1 Office of Student Assessment Special Education Directors’ Meeting October 16, 2014

Online Alternate Assessments Where are we with the online alternate assessment? The MDE is still in the procurement process. Continue to follow the IEP and teach the students using the DLM-Essential Elements for ELA and Math. DLM-EE Trainings 2 Statewide Special Education Directors’ Meeting Office of Student Assessment

Online Alternate Assessments We are including the development of science for FY16. Our goal is to get to one system/platform for all content areas. Online ELA & math testing will be spring The assessment will be based on the DLM-EEs for ELA and Mathematics. 3 Statewide Special Education Directors’ Meeting Office of Student Assessment

High School Alternate Assessments? For school year, high school students with SCD that are coded in MSIS as: Grade 9 or non-graded (56, 58, 78) setting and age 14 on 9/1/14 – will take online alternate assessment for Math. Grade 10 or non-graded (56, 58, 78) setting and age 15 on 9/1/14 – will take online alternate assessments in ELA and Math. Grade 11 and 12 or non-graded (56, 58, 78) setting and age 16, 17, or 18 – will take online alternate assessments in ELA and Math as well as the MAAESF portfolio assessment. 4 Statewide Special Education Directors’ Meeting Office of Student Assessment

MAAESF AVS Teacher Training 5 Statewide Special Education Directors’ Meeting Office of Student Assessment Oxford Jackson Ellisville December 16, 2014 December 17, 2014 December 18, 2014

OSA Online Alternate Assessment Contact Bobby Richardson Educator in Residence Mississippi Department of Education Office: Office of Student Assessment Cell: North West Street, Suite 216 Fax: Jackson, MS Statewide Special Education Directors’ Meeting Office of Student Assessment

Special Education Directors’ Meeting October 16, 2014

PARCC Fall 4x4 Test Schedule Special Education Directors’ Meeting©MDE – Office of Student Assessment 8 IMPORTANT NOTE: Paper-based testing is the only option for the Fall 4x4 Block Administration. ComponentAdministration Dates Performance-based Assessment (PBA)December 1-12, 2014 PBA BrailleDecember 15-19, 2014 End-of-Year (EOY) December 15-19, 2014 January 5-9, 2015 EOY BrailleJanuary 9-16, 2015

PARCC Spring 2015 Test Schedule ©MDE – Office of Student Assessment 9 ComponentAdministration Dates Performance-based Assessment (PBA) Computer-based Test (CBT) March 2 - April 3, 2015 PBA Paper-based Test (PBT)March 23 - April 3, 2015 End-of-Year (EOY) CBTApril 27 - May 22, 2015 EOY PBTMay 11-22, 2015 IMPORTANT NOTE: No separate Spring 4x4 administration will take place. Special Education Directors’ Meeting

PARCC Math Tools Policy (July 2014) ©MDE – Office of Student Assessment 10 Allowable Calculators Grades 3-5: No calculators allowed except for students with an approved calculator accommodation Grades 6-7: Four-function with square root and percentage functions Grade 8: Scientific calculators High school: Graphing calculators (functionalities consistent with TI -84 or similar models) Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 11  Administration Considerations  Accessibility Features Identified in Advance  Presentation Accommodations  Response Accommodations  Accommodations for English Language  Timing and Scheduling Accommodations Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 12 Administration Considerations (All Students) Frequent Breaks Separate/Alternate Location Small Testing Group Specialized Equipment or Furniture Specified Area or Setting Time of Day Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 13 Accessibility Features Identified in Advance (All Students) Answer Masking Color Contrast Text-to-Speech for Mathematics Human Reader/Human Signer for Mathematics Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 14 Presentation Accommodations (IEP or 504 Plan) ASL Video Assistive Technology Screen Reader Closed Captioning for ELA/L Human Reader/Human Signer for ELA/L Refreshable Braille Display for ELA/L Tactile Graphics Text-to-Speech for ELA/L Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 15 Response Accommodations (IEP or 504 Plan) Answers Recorded in Test Book Braille Response Calculation Device and Mathematics Tools ELA/L Constructed Response ELA/L Selected Response or Technology Enhanced Items Mathematics Response Monitor Test Response Word Prediction Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 16 Accommodations for English Learners (EL) General Administration Directions Clarified in Student’s Native Language General Administration Directions Read Aloud and Repeated as Needed in Student’s Native Language Mathematics Response - EL Translation of Mathematics Assessment in Text to Speech Word to Word Dictionary (English/Native) Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 17 Timing and Scheduling Accommodations (EL or IEP or 504 Plan) Extended Time Special Education Directors’ Meeting

PARCC Field-test Session Times ©MDE – Office of Student Assessment 18 FIELD-TEST SESSION TIMES PBA Unit 1 PBA Unit 2 PBA Unit 3 EOY Unit 1 EOY Unit 2 GRADE 3 ELAUnit Time GRADE 3 MATHUnit Time GRADES 4-5 ELAUnit Time GRADES 4-5 MATHUnit Time GRADES 6-8 ELAUnit Time GRADES 6-8 MATHUnit Time ENGLISH IIUnit Time ALGEBRA IUnit Time Special Education Directors’ Meeting

