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Assessments and the Impact on Special Education Rebecca H. Cort

Assessments and the Impact on Special Education Rebecca H. Cort

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Assessments and the Impact on Special Education Rebecca H. Cort

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  1. Assessments and the Impact on Special EducationRebecca H. Cort

  2. Access Separate Placement Attendance Accommodate/ Modify Accountability Inclusive Service High Expectations Universal Design Public Policy – Then and Now

  3. Accountability for Results • NCLB and IDEA • improving educational results and functional outcomes for all children with disabilities…

  4. Students with DisabilitiesParticipation in State Assessments General assessment • based on grade the student is in, or • not assigned grade level (ungraded): based on chronological age (which is consistent with birth dates of non- disabled peers)

  5. Students with DisabilitiesParticipation in State Assessments New York State Alternate Assessment (NYSAA) • not assigned grade level (ungraded): based on chronological age chart on field memo

  6. NYSAA • Linked to grade level content standards • Changes in NYSAA administration format and timetable beginning this year • http://www.vesid.nysed.gov/specialed/alterassessment/changesadmin.htm

  7. Accountability for Students with Disabilities • Modified Standards (2%) • For 2006-06, Grade 3-8 ELA and Math: • 34 index points added to SWD group if SWD subgroup met participation rate and SWD subgroup was only one to fail to make AYP. • If Performance Index with inclusion of 34 points meets or exceeds AMO, the school or district has made AYP on that criterion

  8. State Performance Plan • 6-year plan • 3 priority areas • 20 indicators • Measurable and rigorous targets • Improvement strategies

  9. Graduation Drop Out State Assessments Suspension LRE Parental involvement Timely evaluations and services Disproportionality Preschool results Post-school results Measuring what matters…The State Performance Plan

  10. SPP Targets • The State must use the targets established in the SPP and priority areas to analyze the performance of each LEA in the State.

  11. What does current performance look like?

  12. Participation Rate of Students with Disabilities in State Assessments (Indicator #3) Not available Not available Public Schools, Including Charter Schools

  13. Performance on State Assessments (Indicator #3) Compared to the previous year, in 2005, lower percentages of students with disabilities scored at Level 1 and higher percentages scored at Levels 3 and 4. Elementary Mathematics Examination Students with Disabilities Tested 2005: 27,791 2004: 27,788 2003: 27,216 2002: 27,660 Public Schools-Including Charter Schools

  14. Performance on State Assessments (Indicator #3) Performance improved at Levels 1 and 2 and more students with disabilities are participating in the examination. Proficient performance remained low. Middle-Level Mathematics Examination Students with Disabilities Tested 2005: 31,202 2004: 30,566 2003: 29,921 2002: 28,156 PublicSchools-Including Charter Schools

  15. Performance on State Assessments (Indicator #3) Performance of Students with Disabilities in Alternate Assessments in 2004-05 School Year Number Tested and % of Total In Grade 1,803 (0.9%) 1,753 (0.8%) 1,822 (0.8%) 1,793 (0.8%) 1,540 (0.9%) 1,505 (0.9%)

  16. Regents English Examination Students with Disabilities Performance on State Assessments (Indicator #3) Since 1997, there has been more than 300% increase in the number of students with disabilities tested. Of the students tested in 2005, 64% achieved a score between 55-100. Public Schools-Including Charter Schools

  17. Graduation Rate (Indicator #1) Regents DiplomasSince higher standards were adopted in 1996, the number of students with disabilities earning Regents diplomas has increased by more than 700%. Students with Disabilities Note: Students that graduated with Regents diplomas in 2004-05 were required to pass five Regents examinations compared to eight required in previous years. Public Schools-Including Charter Schools Final March 2006Source: OLAP

  18. Percentage SWD in 2001 Cohort6/05 after 4 years

  19. Expectations of IDEA 2004 for Special Education Creating the conditions for learning by implementing best practices based on research

  20. Scientifically-Based Research Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs

  21. Research-based Instructional Practices • Personnel: skills and knowledge include how to use scientifically based instructional practices • Whole-school approaches: • Scientifically-based reading instruction • Positive behavioral interventions and supports • Early intervening services

  22. Behavioral Interventions • Positive Behavioral Interventions and Supports (PBIS) • Functional behavioral assessments • Behavioral intervention plans • Expand Health and Mental Health Collaborations with Schools

  23. Timely and Appropriate Evaluations • Children do not wait to fail before receiving interventions • Determinations of eligibility do not result from lack of appropriate general education instruction in reading and math • All referred receive timely and appropriate evaluations

  24. Eligibility for Special Education • Student shall not be determined eligible for special education if the determinant factor is • lack of appropriateinstruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies; • lack of appropriate instruction in math; or • limited English proficiency

  25. Learning Disabilities Process that determines if the student responds to scientific, research-based intervention as part of the evaluation procedures.

  26. Components of Response-to-Intervention • Research-based instruction • Reading • Early grades • Increasing levels of intervention • Ongoing assessments of how student responds

  27. Federal Regulations:Determining Learning Disabilities • Child does not achieve adequately for the child’s age or to meet State-approved grade-level standards • Child does not make sufficient progress to meet age or State-approved grade-level standards, or • Child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards or intellectual development

  28. Data to Review in LD Determination To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math: • Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel and • Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents

  29. Accountability – Persistent Focus on Improving Results • State Annual Performance Report – Feb. 1 • Annual public reporting of school district results - Spring • Annual review and designation of levels of interventions • Sustained and focused technical assistance and professional development

  30. Levels of Intervention • In need of assistance • In need of intervention • In need of substantial intervention

  31. District in Need of Assistance • School district requires technical assistance in order to improve performance • Criteria: • Graduation rate is more than 18.5% and less than 35%; and/or • Drop out rate is 20% to less than 33%; and/or • Math and ELA State assessment results: score on performance index in two or three areas is below the State average and district did not make AYP in these areas. • 58 school districts are “in need of assistance”

  32. District in Need of Intervention • Requires direct State involvement and oversight to improve performance • Criteria: • Graduation rate is 18.5% or less; and/or • Drop out rate is 33% or higher; and/or • Math and ELA State assessment results: Score on performance index in four areas is below State average and district did not make AYP in these areas. • 17 school districts are “in need of intervention”

  33. District In Need of SubstantialIntervention • Criteria: • History of chronic noncompliance or substantial failure to achieve progress and/or • Systemic agency-wide problem of noncompliance and poor performance of students with disabilities • No school districts identified this year as in need of substantial intervention.

  34. State assistance and intervention options for identified districts • State review of district instructional practices • Compliance or corrective action plans • Professional development/consultation on instructional practices for students with disabilities • literacy instruction • behavioral supports and services • effective delivery of special education services • Redirection of district’s use of federal dollars

  35. Resources for Information • NYSED VESID Special Education www.vesid.nysed.gov/specialed/home.html • State Performance Plan www.vesid.nysed.gov/specialed/spp/home.html • IDEA 2004 http://idea.ed.gov