moving toward a dynamic system: developing a readiness...
TRANSCRIPT
Moving toward a Dynamic
System: Developing a
Readiness Plan
Melissa Gholson,
Coordinator
Office of Assessment and Accountability
WVDE
Purpose for this session
• Update on the Dynamic Learning Maps
• Overview of the Common Core Standards and Essential ElementsStandards and Essential Elements
• How we are planning on getting ready?
• Accommodations
• Participation Guidelines and Assessment Updates
What about Summative
Assessments?
�Smarter Balance Consortia (General Assessment)
�The Dynamic Learning Maps Consortium(Essential Elements and the Alternate Assessment)Alternate Assessment)
� Implementation 2014-2015
�Universally designed computer based assessments
http://www.k12.wa.us/SMARTER/
http://dynamiclearningmaps.org/
Technology Features
• Audio via sound files
• American Sign Language video
• Pop-up context-dependent dictionaries/glossaries
• Text and image magnification• Text and image magnification
• On-screen note taking
• Color overlays
• IntelliKeys™ keyboard accessibility
• Masking
• Text readers
Getting Ready for the Common
Core State Standards
http://www.corestandards.org/the-standards
STANDARDS:The framework for Instruction and
Assessment
• How expectations for learners gets
defined
• The implications of the Common Core
• College/career readiness and • College/career readiness and
workforce training
• The linkage of the common core to
developing new “extended standards”
http://www.corestandards.org/
Grade Level Curriculum +
Expectations
= Linkage
Students with the most significant cognitive
disabilities:
• receive instruction on grade level extended
content standards (may be at a lower complexity content standards (may be at a lower complexity
level) within the context of grade level
curriculum ensuring that the intent of the grade
level content standard remains intact
• use the same materials, or adapted version of
the materials, and appropriate assistive
technology to gain access
Teaching Students with Significant Cognitive Disabilities
WVCSOs
ExtendedStandards
InstructionalPerformance/Achievement
AssessmentAchievement
Examplesprovide
teachers
understanding
of how to
instruct the
student
Current framework:
StandardsPerformance/Achievement
Level Descriptors
AssessmentAchievement
Level Descriptors
EXAMPLES
Navigating the Extended
Standards
Students
on APTA
Students on
Westest 2Performance
levels /activities
Access to the General Curriculum:A Continuum of LearningReading Language Arts
Grade 7-8
Standard for
Reading and
Literature:
Identify and
analyze
mythologies
from different Recognize that
an epic tale is
Identify
elements of
fiction in an
epic tale
from different
cultures
Example:
Student creates a
hero tale, using
epic tale
conventions (e.g.,
quest, special
weapons)
Respond to epic
tales read aloud by
selecting/drawing
pictures related to
the story
an epic tale is
fictional
Example:
Student reads (or
listens to) adapted
stories, and
categorizes each
as ‘make-believe’
or ‘real’
Example:
Student reads
an epic tale,
identifying
details related
to characters,
setting and
plot
Standard ‘as
written’Less Complex More Complex
‘Entry
Points’
Grade 7-8
Standard
for Algebra:
Solve
simple
algebraic
expressions
Solve simple
one- and two-
digit number
Access to the General
Curriculum:A Continuum of Learning(Mathematics)
11
expressions
for given
values
Example:
3a2 – b,
for a=3 & b=7
Match pictures
& objects to
create and
compare sets
Understand
symbols and
meaning of:
EXAMPLE:
* addition +
*subtraction -
* equal to =
digit number
sentences
Example:
1 + 1 + 1 = x
2 + x = 5
3x + 8 = 29
Standard ‘as
written’
‘Entry
Points’Less Complex
More Complex
Common Core State Standards
Instructional Assessm
Examples
of ways to
instruct
EssentialElements
InstructionalAchievement
Level Descriptors
Assessment
AchievementLevel
DescriptorsEXAMPLES
GRADE SIX EXTENDED MATHEMATICS
WV CONTENT STANDARDS AND PERFORMANCE DESCRIPTORS
Mathematics Content Standards and Objectives
Grade Level Objectives Extended Grade Level Standards Performance Descriptors
M.O.6.5.1
collect, organize, display, read, interpret
and analyze real-world data using
appropriate graphs and tables (with and
without technology).
