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Assessment of Special Populations Students

Assessment of Special Populations Students. Edynn Sato, Ph.D. WestEd CRESST Conference January 22-23, 2007. Comprehensive Centers. Five Content Comprehensive Centers Assessment and Accountability High Schools Innovation and Improvement Instruction Teacher Quality

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Assessment of Special Populations Students

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  1. Assessment of Special Populations Students Edynn Sato, Ph.D. WestEd CRESST Conference January 22-23, 2007

  2. Comprehensive Centers • Five Content Comprehensive Centers • Assessment and Accountability • High Schools • Innovation and Improvement • Instruction • Teacher Quality • Sixteen Regional Comprehensive Centers • Dissemination through Regional Comprehensive Centers and States • No direct contact with schools

  3. Assessment and Accountability Comprehensive Center (AACC) Strands: Key Areas of Focus • Special Populations • Data Use • Support for Quality State Assessment and Accountability Systems

  4. Objectives • Challenges • General Methods • Work: Description and Examples

  5. Why a Special Populations focus? • Evidence of national need • Some unique population characteristics • Lack of (complete) transfer • NCLB assessment and accountability expectations

  6. Strand Objective • Special Populations • To provide information and resources to Regional Comprehensive Centers (RCCs), and through the RCCs to state education agencies (SEAs), regarding the assessment and accountability of their special student populations (i.e., English language learners [ELLs] and students with disabilities [SWDs], including students with the most significant cognitive disabilities) with respect to the requirements of NCLB (i.e., Title I, Title III, alternate assessments, modified assessments).

  7. Our Methods • Expertise and experience in state, regional, national assessment and accountability • Expertise and experience in special populations (SWDs, ELLs) • Systematic and deep examination and evaluation • Translate technical into practicable • Examples (best/promising practices, models, strategies) • Explanations/considerations • Indicators of success/evaluation • Models for communication, collaboration, cooperation, dissemination

  8. Work Example 1—Guidelines (refer to handout) • Focus on technical quality of assessment for special student populations • Law and regulations (Title I and Title III) • Define key terms • Highlight critical requirements • Peer review Technical Quality Critical Elements (Section 4) • Evidence • Examples • Specific information regarding: • Accommodations • Comparability (Linking/Equating) • Standard setting • Annual Measurement Achievement Objectives (AMAOs) for ELLs

  9. Work Example 2—Evaluation of technical evidence (refer to handout) • Evidence of technical quality of assessments for special student populations • Review criteria for evidence of validity, reliability, freedom from bias • Summary of evaluation for body of evidence related to an assessment • [Test developers have the opportunity to provide additional information/evidence for inclusion in the review]

  10. For more information: Edynn Sato, Ph.D. esato@wested.org or www.aacompcenter.org

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