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1 Assessing Students with Disabilities in the State Testing Program Pam Biggs NCDPI Division of Accountability Services Accountability Conference February14-16,

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Presentation on theme: "1 Assessing Students with Disabilities in the State Testing Program Pam Biggs NCDPI Division of Accountability Services Accountability Conference February14-16,"— Presentation transcript:

1 1 Assessing Students with Disabilities in the State Testing Program Pam Biggs NCDPI Division of Accountability Services Accountability Conference February14-16, 2007

2 2 Federal Mandates IDEA –All students with disabilities must be included in the state AND DISTRICTWIDE assessment system With accommodations, if necessary, or by an alternate assessment NCLB –All students must be assessed in Reading (grades 3-8 and in high school) Science (in elementary, middle, and high school)

3 3 Guiding Principles All students are expected to be taught grade-level content (US Dept. of Education) –Content for students with significant cognitive disabilities may be linked to grade-level content Given state policies/guidelines, IEP team determines how student will participate in testing program

4 4 Standard Test Administration Standard Test Administration with Accommodations NCCLAS Grade-level Content Grade-level Achievement Standards NCEXTEND2 Grade-level Content Modified Achievement Standards NCEXTEND1 Grade-level Content through Extended Content Standards Alternate Achievement Standards

5 5 ntoptions.pdf

6 6 assessmentoptions.pdf

7 7 Student Participation in Testing Program - All Students 1 1 Data Source: Green Book Note: In , the alternate assessments were the NCAAP and NCAAAI.

8 8 Student Participation in Testing Program - Students with Disabilities 1 1 Data Source: Green Book Note: In , the alternate assessments were the NCAAP and NCAAAI.

9 9 Standard Test Administration With or Without Accommodations Information on standard test administration times, number of items, sample answer sheets, etc. accountability/testing/

10 10 Standard Test Administration With or Without Accommodations Most students with disabilities can access the standard test administration with or without accommodations Accommodations serve to level the playing field, not provide advantage Testing accommodations must be used in instruction and classroom assessments Instruction comes first!

11 11 Percentage of Students with Disabilities Participating in the EOG in Grades With or without accommodations Data Source: Green Book Note: In , the alternate assessments were the NCAAP and NCAAAI.

12 12 Number of Students Participating in the EOG by Disability in Grades With or without accommodations Data Source: Green Book Note: In , the alternate assessments were the NCAAP and NCAAAI.

13 13 Accommodations Modified Test Formats Braille Edition Large Print Edition One Test Item Per Page Edition NOTE: Orders for modified test formats must be received at least 30 working days prior to testing. Please order only what is needed!

14 14 Accommodations Special Test Environments Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room (Small group or one-on-one)

15 15 Accommodations Assistive Technology Devices and Special Arrangements AT Devices Dictation to a Scribe Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud

16 16 Accommodations Information on specific accommodations available in Testing Students with Disabilities (published July 2005) alternate/disabilities/testingstudents.pdf

17 17 Access is Key What accommodation(s) does a student need to access instruction and the test? Accommodation Notification Form –Must be submitted within 30 days of IEP team decision or at least 3 weeks prior to testing Available on TNN where Test Administrators Manuals are posted

18 18 Now capturing which subject student used accommodation for Please bubble carefully! EOG Answer Sheet Change R M

19 19 Alternate Assessments NCCLAS NCEXTEND2 NCEXTEND1

20 20 US Department of Education (USED) allows 3 different alternate assessments: –Grade level content –Grade level achievement standards NCs assessment: North Carolina Checklist of Academic Standards (NCCLAS) 1 Allowable Alternate Assessments

21 21 –Grade level content –Modified achievement standards –Proposed regulations found in Federal Register, December 15, 2005 available at:Federal Register, December 15, /121505a.pdf –Expecting final regulations this spring NCs assessment: NCEXTEND2 Allowable Alternate Assessments (contd) 2

22 22 Allowable Alternate Assessments (contd) –Content is linked to grade level content –Alternate achievement standards –Final regulations found in Federal Register, December 9, 2003 available at:Federal Register, December 9, /120903a.pdf NCs assessment: NCEXTEND1 3

23 23 NCCLAS North Carolina Checklist of Academic Standards Grade-level content (NCSCS) Grade-level achievement standards

24 24 NCCLAS - Eligibility Criteria Student cannot participate in standard administration with or without accommodations Unable to access paper and pencil test Some examples include: –Newly blinded –Recent traumatic brain injury –Physical disabilities that prohibit the student from being able to manipulate materials required for test

25 25 NCCLAS - Corresponding Tests Grades 3-8 EOG –Reading (grades 3-8, operational and sample field test) –Mathematics (grades 3-8) –Science (grades 5 and 8, pilot) Writing (grades 4 and 7)