M.O.6.5.2
identify a real life situation using statistical
measures (mean, median, mode, range,
outliers) overtime, make a hypothesis as to
the outcome; design and implement a
method to collect, organize and analyze
data; analyze the results to make a
conclusion; evaluate the validity of the
MA.6.5.ES.1 collect, display and read data using appropriate graphs (pictorial, bar and line graphs).
MA.PD.6.5.ES.1Level IV students perform the following complex task without assistance:Student will: Interpret graphs. EX: Given a graph from a newspaper or magazine interpret information.
Level III students perform the following without assistance:Student will: Collect, display and read data using appropriate graphs (pictorial, bar and line graphs). EX: Conduct a simple survey. (What is your
.
Current WV
Extended
Mastery
conclusion; evaluate the validity of the
hypothesis based upon collected data,
design a mode of presentation using
words, graphs, models, and/or tables (with
and without technology).
M.O.6.5.3
perform simple probability events
using manipulatives; predict the
outcome given events using
experimental and theoretical
probability; express experimental
and theoretical probability as a
ratio, decimal or percent.
EX: Conduct a simple survey. (What is your favorite candy?) Record data. Create a bar graph. Compare findings-most, least, equal.
Level II students perform the following
with assistance:
Student will: Fill in bars on a graph.
EX: Given a piece of one inch grid paper,
color in a specified number of squares.
Level I students attempt to perform the
following with assistance:
Student will: Identify a bar graph.
EX: When given a choice between two
objects, choose a graph
Extended
Standards
Common Core Essential Elements
Sixth-Grade Math Standards
CCSS Grade-Level Clusters Common Core
Essential Elements
Instructional Achievement Level Descriptor
Understand ratio concepts and use
ratio reasoning to solve problems.
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
6.RP.1. Use a ratio
to describe a
relationship.
Advanced AA Students will:
6.RP.1. Use a ratio to describe a relationship in
real world context.
Ex. Katie knows she can drive her car an average
of 30 miles while using 1 gallon of gasoline. Use
a ratio to describe the relationship between the
number of miles driven to gasoline used.
Proficient AA Students will: MASTERY
6.RP.1. Use a ratio to describe a relationship.
Ex. Use a pictorial representation to show part-
whole relationships
Future
Essential 6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
whole relationships
Below Proficient AA Students will:
6.RP.1. Identify or demonstrate a ratio
relationship.
Ex. Set a table where each place setting has
three pieces of silverware for every plate
Novice AA Students will:
6.RP.1. Identify a one to one relationship.
Identify one related item to a concept.
Ex. Given the job of filling the soda machine,
identify which item in the set fits in the machine
(i.e. soda can vs. milk carton).
Essential
Element
60
70
80
90
APTA Mastery & Above 72 %
Results APTA 2011
(but 2015 results?)
71
75
83
68 6974
7965 69
77
67
78 78 81
0
10
20
30
40
50
3rd 4th 5th 6th 7th 8th 11th
Pe
rce
nta
ge
Grade
Math
Lang Arts
Science69
63
62
Implications
• Expectations
• Instruction and the need for
professional development
• Resource required• Resource required
• Accountability and ESEA
• How do we determine where we go
from here?
How many are we alternate
assessing?
• We are currently
assessing 1.41% of
all students using
the alternate
assessment.
Grade Percent of Population
3 1.43
4* 1.47
assessment.
• Future
implications?
5 1.31
6 1.41
7 1.29
8 1.40
11 1.56
* Largest growth from last year
WESTEST2 Characteristics Please mark an “X” along the continuum
that best describes your student.
