1 office of student assessment special education directors’ meeting october 16, 2014

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Office of Student Assessment

Special Education Directors’ MeetingOctober 16, 2014

Online Alternate Assessments

Where are we with the online alternate assessment?

•The MDE is still in the procurement process.•Continue to follow the IEP and teach the students using the DLM-Essential Elements for ELA and Math.•DLM-EE Trainings

2 Statewide Special Education Directors’

Meeting Office of Student Assessment

Online Alternate Assessments

• We are including the development of science for FY16.

• Our goal is to get to one system/platform for all content areas.

• Online ELA & math testing will be spring 2015.

• The assessment will be based on the DLM-EEs for ELA and Mathematics.



High School Alternate Assessments?

For 2014-2015 school year, high school students with SCD that are coded in MSIS as:

• Grade 9 or non-graded (56, 58, 78) setting and age 14 on 9/1/14 – will take online alternate assessment for Math.

• Grade 10 or non-graded (56, 58, 78) setting and age 15 on 9/1/14 – will take online alternate assessments in ELA and Math.

• Grade 11 and 12 or non-graded (56, 58, 78) setting and age 16, 17, or 18 – will take online alternate assessments in ELA and Math as well as the MAAESF portfolio assessment.



MAAESF AVS Teacher Training



OSA Online Alternate Assessment Contact

Bobby RichardsonEducator in Residence

Mississippi Department of Education Office: 601.359.2135Office of Student Assessment Cell: 662.401.6611359 North West Street, Suite 216 Fax: 601.359.2471Jackson, MS 39205 [email protected]

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Special Education Directors’ Meeting

October 16, 2014

PARCC Fall 4x4 Test Schedule

Special Education Directors’ Meeting ©MDE – Office of Student Assessment 8

IMPORTANT NOTE: Paper-based testing is the only option for the Fall 4x4 Block Administration.

Component Administration Dates

Performance-based Assessment (PBA) December 1-12, 2014

PBA Braille December 15-19, 2014

End-of-Year (EOY) December 15-19, 2014 January 5-9, 2015

EOY Braille January 9-16, 2015

PARCC Spring 2015 Test Schedule

©MDE – Office of Student Assessment 9

Component Administration Dates

Performance-based Assessment (PBA) Computer-based Test (CBT) March 2 - April 3, 2015

PBA Paper-based Test (PBT) March 23 - April 3, 2015

End-of-Year (EOY) CBT April 27 - May 22, 2015

EOY PBT May 11-22, 2015

IMPORTANT NOTE: No separate Spring 4x4 administration will take place.


PARCC Math Tools Policy(July 2014)


Allowable Calculators •Grades 3-5: No calculators allowed except for students with an approved calculator accommodation•Grades 6-7: Four-function with square root and percentage functions •Grade 8: Scientific calculators •High school: Graphing calculators (functionalities consistent with TI -84 or similar models)


PARCC Personal Needs Profile (PNP)


Administration Considerations Accessibility Features Identified in

Advance Presentation Accommodations Response Accommodations Accommodations for English Language Timing and Scheduling Accommodations




Administration Considerations

(All Students)

•Frequent Breaks

•Separate/Alternate Location

•Small Testing Group

•Specialized Equipment or Furniture

•Specified Area or Setting

•Time of Day




Accessibility Features Identified in Advance (All Students)

•Answer Masking

•Color Contrast

•Text-to-Speech for Mathematics

•Human Reader/Human Signer for Mathematics




Presentation Accommodations (IEP or 504 Plan)•ASL Video•Assistive Technology Screen Reader•Closed Captioning for ELA/L•Human Reader/Human Signer for ELA/L•Refreshable Braille Display for ELA/L•Tactile Graphics•Text-to-Speech for ELA/L




Response Accommodations (IEP or 504 Plan)•Answers Recorded in Test Book•Braille Response•Calculation Device and Mathematics Tools•ELA/L Constructed Response•ELA/L Selected Response or Technology Enhanced Items•Mathematics Response•Monitor Test Response•Word PredictionSpecial Education Directors’ Meeting



Accommodations for English Learners (EL)•General Administration Directions Clarified in Student’s Native Language

•General Administration Directions Read Aloud and Repeated as Needed in Student’s Native Language

•Mathematics Response - EL

•Translation of Mathematics Assessment in Text to Speech

•Word to Word Dictionary (English/Native)Special Education Directors’ Meeting



Timing and Scheduling Accommodations

(EL or IEP or 504 Plan)

•Extended Time


PARCC Field-test Session Times


FIELD-TEST SESSION TIMES PBA

Unit 1PBA

Unit 2PBA

Unit 3EOY

Unit 1EOY

Unit 2

GRADE 3 ELA Unit Time 90 90 60 105 75GRADE 3 MATH Unit Time 75 75 - 85 85 GRADES 4-5 ELA Unit Time 105 120 75 105 75GRADES 4-5 MATH Unit Time 75 75 - 85 85

GRADES 6-8 ELA Unit Time 120 120 75 105 105GRADES 6-8 MATH Unit Time 75 75 - 90 90

ENGLISH II Unit Time 120 120 75 105 105ALGEBRA I Unit Time 85 85 - 105 105


PARCC NEW Session Times (September 2014)


SESSION TIMES PBA

Unit 1PBA

Unit 2PBA

Unit 3EOY

Unit 1EOY

Unit 2

GRADE 3 ELA Unit Time 75 75 60 75 -GRADE 3 MATH Unit Time 75 75 - 75 75 GRADES 4-5 ELA Unit Time 75 90 60 75 -GRADES 4-5 MATH Unit Time 80 70 - 75 75

GRADES 6-8 ELA Unit Time 75 90 60 60 60GRADES 6-8 MATH Unit Time 80 70 - 80 75

ENGLISH II Unit Time 75 90 60 60 60ALGEBRA I Unit Time 90 75 - 80 75




Read-aloud Accommodation

IEP or 504 plan teams may consider providing this accommodation to a student who has a print-related disability that severely limits or prevents his or her ability to access printed text by decoding, or who is blind and is unable to access braille to read text. This accommodation is not intended for students reading somewhat (i.e., moderately) below grade level.

