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Transcript of 03/18/04SB Alt Acheivement Stds1 Alternate Achievement Standards for Oregon’s Extended Assessments...
03/18/04 SB Alt Acheivement Stds 1
Alternate Achievement Standards for Oregon’s Extended Assessments
Action ItemOregon State Board of Education
March 18, 2004
03/18/04 SB Alt Acheivement Stds 2
Significant Dates
December 8 & 9, 2004—Panel MeetsDec ‘03 thru Feb ’04—ODE applies
standards to 2002-03 Extended Assessment Data to examine impact of alternate standards
March 18, 2004—State Board of Education Considers Alternate Standards
03/18/04 SB Alt Acheivement Stds 3
Recommendations to the State Board on Alternate Achievement Standards
Adopt alternate achievement standards recommended by the panel Implement the standards for two years—2003-2004 & 2004-2005 Re-evaluate alternate standards in 2005 (consider any new regulations, data trends, or research about the Extended Assessments)
03/18/04 SB Alt Acheivement Stds 4
Additional Recommendations
Continue current guidelines for “Including All Students” and making IEP team decisions Report Individual Student accomplishments to student, teacher, and family Direct the Accountability Team to incorporate Extended Assessment scores (and alternate standards) in accountability reporting
03/18/04 SB Alt Acheivement Stds 5
Background
03/18/04 SB Alt Acheivement Stds 6
Oregon’s Extended Assessment Timeline
Development Development 19981998
Pilot Test 1999Pilot Test 1999
Field Test 2000Field Test 2000
Statewide Statewide Implementation Implementation 20012001
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Three principles adopted in 1998
Stick with the Board adopted standards, don’t add
new standards,
Emphasize a single comprehensive assessment
system that includes all students, and
Avoid establishing an alternate assessment that
is a catch-all or dumping ground for low
performing students.
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ODE goals from 1999 forum:
Review list of strategies identified in 1998 and update.Expand definition of each strategy and account for progress to date.Develop a 3-5 year implementation time line.
03/18/04 SB Alt Acheivement Stds 9
In this process, careful attention was
given to standardizing the Extended
Assessment tasks and considering
the level of support needed for each
student to show what he or she could
do.
03/18/04 SB Alt Acheivement Stds 10
IDEA ‘97 Assessment RequirementsState performance goals and indicators for SWDSWD included in state and district assessments with accommodations if neededIf not included, statement of why not plus alternate assessmentStates must aggregate and report aggregate and report resultsresults of alternate assessments
03/18/04 SB Alt Acheivement Stds 11
Four Extended Assessments for Students with Significant Disabilities
Curriculum Based Curriculum Based Measures:Measures:Extended Reading Extended Mathematics Extended Writing
Environmentally Environmentally Based Measures:Based Measures:
Extended Career andLife Role Assessment System (X-CLRAS)—IV
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One-on-one Extended Performance Assessments
Standard tasks and scoring proceduresRatings that evaluate independent performance while focusing on knowing and doingMeasures designed to be sensitive to growthAligned to standards and to student’s current level of performancePredictive of performance on benchmarksScores can be aggregated and reported as group summaries
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The Framework for Inclusive AssessmentLadder of Levels
Writing/Math PS R/L, Math, Science R & M only CRLS Grades
C CAM 12
B 11
CIM CIM A 10* C Some Students 9
Benchmark 3 Benchmark 3 B w/Significant 8* A Cognitive 7
C Disabilities 6
Benchmark 2 Benchmark 2 B May Take 5* A X-CLRAS 4
C Throughout their 3* Benchmark 1 Benchmark 1 B School 2
A Career 1
Ex Wr Ex R & M K
Ex Wr Ex R & M X-CLRAS PK
Ex Wr Ex R & M PS
# Achievement Level Tests * Grades tested Extended Assessments
03/18/04 SB Alt Acheivement Stds 14
Extended Academic Assessments
03/18/04 SB Alt Acheivement Stds 15
I Extended ReadingI Extended Reading
Naming Letters, PicturesBlending Sounds Reading Words, Names, SentencesReading Text OrallyReading and Listening Comprehension
03/18/04 SB Alt Acheivement Stds 16
II Extended II Extended MathematicsMathematics
Naming/copying numbersCounting & writing numeralsShapes/telling timeNaming, counting moneyManipulatives & computation
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III Extended WritingIII Extended Writing
Copying LettersCopying WordsDictated WordsDictated SentencesWriting SentencesStory Writing
03/18/04 SB Alt Acheivement Stds 18
IV Extended CLRASIV Extended CLRAS based on Oregon’s Academic Content and based on Oregon’s Academic Content and Performance Standards and the CAM Performance Standards and the CAM Career Related Learning StandardsCareer Related Learning Standards
Personal Management
Career Development
Communication
Problem Solving
Team Work
Employment Foundations
Motor Skills (not CAM)
03/18/04 SB Alt Acheivement Stds 19
Typical daily routinesEssential related skills for living in English language arts, mathematics, and science
Extended Career and Life Role Assessment System (CLRAS)
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Extended Career and Life Role Assessment System (CLRAS)
Baseline Annual Assessment Checklist (BAAC)Selected Routines for LivingRelated Skills
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Assessment of Daily Routines
Combines teacher rating and performance assessmentAssesses related skills while students are engaged in routinesSpecific related skills determined by the IEP team.
