National Center and State Collaborative General Supervision Enhancement Grant NCSC GSEG

1. National Center and State Collaborative General Supervision Enhancement Grant(NCSC GSEG) Kick-off Meeting Washington, DC December 17, 2010

2. National Center and State Collaborative Building an assessment system based on research-based understanding of: - technical quality of AA-AAS design - formative and interim uses of assessment data - summative assessments - academic curriculum and instruction for students with significant cognitive disabilities - student learning characteristics and communication - effective professional development NCSC GSEG 3/30/2012 2

3. NCSC Partners Centers National Center on Educational Outcomes National Center for the Improvement of Educational Assessment University of Kentucky University of North Carolina-Charlotte edCount, LLC States NCSC GSEG 3/30/2012 3

4. A Comprehensive Model All partners share a commitment to the research-to-practice focus of the project and the development of a comprehensive model of curriculum, instruction, assessment, and supportive professional development. NCSC GSEG 3/30/2012 4

5. History and Context Of the Project design Overview 5

6. Shift to Inclusion NCEO research on outcomes for ALL students with disabilities leading to OSEP Technical Assistance Center (21 years) 1990s work in Kentucky and Maryland Range of participation from 0 � 85% Separate systems for assessment, separate systems for curriculum, separate systems for instruction Very poor outcomes for students with disabilities, although range was wide NCSC GSEG 3/30/2012 6

7. Key Reports Along the Way Testing, Teaching, and Learning � Elmore and Rothman (1999) Committee on Title I Testing and Assessment � NRC Theory of Action in SBR based 1994 ESEA reauthorization: Set standards, build assessments, hold accountable = Increased achievement Evidence emerged� to get increased achievement, actually had to intervene on curriculum and instruction � Professional Development, Pre- and Inservice Quenemoen, Lehr, Thurlow, and Massanari (2001) Implications of theory underlying reform for students with disabilities NCSC GSEG 3/30/2012 7

8. Building Assessments � But Worrying About Curriculum and Instruction Knowing What Students Know � Pellegrino, Chudowsky, and Glaser (2001) Committee on Assessment � NRC New Hampshire Enhanced Assessment Initiative (NHEAI) National Alternate Assessment Center (NAAC) Triangle off the triangle CIA/KWSK Poking around the C and the I while working on the A NCSC GSEG 3/30/2012 8

9. NCSC GSEG 3/30/2012 9

10. Ten Challenges Identified by Partners and States College and career readiness Learning progressions Formative and interim uses of assessment data Instruction and curriculum tools � concrete supports Differences within the 1% population � communicative competence 70-30? 70-15-15? Teacher capacity issues Flexibility and standardization balance Growth Technology Comparability Costs NCSC GSEG 3/30/2012 10

11. Key Ideas for Building the Foundation Articulating CCR Defining the construct Instructional models � Principle of Uncertainty; Least Dangerous Assumption Communicative competence Delivering PD, building capacity Validity argument NCSC GSEG 3/30/2012 11

12. Theory of Action Long-term goal: To ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options. A well-designed summative assessment alone is insufficient. To achieve this goal, an AA-AAS system also requires: Curricular & instructional frameworks Teacher resources and professional development NCSC GSEG 3/30/2012 12

13. 3/30/2012 13

14. Validity Evaluation Determining that the C, I, and A strategies are effective, implemented as intended, and producing desired results. NCSC GSEG 3/30/2012 14

15. NCSC Organizational Structure States participate in one or more work groups Each work group nominates one or more states to serve on the management team Work groups interact and collaborate as appropriate The management team and Technical Advisory Committee oversee the work of all four groups NCSC GSEG 3/30/2012 15

16. 3/30/2012 16

17. NCSC Work Group Structure NCSC GSEG 3/30/2012 17

18. Assessment design Work Group 1 18

19. Assessment Design: Major Goals Articulate college- and career-readiness Establish construct definitions Design assessment frameworks Develop/field-test assessment items and draft PLDs Establish technology platform Develop reporting system Establish operational assessment system NCSC GSEG 3/30/2012 19

