Transcript 2006-2007 State Assessments

2006-2007 State
Assessments
NKESC Joint Meeting
Introductions
Objectives
 To share the requirements that KSDE has in regards
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to Special Education
To share information in regard to universal design
and its impact on state assessments
To share the information that we know in regards to
state assessments
To establish a network for sharing relevant
information in regards to students with disabilities
To attempt to give students and schools the greatest
chance for success on state assessments
SPED Housekeeping
 You MUST, MUST, MUST submit an IEP as
complete once you have had the meeting!
 You MUST, MUST, MUST exit a student who
is no longer here!
 Case managers are in charge of making
changes to the service provider page and the
placement form when changes are made
SPED Housekeeping
 Remember that even if a student doesn’t
qualify for SPED you must do a “Prior Written
Notice” stating the student does not qualify
 Remember to submit corrections from the file
review findings from last year.
SPED Obligations
 Kathy KO
Focused Assisted Monitoring
(FAM)
 We will be monitored yearly on 7 key indicators
 We have escaped a file review this year but it
continues to be in our best interest to do one. (This
allows us to target key indicators rather than the
state)
 The majority of the indicators are monitored at the
local District level
FAM 7 Indicators
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SPED Proficient State Assessment Math
SPED Proficient State Assessment Reading
3 to 5 yr olds % in early childhood setting
3-21 Placement more than 20% outside regular ed
setting
 6-21yr olds in separate settings
 Graduation Rate
 Disproportionality in placements
FAM 7 Indicators
 Graduation Rate must be 75% or above
 Measured at the district level and uses the
building Principal’s report
FAM 7 Indicators
 Disproportionality uses a state devised risk
ratio
 MR and ED are the targeted populations
 Uses MIS and district enrollment data
FAM 7 Indicators
 58% of the SPED population must score at
proficient or above in Reading
 55.7% of the SPED population must score at
proficient or above in Math
 This is at the District Level
 Participation Rate Must Be 100%
FAM 7 Indicators, Placement
 48% of EC students must be in a non-
disabled environment
 57.2% of 6-21 yr olds must be in the regular
ed setting more than 80% of the time
 No more than 2.61% of the SPED population
can be in a separate setting
FAM
 We are required to report all suspensions and
expulsions of sped students regardless of the
length of the suspension
 This includes In School suspensions
 This includes any removal even if sped
services are continued
 This does not include changes of placement
VIB Assurances
 Assurances we must give
Universal Design
Promoting Academic Success for All
Learners
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Topics and Issues
 Legal responsibilities
 What UD is and is not
 Differentiated Instruction
 Brain Research
 Ideas Strategies and Resources that support
unique learners
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Mandates
 No Child Left Behind and The Individuals with
Disabilities Act (2004) both require students
demonstrate adequate yearly progress.
 Additionally the IDEA requires that students with
disabilities be educated in a least restrictive
environment to the maximum extent appropriate.
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Universal Design
 Universal Design (UD) developed out of the field
of architectural design
 UD in Learning deals with the idea that education
in general should be designed for access by all
students.
 UD is a frame of mind that supports design to
make education work.
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Accessibility issues
Universal Design for Learning
 Does NOT mean lowering standards
 DOES mean flexibility in providing alternatives in
methods, materials, and delivery of instruction.
 Does mean allowing options in student responses
(how students demonstrate knowledge)
 DOES mean providing individualized alternatives
 ALL WITHIN THE GENERAL CURRICULUM.
A clear case has been made for new
technologies in the classroom to ensure
academic success for all students
There is nothing fair or more
unequal than the equal treatment
of students who have unequal
needs.
Differentiated Instruction
 Allows educators to respond to those individual
learners’ needs by changing the pace, level, and kind
of instruction we provide.
 Key elements Include:
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Compacting Curriculum
Tiered Assignments
Work Stations and Learning Centers
Flexible Grouping to personalize learning activities
Individualized instruction
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Brain Based Research
 In the last 20 years we have learned more about the
brain and how it works than in all previous recoded
history
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Positron-emission tomography (PET) detects brain activity
Magnetic resonance imaging (MRI) can take pictures of
the brain 50 milliseconds apart
Functional MRI also measure brain response to different
stimuli
Magnetoencephalography a very sophisticated EEG we
can see which parts of the brain are involved in various
tasks.
