Oregon

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Oregons Statewide Assessment Options for
Students with Disabilities

• Alternate Assessments and Accommodations
• Dianna Carrizales
• ODE COSA Fall Conference
• October 13th

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Mr. Elephant
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Related Issues

• More paperwork
• Mixed messages
• Hazy decision-making guidelines
• IEP documentation (more ts to cross more is to
  dot)
• The forced implementation of seemingly opposing
  laws
• The students

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Statewide Assessment of Students with
Disabilities The NCLB/IDEA Connection

• NCLB
• Count all students
• Disaggregate data
• Hold schools, districts, and states accountable
  (participation, inclusion, education to grade
  level content standards)
• Demonstrate progress and improvement toward
  nationwide expectations
• IDEA 2004
• Include all students
• Be aware of civil rights while addressing
  individual educational needs
• Provide access to meaningful education
• Demonstrate progress and improvement on
  individualized educational goals

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What is the primary purpose of statewide
assessment in Oregon?

• Disaggregated grade level accountability for
  results at a federal level
• Adequate Yearly Progress
• Funding
• Programs
• Addressing all students

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How do we support IDEA 2004?

• Free and appropriate education
• Least restrictive environments
• Procedural safeguards
• Individualized Education plans
• Progress monitoring and dynamic instruction
• Provision of appropriate accommodations
• Assistive technology
• Research based instructional methods

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Peer Review

• Who was reviewed?
• Criteria
• Content standards
• Achievement standards
• Full assessment system
• Technical quality
• Document that life skills scores do not count for
  AYP
• Alignment
• Document alignment of alternate to academic
  content standards
• Inclusion
• Reporting

• Rating Status
• Full approval
• Full approval with recommendations
• Approval expected
• Approval pending
• Non-approved

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Oregons Assessment System
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Assessment Options Then and Now

• 2001-2005

• 2006-2007

10 (CIM)
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10 (CIM)
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Juried Assessment
Extended Assessment
Modified Assessment
Accommodated Assessment
General Assessment
Scaffolded Administration
Accommodated Assessment
Targeted Assessment
Extended K-2
Extended CLRAS
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Whats really different?

• 2001-2005

• 2006-2007

10 (CIM)
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7
6
5
4
3
10 (CIM)
8
7
6
5
4
3















































General Assessment
Extended Assessment
Modified Assessment
Scaffolded Administration
Accommodated Assessment
Targeted Assessment
Juried Assessment
Accommodated Assessment
Extended K-2
Extended CLRAS
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What counts toward participation and performance

• General
• Accommodated
• Extended
• Scaffolded

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Decision Making Heuristics for transition

• Previous Targeted
• 2006-2007 Accommodated depending on the
  difference between actual grade and target grade
  level
• Previous Modified
• 2006-2007 Accommodated or Extended depending on
  the difference between actual grade and target
  grade
• Previous Extended K-2
• 2006-2007 Extended grade level assessment
• Previous CLRAS
• 2006-2007 Most likely Scaffolded administration
  of Extended
• Previous Juried
• 2006-2007 Either accommodated or general

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How can we make decisions

• Before weve seen the test?
• Draft guidelines

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Consider General Assessment with or without
accommodations if

• Student
• Performs at or around grade level
• Has academic difficulties that primarily surround
  reading but may be average or close to average in
  other subject areas
• Has academic difficulties in areas other than
  reading that are mild to moderate and can
  typically be addressed by using simplified
  language
• Is reading within two to three grades of his or
  her enrolled level
• Instruction
• Is primarily general curriculum instruction (but
  may also use a specialized curriculum in some
  areas)
• Some Judgment variables
• What assessment did he take last year?
• How is his attention?
• What types of behaviors should be considered?

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Consider Extended Assessment if

• Student
• Performs well below grade level
• Is significantly below grade level in reading
• Has academic difficulties that are generalized
  (to all subject areas) and are significant
• Benefits from specialized individual supports
• Instruction
• Is primarily a specialized curriculum or
• From general curriculum must be significantly
  reduced in breadth, depth, and complexity
• Some Judgment variables
• What assessment did he take last year?
• How is his attention?
• What types of behaviors should be considered?
• Previous relevant experiences

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Consider Scaffolded Administration of Extended
Assessment if

• Student
• Performance is significantly impacted by a
  disability
• Does not read
• Has academic, mobility, and receptive and
  expressive language difficulties that are
  generalized and significant
• Relies on individual and significant supports to
  access reduced content materials
• Instruction
• Is from a specialized curriculum and has
  functional components and/or
• Includes academic goals that are significantly
  reduced in depth, breadth, and complexity from
  grade level content
• Some Judgment variables
• Is the student able to interact with
  instructional material in a way that provides
  meaningful feedback?

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Accommodations

• Accommodations of
• Setting
• Response
• Presentation
• Timing/Scheduling
• Examples
• Extended time
• Frequent breaks
• Change in test directions
• Change in font or size of text
• Assistive technology
• Test setting
• Manipulatives
• When used?
• In the classroom vs. Testing only?

