Practices in Support of the Transition to Next Generation Alternate Assessments Based ... ·...
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Practices in Support of the Transition to Next Generation Alternate
Assessments Based on Alternate Achievement Standards
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Session Participants
Susan Weigert, Moderator Sharon Hall, edCount (NCSC), Presenter Meagan Karvonen, Center for Educational Testing and Evaluation (DLM), Presenter
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Panelists: State Partners
• Gretchen Cagle, Mississippi Department of Education [email protected]
• Melissa Gholson, West Virginia Department of Education [email protected]
• Toni Wheeler, Idaho State Department of Education [email protected]
• Leila Williams, Arizona Department of Education [email protected]
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U.S. Department of Education
Susan Weigert, Ph.D. Office of Special Education Programs
General Supervision Enhancement Grants to Support State Assessments
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History of AA-AAS
• First required in 2001 • Shift from functional to academics (aligned to
grade level) • Alternate achievement standards • Often portfolio, performance assessment, or
rater checklist approach • May be based on grade-level or extended
academic content standards • Some advances in AA-AAS quality, but still gaps
and limitations
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Next Generation Alternate Assessments
• Equality of opportunity is a core American value.
• Inclusion of all Students in Educational
Reforms is an Equity and Civil Rights Issue
• Education can and must provide a path to a better life for all children.
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Next Generation Alternate Assessments
• Young people must have equal opportunity to learn and demonstrate their achievements
• States and districts can become models of
educational assurance
• Students with the most complex support needs should have access to next generation alternate assessments
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GSEG Consortia Membership
• DLM – 20 States (confirmations expected by July 31)
• NCSC – 24 States (confirmations expected by July 1)
• Several states not committed to either alternate assessment
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Next Generation Alternate Assessments
• Fit coherently with the Race to the Top Assessment
(RTTA) program; • Full performance range of eligible students; • Measure knowledge and skills against a common set
of college and career-ready standards • Elicit complex demonstrations of knowledge and
skills • Provide a valid measure of student growth
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Next Generation Alternate Assessments
• Validly, reliably, and accurately measure student achievement
• Result in high-quality data for use in evaluating the performance of schools, districts, and States.
• Produce data (including achievement and growth data) that can be used to inform – school effectiveness – principal and teacher effectiveness – determinations of principal and teacher professional
development needs; – teaching, learning, and program improvement.
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Other GSEG Program Requirements
• Develop a strategy to make student-level data available on an ongoing basis for research;
• Help prepare States to implement the alternate assessments in the 2014-2015 school year;
• Maximize the interoperability of assessments
across technology platforms
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Teacher Reactions to Field Testing
DLM: • "I have to say, I really wasn't expecting it” • "She was able to feel successful and not
pressured” • A classroom of 4th through 6th graders with SCD
were able to take the computerized test alongside their peers.
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Teacher Reactions
NCSC: • “A non-verbal freshman student came to
us with functional goals: • Answered all of the questions with 80-100%
accuracy • I have never been so happy to rewrite an IEP
in my life”.
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Next Generation Alternate Assessments
• Accurate measurement is a responsibility
• Target Instruction appropriately
• Ensure technical adequacy
• Scaling and Equating
• Valid measure of growth
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Next Generation Alternate Assessments
• Valid and reliable • Support the measurement of growth • Cost-effective, easy to administer • Appropriate, accessible, and engaging for
students • Technically sound
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NCSA 2014
The National Center and State Collaborative Alternate Assessment System: Transforming Assessment
and Instruction
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Theory of Action Long-term goal: To ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options (college, career, community).
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 6/29/2014 17
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A Comprehensive System
1) Incorporating evidence-based instruction and curriculum models;
2) Developing comprehensive approaches to professional development delivered through state-level Communities of Practice; and
3) Producing technically defensible summative assessments.
