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Assessment of Oregon

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Assessment of Oregon s Students with Disabilities: Information and Updates Oregon Department of Education Office of Student Learning and Partnerships – PowerPoint PPT presentation

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Title: Assessment of Oregon


1
Assessment of Oregons Students with
Disabilities Information and Updates
  • Oregon Department of Education
  • Office of Student Learning and Partnerships
  • October 2009
  • Brad Lenhardt

2
Welcome
  • Introductions
  • Current issues? What are you grappling with?

3
Objectives
  • Overview of Roles
  • Review Decision-Making
  • General Assessment (w/ and w/o accommodations)
  • Alternate Assessment based on Alternate
    Achievement Standards (AA-AAS) (Scaffold and
    Standard)
  • 2009-10 Test Structure and Expectations
  • 2009-10 Training Plan
  • Alternate Assessment based on Modified
    Achievement Standards (AA-MAS)
  • Opportunities to participate and inform ODE

4
Roles Responsibilities
5
Office of Student Learning and Partnership (OSLP)
Assessment Role
  • Ensure that IDEAs tenets of support and equity
    for students with disabilities are upheld and
    incorporated in a system that is also governed by
    NCLBs tenets of accountability and high
    expectations for all
  • Collect, monitor, and respond to student and
    district level data related to this role
  • Provide evidence to USDE to demonstrate adequate
    and appropriate use of federal funds related to
    this role

6
Office of Assessment and Information Services
(OAIS) Role
  • Collect and report data in accordance with
    federal accountability reporting requirements
    through NCLB to ensure that rigorous student
    expectations are upheld
  • Manage the statewide assessment for all of
    Oregons students by developing, maintaining, and
    supporting the OAKS System
  • Ensure the reliability of reporting (source) data
    through system security and system consistency

7
Interaction Between Offices
  • Collaborate on reports and reporting
  • Respond to development needs to ensure shared
    vision (fit) within the assessment system
  • Engage in relevant grant opportunities
  • OAIS monitors and maintains NCLB requirements and
    consults with OSLP to ensure fidelity to IDEA
    expectations
  • OSLP monitors and maintains IDEA and consults
    with OAIS to ensure adherence to the appropriate
    technical specifications

8
District Roles (related to assessment)
  • See Oregons Test Administration Manual
    http//www.ode.state.or.us/teachlearn/testing/manu
    als/2009/0809tam.pdf
  • Assess students in accordance with federal and
    state regulation in the context of providing a
    free and appropriate public education
  • Provide accurate and reliable data to ODE
  • Use data appropriately when decision making

9
SpEd Director Roles (related to assessment)
  • See Oregons Test Administration Manual
    http//www.ode.state.or.us/teachlearn/testing/manu
    als/2009/0809tam.pdf
  • Ensure reliable and valid administration of
    assessments
  • Ensure accurate and timely input of assessment
    data

10
Oregons Assessment System (2007-present)
  • Current System
  • General Assessment (w/o and w/ accommodations)
  • Extended Assessment (Standard or Scaffold)
  • Elementary
  • Math Field Test
  • Middle
  • Math Field Test
  • High
  • Math Field Test (2010-11)











10 CIM
8
7
6
5
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3




Accommodated General Assessments
Extended Standard Administration
Extended Scaffold Administration
General Assessments
11
Decision-making
12
Decision-Making
  • Among numerous instructional decisions, IEP teams
    must also decide
  • General or Alternate assessment
  • If General, what type of supports to provide
    during assessment
  • If Alternate assessmentStandard or Scaffold
    administration
  • If ELL how will they participate in ELPA
  • A decision to use unapproved accommodations, is
    a decision
  • to invalidate the students test for all
    reporting purposes.

13
Consider General Assessment without or with
accommodations if
  • Student
  • Performs at or around grade level
  • Has academic difficulties that primarily surround
    reading but may be average or close to average in
    other subject areas
  • Has academic difficulties in areas other than
    reading that are mild to moderate and can
    typically be addressed by using simplified
    language
  • Is reading within two to three grades of his or
    her enrolled level
  • Instruction
  • Is primarily general curriculum instruction (but
    may also use a specialized curriculum in some
    areas)
  • Some Judgment variables
  • What assessment did he take last year?
  • How is his attention?
  • What types of behaviors should be considered?

