N C E O National Center on Educational Outcomes Current Status of State Alternate Assessments And Challenges of Validating Alternate Assessments Status.

Slides:

Advertisements

Similar presentations

Delaware Alternate Portfolio Assessment II (DAPA)

Advertisements

NCAAAI UPDATES AND AUDIT INFORMATION Accountability Conference 2005 Sheila Garner Brown Technical Outreach for Public Schools North Carolina State University.

National Accessible Reading Assessment Projects National Accessible Reading Assessment Projects General Advisory Committee December 8, 2006 Overview of.

Center for Change in Transition Services Website: Phone:

The Transition to Adulthood

Title I & Title III Annual Parent Meeting

Migrant Education Comprehensive Needs Assessment

Participation in Texas Assessment of Knowledge and Skills.

RTI Implementer Webinar Series: Establishing a Screening Process

Presented by Lawrence Dennis Education Consultant for the Office for Exceptional Children October 23, 2014 OCTA Fall Conference.

The IEP Individualized Educational Program. The IEP is the process and document that outlines what a free appropriate public education (FAPE) is for an.

IDEA and NCLB Accountability and Instruction for Students with Disabilities SCDN Presentation 9/06 Candace Shyer.

IDEIA Individuals with Disabilities Education Improvement Act of 2004.

How IEP Teams Make Assessment Accommodation Decisions: Rhode Island’s Research Findings Paul V. Sherlock Center on Disabilities at Rhode Island College.

Transition and Indicator 13 Writing Individualized Education Programs (IEPs) That Meet the Legal Mandate A Webinar Series Presented by The California Community.

Alternative Maryland School Assessment (Alt-MSA)

N C E O National Center on Educational Outcomes Sandy Thompson and Martha Thurlow National Center on Educational Outcomes University of Minnesota Effective.

Inclusive assessment and accountability systems: Issues and opportunities for students with disabilities in standards-based reform Rachel F. Quenemoen.

Introduction & Background Laurene Christensen National Center on Educational Outcomes National Center on Educational Outcomes (NCEO)

National Center on Educational Outcomes N C E O What the heck does proficiency mean for students with significant cognitive disabilities? Nancy Arnold,

Alternate Assessment: State of the States 2004 Martha Thurlow NCEO Betsy Case Harcourt Assessment June 2004.

Accommodations Policies and Training: What Do We Know So Far? Laurene Christensen NCEO Teleconference September 29, 2008 National Center on Educational.

NATIONAL CENTER ON EDUCATIONAL OUTCOMES University of Minnesota Rachel Quenemoen Cammy Lehr Martha Thurlow.

Jason Altman – NCEO Mari Quenemoen – NAAC TASH Annual Conference – Nov. 19,

National Center on Educational Outcomes NCEO Pre-conference Clinic Under the Big Top! Accommodating Assessments for ALL Students.

N C E O National Center on Educational Outcomes 2003 State Special Education Outcomes: Marching On Results of NCEO’s Survey of State Directors of Special.

National Center on Educational Outcomes N C E O How IEP Teams Make Assessment Accommodation Decisions: Rhode Island’s Research Findings.

Alternate Assessment on Alternate Achievement Standards Aligned to Common Core State Standards 1.

Transition and the IEP Why is effective transition planning important?

Career, Vocational, and Transition Planning Fall 2011 Drake University.

American Diploma Project Network A coalition of states committed to aligning high school standards, assessments, graduation requirements and accountability.

Hand In Hand: The IGP and IEP Working Together 9/15/20151.

Martha Thurlow and Laurene Christensen National Center on Educational Outcomes CEC Preconvention Workshop #4 April 21, 2010.

National Center on Educational Outcomes Fall, 2004 Alternate assessment, gaps, and other challenges! A view of current practices from the technical assistance.

Accommodations in Oregon Oregon Department of Education Fall Conference 2009 Staff and Panel Presentation Dianna Carrizales ODE Mike Boyles Pam Prosise.

What does progressing in general curriculum mean?  Assessing student progress?  Progress is what the fed promotes and requires  Progress in the general.

What does progressing in general curriculum mean?  Assessing student progress?  Progress is what the fed promotes and requires  Progress in the general.

Assessing Students With Disabilities: IDEA and NCLB Working Together.

COMPREHENSIVE NEEDS ASSESSMENT (CNA) Schoolwide Programs.

Including Quality Assurance Within The Theory of Action Presented to: CCSSO 2012 National Conference on Student Assessment June 27, 2012.

Disability Support Setting Goals and Making Plans According to Your IEP.

Accommodations for Students with Special Needs By Robyn Rubel Diane Knight Tracy Lemus Santos.

A Principled Approach to Accountability Assessments for Students with Disabilities CCSSO National Conference on Student Assessment Detroit, Michigan June.

IDEA and NCLB Standards-Based Accountability Sue Rigney, U.S. Department of Education OSEP 2006 Project Directors’ Conference.