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Professional Development Framework
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NCSC Summative Assessments
Technology-based System Test administrator training, assessment administration, documentation, and reporting Accessible Items and Form Mathematics and ELA (Reading and Writing) • SR items, system scored • CR/OE items, TA scored using rubric; entered into system as
correct/not correct Writing Student products centrally scored
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Transformative Practices • Online assessment system • CCSS/CCC aligned mathematics, reading and
writing Curriculum, Instruction and Assessment • Accessible items and forms • Stakeholder involvement
– State partners involved in every component of assessment system development
– state stakeholder involvement – parent information – Transition plan
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The Dynamic Learning Maps Alternate Assessment System: Transforming Assessment and
Instruction Meagan Karvonen
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WHAT IS TRANSFORMATIVE FOR STUDENTS?
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Large, Fine-Grained Learning Maps
Support student learning Multiple pathways toward targets
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Assessments Instructionally embedded Technology-based
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Access to Content at Different Levels
Initial Precursor
Target
Successors
Connect the map…
Behavior Testlet a
…to the items developed.
Distal Precursor
Proximal Precursor
Behavior
Behavior
Behavior
Behavior
Testlet b
Testlet c
Testlet d
Testlet e
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Other Transformative Experiences for Students
• Expect independent responses • Customized accessibility
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WHAT IS TRANSFORMATIVE FOR TEACHERS?
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Professional Development
• Integral to the system • Multiple approaches
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Instruction & Assessment Integrated Choice and flexibility*
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Dashboard: Educator Portal
Choice of content Information to support instruction Information about testlet administration Managing student records & accessibility info Managing PD
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Other Transformative Experiences for Teachers
• On-demand reports show progress on Essential Elements
• Decisions about accessibility • Expect student independence
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STATE PANEL DISCUSSION: NCSC AND DLM PARTNERS
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1. What is transformative? (Leila)
• For Arizona there are 2 big shifts – NCSC will be assessing writing – A big shift to focus more on instruction or
academics vs functional skills
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1. What is transformative? (Melissa)
• Paper-based performance task assessment versus online assessment
• Computer adaptive items • Multiple item types • Rigor of the Common Core State
Standards • Emphasis on academic content • Higher expectations • Opportunity to measure growth
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1. What is transformative? (Toni)
• Teachers reported the presentation of the items was appropriate: “I thought the way it was presented was good. My students had no problems.” Southwest Idaho Extended Resource Room Teacher
• Teachers reported looking into current instructional practices:“…this experience has allowed me to reflect how I am currently teaching in the classroom and how I can improve and enhance the learning in the classroom to help students prepare for the future.” Idaho Extended Resource Room Teacher
• Teachers have used their experience in the assessment to consider how they can use technology during instruction.
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1. What is transformative? (Gretchen)
• Moving from a portfolio based assessment to computer based
• Essential Elements give stronger correlation to general education standards
• Professional Development online • Teacher attitudes!