PARCC NEW Session Times (September 2014) ©MDE – Office of Student Assessment 19 SESSION TIMES PBA Unit 1 PBA Unit 2 PBA Unit 3 EOY Unit 1 EOY Unit 2 GRADE 3 ELAUnit Time GRADE 3 MATHUnit Time75 - GRADES 4-5 ELAUnit Time GRADES 4-5 MATHUnit Time GRADES 6-8 ELAUnit Time GRADES 6-8 MATHUnit Time ENGLISH IIUnit Time ALGEBRA IUnit Time Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 20 Read-aloud Accommodation IEP or 504 plan teams may consider providing this accommodation to a student who has a print-related disability that severely limits or prevents his or her ability to access printed text by decoding, or who is blind and is unable to access braille to read text. This accommodation is not intended for students reading somewhat (i.e., moderately) below grade level. Source: PARCC Accessibility Features and Accommodations Manual, Nov. 2013, p. 28 Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 21 Appendix D - IEP/504 Plan Decision-Making Tool If all guidelines are met, and the student is given the Text- to-Speech, Human Reader, or Interpreter accommodation for the PARCC English Language Arts/Literacy assessment, he/she will receive a valid score on the assessment. If all guidelines are not met, and the student is given the Text-to- Speech, Human Reader, or Interpreter accommodation on a PARCC English Language Arts/Literacy assessment, then the student’s assessment score may be invalidated and the score would not be counted in the overall assessment results; i.e., the student would be considered a “non- participant” for the English Language Arts/Literacy assessment. Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 22 Guidelines for IEP or 504 Team Consideration In making decisions whether to provide the student with this accommodation, IEP and 504 teams are instructed to consider whether the student has – blindness or a visual impairment and has not learned (or is unable to use) braille; OR a disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently); OR deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation. Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 23 Additional Guidance The IEP or 504 Team must determine whether the student has a disability that severely limits or prevents him or her from decoding text and/or reading fluently. This accommodation is not intended for a student reading somewhat (i.e., moderately) below grade level. The IEP must document objective evidence from a variety of sources (including state assessments, district assessments, AND one or more locally-administered diagnostic assessments or other evaluation) that indicate that the student’s ability to decode text or braille is severely limited or prevented. Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 24 Guidelines for IEP or 504 Team Consideration cont’d Before listing the accommodation in the student’s IEP or 504 plan, teams should also consider whether: The student has access to printed text during routine instruction through a reader or other spoken-text audio format, or interpreter; The student’s inability to decode printed text or read braille is documented in evaluation summaries from locally-administered diagnostic assessments; Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 25 Guidelines for IEP or 504 Team Consideration cont’d The student should receive ongoing, intensive instruction and/or interventions to remediate his or her foundational reading skills in order to continue to attain the important college and career-ready skill of independent reading. Special Education Directors’ Meeting

PARCC Personal Needs Profile (PNP) ©MDE – Office of Student Assessment 26 The 3 rd Edition of the PARCC Accessibility Features and Accommodations Manual will be available in November Special Education Directors’ Meeting

PARCC Practice Tests ©MDE – Office of Student Assessment 27 Practice TestScheduled Release Math PBA – High SchoolNovember 2014 ELA EOY – High SchoolNovember 2014 Math PBA – Grades 3-8December 2014 ELA EOY – Grades 3-8January 2015 PARCC will be posting additional practice tests this winter. Special Education Directors’ Meeting

OSA PARCC Contact ©MDE – Office of Student Assessment 28 Trudy Cook Program Manager, PARCC Assessments Special Education Directors’ Meeting

Good Cause Exemption Overview 29

Social Promotion and Third Grade Summative Assessment A student may not be assigned a grade level based solely on age or any other factor that constitutes social promotion. Beginning in the school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3 rd grade will not be promoted to 4 th grade. A 3 rd grade student who fails to meet the academic requirements for promotion to the 4 th grade may be promoted for good cause. 30

Good Cause Exemptions Limited English Proficient students with less than two (2) years of instruction in English Language Learner program Students with disabilities whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law 31

Good Cause Exemptions Students with a disability who participate in the accountability assessment and who have an IEP or Section 504 plan that reflects that the student has received intense remediation in reading for two (2) years but still demonstrates a deficiency and was previously retained 32

Good Cause Exemptions Students who demonstrate an acceptable level of reading proficiency on an alternative assessment approved by the State Board of Education Students who receive intensive intervention for two or more years but still demonstrate deficiency in reading, and who previously were retained for two (2) years in any grade Kindergarten through 3 rd grade 33

Interventions for Students with Good Cause Exemptions Students promoted to 4 th grade based on good cause exemptions shall be provided intensive reading instruction and intervention informed by data and delivered through specific strategies in order to meet the students’ needs. 34

Questions? Please contact LaToya Blackshear at:

36 ACT State Test

ACT and Accommodations Accommodations for ACT are handled differently than all other state assessments There are 3 types of accommodations ACT Approved: College Reportable Locally Approved: May or May Not Be College Reportable State Allowed: Non-College Reportable 37 ACT

ACT Approved Accommodations These accommodations are approved by ACT There is a process starting in October for schools to submit requests/applications for ACT-Approved accommodations More information on this process will be provided in the September 16 webinar Accommodations approved by ACT are college reportable 38 ACT

State Allowed Accommodations If a student applies for ACT-Approved Accommodations and is denied, there are two options: – Students may test under standard testing conditions which are college reportable – Or students may choose to test with State- Allowed Accommodations which would result in a non-college reportable score. 39 ACT

Questions? Please contact Richard Baliko at:

41 Office of Student Assessment Sharon Prestridge Special Populations Coordinator Phone: October 2014 Program Training