The participation of students with disabilities in statewide assessments
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The Participation of Students with Disabilities in Statewide Assessments. Special Education Directors’ Quarterly Meeting February 5-6, 2004. Purpose of Presentation. Result of survey conducted at previous Quarterly Meeting

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The participation of students with disabilities in statewide assessments

The Participation of Students with Disabilities in Statewide Assessments

Special Education Directors’

Quarterly Meeting

February 5-6, 2004


Purpose of presentation
Purpose of Presentation Assessments

  • Result of survey conducted at previous Quarterly Meeting

  • To discuss new Technical Assistance Manual:Participation of Students with Disabilities in the New Mexico Statewide Assessment Program.


Student Profile Assessments

 Strengths

 Concerns

 Family’s Vision

 Student’s Vision

& Interests

 Learning Style

 Transition Needs

Setting the Goals

Annual Goals Based on Needs

(linked to state standards)Supported With

Short-Term Objectives

or

Benchmarks

Progress

Reports

Educational

Performance

 Academic

 Nonacademic

 Impact of Exceptionality

on Learning

Assessment &

Evaluation Results

 Other Reports

Environment Necessary to Achieve Annual Goals

The decision considers:

 LRE Spot

on the Continuum

 Accommodations

 Aids & Supports

(for Teachers, AT, BIPs)

All-encompassing present levels set the baseline for Annual Goals.

Placement (services + environment) determines what it takes to meet Annual Goals.

Foreseeing the Goals

Looking back on the Goals

Services Corresponding to

Annual Goals

 Instructional

 Related

 Transition

 Frequency

 Duration

 Nature

 Special Factors

Prior Written Notice of Actions Proposed—all options and proposals considered


Guiding principles
Guiding Principles Assessments

  • All students, INCLUDING STUDENTS WITH DISABILITIES, must have

    • Access to the general curriculum

    • Opportunity to demonstrate mastery of the curriculum.


Legal mandates

IDEA Assessments

Mandates participation in statewide assessments.

NCLB

Mandates inclusion of scores for students with disabilities in accountability systems, which are largely based upon the results of statewide assessments.

Legal Mandates


Applicable federal regulations
Applicable Federal Regulations Assessments

  • 34 CFR Sec. 300.138 Participation in assessments.

  • 34 CFR Sec. 300.139 Reports relating to assessments.

  • 34 CFR Sec. 300.220 Consistency with State policies.

  • 34 CFR Sec. 300.346 Consider Assessment Results

  • 34 CFR Sec. 300.347 Content of IEP.

  • 34 CFR Sec. 200.13 Adequate yearly progress in general.


Applicable state regulations
Applicable State Regulations Assessments

  • Subsection (E) 6.31.2.11 NMAC, Special Education Regulations, EDUCATIONAL SERVICES FOR CHILDREN WITH DISABILITIES

  • Subsection (K) 6.30.2.10 NMAC, Standards for Excellence


How students with disabilities participate in statewide assessments
How Students with Disabilities Participate in Statewide Assessments

  • General Assessment with NO Accommodations

  • General Assessment with Allowable Accommodations

  • Alternate Assessment


Accommodations vs modifications

Accommodations— Assessments

Do not change the construct of what is measured.

Used for equity and not advantage.

Allowable for use in state and district wide assessments

Modifications—

Do change the construct of what is measured.

Render results as invalid measure.

Not allowed for use in state and district wide assessment participation

Accommodations vs. Modifications


Osers letter of clarification to gloeckler april 2003
OSERS’ Letter of Clarification to Gloeckler (April 2003) Assessments

  • Points to emphasize

    • States may identify modifications that invalidate an assessment.

    • States may instruct IEP teams to select only accommodations that produce valid results.

    • A student with a disability is not considered as participating in an assessment, under IDEA, if provided w/ modifications that invalidate the results (OSERS interpretation of 300.347 (a) (5) (i).


Osers letter of clarification to gloeckler april 20031
OSERS’ Letter of Clarification to Gloeckler (April 2003) Assessments

  • Points to emphasize (cont.)

    • States must provide guidance on accommodations and modifications that clearly informs IEP teams of

      • how scores will be reported

      • any possible consequences for students or schools based on the team’s decisions.


Effects of using modifications
Effects of Using Modifications Assessments

  • Test administrator must follow steps outlined in test administrator’s manual for noting that the test, or portion of the test, is invalidated.

  • Invalidated tests will not be scored or reported.

  • Unscored & unreported tests do not count toward a school or district’s participation rate under IDEA or NCLB.

  • Invalidated tests impact a school’s ability to make adequate yearly progress.


Types of allowable accommodations
Types of Allowable Accommodations Assessments

  • Presentation

  • Response

  • Timing


Considerations for iep teams
Considerations for IEP Teams Assessments

  • Design educational programs that teach what will be tested.

  • Not all students need accommodations.

  • Understand the student’s disability.

  • Student needs are apparent long before the test window.

  • Do not provide any modifications that affect test validity.


Considerations for iep teams1
Considerations for IEP Teams Assessments

  • Those that know the student best and those that know the test best must be involved in the decision making process.

  • Every member of the IEP team must understand.


