Inclusive Assessment Strategies for Diverse Learners

1. Assessments Shall Provide for… • Participation of all students • Reasonable adaptations and accommodations for students with disabilities Sue Rigney U.S. Department of Education

2. The Department expects… States to assess as many students as possible with assessments aligned to regular achievement standards • Implement fully IDEA 1997 • Provide students access to the general curriculum • Develop universally designed assessments • Ensure both special and regular education teachers set high expectations for SWD and understand State content standards Sue Rigney U.S. Department of Education

3. Accommodations Most students with disabilities are expected to participate in regular statewide assessments • without accommodations • with appropriate accommodations that are consistent with accommodations provided during regular instruction • in an alternate assessment based on grade-level content and achievement standards Sue Rigney U.S. Department of Education

4. Alternate Achievement Standards • Use of alternate achievement standards permitted only for students with most significant cognitive disabilities • All other students to be assessed using same academic standards that the State applies to all public schools and public school students Sue Rigney U.S. Department of Education

5. States may use more than one alternate assessment • Alternate assessment scored against grade-level standards • Alternate assessment scored against alternate achievement standards – appropriate only for students with most significant cognitive disabilities Sue Rigney U.S. Department of Education

6. Alternate Assessments should have… • Clearly defined structure • Guidelines for which students may participate • Clearly defined scoring criteria and procedures • Report format that clearly communicates student performance in terms of the academic achievement standards defined by the State Sue Rigney U.S. Department of Education

7. Under current regulation Out-of-level assessments are considered to be alternate assessments based on alternate achievement standards to which the 1% cap applies. By definition, these assessments do not represent a grade-level achievement standard. Sue Rigney U.S. Department of Education

8. OOLT as Alternate Achievement Standard Only if… • Standard defined through documented and validated standards-setting process • Aligned with State content standards • Promote access to the general curriculum • Reflect professional judgment of highest achievement standards possible • Results included in 1% cap on proficient scores for AYP Sue Rigney U.S. Department of Education

9. 1% Cap on Alternate Achievement Standards in AYP • Applies to the number of proficient and advanced scores that may be included in AYP determinations • Does not limit the number of students taking an assessment against alternate achievement standards • Applies at the State and district levels • Alternate assessments based on grade level achievement standards would not be affected by the 1% cap Sue Rigney U.S. Department of Education

10. Assessment System Review Peer review will ask for evidence that… • The State provides clear, written guidelines to all LEAs concerning how to maximize inclusion of all students with disabilities in the regular assessment system.   • The State provides for the use of appropriate accommodations and has conducted studies to ensure that scores based on accommodated administrations yield scores that can be meaningfully combined with the standard administrations. Sue Rigney U.S. Department of Education

11. So where are the “gap” kids? In the regular test based on grade level content and achievement standard OR In an alternate assessment based on grade-level content and achievement standards All are included in school AYP calculations - safe harbor provides a safety net Sue Rigney U.S. Department of Education