Assessing very low achieving children with disabilities using large scale assessments
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Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments. Sue Rigney, U.S. Department of Education OSEP 2006 Project Directors’ Conference. State Testing Options. Grade level test Grade level test with accommodations

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Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments

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Assessing very low achieving children with disabilities using large scale assessments

Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments

Sue Rigney, U.S. Department of Education

OSEP 2006 Project Directors’ Conference


State testing options

State Testing Options

  • Grade level test

  • Grade level test with accommodations

  • Grade level test – alternate format, same academic achievement standards

  • Test based on modified achievement standards (2% cap)

  • Test based on alternate achievement standards (1% cap)


Modified achievement standards

Modified Achievement Standards

Are permitted, not required

Sue Rigney, USED


The process

The Process

  • NPRM published in Federal Register 12/15/05

  • Comment period – ends 2/28/06

  • Comments summarized

    • Advocates, States, Assessment specialists

  • Final regulation language drafted

  • Final regulation published in Federal Register

  • Regulation effective date

Sue Rigney, USED


Modified achievement standards1

Modified Achievement Standards

“Would allow a state to use a documented and validated standards-setting process to define modified achievement standards for some students with disabilities”

  • Provide access to grade level curriculum

  • Aligned with grade-level content standards

Sue Rigney, USED


The challenges of implementation

The Challenges of Implementation

  • Which students are eligible?

  • What does the test look like? (Content? Format? Administration?)

  • How to set achievement standards? (Adjust cut point? Same distribution of scores? On-track to grade-level? Critical skills mastered?)

  • How were modified achievement standards handled in Peer Review of Assessment Systems?


Practical matters

Practical Matters

  • There may be significant overlap between grade-level proficiency and modified achievement standards tho’ assessments may differ in design or format

  • IEP decision made separately for each content area tested

  • Parents informed

Sue Rigney, USED


Iep role

IEP Role

  • State defines guidelines for eligible students

  • IEP team applies guidelines to determine eligibility for individual student

    • Child’s disability has precluded achieving grade level proficiency – objective evidence

    • Previous response to high-quality instruction – unlikely to reach grade-level standards within school year covered by IEP

    • Student receiving instruction in grade-level curriculum

    • Decision reviewed annually

Sue Rigney, USED


Safeguards

Safeguards

  • Child not identified for special education due to lack of instruction

  • Determine eligibility - student performance over time documented with multiple measures

  • Decision not permanent – reviewed annually

Sue Rigney, USED


The 1 and 2 caps

The 1% and 2% Caps

Sue Rigney, USED


Odds n ends

Odds ‘n’ Ends

  • n size – same for all subgroups

  • Include scores of exited SWD for two years

  • Eliminates first test/best test rule

  • Consistent reporting requirements for IDEA and NCLB

Sue Rigney, USED


Interim 2 proxy

Interim 2% Proxy

  • Rules for 2005-06 described in Dec 14 letter http://www.ed.gov/policy/speced/guid/secletter/051214a.html

  • Rules the same as for 2004-05

  • States required to reapply


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