1. Assessment of Oregon’s Students with Disabilities: Information and Updates Oregon Department of Education Office of Student Learning and Partnerships October 2009 Brad Lenhardt

2. Welcome Introductions Current issues? What are you grappling with?

3. Objectives  Overview of Roles  Review Decision-Making  General Assessment (w/ and w/o accommodations)  Alternate Assessment based on Alternate Achievement Standards (AA-AAS) (Scaffold and Standard) 2009-10 Test Structure and Expectations 2009-10 Training Plan  Alternate Assessment based on Modified Achievement Standards (AA-MAS)  Opportunities to participate and inform ODE

4. Roles & Responsibilities

5. Office of Student Learning and Partnership (OSLP) Assessment Role Ensure that IDEA’s tenets of support and equity for students with disabilities are upheld and incorporated in a system that is also governed by NCLB’s tenets of accountability and high expectations for all Collect, monitor, and respond to student and district level data related to this role Provide evidence to USDE to demonstrate adequate and appropriate use of federal funds related to this role

6. Office of Assessment and Information Services (OAIS) Role Collect and report data in accordance with federal accountability reporting requirements through NCLB to ensure that rigorous student expectations are upheld Manage the statewide assessment for all of Oregon’s students by developing, maintaining, and supporting the OAKS System Ensure the reliability of reporting (source) data through system security and system consistency

7. Interaction Between Offices Collaborate on reports and reporting Respond to development needs to ensure shared vision (fit) within the assessment system Engage in relevant grant opportunities OAIS monitors and maintains NCLB requirements and consults with OSLP to ensure fidelity to IDEA expectations OSLP monitors and maintains IDEA and consults with OAIS to ensure adherence to the appropriate technical specifications

8. District Roles (related to assessment) See Oregon’s Test Administration Manual http://www.ode.state.or.us/teachlearn/testing/manuals/2009/0809tam.pdf http://www.ode.state.or.us/teachlearn/testing/manuals/2009/0809tam.pdf Assess students in accordance with federal and state regulation in the context of providing a free and appropriate public education Provide accurate and reliable data to ODE Use data appropriately when decision making

9. SpEd Director Roles (related to assessment) See Oregon’s Test Administration Manual http://www.ode.state.or.us/teachlearn/testing/manuals/2009/0809tam.pdf http://www.ode.state.or.us/teachlearn/testing/manuals/2009/0809tam.pdf Ensure reliable and valid administration of assessments Ensure accurate and timely input of assessment data

10. General Assessment (w/o and w/ accommodations) Extended Assessment (Standard or Scaffold)  Elementary Math Field Test  Middle Math Field Test  High Math Field Test (2010-11) Oregon’s Assessment System (2007-present) Current System 10 CIM 8 7 6 5 4 3 Extended: Standard Administration Extended: Scaffold Administration Accommodated General Assessments General Assessments

11. Decision-making

12. Decision-Making Among numerous instructional decisions, IEP teams must also decide:  General or Alternate assessment If General, what type of supports* to provide during assessment If Alternate assessment—Standard or Scaffold administration  If ELL how will they participate in ELPA *A decision to use unapproved accommodations, is a decision to invalidate the student’s test for all reporting purposes.

13. Consider General Assessment without or with accommodations if: Student:  Performs at or around grade level  Has academic difficulties that primarily surround reading but may be average or close to average in other subject areas  Has academic difficulties in areas other than reading that are “mild to moderate” and can typically be addressed by using simplified language  Is reading within two to three grades of his or her enrolled level Instruction:  Is primarily general curriculum instruction (but may also use a specialized curriculum in some areas) Some Judgment variables:  What assessment did he take last year?  How is his attention?  What types of behaviors should be considered?

14. Consider Standard Administration of Extended Assessment if: Student:  Performs well below grade level  Is significantly below grade level in reading  Has academic difficulties that are generalized (to all subject areas) and are significant  Benefits from specialized individual supports Instruction:  Is primarily a specialized curriculum or  From general curriculum must be significantly reduced in breadth, depth, and complexity Some Judgment variables:  What assessment did he take last year?  How is his attention?  What types of behaviors should be considered?  Previous relevant experiences

15. Consider Scaffold Administration of Extended Assessment if: Student:  Performance is significantly impacted by a disability  Does not read  Has academic, mobility, and receptive and expressive language difficulties that are generalized and significant  Relies on individual and significant supports to access reduced content materials Instruction:  Is from a specialized curriculum and has functional components and/or  Includes academic goals that are significantly reduced in depth, breadth, and complexity from grade level content Some Judgment variables:  Is the student able to interact with instructional material in a way that provides meaningful feedback?

