1 / 12

Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments

Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments. Sue Rigney, U.S. Department of Education OSEP 2006 Project Directors’ Conference. State Testing Options. Grade level test Grade level test with accommodations

garima
Download Presentation

Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments Sue Rigney, U.S. Department of Education OSEP 2006 Project Directors’ Conference

  2. State Testing Options • Grade level test • Grade level test with accommodations • Grade level test – alternate format, same academic achievement standards • Test based on modified achievement standards (2% cap) • Test based on alternate achievement standards (1% cap)

  3. Modified Achievement Standards Are permitted, not required Sue Rigney, USED

  4. The Process • NPRM published in Federal Register 12/15/05 • Comment period – ends 2/28/06 • Comments summarized • Advocates, States, Assessment specialists • Final regulation language drafted • Final regulation published in Federal Register • Regulation effective date Sue Rigney, USED

  5. Modified Achievement Standards “Would allow a state to use a documented and validated standards-setting process to define modified achievement standards for some students with disabilities” • Provide access to grade level curriculum • Aligned with grade-level content standards Sue Rigney, USED

  6. The Challenges of Implementation • Which students are eligible? • What does the test look like? (Content? Format? Administration?) • How to set achievement standards? (Adjust cut point? Same distribution of scores? On-track to grade-level? Critical skills mastered?) • How were modified achievement standards handled in Peer Review of Assessment Systems?

  7. Practical Matters • There may be significant overlap between grade-level proficiency and modified achievement standards tho’ assessments may differ in design or format • IEP decision made separately for each content area tested • Parents informed Sue Rigney, USED

  8. IEP Role • State defines guidelines for eligible students • IEP team applies guidelines to determine eligibility for individual student • Child’s disability has precluded achieving grade level proficiency – objective evidence • Previous response to high-quality instruction – unlikely to reach grade-level standards within school year covered by IEP • Student receiving instruction in grade-level curriculum • Decision reviewed annually Sue Rigney, USED

  9. Safeguards • Child not identified for special education due to lack of instruction • Determine eligibility - student performance over time documented with multiple measures • Decision not permanent – reviewed annually Sue Rigney, USED

  10. The 1% and 2% Caps Sue Rigney, USED

  11. Odds ‘n’ Ends • n size – same for all subgroups • Include scores of exited SWD for two years • Eliminates first test/best test rule • Consistent reporting requirements for IDEA and NCLB Sue Rigney, USED

  12. Interim 2% Proxy • Rules for 2005-06 described in Dec 14 letter http://www.ed.gov/policy/speced/guid/secletter/051214a.html • Rules the same as for 2004-05 • States required to reapply

More Related