Alternate Achievement Standards for Oregon

1
Alternate Achievement Standards for Oregons
Extended Assessments

• Action Item
• Oregon State Board of Education
• March 18, 2004

2
Significant Dates

• December 8 9, 2004Panel Meets
• Dec 03 thru Feb 04ODE applies standards to
  2002-03 Extended Assessment Data to examine
  impact of alternate standards
• March 18, 2004State Board of Education Considers
  Alternate Standards

3
Recommendations to the State Board on Alternate
Achievement Standards

• Adopt alternate achievement standards
  recommended by the panel
• Implement the standards for two years2003-2004
  2004-2005
• Re-evaluate alternate standards in 2005
  (consider any new regulations, data trends, or
  research about the Extended Assessments)

4
Additional Recommendations

• Continue current guidelines for Including All
  Students and making IEP team decisions
• Report Individual Student accomplishments to
  student, teacher, and family
• Direct the Accountability Team to incorporate
  Extended Assessment scores (and alternate
  standards) in accountability reporting

5
Background
6
Oregons Extended Assessment Timeline

• Development 1998
• Pilot Test 1999
• Field Test 2000
• Statewide Implementation 2001

7
Three principles adopted in 1998

• Stick with the Board adopted standards, dont
  add new standards,
• Emphasize a single comprehensive assessment
  system that includes all students, and
• Avoid establishing an alternate assessment that
  is a catch-all or dumping ground for low
  performing students.

8
ODE goals from 1999 forum

• Review list of strategies identified in 1998 and
  update.
• Expand definition of each strategy and account
  for progress to date.
• Develop a 3-5 year implementation time line.

9
In this process, careful attention was given to
standardizing the Extended Assessment tasks and
considering the level of support needed for each
student to show what he or she could do.
10
IDEA 97 Assessment Requirements

• State performance goals and indicators for SWD
• SWD included in state and district assessments
  with accommodations if needed
• If not included, statement of why not plus
  alternate assessment
• States must aggregate and report results of
  alternate assessments

11
Four Extended Assessments for Students with
Significant Disabilities

• Curriculum Based Measures
• Extended Reading
• Extended Mathematics
• Extended Writing

• Environmentally Based Measures
• Extended Career and
• Life Role Assessment
• System (X-CLRAS)IV

12
One-on-one Extended Performance Assessments

• Standard tasks and scoring procedures
• Ratings that evaluate independent performance
  while focusing on knowing and doing
• Measures designed to be sensitive to growth
• Aligned to standards and to students current
  level of performance
• Predictive of performance on benchmarks
• Scores can be aggregated and reported as group
  summaries

13
The Framework for Inclusive Assessment
14
Extended Academic Assessments
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I Extended Reading

• Naming Letters, Pictures
• Blending Sounds
• Reading Words, Names, Sentences
• Reading Text Orally
• Reading and Listening Comprehension

16
II Extended Mathematics

• Naming/copying numbers
• Counting writing numerals
• Shapes/telling time
• Naming, counting money
• Manipulatives computation

17
III Extended Writing

• Copying Letters
• Copying Words
• Dictated Words
• Dictated Sentences
• Writing Sentences
• Story Writing

18
IV Extended CLRAS based on Oregons Academic
Content and Performance Standards and the CAM
Career Related Learning Standards

• Personal Management
• Career Development
• Communication
• Problem Solving
• Team Work
• Employment Foundations
• Motor Skills (not CAM)

19
Extended Career and Life Role Assessment System
(CLRAS)

• Typical daily routines
• Essential related skills for living in English
  language arts, mathematics, and science

20
Extended Career and Life Role Assessment System
(CLRAS)

• Baseline Annual Assessment Checklist (BAAC)
• Selected Routines for Living
• Related Skills

21
Assessment of Daily Routines

• Combines teacher rating and performance
  assessment
• Assesses related skills while students are
  engaged in routines
• Specific related skills determined by the IEP
  team.

22
Eating Lunch--Activities

• Locates cafeteria
• Locates food service line
• Selects food
• Finds seating location
• Prepares to eat
• Consumes food
• Puts away utensils, tray, etc.
• Leaves cafeteria

23
Example of Related Skills

• Expressive Communication
• 1. Chooses preferred object
• 2. Accepts/pushes away
• 3. Gestures for permission
• Problem Solving
• 1. Gestures to indicate problem
• 2. Cooperates while others solve problem

• Employment Foundations Math
• 1. Matches objects 11
• 2. Counts to 10
• Employment Foundations
• Reading
• 1. Points to capital letters
• 2. Points to name/survival signs

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Rated on Level of Independence

• 4--Independent (may include minimal peer
  assistance)
• 3--With gestures, visual and/or verbal prompts
  only
• 2--With partial physical assistance prompt
• 1--With full physical assistance prompt
• 0--Step was not completed with full physical
  assistance
•   May include gestures, visual /or verbal
  prompts.