26 26 NCCLAS - Corresponding Tests Grades 9-12 EOC –Algebra I –Algebra II –Geometry –English I –Civics & Economics –U.S. History –Biology (Operational & Sample Field Test 06-07) –Chemistry (Statewide Field Test 06-07) –Physical Science (Statewide Field Test 06-07) –Physics (Statewide Field Test 06-07) Writing at grade 10 HSCT of Mathematics (grade 10)

27 27 NCCLAS Timelines Halfway through year/course (January) –Beginning Student Profile (Assessor 1) Throughout year/course –Maintain student work folder (A1) End of year/course (Last 30 calendar days for yearlong courses or 15 calendar days of semester-long courses) –Final Student Profile (A1) –Objective Level Scoring (A1) –Final Goal Level Scoring (A1 & A2) –Online submission of scores (A1 & A2)

28 28 NCEXTEND2 EOG Grade-level content (NCSCS) Modified multiple-choice –Fewer answer choices –Fewer test items –Different layout –Simplified language Modified grade-level achievement standards May receive accommodations

29 29 NCEXTEND2 EOG 2% cap at LEA and state levels on scores that can be reported as proficient Still awaiting final regulations from USED Test will still need to be approved by NCLB peer review

30 30 NCEXTEND2 EOG Eligibility Criteria The student: Has an IEP Is not identified as having a significant cognitive disability Is not receiving instruction in the NCSCS through the Extended Content Standards Is receiving high-quality instruction, but is not likely to achieve grade-level proficiency within school year

31 31 NCEXTEND2 EOG Eligibility Criteria (contd) Disability has precluded the student from achieving grade-level proficiency as demonstrated by objective evidence Nature of students disability may require assessments that are different in design Testing Window Last 4 weeks of school year

32 32 NCEXTEND2 EOG - Corresponding Tests EOG –Reading and Mathematics Grades 3-8 Operational –Science Grades 5 and 8 Pilot Writing –Grades 4 and 7 –Operational and statewide field test

33 33 NCEXTEND1 Aligned to grade-level content (NCSCS) through Extended Content standards Performance based assessment Alternate achievement standards

34 34 NCEXTEND1 1% cap at LEA and state levels on scores that can be reported as proficient Assessment will still need to be approved by NCLB peer review

35 35 NCEXTEND1 Eligibility Criteria The student: Has an IEP with annual goals that focus on functional application of academics Has a significant cognitive disability Requires extensive and explicit instruction to acquire, maintain, and generalize new reading, mathematics, and writing skills for independent living

36 36 NCEXTEND1 Eligibility Criteria (contd) Exhibits severe and pervasive delays in multiple areas of development and in adaptive behavior (e.g. mobility, communication, daily living skills, and self- care) Is receiving instruction in the grade level SCS Extended Content Standards for the subject(s) in which the students are being assessed

37 37 NCEXTEND1 Timelines Fall 2006 –Decision Tree Process (Assessor 1) Final 6 weeks of school year –Assess students on tasks (A1 & A2) –Documentation Verification sheets (A1 & A2) –Online submission of results (A1 & A2)

38 38 NCEXTEND1 - Assessed Content Areas Reading and Mathematics –Grades 3-8 and 10 Science –Grades 5, 8, and 10 Writing –Grades 4, 7, and 10 NOTE: Eligible students must be assessed using NCEXTEND1 in all content areas being assessed at grade level GradeRMSW 3XX 4XXX 5XXX 6XX 7XXX 8XXX 10XXXX

39 39 NCEXTEND2 OCS Occupational English I Occupational Math I Life Skills Science I and II (enrolled in second of the courses, regardless of the order taken)

40 40 NCEXTEND2 OCS Eligibility Criteria Students enrolled in courses that are assessed must take the test For Life Skills Science I and II, must be in 2 nd of the 2 courses, regardless of the order taken

41 41 Grade 10 OCS Students Who will not have taken Occupational Mathematics I by end of 10 th grade –Will have to take high school comprehensive test (HSCT) of mathematics this year Who participated in NCEXTEND2 OCS field tests in will not have to be reassessed in that content area –Will count towards participation only for AYP

42 42 Individual Student Documentation NCTP Tables –1: Graduation Tests –2: Grades 3-8 –3: Grades 9-12 –4: IPT Optional, but encouraged In addition to DEC 4 (IEP) LEA may require accountability/policies/tswd/

43 43 Summary Forms for Schools by Test Form A: Accommodations for State Tests at Grades 3-8 Form B: Accommodations for State Tests at Grades 9-12 Form C: Alternate Assessments

44 44 ? Questions?


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