1. Testing, Assessment, and Customers with Disabilities: Effective Practices Mary Podmostko November 14, 2007

2. 2 Universal Design The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design – Center for Universal Design, NCSU The need for accommodations will be reduced but not eliminated for some customers.

3. 3 Universal Design for Learning Provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. "Universal" does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners. – Center for Applied Special Technology (CAST)

4. 4 Organization of Career Planning Begins with Assessment 1. Understanding the Terrain of Assessment 2. The Dynamics of Disabilities 3. Selecting and Using Assessments 4. The Organizational Perspective 5. Appendices 6. Quick Reference Charts and Sample Forms

5. 5 What is assessment? The process of collecting data for the purpose of making decisions Salvia, J. & Ysseldyke, J. (2004) Assessment in special and inclusive education. Boston, MA: Houghton Mifflin

6. 6 Types of Assessment Tests or Assessment Instruments, including performance assessments Interviews Observations Record Reviews DECISIONS SHOULD NOT BE BASED ON THE RESULTS OF ONE TEST.

7. 7 Domains of Assessment Educational Domain - Academic Performance or Achievement - Cognitive Abilities Vocational Domain - Career Interest Inventories - Job Aptitudes - Occupational Specific Certification - Physical and Functional Capacities

8. 8 Domains of Assessment (continued) Psychological Domain - Cognitive Abilities - Behavioral, Emotional, Social - Leadership Medical Domain - Physical and Functional Capacities - Drug and Alcohol

9. 9 Assessment Is a dynamic process, not an end in itself. Should have clear purposes and goals. Should be an empowering process. Should be integrated into a larger plan of individualized services. Should consider environmental factors affecting the individual Should include individualized accommodations and assistive technology as needed.

10. 10 Assessment Instruments Should be carefully chosen with attention to their documented reliability and validity. Should be administered and interpreted by qualified personnel. Should open doors not close them. Should provide results or reports that are written in easily understandable language.

11. 11 Institutional Assessments Two Purposes 1. Required as part of the eligibility process 2. To document achievement of program goals – Common Performance Measures Literacy Numeracy

12. 12 Directory of Commonly-Used Published Tests Over seventy different tests commonly given to adolescents and young adults Indexed by major domain categories Almost impossible to keep updated

13. 13 Test nameTests of Adult Basic Education (TABE) Forms 9 and 10 Web sitehttp://www.ctb.com (Click Adult Education tab) What is measuredA series of norm- and criterion-referenced achievement tests providing scores for most types of adult educational decision-making. Subtests are reading, math computation, applied math, language, language mechanics, vocabulary, spelling, science/social studies, algebra/geometry, and writing. Target groupsAdult students, literacy and ABE/GED instruction groups, workforce development, vocational- technical programs, and school-to-work programs. Suitable for ages 14 to adult, but note that the norm sample is primarily older youth and adults. Available in Spanish. How normedNorms based on over 34,000 adults and juveniles from 46 states in adult basic education, adult/juvenile corrections, and vocational/technical schools and colleges. 35% were aged 14-20. Less than 10% were English Language Learners. Approximately 8% had disabilities including Learning Disabilities, Serious Emotional Disturbance, and Mental Retardation. Qualifications required to administer Adult educators who have a general knowledge of measurement principles and who are willing to abide by the Assessment Standards of the American Psychological Association. For more information, see Purchaser’s Qualification Statement in back of Products & Services catalog. How administeredIndividual or group. Paper/pencil, computer. Also large print, audio, and Braille versions of Form 9. Time needed for administration Varies by test. Complete battery of seven tests takes 3 hours and 34 minutes. Four survey tests take 1 hour 30 minutes. How scoredHand, machine, and computerized scoring. Cost25 complete battery or survey books and 25 answer sheets cost $137.00; $8 per online test administration. Additional costs for administrator and technical manuals, etc. Reliability and validity Reliability and validity are strong for normed tests. Criterion scores are not as strong, nor are advanced level supplementary tests. (Geisinger, Spies, Carlson & Plake, in press, BUROS) Publisher’s address and phone CTB McGraw Hill 20 Ryan Ranch Road, Monterey, CA 93940 800-538-9547

14. 14 Appropriate Uses of the TABE Pre- and post-testing for literacy and numeracy measures As one consideration for making referrals to ABE/GED or training programs To identify skills or knowledge that need review or brush-up (item analysis)

15. 15 Accommodations Changes made to an assessment to alleviate the effects of a disability—not lower expectations for performance. Do not change the construct tested. May be changes to presentation or response format, test setting, or test timing.

16. 16 Accommodations Category 1 – do not affect performance in a way that alters interpretation of results. Category 2 – may have an effect on performance in interpreting results. Category 3 – are likely to change what is measured and therefore have an effect on the interpretation of results

17. 17 Examples of Accommodations Category 1: Large print, marking responses in text booklet, taking the test alone in a quiet room, taking more breaks Category 2: Reading directions aloud, using a spell checker, using extra time Category 3: Reading reading comprehension questions aloud, giving answers to a scribe on a writing test

18. 18 Alternative Assessments Are used when standardized educational tests cannot be administered even with accommodations Types of alternative assessments – Portfolios – Work samples – Performance assessment (usually one-on-one) – Observation in structured and unstructured settings

19. 19 When a Person Enters a One Stop Interviews, Observations, Record Reviews Confidentiality Non-Discrimination (ADA, WIA…) Modifications or Accommodations

20. 20 Ethical Practices and Confidentiality/Privacy Issues Responsibilities of educators and youth service practitioners Code of Fair Testing Practices in Education Family Educational Rights and Privacy Act (FERPA) Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule

21. 21 Issues Related to Hidden Disabilities Disclosure Screening vs. Assessment Referrals to Consultants Education and Training Programs Treatment Programs Accommodations

22. 22 When a Person Asks for an Accommodation Discussing needed accommodations should be part of the One Stop intake process. If the requested accommodation is not available at the One Stop: – Is it documented? – Is it reasonable? – Can the person provide it? – Can another agency provide it? – Can it be acquired and implemented in a reasonable timeframe?

23. 23 Organizational Considerations Clear assessment policies, effective use of existing resources, and professional development for staff result in Improved capacity Interagency cooperation Quality services Better results for customers

24. 24 National Collaborative on Workforce and Disability for Youth 1-877-871-0744 (toll free) www.ncwd-youth.info Collaborative@iel.org Mary Podmostko maryp@gwu.edu 904-225-9718