Presentation on theme: "New Assessment for Students with Significant Cognitive Disabilities National Center and State Collaborative Approach to Defining and Teaching Content to."— Presentation transcript:
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
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.
NCSC State Partners
NCSC Organization Partners
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.
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
NCSC Overall Timeline January 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
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, 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
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.
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.
Professional Development Framework
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.
College, Career, and Community Ready, and AA-AAS – 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 Kearns, Kleinert, Harrison, Shepherd-Jones, Hall, & Jones (2011). What Does College and Career Ready Mean for Students with Significant Cognitive Disabilities.
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.
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.
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.
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. Common Core State Standards
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). Hess, Karin K., (December 2011). Learning Progressions Frameworks Designed for Use with the Common Core State Standards in English Language Arts & Literacy K-12. Learning Progressions
Learning Progressions Frameworks Core Content Connectors Common Core State Standards Instructional Resource Guide Content Modules Curriculum Resource Guides =Standards documents = Documents that promote teacher understanding of the content = Documents that promote instruction of the content MS Unit UDLs Ele Unit UDLs HS Unit UDLs MS MASSIs & LASSIs MS MASSIs & LASSIs Ele MASSIs & LASSIs Ele MASSIs & LASSIs HS MASSIs & LASSIs HS MASSIs & LASSIs WHAT TO TEACH HOW TO TEACH Graduated Understandings Instructional Families Element Cards SCHEMA for Common Core State Standards Resources NCSC Instructional Resources
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. Core Content Connectors (CCCs)
Dual Alignment View: Math 23
Graduated Understandings -Instructional Families - Element Cards Core Content Connectors (CCC) Common Core State Standards (CCSS) Graduated Understandings Instructional Families Element Cards
Graduated Understandings - Element Cards with Essential Understandings Core Content Connectors (CCC) Common Core State Standards (CCSS) 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.
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. Curriculum Resource Guides
Offer elementary, middle, and high school models for how to engage all students in well- designed instruction for the Common Core Standards. Units & Lesson Plans
Offer model scripted lessons to systematically teach the Core Content Connectors to students with the most significant cognitive disabilities. Math Activities for Scripted Systematic Instruction (MASSI) Language Arts Scripted Systematic Instruction (LASSI)
Offers guidance for teachers regarding evidence-based prompting and instructional strategies Instructional Resource Guide
Instructional Resource SCHEMA Core Content Connectors (CCC) Curriculum Resource Guides Instructional Resource Guide Common Core State Standards (CCSS) Content Modules Graduated Understandings -Instructional Families -Element Cards with Essential Understandings
For More Information Lori Nixon https://wiki.ncscpartners.org/mediawiki/index.php/Main_Page