Testing and Assessment Program Policy 3410

Testing and Assessment Program Policy 3410

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) maintains a balanced, inclusive and legally compliant testing and assessment program to measure student learning, guide instruction, and satisfy state and federal accountability standards.  This policy ensures equitable access to assessments, including accommodations for deaf or hard of hearing students while fostering transparent reporting and data-driven decision making.

Non-Discrimination Statement

ENCSD does not discriminate based on race, color, national origin, sex, gender identity, sexual orientation, religion, disability, age, or any other protected status.  Curriculum development and implementation shall reflect these principles and support equitable educational access for all students and staff, including necessary accommodations for Deaf and hard of hearing individuals.

This policy aligns with:

  • Individuals with Disabilities Education Act (IDEA)
  • Title VI and Title IX of the Civil Rights Act
  • Americans with Disabilities Act (ADA)
  • North Carolina General Statutes (N.C.G.S.) §§ 115C.81.5, 115C-83.15 
  • NCDPI Exceptional Children Division and Deaf Education Program Guidelines
  • NCDPI Standard Course of Study and Accountability Testing Program

II. Definitions

For purposes of this policy, the following terms are defined as:

  • Assessment: Any tool or method used to evaluate student learning and progress, including state, federal, and local measures.
  • State Accountability Testing: North Carolina End-of-Grade (EOG) and End-of-Course (EOC) assessments required by NCDPI.
  • Local Assessments: School or district-created tests (benchmark, unit tests), screeners, or progress monitoring tools.
  • Formative Assessments: Ongoing checks for understanding to guide instruction.
  • Summative Assessment: End-of-unit or end-of-course evaluations of mastery.
  • Alternate Assessment: A state-approved assessment or evaluation method used in place of traditional statewide, local, formative, or summative assessments when standard testing formats do not appropriately measure student learning.  Such assessments must be approved by the North Carolina Department of Public Instruction and implemented in accordance with applicable state and federal accountability requirements.
  • Accommodations: Changes in testing procedures or materials allowing equitable access, as specified in a student’s IEP.
  • Testing Coordinator: District staff responsible for administering and monitoring compliance with assessment policies.

I. Policy Statement

  1. ENCSD administers all required state assessments (EOG/EOC), alternate assessments, and federal assessments, as per NCDPI and ESSA guidelines.
  2. Local assessments complement state tests to measure curriculum mastery and guide instruction.
  3. Accommodations required in instructional settings must also be applied during all assessments, in accordance with each student’s IEP and NCDPI guidelines.
  4. Testing must be secure, valid, and administered consistently.
  5. Assessment results are used to inform instruction, identify student needs, and fulfill reporting obligations to families, ENCSD, and NCDPI

II. Testing Administration Procedures

  1. State and Federal Testing
    • Administer EOG/EOC assessments as scheduled by DPI.
    • Provide alternate assessments for eligible students with significant cognitive disabilities, per NCDPI and IDEA requirements
    • Post disaggregated test results by grade and student groups, as required by ESSA, ensuring data privacy
  2. Local Assessments
    • Develop formative and summative assessments aligned with NCSCOS
    • The district testing coordinator reviews and approves local assessments to ensure equity, accessibility, and validity.
  3. Test Security and Integrity
    • All testing staff complete annual training on test security, confidentiality, and ethical test administration, including specific training on accessible testing for Deaf and hard of hearing students.
    • Secure handling and storage of testing materials before, during, and after administration is required.

III. Accessibility and Accommodations

  • Students with IEPs, EL status, or temporary health needs receive accommodations consistent with those used in instructional settings and as outlined by IDEA and NCDPI.
  • Accommodations for Deaf and hard of hearing students may include, but are not limited to:
    • Sign language interpreters
    • Captioned instructions
    • Visual aids
    • Extended time
    • Separate settings
    • The use of assistive technology
  • The testing coordinator ensures accommodations do not invalidate assessments and do not hinder other students.
  • All assessment materials and environments must be accessible to Deaf students and staff, including accessible instructions, communication supports, and alternative formats as needed.

IV. Reporting Results and Transparency

  1. To Families
    • Individual student score reports are distributed per NCDPI requirements, in accessible formats as needed.
    • Additional reports include class-level and subgroup performance data, with interpretation support for Deaf families.
  2. To the Community and Agencies
    • Public posting of district assessment data per ESSA testing transparency requirements.
    • Annual district reports include disaggregated results for comparison across student groups, including deaf and hard of hearing students.
  3. Data Use
    • Instructional decisions informed by formative, summative, and state assessment data.
    • Schools use assessment data to identify interventions, processes, and adjust curriculum and instruction as needed.

V. Roles and Responsibilities

  • Superintendent: Implements district-wide compliance, allocates resources, and reports outcomes to the Board and NCDPI
  • Testing Coordinator: Oversees scheduling, staff training, security, accommodations, and reporting; ensures accessibility for deaf and hard of hearing students and staff
  • Principal: Ensure compliance at the school level, secures testing environments, and monitors test integrity
  • Teachers: Administer local assessments, incorporate accommodations aligned with IEPs, participate in test training, and ensure accessibility for all students

VI. Legal References

  • Every Student Succeeds Act (ESSA) – testing transparency & accountability
  • Individuals with Disabilities Education Act (IDEA) – equitable access and accommodations
  • Title VI & IX of the Civil Rights Act – non-discrimination
  • Americans with Disabilities Act (ADA) – access and reasonable accommodations
  • North Carolina General Statutes §§ 115C-12(24), 115C-81.5, 115C-83.15 – state assessment mandates
  • NCDPI Standard Course of Study and Accountability Testing Program
  • ENCSD Policies:
    • 1710/4021/7230 – Nondiscrimination
    • 3200 – Instructional Planning
    • 3400 – Evaluation of Student Progress
    • 3420 – Promotion and Accountability

This policy will be reviewed annually and updated as necessary to remain compliant with changes in federal or state law and NCDPI guidance.

Policy