1. National Accessible Reading Assessment Projects Principles and Guidelines NARAP Goal 3

2. National Accessible Reading Assessment Projects Goal 3 Purpose To develop research-based principles and guidelines for making large-scale assessments of reading proficiency more accessible for students who have disabilities that affect reading.

3. National Accessible Reading Assessment Projects What We Are Doing Projects met in July 2007 to start to develop evidence-based principles Projects initially worked separately to flesh out individual principles Projects discussed the first melded version of principles (9-7-07) and made revisions via biweekly (approximately) conference calls

4. National Accessible Reading Assessment Projects Process A Principles Committee will review and comment on proposed principles and guidelines that are gleaned from NARAP and other research The Principles Committee is a stakeholder group that includes researchers, a parent, a student, state assessment and special education representatives, and others

5. National Accessible Reading Assessment Projects Process Principles and Guidelines will be shared and input sought at other conferences after Principles Committee input: Association of Test Publishers (ATP) Council of Chief State School Officers (CCSSO)

6. National Accessible Reading Assessment Projects Format 1. Principle [ rules that define the overarching goals to achieve accessibility ] Rationale for Principle [reason why need, clarification of terms, overview of guidelines] Guideline 1-A. [ implementation approaches and procedures ] Description of essence of meaning, summary of nature of evidence Level of Evidence: High, Medium, or Low Guideline 1-B..... Guideline 1-C.....

7. National Accessible Reading Assessment Projects Draft Principles (see Handout for Guidelines) 1.Reading assessments should be accessible to all students in the testing population, including students with disabilities. Guidelines 1-A – 1-E 2. Reading assessments should be grounded in research in the field of reading. Guidelines 2-A – 2-D

8. National Accessible Reading Assessment Projects Draft Principles (see Handout for Guidelines) 3. Reading assessments should be created following rigorous and well-documented test design, test development, and item development procedures. Guidelines 3-A – 3-G

9. National Accessible Reading Assessment Projects 4. Reading assessments should reduce undesirable variance that distorts the measurement of the construct of reading achievement that the assessment has been designed to measure. Guidelines 4-A – 4-C Draft Principles (see Handout for Guidelines)

10. National Accessible Reading Assessment Projects 5. Reading assessments should allow for the measurement of component skills when the measurement of reading achievement may be obscured by a lack of access skills. Guidelines 5-A – 5-B Draft Principles (see Handout for Guidelines)

11. National Accessible Reading Assessment Projects 6. Reading assessments should report assessment results, including score information, in a way that encourages correct interpretation and use. Guidelines 6-A – 6-C Draft Principles (see Handout for Guidelines)

12. National Accessible Reading Assessment Projects Timeline DateActivity Sept, 2007Notify Principles Committee Oct-Dec, 2007Develop draft of Principles and Guidelines Jan/Feb, 2008Meet with Principles Committee Spring, 2008Gather additional feedback on Principles and Guidelines Summer, 2008Finalize Principles and Guidelines