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New Assessment for Students with Significant Cognitive Disabilities

New Assessment for Students with Significant Cognitive Disabilities. National Center and State Collaborative Approach to Defining and Teaching Content to Students with the Most Significant Cognitive Disabilities.

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New Assessment for Students with Significant Cognitive Disabilities

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  1. New Assessment for Students with Significant Cognitive Disabilities National Center and State Collaborative Approach to Defining and Teaching Content toStudents with the Most Significant Cognitive Disabilities

  2. National Center and State Collaborative Approach to Defining and Teaching Content toStudents with the Most Significant Cognitive Disabilities

  3. NCSC Project Goal To develop a system of assessments supported by curriculum, instruction and professional development to ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options.

  4. NCSC State Partners

  5. NCSC Organization Partners

  6. NCSC: A Comprehensive Model All partners share a commitment for a research-to-practice focus for the development of a comprehensive model of curriculum, instruction, assessment, and supportive professional development resources.

  7. Beyond the Summative Test The NCSC long-term goal is to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for postsecondary options. A well-designed summative assessment alone is insufficient to achieve our purpose. To achieve this goal, an AA-AAS system also requires: • Curricular & instructional frameworks • Teacher resources and professional development

  8. NCSC Overall Timeline January 2011-October 2015 Year 1 (2011): Content Model Phase: Define model of domain learning in math/ELA for these students, identify prioritized content for assessment Year 2 (2012): Principled Design Phase: Design Patterns, Task Templates, C/I/PD design and pilot; Technology architecture design Year 3 (2013): Item and Test Development Phase: Task Template Tryouts, Item Specs/item development/item reviews, Student Interaction Studies (SIS), Draft grade level PLDs, finalize pilot/field design, Tech build Year 4 (2014): Pilot, Field, Research Phase: – Pilot Phase 1: National Sample, generate item statistics Winter/Spring 2014, Finalize blueprints, revise items, assemble forms – Phase 2: Field Test Forms Fall 2014, finalize administration training and supports Year 5 (2015): Operational administration of NCSC assessments –Summer 2015: Set Standards –Fall 2015: Technical reporting complete

  9. General Description of Assessment System Within year classroom assessments and progress monitoring tools embedded in model curricula materials; professional development on demand modules for teachers to learn to develop their own (WIKI, LMS) making use of content, curriculum, instruction tools Summative math and ELA tests for 3-8, 11 administered in a 2 month window in winter/spring Up to 30 items, 1.5-2 hours per test anticipated Technology delivery, teacher test facilitator/ administrator; universal design features and accommodations guidelines derived from Design Pattern/Task Templates Tryouts and Student Interaction Studies

  10. Assessment Administration • Assessments will be presented via computer with the ambition of flexibility for presentation on devices/ platforms (e.g. tablets). • It is expected that most students will interact with an examiner during the administration. Other students may respond to the test items directly via interaction with computer presentation. • Prior access to summative content will be provided to support examiners preparation for accommodations/ adaptations. • For most students, it is expected that testing time will be no more than approximately 1.5 to 2 hours per content area, divided between at least two sessions with flexibility to stop and resume. Some students will qualify to take a shorter assessment based on evidence collected before and during the assessment.

  11. Item Types • Approximately 2/3 (20) of the items will be machine-scored, multiple choice. • Approximately 1/3 (10) of the items will require human scoring - evaluation of student work with respect to a scoring rubric. • Approximately 2/3 (7) of the human scored items will be evaluated by the examiner during the assessment. • Approximately 1/3 (3) of the human scored items will be scored externally. This may be accomplished through a single centralized scoring center or via distributed scoring that meets established criteria.

  12. Professional Development Framework

  13. Community Ready: History & Context Active community access has been a goal for students with intellectual disabilities for many years (Brown et. al 1984). Students with intellectual disabilities are attending college more than ever before. The Higher Education Opportunities Act makes that possible (www.thinkcollege.net) Opportunities for careers and entrepreneurship are ever increasing.

