A presentation of methods and selected results 1

Policy, Validity Framework, Study Design 2

3  “Has the State ascertained that the decisions based on the results of its assessments are consistent with the purposes for which the assessments were designed?”  “Has the State ascertained whether the assessment produces intended and unintended consequences?”

State the intended consequences Define the evidence that supports each consequence Collect data to ascertain the intended consequences Collect data to ascertain the unintended consequences 4

1. Teacher and administrator motivation and effort will be evident. 2. Professional development support will be provided. 3. Instruction and curriculum will be adapted. 4. Student motivation and effort will be evident. 5. Performance will improve and be related to the changes above. 5

6. Access to augmentative and alternative communication will be improved. 7. Parental involvement in student’s academic career will be increased. 6

Teacher Surveys Classroom Observation Administrator Surveys 7

Arguments Stakeholders Design Stratify Random Cluster Sample Pilot Version 1 Version 2 Collect Data 8

CFA Rasch Scaling Prepare Data Descriptive Logistic Regression Analyze Evidence of Consequential Validity Conclude? 9

Teaching IEP Development Student Profile Identify Elements Modified NAAC Observation Tool Observe Does Classroom Observation align with survey results? Evaluate 10

Student Performance (Slope of Change) Contextual Variables (Relatively Stable) Evidential Variables (Slope of Change) 11

CONTEXTUAL VARIABLESEVIDENTIAL VARIABLES  Gender  Race  SES  Grade/Age  School Size  LEP  Teacher* familiarity  Teacher attitudes and beliefs  Professional development  Instruction in content areas  Access to AAC  Parent involvement 12 *Includes administrators

GENERAL EDUCATIONSPECIAL EDUCATION  A history of assessment  Adequate psychometric methods to construct and evaluate assessments  Academic instruction is the foundation of education  In the absence of disability, opportunity to learn and do well on the assessment  Assessment is relatively new  Limited psychometric methods to construct and evaluate assessments  Academic instruction is special education reform  Limited opportunity to learn 13

Background, Structure, Future 14

Marilyn Roberts Michigan Department of Education Lynda Balmer-Lupp Pennsylvania Department of Education Sandra Berndt & Eva Kubinski Wisconsin Department of Public Instruction

Michigan’s Alternate Assessment Program 16

17  A 3 tiered approach to AA-AAS  2002 – Development and Administration of Participation (P) and Supported Independence (SI) levels of Mi-Access  2005 – Development and Administration of Functional Independence (FI) levels of the Mi-Access  – Administered First FI Science Assessment  2007 – 2008 – Mi-Access revised to align with MI content standards

 Type of Assessment:  Subjects Assessed:  Grades Administered :  Administration:  Response formats:  Scoring: Performance Based Reading, Math, Science (R, M) 3 – 8, 11; (S) 5, 8, 11 Individual Multiple choice & constructed response Video Tape, Primary & Shadow Scorers 18

 Common Core Alignment  Learning Progressions or Other Structure?  State Consortia?

Pennsylvania Alternate System of Assessment 20

21  A 3 tiered approach to AA-AAS  2000 – PASA Reading & Math Administered to grades 5, 8, & 11  – Grades 3, 4, 6, & 7 Added  2005– PASA scores counted toward AYP  2007 – PASA Science Administered to grades 4, 8, & 11

 Type of Assessment:  Subjects Assessed:  Grades Administered :  Administration:  Response formats:  Scoring: Performance Based Reading, Math, Science (R, M) 3 – 8, 11; (S) 4, 8, 11 Individual Multiple choice & constructed response Video Tape, Scoring Conference 22

 PA has adopted the Common Core Standards  PA has incorporated Learning Progressions into the Standards Aligned System  PA is participating in a Consortia for the 1%-Alternate Assessment

Wisconsin Alternate Assessment for Students with Disabilities 24

 Alternate Performance Indicators (APIs)  Original WAA-SwD based on APIs  2006 WAA-SwD does not pass peer review  April 2007 – Development of Extended Grade Band Standards  January 2008 – Revised WAA-SwD Administered, an on-demand, performance-based AA-AAS 25

 Type of Assessment:  Subjects Assessed:  Grades Administered :  Administration:  Response formats: Performance Based Reading, Math, Science 3 – 8, 10 (R, M); 4, 8, 10 (S) Individual Multiple choice & constructed response 26

 Common Core Alignment  Learning Progressions or Other Structure?  State Consortia?

Descriptive Data and Frequency Counts 28

Teachers are familiar with the assessment 29

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What are attitudes and beliefs toward the assessment? 32

33 *Results are similar for math & science

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From a list generated from the pilot study 36

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Professional development opportunities are being provided 38

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Curriculum is aligned with the State’s Alternate Academic Standards 40

41 * Results are similar for math & science

READINGSCIENCE 42

READINGSCIENCE 43

Students are motivated to learn the material and do well on the assessment 44

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Student scores are improving as a result of these factors 46

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DIRECTOR OF C & ISUPERINTENDENT 48

PRINCIPALDIRECTOR OF SPECIAL ED 49

Marilyn Roberts Michigan Department of Education Lynda Balmer-Lupp Pennsylvania Department of Education Sandra Berndt & Eva Kubinski Wisconsin Department of Public Instruction