Special Education MCAS Results, Accommodations, and Strategies for Success Presented by Assistant Superintendent Christopher Campbell January 30, 2008

How do students with disabilities participate in MCAS tests? The student's IEP Team or 504 team must determine annually Must be documented in the student's IEP and 504 Plan. The team may determine –Standard test with or without accommodations –MCAS Alternate Assessment.

Requirements for Use of Test Accommodations Accommodations are based on an individual student’s need and may only be provided when the following conditions are met: The student uses the accommodation routinely during classroom instruction and assessment in this subject (both before and after the test is administered); AND The student requires the accommodation in order to participate in statewide tests; AND The accommodation is documented in the student’s IEP or 504 plan.

MCAS Test Accommodations Standard accommodations Changes in the routine conditions under which students take MCAS tests. Grouped into the following four categories: 1.Changes in timing or scheduling of the test (ex. short intervals or at a time of day) 2.Changes in test setting (ex, small group or separate setting) 3.Changes in test presentation (ex, large-print or Braille version) 4.Changes in how the student responds to test questions (ex, dictating responses to a scribe (except ELA Long Comp)

MCAS Test Accommodations Non-standard accommodations modifications that change the way in which an MCAS test is presented or the way in which a student responds to test questions. Since non-standard accommodations alter what the test measures, teams must exercise caution in considering whether a student requires a non-standard accommodation in order to access the test.

Grade 3 Reading (17%) 66% 12% 11%24%

Grade 3 Reading

Grade 3 Reading (Open Response)

Grade 3 Reading (Vocabulary)

Grade 3 Mathematics (17.5%) 56% 25% 14% 0%

Grade 3 Mathematics

Grade 3 Mathematics (Open Response)

Grade 4 (ELA) (18.6%) 100% 34% 6% 0% 64%

Grade 4 Language Arts

Grade 4 (Open Response)

Grade 4 ELA (Vocabulary)

Grade 4 Mathematics (18.6%) 0% 50% 29% 4% 3% 100%

Grade 4 Mathematics

Grade 4 Mathematics (Open Response)

Grade 5 (ELA) (20.6%) 33% 38% 17% 4%

Grade 5 ELA

Grade 5 ELA (Open Response)

Grade 5 ELA (Vocabulary)

Grade 5 Mathematics (20.6%) 58% 32% 9% 0%

Grade 5 Mathematics

Grade 5 Mathematics (Open Response)

Grade 5 (Science/Tech) (20.6%) 54% 33% 9% 0%

Grade 5 Science / Technology

Grade 5 Science (Open Responses)

Grade 6 (ELA) (13.3%) 50%25% 30% 6% 0% 100%

Grade 6 ELA

Grade 6 ELA (Open Response)

Grade 6 ELA (Vocabulary)

Grade 6 Mathematics (13.3%) 0% 50% 19% 3% 2% 100%

Grade 6 Mathematics

Grade 6 Mathematics (Open Response)

Grade 7 (ELA) (19.1%) 83% 44% 7% 0%

Grade 7 ELA

Grade 7 ELA (Open Response)

Grade 7 ELA

Grade 7 Mathematics (18.8%) 53%24% 3% 0%

Grade 7 Mathematics

Grade 7 Mathematics (Open Response)

Grade 8 (ELA) (24.2%) 0% 83% 60% 16% 0%

Grade 8 ELA

Grade 8 ELA (Open Response)

Grade 8 ELA (Vocabulary)

Grade 8 Mathematics (24.2%) 0% 47% 16% 5% 0% 100%

Grade 8 Mathematics

Grade 8 Mathematics (Open Response)

Grade 8 (Science/Tech) (24.2%) 0% 48% 19% 4% 100%

Grade 8 Science and Technology

Grade 8 Science and Technology (Open Response)

Grade 10 (ELA) (14.4%) 0% 40% 9% 2%

Grade 10 ELA

Grade 10 ELA (Open Response)

Grade 10 ELA (Vocabulary)

Grade 10 (Math) (14.4%) 33% 67% 28% 24% 2%

Grade 10 Mathematics

DEDHAM HIGH SCHOOL & STATE RESULTS ELA & MATH

How do we address students’ needs? In-depth analysis of student results Individual Student Success Plans –Tutoring, course selection, after school support, etc.. Re-examine the IEP (principals, liaisons,teachers) –Is the student receiving support in the area of concern? How often? –Objective summaries (specific strengths/weaknesses) –Is the student receiving the appropriate accommodations? Middle School –Team Taught Mathematics High School –Additional MCAS Math course –Strategies for Success

Improvement Plan Middle School AYP September 2007 implementation of new mathematics textbook and online support materials Implement Individual Student Success Plans (all students in Warning and Needs Improvement) Analyze and link data from previous MCAS and Stanford-9 Tests to classroom instruction (Test Wiz ®) Objective analysis (breaking down results by strand within MA Frameworks) Comparing to student IEPs and service delivery –Make any necessary changes to IEPs

Implement Plato ® program Utilize YPP math program Provide targeted after-school programs Consult with prior year teachers on students’ strengths and weaknesses Use common assessment to monitor student performance and drive instruction Provide ongoing Professional Development on new instructional materials, software and assessment programs Initiate peer tutoring (before/after school) Improvement Plan Middle School AYP

District Special Education Improvement Goals To support meaningful and measurable change that will result in making Adequate Yearly Progress (AYP) for all Dedham special education student subgroups. –What systemic strategies will be employed by teachers and/or administrators (different than those already being practiced) to address the identified student needs? What specific changes in educational practice (including changes to instruction, curriculum, assessment and other programmatic elements) are needed to address the identified student needs?

