Testing Students with Disabilities Office of Assessment Update Suzanne Swaffield Anne Mruz November

Existing Resources for Teachers The Office of Assessment resources available online: Accommodations Manual Accommodations Manual Test Administration Manuals (TAMS) Test Administration Manuals (TAMS) 2

Accommodations Manual Provides guidance for the selection, administration, and evaluation of accommodations use Provides guidance for the selection, administration, and evaluation of accommodations use 3

Five Step Process for Selecting and Using Instructional and Assessment Accommodations Step 1: Expect students with disabilities to achieve grade-level academic content standards Step 2: Learn about accommodations for instruction and assessment Step 3: Select accommodations for instruction and assessment for individual student Step 4: Administer accommodations during instruction and assessment Step 5: Evaluate and improve use of accommodations 4

Step 1: Expect Students with Disabilities to Achieve Grade Level Academic Content Standards IEP teams must ensure equal access to grade- level content standards IEP teams must ensure equal access to grade- level content standards Accommodations are provided during instruction and assessment to help promote equal access to grade level content Accommodations are provided during instruction and assessment to help promote equal access to grade level content 5

Step 2: Learn About Accommodations for Instruction and Assessment Understand what accommodations are Understand what accommodations are Know who is involved in accommodations decisions Know who is involved in accommodations decisions Understand the difference between standard and non-standard accommodations Understand the difference between standard and non-standard accommodations 6

Standard vs. Non-Standard Accommodations StandardStandard Do not reduce learning expectations Do not reduce learning expectations Meet specific needs of the student Meet specific needs of the student Allow educators to know that measures of student’s work are valid Allow educators to know that measures of student’s work are valid Non-StandardNon-Standard Change, lower, or reduce learning expectations Change, lower, or reduce learning expectations Change of the underlying construct of an assessment Change of the underlying construct of an assessment May yield invalid results May yield invalid results 7

Considerations for Selecting Accommodations Student characteristics Student characteristics Instructional tasks expected of the student to demonstrate proficiency of grade-level content Instructional tasks expected of the student to demonstrate proficiency of grade-level content Consistency with standards-based IEP for classroom instruction and assessment Consistency with standards-based IEP for classroom instruction and assessment 8

Step 3: Select Accommodations for Instruction and Assessment for Individual Students Accommodations should always be chosen based on individual student need Accommodations should always be chosen based on individual student need Document accommodations on a student’s IEP or 504 Plan Document accommodations on a student’s IEP or 504 Plan

The Decision Making Process Instructional Student characteristics Student characteristics Instructional tasks Instructional tasks Consistency between accommodations Consistency between accommodations documented for use in classroom instruction and assessment Assessment Student characteristics Student characteristics Individual test characteristics Individual test characteristics State accommodations policies and consequence of decisions State accommodations policies and consequence of decisions 10

Step 4: Administer Accommodations During Instruction and Assessment Accommodations during instruction Accommodations during instruction Accommodations during assessment Accommodations during assessment Administering assessments and accommodations Administering assessments and accommodations 11

Step 5: Evaluate and Improve Accommodations Use Collect and analyze data on use and effectiveness of accommodations Collect and analyze data on use and effectiveness of accommodations Involve students in the decision process Involve students in the decision process Adjust accommodations based on data and student feedback Adjust accommodations based on data and student feedback 12

Additional Features of the Accommodations Manual Category of accommodation fact sheets Category of accommodation fact sheets Accommodations based on student characteristics Accommodations based on student characteristics Teacher tools Teacher tools Glossary of accommodation terminology Glossary of accommodation terminology 13

Test Administration Manuals (TAMS) Available for each statewide testing program Available for each statewide testing program Appendix C of all TAMS addresses accommodations for Students with Disabilities Appendix C of all TAMS addresses accommodations for Students with Disabilities Important Reference for determining standard and non-standard accommodations for testing programs Important Reference for determining standard and non-standard accommodations for testing programs Outlines procedures which must be used to administer accommodations during testing Outlines procedures which must be used to administer accommodations during testing 14

New Resource Now Available Frequently Asked Questions (FAQs): Oral Administration 15

Oral Administration FAQ Available online as a guidance document to assist IEP teams in the consideration of Oral Administration Available online as a guidance document to assist IEP teams in the consideration of Oral Administration The guidelines are the same, the FAQ focuses on the clarification of the accommodation and the process to determine if a student is a non-reader The guidelines are the same, the FAQ focuses on the clarification of the accommodation and the process to determine if a student is a non-reader 16

