1. Assessing Students with Disabilities New Generation Assessments Aligned to the Common Core State Standards 1

2. South Carolina Department of Education Office of Assessment Anne Mruz Suzanne Swaffield 2

3. Smarter Balanced Assessment Consortium (SBAC) Next Generation Assessments

4. Formative assessment Formative assessment Optional interim assessments Optional interim assessments Summative assessments Summative assessments - Computer-Adaptive - Performance task(s) 4 Assessment System Components

5. Tools and processes Tools and processes Resources for teachers on how to collect and use information about student success in acquisition of the CCSS Resources for teachers on how to collect and use information about student success in acquisition of the CCSS Used by teachers throughout the year Used by teachers throughout the year 5

6. Include Computer Adapted Tests (CAT) and Performance Tasks (PT) Include Computer Adapted Tests (CAT) and Performance Tasks (PT) Results on the same scale as the summative Results on the same scale as the summative Publicly released items and tasks (not secure!) Publicly released items and tasks (not secure!) Use learning progressions across grades Use learning progressions across grades Involve a large teacher role in developing and scoring Involve a large teacher role in developing and scoring Locally selected item sets Locally selected item sets Locally determined intervals Locally determined intervals 6

7. Computer Adaptive Tests (CAT) Computer Adaptive Tests (CAT) - Selected Response (SR) - Constructed Response (CR) - Technology Enhanced (TE) Performance Tasks (PT) Performance Tasks (PT) - May include Extended Constructed Response (ER) 7 Summative

8. Types of Items Selected Response Selected Response Short Constructed Response Short Constructed Response Extended Constructed Response Extended Constructed Response Performance Task Performance Task Technology Enhanced Technology Enhanced 8

9. 1. Select a single option from among a set of options (traditional multiple ‐ choice) 2. Select multiple options from among a set of options 3. Create a line 4. Move one or more objects to given set of locations (drag-and-drop) 9 Selected Response

10. From “Item Specifications” From “Item Specifications” – with rubric 10 Selected Response(cont.) Selected Response (cont.)

11. Computer delivered items Computer delivered items Specialized interactions for response Specialized interactions for response interactions/responses that are not selected response interactions/responses that are not selected response interactions/responses that are not text entry interactions/responses that are not text entry may include digital media as the stimulus (sound, video, or interactive widget) may include digital media as the stimulus (sound, video, or interactive widget) 11 Technology Enhanced Items (TEI):

12. Item Specifications Sample Grade 4 Technology- enhanced item with rubric Item Specifications Sample Grade 4 Technology- enhanced item with rubric 12

13. Sample Technology-enhanced with rubric 13

14. Sample Technology-enhanced with rubric 14

15. multiple standards, claims and targets multiple standards, claims and targets student-initiated planning student-initiated planning oral presentations, exhibitions, product development, or more extended written responses oral presentations, exhibitions, product development, or more extended written responses real-world tasks real-world tasks multiple approaches multiple approaches relevant content relevant content 21st century skills 21st century skills scoring that focuses on the essence of the task scoring that focuses on the essence of the task 15 Performance Tasks

16. Accessibility and Accommodations

17. Existing Resources For Teachers The Office of Assessment resources available online: – Accommodations Manual – Oral Administration FAQ 17

18. Accommodations Manual Provides guidance for the selection, administration, and evaluation of accommodations use Provides guidance for the selection, administration, and evaluation of accommodations use 18

19. Five Step Process for Selecting and Using Instructional and Assessment Accommodations 19

20. 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 20

21. 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 21

22. Standard vs. Non-Standard Accommodations Standard Accommodations 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-Standard Accommodations 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 22

23. 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 23

24. 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 24

25. The Decision Making Process Instructional Student characteristics Student characteristics Instructional tasks Instructional tasks Consistency between accommodations documented for use in classroom instruction and assessment 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 25

26. 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 26

27. 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 27

28. 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 28

29. 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 29

30. Alternate Assessment on Alternate Achievement Standards Aligned to the Common Core State Standards in ELA and Math 30

31. National Center and State Collaborative (NCSC) Alternate Assessment Consortium 31

32. 32 NCSC State Partners

33. Partner Organizations 33

34. To develop a comprehensive system of technically defensible summative assessments supported by – Evidence-based curriculum and instruction – Comprehensive professional development To ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options (college and career ready) NCSC Project Goals 34

