New Jersey s Alternative Assessment Experience

1. New Jersey�s Alternative Assessment Experience A presentation to the Comparable HSA Task Force April 22, 2005

2. Standards-based exit exam, required for graduation Purpose: �The test shall measure those basic skills all students must possess to function politically, economically and socially in a demographic society.�

3. High School Proficiency AssessmentDescription Language arts literacy and mathematics Multiple-choice, short answers, writing prompts Untimed Graduation requirement for Class of 2003 and beyond No waivers or appeals process

4. High School Proficiency AssessmentAdministration Allows extensive accommodations for special needs students and English language learners Administered in March of Grade 11 Retests in October and March of Grade 12 Remediation is responsibility of district, and is required Type of remediation is determined by school � much like MD did with functional testsType of remediation is determined by school � much like MD did with functional tests

5. High School Proficiency AssessmentSpecial Needs and ELL Students Alternate Proficiency Assessment for students with severe disabilities Exemptions granted at discretion of school, based on IEP (students must take, but have no passing requirement) ELL students tested in native language Many special education students in NJ do not have to pass any exit exam to receive a diploma (5000 students, 5% of all graduates) Do have APA for students with severe disabilities If ELL students meet criteria (time in U.S., limited English, failed HSPA) they may take the alternative assessment in their native language BUT if they take the language arts portion they MUST pass an English fluency exam to receive a diplomaMany special education students in NJ do not have to pass any exit exam to receive a diploma (5000 students, 5% of all graduates) Do have APA for students with severe disabilities If ELL students meet criteria (time in U.S., limited English, failed HSPA) they may take the alternative assessment in their native language BUT if they take the language arts portion they MUST pass an English fluency exam to receive a diploma

6. Special Review Assessment(SRA) - Description Consists of two components: remedial coursework and performance assessment tasks (PATs) Language arts literacy and mathematics Based on same content, and same standards Untimed Available in several languages

7. Special Review Assessment Administration and Scoring Student continues to take regular HSPA SRA administered and scored by teacher Administered when teacher deems student is ready (anytime) District responsible for auditing scoring of PATs Students continue in SRA program and HSPA until they pass one of themStudents continue in SRA program and HSPA until they pass one of them

8. Special Review Assessment Eligibility Originally designed for very few students with clinically documented test phobia Expanded for use with special needs and English language learners Expanded in 1990s to all students who failed HSPAOriginally designed for very few students with clinically documented test phobia Expanded for use with special needs and English language learners Expanded in 1990s to all students who failed HSPA

9. Data In the last two years, 12,000 special education students were granted exemptions from testing requirements (received diplomas) Twenty-five to 30 percent of special education students given exemptions to passing the HSPA actually pass it when they take it Minority advocates groups want the SRA eliminated � they see it as a way to grant second-rate diplomas to students. This is spite of the fact that NJ is a one-diploma state.Minority advocates groups want the SRA eliminated � they see it as a way to grant second-rate diplomas to students. This is spite of the fact that NJ is a one-diploma state.

10. SRA Participation Trends 2002-2004

11. Data (continued) One in five students are taking the SRA in order to graduate In 2003, 25% of graduates received their diplomas without passing the HSPA SRA takers/passers Special education students granted exemptions In 2004 the percentage was 20% - decrease mostly due to fewer special education students receiving exemptions, General education SRA graduates remained stable. The percentage of SRA graduates in some districts is 40-60 percent.In 2004 the percentage was 20% - decrease mostly due to fewer special education students receiving exemptions, General education SRA graduates remained stable. The percentage of SRA graduates in some districts is 40-60 percent.

12. Problems Identified by NJ Department of Education Administrations were so widespread that they could no longer ensure: Systematic use of the SRA process and adherence to PAT selection and scoring criteria Security of test materials (storage) Fair conditions for test administration and scoring Reliability of scoring by teachers Districts could certify standards were met Teacher scoring resulted in a 98 percent pass rate for students still not passing the HSPA. The standards were the same, but not implemented, so the perception is that the SRA is an easier test. The fact is that the scoring, as applied, not as defined, is easier.Teacher scoring resulted in a 98 percent pass rate for students still not passing the HSPA. The standards were the same, but not implemented, so the perception is that the SRA is an easier test. The fact is that the scoring, as applied, not as defined, is easier.

13. Additional Concerns High levels of participation in SRA by general education students signals instructional issue Reduction of SRA participation by special needs students, and an increase in exemptions signals low standards for these students Three opportunities to pass the HSPA are not sufficient NJ is the only state allowing their alternative assessment to be administered and scored on a local level

14. Stakeholder Perceptions Commissioner: Some students may need more than 4 years in high school Students and teachers: SRA is the �easy way out� Minority advocates: SRA has resulted in a second-class diploma Business and higher education: Meaning of NJ diploma is unclear

15. New Jersey�s Recommendations Discontinue the SRA process Move the initial administration of the HSPA from March to October of Grade 11 Continue the use of exemptions from passing tests as a graduation requirement for certain special education students Develop sheltered-English or translated versions of the HSPA for ELL students Use the sheltered-English version for some special education students The class of 2005 is the last to have the SRA in LA, the SRA in mathematics will be phased out for class of 2007. Students who do not pass the HSPA will not receive a diplomaThe class of 2005 is the last to have the SRA in LA, the SRA in mathematics will be phased out for class of 2007. Students who do not pass the HSPA will not receive a diploma

16. Proposed Instructional Adjustments Earlier risk identification and intervention Availability of a menu of remedial programs Increase number of HSPA opportunities Collaborate with two-year colleges to develop programs Certificates of Attainment will be available to students who complete all other graduation requirements Students not proficient on the Grade 8 test must have a remediation plan developed and implemented in their Grade 9 schedule. Remedial programs will be available for first-time non-passers � summer academies staffed by teachers successful with at-risk students. (voluntary) Two-year colleges will develop programs to assist students who are not proficient by the end of Grade 12 Students not proficient on the Grade 8 test must have a remediation plan developed and implemented in their Grade 9 schedule. Remedial programs will be available for first-time non-passers � summer academies staffed by teachers successful with at-risk students. (voluntary) Two-year colleges will develop programs to assist students who are not proficient by the end of Grade 12

17. Proposed Instructional Adjustments Continue use of the GED path Institute a limited appeal process for students who have: Attendance rate of 95% in last two years of school Attended and fully participated in summer programs Letters from parent, guidance counselor, and principal attesting to effort made and barriers encountered in attaining proficiency in curriculum standards Students not proficient on the Grade 8 test must have a remediation plan developed and implemented in their Grade 9 schedule. Remedial programs will be available for first-time failers � summer academies staffed by teachers successful with at-risk students. (voluntary) Two-year colleges will develop programs to assist students who are not proficient by the end of Grade 12 Students not proficient on the Grade 8 test must have a remediation plan developed and implemented in their Grade 9 schedule. Remedial programs will be available for first-time failers � summer academies staffed by teachers successful with at-risk students. (voluntary) Two-year colleges will develop programs to assist students who are not proficient by the end of Grade 12

18. New Jersey�s Advice to Maryland Avoid any assessment that is administered and scored locally If we choose to implement a comparable assessment, keep it for strictly documented cases only Concentrate efforts on instructional and remedial programs Solve the real problem by being fair to all students � concentrate on instructionSolve the real problem by being fair to all students � concentrate on instruction

19. Summary Quotes from New Jersey �SRA is like boxing with jello � it keeps going in different directions.� NJ Director, Office of Assessment �SRA is a political solution to an educational problem.� NJ Commissioner