Modified High School Assessment (Mod-HSA) Maryland State Board of Education August 26, 2008 IDEA REQUIREMENTS NCLB REQUIREMENTS • Students with disabilities will participate in general state and district wide assessments,
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Transcript Modified High School Assessment (Mod-HSA) Maryland State Board of Education August 26, 2008 IDEA REQUIREMENTS NCLB REQUIREMENTS • Students with disabilities will participate in general state and district wide assessments,
Modified High School Assessment
(Mod-HSA)
Maryland State Board
of Education
August 26, 2008
IDEA REQUIREMENTS
NCLB REQUIREMENTS
•
Students with disabilities
will participate in general
state and district wide
assessments, with
appropriate
accommodations, where
necessary. [Sec.
612(a)(17)(A)]
• Beginning in 2005-06, all students
in grades 3-8, including students
with disabilities (with reasonable
adaptations and accommodations,
as necessary) will participate in
annual assessments in, at a
minimum, mathematics and
reading/language arts, and,
beginning no later than 2007-08,
in science. [Sec. 1111(b)(3)(C)]
•
For students with
disabilities who are
determined to be unable
to participate in general
assessments, alternate
assessments will be used.
[]Sec. 612(a)(17)(A)(ii)]
• Accommodations, guidelines, and
alternate assessments must be
provided in the same manner as
under [Sec. 612(a)(17) of the
IDEA. Sec. 1111(b)(2)(I)]
ALL Students with Disabilities
Participate in Assessments
Regular assessment
Regular assessment with accommodations
Alternate assessment based on grade-level
achievement standards (Mod-2%)
Alternate assessment based on alternate
achievement standards (Alt-1%)
A student’s disability must not determine which
assessment the student will take.
There is no limit on the number of students
TAKING any particular assessment.
A student’s IEP team will make the decision as to
which assessment a student will take.
May not be limited to students in a particular
disability category.
Alternate achievement standards and modified
achievement standards must be developed
using a documented and validated standardsetting process.
Assessments based on alternate or modified
achievement standards must be valid and
reliable and must be of high technical quality.
Assessments must be linked to academic
content standards for the grade in which the
student is enrolled.
Alt-HSAs
Includes students with
the most significant
cognitive disabilities
Includes students
whose cognitive
impairments may
prevent them from
attaining grade-level
achievement standards,
even with the best
instruction
Preclude students from
earning a regular high
school diploma
Mod-HSA
Includes students with
disabilities who can make
significant progress but may
not reach grade-level
achievement standards in the
same time frame as other
students
States that students must
receive grade-level instruction
States that the student’s IEP
team must use objective
evidence (e.g., from state
assessments), based on
multiple measures, and
collected over a period of time
to identify these students
May not preclude students
from earning a regular high
school diploma
Characteristics of Assessments
Achievement
Standards
Test Content
Standards
MSA & HSA
Mod-MSA
& Mod-HSA
(2%)
Alt-MSA
(1%)
A grade level academic
achievement standard defines a
level of “proficiency”
performance equivalent to
grade-level achievement on the
State’s regular assessment.
A modified academic achievement
standard is aligned to grade-level
content standards for the grade in
which a student is enrolled and
challenging for eligible students,
but may be less challenging than
grade-level achievement standards.
An alternate academic
achievement standard is
an expectation of
performance that differs
in complexity from a
grade-level achievement
standard, usually based
on a very limited sample
of content that is linked
to but does not fully
represent grade-level
content.
Achievement standards must
include 3 levels of
performance, cut scores that
distinguish one level from
another, and descriptions of the
content-based competencies
associated with each level
Achievement standards must
include 3 levels of performance,
cut scores that distinguish one
level from another, and
descriptions of the content-based
competencies associated with each
level grade-level
May be defined grade-bygrade.
Must be defined grade-by-grade
Grade-Level
Grade-Level
May be defined for grade
cluster, e.g., 3-5
“Extended” standards
may include
substantially simplified
content, including
emerging and prerequisite skills.
General Curriculum and Assessments
Content
Regular
MSA/HSA
ModMSA/HSA
Alt-MSA
Achievement
Alternate
Regular
Modified
Alternate
Modified Achievement Standards
and Instruction
•
•
•
Designed to meet the needs of student’s specific
instructional characteristics, such as the need for:
Shorter reading passages
More visual cues
Scaffolding questioning
Few items presented on a page
Provide a measure of students with disabilities
performance compared with grade-level academic
content standards
Provide teachers and parents with information that
will help guide access to the general curriculum
and instruction strategies
Who is a Mod-Eligible Student?