APTA Characteristics
The student demonstrates varied levels of cognitive abilities and adaptive skills
and may or may not need close adult supervision; a wide array of related or
intensity of services and a modified curriculum.
The student demonstrates significant impairment of cognitive abilities and
adaptive skills, which results in comprehensive needs and generally require
intense adult supervision.
All students participate in state assessments. The Individualized Education Program (IEP) team determines how each student with a disability will participate. WESTEST2 is the
appropriate assessment for most students with disabilities. Students with significant impairment of cognitive abilities and adaptive skills whose performance cannot be adequately
assessed through WESTEST 2, even with accommodations, may be considered for APTA. The IEP team, including parents and the student when appropriate, should carefully consider
the life-long consequences of this decision. The assessment decision, even in the early grades, affects the student’s opportunity to learn the general curriculum, skills preparation and
future ability to earn a diploma. A student moved from the general curriculum (Content Standards and Objectives) and assessment (WESTEST2) to APTA will face major challenges if
the team later wishes to reverse the decision. The decision to place a student on APTA is NOT based solely on only one of the following factors: excessive absences or lack of instruction;
sensory, physical, emotional or learning disabilities; the student’s IQ; social, cultural, linguistic or economic differences. Significant physical and motor disabilities should not influence
the assessment decision.
Making Sound Assessment Decisions
Present levels indicate that the student is working toward core content
academic areas in the CSOs with or without supports (pre-teach, re-teach, co-
teaching, differentiated instruction).
Present levels indicate that the student is working toward Alternate Academic
Achievement Standards (extended standards).
With or without extended learning opportunities and significant instructional
modifications, the student is capable of attaining the WV CSOs.
The student requires a markedly modified curriculum with a focus on basic or
functional academics.
The student is instructed and takes test in large and small group settings and in
the classroom with or without allowable accommodations.
The student requires close or continuous adult assistance during instruction and
test situations.
Transition services focus or will likely focus on postsecondary opportunities
that will lead to college, technical training or employment and will most likely
conclude by 18.
Transition services focus or will focus on postsecondary opportunities such as
activities of daily living, adult services and/or long term supported employment
and will most likely conclude by age 21.
The student has participated in the WESTEST for 2 or more years. (Do not
mark if NA)
The student has participated in the APTA for 2 or more years. (Do not mark if
NA)
The student is able to acquire, maintain and generalize age appropriate
concepts via research based instructional approaches.
The student requires a large number of repetitive trials or opportunities to
demonstrate skills and significant support for learning and concept maintenance
across all environments.
When all characteristics are viewed as one, which side of the dotted line best describes the student?
Diploma Ramifications
Modified Diploma:
Policy 2510: Assuring Quality of Education: Regulations for Education Programs states that county boards of education shall
award a standard diploma, to students who complete graduation requirements. The Policy also introduces a modified diploma
which is defined as a “formal documentation and recognition that
an eligible student with disabilities, who is unable to meet the graduation requirements for a standard diploma, has met the
modified diploma requirements specified on the student’s
Individualized Education Program.”
Students with disabilities who have been determined by an IEP
Team to be unable, even with extended learning opportunities and significant instructional modifications, to meet state and
county standard graduation requirements may receive a modified diploma. All students who meet the criteria for the Alternate
Performance Task Assessment (APTA) are presumed to be
pursuing a modified diploma.
IEP Team Decision
3. Does the student have significant impairment of cognitive
abilities and adaptive skills that may require instruction in the WV AAAS?
• If yes, the student is eligible for a modified diploma
• If no, the IEP Team needs to reconsider Question 2 and
revise the IEP to better meet the needs of the student
The determination of the student’s eligibility for a modified or
standard diploma and the student’s progress toward this goal is
to be reviewed annually by the IEP Team.
Frequently Asked Questions
Question: Does the United States Military accept students who have earned a modified diploma?