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Eating Lunch--Activities
Locates cafeteria Locates food service lineSelects foodFinds seating locationPrepares to eatConsumes foodPuts away utensils, tray, etc.Leaves cafeteria
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Example of Related Skills
Expressive Communication1. Chooses preferred object2. Accepts/pushes away 3. Gestures for permission
Problem Solving1. Gestures to indicate problem2. Cooperates while others solve problem
Employment Foundations: Math1. Matches objects 1:12. Counts to 10
Employment Foundations: Reading
1. Points to capital letters2. Points to name/survival signs
03/18/04 SB Alt Acheivement Stds 24
Rated on Level of Independence
4--Independent (may include minimal peer assistance)3--With gestures, visual and/or verbal prompts only2--With partial physical assistance prompt*1--With full physical assistance prompt*0--Step was not completed with full physical assistance
* May include gestures, visual &/or verbal prompts.
03/18/04 SB Alt Acheivement Stds 25
Guidelines
03/18/04 SB Alt Acheivement Stds 26
Which Which Students with Disabilities will take regular assessments??
WritingWriting--produce 5+ sentences on a topic
Mathematics Mathematics (KS)(KS)-- answer questions re: time, patterns, shapes, measures, money, simple fractions
Reading (KS)Reading (KS) --read 225 word passages & answer 3-5 questions
03/18/04 SB Alt Acheivement Stds 27
Who takes Ext. Assessments?
Students w/ Significant Disabilities
With instruction in functional daily living skills and/orand/orPerforming well below Benchmark 1 in reading, writing,
or mathematics
03/18/04 SB Alt Acheivement Stds 28
Critical Constructs of NCLB ’02 affirming ESEA ‘94
Assess all students annually grades 3 through 8 & once in high school—no less than 95%
All students achieve standards over 12 year periodReport disaggregated outcomes Implement an Accountability System to high standards with rewards and sanctionsMeasure Adequate Yearly Progress (AYP)
03/18/04 SB Alt Acheivement Stds 29
New NCLB Regulations: Announced in the Federal Register Tuesday, December 9, 2003
Alternate Standards may be established for students with significant cognitive disabilities Up to 1% of all students can be reported as “meeting” standards through the alternate standards
03/18/04 SB Alt Acheivement Stds 30
Standard Setting Panel
03/18/04 SB Alt Acheivement Stds 31
Standards Setting Panel Work
1. Specify the task demands
2. Reflect on student performance
3. Take notes on the process—explain reasons
4. Establish performance levels using a common language (Emerging, Proficient, Strong)
5. Provide recommended judgments with clarification
03/18/04 SB Alt Acheivement Stds 32
Recommend Alternate Standards
English Language ArtsReading/LiteratureWriting
MathematicsKnowledge and SkillsMath Problem Solving
03/18/04 SB Alt Acheivement Stds 33
Standard Setting Panel Expressed the Belief that--
Students Taking Extended Assessments Should Have the Opportunity to “Meet” or “Exceed”
03/18/04 SB Alt Acheivement Stds 34
High Standards & Expectations for All Students including All Students with Disabilities (SWD)
Avoid low expectationsAcknowledge achievementsHonor accomplishmentsRecognize dignity
03/18/04 SB Alt Acheivement Stds 35
What’s the impact?
03/18/04 SB Alt Acheivement Stds 36
2000, 2001, 2002 Students with Disabilities Using Options to the General Oregon Statewide Assessment
Challenge Down Modified Administration Extended Assessments
Were Not counted
03/18/04 SB Alt Acheivement Stds 37
In 2003 SWD Using the Options Were Counted
Challenge Down Modified Administration Extended Assessments
With Performance level = “With Performance level = “Does Not Does Not MeetMeet””
03/18/04 SB Alt Acheivement Stds 38
Alternate Standards for SW Significant Disabilities (1%)
With Alternate Standards, these students would have the opportunity to “meet” or “exceed” standards
03/18/04 SB Alt Acheivement Stds 39
How Many Students Take Extended Assessments?
