Transcript Student Assessment Update - Mississippi Department of Education
Office of Student Assessment
Special Education Directors’ Meeting October 16, 2014
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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
Statewide Special Education Directors’ Meeting Office of Student Assessment
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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.
Statewide Special Education Directors’ Meeting Office of Student Assessment
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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.
Statewide Special Education Directors’ Meeting
Office of Student Assessment 4
MAAESF AVS Teacher Training
Oxford
• December 16, 2014
Jackson
• December 17, 2014
Ellisville
• December 18, 2014
Statewide Special Education Directors’ Meeting Office of Student Assessment
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OSA Online Alternate Assessment Contact
Bobby Richardson
Educator in Residence
Mississippi Department of Education Office of Student Assessment 359 North West Street, Suite 216 Jackson, MS 39205 Office: 601.359.2135
Cell: 662.401.6611
Fax: 601.359.2471
Statewide Special Education Directors’ Meeting Office of Student Assessment
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Special Education Directors’ Meeting October 16, 2014
PARCC Fall 4x4 Test Schedule Component Administration Dates Performance-based Assessment (PBA) December 1-12, 2014 PBA Braille End-of-Year (EOY) December 15-19, 2014 December 15-19, 2014 January 5-9, 2015 January 9-16, 2015 EOY Braille IMPORTANT NOTE: Paper-based testing is the only option for the Fall 4x4 Block Administration.
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PARCC Spring 2015 Test Schedule Component Performance-based Assessment (PBA) Computer-based Test (CBT) Administration Dates 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.
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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)
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PARCC Personal Needs Profile (PNP)
Administration Considerations Accessibility Features Identified in Advance Presentation Accommodations Response Accommodations Accommodations for English Language Timing and Scheduling Accommodations Special Education Directors’ Meeting ©MDE – Office of Student Assessment 11
PARCC Personal Needs Profile (PNP) Administration Considerations (All Students)
• Frequent Breaks • Separate/Alternate Location • Small Testing Group • Specialized Equipment or Furniture • Specified Area or Setting • Time of Day
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PARCC Personal Needs Profile (PNP) Accessibility Features Identified in Advance (All Students)
• Answer Masking • Color Contrast • Text-to-Speech for Mathematics • Human Reader/Human Signer for Mathematics
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PARCC Personal Needs Profile (PNP) 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
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PARCC Personal Needs Profile (PNP) 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 Prediction
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PARCC Personal Needs Profile (PNP) 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)
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PARCC Personal Needs Profile (PNP) Timing and Scheduling Accommodations (EL or IEP or 504 Plan)
• Extended Time
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PARCC Field-test Session Times FIELD-TEST SESSION TIMES GRADE 3 ELA GRADE 3 MATH Unit Time Unit Time PBA Unit 1 90 75 PBA Unit 2 90 75 PBA Unit 3 60 EOY Unit 1 105 85 EOY Unit 2 75 85 GRADES 4-5 ELA GRADES 4-5 MATH Unit Time Unit Time 105 75 120 75 75 105 85 75 85 GRADES 6-8 ELA GRADES 6-8 MATH Unit Time Unit Time 120 75 120 75 75 ENGLISH II ALGEBRA I Unit Time Unit Time Special Education Directors’ Meeting 120 85 120 85 ©MDE – Office of Student Assessment 75 105 90 105 105 105 90 105 105 18
PARCC NEW Session Times (September 2014) SESSION TIMES GRADE 3 ELA GRADE 3 MATH GRADES 4-5 ELA GRADES 4-5 MATH GRADES 6-8 ELA GRADES 6-8 MATH ENGLISH II ALGEBRA I Unit Time Unit Time PBA Unit 1 75 75 PBA Unit 2 75 75 PBA Unit 3 60 EOY Unit 1 75 75 EOY Unit 2 75 Unit Time Unit Time 75 80 90 70 60 75 75 75 Unit Time Unit Time Unit Time Unit Time Special Education Directors’ Meeting 75 80 75 90 90 70 90 75 ©MDE – Office of Student Assessment 60 60 60 80 60 80 60 75 60 75 19
PARCC Personal Needs Profile (PNP) 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
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PARCC Personal Needs Profile (PNP) 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 ©MDE – Office of Student Assessment 21
PARCC Personal Needs Profile (PNP) 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.
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PARCC Personal Needs Profile (PNP) 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.
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PARCC Personal Needs Profile (PNP) 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;
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PARCC Personal Needs Profile (PNP) 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.
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PARCC Personal Needs Profile (PNP)
The 3
rd
Edition of the
PARCC Accessibility Features and Accommodations Manual
will be available in November 2014.
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PARCC Practice Tests PARCC will be posting additional practice tests this winter.
Practice Test Math PBA – High School Scheduled Release November 2014 ELA EOY – High School Math PBA – Grades 3-8 ELA EOY – Grades 3-8 November 2014 December 2014 January 2015 Special Education Directors’ Meeting ©MDE – Office of Student Assessment 27
OSA PARCC Contact Trudy Cook
Program Manager, PARCC Assessments 662-251-7520
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Good Cause Exemption Overview
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Social Promotion and Third Grade Summative Assessment
• A student may not be assigned a grade level based solely on age 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 3 rd grade will not be promoted to 4 th grade.
• A 3 rd grade student who fails to meet the academic requirements for promotion to the 4 th 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 31
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 3 2
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 3 rd grade 33
Interventions for Students with Good Cause Exemptions
• Students promoted to 4 th 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 35
ACT State Test
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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
ACT
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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
ACT
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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.
ACT
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Questions?
• Please contact Richard Baliko at: • [email protected]
• 601-359-5245 40
Office of Student Assessment Sharon Prestridge Special Populations Coordinator [email protected]
Phone: 601-359-1970
October 2014 Program Training 41