improving the oklahoma modified alternate assessment program … · 2016. 8. 2. · improving the...
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Improving the Oklahoma Modified Alternate Assessment Program General Supervision Enhancement Grant (GSEG) 2007-2010Renée Cameto, Principal Scientist and Katherine Nagle, Project Director
Contact Us: Renée Cameto - [email protected] Katherine Nagle - [email protected]
Technical assistance in three focus areas:
Accessibility of the AA-MAS (OMAAP) reading assessment
Cognitive interview studyDesigned professional development module for teachers to instruct and improve students test taking strategies
Students from most disability categories took the AA-MASStudents most likely to take the AA-MAS - Learning disability - Other health impairments - Intellectual disability - Emotional disturbance
Trouble with organizing and keeping track of their work Required frequent clarification of instruction and one on one supportDifficulty with memorizationDifficulty finishing assignments and were easily distracted
Academic learning characteristics of students taking the AA-MAS, 2008
Reading - Read slowly - Difficulty drawing inferences from grade level text - Difficulty answering comprehension questions on long passages - Limited awareness of narrative or expository text structures - Difficulty identifying the main ideaMathematics - Difficulty with problems requiring multi-step solutions - Difficulty understanding and applying mathematics procedures - Slow or inaccurate retrieval of basic math facts
Professional development needs of teachers of AA-MAS eligible students, 2008
Teachers had many professional development needsMore than half of the teachers wanted training in: - Teaching students organization and study skills - Improving student’s problem-solving skills - Increasing student’s persistence on tasks - Strategies for teaching comprehension of narrative text
Two stage sampling procedure:
First stage stratified district sampling of small, medium, and large districts Second stage random selection of special education teachers from each selected district - Small districts: 2 teachers - Medium districts: 4 teachers - Large districts: 22 teachers
The total number of teachers selected:
404 in 2007-08 422 in 2008-09
Response rates:
66% in 2007-08 74% in 2008-09
Technical quality of data and documentation of the AA-MAS (OMAAP)
Expert review of technical documentation of OMAAPRecommendations for improvement of documentationRecommendations for studies to be conducted to support validity and alignment - Comparison of scores on AA-MAS (OMAAP) and regular assessment (OCCT) for same student
State guidelines for assessment eligibility decisions and standards-based IEPs (OMAAP)
Revise eligibility guidelines to reflect - Federal regulations - State requirementsRevise guidelines for developing standards-based IEPsConduct annual monitoring survey Oklahoma Special Education Teacher Survey (OSETS) that assessed teachers’ knowledge of - Eligibility guidelines - Guidelines for developing and implementing standards-based IEPs - Student characteristics - Professional development needs
What are the professional development needs of teachers of AA-MAS eligible students?What are the disability and behavioral and learning characteristics of students who take AA-MAS?
Background
Data Sources and Sampling
Research Questions
Results
Percentage of teachers reporting that they had at least one student participating in the AA-MAS in the following disability categories:
Percent100806040200
52%
9%
7%
12%
91%
44%
0%
11%
16%
70%
Intellectual disability
29%Autism
Hearing impairment/deafness
Traumatic brain injury
31%Speech and language impairment
Visual impairment/blindness
Learning disability
Emotional disturbance
Deaf-blindness
Orthopedic impairment
Multiple disabilities
Other health impairment
Disability categories of AA-MAS test takers, 2008
Percentage of respondents indicating that one or more students assessed on the AA-MAS in their classrooms exhibited the following behavioral characteristics all or most of the time:
47%Do not follow directions or instructions
35%Avoid participating in class discussions
74%Require frequent clarification ofinstructions and one on one support
72%Have difficulty with memorization
40%Do not consider the consequencesof their behavior
66%Have difficulty finishing assignments and are easily distracted
50%Struggled to sit still and fidgeted
75%Have trouble with organization andkeeping track of work
32%Have trouble following school rules
Behavioral characteristics of students taking the AA-MAS, 2008
Percent100806040200
Percentage of respondents indicating that one or more students assessed on the AA-MAS exhibited the following academic learning characteristics all or most of the time:
66%Limited vocabulary compared with same age peers
90%Read slowly
60%Lose spot when reading
88%Difficulty drawing inferences from grade level text
56%Difficulty predicting what may happen next in a story
88%Difficulty answering comprehensionquestions on long passages
80%Difficulty identifying the main idea of grade level texts
82%Limited awareness of text structures
59%Poor sight word recognition skills
84%Difficulty with problems requiring multi-step solutions
63%Problems forming mental representationsof mathematical concepts
70%Slow or inaccurate retrieval of basic math facts
56%Difficulty comparing/classifying/sortingitems according to a specific criteria
63%Difficulty with number concepts
73%Difficulty understanding/applying math procedures
45%Math anxiety
Percent 100806040200
Percentage of teachers indicating additional professional development needs for 2008-09:
44%
50%
57%
50%
49%
43%
70%
60%
78%
Increase reading oral reading fluency
Improve vocabulary acquisition
Improve comprehension of narrative text
Improve expository text
Improve retrieval of basic math facts
Improve computational skills
Improve problem-solving skills
Increase task persistence
Improve organization and study skills
Percent 100806040200