The Achievement of Students with Significant Cognitive Disabilities in Colorado: Looking at 8th Grad

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The Achievement of Students with Significant
Cognitive Disabilitiesin Colorado Looking at
8th Grade Math

• Jason E. Glass
• Principal Consultant for Student Achievement
• Colorado Department of Education
• Large Scale Assessment Conference
• San Francisco - June 25, 2006

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Colorado Student Assessment Program Alternate
(CSAPA)

• The CSAPA is a performance task-based assessment.
• All students perform the same activity, which is
  adapted to their receptive and expressive
  communication needs. A script is provided for the
  assessment administrator to present each item.
• Performance indicators are scored on the level of
  independence exhibited by the student. Specific
  scripts are provided for each item to scaffold
  the students as they need more assistance.
• Performance levels are determined using the total
  scores in each content area.

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Mathematics Benchmarks Grade 8

• The Math Benchmarks were developed by extending
  Colorado Model Content Standards for Math, with
  the intent of creating a continuum of learning
  expectations.
• The Grade 8 performance indicators were developed
  based on extensions of Grade 8 Standards and
  typical classroom activities.

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Example Mathematics Expanded Benchmarks

• Standard 1 Develop Number Sense
• 1.1 Demonstrate meanings for whole numbers,
  commonly used fractions decimals, and
  representing equivalent forms of the same number
  through the use of physical models, drawings,
  calculators and computers.
• Represent Whole Numbers
• Interact with objects related to mathematical
  activities
• Demonstrate the concept of one (e.g. hit the
  switch one time, give me one, etc.)
• Demonstrate an understanding that a quantity
  can be represented by a set of objects
• Represent a quantity using a set of objects
• Apply a numeral to a quantity
• Apply appropriate numeral to a quantity
• Demonstrate an ability to ascertain quantity
  without counting (1-6)
• Demonstrate an understanding of numeral and the
  quantity (quantity/label)
• Demonstrate an understanding of numeral
• Demonstrate the concept of none or some
• Demonstrate understanding of number
  conservation (when objects rearranged
• number/weight/mass still same)

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Example Framework for performance indicators
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Colorados Student Assessment Program Alternate
(CSAPA) Level of Independence Performance Rubric
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Grade 8 Mathematics Activity
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Eligibility Guidelines
1. Determination of significant cognitive
challenges due to the students disability For
students to qualify for the CSAPA, the IEP team
must determine that the students disability
results in a significant cognitive challenge.
The cognitive challenge must be such that the
student is unable to access the specific content
CSAP tests (reading and writing, math, and/or
science) with or without accommodations. These
criteria must be met prior to consideration of
other CSAPA eligibility factors. 2. Student
performance on the general CSAP IEP teams should
review overall scaled scores, as well as
performance levels on individual concepts, to
determine how a student is progressing on the
general assessment. When students receive the
lowest scaled score in the content area CSAP, IEP
teams should be carefully review all other
eligibility criteria for appropriateness for the
CSAPA . 3. Student curriculum In making
eligibility determination for the CSAPA, IEP
teams should consider those students who working
on expanded benchmarks of the Colorado State
Standards that are very different than what is
being assessed in the general CSAP. Where
students are working on foundational skills
toward the benchmarks, IEP teams should review
the indicators being assessed on the CSAPA for
appropriateness and alignment with the students
current curriculum. 4. Eligibility checklist An
eligibility checklist has been developed for each
grade and content area that the CSAPA is being
administered. The checklist is designed to help
teams determine when students demonstrate skills
that are better assessed on the general CSAP,
since these skills include the top end of the
CSAPA assessment. If students are capable of
performing most of the indicators independent of
teacher support, then the CSAP will be the most
appropriate assessment. 5. Response access to
the CSAP administration Some students may have
difficulty physically accessing the
administration materials for the general CSAP or
responding in a way that a scribe can determine a
students answer to a question. Students with
intense motoric and communication needs, such as
those who require pictoral representations or
unique technological support to communicate and
have difficulty responding to multiple choice
options or constructing a response may require an
assessment other than a paper and pencil test to
demonstrate skills. 6. Grade-level assignment
For most students, grade level is determined by
the age of the student. However, some students
with significant disabilities may not be assigned
to a grade level or may be assigned to a
different grade level than age-appropriate peers
as determined by his/her IEP team. Since
eligibility determination will also include
grade-level identification, it will be important
for teams to consider that researched practices
have indicated that the most suitable
grade/classroom placement for students with
disabilities are within two years of the
students age- appropriate grade level.
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Students taking CSAPA, Grade 8 Mathematics
2004/2005 (n 531)
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Students taking CSAPA, Grade 8 Mathematics
2004/2005 (cont).
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CSAPA Performance Results

