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Assessing Students with Disabilities

Assessing Students with Disabilities . New Generation Assessments Aligned to the Common Core State Standards. South Carolina Department of Education Office of Assessment. Anne Mruz Suzanne Swaffield. Smarter Balanced Assessment Consortium (SBAC). Next Generation Assessments.

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Assessing Students with Disabilities

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  1. Assessing Students with Disabilities New Generation Assessments Aligned to the Common Core State Standards

  2. South CarolinaDepartment of Education Office of Assessment Anne Mruz Suzanne Swaffield

  3. Smarter Balanced Assessment Consortium (SBAC) Next Generation Assessments

  4. Assessment System Components • Formative assessment • Optional interim assessments • Summative assessments - Computer-Adaptive - Performance task(s)

  5. Formative Tools and processes Resources for teachers on how to collect and use information about student success in acquisition of the CCSS Used by teachers throughout the year

  6. Interim Include Computer Adapted Tests (CAT) and Performance Tasks (PT) Results on the same scale as the summative Publicly released items and tasks (not secure!) Use learning progressions across grades Involve a large teacher role in developing and scoring Locally selected item sets Locally determined intervals

  7. Summative • Computer Adaptive Tests (CAT) - Selected Response (SR) - Constructed Response (CR) - Technology Enhanced (TE) • Performance Tasks (PT) - May include Extended Constructed Response (ER)

  8. Types of Items Selected Response Short Constructed Response Extended Constructed Response Performance Task Technology Enhanced

  9. Selected Response 1. Select a single option from among a set of options (traditional multiple‐choice) 2. Select multiple options from among a set of options 3. Create a line 4. Move one or more objects to given set of locations (drag-and-drop)

  10. Selected Response(cont.) • From “Item Specifications” • with rubric

  11. Technology Enhanced Items (TEI): Computer delivered items Specialized interactions for response interactions/responses that are not selected response interactions/responses that are not text entry may include digital media as the stimulus (sound, video, or interactive widget)

  12. Item Specifications Sample Grade 4 Technology-enhanced item with rubric

  13. Sample Technology-enhanced with rubric

  14. Sample Technology-enhanced with rubric

  15. Performance Tasks multiple standards, claims and targets student-initiated planning oral presentations, exhibitions, product development, or more extended written responses real-world tasks multiple approaches relevant content 21st century skills scoring that focuses on the essence of the task

  16. Accessibility and Accommodations

  17. Existing Resources For Teachers The Office of Assessment resources available online: • Accommodations Manual • Oral Administration FAQ

  18. Accommodations Manual • Provides guidance for the selection, administration, and evaluation of accommodations use

  19. Five Step Process for Selecting and Using Instructionaland Assessment Accommodations

  20. Step 1: Expect Students with Disabilities to Achieve Grade Level Academic Content Standards • IEP teams must ensure equal access to grade-level content standards • Accommodations are provided during instruction and assessment to help promote equal access to grade level content

  21. Step 2: Learn About Accommodations for Instruction and Assessment • Understand what accommodations are • Know who is involved in accommodations decisions • Understand the difference between standard and non-standard accommodations

  22. Standard vs. Non-Standard Accommodations Standard Accommodations Non-Standard Accommodations Change, lower, or reduce learning expectations Change of the underlying construct of an assessment May yield invalid results • Do not reduce learning expectations • Meet specific needs of the student • Allow educators to know that measures of student’s work are valid

  23. Considerations for Selecting Accommodations • Student characteristics • Instructional tasks expected of the student to demonstrate proficiency of grade-level content • Consistency with standards-based IEP for classroom instruction and assessment

  24. Step 3: Select Accommodations for Instruction and Assessment for Individual Students • Accommodations should always be chosen based on individual student need • Document accommodations on a student’s IEP or 504 Plan

  25. The Decision Making Process Instructional Assessment Student characteristics Individual test characteristics State accommodations policies and consequence of decisions • Student characteristics • Instructional tasks • Consistency between accommodations documented for use in classroom instruction and assessment

  26. Step 4: Administer Accommodations During Instruction and Assessment • Accommodations during instruction • Accommodations during assessment • Administering assessments and accommodations

  27. Step 5: Evaluate and Improve Accommodations Use • Collect and analyze data on use and effectiveness of accommodations • Involve students in the decision process • Adjust accommodations based on data and student feedback

