a Braille writer, dictate to a scribe,
or use an assistive technology device), and are all accompanying
accommodations documented in the IEP or Section 504 Plan?
3. Does the student need the Magnification Devices accommodation?

140
4. For tests available online, is the large font option more appropriate
than the Large Print Edition accommodation?
5. Does the student need the Scheduled Extended Time accommodation?
6. Does the student need an edition that is both large print and one test
item per page? If so, a Large Print/One Test Item Per Page Edition
can be ordered from TNN and does not require a Special
Accommodation Request to be submitted to the NCDPI. The IEP
team or Section 504 committee should be aware that the combination
of these accommodations produces a large document, both in the size
of paper (same size paper [11” x 17”] as the Large Print Edition) and
in the number of pages.
7. The standard Large Print Edition uses 22-point Verdana font. The
IEP team or Section 504 committee, if considering another font size,
should determine whether a minimal increase or decrease in font size
is required by the student. If a larger font is required, has the team
considered using the standard Large Print Edition in conjunction
with the Magnification Devices accommodation?
One Test Item Per
Page Edition
1. Does the student routinely use one test item per page materials
assessments?
2. Does the student have visual-discrimination difficulties?
3. Will the student need the Multiple Testing Sessions accommodation?
4. How will the student record responses to the One Test Item Per Page
Edition of the test (e.g., mark in the test book, use a Braille writer,
dictate to a scribe, or use an assistive technology device), and is this
accompanying accommodation documented in the IEP or Section
504 Plan?

141
AT Devices and Special Arrangements
Assistive
Technology (AT)
Devices
1. Does the student routinely use the assistive technology device during
regular classroom instruction and similar classroom assessments?
2. North Carolina English Language Arts/Reading Tests If the IEP team
or Section 504 committee is considering the use of an assistive
technology device that reads aloud a state test that measures reading
being valid and the implications for invalid test results? The IEP
team/Section 504 committee should refer to the Invalid Test Results
subheading in this publication to review a statement regarding invalid
test results for North Carolina tests.
3. North Carolina Mathematics Tests and Calculators If the IEP team or
Section 504 committee is considering the use of a calculator during
the administration of a state test that does not permit the use of
calculators, has there been discussion about the test results not being
valid? The IEP team or Section 504 committee should refer to the
Invalid Test Results subheading in this publication to review a
statement regarding invalid test results for North Carolina tests.
4. Does the student require auditory and tactual access to a graphing
calculator during the state test administration? If so, has the IEP team
or Section 504 committee requested approval of the software
program(s) through the Special Accommodation Request process in
order to ensure the use of the software will not invalidate test results?
Dictation to a
Scribe
1. Does the student routinely use the Dictation to a Scribe
2. If the student can efficiently use a keyboard, should the student use
accommodation?
3. Will the scribe have had prior experience working with the student?
4. Will the student be notified before the test administration date that
he/she must proofread the dictated responses?
5. How will the scribe record student responses (e.g., use a clean sheet
of paper, code the answer sheet, write in the test book, enter
responses directly on a computer [online test administrations], or use
a keyboarding device and transfer student responses at a later time)?
6. For multiple-choice items, will the student dictate to the scribe by (a)
saying the letter of the answer choice, (b) reading aloud the entire
answer choice, or (c) pointing to the correct answer choice?

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7. If the student will be provided this accommodation, has the Testing in
a Separate Room accommodation been discussed?
Interpreter/
Transliterator
Signs/Cues Test
1. Does the student routinely use the Interpreter/Transliterator
Signs/Cues Test accommodation during regular classroom
instruction and similar classroom assessments?
2. Is the use of an interpreter/transliterator the student’s typical
mode of communication?
3. Does the interpreter/transliterator have prior experience working
with the student?
4. Because a test administrator will read the test aloud to the
interpreter/transliterator, has the Testing in a Separate Room
accommodation been addressed?
5. Does the interpreter/transliterator require a special setup of an
extra computer monitor or other visual device to sign/cue for the
student?
provision of the Interpreter/Transliterator Signs/Cues Test
accommodation during the administration of a state reading
comprehension test, has there been discussion about the test
results not being valid?
Student Marks
Answers in Test
Book
1. Does the student routinely use the Student Marks Answers in Test
Book accommodation during regular classroom instruction and
similar classroom assessments?
2. Does the student have difficulty transferring information or staying
focused?
3. Does the student have mobility, coordination, or motor limitations
that prevent the student from marking answers appropriately on a
separate answer sheet?
Student Reads
Test Aloud to Self
1. Does the student routinely use the Student Reads Test Aloud to Self
2. Will the student use a device (e.g., PVC elbow pipe) while reading
the test that allows the student to hear himself/herself read?