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Guidelines
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Which Students with Disabilities will take
regular assessments?

• Writing--produce 5 sentences on a topic
• Mathematics (KS)-- answer questions re time,
  patterns, shapes, measures, money, simple
  fractions
• Reading (KS) --read 225 word passages answer
  3-5 questions

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Who takes Ext. Assessments?

• Students w/ Significant Disabilities
• With instruction in functional daily living
  skills and/or
• Performing well below Benchmark 1 in reading,
  writing, or mathematics

28
Critical Constructs of NCLB 02 affirming ESEA 94

• Assess all students annually grades 3 through 8
  once in high schoolno less than 95
• All students achieve standards over 12 year
  period
• Report disaggregated outcomes
• Implement an Accountability System to high
  standards with rewards and sanctions
• Measure Adequate Yearly Progress (AYP)

29
New NCLB Regulations Announced in the Federal
Register Tuesday, December 9, 2003

• Alternate Standards may be established for
  students with significant cognitive disabilities
• Up to 1 of all students can be reported as
  meeting standards through the alternate
  standards

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Standard Setting Panel
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Standards Setting Panel Work

1. Specify the task demands
2. Reflect on student performance
3. Take notes on the processexplain reasons
4. Establish performance levels using a common
   language (Emerging, Proficient, Strong)
5. Provide recommended judgments with clarification

32
Recommend Alternate Standards

• English Language Arts
• Reading/Literature
• Writing
• Mathematics
• Knowledge and Skills
• Math Problem Solving

33
Standard Setting Panel Expressed the Belief
that--

• Students Taking Extended Assessments Should Have
  the Opportunity to Meet or Exceed

34
High Standards Expectations for All Students
including All Students with Disabilities (SWD)

• Avoid low expectations
• Acknowledge achievements
• Honor accomplishments
• Recognize dignity

35
Whats the impact?
36
2000, 2001, 2002 Students with Disabilities Using
Options to the General Oregon Statewide Assessment

• Challenge Down
• Modified Administration
• Extended Assessments

Were Not counted
37
In 2003 SWD Using the Options Were Counted

• Challenge Down
• Modified Administration
• Extended Assessments

With Performance level Does Not Meet
38
Alternate Standards for SW Significant
Disabilities (1)

• With Alternate Standards, these students would
  have the opportunity to meet or exceed
  standards

39
How Many Students Take Extended Assessments?
40
How will Extended Mathematics Assessment Scores
be Reported?
41
Mathematics Knowledge and SkillsGrade 3
42
Mathematics Knowledge and SkillsGrade 5
43
Mathematics Knowledge and SkillsGrade 8
44
Mathematics Knowledge and SkillsGrade 10
45
Mathematics Problem SolvingGrade 5
46
Mathematics Problem SolvingGrade 8
47
Mathematics Problem SolvingGrade 10
48
How will Extended Assessment English Language
Arts Scores be Reported?
49
Reading and LiteratureGrade 3
50
Reading and LiteratureGrade 5
51
Reading and LiteratureGrade 8
52
Reading and LiteratureGrade 10
53
Not Applied to Extended WritingOnly 145 High
School Students took 2003 Extended Writing

• Grade 10 only
• Grades 3, 5, and 8
• Suspended in 2003

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Recommendations

• Review

55
Recommendations on Alternate Achievement
Standards

• Adopt alternate achievement standards
  recommended by the panel.
• Implement the standards for two years2003-2004
  2004-2005
• Re-evaluate alternate standards in 2005
  (consider any new regulations, data trends, or
  added information about the Extended Assessments
  and adjust accordingly)

56
Additional Recommendations

• Continue current guidelines for Including All
  Students and making IEP team decisions
• Report Individual Student accomplishments to
  student, teacher, and family
• Direct the Accountability Team to incorporate
  Extended Assessment scores (and alternate
  standards) in accountability reporting

57
Continue current guidelines for Including All
Students and making IEP team decisions

• Individually determined
• Present level of performance
• Instructional Goals
• Accommodations
• Content Standards

58
Report Individual Student Accomplishments to
Student, Teacher, and Family

• Students receive scores on the assessments they
  take.
• Scores give the student, teacher, and family
  information about the students achievement.

59
Accountability AYP

• Rely on the Accountability Team to determine how
  scores will be handled in calculating and
  reporting AYP the Oregon Report Card