 Implications for Teaching
 Teachers try to change the human brain every day. The
more they know about how it learns, the more successful
they can be.
Universal Design and the Link to Brain
Research
 Mild to Moderate brain differences affect the way we
learn. Built in flexibility in the design of curriculum,
instructional materials, and acceptable student
response is paramount to quality education
 This relatively new knowledge of the way human brains
function substantiates what many excellent educators
have known for decades; that allowing for learner
differences does not give students an unfair advantage,
a “crutch”, but gives teachers the opening to “level the
playing field” of education so that all students have the
best opportunity to learn that we as a society can offer.
You need not go it alone!
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 Help is on the way. General Educators should have
assistance from Special Educators, English
Language Learner Consultants, Student
Improvement Teams and agencies like NKESC on
ideas to help differentiate the curriculum.
 One step at a time. Educators may feel
overwhelmed with the information presented--however the introduction of one or two ideas to start
with can help pave the way for future success.
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Assessments!
Important Assessment Information
 It is important to understand that SPED has
been told to assess students at the level best
for them individually without regard to how it
effects AYP for the building or the district!
 This is in spite of the fact that KSDE had to
reclassify over 1800 assessment scores last
year as not proficient because of districts
being over the 1% and 2% caps
KIDS vs. CETE
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Disability categories are reported on KIDS
The type of assessment being taken is reported on KIDS?
Accommodations are listed on CETE not kids
Special Education Case managers need to make sure the data
given to KIDS data manager and the local state assessment
coordinator is accurate and up to date
 It is important that Kathy Wentz have an accurate KIDS number
to attach to IEPs in order to insure a match at KSDE
 If you staff in a new student it is important that your assessment
coordinator receive the updated information
What we don’t have
 We don’t have access to the CETE website data in
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regards to how students with disabilities scored
We don’t know the specifics of their scores
We don’t know how they scored on specific indicators
We can’t ensure the accuracy of the data reported to
the state
We don’t know how many kids can take the KAMM or
the alternate and not put you over the cap
Why is this important?
 We are encouraged by KSDE to target
specific indicators for improvement within the
IEP process
 It is difficult for us to target specific skills in
the IEP that are based upon specific
indicators without knowing which indicators to
target
SPED is willing to:
 Target specific indicators within the IEP as
long as it matches those areas of academic
need
 Utilize the formative test builders to assist
students in practicing and working on specific
test taking and academic skills
 Formative test building sites http://www.kerc-ks.org
 http://www.kan-ed.org
 http://www.cete.ku.edu
We Have A specific page of the IEP devoted to state
assessments
 This page should document the type of
assessment being given
 The accommodations being utilized
 The indicators being targeted on the alternate
assessment
 Case managers can share this page with
assessment coordinators
Subjects
 Reading grades 3-8 once in HS at the end of
OTL (except for alternate)
 Math grades 3-8 once in HS at the end of
OTL (except for alternate)
 Writing grades 5 and 8 and once in HS at the
end of OTL (except for alternate)
Timelines
 Reading and Math-February 26 to April 16
 Writing-November 1 to April 16
 Alternate-January 2 to April 16
Forms Available
 Reading and Math-Paper and Pencil,
Computer
 Writing-Paper and Pencil
 KAMM-Computer with the form available in
paper
Number of Sessions
 Reading, Writing and Math-4 sessions 60
minutes long
 KAMM-4 or 8 sessions 60 minutes long
 Alternate-separate format
Student Exceptions
 You don’t have to test a student who has
moved into your district after February 22nd.
 You do have to test a student who has moved
into your district after September 20th but
his/her score does not count on AYP
Special Situations
 If a student has a catastrophic illness or there
are extraordinary circumstances as to why
the student cannot take the state
assessments then you must call either:
 Cherie Randall at 785-296-3996
 Scott Smith at 785-296-4351
in order to get the student coded to not count
against you.