Questions Addressed in the Oral Administration FAQ Which students should be considered Which students should be considered How an IEP team determines if a student is a non-reader and requires oral administration How an IEP team determines if a student is a non-reader and requires oral administration Documentation to be considered in the decision making process Documentation to be considered in the decision making process Delivery of the oral administration accommodation Delivery of the oral administration accommodation 17

Participation of Students with Disabilities in Statewide Testing 43,639 students with disabilities (SWD) were tested in grades 3-8 in 2012 (includes PASS and SC-Alt students) 43,639 students with disabilities (SWD) were tested in grades 3-8 in 2012 (includes PASS and SC-Alt students) SWD students made up 13.2% of all students tested in grades 3-8 SWD students made up 13.2% of all students tested in grades % of SWD students were tested with SC-Alt 7.1% of SWD students were tested with SC-Alt The number of students tested with SC-Alt was 0.9% of all students tested with PASS and SC- Alt (SWD and Non-SWD) The number of students tested with SC-Alt was 0.9% of all students tested with PASS and SC- Alt (SWD and Non-SWD) 18

Commonly Used Assessment Accommodations Standard All Content Areas Grades 3-8 with Exceptions Noted Setting Setting Timing Timing Scheduling Scheduling Oral/ Signed Administration (except ELA grades 3-4) Oral/ Signed Administration (except ELA grades 3-4) Use of calculator with Math (except grades 3-4) Use of calculator with Math (except grades 3-4) Response Options Response Options Supplementary Materials or Devices Supplementary Materials or Devices Non- Standard Oral or Signed Administrations of ELA in grades 3-4 Oral or Signed Administrations of ELA in grades 3-4 Use of spell/grammar check or word prediction software Use of spell/grammar check or word prediction software Use of calculator in math in grades 3-4 Use of calculator in math in grades

Use of Accommodations with PASS 2012 Content Area Percent of SWD Students Using Accommodations Grades 3-8 or 5-8 as Noted (*) Any Accommodation Oral/Signed Administration Calculator Non-Standard Accommodation ELA *1.9 Writing Math *0.16 Science Social Studies

Percent of SWD Receiving Oral Administration of ELA by Grade

Rates of Oral Administration for Grades 5-8 by Disability Group By disability group percentage, mild and moderate intellectual disability students had the highest oral administration rates (76 – 80%) By disability group percentage, mild and moderate intellectual disability students had the highest oral administration rates (76 – 80%) Used by 50% of learning disability students, and being the largest disability group, made up approximately 72% of all students receiving oral administrations Used by 50% of learning disability students, and being the largest disability group, made up approximately 72% of all students receiving oral administrations 22

Link for FAQs and Accommodations Manual Link for testing programs. TAMS can be located under “Information for DTCs, STCs, and TAs” within a testing program’s page 23

Link for page containing FAQs 24

South Carolina Alternate Assessment (SC-Alt)

SC-Alt State alternate assessment on alternate achievement standards State alternate assessment on alternate achievement standards For students with significant cognitive disabilities For students with significant cognitive disabilities For students who participate in a school curriculum that includes functional and life skills as well as academic instruction For students who participate in a school curriculum that includes functional and life skills as well as academic instruction 26

SC-Alt Curriculum is linked to the state academic standards through extensions. Curriculum is linked to the state academic standards through extensions. These extended standards are basis of instruction and assessment. These extended standards are basis of instruction and assessment. The assessment includes a series of performance tasks. The assessment includes a series of performance tasks. Student response is made in the student’s typical mode of communication. Student response is made in the student’s typical mode of communication. 27

SC-Alt Only assesses academic learning. Only assesses academic learning. IEP reports and other assessments provide information on how students are doing related to other areas of instruction. IEP reports and other assessments provide information on how students are doing related to other areas of instruction. Eligible students must take the SC-Alt in all content areas. Eligible students must take the SC-Alt in all content areas. - ELA - Math - Science - Social Studies 28

Participation Criteria Demonstrates a significant cognitive disability and adaptive skill deficits, which result in performance that is substantially below grade-level achievement expectations even with the use of accommodations and modifications; Demonstrates a significant cognitive disability and adaptive skill deficits, which result in performance that is substantially below grade-level achievement expectations even with the use of accommodations and modifications; Accesses the state-approved standards at less complex levels and with extremely modified instruction; Accesses the state-approved standards at less complex levels and with extremely modified instruction; 29

