Michigan Assessment Consortium Common Assessment Development Series Module 7 Assessing Special Needs Students

Developed and Narrated by Edward Roeber Professor, MQM Michigan State University

Support The Michigan Assessment Consortium professional development series in common assessment development is funded in part by the Michigan Association of Intermediate School Administrators in cooperation with …

In this module, you will learn about Who are special needs studentsWho are special needs students How can they participate in common assessmentsHow can they participate in common assessments How schools can adapt and extend the common assessments so that all students can participate in themHow schools can adapt and extend the common assessments so that all students can participate in them

Students with Special Needs There are several types of students who may need assistance in accessing both the standards and the assessments: –Students with mild to moderate disabilities –Students with learning disabilities –Students with physical disabilities –Non-English speaking students –Compensatory education students

Assessing Special Needs Students One way to help these students participate in the common assessments is to simplify the assessments - remove irrelevant wording and materials An additional way is to do this is to determine the “essence of the standard” and focus on this in assessment

Essence of the Standard Essence of the standard means determining the most essential part(s) of the standard - what part of it is most essential for a student to know or be able to do? This part of the standard is what should be emphasized in teaching and in assessment

Creating Essence Statements Three types of individuals should be involved: –Regular classroom teacher –Special education teacher –Content specialists in the content area These three individuals should meet to create the essence statements

Creating Essence Statements First, the regular classroom teacher describes how the standard would be taught The content specialist will listen to make sure that the lesson is aligned with the standard and how alignment can be enhanced The important element(s) of the standard can emerge from this

Creating Essence Statements Next, the special education teacher will describe how the lesson laid out can be adapted or extended to work for the student with a disability or ELL student Both the content specialist and general education teacher listen and suggest added ways in which the student can better access the standard

Creating Essence Statements Finally, the three individuals should finalize the essence statement and develop 3-4 levels of access for these students These ideas need to be written out and shared with the entire staff, since they may work with these students

Example Essence: Comprehend written text Access levels: 1.Recognize written materials such as books 2.Listen to simple stories and respond to questions about the story 3.Read simple stories and respond to questions about the story 4.Read stories and respond in writing to questions about the story

Assessment Development Once access levels have been written, these access levels can be used to create the assessments appropriate for these students This will permit all students to access the same standards, albeit for some at a more “extended” level This will benefit both student and the school