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Presented By: Joseph Fisher, Assistant Commissioner, Division of Special Education Branson Townsend, Executive Director, Division of Accountability, Teaching.

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Presentation on theme: "Presented By: Joseph Fisher, Assistant Commissioner, Division of Special Education Branson Townsend, Executive Director, Division of Accountability, Teaching."— Presentation transcript:

1 Presented By: Joseph Fisher, Assistant Commissioner, Division of Special Education Branson Townsend, Executive Director, Division of Accountability, Teaching and Learning July

2 Changes begin with the graduating class of 2013, and include the following: curriculum aligned with ACHIEVEs standards new EOC assessments transition from Gateway to EOC as percentage of grade graduation requirements increased to 22 (including a fourth credit in math, ½ credit in personal finance, and ½ credit in PE) either chemistry or physics as one of three science courses one diploma for all students 3-credit elective focus 2

3 Same Expectations, Same Opportunities Students with disabilities will participate in the same coursework as their peers and must complete the required 22 credits to earn a regular high school diploma. However, students with disabilities will have some flexibility in how they demonstrate knowledge or skills. 3

4 The High School policy adopted by the State Board of Education in January of 2008 States that Students with disabilities will be included in regular classes to the degree possible and with appropriate support and accommodations. To earn a regular high school diploma, students with disabilities must earn the prescribed 22 credit minimum. Students failing to earn a yearly grade of 70 in a course that has an end-of-course test and whose disability adversely affects performance on that test will be allowed, through an approved process, to add to their end-of-course assessment scores by demonstrating the State identified core knowledge and skills contained within that course through an alternative performance-based assessment. 4

5 The Department of Education called together curriculum committees of practitioners in the various subject areas which currently have end-of- course assessments to identify the core knowledge and skills contained within those courses that may be demonstrated by students in a performance- based assessment. These committees produced documents identifying the core knowledge and skills and a rubric for teacher assessment of those skills in a performance-based format. 5

6 Final State Board approval for the instructions and rubrics was obtained on July 31, 2009, with the school year being approved as the pilot year for the project. The Department is studying the process and will make any needed adjustments for the school year and beyond. 6

7 This supports the Boards Master Plan by providing a rigorous curriculum for all students by identifying core knowledge and skills contained in courses with end-of-course tests and allowing students with disabilities to demonstrate proficiency in the regular course curriculum in ways that may not be reflected on the State end -of -course tests. 7

8 The pilot project for the identified core knowledge and skills rubric scoring process for alternative performance-based assessments was in the areas of Math, Science, English and U.S. History for the school year. Rubrics have been developed for Algebra I & II, Geometry, Biology, Chemistry, Physics, English I, II & III, and U.S. History. 8

9 The five (5) operational End of Course Rubrics are: English I English II Biology I U. S. History Algebra I (These EOC rubrics are effective for incoming Freshmen). 9

10 Students with disabilities must participate in the State End of Course (EOC) assessment. These students must receive appropriate support and accommodations with the goal of mastering course content and passing the EOC assessment. However, a student on an active IEP whose disability interferes with performance on the EOC assessment may demonstrate mastery of core knowledge and skills for that course through the APBA. 10

11 Results of the performance based assessment will not improve Adequate Yearly Progress calculations for the school, but will count toward graduation rate. Students with disabilities who successfully participate in this process will meet the course requirement leading to a regular high school diploma. 11

12 All LEAs in the State were surveyed on the use of the APBA after both the first and second semester of the school year. As of July, 2010, the number of students using the APBA option totaled 389 with 458 rubrics used (more than one content area rubric used for some students). 12

13 Course Used the APBAPassed the Course as a Result Percent Algebra I % English I % English II % U.S. History % Biology I % Totals % 13

14 Although numbers using the method were relatively low in some subject areas, it is clear that use of the APBA rubric had a positive impact on passing the course for some students with disabilities. The overall pass rate of 45.85% when the rubric was used appears to initially validate its use as an alternative method of measuring competency in the course. Pass rate too high would = no rigor Pass rate too low would = no real usefulness 14