143
Test Read Aloud
(in English)
1. Has there been discussion regarding the method (i.e., test
administrator reads the test aloud, a computer reads the test aloud,
or a combination of the two methods) by which the student will be
provided this accommodation during the administration of state
tests that do not measure reading comprehension?
2. Does the student routinely use the Test Read Aloud (in English)
3. Has the team reviewed the limitations of this accommodation when
a computer reads the test aloud as described in this publication?
4. For online testing, is the student able to control the mouse in order
to click on the button to activate the read aloud option for a block
of text?
5. Does the student routinely have information read aloud by a
computer during regular classroom instruction and similar
6. Would the student’s functioning reading level affect his or her
performance on a state test that does not measure reading
comprehension?
7. Has there been discussion regarding the specific manner (e.g.,
everything read aloud, read aloud upon request, etc.) in which the
student will be provided this accommodation during the
8. Would the student be comfortable requesting test items be read
aloud?
10. How does the student feel about being tested in a separate room?
(Students who are to have the test read aloud must not be tested in
the same room as students who do not have the test read aloud.)
11. If the Testing in a Separate Room accommodation will be provided,
will the test administration be one-on-one or in a small group?
12. If the student is using this accommodation for online testing, is
he/she comfortable with wearing headphones? If not, the student
must receive the Testing in a Separate Room (one-on-one)
accommodation.

144
13. Should the student be provided the Scheduled Extended Time or
14. For online testing, does the test administrator require a special
setup of an extra computer monitor or other visual device to read
the test aloud to the student?
provision of the Test Read Aloud (in English) accommodation
during the administration of a state test that measures reading
being valid?
Braille
Writer/Slate and
Stylus (Braille
Paper)
1. Does the student routinely use the Braille Writer/Slate and Stylus
(Braille Paper) accommodation during regular classroom instruction
and similar classroom assessments?
2. Will the test administrator have knowledge of applicable Braille
codes?
3. Should the student be provided the Multiple Testing Sessions and/or
Scheduled Extended Time accommodations?
Cranmer Abacus 1. Does the student routinely use the Cranmer Abacus accommodation
assessments?
2. How will the student record responses to the test (e.g., mark in the
test book, use a Braille writer, dictate to a scribe, or use an assistive
technology device)?
Magnification
Devices
1. Does the student routinely use a magnification device during regular
2. Should the student also be provided the Scheduled Extended Time or

145
Multiple Testing
Sessions
1. Does the student typically require extra time over several days to
complete classroom assignments and similar classroom assessments?
2. Does the student need additional time to complete the test in addition
to more frequent breaks or the test given over multiple days? If so,
the IEP team or Section 504 committee should discuss whether
Scheduled Extended Time should also be documented as an
appropriate accommodation.
3. Can the student finish the test within the given time constraints but
with more frequent breaks or over multiple days? If so, Scheduled
Extended Time should not be documented as an appropriate
accommodation.
4. Does the student routinely use the Multiple Testing Sessions
5. Is the student using another accommodation during the
accommodation?
7. Has there been discussion as to how the Multiple Testing Sessions
Scheduled
Extended Time
1. Does the student typically require extra time to complete classroom
assignments and similar classroom assessments?
2. Does the student routinely use the Scheduled Extended Time
Scheduled Extended Time accommodation?
4. Can the student complete the state test with extended time on one
day? If not, the Multiple Testing Sessions accommodation should be
discussed.

146
accommodation?
6. Has there been discussion as to how the Scheduled Extended Time
Testing in a
Separate Room
1. Does the student typically require a separate room to complete
Testing in a Separate Room accommodation?
3. Will the student receive this accommodation during the state test
administration on an individual basis or in a small group? Has the
maximum number or a range for the small group been specified on
the IEP or Section 504 Plan?
4. Does the student require a study carrel, special furniture, or special
lighting?