  28. Oral Administration FAQ • Available online as a guidance document to assist IEP teams in the consideration of Oral Administration • The guidelines are the same, the FAQ focuses on the clarification of the accommodation and the process to determine if a student is a non-reader

  29. Questions Addressed in the Oral Administration FAQ • Which students should be considered • How an IEP team determines if a student is a non-reader and requires oral administration • Documentation to be considered in the decision making process • Delivery of the oral administration accommodation

  30. Alternate Assessment onAlternate Achievement Standards Aligned to the Common Core State Standards in ELA and Math

  31. National Centerand State Collaborative (NCSC)Alternate Assessment Consortium

  32. NCSC State Partners

  33. Partner Organizations

  34. NCSC Project Goals To develop a comprehensive system of technically defensible summative assessments supported by • Evidence-based curriculum and instruction • Comprehensive professional development To ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options (college and career ready)

  35. Summative Assessments • Coordinate with the general assessment used by each member state (in SC this is Smarter Balanced Assessment Consortium (SBAC)); • Utilize alternate academic achievement standards strongly linked with the CCSS; • Yield scores that can be used for accountability purpose(s); and • Utilize a technology-based management system for assessment administration, documentation, and reporting.

  36. Summative Assessments (cont.) • Evidence centered design for item development • Performance or selected response items similar to SC-Alt • Computer-based and computer-adaptive • Operational Field Test of ELA and mathematics scheduled for Spring 2015 As a state partner we will have input on design, andSouth Carolina teachers will have the opportunity to review items and tasks throughout the development process.

  37. Curriculum and Instruction Aligned to the Common Core State Standards (CCSS) through Core Content Connectors (CCCs) and Learning Progression Frameworks (LPFs) Curricular materials and instructional modules will be provided to SC teachers as they are developed to review and provide feedback.

  38. Instructional Resources • Provide guidance on how to “unpack” the instructional and assessment content • Provide strategies and resources for teaching challenging academic content • Align challenging but attainable content that is observable and measureable to instruction and assessment

  39. Professional Development Community of Practice • South Carolina teachers who have committed to being involved in the rollout of the Common Core State Standards in the state by • assisting with the review of curriculum and instructional materials and assessment tasks, and - participating in webinars and face-to-face training sessions

  40. Professional Development (cont.) • Communication training designed to equip all students with a communication system before entering school - A seminar was conducted during the summer of 2012 to build teams in partner states to implement communication training. - A plan is being developed by the Office of Exceptional Children for implementation of communication training in South Carolina.

  41. Communicative Competence • Is the path to academic content which by definition is symbolic; • Is necessary to be able to communicate what students know and can do; • Therefore, all work must start with communication competency: • Ongoing training is provided on communication strategies; and • Addressed in Curriculum and Instructional materials.

  42. College and Career Readinessfor Students with Significant Cognitive Disabilities • Communicative Competence • Full access to the academic content for life long learning • Development of appropriate social skills • Development of independent work behaviors • Development of support access skills (Kearns, Kleinert, Harrison, Shepard-Jones, Hall, Jones 2011)

  43. Initial Steps To determine the needs of students and teachers and to inform curriculum, instruction, and test development, the project conducted • Focus Group of SC teachers • Survey of SC teachers • Learner Characteristics Inventory (LCI)

  44. Current Status • Core Content Connectors developed in ELA and math • Curriculum modules developed in math • Task templates developed and item development under way • Community of Practice in place • Approximately 60 teachers • Communication Training Plan

  45. Example of the Core Content Connectors Across Grades Math Strand: GeometryBig Idea: Shapes and figures-their attributes, properties, and corresponding parts

  46. NCSC Participation Guidelines

  47. NCSC Participation Guidelines • The student has a significant cognitive disability • The student is learning content standards linked (derived from) the Common Core State Standards (CCSS) • The student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade and age-appropriate curriculum

  48. NCSC Participation Guidelines (cont.) In addition, the decision for participating in the AA-AAS is Not Based on: 1. A disability category or label 2. Poor attendance or extended absences 3. Native language/social/cultural or economic difference 4. Expected poor performance on the general education assessment 5. Services student receives 6. Educational environment or instructional setting 7. Percent of time receiving special education 8. English Language Learner (ELL) status 9. Low reading level/achievement level 10. Anticipated student’s disruptive behavior 11. Impact of student scores on accountability system 12. Administrator decision 13. Anticipated student’s emotional duress

  49. National Centerand State Collaborative (NCSC) Website www.ncscpartners.org

  50. SC-Alt Participation Criteria

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