General Assessment
 Reading
 Writing
 Math
General Assessment (Reading)
 Accommodations
 Accommodations must be listed on the IEP if
they are going to be used on the state
assessments. They should be listed on both
the PLEPS and on the assessment page.
 They are reported directly to CETE not the
KIDS system
Accommodations
 Simply having a laundry list of possible
accommodations is not appropriate for the IEP or
state assessments
 Take some time to think about those specific things
the student requires and utilizes on a regular basis.
 Accommodations on state assessments shouldn’t
come as a surprise to the student
 In many cases the best accommodation is simply
having an adult make the student slow down and
think when taking the test
Accommodations
 KSDE breaks accommodations into 4
categories. Presentation, Response,
Timing/Scheduling, Setting
 The KSDE accommodations manual is
available from KSDE Student Support
Services
Special Accommodations
 Reading the passage on the reading
assessment to the student.
 If you state that it will be done on the IEP, and
then do it, the student will be counted as
having taken the alternate assessment and
will go into your 1% cap
 Changed as of 11/08/06 CAN’T DO IT!
Special Accommodations
 Student’s IEP calls for the use of a calculator then a
calculator can be used on non-calculator portions of
the assessment CHANGED AS OF 11/8/06 CAN’T
DO IT
 Student’s IEP allows for a student generated Math
journal then the journal can be used for the
assessment CHANGED AS OF 11/8/06 CAN’T DO IT
 The use of a teacher generated journal would lead to
the student counting as taking the alternate
assessment
KAMM
 2% of the student population taking the
assessment (district wide) can take the
KAMM and not count against district AYP as
long as (THE STUDENT SCORES
PROFICENT OR ABOVE)
 There is no appeal for being over the 2% cap
KAMM
 Can get a paper and pencil version which is a
notebook of screen shots. Once completed
answers must be put online.
 To have the student take the paper and pencil
version, the IEP must list that as an
accommodation
 CETE claims that kids taking it online can
take long breaks and not get kicked off the
system
KAMM High Level Accommodations
 Individually administered
 Student can point, highlight or otherwise
indicate answer to teacher
 Student converses with the teacher and
states the answer and teacher marks it.
 Teacher then inputs answers into the
computer
KAMM Writing
 A modified scoring rubric is used to score the
students who are taking the KAMM writing
assessment.
 Is the use of a scribe an acceptable
accommodation for the KAMM writing
assessment?
Alternate Assessment
 1% of students taking the assessment (district
wide) can take the alternate assessment and
not count against the district on AYP (As long
as the student scores at the “Meets the
Standard” level or higher)
 A district can request a waiver from KSDE for
going over the 1% cap (Schools under 200
students can request the waiver due to their
small size)
Alternate Assessment
 Students taking the alternate assessment
must be assessed at their grade level
including HS
 Reading-grades 3-8 and at 11th grade
 Math-grades 3-8 and at 10th grade
 Writing-grades 5, 8, and 11
Alternate Assessment
 For Reading and Math the extended
indicators must be chosen at grade level
 Writing is not aligned by grade level
Reading Extended Standard
 Once indicator must be selected from each of
the two extended standards and three from
either of the two standards
Math Extended Standards
 One indicator must be selected from each of
the 4 extended standards and the last can be
selected from any of the 4
Writing Extended Standards
 One indicator must be selected from each of
the three extended writing standards and the
last two can be selected from any of the
standards
NEW!!
 If the student scored at the 4(exceeds
standard) or 5(Exemplary) last year on an
indicator, that same indicator cannot be
selected for assessment this year.
 Only one extended indicator can be selected
for each general education indicator
NEW!!
 There may be a learning Characteristics
Inventory on the CETE website when you
enter the selected indicators. This must be
completed.
Documenting Scores
 5 indicators with 3 pieces of evidence per
indicator
 Must have 5 trials or opportunities for the task
5 problems on the sheet etc.
 Each piece of evidence should be unique
even if it is only at a different time
 I believe that we have gone overboard in
regards to data collection. Don’t make it
harder than it needs to be
Conclusion
 Comments
 Questions?
 Suggestions
 Would it be beneficial to make this a yearly
event?