Implementing the 4-Step Process: Using Targeted Skills for Collecting Alternate Assessment Data

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Implementing the 4-Step ProcessUsing Targeted
Skills for Collecting Alternate Assessment Data

• GSEG Pacific Assessment Consortium
• (PAC6) Project

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Outcomes

• Begin addressing the short term requirements for
  implementing alternate assessments for students
  with significant cognitive disabilities.

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GSEG PAC6 Project

• Overall project outcome is for each jurisdiction
  to have plans to enhance their state assessment
  system (including alternate assessments),
  standards, and instructional supports that
  address the needs of students with disabilities
  that ensures the following components

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GSEG PAC6 Project

• Alternate assessments aligned with State content
  standards, and as appropriate, modified
  achievement standards
• Effective and appropriate accommodations that are
  consistent with daily instruction
• Guidance to support IEP team decisions regarding
  student assessment
• Professional development activities for both
  special education and regular education teachers
• Information for parents.

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GSEG PAC6 Project

• Outcomes will be met through the following goals
• Build local capacity of each jurisdictions
  personnel in addressing the needs of all students
  with disabilities in their comprehensive system
  of State assessments
• To conduct a self-assessment of each
  jurisdictions comprehensive system of State
  assessments (including alternate assessments) to
  determine whether it meets NCLB Standards
  Assessment requirements as outlined in the
  USDOE-OSEP Standards and Assessment Peer Review
  Guidance and IDEA requirements.

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GSEG PAC6 Project

1. To develop a plan for each jurisdiction for
   enhancing or redesigning their State assessment
   system (including alternate assessments) that
   addresses the needs of students with
   disabilities.
2. To reach consensus and obtain endorsement from
   stakeholders of each jurisdiction for enhancing
   or redesigning their State assessment system
   (including alternate assessments) that addresses
   the needs of students with disabilities.

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History of the Curricula for Special Education

• Developmental
• Functional
• Social Inclusion
• General Curriculum Access

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Developmental ... 1970s

• Looks at sequential steps defined for typically
  developing children and takes students step by
  step through exactly the same sequence
• Innovative showed that students with
  disabilities could learn
• Did not work for students as they got older

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Functional ... 1980s

• Looks at future environments in which a student
  must function and work on skills necessary for
  success in those environments
• Made sense
• Student success
• Push down effect
• Activities v. skills
• Limits on expectations

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Social Inclusion ... 1990s

• Looks at the skills necessary for students to
  participate in learning and social activities
  with their age appropriate peers and focuses on
  participation in those activities
• Communication and social skills could flourish
• Classroom routines had functional opportunities
• Academic skills were functional

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Important Learning from each period

• Activities materials must be chronologically
  age appropriate while understanding emerging
  development of each student
• Functional skills remain a priority must be
  taught in the context of the general education
  curriculum/activities
• Social relationships are important, but are
  developed around a shared culture

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Continued Learning

• Continue to refine our perceptions to ensure
  success in current and future environments
• Access to formal and informal curriculum
• Functional skills have not been sacrificed

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Why connect to the General Education Curriculum?

• It sets high expectations for students with
  moderate to severe disabilities
• To reflect best practices as described in
  literature
• Mandated by Federal Law
• IDEA 1997 (2004)
• NCLB

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IDEA Requirements

• IDEA Part (A)(c)(5) over 20 years of research
  and experience has demonstrated that the
  education of children with disabilities can be
  made more effective by ---
• (A) Having high expectations for such children
  and ensuring their access in the general
  curriculum to the maximum extent possible

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IDEA Requirements

• Access to the general curriculum is again
  supported in Part (A)(c)(5) ---
• (C) that special education can become a service
  for such children rather than a place they are
  sent
• (D) Providing appropriate special education and
  related services and aides and supports in the
  regular classroom
• (E) Supporting high-quality, intensive
  professional development
• (i) to meet developmental goals and to the
  maximum extent possible, those challenging
  expectations that have been established for all
  children

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Purposes of Assessment Requirements

• Improve results for students with disabilities
  through improved teaching and learning
• Raise expectations for students with disabilities
• Increase access to the general curriculum
• Provide parents information about their childs
  achievement

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Issues in both IDEA and NCLB

• Students with disabilities were previously
  exempted from assessment and accountability
  systems.
• Students with disabilities previously received
  instruction in separate curriculum.
• Changes from low to high expectations.
• Fostering of accountability reporting
  requirements.