Assessment of Oregon’s Students with Disabilities: Information and Updates Oregon Department of Education Office of Student Learning and Partnerships Fall 2010 Dianna Carrizales Brad Lenhardt

Welcome Introductions Structure of this session

Objectives  Extended Assessment Updates and Opportunities  Overview of Roles and Responsibilities  Review Decision-Making  General Assessment (w/ and w/o accommodations)  Alternate Assessment based on Alternate Achievement Standards (AA-AAS) (Scaffold and Standard) Test Structure and Expectations Training Plan

Updates and Opportunities

Changes to Accommodations Recording in OAKS Student test records include an accommodations flag field. This flag is federally required for students with IEPs who take the general assessment with an accommodation from the ODE Accommodations Table; however, any student (with or without an IEP) using an accommodation may be identified with this field. Use of this flag (recording “Y”) indicates that the student received one or more accommodation. For , a drop-down menu feature will also be implemented to allow districts to identify up to six specific accommodations for any student from a list of unique 4-digit accommodation codes. Districts may select these accommodations codes for each test opportunity in addition to setting the accommodations flag. For , Test Administrators (TAs) can continue to set the accommodation flag using the OAKS online student approval screens. However, identifying specific accommodations via the drop-down menu is recorded by the district and can be selected either through the OAKS online student approval screens, the OAKS Test Information Distribution Engine (TIDE), or through Student Centered Staging. Please note that while districts are currently limited to recording no more than six accommodation codes, any administration of accommodations (beyond the six identified) should continue as appropriate or as required by IEP. Your Regional Assessment Support ESD Partner is trained on Student Centered Staging and the management of student records. Please follow your district’s protocols when contacting them for related support. (p. 40)

Extended Assessment: Changes this year  Same structure for Reading, Writing, Science Math (Grades 3-8, 11) Science Field Test (Grades 5, 8, 11)  Similar items Embedded Science Field Test Items (aligned to new science content standards)  Same difficulty Math aligned to new content standards Training  Annual re-qualification requirement  3-year update for all Qualified Trainers TRAINING HANDOUT

Locations of Live* Trainings for New Qualified Trainers Nov 3rd (9a-2p) Northwest Regional ESD (Hillsboro) Nov 10th (9a-2p) Willamette ESD (Salem) Nov 16th (9a-2p) Southern Oregon ESD (Medford) Nov 16th (9a-2p) High Desert ESD (Redmond) Nov 18th (9a-2p) Umatilla-Morrow ESD (Pendleton) * PLEASE NOTE: Any site with less than 5 registrees will be handled by V-tel.

“Refresher” Sessions (via WebEx) for Returning Qualified Trainers October 19th (9a - Noon) January 5th (1p – 4p) January 26th (9a - Noon) * PLEASE NOTE: Access to the internet and a phone will be necessary to participate.

Extended Assessment Opportunities: Science Standard Setting (July 18 &19, 2011) Online Extended Assessment Items Review SMARTER Balanced Assessment Consortium Math Cut Scores and Impact Data Review

SMARTER Balanced Assessment Consortium The SMARTER Balanced Assessment Consortium (SBAC) is a collection of 31 states that have been working collaboratively since December 2009 to develop a student assessment system aligned to a common core of academic content standards to apply for a Race-to-the-Top Assessment grant. On the Sept. 2, 2010, the SBAC was awarded a four-year $160 million Race to the Top assessment grant by the US Department of Education (USED) to develop a student assessment system aligned to a common core of academic standards. SBAC will create state-of-the-art adaptive online exams, using “open source” technology. The online system will provide accurate assessment information to teachers and others on the progress of all students, including those with disabilities, English language learners and low- and high-performing students. The system will include: 1. the required summative exams (offered twice each school year); 2. optional formative, or benchmark, exams; and 3. a variety of tools, processes and practices that teachers may use in planning and implementing informal, ongoing assessment. This will assist teachers in understanding what students are and are not learning on a daily basis so they can adjust instruction accordingly.

Math Cut Scores and Impact Data Review

Roles & Responsibilities

Office of Student Learning and Partnership (OSLP) Assessment Role Ensure that IDEA’s tenets of support and equity for students with disabilities are upheld and incorporated in a system that is also governed by NCLB’s tenets of accountability and high expectations for all Collect, monitor, and respond to student and district level data related to this role Provide evidence to USDE to demonstrate adequate and appropriate use of federal funds related to this role

Office of Assessment and Information Services (OAIS) Role Collect and report data in accordance with federal accountability reporting requirements through NCLB to ensure that rigorous student expectations are upheld Manage the statewide assessment for all of Oregon’s students by developing, maintaining, and supporting the OAKS System Ensure the reliability of reporting (source) data through system security and system consistency

Interaction Between Offices Collaborate on reports and reporting Respond to development needs to ensure shared vision (fit) within the assessment system Engage in relevant grant opportunities OAIS monitors and maintains NCLB requirements and consults with OSLP to ensure fidelity to IDEA expectations OSLP monitors and maintains IDEA and consults with OAIS to ensure adherence to the appropriate technical specifications

District Roles (related to assessment) See Oregon’s Test Administration Manual Assess students in accordance with federal and state regulation in the context of providing a free and appropriate public education Provide accurate and reliable data to ODE Use data appropriately when decision making

General Assessment (w/o and w/ accommodations) Extended Assessment (Standard or Scaffold)  Elementary Field Test Items  Middle Field Test Items  High Field Test Items Oregon’s Assessment System (2007-present) Current System 10 CIM Extended: Standard Administration Extended: Scaffold Administration Accommodated General Assessments General Assessments

Decision-making

Decision-Making Among numerous instructional decisions, IEP teams must also decide:  General or Alternate assessment If General, what type of supports* to provide during assessment If Alternate assessment—Standard or Scaffold administration  If ELL how will they participate in ELPA *A decision to use unapproved accommodations, is a decision to invalidate the student’s test for all reporting purposes.