16. General Assessments

17. OAKS Online All Students Reading: Grades 3 – 8 & 10 Mathematics: Grades 3 – 8 & 10 Writing: Grades 4, 7, & 10 Science: Grades 5, 8, & 10 Contractor: AIR Format: Online Accommodations: Can be administered with or without accommodations

18. PSAT/NMSQT ® Who: All 10 th graders Why: ORS 329.488 requires public schools to offer a test that provides information on readiness for college and advanced courses. Contractor: College Board’s PSAT/NMSQT® test for 2008-09. Waivers: Some districts that have previously administered the ACT PLAN test to sophomores have received a waiver to use the ACT again this year. When: Test dates for the PSAT/NMSQT® are October 14 and October 17 only. Payment: All tests for 10th graders will be paid for by ODE. 11 th graders: Schools may include 11th graders by paying for these tests as they have in the past. Trainings: Training sessions are being offered at ESD’s around the state and at three regional Fall Counselor’s Workshops. For information about training in your area, contact your local ESD.

19. English Language Proficiency Assessment Who: All students identified as English Language Learners Why: Required assessment: NCLB Title I and III to measure the English Language Proficiency of all K – 12 students whose first language is not English When: Annually (January 21 st – May 7 th ) Waivers: No. This is a federal requirement Structure: Four domains--reading, writing, speaking, and listening. Online administration Accommodations: Yes. See ELPA Accommodations Table

20. Paper and Pencil OAKS for students with IEPs Districts should only be offering Paper/Pencil assessments for students whose Individualized Education Program (IEP) or 504 Plan indicates use of Paper/Pencil assessments. Schools order these assessments through the District Test Coordinator (DTC). The DTC must order Paper/Pencil assessments through the ODE Web site at https://district.ode.state.or.us. Schedule of Due Dates (for ordering/precoding) at https://district.ode.state.or.us/apps/info/

21. Providing Accommodations

22. Instructional Domain The classroom is a learning environment structured to effectively convey information Varied methods of instruction based on professional judgments of evidence-based practices are permitted Universal design used by teachers allows for multiple, creative approaches  Presentation, Expression, Engagement/Participation http://www.projectforum.org/docs/UDLImplementatio ninSixLEAs.pdf http://www.projectforum.org/docs/UDLImplementatio ninSixLEAs.pdf

23. Professional Judgment with Evidence Based Practices and Procedures

24. Assessment Domain Assessment occurs in a testing environment and is structure to efficiently measure information previously conveyed Structured methods of administration are required Universal design features inherent in the test are designed to allow for precision of measurement and to ensure comparability of outcomes  Presentation, Expression, Engagement/Participation http://www.projectforum.org/docs/UDLImplementatio ninSixLEAs.pdf http://www.projectforum.org/docs/UDLImplementatio ninSixLEAs.pdf

25. Practices and Procedures Allowable resources Administration instructions as detailed in the appropriate manual Approved Accommodations Anything else is a modification and will invalidate the score for all reporting purposes

26. Accommodations Accommodations are: Practices and procedures in presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students. Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment. In Oregon, Accommodations are those specific practices and procedures that the panel has approved and which are listed in the Accommodations Tables.

27. Accommodations Flag § 300.160 Participation in assessments (f) (1)  An SEA (or, in the case of a district-wide assessment, an LEA) must make available to the public, and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children, the following: (1) The number of children with disabilities participating in regular assessments, and the number of those children who were provided accommodations (that did not result in an invalid score) in order to participate in those assessments.

