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Transcript of Outline Assessments and SWDs – NCLB/IDEA Elimination of the OMAAP Assessment Formative...
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Outline
Assessments and SWDs – NCLB/IDEA Elimination of the OMAAP Assessment Formative Assessment Accommodations UDL Resources
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NCLB and IDEA
ASSESSMENT
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The World of Accountability
ASSESSMENT
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Assessment
The No Child Left Behind Act of 2001 (NCLB) prohibits schools from excluding students with disabilities from the educational accountability system.
Excluding students with disabilities from testing is also a violation of the Individuals with Disabilities Education Act (IDEA).
ASSESSMENT
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Assessment
States are required to provide accommodations and alternate assessments as needed, to ensure that students with disabilities fully participate.
These assessment requirements were put into place as a way to determine if the school is adequately educating every student in critical core academic areas.
ASSESSMENT
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OMAAP
The Oklahoma Modified Alternate Assessment Program (OMAAP) is an alternate assessment based on modified academic achievement of the standards (AA-MAS).
All first time test takers in a subject area must now participate in the OCCT or OAAP for grades 3-8 and EOI.
From 2013-2016: Any student who participated in the OMAAP during the 2012-2013 school year or earlier and was unsuccessful has the option to retake the OMAAP (for EOI only) in the same subject area in order to apply a modified proficiency score for ACE graduation requirements.
ASSESSMENT
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OMAAP
Why are teachers and administrators concerned about the discontinuation of the OMAAP?There will be no middle ground between the OAAP and the OCCT.Students who previously took the OMAAP might not be able to pass the OCCT.Repercussions due to ACE legislation. TLE (http://ok.gov/sde/oklahoma-teacher-leader-effectiveness-tle)
ASSESSMENT
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OMAAP
ASSESSMENT
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OMAAP
Our gravest worry is that students with learning disabilities, who may need some extra time to work on grade level and benefit from intensive, research-based instruction and support services, will be assigned to the new assessment and over time, will effectively be taken off track from receiving a regular high school diploma.
National Center for Learning Disabilities
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OMAAP
In essence, the new regulation provides states the opportunity to test certain students receiving special education differently than their peers — a tempting offer for states looking to find ways to avoid teaching and testing all children equally. National Center for Learning Disabilities
ASSESSMENT
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OMAAP
The AA-MAS was never intended to be a long-term solution for students with disabilities.
The USDE has also expressed the intent to no longer allow states to use it.
U.S. Secretary of Education Arne Duncan on the 2% rule: http://www.youtube.com/watch?v=4P0oL2QOkhs&feature=youtu.be
ASSESSMENT
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OMAAP
Secretary Duncan has also expressed the need to eliminate the “2% test”, saying “I want to say here and now for the record that we
are moving away from the 2% rule. We will not issue another policy that allows districts to disguise the educational performance of 2% of students. That’s unacceptable, and that must change. We have to expect the very best from our students and to tell the truth about student performance so that we can give all students the supports and the services they need”.
http://www.ed.gov/news/speeches/preparing-students-disabilities-success-secretary-duncans-remarks-american-association
ASSESSMENT
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OMAAP Participation 2011-2012
ASSESSMENT
English II10.5
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OMAAP Test Takers
Disability categories of AA-MAS test takers, 2008 Learning disability Other health impairments Intellectual disability Emotional disturbance
(Students from all categories participated, these represent the majority).