35. Summative Assessments Coordinate with the general assessment used by each member state (in SC this is Smarter Balanced Assessment Consortium (SBAC)); Coordinate with the general assessment used by each member state (in SC this is Smarter Balanced Assessment Consortium (SBAC)); Utilize alternate academic achievement standards strongly linked with the CCSS; Utilize alternate academic achievement standards strongly linked with the CCSS; Yield scores that can be used for accountability purpose(s); and Yield scores that can be used for accountability purpose(s); and Utilize a technology-based management system for assessment administration, documentation, and reporting. Utilize a technology-based management system for assessment administration, documentation, and reporting. 35

36. Evidence centered design for item development Evidence centered design for item development Performance or selected response items similar to SC-Alt Performance or selected response items similar to SC-Alt Computer-based and computer-adaptive Computer-based and computer-adaptive Operational Field Test of ELA and mathematics scheduled for Spring 2015 Operational Field Test of ELA and mathematics scheduled for Spring 2015 As a state partner we will have input on design, and South Carolina teachers will have the opportunity to review items and tasks throughout the development process. Summative Assessments (cont.) 36

37. Aligned to the Common Core State Standards (CCSS) through Core Content Connectors (CCCs) and Learning Progression Frameworks (LPFs) Curricular materials and instructional modules will be provided to SC teachers as they are developed to review and provide feedback. Curriculum and Instruction 37

38. Instructional Resources Provide guidance on how to “unpack” the instructional and assessment content Provide strategies and resources for teaching challenging academic content Align challenging but attainable content that is observable and measureable to instruction and assessment

39. Community of Practice South Carolina teachers who have committed to being involved in the rollout of the Common Core State Standards in the state by South Carolina teachers who have committed to being involved in the rollout of the Common Core State Standards in the state by -assisting with the review of curriculum and instructional materials and assessment tasks, and - participating in webinars and face-to-face training sessions Professional Development 39

40. Professional Development (cont.) Communication training designed to equip all students with a communication system before entering school Communication training designed to equip all students with a communication system before entering school - A seminar was conducted during the summer of 2012 to build teams in partner states to implement communication training. - A plan is being developed by the Office of Exceptional Children for implementation of communication training in South Carolina. 40

41. Communicative Competence Is the path to academic content which by definition is symbolic; Is the path to academic content which by definition is symbolic; Is necessary to be able to communicate what students know and can do; Is necessary to be able to communicate what students know and can do; Therefore, all work must start with communication competency: Therefore, all work must start with communication competency: – Ongoing training is provided on communication strategies; and – Addressed in Curriculum and Instructional materials. 41

42. Communicative Competence Communicative Competence Full access to the academic content for life long learning Full access to the academic content for life long learning Development of appropriate social skills Development of appropriate social skills Development of independent work behaviors Development of independent work behaviors Development of support access skills Development of support access skills (Kearns, Kleinert, Harrison, Shepard-Jones, Hall, Jones 2011) 42 College and Career Readiness for Students with Significant Cognitive Disabilities

43. To determine the needs of students and teachers and to inform curriculum, instruction, and test development, the project conducted – Focus Group of SC teachers – Survey of SC teachers – Learner Characteristics Inventory (LCI) Initial Steps 43

44. Current Status Core Content Connectors developed in ELA and math Core Content Connectors developed in ELA and math Curriculum modules developed in math Curriculum modules developed in math Task templates developed and item development under way Task templates developed and item development under way Community of Practice in place Community of Practice in place – Approximately 60 teachers Communication Training Plan Communication Training Plan 44

45. Grades K-2 Grades 3-4 Grades 5-6 Grades 7-8 HS Properties and attributes of shapes and figures and their corresponding parts K.GM.1a1 Recognize two- dimensional shapes (e.g., circle, square, triangle, rectangle)regardless of orientation of size 3.GM.1h1 Identify shared attributes of shapes 5.GM.1a1 Recognize properties of simple plane figures 7.GM.1e Construct or draw plane figures using properties H.GM.1e make formal geometric constructions with a variety of tools and methods K.GM.1a2 Recognize two-dimensional shapes in environment regardless of orientation of size 4.GM.1h2 Classify two-- dimensional shapes based on attributes (# of angles) 5.GM.1b1 Distinguish plane figures by their properties 8.GM.1g1 Recognize congruent and similar figures H.GM.1b Use definitions to determine congruency and similarity of figures K.GM.1a3 Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes 2.GM.1a4 Identify two- dimensional shapes such as rhombus, pentagons, hexagons, octagon, ovals, equilateral, isosceles, and scalene triangles Example of the Core Content Connectors Across Grades Math Strand: Geometry Big Idea: Shapes and figures-their attributes, properties, and corresponding parts 45

