ERIC ED450523: State & District-Wide Assessments of School Achievement. Issues in Education. Technical Assistance Bulletin.

9 Pages·2001·0.23 MB·English

by  ERIC

DOCUMENT RESUME
EC 308 280
ED 450 523
State & District-Wide Assessments of School Achievement.
TITLE
Issues in Education. Technical Assistance Bulletin.
Center for Innovations in Special Education, Columbia, MO.
INSTITUTION
Missouri State Dept. of Elementary and Secondary Education,
SPONS AGENCY
Jefferson City. Div. of Special Education.
2001-00-00
PUB DATE
8p.; The development and printing was supported by federal
NOTE
funds appropriated in accordance with the Individuals with
Disabilities Education Act.
Center for Innovations in Special Education (CISE),
AVAILABLE FROM
Department of Special Education, Parkade Center, Suite 152,
601 Business Loop 70 West, Columbia, MO 65211-8020; Tel:
800-976-2473 (Toll-Free); Tel: [phone] (Voice).
Non-Classroom (055)
Guides
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Academic Accommodations (Disabilities); Academic
DESCRIPTORS
Achievement; Accountability; Achievement Tests; Compliance
(Legal); *Disabilities; *Educational Assessment; Educational
Legislation; Elementary Secondary Education; Federal
Legislation; Guidelines; *Inclusive Schools; State
Legislation; *State Standards
Alternative Assessment; Amendments; *Individuals with
IDENTIFIERS
Disabilities Educ Act Amend 1997; Missouri; Missouri
Assessment Program; *Outstanding Schools Act (Missouri 1993)
ABSTRACT
This bulletin provides guidelines to Missouri educators
concerning inclusion of students with disabilities in state and district-wide
assessments of school achievement as required under Missouri's Outstanding
Schools Act and the reauthorization of the federal Individuals with
Disabilities Education Act of 1997. It stresses the greater focus on
accountability for educational services provided to students with
disabilities. The five questions and answers address the following topics:
(1) reasons for requiring students with disabilities to participate in the
Missouri Assessment Program (MAP) and district-wide assessments;
(2)
decisions of the individualized education program (IEP) team concerning a
(3) assessments included in the MAP;
student's involvement in assessments;
(4) assessments that must be considered at the district level; and (5)
factors that IEP teams need to consider in deciding about a student's
participation and accommodation in assessment. An inset lists eligibility
criteria for participation in MAP-A and a table lists accommodation codes for
IEP students. (Contains references.)
(DB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
State & District-Wide Assessments
of School Achievement.
Issues in Education.
Technical Assistance Bulletin.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
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Points of view or opinions stated in this
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OERI position or policy.
1
2
BEST COPY AVAILABLE
Technical Assistance Bulletin
Issues
in
EDUCATION
from the Missouri Department of
Elementary and Secondary Education,
Division of Special Education
State & District-wide Assessments
of School Achievement
Why are students with
4.71)04
What IEP team
disabilities required to
participate in the Missouri
members need to
This Technical Assistance
Ylssessment Program and
Bulletin will provide IEP
district-wide assessments of
know...
team members with the
student achievement?
information they need to
make decisions about
Participation of students with
each child's participation
disabilities in state and district-
in these assessments.
wide assessments of student
achievement is required by a
number of state and federal laws
and regulations. But more impor-
k
tantly, it sets the expectation that
students with disabilities can
achieve the standards that have
been established for all students.
Both the passage of Missouri's Outstanding Schools Act (OSA) and
Participation in these assessments
the Reauthorization of the Individuals with Disabilities Education
should lead to improved teaching
Act (IDEA) of 1997 have called for a greater focus on the accountability
and learning. Participation of
of educational services for students with disabilities. The Missouri School
students with disabilities will also
allow local district administrators
Improvement Program (MSIP), which accredits school districts in Missouri,
and boards of education to con-
uses the performance of all students on the Missouri Assessment Program
sider the needs of all students
(MAP) subject area assessments as one measure of performance. The
when they make instructional
decisions and set policy (i.e.,
Division of Special Education has identified the performance of students
curriculum adoptions, staffing
with disabilities on the MAP as one of its Performance Goals as required
patterns, professional develop-
by IDEA. This focus on educational achievement and outcomes for
ment). It is important to expect
students with disabilities is intended to direct attention to the accom-
students with disabilities to meet
the high standards and expecta-
modations and supports needed by students with disabilities to access
tions that have been set for all
and progress in the general education curriculum. Participation in state
students using the accommoda-
and district-wide assessments goes hand in hand with access to the general
tions and supports provided by
special education. It is also
education curriculum.
3
important to remember that the
5. Health/Physical Education
that a child will not participate in
majority of students with disa-
a district-wide assessment (or a
(5 and 9)
bilities identified under IDEA do
part of an assessment), the IEP
6. Fine Arts (5)
not have significant cognitive
must state why the assessment is
Students with disabilities must
disabilities which would inhibit
not appropriate and how the child