Improving the Oklahoma Modified Alternate Assessment Program General Supervision Enhancement Grant (GSEG) 2007-2010; Renée Cameto, Principal Scientist and Katherine Nagle, Project Director
ASSESSMENT
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OMAAP Test Takers
Behavioral characteristics of students taking the AA-MAS, 2008 Trouble with organizing and keeping track
of their work Required frequent clarification of
instruction and one on one support Difficulty with memorization Difficulty finishing assignments and were
easily distracted
ASSESSMENT
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OMAAP Test Takers
Academic learning characteristics of students taking the AA-MAS, 2008
Reading: Read slowly Difficulty drawing inferences from grade level text Difficulty answering comprehension questions on long
passages Limited awareness of narrative or expository text
structures Difficulty identifying the main idea
Mathematics: Difficulty with problems requiring multi-step solutions Difficulty understanding and applying mathematics
procedures Slow or inaccurate retrieval of basic math facts
ASSESSMENT
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OMAAP Test Takers
Professional development needs of teachers of AA-MAS eligible students, 2008 Teachers had many professional
development needs
More than half of the teachers wanted training in: Teaching students organization and study
skills Improving student’s problem-solving skills Increasing student’s persistence on tasks Strategies for teaching comprehension of
narrative text
ASSESSMENT
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Student Needs
ASSESSMENT
GeneralOrganization, keeping track of work
Memorization
Clarification
Finishing assignments
Limiting distractions
ReadingReading speed
Drawing inferences
Comprehension on long passages
Awareness of narrative or expository text structures
Identifying the main idea
MathFast and accurate retrieval of basic math facts
Understanding and applying mathematical procedures
Solving problems with multi-step solutions
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OMAAP
Even though the assessment included numerous changes designed to make it less difficult for these students (e.g., limited use of terminology and language from other content areas, segmented passages, reduced amount of reading through elimination of words and phrases, simplified words or phrases in item prompts, minimized use of pronouns and prepositional phrases), the barriers that students encountered seemed to be related less to the assessment itself.
Reading level, test-taking strategies, and possible lack-of-instruction appear to be the actual ‘barriers’ to reading proficiency. http://www.cehd.umn.edu/nceo/OnlinePubs/LessonsLearned.pdf
ASSESSMENT
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Providing Access to Assessment To ensure successful participation we must:
Understand the needs of students with disabilities, Select appropriate accommodations that improve
access, Focus core instruction on the Oklahoma Academic
Standards, Utilize the principles of Universal Design for Learning, Consider access to the curriculum when determining
LRE, Utilize formative assessments, Support educators in the classroom, and Make better use of technology in assessments.
ASSESSMENT
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Providing Access to Assessment Providing students with disabilities
with the tools necessary for success in the classroom and to show their knowledge and skills in a regular assessment format means that they are truly included in the world of education. NICHY (2007). Assessment and Accommodations. Evidence for
Education. 2(1), p. 10
ASSESSMENT
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Improving Reading Proficiency Understanding factors related to reading
proficiency. Example of a Research Based
Instructional Strategy: Collaborative Strategic Reading
ASSESSMENT
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Factors for Proficient Reading
ASSESSMENT
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Reading Instruction
Collaborative Strategic Reading / Four Strategies:
ASSESSMENT
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Reading Instruction
Cooperative Group Roles:
ASSESSMENT
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Reading Instruction
More Strategies:
ASSESSMENT
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Reading Instruction
Scaffolding Fluency Strategies Vocabulary Strategies Study Guide Strategies Literature-Based Approaches Text Mapping Strategies Vocabulary and Concept Mapping Word Analysis Strategies
ASSESSMENT
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Formative Assessment
Part of the Instructional Process
ASSESSMENT
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Formative Assessment
Instructional Strategies:
ASSESSMENT
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Accommodations
A critical part of teaching and assessing students with disabilities… is providing them with accommodations that support learning and that support their ability to show what they know and can do. NICHY (2007). Assessment and Accommodations, Evidence for
Education, V2, Issue 1, p. 1
ACCOMMODATIONS
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Accommodation v. Modifications
Accommodations – Changes in materials or procedures that enable students to meaningfully access instruction and assessment. Assessment accommodations do not change the construct that is being measured. Accommodations mediate the effects of a student’s
disability and do not reduce learning expectations.
Modifications – Changes in materials or procedures that enable students to access instruction and assessment. Assessment modifications do change the construct that is being measured. Modifications create challenges for assessment validity.
ACCOMMODATIONS
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Accommodation vs. Modification Accommodation:
Enhances access and progress. Changes do not alter the validity, reliability, or
security of the test or curriculum.
Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.