147
Appendix B
Special Accommodation Request
In rare cases, a student with a disability may require the use of an accommodation that is not
specified in the state accommodations’ publications in order to access state tests. In such
cases, the following procedures must occur.
Directions for School Test Coordinators:
1. Complete a copy of the Special Accommodation Request form available from the LEA
test coordinator or at http://www.ncpublicschools.org/accountability/policies/accom.
Include all requested information. Additional pages may be attached.
2. Provide specifics to ensure an accurate evaluation.
3. Submit the request to the local education agency (LEA) test coordinator or charter
school test coordinator using a secure method (e.g., encrypted file via e-mail, courier
service, hand delivery).
Directions for LEA/Charter School Test Coordinators:
1. Screen the request to ensure it is valid and all necessary details/information are
included.
2. If the request is deemed invalid, provide feedback to the school test coordinator.
3. If the request is valid, complete the electronic version of the Special Accommodation
Request form located on the NC Education ordering page and click submit.
4. The form must be received by the NCDPI as soon as possible after the Individualized
Education Program (IEP) or Section 504 committee meeting.
NCDPI Review/Response:
1. The NCDPI will review the request submitted and notify the LEA/charter school test
coordinator via written response whether the use of the special accommodation is
approved or denied.
2. As a reminder, please do not use a student’s name in the description of the
accommodation. Please use “student” instead of the student’s actual name.
Accommodations used during the administration of North Carolina tests must be used routinely
during classroom instruction and similar classroom assessments. The use of certain
unauthorized accommodations may invalidate test results. Invalid test results must not be
included in the student’s permanent record, used for placement purposes, or used for
accountability purposes.

148
Special Accommodation Request
School Code (6 digits)
School Name:
Student Name:
Student ID Number:
Assigned Grade Level:
Testing Accommodation
Documentation:
□ Section 504 Plan
□ Individualized Education Program (IEP)
Name of State Test(s):
First Test Date
mm/dd/yyyy
Specify the
Accommodation (2–3
words):
□ Beginning-of-Grade 3
□ End-of-Grade Math
□ End-of-Grade Reading
□ End-of-Grade Science
□ Read to Achieve
□ Grade 3 Portfolio
□ End-of-Course Biology
□ End-of-Course NC Math 1
□ End-of-Course NC Math 3
□ End-of-Course English II
□ College and Career Readiness
□ NCFE English I
□ NCFE English III
□ NCFE English IV
□ NCFE Grades 4–8
Social Studies
□ NCFE American
History: The Founding
Principles, Civics, and
Economics
□ NCFE World History
□ NCFE American
History I
□ NCFE American
History II
□ NCFE Grades 4, 6, 7
Science
□ NCFE Chemistry
□ NCFE Physics
□ NCFE Physical Science
□ NCFE Earth/Environmental
Science
□ NCFE NC Math 2
□ NCFE Advanced Functions
and Modeling
□ NCFE Discrete Mathematics
□ NCFE Precalculus
□ NCEXTEND1
□ ACCESS for ELLs 2.0

149
Exceptional Children Teacher’s Signature Date
Principal’s Signature Date
LEA Test Coordinator’s Signature Date
Describe in detail how
the accommodation will
be used during the test
administration.
Explain in detail the
reason(s) the
accommodations
available in the state
accommodations
publications are not
appropriate for the
student.
Explain in detail the
reason(s) that the
student requires the use
of the accommodation.
Documentation must be
on file to verify that the
student has routinely
used this accommo-
dation during classroom
instruction and similar
classroom assessments
this school year.