15 70.2% of LEAs reporting said that use of the rubric was The Determining Factor in Student Success, Very Helpful, Helpful, or Somewhat Helpful. Comments included: good alternative, very beneficial for those students who could perform on a daily basis and earn passing grades but were unable to pass tests on a consistent basis. Of the remainder reporting that the use of the rubric was Little or No Help, comments included: teachers did not encourage use of the option because of lack of training and something new, teachers felt it would be difficult to prove proficiency, regular education teachers feel that this option is unfair, so they are hesitant to use it. 15

16 74% of respondents reported that they needed more training on the use of the APBA. It is clear that LEAs were somewhat hesitant to use the APBA option, and the most cited reason given was need for additional training. 16

17 Other Comments in General: Great way to encourage differentiated instruction and assessment. happy to see the state recognizes there could be students who fail to meet the required scores on tests, but can demonstrate their proficiency through other means. 17

18 The use of the APBA option needs to increase. Although use of the new APBA option has been helpful and it does appear to be a viable alternative for students with disabilities, additional training is needed to ensure that the information reaches the classroom teachers affected. Special Education teachers and staff can and should assist. 18

19 Before the course begins, the special education teacher and the teacher of record* for any course requiring a State End of Course Assessment should familiarize themselves with the core knowledge and skills outlined on the State rubric. Discussion and planning should take place around the types of documentation needed as evidence for meeting the core knowledge and skills identified on the rubric (see Key that gives examples of Methods of Assessment) in the event that a students disability may cause him/her to fail to earn a passing grade in the course. 19

20 During the course, the rubric can be used for reference and the types of documentation being collected on a regular basis should be kept in mind. The special education teacher can and should assist in the process. 20

21 If the student fails to earn a yearly grade of 70 in a course that has an end-of course test and that students disability adversely affects his/her performance on that test, the teacher of record (with the assistance of the special education teacher*) will complete the rubric and assign a score for each essential skill area listed based on evidence from the students performance during the course. Evidence should be available for review to document that the student has satisfactorily demonstrated proficiency or above of the essential skills for the course. 21

22 The Method of Assessment should be documented by coding from the rubric Key. The teacher will then assign a score based on the degree to which the student has demonstrated proficiency or above in each specific knowledge or skill area, based on a 0-2 scale. This percent score will be used for calculating the students course grade. The rubric will be kept on file as documentation. 22

23 *The teacher of record assesses the students and assigns the grade, AND must be highly qualified in the course content. *In some instances the Special Education teacher may be the teacher of record. 23

24 24 State Board of Education tification of Core Knowledge and Skills for Performance Based Assessment of Students with Disabilities.pdf TNDOE Webpages assessment.shtml t_EOC.shtml EasyIEPEasyIEP

25 New EOC assessments aligned to new curriculum standards… New student achievement performance standards aligned with college and career readiness… (below basic, basic, proficient, and advanced) New achievement performance measure (proficiency) aligned with new college and career readiness definition and mastery of new curriculum standards… End of Course Exams Secondary Assessments

26 Entered 9 th grade in or prior to Passes class in (takes class for 1 st time…more than likely will meet GWY diploma requirement) GWY Diploma requirement cut Not MET (EOC score was NOT high enough to meet GWY diploma requirement) Intervention NOW … Old GWY intervention…take Old GWY assessment End of Course Exams Secondary Assessments

27 GATEWAY DIPLOMA REQUIREMENT Gateway Math, Language Arts, Science For students entering high school and before not enrolled and have earned course credit in Algebra I, English II, and Biology I but still need to pass the Gateway test to meet their diploma requirement… Interventions still required… May retake this assessment as many times as necessary… Moving to electronic administration of tests… Quick Score: Scale Score, Met/Not Met Diploma Requirement (Different from EOC)– Individual Student Report (Different from EOC)

28 Lori Nixon Special Education Assessment Consultant: MAAS, PA, Elementary and Secondary Services Assessment, Evaluation, & Research Division Tennessee Department of Education 1252 Foster Ave. Hardison Building Nashville, TN

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