ACCOMMODATIONS
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Choosing Accommodations
1) Expect students with disabilities to achieve grade-level academic content standards.
2) Make decisions about assessment accommodations based on a student’s academic and behavioral needs.
3) Don’t use accommodations that students don’t need.
4) Administer accommodations during instruction and assessment.
5) Evaluate, improve, and in some cases remove accommodations when appropriate.
ACCOMMODATIONS
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Assessment Accommodations Without accommodations, the
assessment may not accurately measure the student's knowledge and skills.
ACCOMMODATIONS
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Assessment Accommodations Generally grouped into the following
categories:
ACCOMMODATIONS http://ok.gov/sde/accommodations-students-iep-or-504-plan
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http://www.cast.org CAST© 2003
All learners are unique and
universal does not mean
“one size fits all”.
UDL and the Learning Brain
UNIVERSAL DESIGN FOR LEARNING
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New Assumptions
Students with disabilities fall along multiple continua
Typical classes are highly diverse Teacher adjustments benefit all learners Curriculum needs fixing, not the students Curriculum materials must be flexible,
varied, and diverse General Education and Special Education
teachers plan curriculum
UNIVERSAL DESIGN FOR LEARNING
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UDL Principles
http://www.udlcenter.org/aboutudl/whatisudl/3principlesUNIVERSAL DESIGN FOR LEARNING
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How we should stop thinking:
UNIVERSAL DESIGN FOR LEARNING
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Assessments using UDL Principles are designed from the beginning to be
accessible and valid for the widest range of students
provide optimal standard assessment conditions
UNIVERSAL DESIGN FOR LEARNING
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Assessments using UDL Principles Minimize/eliminate features of the
assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills;
Use Universal Design to create accessible assessments throughout every stage and component of the assessment, including items/tasks, passages, performance tasks, graphics and performance-based tasks; and
Use technology to make all components of the assessment as accessible as possible.
UNIVERSAL DESIGN FOR LEARNING
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Achieving Classroom Excellence (ACE)
Must show mastery in: Algebra I English II
Plus, must show mastery in 2 of the following 5: Algebra II Geometry English III Biology U.S. History
ASSESSMENT
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Alternative Routes to a Diploma
Modified Proficiency Score
Alternative Tests End of Course Projects
ASSESSMENT
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Modified Proficiency Score
ASSESSMENT
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Alternate Tests
A Few Examples: CLEP Work Keys ACT/PLAN PSAT
These tests may not be given in lieu of End-of-Instruction (EOI) exams.
ASSESSMENT
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End–of–Course Projects
Categories A, B, and CMemo Regarding Category Options:
http://ok.gov/sde/sites/ok.gov.sde/files/Additional%20ACE%20EOC%20Projects.pdf
These projects may not be used in lieu of End-of-Instruction (EOI) exams.
• Four projects for Algebra I
• One project for Algebra II
• One project for
Geometry
• One project for Biology I
• Four projects for U.S. History
• One project with many options for English II
• 14 projects for English III
ASSESSMENT
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Web Resources
AssessmentA. http://www.osepideasthatwork.org/toolkit/index.aspB. http://
www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx
C. http://www.osepideasthatwork.org/toolkit/InstPract_never_to_late.asp
AccommodationsA. http://www.cehd.umn.edu/nceo/topicareas/accommo
dations/accomtopic.htmB. http://www.cehd.umn.edu/NCEO/onlinepubs/NCLD/
Accommodations.pdf Universal Design for Learning (UDL) http://www.cast.org/ http://www.udlcenter.org/
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OSDE-SES Resources
http://ok.gov/sde/special-education (Home) http://ok.gov/sde/documents-forms (Educator
Resources) http://ok.gov/sde/assessment (Assessment) http://ok.gov/sde/educational-supports
(Instruction) http://ok.gov/sde/universal-design (UDL) http://ok.gov/sde/least-restrictive-environment
(LRE and Co-Teaching) http://ok.gov/sde/newsupdates (News) http://ok.gov/sde/node/4410 (Events) http://ok.gov/sde/training-0 (Trainings)