20. Assessment Design: Key Ideas Assessment Triangle (Pellegrino, Chudowsky, & Glaser, 2001) College- and career-readiness for SSCD Evidence-centered design Balancing standardization and flexibility (Gong & Marion, 2006) NCSC GSEG 3/30/2012 20

21. Technology (1) Proposed development of a comprehensive system to support instruction and assessment to include: Facilitating summative assessment that is enhanced by appropriate assistive technology Providing support for formative assessment tools and strategies, and supporting interim uses of assessment data Supporting professional development and providing instructional resources to include curriculum modules Enabling flexible, dynamic reporting of student performance NCSC GSEG 3/30/2012 21

22. Technology (2) Currently exploring partnership with DLM GSEG (Kansas) for technology solution An Ad Hoc Technology Committee is currently investigating the possibility of collaboration with DLM GSEG The committee will provide a recommendation by mid-January, 2011 3/30/2012 NCSC GSEG 22

23. Curriculum & instruction Work Group 2 23

24. Curriculum & Instruction: Major Goals Validate the learning progressions frameworks and entry points Develop skill sequences within each learning progression Develop generalizable skill sequences for each content area Pilot and validate formative assessments and interim uses of assessment data Develop content support for special ed teachers Partner with WG 1 to develop test blueprint aligned to the CCSS NCSC GSEG 3/30/2012 24

25. Curriculum & Instruction: Key Ideas Learning progressions Big ideas/enduring understandings and prioritization of content Entry points Alignment Curricular modules NCSC GSEG 3/30/2012 25

26. Professional development Work Group 3 26

27. Professional Development: Major Goals Establish state PD communities of practice (COPs) Implement Common Core State Standards Communication Triage K-8 Develop assessment administration and assessment results trainings Develop teacher/principal evaluation tools NCSC GSEG 3/30/2012 27

28. Professional Development: Key Ideas Communities of Practice Scaling up use of CCSS-aligned academic curriculum Communication by Kindergarten/ Communication Triage Technology and training Teacher/principal effectiveness NCSC GSEG 3/30/2012 28

29. Evaluation Work Group 4 29

30. Evaluation: Major Goals Establish the project Theory of Action and Interpretive Argument Prioritize issues and develop study designs Implement validity studies Synthesize results and produce reports NCSC GSEG 3/30/2012 30

31. Evaluation: Key Ideas Argument-based approach (Kane, 2006) Theory of Action Validity evaluation and process evaluation External evaluation NCSC GSEG 3/30/2012 31

32. State Commitments Agree to the Theory of Action in principle and practice Active participation in one or more topical area Work Groups Involvement of state stakeholders in development processes (e.g., item review, standard-setting) Active participation in pilot and field testing of all components of the systems Participation in validity and evaluative studies Provision of communication and practice linkages to existing RTTA funded consortia. NCSC GSEG 32

33. Project Management Management team coordinates and oversees work groups Each work group annually selects one or more states to represent them on the management team Ongoing process evaluation to identify challenges and opportunities, bring to management team for action One-on-one quarterly state transition planning TAC meetings Other expert advisory roles NCSC GSEG 3/30/2012 33

34. Management Team Purpose Monitor and evaluate attainment of goals, objectives, and timelines Identify barriers and solutions to problems encountered by work groups or individual collaborative members Ensure that the research-to-practice efforts honor the contributions, insights, needs, and unique concerns of all collaborative members 3/30/2012 NCSC GSEG 34

35. Management Team Process Meet via phone/web monthly, with one face-to-face annual meeting each year, in conjunction with a full project team/state annual face-to-face meeting Full project team/states will meet 2-4 times per year via distance technology as well Support cross-GSEG and RTTA project collaboration 3/30/2012 NCSC GSEG 35

36. Developing a system of assessments supported by curriculum, instruction, and professional development to ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options.For more information, contact Project Director Rachel Quenemoen at quene003@umn.edu or 612-708-6960. The contents of this presentation were developed under a grant from the Department of Education (PR/Award #: H373X100002, Project Officer, Susan.Weigert@Ed.gov). However, the contents do not necessarily represent the policy of the Department of Education and no assumption of endorsement by the Federal government should be made. 3/30/2012 NCSC GSEG 36