• 4 Inconclusive The students responses are not
  evident or are inconsistent when presented with a
  variety of math materials.
• 11 Exploring The students responses are not
  evident or are inconsistent when presented with a
  variety of math materials. The exploring
  mathematician demonstrates number sense and
  quantity through purposeful use of manipulatives,
  demonstrating an understanding of the concept of
  none and one and counting to 12 in a sequential
  order.
• 12 Emerging This student identifies simple
  geometric shapes, tools of measurement. The
  exploring mathematician supplies a missing
  element in a pattern and is beginning understand
  the relationship between data and line graphs.
  The emerging mathematician demonstrates a simple
  understanding of algebraic expressions by sorting
  shapes, extending repeating patterns with up to
  two different elements, recognizing a growing
  pattern, and by creating patterns. This student
  counts forward, understands a whole, ½ and ¼ of a
  unit, and solves simple addition problems. The
  emerging mathematician estimates and measures
  length using a ruler, uses information from a
  table and is beginning to interpret data from a
  graph.

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CSAPA Performance Results (cont.)

• 33 Developing. The developing mathematician is
  beginning to understand the concept of
  multiplication and to add simple fractions. This
  student uses standard measurement tools to
  calculate the perimeter and measures accurately
  using a ruler to the ½ inch. The developing
  mathematician identifies and understands basic
  growing patterns and use patterns to solve
  problems.
• 30 Novice The novice mathematician understands
  subtraction and employs strategies to solve
  simple multiplication problems. This student
  chooses the correct operation to solve a word
  problem and produce a number sentence. The novice
  mathematician uses data from a table to make
  predictions and communicates the relationship
  between variables to solve problems. The Novice
  mathematician differentiates lines and curves and
  uses measurement tools to determine the area and
  congruence of an object.

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Categorical Concurrence
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Depth of Knowledge
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Samples of the knowledge, skills, and abilities
of students in Grade 8 Mathematics
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Number Sense
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Example Count to 9 and 12
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Algebra, patterns and functions
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Example Extend a repeating pattern
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Data, statistics, and probability
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Example Interpret data on a graph
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Geometry
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Example Sort objects by shape
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Measurement
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Example Identify measurement tools
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Computation
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Example Produce a number sentence
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What we know about students achievement in
mathematics

• Students with significant cognitive disabilities
  are independently performing skills related to
  the foundational/fundamental skills in all of the
  mathematics standards.
• We are seeing evidence that their progression
  along the learning continuum follows typical
  patterns, e.g, items related to counting show a
  similar increase in difficulty level parallel to
  typical students.
• This opens up the possibility of exploring growth
  models for this population.
• Items that are rated at higher levels of
  complexity (e.g., Algebra) are not the most
  difficult items for students. This encourages us
  to investigate more challenging content in our
  tests.

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Issues and challenges

• Creating tests with a range of difficulty which
  can validly measure what students in this
  population are capable of, while holding to
  higher expectations and challenging assessments.
• Developing standardized performance tasks for
  students who require flexibility in presentation
  and response options.
• Ensuring that tests are administered according to
  specified procedures and that scaffolding does
  not change the targeted construct.
• Introducing vertical scaling into the assessments
  so longitudinal growth can be better modeled.

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Next steps/changes

• Complete test revision with the introduction of
  vertical scaling over the next three years.
• Alignment, validity, and reliability studies for
  all content areas.
• Increasing the difficulty of the all the
  assessments (higher expectations).
• Evaluating the effect on instruction and
  outcomes.

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Contact Information

• Jason E. GlassPrincipal Consultant for Student
  AchievementColorado Department of
  EducationExceptional Student Services Unit201
  East Colfax Ave.Denver, CO 80203303-866-6701
• glass_j_at_cde.state.co.us