150

151
Appendix C
North Carolina Alternate Assessment Decision-Making Chart
Individualized Education Program (IEP) teams can utilize this chart to determine if a student is
eligible to take the NCEXTEND1. In order for a student to be eligible to take the NCEXTEND1
alternate assessment, the answer to each question must be “yes.”
Does the student have a
current IEP?
Is the student enrolled
in grades 3−8, 10, or 11
according to
PowerSchool?
Is the student instructed
using the Extended
Content Standards in
ELA, Math, and
Science?
Does the student have a significant cognitive disability?
* Student's disability significantly impacts adaptive behaviors, defined as those
skills which are essential for someone to live and function independently
* Student requires extensive and repeated individualized instruction and support
* Student uses substantially adapted materials and individualized methods of
accessing information in alternative ways

152

153
Appendix D
TESTING ACCOMMODATIONS: LOGISTICS PLANNING CHECKLIST1
Directions: This Logistics Planning Checklist can be used in the planning and implementation of
assessment accommodations for an individual student. Use the checklist by indicating Y (Yes),
N (No), or NA (Not Applicable).
ACCOMMODATIONS THROUGHOUT THE ACADEMIC YEAR Y N NA
1. Accommodations are documented in student’s IEP or 504 Plan.   
2. Student uses accommodations regularly and evaluates use.   
3. A master accommodations plan/database listing assessment accommodation needs for
all tested students is updated regularly.   
PREPARATION FOR TEST DAY Y N NA
4. Special test editions are ordered for individual students based on information
contained in master accommodations plan (e.g., Braille, large print).   
5. Test administrators/proctors receive a list of accommodation needs for students they
will supervise (list comes from master accommodations plan/database).   
6. Adult supervision is arranged and test administrators receive training for each student
receiving accommodations in small group or individual settings, including extended
time (with substitutes available).
  
7. Trained readers, scribes, and sign language interpreters are arranged for individual
students (with substitutes available).   
8. Special equipment is arranged and checked for correct operation (e.g., calculator, word
processor).   
ACCOMMODATIONS ON THE DAY OF THE TEST Y N NA
9. Accommodations are documented on student’s IEP or 504 Plan.   
10. Student uses accommodations regularly and evaluates use.   
11. A master accommodations plan/database listing assessment accommodation needs for
all tested students is updated regularly.   
CONSIDERATION AFTER THE DAY OF THE TEST Y N NA
12. Responses are transcribed to scannable answer sheets/documents for students using
student marks answers in test book, special equipment, dictation to a scribe, and other
accommodations in which the student does not record his or her answers on the regular
answer document.
  
13. All equipment is returned to appropriate locations.   
14. Students who take makeup tests receive needed accommodations.   
15. Effectiveness of accommodations use is evaluated by test administrators and students,
and plans are made for improvement.   
1
Sandra J. Thompson, et al., Accommodations Manual: How To Select, Administer, and Evaluate Use of
Accommodations for Instruction and Assessment of Students with Disabilities (Washington, DC: Council of Chief
State School Officers, 2005) 53.

154

155
Appendix E

156

157
Appendix F

158

159
Appendix G

160
Appendix G (continued)

161
Appendix H
SAMPLE—Special Print Versions Error Report Form

162

163
Appendix I
List of Abbreviations and Acronyms
Abbreviation or
Acronym
Meaning
ACCESS for ELLS 2.0
Accessing Comprehension and Communication in English State-
to-State for English Language Learners
AMO Annual Measurable Objective
ASL American Sign Language
BANA Braille Authority of North America
BOG3 Beginning-of-Grade 3 Reading Test
CCRAAs College and Career Readiness Alternate Assessments
EBAE English Braille American Edition
ECATS Every Child Accountability and Tracking System
EC Exceptional Children
EL English Learner
EOC End-of-Course
EOG End-of-Grade
ESEA Elementary and Secondary Education Act
ESSA Every Student Succeeds Act
FDF First Day of Fall
FDS First Day of Spring
IDEA Individuals with Disabilities Education Improvement Act
IEP Individualized Education Program
IPA International Phonetic Alphabet
LEA Local Education Agency
NAEP National Assessment of Educational Progress
NAGB National Assessment Governing Board
NCDPI North Carolina Department of Public Instruction
NCES National Center for Education Statistics
NCFE North Carolina Final Exams
NCSCS North Carolina Standard Course of Study
OTISS Online Testing Irregularity Submission System
RAC Regional Accountability Coordinator
SBE State Board of Education
Section 504 Section 504 of the Rehabilitation Act of 1973
SIQ Student Interface Questions
TOPS Technical Outreach for Public Schools
TNN Testing News Network
UEB Unified English Braille
USED U.S. Department of Education

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