46. NCSC Participation Guidelines 46

47. NCSC Participation Guidelines The student has a significant cognitive disability The student has a significant cognitive disability The student is learning content standards linked (derived from) the Common Core State Standards (CCSS) The student is learning content standards linked (derived from) the Common Core State Standards (CCSS) The student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade and age-appropriate curriculum The student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade and age-appropriate curriculum 47

48. NCSC Participation Guidelines (cont.) In addition, the decision for participating in the AA-AAS is Not Based on: 1.A disability category or label 2.Poor attendance or extended absences 3.Native language/social/cultural or economic difference 4.Expected poor performance on the general education assessment 5.Services student receives 6.Educational environment or instructional setting 7.Percent of time receiving special education 8.English Language Learner (ELL) status 9.Low reading level/achievement level 10.Anticipated student’s disruptive behavior 11.Impact of student scores on accountability system 12.Administrator decision 13.Anticipated student’s emotional duress 48

49. www.ncscpartners.org National Center and State Collaborative (NCSC) Website 49

50. SC-Alt Participation Criteria 50

51. SC-Alt Participation Criteria Significant cognitive disability and adaptive skills deficits that result in performance that is substantially below grade level expectations even with the use of accommodations Significant cognitive disability and adaptive skills deficits that result in performance that is substantially below grade level expectations even with the use of accommodations Access the state-approved curriculum standards at less complex levels and with extensively modified instruction Access the state-approved curriculum standards at less complex levels and with extensively modified instruction Adaptive skills requiring extensive direct instruction and practice in multiple settings Adaptive skills requiring extensive direct instruction and practice in multiple settings 51

52. SC-Alt Participation Criteria (cont.) Inability to apply or use academic skills across natural settings when instructed solely or primarily through classroom instruction Inability to apply or use academic skills across natural settings when instructed solely or primarily through classroom instruction Inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural, or economic differences Inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural, or economic differences 52

53. Guidance for IEP Teams on Determining Participation in the South Carolina Alternate Assessment (SC-Alt) 53

54. Guidance Document Features Eligibility Criteria Descriptors Eligibility Criteria Descriptors Description of Sources of Evidence Description of Sources of Evidence Initial Determination of Eligibility Participation Worksheet Initial Determination of Eligibility Participation Worksheet Review of Eligibility Participation Worksheet Review of Eligibility Participation Worksheet 54

55. 55

56. Significant cognitive disability and adaptive skills deficits that result in performance that is substantially below grade level expectations even with the use of accommodations Eligibility Criteria 56

57. 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 mean Adaptive Skills Deficits At least 2 ½─3 standard deviations below the mean in two out of three domains At least 2 ½─3 standard deviations below the mean in two out of three domains Performance Substantially Below Grade level Academic skills that are on the emerging, readiness (prerequisite), foundational level and/or functional (real life) application of the general curriculum Academic skills that are on the emerging, readiness (prerequisite), foundational level and/or functional (real life) application of the general curriculum Eligibility Criteria Descriptor 57

58. Sources of Evidence Results of Individual Cognitive Ability Test Results of Individual Cognitive Ability Test Results of Adaptive Behavior Skills Assessment Results of Adaptive Behavior Skills Assessment Results of individual and group administered achievement tests Results of individual and group administered achievement tests Results of informal assessments Results of informal assessments Results of individual reading assessments Results of individual reading assessments Results of district-wide alternate assessments Results of district-wide alternate assessments Results of language assessments including ELL, if applicable Results of language assessments including ELL, if applicable 58

59. http://ed.sc.gov/agency/programs- services/48/documents/SC- AltParticGuidanceForIEPteams.pdf http://ed.sc.gov/agency/programs- services/48/documents/SC- AltParticGuidanceForIEPteams.pdf Link to IEP Team Guidance Document 59

60. Contact Information Anne Mruz 803-734-8034 amruz@ed.sc.gov amruz@ed.sc.gov Suzanne Swaffield 803-734-8274 sswaffie@ed.sc.gov sswaffie@ed.sc.gov 60