Assessment of Oregon

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Assessment of Oregons Students with
Disabilities Information and Updates

• Oregon Department of Education
• Office of Student Learning and Partnerships
• October 2009
• Brad Lenhardt

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Welcome

• Introductions
• Current issues? What are you grappling with?

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Objectives

• Overview of Roles
• Review Decision-Making
• General Assessment (w/ and w/o accommodations)
• Alternate Assessment based on Alternate
  Achievement Standards (AA-AAS) (Scaffold and
  Standard)
• 2009-10 Test Structure and Expectations
• 2009-10 Training Plan
• Alternate Assessment based on Modified
  Achievement Standards (AA-MAS)
• Opportunities to participate and inform ODE

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Roles Responsibilities
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Office of Student Learning and Partnership (OSLP)
Assessment Role

• Ensure that IDEAs tenets of support and equity
  for students with disabilities are upheld and
  incorporated in a system that is also governed by
  NCLBs tenets of accountability and high
  expectations for all
• Collect, monitor, and respond to student and
  district level data related to this role
• Provide evidence to USDE to demonstrate adequate
  and appropriate use of federal funds related to
  this role

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Office of Assessment and Information Services
(OAIS) Role

• Collect and report data in accordance with
  federal accountability reporting requirements
  through NCLB to ensure that rigorous student
  expectations are upheld
• Manage the statewide assessment for all of
  Oregons students by developing, maintaining, and
  supporting the OAKS System
• Ensure the reliability of reporting (source) data
  through system security and system consistency

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Interaction Between Offices

• Collaborate on reports and reporting
• Respond to development needs to ensure shared
  vision (fit) within the assessment system
• Engage in relevant grant opportunities
• OAIS monitors and maintains NCLB requirements and
  consults with OSLP to ensure fidelity to IDEA
  expectations
• OSLP monitors and maintains IDEA and consults
  with OAIS to ensure adherence to the appropriate
  technical specifications

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District Roles (related to assessment)

• See Oregons Test Administration Manual
  http//www.ode.state.or.us/teachlearn/testing/manu
  als/2009/0809tam.pdf
• Assess students in accordance with federal and
  state regulation in the context of providing a
  free and appropriate public education
• Provide accurate and reliable data to ODE
• Use data appropriately when decision making

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SpEd Director Roles (related to assessment)

• See Oregons Test Administration Manual
  http//www.ode.state.or.us/teachlearn/testing/manu
  als/2009/0809tam.pdf
• Ensure reliable and valid administration of
  assessments
• Ensure accurate and timely input of assessment
  data

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Oregons Assessment System (2007-present)

• Current System

• General Assessment (w/o and w/ accommodations)
• Extended Assessment (Standard or Scaffold)
• Elementary
• Math Field Test
• Middle
• Math Field Test
• High
• Math Field Test (2010-11)

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Accommodated General Assessments
Extended Standard Administration
Extended Scaffold Administration
General Assessments
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Decision-making
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Decision-Making

• Among numerous instructional decisions, IEP teams
  must also decide
• General or Alternate assessment
• If General, what type of supports to provide
  during assessment
• If Alternate assessmentStandard or Scaffold
  administration
• If ELL how will they participate in ELPA
• A decision to use unapproved accommodations, is
  a decision
• to invalidate the students test for all
  reporting purposes.

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Consider General Assessment without or with
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 Standard Administration of 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 Scaffold 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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General Assessments
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OAKS Online

• All Students
• Reading Grades 3 8 10
• Mathematics Grades 3 8 10
• Writing Grades 4, 7, 10
• Science Grades 5, 8, 10
• Contractor AIR
• Format Online
• Accommodations Can be administered with or
  without accommodations

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PSAT/NMSQT

• Who All 10th graders
• Why ORS 329.488 requires public schools to offer
  a test that provides information on readiness for
  college and advanced courses.
• Contractor College Boards PSAT/NMSQT test for
  2008-09.
• Waivers Some districts that have previously
  administered the ACT PLAN test to sophomores have
  received a waiver to use the ACT again this year.
• When Test dates for the PSAT/NMSQT are October
  14 and October 17 only.
• Payment All tests for 10th graders will be paid
  for by ODE.
• 11th graders Schools may include 11th graders by
  paying for these tests as they have in the past.
• Trainings Training sessions are being offered at
  ESDs around the state and at three regional Fall
  Counselors Workshops.
• For information about training in your area,
  contact your local ESD.