Documentation
Documentation Assessments

  • The IEP team must document how the student participates in statewide assessments—

    • General Assessment w/ no accommodations

    • General Assessment w/ allowable accommodations

      • IEP team must list the specific accommodations that the student will receive.

    • Alternate Assessment

      • IEP team must document that it has reviewed participation criteria and that the student meets all criteria for the New Mexico Alternate Assessment. The IEP must include why the state assessment is not appropriate and how the child will be assessed.


Students with disabilities and high stakes assessments
Students with Disabilities and High Stakes Assessments Assessments

  • Results often have consequences for

    • States

    • Districts

    • Schools

    • Staff (Administrators & Teachers)

    • Students

      • Graduation & Receipt of Diploma are often tied to the results of high stakes assessments

      • The NMHSCE is a high stakes assessment


Students with disabilities and the nmhsce
Students with Disabilities and the NMHSCE Assessments

  • Requirements are dependent upon the student’s program of study—pathway.

    • Standard Pathway-student must pass all sections of the NMHSCE w/ or w/o accommodations and meet all other graduation requirements

    • Career Readiness Pathway-student must take NMHSCE and achieve a level of competency that is pre-determined by the IEP team and meet all other pathway requirements

    • Ability Pathway-a student must take either the NMHSCE or the New Mexico Alternate Assessment, achieve a level of competency that is pre-determined by the IEP team and meet all other pathway requirements.


Out of level testing
Out-of-Level Testing Assessments

  • NM Consolidated State Application Accountability Workbook dated January 31, 2003, (p. 13):

    • “It should be noted that NMSDE does not permit out-of-level testing under any circumstances.”


Out of level testing cont
Out-of-Level Testing (Cont) Assessments

  • NCLB Implementing Regulations dated December 9, 2003:

    • “…out-of-level assessments that are administered to students that are administered to students with the most significant cognitive disabilities and that meet the requirements of Sec. 200.1 (d) may be considered to be alternate assessments aligned with alternate achievement standards for the purposes of calculating AYP.”


Nm statewide assessments

Norm-Referenced Tests Assessments

CTB TerraNova

Criterion Referenced Tests

NM Standards Based Assessment

NM Writing Assessment

NMHSCE

NMHSSA

NM Alternate Assessment

NM Alternate Assessment for Writing

NM Statewide Assessments


Nm content standards with benchmarks and the nm expanded performance standards
NM Content Standards with Benchmarks and the NM Expanded Performance Standards

  • Content Standards w/ Benchmarks established in nine areas

  • Statewide assessments focus on the four core areas:

    • Reading/Language Arts

    • Math

    • Science

    • Social Studies


Nm content standards with benchmarks and the nm expanded performance standards1
NM Content Standards with Benchmarks and the NM Expanded Performance Standards

  • Expanded Performance Standards

    • Also focus on the four core academic areas of reading/language arts, math, science, social studies.

    • Are the alternate achievement standards to which students taking an alternate assessment would be held.


Test descriptions
Test Descriptions Performance Standards

  • Basic information on each test in the NM Statewide Assessment Program

    • Purpose

    • Subtests

    • Task Demands

    • Method of Response

    • Grade Levels

    • Schedule

    • Participation

    • Other Issues


Tables
Tables Performance Standards

  • One table for each assessment

  • Broken down by subtests

  • Lists various adaptations

  • Adaptations are identified as either ACCOMMODATIONS OR MODIFICATIONS.

  • N/A = adaptation does not apply for particular assessment (i.e., Use of arithmetic tables during reading/language arts subtest).


Suggestions for iep teams
Suggestions for IEP Teams Performance Standards

  • First, consider the grade in which the student is enrolled

  • Second, determine which assessments are required at that particular grade level (see page 24 of the TA manual)


Suggestions for iep teams cont
Suggestions for IEP Teams (cont.) Performance Standards

  • Third, discuss, as an IEP team, how the student will participate in those assessments–

    • General assessment w/ no accommodations

    • General assessment w/ allowable accommodations

    • Alternate assessment

  • Fourth, complete necessary paperwork

    • IEP Forms

    • Alternate Assessment Addendum if necessary


Suggestions for iep teams cont1
Suggestions for IEP Teams (cont.) Performance Standards

  • Be specific as to how the student will participate in the statewide assessment.

  • If the student will receive accommodations, list each specific accommodation

  • Address the manner in which the student will participate in statewide assessments in the prior written notice that follows the development of the IEP.


Suggestions for spring 04 testing
Suggestions for Spring ’04 Testing Performance Standards

  • Review IEPs for students

  • If specific accommodations are listed, determine where those specific accommodations fall into the new guidance

    • Allowable accommodations? Mark “SE w/ Accommodations” bubble on test protocol

    • Modification? IEP team must decide…


Suggestions for spring 04 testing1
Suggestions for Spring ’04 Testing Performance Standards

  • Modification? IEP team must..

    • Hold IEP meeting to consider the use of allowable accommodations under the new guidance, (Attach IEP addendum indicating changes.)

      OR

    • Administer the assessment with listed modifications, but follow procedures for invalidating the assessment (slide 11), keeping in mind the impact on reporting & accountability.


Questions
Questions? Performance Standards

Contact the Special Education Office (SEO) and ask to speak to an available consultant

(505) 827-6541

[email protected]

[email protected]


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