Answer: An applicant who possesses a local or state-issued
diploma on the basis of an attendance credential (non-standard diploma) is not to be considered a Tier I high school graduate in
the Navy, Army and Marine Corps. Over 90% of enlistees are
In response to questions from the field, the RESAs and WVDE are collaborating to provide information related to modified diplomas and assessment decisions.
May 2010
IEP Team Decision
Policy 2510 requires the IEP team to develop an Individualized
Student Transition Plan (ISTP) that begins in grade 9 selecting the career cluster and pathway, which is the basis for scheduling
courses for grades 9-12. At the same time the decision regarding type of diploma is made for students with disabilities. Additionally,
Policy 2419 requires a student at age 14 and older taking APTA to
be working toward a modified diploma. Students and families
must be fully aware of the impact and implications regarding this decision.
Note: “Modified standards” identified in WVDE Policy 2510,
Section 5.6.10 is not currently applicable.
IEP Team Procedures
The IEP team must carefully review the most recent summative
and formative assessment data on the student. In addition, it
must examine the student's past history and future expectations on the West Virginia Measures of Academic Performance (WV
MAP).
Based upon review of the data, the IEP Team must carefully consider the following questions:
1. Is the student capable of attaining the West Virginia Content
Standards and Objectives (WV CSOs)?
• If yes, the student is eligible for a standard diploma
• If no, proceed to next question
2. Is the student capable of attaining the WV CSOs with
instructional modifications and accommodations (pre-teach, re-teach, specialized instructional strategies, differentiated
instruction, co-teaching, instructional technology, etc.)
• If yes, the student is eligible for a standard diploma
• If no, proceed to next question
the Navy, Army and Marine Corps. Over 90% of enlistees are Tier I which greatly reduces the chances of enlistment in these
branches. It is also important to note that ALL branches of the military require a minimum score of 50 on the Armed Forces
Qualifying Test (AFQT). Note: Eligibility requirements may change
due to the needs of the United States Department of Defense, so students and their parents should check with recruiters to
determine if a modified diploma is currently being accepted.
Question: Can a student with a modified diploma be accepted
into a college?
Answer: Most four year universities do not accept a modified
diploma. A limited number of remedial level community college courses are available to students with a modified diploma;
however, they are not applicable towards the completion of a degree. Most colleges and universities have minimal score
requirements for the SAT or ACT.
Question: Are students who receive a modified diploma eligible
for federal or state financial aid at a post secondary institution?
Answer: Students who receive a modified diploma are not eligible for federal financial aid. Limited state and private
financial aid and scholarships may be available on an individual
basis.
Question: Can a student earning a modified diploma participate
in the high school graduation ceremony?
Answer: Yes. It is recommended that the student only
participate in the graduation ceremony during the final year of school.
Question: Can a student working toward a modified diploma
continue public education to age 21?
Answer: Any student with an IEP remains entitled to a Free
Appropriate Public Education (FAPE) through the age of 21 until
the student graduates with a standard high school diploma or reaches age 21. A student earning a modified diploma may exit
prior to age 21 if the IEP team and adult agency develop an
appropriate adult plan.
Monitor Placement
• Development of county APTA Monitoring Checklist
• Students assessed by APTA must be primarily instructed on Extended StandardsExtended Standards
• Involvement of County Leadership Teams– County Special Education Directors
– County Test Coordinators• IEP Team Leadership and Monitoring
• Follow Participation Guidelines
• Educate staff
20
How can my district prepare for
2015?• Focus on professional development in the area of common
core standards and instruction, assistive technology and specific technologies that meet the unique learning needs of the individual student.
• Continue participation with the T1 Project which has identified a variety of technologies that individualize learning for students with disabilities. The project includes a commitment to best practices and achieving minimum technology requirements for practices and achieving minimum technology requirements for all classrooms. For more information about T1 http://wvde.state.wv.us/osp/T1.html
• Utilize the APTA practice tests available in three formats: paper/pencil that simulates the current assessment ; Boardmaker, a software platform designed for students who have accessibility needs such as switches or touch screen monitors, adaptive keyboards or mouse, and; ACUITY has the capacity to document a student’s progress over time. APTA practice items are located at https://sites.google.com/a/wvde.k12.wv.us/oaar-file-cabinet/apta-1
IDEA 2004
Access to…
Progress in….
