Transcript Document

Accessibility and Accommodations Workgroup
Wendy Carver
Utah Department of Education
Deborah Matthews
Kansas State Department of Education
• To develop a set of comprehensive and innovative
assessments for grades 3-8 and high school in English
language arts and mathematics aligned to the Common
Core State Standards
• Students leave high school prepared for postsecondary
success in college or a career through increased student
learning and improved teaching
• The assessments shall be operational across Consortium
states in the 2014-15 school year
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Co-Chairs
Tony Alpert (OR)
Judy Park (UT)
Executive Director
Joe Willhoft
Executive Committee
Dan Hupp (ME); Joseph
Martineau (MI); Carissa
Miller (ID); Lynette Russell
(WI); Mike Middleton (WA);
Charles Lenth (Higher
Education Representative)
Project Management Partner
WestEd
Policy Coordinator
Sue Gendron
Senior Research Advisor
Linda Darling-Hammond
Last Modified November 8,2010
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Consortium has established 10 work groups
• Work group engagement of 80 state-level staff:
o Each work group: 2 co-chairs and 6 members from states; 1
liaison from the Executive Committee; 1-2 WestEd partners
• Work group responsibilities:
o Define scope and time line for work in its area
o Develop a work plan and resource requirements
o Determine and monitor the allocated budget
o Oversee Consortium work in its area, including identification
and direction of vendors
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1.
Transition to Common Core State Standards
2. Technology Approach
3. Assessment Design: Item Development
4. Assessment Design: Performance Tasks
5. Assessment Design: Test Design
6. Assessment Design: Test Administration
7.
Reporting
8. Formative Processes and Tools/Professional Development
9. Accessibility and Accommodations
10. Research and Evaluation
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Jamal Abedi
Ed Haertel
UC Davis/CRESST
Stanford University
Randy Bennett
Joan Herman
ETS
UCLA/CRESST
Derek Briggs
Jim Pellegrino
University of Colorado
University of Illinois, Chicago
Greg Cizek
W. James Popham
University of North Carolina
UCLA, Emeritus
David Conley
Joe Ryan
University of Oregon
Arizona State University
Linda Darling-Hammond
Martha Thurlow
Stanford University
University of Minnesota/NCEO
Brian Gong
The Center for Assessment
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Accessibility
and
Accommodations
Workgroup
• Co-Chairs: Deborah Matthews (KS) and Michael Hock (VT)
• Executive Committee member: Carissa Miller (ID)
• Workgroup members:
• Wendy St. Michell (ID)
• Doreen Strode (ND)
• Gaye Fedorchak (NH)
• Robert Romero (NM)
• Dianna Carrizales (OR)
• Wendy Carver (UT)
• Project management partners: Eric Haas, Edynn Sato,
Greg Hill Jr.
• Whole workgroup meets every other week
• Leadership team meets every other week
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Purpose
• ensure the SBAC Assessment System is
maximally accessible to the broadest
range of students through
• identifying, recommending, and evaluating
strategies, tools, and technologies, thereby
• providing information and guidance that will
positively impact critical aspects of assessment
design and development
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• New paradigm that focuses on the student
first, not the test items.
• Addresses accessibility issues as part of
item development, not as an afterthought.
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• Computer based assessment allows
technology to open many doors for
students because accessibility is built into
the assessments.
• The necessity of accommodations is
reduced. Accommodations that are
allowed are more targeted.
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In both policy and practice, SBAC will
• include the broadest range of students
• by facilitating each student’s ability to
demonstrate as fully as possible what they know
and can do
• on the targeted constructs being measured
• in a manner that is equitable and reliable, and
yields valid interpretations of results.
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1. Create policies that reflect current
research, best practices, and future
possibilities related to accessibility and
accommodations
a) Conduct State Review
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2. Create assessments that are free from bias and
sensitivity issues leveraging new technologies,
including interoperability while preserving test
constructs
a. Conduct State of the Field Review
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Across modalities (expression, reception, internal
process needs)
Across types of student needs (e.g., ELL, SWD, Other)
b. Create Policy and Strategy Recommendations
c. Create A & A Framework
d. Develop Item Coding Guidelines
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3. Create accessible and accommodated
assessments that will yield valid and reliable
results
a. Develop a vision statement
b. Determine operational definitions for the key
groups of students (e.g., ELL, SWD, 504 and
low- and high-performing students)
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3. Create accessible and accommodated
assessments that will yield valid and reliable
results (cont’d)
c. Define key elements of content, constructs
and modalities to ensure specific accessibility
and accommodation options are offered
without violating the construct to be
measured
d. Develop a common set of participation
policies and procedures for ELL, SWD, 504
and low- and high-performing students
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4. Ensure accessibility and accommodations
practice and policy are implemented with
fidelity
a. Common accommodations policies and
procedures are vetted and adopted by SBAC
stakeholders
b. Assist in the development of sustainable
processes to evaluate and ensure on-going
fidelity in application of accessibility and
accommodations guidelines
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5. Develop useful reporting and presentation
guidelines that include information on accessibility
and accommodations actions in the aggregate and at
the individual student level for
a. Improving curricula, teaching practices and
individual learning activities
o
that are meaningful and useful to a wide audience (e.g.,
teachers, policy makers, parents)
b. Improving the testing system itself
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• Input from member states
• Input from national disability organizations
• Input from national English learner originations
• Input from CCSSO - ASES and ELL SCASS
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