Oregon Statewide Assessment
Extended Assessment Participation--2 year comparisonGrades 3 % 5 % 8 % 10 % Total %
Reading '02 1039 2.5% 492 1.1% 228 0.5% 102 0.2% 1861 1.1%Reading '03 1618 3.9% 752 1.7% 285 0.6% 187 0.5% 2842 1.7%
Mathematics '02 738 1.8% 416 0.9% 208 0.5% 103 0.3% 1465 0.9%Mathematics '03 1143 2.8% 639 1.5% 263 0.6% 193 0.5% 2238 1.3%Combines students taking either Extended CLRAS, Extended Reading, or Extended Mathematics
03/18/04 SB Alt Acheivement Stds 40
How will Extended Mathematics Assessment Scores be Reported?
E xte nd e d M ath e m a ticsP e rform a nce Le ve l in M ath e m a tics
K n ow le d ge an d S kills I tem s
E xte nd e d M ath e m a ticsP e rform a nce Le ve l in M ath e m a tics
P ro b le m S olv ing
E xten d ed Ca re er a n d L ife R o le A s se s sm e nt S ys temX - C L R A S - - P e rfo rm a n ce L e vel in M a th em a tics
M a th P ro b le m S o lv ing
E xte nd e d M ath e m a ticsP e rform a nce Le ve l in M ath e m a tics
K n ow le d ge an d S kills I tem s
E xte nd e d M ath e m a ticsP e rform a nce Le ve l in M ath e m a tics
P ro b le m S olv ing
E xte nd e d M ath e m a ticsP e rform a nce Le ve l in M ath e m a tics
M a th e m a ticsO ve ra ll P e rfo rm a n ce L e vel
03/18/04 SB Alt Acheivement Stds 41
Mathematics Knowledge and SkillsGrade 3
Figure 2. Knowledge and Skills:Extended Mathematics Assessment Third Grade (n=652)
14.1
42.9 42.9
28.8
50.3
20.9
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Knowledge and Skills tasks include 30 possible (weighted) points. Proficiency categories are calculated as: <10=Does not Meet; 10-19=Meets; 20-30=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. Clearly, the 66% item proficiency is a more stringent standard: twice as many students fail to meet the standard using this cut-off point. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 42
Mathematics Knowledge and SkillsGrade 5
Figure 5. Knowledge and Skills:Extended Mathematics Assessment Fifth Grade (n=374)
12
40.9
23
29.1
47.947.1
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Knowledge and Skills tasks include 30 possible (weighted) points. Proficiency categories are calculated as: <10=Does not Meet; 10-19=Meets; 20-30=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. Clearly, the 66% item proficiency is a more stringent standard: twice as many students fail to meet the standard using this cut-off point. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 43
Mathematics Knowledge and SkillsGrade 8
Figure 8. Knowledge and Skills:Extended Mathematics Assessment Eighth Grade (n=145)
20
42.137.9
55.9
37.2
6.9
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Problem Solving tasks include 15 possible (weighted) points. Proficiency categories are calculated as: <5=Does not Meet; 5-9=Meets; 10-15=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 44
Mathematics Knowledge and SkillsGrade 10
Figure 11. Knowledge and Skills:Extended Mathematics Assessment Tenth Grade (n=121)
21.5
29.8
48.849.6
43.8
6.6
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Per
cen
t o
f S
tud
ents
in
Cat
ego
ry
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Problem Solving tasks include 15 possible (weighted) points. Proficiency categories are calculated as: <5=Does not Meet; 5-9=Meets; 10-15=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 45
Mathematics Problem SolvingGrade 5
Figure 6. Problem Solving:Extended Mathematics Assessment Fifth Grade (n=374)
31
42.2
33.230.7
26.7
36.1
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Per
cen
t o
f S
tud
ents
in
Cat
ego
ry
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Problem Solving tasks include 15 possible (weighted) points. Proficiency categories are calculated as: <5=Does not Meet; 5-9=Meets; 10-15=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 46
Mathematics Problem SolvingGrade 8
Figure 9. Problem Solving:Extended Mathematics Assessment Eighth Grade (n=145)
49.7
32.4
41.4
24.825.5 26.2
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Problem Solving tasks include 15 possible (weighted) points. Proficiency categories are calculated as: <5=Does not Meet; 5-9=Meets; 10-15=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 47
Mathematics Problem SolvingGrade 10
Figure 12. Problem Solving:Extended Mathematics Assessment Tenth Grade (n=121)
24
29.8
46.3
18.2
35.5
46.3
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Problem Solving tasks include 15 possible (weighted) points. Proficiency categories are calculated as: <5=Does not Meet; 5-9=Meets; 10-15=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in each task required to score "proficient" in that task. A total of 18 differentially-weighted tasks were included on the Extended Mathematics Assessment.
03/18/04 SB Alt Acheivement Stds 48
How will Extended Assessment English Language Arts Scores be Reported?