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Accommodations Review Process

• Process for determining accommodations
• Panel review process
• Research base as a format
• What is the issue considered?
• Construct has been compromised
• Item is no longer connected to the standards

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Extended Assessments Content

• Mathematics, Reading, Writing, Science
• Elementary level assessment
• Middle/High level assessment
• Grade level content standards reduced in depth,
  breadth, and complexity (show standard)
• Manipulatives
• Graphics
• Approximately 5 items per task
• Scoring
• Independence
• Accuracy

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Structure

• Format (last years sample assessments)
• Similar administration
• Restructured scoring
• Similar data entry

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An Extended Administration Example

• Content standard Describe and interpret
  relationships using information from tables and
  graphs including coordinate graphs (first
  quadrant)
• Scoring
• Accuracy
• Incorrect response not related to item 0
• Incorrect response selected from flowers
  column1 (can ask for clarification where would
  you look?
• Correct response 2
• Independence
• Student needed a verbal prompt, student needed a
  gestural prompt, student needed no prompt,
  student needed full assistance to complete the
  task.

• While pointing, teacher reads prompt This table
  shows the weeks that Laura planted flowers. And
  the number of flowers planted each week. How many
  flowers did she plant in the 3rd week?

Week Flowers
1 3
2 6
3 9
4 12
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Scaffolded Extended Administration Option

• More modeling and modeling language
• More examples
• More stratified scoring
• Simplified/plain language
• Avoid exceptions
• Careful sequencing
• Extended wait time following the presentation of
  an item
• Incorporation of signals and cuing
• Alternative routes to accuracy raise your
  hand/nod/blink if you see a match
• Provide multiple choice options for items when
  possible
• Allowances for pacing
• Incorporation of performance-neutral praise
  statements for teacher to use regularly
  throughout assessment (e.g. You are working so
  hard!)

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Scaffolded Example

• While pointing at each feature in the example,
  read the prompt This table shows how many
  baskets Mike made each day. Look. Day 1, 2
  baskets. Day 2, 3 baskets, day 3 (etc. to day 4)
  How many baskets did he make in Day 4? (or,
  Point to how many baskets he made in day 4)
  Wait 10 seconds for response.
• If correct, move on to item 1.
• If incorrect say, lets look slide finger down
  day column from the word day to the number 4
  and say here is day 4. Move finger across to the
  baskets and column and say, Mike made 5 baskets
  that day.

Day Baskets
1 2
2 3
3 4
4 5
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Scaffolded Item

• Original This table shows the weeks that Laura
  planted flowers. And the number of flowers
  planted each week. How many flowers did she plant
  in the 3rd week?
• Scaffolded Pointing at columns This table
  shows the weeks that Laura planted flowers and
  the number of flowers planted each week. Look,
  week 1, 3 flowers, week 2, 6 flowers, week 3, 9
  flowers (etc. to 4 weeks) How many flowers did
  she plant in the week 3? Or, point to how many
  flowers she planted in week 3.

Week Flowers
1 3
2 6
3 9
4 12
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Scoring

• Accuracy
• Incorrect response not related to item 0
• Incorrect response, but selected from flowers
  column1
• Correct response 2
• Independence
• Student needed a verbal prompt e.g. Show me week
  3. Now look in this column.
• Student needed a gestural prompt e.g. weeks 1 and
  2 covered.
• Student needed no prompt (fully independent
  response)
• Student needed full assistance to complete the
  task (fully supported, e.g. hand over hand or
  teacher provides answer)

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Scenario Lily

• Lily is in a life-skills classroom and is
  receiving instruction from a life-skills
  curriculum. Lilys IEP goals include recognizing
  letters, her name, and using a picture schedule
  to communicate basic needs.

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Scenario Troy

• Troy is in 4th grade, and has been on an IEP for
  reading for a full academic year. During reading,
  Troy is grouped with students who, like him, are
  currently reading from 2nd grade material and are
  receiving support in the form of a phonological
  intervention program. During math, Troy receives
  assistance from a classroom aid who reads the
  problems with him, and waits (providing no
  additional assistance) as he works the problems
  on his own.

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Scenario Steele

• Steele is a 9th grade student who receives math
  instruction in a class entitled, functional
  math. Steele is learning how to tell time,
  count money, make change, use metrics with a
  ruler, and identify simple fractions. Steele can
  decode and identify literal information from a
  headlining newspaper article, and reads at the
  11th percentile, or the below average range, as
  compared to other children his age. Using a
  mapping strategy, and given additional time to
  complete the task, Steele can write a 5-sentence
  paragraph.

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Scenario Zera

• Zera is a 7th grade student. She is performing
  at the 80th percentile on the curriculum based
  measurement tests her teachers give her in the
  content areas. Zera has difficulties moving the
  mouse and sitting in one position for long
  periods of time.

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Scenario Jim

• Jim is on an IEP and is in a self-contained
  behavioral setting where he receives additional
  support for to assist with manifestations of ED.
  Last year, in 4th grade, he took the Extended
  Assessments Reading and targeted down in other
  assessments. Over the course of the year he has
  done very well on his schoolwide reading measures
  and is now reading at a 3rd/4th grade level.

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Data Entry

• State data entry site
• Separate from administration
• Passwords necessary
• Trained assessors take responsibility for
  accuracy of data entry

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Training

• January
• No trainer of trainer
• District level monitoring
• Cadre I
• ESD and district level assessors
• State trainers in 4 zones
• Grants awarded for travel and substitutes
• Cadre II
• Live statewide web-streaming
• Cadre I serve as facilitators in district and
  county trainings
• Grants awarded for travel and substitutes

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For Information

• Links to information
• http//www.ode.state.or.us/search/results/?id178
  
• Contact
• Dianna Carrizales
• [phone]
• Dianna.Carrizales_at_state.or.us