Source: PARCC Accessibility Features and Accommodations Manual, Nov. 2013, p. 28




Appendix D - IEP/504 Plan Decision-Making Tool

If all guidelines are met, and the student is given the Text-to-Speech, Human Reader, or Interpreter accommodation for the PARCC English Language Arts/Literacy assessment, he/she will receive a valid score on the assessment. If all guidelines are not met, and the student is given the Text-to-Speech, Human Reader, or Interpreter accommodation on a PARCC English Language Arts/Literacy assessment, then the student’s assessment score may be invalidated and the score would not be counted in the overall assessment results; i.e., the student would be considered a “non-participant” for the English Language Arts/Literacy assessment. Special Education Directors’ Meeting



Guidelines for IEP or 504 Team Consideration In making decisions whether to provide the student with this accommodation, IEP and 504 teams are instructed to consider whether the student has – •blindness or a visual impairment and has not learned (or is unable to use) braille; OR •a disability that severely limits or prevents him/her from accessing printed text, even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently); OR •deafness or a hearing impairment and is severely limited or prevented from decoding text due to a documented history of early and prolonged language deprivation. Special Education Directors’ Meeting



Additional Guidance•The IEP or 504 Team must determine whether the student has a disability that severely limits or prevents him or her from decoding text and/or reading fluently.

•This accommodation is not intended for a student reading somewhat (i.e., moderately) below grade level.

•The IEP must document objective evidence from a variety of sources (including state assessments, district assessments, AND one or more locally-administered diagnostic assessments or other evaluation) that indicate that the student’s ability to decode text or braille is severely limited or prevented. Special Education Directors’ Meeting



Guidelines for IEP or 504 Team Consideration cont’d

Before listing the accommodation in the student’s IEP or 504 plan, teams should also consider whether: •The student has access to printed text during routine instruction through a reader or other spoken-text audio format, or interpreter; •The student’s inability to decode printed text or read braille is documented in evaluation summaries from locally-administered diagnostic assessments;




Guidelines for IEP or 504 Team Consideration cont’d

•The student should receive ongoing, intensive instruction and/or interventions to remediate his or her foundational reading skills in order to continue to attain the important college and career-ready skill of independent reading.




The 3rd Edition of the

PARCC Accessibility Features and Accommodations Manual

will be available in November 2014.


PARCC Practice Tests


Practice Test Scheduled Release

Math PBA – High School November 2014

ELA EOY – High School November 2014

Math PBA – Grades 3-8 December 2014

ELA EOY – Grades 3-8 January 2015

PARCC will be posting additional practice tests this winter.


OSA PARCC Contact


Trudy Cook

Program Manager, PARCC Assessments

662-251-7520

[email protected]


mailto:[email protected]

Good Cause Exemption Overview

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Social Promotion andThird Grade Summative Assessment

• A student may not be assigned a grade level based solely onage or any other factor that constitutes social promotion.

• Beginning in the 2014-2015 school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3rd grade will not be promoted to 4th grade.

• A 3rd grade student who fails to meet the academic requirements for promotion to the 4th grade may be promoted for good cause.

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Good Cause Exemptions• Limited English Proficient students with less than

two (2) years of instruction in English Language Learner program

• Students with disabilities whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law

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Good Cause Exemptions• Students with a disability who participate in the

accountability assessment and who have an IEP or Section 504 plan that reflects that the student has received intense remediation in reading for two (2) years but still demonstrates a deficiency and was previously retained

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Good Cause Exemptions• Students who demonstrate an acceptable level

of reading proficiency on an alternative assessment approved by the State Board of Education

• Students who receive intensive intervention for two or more years but still demonstrate deficiency in reading, and who previously were retained for two (2) years in any grade Kindergarten through 3rd grade

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Interventions for Students withGood Cause Exemptions

• Students promoted to 4th grade based on good cause exemptions shall be provided intensive reading instruction and intervention informed by data and delivered through specific strategies in order to meet the students’ needs.

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Questions?

• Please contact LaToya Blackshear at:• [email protected]

• 601-359-3497

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ACT State Test

ACT and Accommodations

• Accommodations for ACT are handled differently than all other state assessments

• There are 3 types of accommodations• ACT Approved: College Reportable• Locally Approved: May or May Not Be College

Reportable• State Allowed: Non-College Reportable

37ACT

ACT Approved Accommodations

• These accommodations are approved by ACT• There is a process starting in October for

schools to submit requests/applications for ACT-Approved accommodations

• More information on this process will be provided in the September 16 webinar

• Accommodations approved by ACT are college reportable

38ACT

State Allowed Accommodations

• If a student applies for ACT-Approved Accommodations and is denied, there are two options: – Students may test under standard testing

conditions which are college reportable – Or students may choose to test with State-Allowed

Accommodations which would result in a non-college reportable score.

39ACT

Questions?

• Please contact Richard Baliko at:• [email protected]

• 601-359-5245

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Sharon Prestridge

Special Populations [email protected]

Phone: 601-359-1970

October 2014 Program Training


1 office of student assessment special education directors’ meeting october 16, 2014

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