14
Consider Standard Administration of Extended
Assessment if
  • Student
  • Performs well below grade level
  • Is significantly below grade level in reading
  • Has academic difficulties that are generalized
    (to all subject areas) and are significant
  • Benefits from specialized individual supports
  • Instruction
  • Is primarily a specialized curriculum or
  • From general curriculum must be significantly
    reduced in breadth, depth, and complexity
  • Some Judgment variables
  • What assessment did he take last year?
  • How is his attention?
  • What types of behaviors should be considered?
  • Previous relevant experiences

15
Consider Scaffold Administration of Extended
Assessment if
  • Student
  • Performance is significantly impacted by a
    disability
  • Does not read
  • Has academic, mobility, and receptive and
    expressive language difficulties that are
    generalized and significant
  • Relies on individual and significant supports to
    access reduced content materials
  • Instruction
  • Is from a specialized curriculum and has
    functional components and/or
  • Includes academic goals that are significantly
    reduced in depth, breadth, and complexity from
    grade level content
  • Some Judgment variables
  • Is the student able to interact with
    instructional material in a way that provides
    meaningful feedback?

16
General Assessments
17
OAKS Online
  • All Students
  • Reading Grades 3 8 10
  • Mathematics Grades 3 8 10
  • Writing Grades 4, 7, 10
  • Science Grades 5, 8, 10
  • Contractor AIR
  • Format Online
  • Accommodations Can be administered with or
    without accommodations

18
PSAT/NMSQT
  • Who All 10th graders
  • Why ORS 329.488 requires public schools to offer
    a test that provides information on readiness for
    college and advanced courses.
  • Contractor College Boards PSAT/NMSQT test for
    2008-09.
  • Waivers Some districts that have previously
    administered the ACT PLAN test to sophomores have
    received a waiver to use the ACT again this year.
  • When Test dates for the PSAT/NMSQT are October
    14 and October 17 only.
  • Payment All tests for 10th graders will be paid
    for by ODE.
  • 11th graders Schools may include 11th graders by
    paying for these tests as they have in the past.
  • Trainings Training sessions are being offered at
    ESDs around the state and at three regional Fall
    Counselors Workshops.
  • For information about training in your area,
    contact your local ESD.

19
English Language Proficiency Assessment
  • Who All students identified as English Language
    Learners
  • Why Required assessment NCLB Title I and III to
    measure the English Language Proficiency of all K
    12 students whose first language is not English
  • When Annually (January 21st May 7th)
  • Waivers No. This is a federal requirement
  • Structure Four domains--reading, writing,
    speaking, and listening. Online administration
  • Accommodations Yes. See ELPA Accommodations Table

20
Paper and Pencil OAKS for students with IEPs
  • Districts should only be offering Paper/Pencil
    assessments for students whose Individualized
    Education Program (IEP) or 504 Plan indicates use
    of Paper/Pencil assessments.
  • Schools order these assessments through the
    District Test Coordinator (DTC).
  • The DTC must order Paper/Pencil assessments
    through the ODE Web site at https//district.ode.s
    tate.or.us.
  • Schedule of Due Dates (for ordering/precoding) at
    https//district.ode.state.or.us/apps/info/

21
Providing Accommodations
22
Instructional Domain
  • The classroom is a learning environment
    structured to effectively convey information
  • Varied methods of instruction based on
    professional judgments of evidence-based
    practices are permitted
  • Universal design used by teachers allows for
    multiple, creative approaches
  • Presentation, Expression, Engagement/Participation
  • http//www.projectforum.org/docs/UDLImplementation
    inSixLEAs.pdf

23
Professional Judgment with Evidence Based
Practices and Procedures
supports
Strategies
changes
creative methods
Techniques
On the spot decisions
Hunches
Accommodations
24
Assessment Domain
  • Assessment occurs in a testing environment and is
    structure to efficiently measure information
    previously conveyed
  • Structured methods of administration are required
  • Universal design features inherent in the test
    are designed to allow for precision of
    measurement and to ensure comparability of
    outcomes
  • Presentation, Expression, Engagement/Participation
  • http//www.projectforum.org/docs/UDLImplementation
    inSixLEAs.pdf

25
Practices and Procedures
  • Allowable resources
  • Administration instructions as detailed in the
    appropriate manual
  • Approved Accommodations
  • Anything else is a modification and will
    invalidate the score for all reporting purposes

26
Accommodations
  • Accommodations are Practices and procedures in
    presentation, response, setting, and timing or
    scheduling that, when used in an assessment,
    provide equitable access to all students.
  • Accommodations do not compromise the learning
    expectations, construct, grade-level standard,
    and/or measured outcome of the assessment.
  • In Oregon, Accommodations are those specific
    practices and procedures that the panel has
    approved and which are listed in the
    Accommodations Tables.

27
Accommodations Flag
  • 300.160 Participation in assessments (f) (1)
  • An SEA (or, in the case of a district-wide
    assessment, an LEA) must make available to the
    public, and report to the public with the same
    frequency and in the same detail as it reports on
    the assessment of nondisabled children, the
    following (1) The number of children with
    disabilities participating in regular
    assessments, and the number of those children who
    were provided accommodations (that did not result
    in an invalid score) in order to participate in
    those assessments.