  14. College, Career, and Community Ready,and AA-AAS Kearns, Kleinert, Harrison, Shepherd-Jones, Hall, & Jones (2011). What Does College and Career Ready Mean for Students with Significant Cognitive Disabilities. • Well developed academic skills for continued life-long learning • Social and communication skills needed for working with others as essential for community ready • Recognizing the need for and seeking assistance when needed • Problem solving using academic skills

  15. Curricular and Instructional Resources • Provide guidance on how to “unpack” the instructional and assessed content; • Promote strategies and resources for teaching challenging academic content through professional development opportunities; and • Align challenging and attainable content that is observable and measurable for use in instruction and a thorough system of assessments.

  16. Quality Indicators for Instructional Resources • Promote Common Core State Standards; • Set high expectations for all students; • Apply principles of Universal Design for Learning (UDL); and • Apply evidence-based teaching practices for students with the most significant cognitive disabilities.

  17. Quality Indicators for Instructional Resources • Use general curriculum resources and general education content experts’ review; • Offer options for ALL students in the 1%; • Reflect same emphasis/ priorities being used for assessment; and • Provide a teacher-friendly resource that promotes effective instruction.

  18. Common Core State Standards Define grade level content and achievement; Define rigorous content and skills (application knowledge); Align with expectations for college and career success; and Do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms. http://www.corestandards.org/

  19. Learning Progressions Hess, Karin K., (December 2011). Learning Progressions Frameworks Designed for Use with the Common Core State Standards in English Language Arts & Literacy K-12. Define research-based pathways for learning; Developed and refined using available research and evidence; Have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline); and Articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding).

  20. Content Modules Ele Unit UDLs MS Unit UDLs HS Unit UDLs Ele MASSIs & LASSIs MS MASSIs & LASSIs HS MASSIs & LASSIs =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content SCHEMA for Common Core State Standards Resources NCSC Instructional Resources Common Core State Standards Core Content Connectors Learning Progressions Frameworks WHAT TO TEACH Instructional Families Graduated Understandings Element Cards HOW TO TEACH Curriculum Resource Guides Instructional Resource Guide

  21. Core Content Connectors (CCCs) Identify the most salient grade-level, core academic content in ELA and mathematics found in both the CCSS and the LPF; Illustrate the necessary knowledge and skills in order to reach the learning targets within the LPF and the CCSS; Focus on the core content, knowledge and skills needed at each grade to promote success at the next; and Identify priorities in each content area to guide the instruction for students in this population and for the alternate assessment.

  22. Dual Alignment View: Math

  23. Access to the Common Core State Standards for students with a significant cognitive disability Common Core State Standards (CCSS) Core Content Connectors (CCC) What • GraduatedUnderstandings • Instructional Families • Element Cards Graduated Understandings Element Cards Instructional Families

  24. Access to the Common Core State Standards for students with a significant cognitive disability Common Core State Standards (CCSS) Core Content Connectors (CCC) What • GraduatedUnderstandings • Element Cards with • Essential Understandings Element Cards Provide ways in which teachers can address grade-specific academic content, even if students with a significant cognitive disability have not had an opportunity to learn this content previously.

  25. Element Cards

  26. Curriculum Resource Guides Offer examples of how the content is taught in general education, ideas for real life use, examples of universal design for learning, and ways to promote college and career readiness.

  27. Units & Lesson Plans Offer elementary, middle, and high school models for how to engage all students in well-designed instruction for the Common Core Standards.

  28. Math Activities for Scripted Systematic Instruction (MASSI) Language Arts Scripted Systematic Instruction (LASSI) Offer model scripted lessons to systematically teach the Core Content Connectors to students with the most significant cognitive disabilities.

  29. Instructional Resource Guide Offers guidance for teachers regarding evidence-based prompting and instructional strategies

  30. Elementary Unit UDL’s MS Unit UDL’s HS Unit UDL’s Elementary MASSI’s & LASSI’s MS MASSI’s & LASSI’s HS MASSI’s & LASSI’s Instructional Resource SCHEMA Common Core State Standards (CCSS) Core Content Connectors (CCC) What • GraduatedUnderstandings • -Instructional Families • -Element Cards • with Essential Understandings Content Modules Curriculum Resource Guides How Instructional Resource Guide

  31. For More Information Lori Nixon Lori.Nixon@tn.gov http://www.ncscpartners.org/ https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page

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