General Education Curriculum
Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations and ensuring access to the general education curriculum in the regular classroom, to the maximum extent possible…
Let’s Talk More About
Accommodations and Issues of
Access to the General
Curriculum• 4% of the general population or about 40% of
students served under IDEA can benefit from accessible instructional materialsaccessible instructional materials
• In WV about 300 students are currently identified. This means we are under serving a possible 16, 198 students.
• In WV the most frequent presentation accommodation is read aloud.
• Assessment accommodations should be aligned to instructional accommodations or services.
• If you conducted an IEP audit what would you find?
Accommodations Data
Accommodations by Primary
Exceptionality
How do we provide Accessible
Instructional Materials for
students?
• Identify students who qualify for print disabilities. Many services are available free for students who qualify at no cost to the district.
• Use these resources:
http://wvde.state.wv.us/osp/accessiblematerials.hhttp://wvde.state.wv.us/osp/accessiblematerials.html
http://aim.cast.org/
http://www.cast.org/index.html
http://www.udlcenter.org/
www.Bookshare.org
http://www.learningally.org/
Implement Technology UDL
Supports
Screen-reading tools that offer supports for vocabulary, note taking, and self-questioning or comprehension monitoring. These tools were designed originally to support readers and originally to support readers and writers with visual impairments or learning disabilities, and they offer important supports to students with significant intellectual disabilities as well.
WHY MONITOR
ACCOMMODATIONS?
Monitoring is a Requirement
• Individuals with Disabilities Education Act (IDEA)
• Elementary and Secondary Education Act (ESEA)
• Expectations from federal peer review processes for aligned systems
• Expectations for improving student outcomes
Regulations for
Accommodations MonitoringThe Individuals with Disabilities Education Act (IDEA) provides
federal support for services for students with disabilities. One of the eligibility requirements for states to receive federal funds under Part B of IDEA is:
PARTICIPATION IN ASSESSMENTS
(A) IN GENERAL—All children with disabilities are
included in all general State and district wide assessment included in all general State and district wide assessment programs, including assessments described under section 1111 of the Elementary and Secondary Education Act of 1965, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individualized education programs.
(B)ACCOMMODATION GUIDELINES—The State (or, in the case of a district wide assessment, the local educational agency) has developed guidelines for the provision of appropriate accommodations. [Sec. 612 (a) (16)].
Monitoring is important for
Improving Outcomes
Monitoring is an important
component of improving outcomes
for students with disabilities.
Systematic attention to the provision Systematic attention to the provision
of accommodations can ensure that
students are able to show what they
know and can do.
5 Steps to Monitoring
Accommodations
1. Know the rules and regulations for accommodations monitoring
2. Document decisions about accommodations
3. Document the use of accommodations
4. Review accommodations decisions and their use
5. Evaluate and report on accommodations
HOW DO WE MONITOR
ACCOMMODATIONS?
Participation Guidelines
• Purpose of the guidelines is to
provide policy guidance for
determining the appropriate
assessments and
accommodations for all
students.
• Guidelines are referenced by • Guidelines are referenced by
Policies 2340, West Virginia
Measures of Academic
Progress; 2419, Regulations for
the Education of Students with
Exceptionalities; and 2417,
Programs of Study for Limited
English Proficiency Students.
Changes for 2011-2012
• Change in the WVS.326 Process of
accommodations provision and
monitoring
• Defined code and accommodations • Defined code and accommodations
information
• Updated summary sheet
• Focus on provision of appropriate
accommodations
Accommodations Code Summary
Code Specific InformationP02 Have test read aloud verbatim
Allowed for: All WV-MAP tests except WESTEST 2 RLA and Online Writing and
NAEP Reading. (Note: To have directions, passage, and prompt read aloud
for Online Writing, use P26.)