28. Accommodations Manual Structure: Full manual 66 pages Purpose: To clarify the numerous issues related to providing technically appropriate supports in an assessment environment 1 Where posted: How used:  To replace the current accommodations tables  As a resource to guide teachers in the provision of supports during assessment ( Footnote 1: And to eliminate the out of control footnotes )

29. AA-AAS

30. Extended Assessment Alternate Assessment based on Alternate Achievement Standards (AA-AAS) Allowances for a state to create an alternate assessment for students with the most significant cognitive disabilities. IEP team decides who participates Up to 1% of the students who are found proficient (“meets” and/or “Exceeds”) can count toward state AYP performance reports (see Guidance section on ODE’s Extended Assessments website: http://www.ode.state.or.us/search/results/?id=178)http://www.ode.state.or.us/search/results/?id=178 Contractor: Behavioral Research and Teaching (BRT) at University of Oregon (Dr. Jerry Tindal)

31. Extended Assessment Updates: 2009-10 Changes this year  Same structure for Reading, Writing, Science Math Field Test (Grades’ 3-8)  Similar items Math Field Test (aligned to new math content standards)  Same difficulty Inter-rater reliability research project Training  Annual re-qualification requirement  3-year update for all Qualified Trainers TRAINING HANDOUT

32. Recruitment for Inter-Rater Reliability Study To participate contact:  Dianna Carrizales (Assessment of students with disabilities) Dianna.Carrizales@state.or.us (503) 947-5634  Brad Lenhardt (Extended Assessments) Brad.Lenhardt@state.or.us (503) 947-5755

33. Training Outline Network of qualified individuals Qualified Trainers (QTs) and Qualified Assessors (QAs) 2009-10 network: will consist of returning QTs and QAs from 2008-09 and new QTs and QAs trained in 2009-10

34. Do previously trained QTs and QAs need to be re-trained this year? Previously trained and qualified individuals must update their status in 2009-10. Self-training for these previously trained individuals will be available online Retraining (refreshing) online includes a proficiency assessment and will take under two hours (for either QTs or QAs) Previously trained individuals will be notified by email when the training site is available for use—or may check back after November 5 th 2009 Untrained individuals are relying on you to tell them what they need to do, when, where, and why.

35. Basic Training Options NEW QTs Attend one of the five live regional trainings Returning QTs Revisit online training site after November 5 th OR Get district approval to attend one of the five live regional trainings NEW QAs Attend one of the live trainings hosted by a local trainer who has re-qualified in 2009-10 Returning QAs Revisit online training site after November 5 th OR Get district approval to attend one of the trainings hosted by a local trainer (who has re-qualified in 2009-10)

36. State Capacity for Qualified Trainers In 2008-09  State intent (~target) for QTs was 300  Allocations were committed to districts based on this estimate  Number of QTs: 190 (212 in 2007-08)  Number of QAs: 1155 (1085 in 2007-08)  Number of students assessed: 5400+ In 2009-10  Districts are responsible for ensuring capacity to assess all students who will be taking the Extended Assessments  Funds allocated according to SECC amounts are similar to last year’s even though the training needs are less  Remaining funds can be used to toward the enhancement of assessment for students with disabilities

37. Locations of Live* Trainings for new Qualified Trainers Nov 5th Northwest Regional ESD (Hillsboro) Nov 13th Willamette ESD (Salem) Nov 17th Southern Oregon ESD (Medford) Nov 17th High Desert ESD (Redmond) Nov 19th Umatilla-Morrow ESD (Pendleton) * PLEASE NOTE: Any site with less than 5 registrees will be handled by V-tel. HANDOUT

38. AA-MAS

39. Update on Oregon’s development of the AA-MAS Alternate Assessment based on Modified Achievement Standards (AA-MAS) Development began in 2007 AIR, Ohio, Minnesota, Oregon What: Alternate Assessment based on Modified Achievement Standards (AA-MAS) Who: Students unsuccessful at general assessment but progressing on classroom progress monitoring Development status: Interrupted Lessons Learned: Ongoing—universal design and instructional rigor

40. Contacts Dianna Carrizales (Assessment of students with disabilities)  Dianna.Carrizales@state.or.us Dianna.Carrizales@state.or.us  (503) 947-5634 Brad Lenhardt (Extended Assessments)  Brad.Lenhardt@state.or.us Brad.Lenhardt@state.or.us  (503) 947-5755