1. Testing Students with Disabilities District Test Coordinators Meeting October 14, 2011 1

2. Monitoring Use of Accommodations Required under IDEA ESEA (NCLB) Two-pronged approach Office of Assessment Office of Exceptional Children 2

3. Test Security Violations 2011  Oral Administration Not Provided  Incorrect Test Booklet Provided  Oral Administration Provided  Wrong Response Method  Calculator Not Provided  Calculator Provided  Student Refused Accommodation* 3

4. Use of IEP Accommodations The Performance of Students with Disabilities on PASS 2011 4

5. 5 Participation of Students with Disabilities in Statewide Testing  43,104 students with disabilities (SWD) were tested in grades 3-8 in 2011 (includes PASS and SC-Alt students)  SWD students made up 13.2% of all students tested in grades 3-8  6.5% of SWD students were tested with SC- Alt  The number of students tested with SC-Alt was 0.86% of all students tested with PASS and SC-Alt (SWD and Non-SWD)

6. 6 Standard Accommodations All Content Areas- Grades 3-8 with Exceptions Noted  Timing  Scheduling  Oral or Signed Administration (except ELA grades 3-4)  Use of Calculator with Math (except grades 3-4)  Response Options  Supplementary Materials or Devices

7. 7 Non-Standard Accommodations  Oral or Signed Administrations of ELA in grades 3-4  Writing Extended Response – Non- standard Procedures Use of spell check, grammar check, word prediction software  Use of Calculator with Math in grades 3-4

8. 8 Use of Accommodations with PASS 2011 Content Area Percent of SWD Students Using Accommodations Grades 3-8 or 5-8 as Noted (*) Any Accommodation Oral/Signed Administration Calculator Non-Standard Accommodation ELA65.241.4*2.4 Writing66.948.00.1 Math68.053.426.2*0.15 Science65.653.3 Social Studies 65.553.1 * Grades 5-8 only

9. 9 Signed Administrations  Signed administrations for ELA are standard accommodations for grades 5-8 and non-standard accommodations for grades 3-4 (consistent with oral administration of ELA)  Only 0.3% of SWD in grades 5-8 received signed administrations (75 students)  Data for oral administrations of ELA in this presentation includes signed administrations

10. 10 Use of Oral Administration of ELA in Grades 5-8  Oral administrations were used predominantly in grades 5-8 where they are standard accommodations  The overall rate of oral administrations for grades 5-8 was 41.4% (37.2% in 2010)

11. 11 Percent of SWD Receiving Oral Administration of ELA by Grade 2009-2011

12. 12 Rates of Oral Administration by Disability Groups for Grades 5-8  By disability group percentage, mild and moderate mental disability and TBI students had the highest oral administration rates (56 – 74%)  Used by 44% of learning disability students, and being the largest disability group, made up approximately 70% of all students receiving oral administrations

13. ELA Performance of SWD Tested With and Without Oral Administration (OA) in Grades 5-8 13

14. 14 Use of Calculators with PASS  Calculator administrations were predominantly in grades 5-8 where they are standard accommodations  The overall rate of calculator administrations for grades 5-8 was 26.2% (22.5% in 2010)

15. 15 Percent of SWD Using Calculator Administrations by Grade 2009-2011

16. 16 Rates of Calculator Use by Disability Groups for Grades 5-8  By disability group percentage, mild mental disability, orthopedically impaired, and TBI students had the highest calculator use rates (29 – 37%)  Used by 27% of learning disability students, and being the largest disability group, made up approximately 69% of all students receiving calculator administrations

17. Math Performance of SWD Tested With and Without Calculators in Grades 5-8 17

18. District Reports on Use of PASS Accommodations  Report the rates of use of IEP and 504 Plan accommodations for Writing, ELA, and Mathematics for the 2009 – 2011 PASS administrations  The reports were mailed to superintendents, special education administrators, and DTCs 18

19. 19 2009 201 0 2011 Total Number of Student Records (All Students) 10927 1115 3 1110 5 Total IEP/504 Students in Writing1134 1176 386 * Total IEP/504 Students in ELA1142 1184 1235 Total IEP/504 Students in Mathematics 1142 118 7 1236 2009 2010 2011 Change in Percent from 2009 Count% % % IEPs 10829.9 111310.0 112210.1 0.2 504 Plans 940.9 1061.0 1211.1 0.2 ELA Standard Accommodations: Setting 71963.0 78266.0 82967.1 4.2 Timing 423.7 584.9 383.1 -0.6 Scheduling 353.1 10.1 90.7 -2.3 Oral/Signed Administration (Grades 5-8) 18825.2 20125.6 26432.3 7.1 Presentation – Other 232.0 605.1 352.8 0.8 Response Options 595.2 837.0 1108.9 3.7 Non-standard Accommodation: Oral/Signed Administration (Grade 3 or 4) 4110.4 153.8 81.9 -8.5 Palmetto Assessment of State Standards (PASS) Use of Testing Accommodations for 2009–2011 Sample District