•
A student with an IEP working on grade level
content
•
A student making progress on grade-level
academic IEP goals, but not a year for a year
•
Has had multiple interventions over
consecutive years
•
Does not qualify for Alt-MSA eligibility (not
a student with significant cognitive
disabilities)
•
Cannot attain proficiency on the actual grade-level MSA,
even with the provision of accommodations based on
documented multiple valid and objective measures of
student’s progress
•
Learning based on the State’s approved Academic Content
Standards/Core Learning Goals in Algebra/Data Analysis,
Biology, English and/or Government.
Only Selected Responses
• Reduced number of answer choices (3 instead
of 4)
• Simplified sentence structure, vocabulary, and
graphics
• Deleted extraneous information when possible
• No “EXCEPT” and “NOT” questions
• Separated long paragraph questions into
bullets whenever possible
• Online Assessment
• “Pre-reading” text added prior to passages
• Use pictures to support passage
•
Mod-MSA Math Test Format
Publicly Released Item
Look at the equation below.
125 x N = 375
What value of N makes
this equation correct?
A.
B.
C.
D.
2
3
4
5
Sample Modified Test Item
Benefits
Eligible to take the Mod-HSA in one subject
and take the HSA in another subject
• Test is more accessible and students with
IEPs will do better
• All accommodations available
• Students do not need to “pass” to benefit
from participation in assessment
• Assist in increasing points towards
composite score of 1602
• Improve opportunities for completion of
Bridge Modules
• Online Availability
•
Mod-HSA Professional Development
Trainings
State and Regional meetings and individual
Technical Assistance to LSS and schools.
949 participants attended the Mod-HSA Regional
Trainings and Technical Support meetings
• Assistant Superintendents
• Local Accountability Coordinators
• Directors of Special Education
• Central Office Special Education Personnel
• High School Principals
• High School Assist. Principals
• STCs
• IEP Chairpersons
Topics Covered at Mod-HSA
Professional Development Trainings
•
Mod-eligibility requirement
•
Guidelines for IEP Teams
•
Summary of Maryland’s Assessments
•
Sample of modified test items
•
Creating standard based IEPs
•
Writing IEP goals based on content standards
Modified High School Assessment
(Mod-HSA) Standard Setting
Mod-HSA
Alternative assessment for students working on
grade level content
•
•
•
Assesses algebra, biology, English
End of course
Multiple-choice assessment
English and algebra scores included in AYP
– 2%
Mod-HSA Standard Setting
New Assessment in May 2008
•
•
Equated to regular HSA scale to maintain
graduation passing scores.
NCLB requires standards of proficient and
advanced.
Proficient is defined as passing for the
regular HSA
Standard setting was to recommend
proficient and advanced performance for
AYP calculations
Numbers of Students Participating in the
2008 Mod-HSA (Grades 9-11 Combined)
Algebra
English
Biology
2719
2532
2012
3 content groups
Psychometric Council
Review & Articulation
Committee
State Superintendent
August
26-27th
Week of
August 18th
August 17
thru 19th
Standard-Setting Work Flow
State Board of Education
Set Mod-HSA Standards
3 Standard-Setting Groups
15 to 16 participants (teachers and supervisors
with content area and special education
expertise) representing 20 school systems
•
Mod-HSA Algebra
•
Mod-HSA English
•
Mod-HSA Biology
Mod-HSA Performance Standards
threshold students
Basic
Proficient
Advanced
Recommended Standards
Review and Articulation
August 21, 2008
• Superintendents
• Local Accountability Coordinators
• Teachers
• Central Office Personnel
• Directors of Special Education
• Advocates for students with special
needs
• Parents
• Business Community members
• MSDE
Proposed Mod-HSA Cut Scores
Proficient
Advanced
Algebra
412
450
English
396
429
Biology
400
452
Impact Data
Percent of students scoring Proficient and
Advanced on May 2008 Mod-HSA
Proficient/
Advanced
Proficient
Advanced
Algebra
9.8
9.5%
.3%
English
10.5
10.3%
.2%
Biology
16.0
15.9%
.1%
Next Steps for Mod-HSA Assessments
September
• Implement cut scores, double check the data
for accuracy at school and system level
Late September
• NCLB Parent reports sent to school systems
• Data added to regular HSA status data
• High school AYP calculated
• Scores added to website
Modified High School Assessment
(Mod-HSA)
Questions &
Discussion