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English Language Proficiency Assessment

• Who All students identified as English Language
  Learners
• Why Required assessment NCLB Title I and III to
  measure the English Language Proficiency of all K
  12 students whose first language is not English
• When Annually (January 21st May 7th)
• Waivers No. This is a federal requirement
• Structure Four domains--reading, writing,
  speaking, and listening. Online administration
• Accommodations Yes. See ELPA Accommodations Table

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Paper and Pencil OAKS for students with IEPs

• Districts should only be offering Paper/Pencil
  assessments for students whose Individualized
  Education Program (IEP) or 504 Plan indicates use
  of Paper/Pencil assessments.
• Schools order these assessments through the
  District Test Coordinator (DTC).
• The DTC must order Paper/Pencil assessments
  through the ODE Web site at https//district.ode.s
  tate.or.us.
• Schedule of Due Dates (for ordering/precoding) at
  https//district.ode.state.or.us/apps/info/

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Providing Accommodations
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Instructional Domain

• The classroom is a learning environment
  structured to effectively convey information
• Varied methods of instruction based on
  professional judgments of evidence-based
  practices are permitted
• Universal design used by teachers allows for
  multiple, creative approaches
• Presentation, Expression, Engagement/Participation
  
• http//www.projectforum.org/docs/UDLImplementation
  inSixLEAs.pdf

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Professional Judgment with Evidence Based
Practices and Procedures
supports
Strategies
changes
creative methods
Techniques
On the spot decisions
Hunches
Accommodations
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Assessment Domain

• Assessment occurs in a testing environment and is
  structure to efficiently measure information
  previously conveyed
• Structured methods of administration are required
• Universal design features inherent in the test
  are designed to allow for precision of
  measurement and to ensure comparability of
  outcomes
• Presentation, Expression, Engagement/Participation
  
• http//www.projectforum.org/docs/UDLImplementation
  inSixLEAs.pdf

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Practices and Procedures

• Allowable resources
• Administration instructions as detailed in the
  appropriate manual
• Approved Accommodations
• Anything else is a modification and will
  invalidate the score for all reporting purposes

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Accommodations

• Accommodations are Practices and procedures in
  presentation, response, setting, and timing or
  scheduling that, when used in an assessment,
  provide equitable access to all students.
• Accommodations do not compromise the learning
  expectations, construct, grade-level standard,
  and/or measured outcome of the assessment.
• In Oregon, Accommodations are those specific
  practices and procedures that the panel has
  approved and which are listed in the
  Accommodations Tables.

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Accommodations Flag

• 300.160 Participation in assessments (f) (1)
• An SEA (or, in the case of a district-wide
  assessment, an LEA) must make available to the
  public, and report to the public with the same
  frequency and in the same detail as it reports on
  the assessment of nondisabled children, the
  following (1) The number of children with
  disabilities participating in regular
  assessments, and the number of those children who
  were provided accommodations (that did not result
  in an invalid score) in order to participate in
  those assessments.

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Accommodations Manual

• Structure Full manual 66 pages
• Purpose To clarify the numerous issues related
  to providing technically appropriate supports in
  an assessment environment1
• Where posted
• How used
• To replace the current accommodations tables
• As a resource to guide teachers in the provision
  of supports during assessment
• (Footnote 1 And to eliminate the out of control
  footnotes)

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AA-AAS
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Extended Assessment

• Alternate Assessment based on Alternate
  Achievement Standards (AA-AAS)
• Allowances for a state to create an alternate
  assessment for students with the most significant
  cognitive disabilities.
• IEP team decides who participates
• Up to 1 of the students who are found proficient
  (meets and/or Exceeds) can count toward state
  AYP performance reports (see Guidance section on
  ODEs Extended Assessments website
  http//www.ode.state.or.us/search/results/?id178)
  