20. SC-Alt Administration Window March 5 – April 27 Testing materials will arrive in the districts by February 23

21. 2011-12 Training Dates DTC-Alt Pretest Webinars November 15 November 17 (Two sessions each day) New Test Administrator Training January 9 - Greenville January 10 - Florence January 11 - Charleston January 12 - Columbia January 13 - Columbia

22. Second Rater Procedure  Replaces videotaping for capturing administration and scoring fidelity  Sample of teachers/students participate  Math is the only content included 22 NEW

23. Second Rater Qualifications  Meet qualification criteria for test administrator  Must be trained 23

24. 2011 Testing Issues  Failure to transfer student responses from the worksheet to the answer document  Failure to follow administration procedures 24

25. National Center State Collaborative (NCSC)  Alternate Assessment Consortia  Multi-state Comprehensive Assessment System  Complements the Two General Assessment Consortia 25

26. Comprehensive Assessment System  instructional materials aligned to the common core state standards  resources and supports for teachers  formative assessment tools  information on appropriate interim uses of data for progress monitoring  summative assessments 26

27. The Organizational Partners  National Center on Educational Outcomes (NCEO) Host and fiscal agent  National Center for the Improvement of Educational Assessment (NCIEA) Lead on development of assessments  University of Kentucky (UKY) Lead on professional development  University of North Carolina at Charlotte (UNCC) Lead on curriculum development  edCount, LLC Evaluation 27

28. 19 State Partners: Alaska, Arizona, Connecticut, District of Columbia, Florida, Georgia, Indiana, Louisiana, Massachusetts, Nevada, New York, North Dakota, Pacific Assessment Consortium (PAC- 6), Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, and Wyoming 28

29. Opportunities  A brief survey on instruction and post-school outcomes for students with significant cognitive disabilities  A focus group meeting to be held in Columbia in October  Community of Practice 29

30. Community of Practice  training on communication systems and access to the general curriculum including the common core state standards  implement model curricula as well as help refine and clarify materials and resources then share with other educators in the state  selected based on recommendations of district special education administrators  approximately 30 teachers, related services personnel, and other educators  one-day meeting this fall  webinars throughout the school year 30

31. Alternate Assessment on Modified Achievement Standards (AA-MAS) (2% Assessments) Update 31

32. Power School  Instructional Setting 504 Special Education (SE)  True Grade Actual grade that the student should be in if not enrolled in a self contained program  Regular Grade Closest appropriate grade available 32

33. Including Students with Disabilities in NAEP 33

34. Including Students with Disabilities in NAEP National Assessment of Educational Progress Only ongoing nationwide assessment Representative sample across states State- and national-level results State grades 4 and 8 National-grades 4, 8, and 12 Valid cross-state comparisons 34

35. Overview Designed primarily to provide data to state- and national-level policy makers With passage of ESEA/NCLB, state’s participation became required The National Center for Education Statistics (NCES) in the U.S. Department of Education is responsible for NAEP implementation NAEP policy is set by the National Assessment Governing Board (NAGB) 35

36. NAEP Inclusion Policy New policy becomes effective with NAEP 2011 reports. Focus on states’ inclusion of students with disabilities (SD) and English language learners (ELLs). As a percentage of total population, total excluded (SD/ELL) should not be more than 5%. As a percentage of the identified group, excluded should not exceed 15%. 36

37. Recent Exclusion Rates: NAEP 2009 Excluded SubjectGrade % of Total % of SD Group Mathematics42.012.2 Mathematics84.431.9 Reading45.331.1 Reading86.442.4 37

38. 38 Inclusion Rates: State vs. National (2009 NAEP Data)

39. Considerations  NAEP participation is now addressed in the online IEP tool. –Other key points– –Other key points–  NAEP provides most accommodations typically offered on state tests.  NAEP does not produce scores for individual students and participation is anonymous. Results are summarized only at the state and national level.  The NAEP assessments do not impose any consequences for students, schools, or districts and are solely intended to provide an overall measure of educational achievement for the nation and individual states. 39

40. Considerations  Participating students are not required to complete the whole test and may skip any test question. Even when a student does not complete the entire test, useful data are still obtained from the provided item responses.  Students who meet participation guidelines for the SC-Alternate Assessment are not expected to participate in NAEP. 40

41. Contact Information 41 Suzanne Swaffield sswaffie@ed.sc.gov Douglas Alexander dgalexan@ed.sc.gov Anne Mruz amruz@ed.sc.gov Chris Webster cwebster@ed.sc.gov