Annual Assessment and Accountability Meeting

1. Annual Assessment and Accountability Meeting Monica Verra-Tirado, Ed. D. Bureau of Exceptional Education and Student Services (BEESS)

2. Participation of Students with Disabilities in Statewide Standardized Assessments

3. Accommodations Versus Modifications • An accommodation changes how a student learns the material. • A modification changes what a student is taught or expected to learn. • Nearly 90% of students with disabilities participate in the FSA. The majority of these students receive testing accommodations. Some do not require accommodations. • Students with the most significant cognitive disabilities participate in a modified FSA the FSAA. These students may also require accommodations.

4. Consideration for Accommodations:Read-Aloud Oral Presentation • IEP teams must consider individual student needs for oral presentation. • Students should receive oral presentation throughout the school year on regular classroom assignments and assessments. • Oral presentation provided on the day of testing should mirror what is done in the classroom.

5. Consideration for Accommodations:Read-Aloud Oral Presentation • Math Descriptions • Examples in Test Administration Manuals and the Accommodation Guide follow the descriptions that a student with text-to-speech would hear. • Descriptions provided on the day of testing should mirror what is done in the classroom.

6. Consideration for Accommodations:Pacing for Oral Presentation Accommodations (in a Group Setting) • Pacing is not ideal for students working at different rates. • Pacing may cause students to run out of time due to slower moving classmates. • Administration decisions must be in the best interest of the students, not staffing concerns.

7. Consideration for Accommodations:Small Group Size • Ideal small group size is less than classroom size and what is most appropriate for the needs of the student. • Small group size provided on the day of testing should mirror what is done in the classroom.

8. Consideration for Accommodations:Accommodations Offered vs. Provided • Student accommodations must be offered for testing, but not forced. A student can elect to not use the accommodation on the day of testing. • Students do not have to request accommodations identified on their IEP.

9. Modifications

10. Modifications State Board Rule 6A-6.03411(1)(z), F.A.C., Definitions, ESE Policies and Procedures, and ESE Administrators Modifications are changes in what a student is expected to learn and may include changes to content, requirements, and expected level of mastery.

11. Modifications Florida Standards Access Points • Alternate achievement standards built to target the salient content of the Florida Standards. • Designed to contribute to a fully aligned system of content, instruction and assessment. • Intended to allow fluid movement as students grow in competency.

12. Modifications Resources 2019-2020 FSAA Performance Task Test Administration Manual (TAM) Pages 70-72 Allowable Adjustments and Supports https://fsaa-training.onlinehelp.measuredprogress.org/wp-content/uploads/sites/8/2019/07/2019-2020_TAM_ADA.pdf CPALMS is an online toolbox of information, vetted resources, and interactive tools that helps educators effectively implement teaching standards. It is the State of Florida’s official source for standards information and course descriptions. http://www.cpalms.org/Public/

13. ESSA – 1% Cap for Alternate Assessments

14. 1% History Timeline NCLB = No Child Left Behind NPRM = Notice of Proposed Rule Making ESSA = Every Student Succeeds Act Resource: Martha L. Thurlow, Ph.D. Director of the National Center on Educational Outcomes (NCEO)

15. 1% History Timeline (cont.) NCLB = No Child Left Behind NPRM = Notice of Proposed Rule Making ESSA = Every Student Succeeds Act Resource: Martha L. Thurlow, Ph.D. Director of the National Center on Educational Outcomes (NCEO)

16. How the 1% Cap is Calculated Total Students with Disabilities Taking FSAA in Grades Tested Divided by Total Students in Grades Tested

17. 1% Cap

18. Alternate Assessment and the 1% Cap • Memo sent to districts July 2017 explaining that the 1% cap is at the state level and appropriate participation in the alternate assessment would be monitored • The State is currently at 1.5% in ELA and 1.6% in Math and Science (2019) • The majority of districts are above 1%

19. Reminders about Access Courses: • Only students determined to have a significant cognitive disability may be enrolled in access courses (Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.)). • Students determined to have a specific learning disability have been determined not to have a significant cognitive disability and must notbe enrolled in access courses (Rule 6A-6.03018 F.A.C.). • Students correctly enrolled in access courses must take the Florida Standards Alternate Assessment (FSAA).

20. Checklist for Course and Assessment Participation Reminder Questions to Guide the Decision-Making Process • Does the student have a significant cognitive disability? • Even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials, does the student require modifications, as defined in Rule 6A-6.03411(1)(z), F.A.C., to the grade-level general state content standards pursuant to Rule 6A-1.09401, F.A.C.? • Does the student require direct instruction in academic areas of English language arts (ELA), mathematics, social studies, and science based on Access Points in order to acquire, generalize, and transfer skills across settings? Assessment Planning Resource Guide For Individual Educational Planning https://fsaa-training.onlinehelp.measuredprogress.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf

21. Number of Students Reported as taking FSAA not enrolled in Access Courses

22. Number of Students Reported as taking FSAA without an IEP Rule 6A-1.0943 (5) F.A.C. states the decision that a student with a significant cognitive disability will participate in the Statewide, Standardized Alternate Assessment as defined in section 1008.22(3)(c), F.S., is made by the IEP team and recorded on the IEP.