• Contractor Behavioral Research and Teaching
  (BRT) at University of Oregon (Dr. Jerry Tindal)

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Extended Assessment Updates 2009-10

• Changes this year
• Same structure for Reading, Writing, Science
• Math Field Test (Grades 3-8)
• Similar items
• Math Field Test (aligned to new math content
  standards)
• Same difficulty
• Inter-rater reliability research project
• Training
• Annual re-qualification requirement
• 3-year update for all Qualified Trainers
• TRAINING HANDOUT

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Recruitment for Inter-Rater Reliability Study

• To participate contact
• Dianna Carrizales (Assessment of students with
  disabilities)
• Dianna.Carrizales_at_state.or.us
• [phone]
• Brad Lenhardt (Extended Assessments)
• Brad.Lenhardt_at_state.or.us
• [phone]

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Training Outline

• Network of qualified individuals
• Qualified Trainers (QTs) and Qualified Assessors
  (QAs)
• 2009-10 network will consist of returning QTs
  and QAs from 2008-09 and new QTs and QAs trained
  in 2009-10

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Do previously trained QTs and QAs need to be
re-trained this year?

• Previously trained and qualified individuals must
  update their status in 2009-10.
• Self-training for these previously trained
  individuals will be available online
• Retraining (refreshing) online includes a
  proficiency assessment and will take under two
  hours (for either QTs or QAs)
• Previously trained individuals will be notified
  by email when the training site is available for
  useor may check back after November 5th 2009
• Untrained individuals are relying on you to tell
  them what they need to do, when, where, and why.

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Basic Training Options

• NEW QTs
• Attend one of the five live regional trainings

• Returning QTs
• Revisit online training site after November 5th
• OR
• Get district approval to attend one of the five
  live regional trainings

• NEW QAs
• Attend one of the live trainings hosted by a
  local trainer who has re-qualified in 2009-10

• Returning QAs
• Revisit online training site after November 5th
• OR
• Get district approval to attend one of the
  trainings hosted by a local trainer (who has
  re-qualified in 2009-10)

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State Capacity for Qualified Trainers

• In 2008-09
• State intent (target) for QTs was 300
• Allocations were committed to districts based on
  this estimate
• Number of QTs 190 (212 in 2007-08)
• Number of QAs 1155 (1085 in 2007-08)
• Number of students assessed 5400
• In 2009-10
• Districts are responsible for ensuring capacity
  to assess all students who will be taking the
  Extended Assessments
• Funds allocated according to SECC amounts are
  similar to last years even though the training
  needs are less
• Remaining funds can be used to toward the
  enhancement of assessment for students with
  disabilities

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Locations of Live Trainings for new Qualified
Trainers

• Nov 5th Northwest Regional ESD (Hillsboro)
• Nov 13th Willamette ESD (Salem)
• Nov 17th Southern Oregon ESD (Medford)
• Nov 17th High Desert ESD (Redmond)
• Nov 19th Umatilla-Morrow ESD (Pendleton)
• PLEASE NOTE Any site with less than 5
  registrees will be handled by V-tel.
• HANDOUT

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AA-MAS
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Update on Oregons development of the AA-MAS

• Alternate Assessment based on Modified
  Achievement Standards (AA-MAS)
• Development began in 2007
• AIR, Ohio, Minnesota, Oregon
• What Alternate Assessment based on Modified
  Achievement Standards (AA-MAS)
• Who Students unsuccessful at general assessment
  but progressing on classroom progress monitoring
• Development status Interrupted
• Lessons Learned Ongoinguniversal design and
  instructional rigor

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Contacts

• Dianna Carrizales (Assessment of students with
  disabilities)
• Dianna.Carrizales_at_state.or.us
• [phone]
• Brad Lenhardt (Extended Assessments)
• Brad.Lenhardt_at_state.or.us
• [phone]