P e rfo rm a n ce Le vel in R e ad ing P e rform a nce Le ve l in W riting
E xten d ed Ca re er a nd L ife R o le A s se s sm e nt S ys temX- C L R A S - -P e rform a nce Le ve l in R ea d ing
E xten de d R e ad ingP e rfo rm a n ce Le vel in R e ad ing
E xten d ed W ritingP e rform a nce Le ve l in W riting
E n g lis h L an gu ag e A rtsw ith E xte n de d A cad e m ic As s es s m e n ts
E n g lis h L an gu ag e A rtsO ve rall P e rfo rm a n ce L e vel
03/18/04 SB Alt Acheivement Stds 49
Reading and LiteratureGrade 3
Figure 13. Total Proficiency Points:Extended Reading Assessment Third Grade (n=969)
59.5 56
16.8
27.1
20.919.5
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Per
cen
t o
f S
tud
ents
in
Cat
ego
ry
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Total Proficiency categories are based on 22 possible (weighted) points. Proficiency categories are calculated as: <7=Does not Meet; 7-13=Meets; 14-22=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in tasks 1-7 required to score "proficient" in that task. Tasks 8-10 were internally weighted, as each task included an "easy," "medium," and "difficult" option.
03/18/04 SB Alt Acheivement Stds 50
Reading and LiteratureGrade 5
Figure 14. Total Proficiency Points:Extended Reading Assessment Fifth Grade (n=456)
56.8 54.6
20.4
2525
18.2
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Per
cen
t o
f S
tud
ents
in
Cat
ego
ry
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Total Proficiency categories are based on 22 possible (weighted) points. Proficiency categories are calculated as: <7=Does not Meet; 7-13=Meets; 14-22=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in tasks 1-7 required to score "proficient" in that task. Tasks 8-10 were internally weighted, as each task included an "easy," "medium," and "difficult" option.
03/18/04 SB Alt Acheivement Stds 51
Reading and LiteratureGrade 8
Figure 15. Total Proficiency Points:Extended Reading Assessment Eighth Grade (n=162)
53.7
45.7
20.4
34
22.823.5
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Per
cen
t o
f S
tud
ents
in
Cat
ego
ry
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Total Proficiency categories are based on 22 possible (weighted) points. Proficiency categories are calculated as: <7=Does not Meet; 7-13=Meets; 14-22=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in tasks 1-7 required to score "proficient" in that task. Tasks 8-10 were internally weighted, as each task included an "easy," "medium," and "difficult" option.
03/18/04 SB Alt Acheivement Stds 52
Reading and LiteratureGrade 10
Figure 16. Total Proficiency Points:Extended Reading Assessment Tenth Grade (n=118)
50.8 48.3
22
29.7
22.9
26.3
0
10
20
30
40
50
60
70
Do Not Meet Meet Exceed Do Not Meet Meet Exceed
Proficiency Category
Perc
ent o
f St
uden
ts in
Cat
egor
y
Task Item Proficiency=50% Task Item Proficiency=66%
Note: Total Proficiency categories are based on 22 possible (weighted) points. Proficiency categories are calculated as: <7=Does not Meet; 7-13=Meets; 14-22=Exceeds. Task Item Proficiency levels (50% and 66%) refer to the percent of correct items in tasks 1-7 required to score "proficient" in that task. Tasks 8-10 were internally weighted, as each task included an "easy," "medium," and "difficult" option.
03/18/04 SB Alt Acheivement Stds 53
Not Applied to Extended WritingOnly 145 High School Students took 2003 Extended Writing
Grade 10 only
Grades 3, 5, and 8Suspended in
2003
03/18/04 SB Alt Acheivement Stds 54
Recommendations
Review
03/18/04 SB Alt Acheivement Stds 55
Recommendations on Alternate Achievement Standards
Adopt alternate achievement standards recommended by the panel. Implement the standards for two years—2003-2004 & 2004-2005 Re-evaluate alternate standards in 2005 (consider any new regulations, data trends, or added information about the Extended Assessments and adjust accordingly)
03/18/04 SB Alt Acheivement Stds 56
Additional Recommendations
Continue current guidelines for “Including All Students” and making IEP team decisions Report Individual Student accomplishments to student, teacher, and family Direct the Accountability Team to incorporate Extended Assessment scores (and alternate standards) in accountability reporting
03/18/04 SB Alt Acheivement Stds 57
Continue current guidelines for “Including All Students” and making IEP team decisions
Individually determined
Present level of performance
Instructional Goals
Accommodations
Content Standards
03/18/04 SB Alt Acheivement Stds 58
Report Individual Student Accomplishments to Student, Teacher, and Family
Students receive scores on the assessments they take.
Scores give the student, teacher, and family information about the student’s achievement.
03/18/04 SB Alt Acheivement Stds 59
Accountability & AYP
Rely on the Accountability Team to determine how scores will be handled in calculating and reporting AYP & the Oregon Report Card