28
Accommodations Manual
  • Structure Full manual 66 pages
  • Purpose To clarify the numerous issues related
    to providing technically appropriate supports in
    an assessment environment1
  • Where posted
  • How used
  • To replace the current accommodations tables
  • As a resource to guide teachers in the provision
    of supports during assessment
  • (Footnote 1 And to eliminate the out of control
    footnotes)

29
AA-AAS
30
Extended Assessment
  • Alternate Assessment based on Alternate
    Achievement Standards (AA-AAS)
  • Allowances for a state to create an alternate
    assessment for students with the most significant
    cognitive disabilities.
  • IEP team decides who participates
  • Up to 1 of the students who are found proficient
    (meets and/or Exceeds) can count toward state
    AYP performance reports (see Guidance section on
    ODEs Extended Assessments website
    http//www.ode.state.or.us/search/results/?id178)
  • Contractor Behavioral Research and Teaching
    (BRT) at University of Oregon (Dr. Jerry Tindal)

31
Extended Assessment Updates 2009-10
  • Changes this year
  • Same structure for Reading, Writing, Science
  • Math Field Test (Grades 3-8)
  • Similar items
  • Math Field Test (aligned to new math content
    standards)
  • Same difficulty
  • Inter-rater reliability research project
  • Training
  • Annual re-qualification requirement
  • 3-year update for all Qualified Trainers
  • TRAINING HANDOUT

32
Recruitment for Inter-Rater Reliability Study
  • To participate contact
  • Dianna Carrizales (Assessment of students with
    disabilities)
  • Dianna.Carrizales_at_state.or.us
  • (503) 947-5634
  • Brad Lenhardt (Extended Assessments)
  • Brad.Lenhardt_at_state.or.us
  • (503) 947-5755

33
Training Outline
  • Network of qualified individuals
  • Qualified Trainers (QTs) and Qualified Assessors
    (QAs)
  • 2009-10 network will consist of returning QTs
    and QAs from 2008-09 and new QTs and QAs trained
    in 2009-10

34
Do previously trained QTs and QAs need to be
re-trained this year?
  • Previously trained and qualified individuals must
    update their status in 2009-10.
  • Self-training for these previously trained
    individuals will be available online
  • Retraining (refreshing) online includes a
    proficiency assessment and will take under two
    hours (for either QTs or QAs)
  • Previously trained individuals will be notified
    by email when the training site is available for
    useor may check back after November 5th 2009
  • Untrained individuals are relying on you to tell
    them what they need to do, when, where, and why.

35
Basic Training Options
  • NEW QTs
  • Attend one of the five live regional trainings
  • Returning QTs
  • Revisit online training site after November 5th
  • OR
  • Get district approval to attend one of the five
    live regional trainings
  • NEW QAs
  • Attend one of the live trainings hosted by a
    local trainer who has re-qualified in 2009-10
  • Returning QAs
  • Revisit online training site after November 5th
  • OR
  • Get district approval to attend one of the
    trainings hosted by a local trainer (who has
    re-qualified in 2009-10)

36
State Capacity for Qualified Trainers
  • In 2008-09
  • State intent (target) for QTs was 300
  • Allocations were committed to districts based on
    this estimate
  • Number of QTs 190 (212 in 2007-08)
  • Number of QAs 1155 (1085 in 2007-08)
  • Number of students assessed 5400
  • In 2009-10
  • Districts are responsible for ensuring capacity
    to assess all students who will be taking the
    Extended Assessments
  • Funds allocated according to SECC amounts are
    similar to last years even though the training
    needs are less
  • Remaining funds can be used to toward the
    enhancement of assessment for students with
    disabilities

37
Locations of Live Trainings for new Qualified
Trainers
  • Nov 5th Northwest Regional ESD (Hillsboro)
  • Nov 13th Willamette ESD (Salem)
  • Nov 17th Southern Oregon ESD (Medford)
  • Nov 17th High Desert ESD (Redmond)
  • Nov 19th Umatilla-Morrow ESD (Pendleton)
  • PLEASE NOTE Any site with less than 5
    registrees will be handled by V-tel.
  • HANDOUT

38
AA-MAS
39
Update on Oregons development of the AA-MAS
  • Alternate Assessment based on Modified
    Achievement Standards (AA-MAS)
  • Development began in 2007
  • AIR, Ohio, Minnesota, Oregon
  • What Alternate Assessment based on Modified
    Achievement Standards (AA-MAS)
  • Who Students unsuccessful at general assessment
    but progressing on classroom progress monitoring
  • Development status Interrupted
  • Lessons Learned Ongoinguniversal design and
    instructional rigor

40
Contacts
  • Dianna Carrizales (Assessment of students with
    disabilities)
  • Dianna.Carrizales_at_state.or.us
  • (503) 947-5634
  • Brad Lenhardt (Extended Assessments)
  • Brad.Lenhardt_at_state.or.us
  • (503) 947-5755
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