New Assessments and Accommodations Smarter Balanced Assessment Consortium (SBAC) http://www.smarterbalanced.org/ Accessibility and Accommodations Framework • SBAC goal is to provide every student with a positive assessment experience – Fair and accurate estimate of each student’s achievement – Remove obstacles to accurate measurement for • Students who are English Language Learners ELLs • Students with Disabilities • Students with special assessment needs Smarter Balanced Assessment Accommodations o Usability, Accessibility and Accommodations Guidelines were approved and adopted 9/11/2013. o Accessibility for ALL students- ELL’s, Students with disabilities, ELL’s with disabilities, etc. o All students held to the same high expectations for instruction in the CCSS. o 3 types of Supports: Universal Tools, Designated Supports, and Accommodations What is the difference between embedded and non-embedded approaches? • Embedded versions of the universal tools, designated supports, and accommodations are provided digitally through the test delivery system while non-embedded versions are provided at the local level through means other than the test delivery system. • The choice between embedded and non- embedded universal tools and designated supports should be based on the individual student’s needs. The decision should reflect the student’s prior use of, and experience with, both embedded and non-embedded universal tools, designated supports, and accommodations. Universal Tools Universal tools are available to all students based on student preference and selection A teacher may determine that the embedded tools need to be turned off within the assessment as they might cause distractions for particular students Descriptions for use within the Guidelines Designated Supports For use by ANY student for whom the need has been indicated by a teacher or school team Recommended consistent district training for staff • Use of the Individual Student Assessment Accessibility Profile (ISAAP) Need to be identified prior to assessment administration Accommodations Changes in procedures or materials that increase equitable access for students with IEP’s or 504 plans. There must be documentation within the IEP or the 504 plan with evidence that shows a need. Need to be identified prior to assessment administration Parent/Guardian Report must be created. Both Designated Supports and Accommodations give teachers access to not only a Description but also Recommendations for Use Notes: A universal tool for one content area might be an accommodation for another content focus. In addition, a designated support for one content area might be an accommodation for another content area. This supports access for all as long as the guidelines are followed correctly Individual Student Assessment Accessibility Profile (ISAAP) • Universal tools will be available by default for all students – Documentation required only if they need to be turned off • Students requiring one or more accessibility tools or accommodations or support will have this documented prior to test administration through the ISAAP. – Digital delivery system will activate the specified options when the student logs in to an assessment. – For paper-based administration the ISSAP will allow the assessment program to deliver the appropriate materials to each school. – Provides information to the school regarding any special settings or conditions 13 http://sbac.portal.airast.org National Center and State Collaborative (NCSC) www.ncscpartners.org 15 NCSC Project Goals To develop a comprehensive system of technically defensible summative assessments supported by – Evidence-based curriculum and instruction – Comprehensive professional development To ensure that students with significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-secondary options (college and career ready) 16 NCSC Timeline • Year 1 (2011): Content Model Phase – Define model of domain learning in math/ELA for these students, Identify prioritized content for assessment • Year 2 (2012): Principled Design Phase – Design patterns, Task templates, Curriculum/Instruction/PD design and pilot; Technology architecture design • Year 3 (2013): Item and Test Development Phase – Task template tryouts, Item specifications/item development/item reviews, Student Interaction Studies (SIS), Draft grade level Performance Level Descriptors (PLDs), Finalize pilot and field test design, Technology build • Year 4 (2014): Pilot Items, Field Test Forms, and Research Phase – Winter/Spring 2014: Pilot Phase 1: National sample, generate item statistics Finalize blueprints, revise items, assemble forms – Fall 2014: Phase 2: Field Test Forms Finalize administration training and supports • Year 5 (2015): Operational Administration of NCSC Assessments – Summer 2015: Standard setting complete – Fall 2015: Technical reporting complete What are Core Content Connectors (CCCs)? • CCCs are the starting points for planning instruction and assessment for students with significant cognitive disabilities. Instruction based on the CCCs will ensure that students get the “big ideas” from the grade level content that they need to deepen their understanding in later grades. CCCs are content targets that are connected to the pathway of knowledge and skills in a subject area that students typically follow as they move through the grades (Learning Progressions), as well as to the CCSS. What does “College and Career Ready” mean for students with significant cognitive disabilities? • The NCSC definition of college and career readiness includes community readiness. The academic instruction designed for college and career readiness will have value for every student because it will promote improvements in communication, math and reading performance, independent and team work skills, chronological ageexpected social skills and skills for identifying and requesting needed supports. Increasing numbers of students are going to college programs for students with intellectual disabilities (taking credit or non-credit courses), getting long-term paid employment and living fulfilled lives in their communities. Every student should have the opportunity to work towards these goals. What is the format of the AA-AAS? • There will be approximately 30 items on the assessment for each subject. These 30 items will cover approximately 10 CCCs. Most of the assessment items ask the student to select the correct response (e.g. multiple choice). However, there are some that require the student to construct a response in order to assess certain skills (e.g. “writing” skills). These answers can be constructed in many ways, including through the use of picture symbols or written responses developed with graphic organizers. How long will it take for students to complete the assessment? • Expected testing time is approximately 1.5 – 2 hours for each assessment (mathematics and ELA.) Within the expected two-month testing window, each student’s assessment can be completed in multiple smaller time slots that meet the student’s needs. How will technology be used? • The assessment will be administered using technology in a variety of ways, depending on the needs of individual students. Some students will use the online testing program directly on the computer, with the test administrator monitoring their work. For other students, their test administrator may print out testing materials, administer the items, and enter student responses into the computer. How will the NCSC AA-AAS assess the full range of students who take the assessment? • There will be test questions at each of four complexity levels. Research shows that students with the most significant cognitive disabilities can perform within these levels when they have had an appropriate opportunity to learn the content. NCSC is dedicated to providing professional development to teachers so that they can provide instruction for all students who will participate in the assessment. • In addition, a system of curriculum and instructional resources has been created that includes sample lessons and other materials to support teachers. NCSC is also committed to helping educators understand how to develop a communication system for students who currently do not have an effective way to communicate their knowledge and skills. The assessment will also have built-in supports to provide students with the opportunity to respond independently. • Finally, there will be careful development and review of test questions to ensure that the items do not create unnecessary barriers for students because of the nature of their disability (e.g. asking a child who is blind to describe a visual image) Who decides whether a student takes the NCSC AA-AAS? • The Individualized Education Program (IEP) team, which includes the parents or guardians, will use established guidelines to determine, on an individual basis, whether a student will participate in this assessment. • When will states start using the NCSC AA-AAS? Students will take this assessment for the first time during the 2014-15 school year. • Which grades and subjects will be assessed? There will be a NCSC AA-AAS in mathematics and one in ELA, which includes both reading and writing, for grades 3-8 and 11.