File - Common Core and Special Education

Report
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.

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