Martha Thurlow Laurene Christensen Courtney Foster April 22, :15-2:15 MONITORING ACCOMMODATIONS FOR INSTRUCTION AND ASSESSMENT.

Why Do State and Federal Programs Require a Needs Assessment?

Campus Improvement Plans Northwest ISD Presentation to the Board of Trustees August 24, 2015.

Educational Benefit Review (EBR) October Training Goals ► To define “Educational Benefit” ► To learn a process for reviewing your district’s IEPs.

District 214 – Transition Planning System Buffalo Grove High School Special Education Department.

Exceptional Lives: Special Education in Today’s Schools, 6e ISBN: © 2010 Pearson Education, Inc. All rights reserved. Chapter 2 Ensuring Progress.

Laurene Christensen and Martha Thurlow National Center on Educational Outcomes April 4, 2009 ACTIVITIES THAT WORK: SELECTING ACCOMMODATIONS FOR INSTRUCTION.

IUSD Special Education Department October 14, 2015.

Assessing Very Low-Achieving Children with Disabilities Using Large Scale Assessments Sue Rigney, U.S. Department of Education OSEP 2006 Project Directors’

Oregon Department of Education March 10, 2005 Video Conference Title ID Subpart 2 Formal Agreements with Facilities to Provide Academic Programs.

Road to Discovery: Transition to Adult Living, Learning and Working 1 Funded by the Iowa Department of Education Developed by PACER Center®

Ensuring Progress in the General Education Curriculum ED 222 Spring 2010.

No Child Left Behind Impact on Gwinnett County Public Schools’ Students and Schools.

Ayer Elementary & Gifted Services Purpose and Focus ◦ Overview of Requirements ◦ Successes and Concerns Continued Journey ◦ Learning and Sharing Opportunities.

EdHD 5016 Teaching a Class of Mixed Abilities: Differentiated Instruction Instructional Intervention Ideas Fall, 2012.

1 National Center on Educational Outcomes (NCEO) Martha L. Thurlow Accommodations for Students with Disabilities Decision Making Considerations for Validity.

Overview of the IEP as a tool in order to access, participate, and make progress in the general curriculum 1.

Statewide System of Support For High Priority Schools Office of School Improvement.

December 4, 2009 State Board of Education adopted:  Oregon Diploma  Modified Diploma  Extended Diploma  Alternative.

Accommodations in testing: Law, policy and practice

American Institutes for Research

What States are Doing That Meet the 1% Cap

Federal Policy & Statewide Assessments for Students with Disabilities

Standards-aligned IEPs

Assessing Students With Disabilities: IDEA and NCLB Working Together

Presentation transcript:

N C E O National Center on Educational Outcomes Current Status of State Alternate Assessments And Challenges of Validating Alternate Assessments Status based on 2003 NCEO Survey of State Special Education Directors Martha L. Thurlow

N C E O National Center on Educational Outcomes 2003 State Survey Participants: State directors of special education assisted by other state officials representing special education, standards, assessment, and accountability States: All 50 states and 9 of 11 federally funded entities (unique states) Purpose: to provide a snapshot of new initiatives, trends, accomplishments, and emerging issues

N C E O National Center on Educational Outcomes 2003 State Survey Results are presented in eight sections: Consequences Participation and Performance Accommodations Alternate Assessments Accountability Emerging Practices Current and Emerging Issues Preferred Forms of Technical Assistance

N C E O National Center on Educational Outcomes Some States Have More than One Alternate Assessment Option 33 regular states and 5 unique states offer a single type of alternate assessment 8 states offer two alternate assessment options 3 states offer three or more options tied to their alternate assessment.

N C E O National Center on Educational Outcomes N = # of states Functional Skills1642 State Standards2043 Developing/Revising2432 IEP Team Decides-- 3 Focus of Alternate Assessments Has Evolved Over Time

N C E O National Center on Educational Outcomes

N C E O National Center on Educational Outcomes Variations in Student Performance Measures (2003) Independence33 states Skill/competence27 states Progress21 states Ability to generalize21 states Self-determination12 states Social Relationships9 states

N C E O National Center on Educational Outcomes Variations in System Performance Measures (2003) Variety of Settings23 states Appropriateness (e.g, age, challenge) 19 states Alignment to Standards17 states Access to Support12 state Staff Support11 states Gen. Ed. Participation6 states Parent Satisfaction1 state

N C E O National Center on Educational Outcomes States with a Standard-setting Process for Alternate Assessments

N C E O National Center on Educational Outcomes How many students participated in states’ alternate assessment(s) during [before NCLB accountability came into force]?

N C E O National Center on Educational Outcomes Alternate Assessment Participation Data Data from States’ Biennial Performance Reports

N C E O National Center on Educational Outcomes Validation Challenges (a few...) NCLB is looking for specific characteristics (alignment, standards-setting procedures, comprehensiveness, validity, reliability) while: Many states are dealing with groups of students never instructed academically before Expectations for students are all over the place Many states have never thought about assessing these students in a way that allows for their scores to be aggregated and reported What to score and how to score these assessments is controversial