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GUIDING QUESTIONS

AYP FOR SPECIAL POPULATIONS: NCLB ASSESSMENT AND ACCOUNTABILITY PROVISIONS ECS State Leader Forum on Educational Accountability November 21, 2003 Stanley Rabinowitz, Ph.D. WestEd srabino@wested.org. GUIDING QUESTIONS.

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GUIDING QUESTIONS

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  1. AYP FOR SPECIAL POPULATIONS:NCLB ASSESSMENT AND ACCOUNTABILITY PROVISIONSECS State Leader Forum on Educational Accountability November 21, 2003 Stanley Rabinowitz, Ph.D.WestEdsrabino@wested.org

  2. GUIDING QUESTIONS • How do NCLB assessment and accountability provisions affect special education (SE) and English Learner (EL) student populations? • What challenges/problems do these provisions create? • Are there solutions to these “challenges?”

  3. NCLB PROVISIONS: STUDENTS WITH DISABILITIES • Must provide reasonable adaptations and accommodations • Must provide one or more alternate assessments for students who cannot participate in regular assessment system • Interaction with degree of disability - 1% rule - “gap” students • Assessment vs. Accountability

  4. NCLB CHALLENGES: STUDENTS WITH DISABILITIES • What are the most appropriate content and performance standards for each student with disabilities? • What policies are most likely to ensure that students with disabilities receive appropriate treatment and services? • Any attempt to modify assessments to reflect the appropriate cognitive level of SE students must lead to the students being classified as not meeting standard, and thus, as “failures” in the schools’ AYP decision process.

  5. NCLB CHALLENGES: STUDENTS WITH DISABILITIES (cont.) • Inclusion vs. fairness to students and schools • AYP failure rate linked to SE students • Legacy of exclusion • Legacy of IEP inconsistencies • Accommodations (traditional and innovative) • Limited range of content standards • Computer-assisted administration • Universal Design: what is the state of the promise? • Law of Unintended Consequences

  6. NCLB REFORM: STUDENTS WITH DISABILITIES Principles for NCLB SE reform: • alignment and coherence between NCLB assessment and accountability provisions rather than the current model where the assessment regulations encourage appropriate accommodations and the accountability regulations penalize reasonable attempts to do so. • consistency with IDEA requirements and other federal and state statutes and regulations; • supremacy of the student’s IEP as the determinant of the most appropriate assessment and accountability standards for each disabled student;

  7. NCLB REFORM: STUDENTS WITH DISABILITIES (cont.) • adequate training for administrators, teachers, parents and, most especially, IEP teams to ensure that academic programs and assessment requirements reflect each student’s full capabilities (IEP reform!); • sufficient resources for state assessment programs to develop a variety of accommodations for the full range of disabled students; • comprehensive monitoring of school and district practices to identify and weed out abuses and identify sites requiring additional professional development.

  8. NCLB PROVISIONS (Title 1): ENGLISH LEARNERS • Assess in a valid and reliable manner: • Reasonable accommodations • Use of language and form “most likely to yield accurate and reliable information” (to the extent practicable) • Make every effort to develop linguistically accessible academic assessment measures • Reading must be assessed in English if student has attended US schools for 3+ years • LEA’s must assess English proficiency of all ELL students

  9. NCLB CHALLENGES (Title 1): ENGLISH LEARNERS • Assessing reading and mathematics in students’ native language: - Which languages and dialects? - Very difficult—can’t just translate word-for-word - Need various support documents (e.g., manuals) - Need native language proctors - Scoring challenges - Comparability, reliability, and validity studies - Students often less literate in native language - Very expensive, time consuming, and problematic, so: • Study and implement alternate solutions

  10. NCLB PROVISIONS (Title III): ENGLISH LEARNERS • Establish English language proficiency standards • Conduct an annual assessment of English language proficiency: speaking, reading, writing, listening • Define annual measurable achievement objectives (AMAOs) for increasing the level of student’s development and attainment of English proficiency: - AMAO1: increases in % making progress learning English - AMAO2: increases in % attaining English proficiency • Hold LEA’s accountable for AMAOs • Challenge: successful students exit EL status

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