District Special Education Improvement Goals For those students who will be submitting portfolios for the Alternate Assessment, teachers will review and update work monthly. Teachers will align portfolio evidence to the assessment standards. Use formative assessments to track ELA reading comprehension, students writing and mathematical skills and keep an accurate, up-to- date record of scoring data. Review formative assessments and develop appropriate and individualized instructional strategies. Review the MCAS ELA and Mathematics tests for respective grade levels and discuss student subgroup and individual student results and make appropriate instructional changes. Review and revise writing templates to help students become proficient writers. Regularly meet with regular education teachers

Targeted Remediation Vantage Learning ® and Plato ®

Plato ® Technology-based program –Individualized support in ELA and Math –Generate reports on student performance instantaneously –Self-paced tutorials –Online assessments –Offline extension activities Procured through a grant with JFY Networks –Provides a liaison to support teachers and administrators (data analysis, instructional implementation)

Plato ® All students grades 6-8 will have opportunity to utilize program before, during, and after school Other Districts that have utilized program with favorable results: –Boston Public Schools –Worchester Public Schools –Brockton Public Schools –Taunton Public Schools –Dartmouth Public Schools –Malden Public Schools –Medford Public Schools

Vantage Learning: Go My Access ® Technology-based writing program –Provides students with instant feedback on writing as well as specific support on written organization, fluency, grammar, spelling, sentence structure and topic development Teachers can use this product to encourage increased writing across the curriculum Districts that have utilized this product with successful results: –Northbridge Public Schools –Taunton Public Schools –Holliston Public Schools –Sutton Public Schools –Acton/Boxboro Public Schools –Berkley Public Schools –North Adams Public Schools

How can parents show support? Carefully review the MCAS results you receive Ask your child’s liaison for more detailed breakdown of results Be aware of standard/non-standard accommodations (handout) Work with TEAM to determine most appropriate accommodations

Post Secondary Statistics Students with IEP’s or 504 Accommodation Plans

36 Students 21 students on IEP’s 15 students on 504 plans –31 June Graduates –1 August Graduate –3 Certificates of Attainment –1 Non-graduate Average SAT Scores: –Critical Reading: 441 –Math: 441 –Writing: 441

Post Secondary Plans 13 are attending four-year schools 12 are attending two-year schools 1 is attending a proprietary school 5 are currently working

Schools Attended Assumption College 1 Massasoit CC 4 Blaine Academy 1 Plymouth State College 1 Bridgewater State College 2 Regis College 2 Bunker Hill CC 1 UMass Dartmouth 2 Eastern Nazarene College 1 UMass Lowell 1 Keene State College 1 Wentworth Institute of Technology 1 Mass Bay CC 7 Westfield State College 1

Four-year College Statistics Of the 31 June graduates in this study, 17 of them (55%) applied to at least one four- year college. 16 out of those 17 were accepted to at least one four-year college.

Four-year College Statistics Average SAT scores of students applying to four- year colleges: –Critical Reading: 466 –Math: 458 –Writing: % acceptance rate at all four-year colleges.

Four-year Acceptances Assumption College Becker College Bridgewater State College Champlain College Curry College Eastern Nazarene College Emmanuel College Fitchburg State College Framingham State College Keene State College Merrimack College Mt. Ida College New England College Plymouth State College Regis College Rivier College Salem State College St. Joseph’s College of Maine St. Michael’s College Suffolk University UMass Amherst UMass Boston UMass Dartmouth UMass Lowell University of Colorado at Boulder University of New Hampshire University of Vermont Wentworth Institute of Technology Western Carolina State University Western State of Colorado Westfield State College Worcester State College

Accommodations for the SAT Services for Students with Disabilities (SSD)

DHS Application Process Every spring, a letter is sent to every student with extended time written into his/her IEP or 504 plan, inviting them to apply for SSD accommodations. This letter outlines the process for applying for SSD accommodations Student or parent requests an SSD form from the guidance office. The form is returned to guidance with pages one and two completed (personal information). The liaison or counselor completes the remainder of the form (accommodations requested and evaluative data), and compiles any necessary supplemental data.

DHS Application Process (cont.) The completed form (and supporting data, if any) is mailed to the College Board for review. The College Board informs the family, and the school, if accommodations have been approved, rejected, or if any further information is needed (typically done within five to seven weeks). Approved students are issued an SSD code to use when registering for any College Board exam.

Possible Accommodations Extended time Visual Assistance –Large Print –Magnifier –Braille Auditory Assistance –Reader –Cassette Version Test Manual Assistance –Writer/Scribe –Computer Additional Assistance –Extended breaks –Medication/food/drink during test –Small group testing Specific accommodations are limited to include only those given and regularly utilized by the student in class at school.

Important to Note… The presence of a current IEP or 504 plan does not guarantee approval for SSD services. The presence of a disability does not guarantee approval for SSD services Often, review of both cognitive and achievement testing (not older than three years) is required for approval.