Description: A trained examiner reads aloud the entire test, including directions,
stimulus material, questions, and answer choices. Graphic materials may be
described but also should be made available in print or tactile formats.
When to select: For students with a reading disability, unable to decode text When to select: For students with a reading disability, unable to decode text
visually or by using contracted braille or Nemeth code.
Notes for implementation: Best practices call for readers to be provided to
students on an individual basis—not to a group of students. A student
should have the option of asking a reader to slow down or repeat text. This
is difficult when a person is reading to an entire group of students.
However, verbatim reading to a group of students is permitted in testing if
the accommodation is provided to the student on that basis during
instruction. Test readers must be familiar with the terminology and symbols
specific to the content (see Appendix K on page 75); answer or help
eliminate some answer choices…
Role of IEP, Section 504 and
LEP Committees• IEP, LEP and Section 504 Committee’s shall not
exempt any student from participation in state assessments.
• IEP, LEP and Section 504 Committee’s shall determine the appropriate accommodations.
• The student must receive all assessment accommodations as outlined in the IEP, LEP or accommodations as outlined in the IEP, LEP or Section 504 Plan.
• All assessment accommodations decisions should be made and implemented with integrity prior to the assessment.
• Accommodations for assessment should be consistent with those received during instruction.
38
IEP Form Documentation
39
Documentation of Assessment
40
Online IEP Accommodations
Video
http://wvde.state.wv.us/osp/onlineIEPupdate.html
The WVS.326 Monitoring
Process• The new 326 form will be provided for all
required state and district assessments
• One form will be provided for each student who should receive accommodations.
• Electronic information will help us collect • Electronic information will help us collect data to support better student outcomes
• The accommodations data will inform our accommodations policies and research.
• WVS.326 Process also provides IEP, 504 and LEP teams feedback on accommodations provision.
Form 326
Electronic Monitoring Process
Accommodations selected must match current IEP, LEP
or 504 plan.
WVS.326 Accommodations FormRequired accommodations to be provided may be
highlighted here.
What to do about students who do not
receive accommodations?All incidents for failing to provide an accommodation requires written
documentation.
• The CTC will review accommodation breaches with principals/building level coordinators and report any findings to the Special Education, Title III and or 504 director(s) and to the Office of Assessment and Accountability.
• If a student has been denied accommodations listed within the IEP, 504 or LEP plan, there has been a breach in the integrity/accuracy of test results. Therefore, the CTC or county special education director should contact the principal who integrity/accuracy of test results. Therefore, the CTC or county special education director should contact the principal who must inform the parent/guardian of the testing administration breach and provide the following options:
o Test is invalidated and the student is retested using a breach form (if the testing window is still open).
o Test is scored.
o Test is invalidated and student receives a score of ―0.
If the second or third option is selected—there must be a signed written agreement between the parent/guardian and principal/building level coordinator. Copies of the agreement must be kept on file with the CTC/county special education director, Section 504 director, or Title III director.
Maintaining Data
Electronic copies of these reports
must be maintained by the district,
for review by the Office of Education
Performance Audits, Office of Performance Audits, Office of
International Schools, and the Office
of Special Programs.
Resources
• Read Outloud 6:www.donjohnston.com/readoutloud
• The T1 Project:
http://sites.google.com/site/seteachers1/
• The APTA Practice Tests & Participation Guidelines
https://sites.google.com/a/wvde.k12.wv.us/oaar-file-cabinet/apta-1
• Accessible Instructional Materials• Accessible Instructional Materials
http://wvde.state.wv.us/osp/accessiblematerials.html
http://aim.cast.org/
http://www.cast.org/index.html
http://www.udlcenter.org/
www.Bookshare.org
http://www.learningally.org/