Consider General Assessment without or with accommodations if: Student:  Performs at or around grade level  Has academic difficulties that primarily surround reading but may be average or close to average in other subject areas  Has academic difficulties in areas other than reading that are “mild to moderate” and can typically be addressed by using simplified language  Is reading within two to three grades of his or her enrolled level Instruction:  Is primarily general curriculum instruction (but may also use a specialized curriculum in some areas) Some Judgment variables:  What assessment did he take last year?  How is his attention?  What types of behaviors should be considered?

Consider Standard Administration of Extended Assessment if: Student:  Performs well below grade level  Is significantly below grade level in reading  Has academic difficulties that are generalized (to all subject areas) and are significant  Benefits from specialized individual supports Instruction:  Is primarily a specialized curriculum or  From general curriculum must be significantly reduced in breadth, depth, and complexity Some Judgment variables:  What assessment did he take last year?  How is his attention?  What types of behaviors should be considered?  Previous relevant experiences

Consider Scaffold Administration of Extended Assessment if: Student:  Performance is significantly impacted by a disability  Does not read  Has academic, mobility, and receptive and expressive language difficulties that are generalized and significant  Relies on individual and significant supports to access reduced content materials Instruction:  Is from a specialized curriculum and has functional components and/or  Includes academic goals that are significantly reduced in depth, breadth, and complexity from grade level content Some Judgment variables:  Is the student able to interact with instructional material in a way that provides meaningful feedback?

General Assessments

OAKS Online All Students Reading: Grades 3 – 8 & 11 Mathematics: Grades 3 – 8 & 11 Writing: Grades 4, 7, & 11 Science: Grades 5, 8, & 11 Contractor: AIR Format: Online Accommodations: Can be administered with or without accommodations

Providing Accommodations

Instructional Domain The classroom is a learning environment structured to effectively convey information Varied methods of instruction based on professional judgments of evidence-based practices are permitted Universal design used by teachers allows for multiple, creative approaches  Presentation, Expression, Engagement/Participation ninSixLEAs.pdf ninSixLEAs.pdf

Professional Judgment with Evidence Based Practices and Procedures

Assessment Domain Assessment occurs in a testing environment and is structure to efficiently measure information previously conveyed Structured methods of administration are required Universal design features inherent in the test are designed to allow for precision of measurement and to ensure comparability of outcomes  Presentation, Expression, Engagement/Participation

Practices and Procedures Allowable resources Administration instructions as detailed in the appropriate manual Approved Accommodations Anything else is a modification and will invalidate the score for all reporting purposes

Accommodations Accommodations are: Practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students. Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment. In Oregon, Accommodations are those specific practices and procedures that the panel has approved and which are listed in the Accommodations Tables.

Accommodations Flag § Participation in assessments (f) (1)  An SEA (or, in the case of a district-wide assessment, an LEA) must make available to the public, and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children, the following: (1) The number of children with disabilities participating in regular assessments, and the number of those children who were provided accommodations (that did not result in an invalid score) in order to participate in those assessments.

Accommodations Manual Structure: Full manual 68 pages Purpose: To clarify the numerous issues related to providing technically appropriate supports in an assessment environment Posted at How used:  To support the current accommodations tables  As a resource to guide teachers in the provision of supports during assessment

AA-AAS

Extended Assessment Alternate Assessment based on Alternate Achievement Standards (AA-AAS) Allowances for a state to create an alternate assessment for students with the most significant cognitive disabilities. IEP team decides who participates Up to 1% of the students who are found proficient (“meets” and/or “Exceeds”) can count toward state AYP performance reports (see Guidance section on ODE’s Extended Assessments website: Contractor: Behavioral Research and Teaching (BRT) at University of Oregon (Dr. Jerry Tindal)

Training Outline Qualified Trainers (QTs) and Qualified Assessors (QAs) network: will consist of returning QTs and QAs from and new QTs and QAs trained in New and Returning QT/QA Training options Training info posted at:

Do previously trained QTs and QAs need to be re-trained this year? Individuals trained and qualified in the prior school year must update their status and re-qualify for the current school year by reviewing the updates and passing the refresher proficiency test on the training and proficiency website. The process will take under two hours (for either QTs or QAs) The training and proficiency website will be available beginning mid-October. Any individuals who entered the system in previous years but did not re-qualify are dropped from the system and must undergo the complete training for the current school year. Untrained individuals are relying on you to tell them what they need to do, when, where, and why.

Basic Training Options NEW QTs Attend one of the five live regional trainings Returning QTs Participate in one of the three “Refresher” Webinars or attend a live regional training AND Review updates and pass the refresher proficiency test on the training and proficiency website after mid-October NEW QAs Attend one of the live trainings hosted by a local trainer who has re-qualified for the current school year. Returning QAs Review updates and pass the refresher proficiency test on the training and proficiency website after mid-October OPTIONAL: Get district approval to attend one of the trainings hosted by a local trainer (who has re-qualified for the current school year)

State Capacity for Qualified Trainers Last year:  State intent (~target) for QTs was 300  Allocations were committed to districts based on this estimate  Number of QTs: 192 (190 in )  Number of QAs: 1187 (1155 in )  Number of students assessed: Current year:  Districts are responsible for ensuring capacity to assess all students who will be taking the Extended Assessments  Funds allocated according to SECC amounts are similar to last year’s  In addition to assessment training, funds can be used toward the enhancement of assessment for students with disabilities

Contacts Brad Lenhardt (Assessment and Monitoring Specialist)   (503) Dianna Carrizales (Director of Monitoring, Systems, and Outcomes)   (503)