Participation Criteria (cont.) Posses current adaptive skills requiring extensive direct instruction and practice in multiple settings to accomplish the application and transfer of skills necessary for application in school, work, home, and community environments; Posses current adaptive skills requiring extensive direct instruction and practice in multiple settings to accomplish the application and transfer of skills necessary for application in school, work, home, and community environments; Is unable to apply or use academic skills across natural settings when instructed solely or primarily through class room instruction; and Is unable to apply or use academic skills across natural settings when instructed solely or primarily through class room instruction; and The inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural or economic differences. The inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural or economic differences. 30

SC-Alt Participation Students who meet the participation criteria for alternate assessment and Students who meet the participation criteria for alternate assessment and Who are between the ages of 8-13 or 15 on September 1, of the testing year. Who are between the ages of 8-13 or 15 on September 1, of the testing year. 31

New Guidance on Eligibility Criteria 32

SC-Alt Participation 2007 – 2012 Group to 2012 Change Mod-ID % Autism % Sev-ID % Mild-ID % OI % OHI % LD % DD* * Other % All Students % 33

Statewide Percent of All Students by Disability Group Taking the SC-Alt Severe Intellectual Disability – 100% Severe Intellectual Disability – 100% Moderate Intellectual Disability – 96.5% Moderate Intellectual Disability – 96.5% Autism – 36.9% Autism – 36.9% Mild Intellectual Disability – 30.8% Mild Intellectual Disability – 30.8% Traumatic Brain Injury – 26.7% Traumatic Brain Injury – 26.7% Orthopedic Disability – 23.8% Orthopedic Disability – 23.8% Developmentally Delayed – 17.5% Developmentally Delayed – 17.5% Other Health Impaired – 2.8% Other Health Impaired – 2.8% 34

ELA Scores for SC-Alt 2012 by Disability Group ELA Scores for SC-Alt 2012 by Disability Group GroupNumber Percent Level 4 Percent Proficient (3 & 4) Learning Disability Mild ID OHI Developmental Delay Orthopedic Autism Moderate ID Severe ID All Students

Math Scores for SC-Alt 2012 by Disability Group Math Scores for SC-Alt 2012 by Disability Group GroupNumber Percent Level 4 Percent Proficient (3 & 4) Learning Disability Mild ID Developmental Delay OHI Autism Orthopedic Moderate ID Severe ID All Students

Contrasts in District SC-Alt Identification Number Tested and Percent of All Grade 3-8 Students: Contrasts in District SC-Alt Identification Number Tested and Percent of All Grade 3-8 Students: DistrictSC-AltN % Tested % with Prof Scores % of Autism Group % of Mild ID Group A A A A F F F F F

Guidance for IEP Teams on Determining Participation in the South Carolina Alternate Assessment (SC-Alt) (SC-Alt) 38

Significant Cognitive Disability Characterized by ability scores on both verbal and non-verbal scales that are at least 2 ½ ─ 3 standard deviations below the mean Characterized by ability scores on both verbal and non-verbal scales that are at least 2 ½ ─ 3 standard deviations below the meanAnd Deficits in adaptive behavior skills (skills that enable people to function effectively in their everyday lives) are at least 2 ½─3 standard deviations below the mean in two out of three domains. Deficits in adaptive behavior skills (skills that enable people to function effectively in their everyday lives) are at least 2 ½─3 standard deviations below the mean in two out of three domains. 39

Manual Features 40 Introduction Introduction Description of SC-Alt Assessment Description of SC-Alt Assessment Eligibility Criteria Eligibility Criteria Eligibility Descriptors Eligibility Descriptors

Manual Features (cont.) Considerations for IEP Teams Considerations for IEP Teams Description of Sources of Evidence Description of Sources of Evidence Initial Determination of Eligibility Participation Worksheet (Appendix A) Initial Determination of Eligibility Participation Worksheet (Appendix A) Review of Eligibility Participation Worksheet (Appendix B) Review of Eligibility Participation Worksheet (Appendix B) 41

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SC-Alt Guidance Document 47

services/48/documents/SC- AltParticGuidanceForIEPteams.pdf services/48/documents/SC- AltParticGuidanceForIEPteams.pdf48

Anne Mruz South Carolina Department of Education Office of Assessment Suzanne Swaffield