23. Number of Students Reported taking FSAA by Specific Disabilities(not indicative of a significant cognitive disability)

24. Primary Exceptionality of Students Taking the Florida Standards Alternate Assessment, Other 2019 Number of Students = 1078

25. State Level 1% Cap 2017-18 and 2018-19

26. 1% Cap State-level Summary by Subject *Only includes districts who have students taking the FSAA.

27. 1% Waiver and Percent Tested • States must test 95% of students for each subject area in order to apply for a waiver of the federal impact of exceeding the 1% cap (this impacts Title I funding). • Schools testing less than 95% of their students, overall or by subgroup, will have to review their testing practices and submit a plan for change to achieve 95% tested.

28. ReminderFSAA Participation Determination • How a student will participate in the statewide assessment program is an IEP team decision • Annual parental consent for alternate standards and assessment are required • IEP Teams are encouraged to use the Assessment Planning Resource Guide for IEP Teams, to help in the decision-making process • Student standards, courses and assessments must align

29. Justification Requirement • The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), limits the percentage of students that a State may assess with an alternate assessment based on alternate academic achievement standards (AA-AAAS) to no more than 1.0 percent of all assessed students in the grades assessed in a State for each subject. While there is a limit on the percentage of students statewide who may take the AA-AAAS, there is no such limit among local educational agencies (LEAs). However, 34 CFR 200.6(c)(3)(ii) and (iv) requires that an LEA submit information justifying the need to assess more than 1.0 percent of its students in any subject with an AA-AAAS. The State must make that information publicly available, provided that such information does not reveal personally identifiable information about an individual student. • The required justification information will be collected via each district’s annual SP&P. The focus of Florida’s training and technical assistance will continue to be on ensuring that IEP teams make the appropriate, individualized, and data-based decision for each student. Florida Department of Education Alternate Assessment Based on Alternate Academic Achievement Standards (AA-AAAS) Participation Plan

30. Resources: FSAA - Assessment Planning Resource Guide for Individual Educational Plan (IEP) Teams https://fsaa-training.onlinehelp.measuredprogress.org/wp-content/uploads/sites/8/docs/FlaAlt_ResourceGuideIEP.pdf Accommodations Assisting Students with Disabilities http://www.fldoe.org/core/fileparse.php/7567/urlt/0070069-accomm-educator.pdf

31. Contact Information For questions regarding data contact: Cyndi Holleman, Data Coordinator Cyndi.Holleman@fldoe.org For questions regarding program or policy contact: Chelsea Strickland, Program Specialist Chelsea.Strickland@fldoe.org 850-245-0475

32. FSAA Reminders

33. FSAA Performance Task versus Datafolio • How a student will participate in the statewide alternate assessment program is an IEP team decision that must be documented on the IEP. • Use the Assessment Planning Resource Guide for IEP Teams, located on the FSAA Portal, to help in the decision-making process. • An IEP that indicates "FSAA" would only need to be changed if the decision is that the Datafolio is the most appropriate method to assess the student.

34. Documenting Datafolio on the IEP • This can happen two ways: • A formal IEP meeting of all parties; or • A meeting with the local educational agency (LEA) representative and the parent/guardian takes place. In either case, the IEP must be amended to reflect the consent for change, and that the student will be assessed by the collection of evidence for FSAA Datafolio.

35. Responsible Personnel for Administration • The student’s exceptional student education teacher, who has either: • attended face-to-face training for the FSAA—Datafolio; • or completed the FSAA—Datafolio Administration Training Modules online, should administer the assessment. • If the exceptional education teacher is unavailable, the assessment administrator must be a certified teacher or other licensed professional (i.e., speech pathologist, occupational therapist, physical therapist) who has worked extensively with the student and is trained in the assessment procedures.

36. Training – FSAA – Datafolio • Teachers who still need Datafolio training will be required to access the online training modules and tutorials. • Training modules and tutorials are available on the FSAA Portal. https://fsaa-training.onlinehelp.measuredprogress.org/datafolio-teacher-resources/

37. Training – FSAA Performance Task • All teachers who will administer the FSAA – Performance Task for the first time must receive face-to-face training • Teachers who administered the assessment last year can participate in training through online modules and tutorials https://fsaa-training.onlinehelp.measuredprogress.org/performance-task-teacher-resources/

38. Training – FSAA Performance Task • All training must be completed prior to administering the assessment.

39. FSAA Service Center • Please contact the FSAA Service Center with questions. Standard hours are Monday–Friday from 8 a.m. to 5 p.m. (EST) • FSAAServiceCenter@measuredprogress.org • Phone: 866-239-2149 • Fax: 866-283-2197 FSAA Portal • Training modules, manuals, resources, memos, and more • https://fsaa-training.onlinehelp.measuredprogress.org

40. Contact Information: Angie Nathaniel, Program Specialist Email: angela.nathaniel@fldoe.org Phone: 850.245.0972 Chelsea Strickland, Program Specialist Email: chelsea.strickland@fldoe.org Phone: 850.245.0475