Meeting Adequate Yearly Progress for Children with Disabilities. Jane Minnema National Center on Educational Outcomes http://education.umn.edu/nceo Michael Burdge University of Kentucky. No Child Left Behind.
National Center on Educational Outcomes
University of Kentucky
No Child Left Behind
. . . a reauthorization of ESEA continuing in the context of the standards-based reform movement . . .with an emphasis on system accountability
NCLB does NOT require student accountability
exams to get diploma)
NCLB does require SYSTEM level accountability to ensure all students learn to high levels.
State standards for what a child should know in math and reading now, and in science by 2005-06.
Test every student's progress toward the standards. Beginning in the 2005-06, test in grades 3 through 8 and once in high school in math and reading. Beginning in 2007-08, science achievement must also be tested.
Consequences for Schools that Fail to Make AYP for:
2 consecutive years: parents notified and give option to transfer their children; priority needs to be given to the lowest achieving low-income students in the school; schools must identify specific areas that need improvement
Another consecutive year: Tutoring and other supplemental services must be made available to low-income students at the school
Consequences - continued:
4 years of not AYP – Corrective action (e.g., replace school staff, new curriculum, decrease management authority, appoint outside expert, extend school year or school day, etc.)
5 years of not AYP – Plan for restructuring (e.g., reopen as charter school, replace all or most of the staff, enter into a contract with private company, etc.)
6 years of not AYP – Restructuring (implement plan developed in previous year)
Participation is a part of accountability
95% participation required to meet AYP, in each subgroup and overall***
***Average participation rate is now acceptable, based on two or three year average using data from previous one or two years.
Students who participate in an alternate assessment based on alternate achievement standards can be counted as proficient for accountability purposes, but only up to 1% of the total student population may count as proficient in this way.
Alternate assessments also may be based on grade level achievement standards. See December 9 Regulations for all details.
Ways to Participate in Assessments
Accommodations are changes in instructional and assessment materials or procedures that allow the student’s knowledge and skills to be developed and assessed.
Accommodations provide students with disabilities access to instruction and assessments, so that ALL can have access, participate, and make progress . . .
Large print edition
Mark test booklet
Types of Accommodations
Specific time of day
Subtests in different order
Across multiple days
Good Accommodations Decisions
What helps student learn or perform better?
What has student or parents told you?
What gets in the way of the student showing skills?
What has the student been taught to use?
Summary of Research on the Effects of Test Accommodations
Across at least 4 studies …
Accommodations that showed a positive effect on student test scores:
Stay on top of the literature at:
[NCEO’s online accommodations bibliography with search features]
Is the choice of accommodations appropriate?
Recommendations for IEP Teams
Recommendations for IEP Teams
Universally Designed Assessmentsare designed from the beginning to be accessible and valid for the widest range of students
Think about universal design in architecture and tool design
Elements of Universally Designed (UD) Assessments
Elements of UD - continued
The main idea …
… is to provide optimal standard assessment conditions
Just one of many reasons that we need to be talking about universally designed assessments!
Finish these well-known phrases for me:
Here’s what the kids say!
It takes consistent effort and guidelines to make sure that test items and tests really are accessible to all students.
of why we need to be thinking about universally designed assessments
For example, a simple item might ask for a demonstration that the student understands the meaning of a fraction, such as ¾.
OFFICIAL BALLOT, PALM BEACH COUNTY, FLORIDA
Design is Important in a Lot of Things – Including Assessments!
Teacher Concerns, Solutions, and Successes
Presented as part of OSEP strand
CEC Conference, New Orleans, LA
Inclusive Large Scale Standards and Assessment
Interdisciplinary Human Development Institute
University of KY
All teacher stories and successes are from Moore, L. and Olsen, K. (in press). Alternate Assessments: Why Bother?. Lexington, KY: Alliance for Systems Change/Mid-South Regional Resource Center, Interdisciplinary Human Development Institute , University of Kentucky
(taken from 2003 State Special Education Outcomes: Marching On, Sandra Thompson & Martha Thurlow. NCEO: December, 2003)