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2. What state level changes are needed? (Melissa)
• ESEA waiver language included the adoption of the standards in policy and provided a professional development outline of activities for transitioning to the DLM
• Joint responsibility of OAA, Federal Programs & OSP
• Specific professional development moving students towards using technology, recognizing how to teach to multiple item type assessments and more rigorous standards
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2. What state level changes are needed? (Toni)
• Shift from Extended Content Standards to the same standards as general education: “Idaho Core is for all students”
• Leveraging resources from assessment, content and special education divisions
• ESEA flexibility from double testing and accountability allowed districts and schools to fully test their capacities and troubleshoot before assessments are operational
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2. What state level changes are needed? (Gretchen)
• Continued professional development surrounding the standards and the assessment tool
• Face to face trainings to be offered • Changes in the way teachers write
and implement IEPs • Data file done at the state level
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2. What state level changes are needed? (Leila)
• ADE is working more collaboratively between units (i.e. Accountability, Special Education, Highly Effective Teachers, etc) – PD – IEP decisions – Teacher evaluations – Growth Model
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3. Transformations at the District Level (Toni)
• Professional development typically comes from the state
• Current shift is to regional instructional coaches for ELA, Math and special education
• Regional coaches work with districts, schools and teams for ongoing facilitation of improvement to instructional practices
• Local districts banding together for instructional, curricular and material development
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3. Transformations at the District Level (Gretchen)
• Teachers will not be expected to create the assessments
• Professional learning communities started just for teachers of students with a SCD
• Greater emphasis on test security issues
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3. Transformations at the District Level (Leila)
• Helping teachers see that many times they are already teaching academics but now we have to make tighter connections between grade level academic content
• Writing as a permanent product (many districts have to move beyond “copying words” to students generating their own thoughts
• Including teachers in all content professional development training and collaboration efforts
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3. Transformations at the District Level (Melissa)
• Regional professional development, webinars and monthly updates across stakeholder groups
• Mapping out the changes of our current system to the Dynamic Learning Maps
• Responding to the need for uniform resources and classroom models for teachers aligned to the CCEE.
• Supporting the creation of model instructional units across programmatic levels aligned to the CCEE’s
• Unit based diagnostic assessment to assess where to begin instruction, aligned to the CCEE and how to support progress monitoring using the standards and providing instructional scaffolding.
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4. Preparing Teachers for the Shift (Gretchen)
• Monthly webinars to review online professional development and provide updates and reminders
• Online professional development as well as face to face
• Focus on instruction using the Essential Elements
• Communication, communication, communication
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4. Preparing Teachers for the Shift (Leila)
• Showing examples of other teachers utilizing materials
• Showing actual students using materials or success stories
• Rolling out NCSC materials in sections or pieces
• Utilizing and expanding CoPs
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4. Preparing Teachers for the Shift (Melissa)
• Alternate Assessment Practice Test Project
• Professional development around research strategies, unit based instruction around the academic standards
• Multiple items types and transitioning students to technology
• Focus on instruction 2012-2014 • Focus on connecting instruction to
assessment
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4. Preparing Teachers for the Shift (Toni)
• Grounding in Idaho Core • 1-day regional workshops with follow-up
webinars throughout the year • Embed NCSC instructional and curricular
materials into the work of regional content coaches with special education regional instructional coaches to support work
• Early and frequent communication to the field
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5. Lessons Learned from 2013-14 (Toni)
• Provide the item data which shows our kids can be held to high academic standards
• Use feedback from pilot to plan professional development around communicative competence
• Use the data from Idaho’s Learner Characteristics Inventory to paint the picture of students who take alternate assessments in Idaho – Currently collaborating with University of Idaho
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5. Lessons Learned from 2013-14 (Leila)
• Take teachers where they are • Make connections for them (i.e. you are
already teaching some academics, you already administer the alternate online)
• Training (for NCSC Pilot) need to have time set aside. Test administrators really struggled with finding time outside of school day to complete training
• Posing opportunities rather than make requirements
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5. Lessons Learned from 2013-14 (Melissa)
• Conducted focus groups from pilot and field tests to identify areas of success and challenge
• Success in the area of collaboration of school district, regional and state agencies to support the transition
• Success in meeting the minimum platform requirements • Challenge moving from our current assessment which allows
prompting support across items. • Challenge in supporting teachers to understand how to teach
students at individual levels in ways that simulate multiple item type assessment aligned to the new standards
• Challenge in readiness, time spent assessing for the year end summative versus embedded assessment
• Challenges continue for professional development needs in the areas of technology, assistive technology and models for standards based instruction for students with significant intellectual disabilities
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5. Lessons Learned from 2013-14 (Gretchen)
Mississippi Department of Education Perspective
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AUDIENCE Q&A
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Thank You!
For more information: National Center and State Collaborative: http://ncscpartners.org/ Dynamic Learning Maps: http://dynamiclearningmaps.org/