take all of the MAP subject area
their ability to participate and
will be assessed.
assessments (or portions of each
progress in the general education
In making these decisions, the
subject area assessment as deter-
curriculum.
IEP team has the responsibility
mined by the IEP team) or the
and authority to determine the
MAP-A. Students may not partic-
individual accommodations that a
ipate in some of the subject area
student needs to support and
assessments and the MAP-A. This
ensure his or her participation in
policy is based on the Office of
state and district-wide assessments
Special Education Programs'
of student achievement. The
(OSEP) Memorandum 0024,
Department of Elementary and
which is referenced at the end of
Secondary Education (DESE) or
this document.
local school districts cannot limit
The MAP-A has been devel-
the authority of an IEP team in
oped to allow all students with
the selection of accommodations.
In general, what deci-
disabilities to participate in the
If a specific accommodation is
State Assessment Program. The
s ons does the IEP
i
not on the list of accommodations
MAP-A is designed for the student
in the Examiner's manual, the
team have to make regarding a
whose educational program
accommodation can still be used.
centers on the functional appli-
student's involvement in state
See question 5 for further informa-
cation of the Show-Me Standards.
tion about documentation of these
The student's IEP team must
and district-wide assessments?
decisions. All accommodation
agree that the student meets all
decisions made by the IEP team
five of the criteria outlined in the
An Individualized Education
must be documented in the IEP.
eligibility checklist for MAP-A.
Program (IEP) team must make
It is critical that IEP teams have
These criteria are listed on page 3.
decisions about how students with
the knowledge and expertise
The MAP-A is administered to
disabilities participate in assess-
needed to make these important
eligible children who are 9, 13, or
ment programs. These decisions
team decisions. Districts seeking
17 years of age. It is expected that
include whether a student will
resources for training can contact
no more than 1 to 2 percent of the
participate in all six subject area
the Effective Practices section of
total district enrollment at a spe-
assessments or the alternate assess-
cific grade level would participate
DESE at [phone].
ment that comprise the Missouri
in the MAP-A. Thus, if a district
Assessment Program (MAP).
has approximately 500 students
When making the decision about
enrolled at each elementary grade,
participation in the MAP subject
What assessments
no more than 5 to 10 students
area assessments, the IEP team
are included in the
would be expected to participate
must also consider the student's
in MAP-A at age 9.
MAP?
need for accommodations. If they
decide that the MAP subject area
assessments are not appropriate
MAP subject assessments are
for an individual student, even
given in the following six subject
with the use of accommodations,
areas and at the grades indicated
then they can consider the
in parentheses:
student's eligibility for the MAP-
1. Mathematics (4, 8, and 10)
Alternate (MAP-A).
2. Science (3, 7, and 10)
The IEP must address the same
3. Communication Arts (3, 7,
considerations for district-wide
and 11)
assessments of student achieve-
ment. If the IEP team determines
4. Social Studies (4, 8, and 11)
Page 2
Technical Assistance Bulletin
4
What do IEP teams
Eligibility Criteria for MAP-A
need to know in order
to make decisions about a
The five criteria that a student with a disability must meet to be
student's participation and
eligible for MAP-A are:
accommodations in an effective
1.. The student has significant problems acquiring new skills,
manner?
and acquisition of skills must be taught in very small steps.
2. The student does not keep pace with peers; even with the
It is important that IEP teams
majority of students in special education, with respect to
know how each of the three ses-
the total number of skills acquired.
sions of the MAP subject assess-
ments have been constructed and
3. The:student's educational program centers on the functional
what skills students will need to
application of the. Missouri Show-Me Standards.
take the test. One session is mul-
4., The IEP team, as documented in the IEP, does not
tiple choice and requires students
recommend participation in the MAP subject areas, or taking
to "bubble in" their answers. The
constructed response and per-
the MAP with accommodations.
formance event sessions require
5.-The student's inability to participate in the MAP
written responses. Being familiar
subject area assessments is not primarily the
with the nature of the assessment
.result of excessive absences; visual or
items on the MAP and district-
auditory disabilities; or social, cultural,
wide assessments will assist teams
language, or economic differences.
in making decisions about accom-
modations. DESE has a number
of "released" assessment questions
that IEP teams can review to assist
them in making these decisions.
More information can also be
When determining alternative
What assessments must
found on DESE's web site:
assessment methods for district-
www.dese.state.mo.us/divinstr/
be considered at the
wide assessments, the IEP team
curriculum/releaseditems.
must consider the purpose of the
district level?
Each IEP team must determine
district-wide assessment and make
what accommodations, if any, the
sure the alternate method of
District-wide assessments
student needs in order to partic-
assessment will produce a com-
include those assessments that are
ipate in the state or district-wide
parable purpose. In other words,
part of the district assessment
assessment. The purpose of an
if the purpose of the district-wide
program used to determine levels
accommodation is to "level the
assessment is to assess reading
of student achievement. Districts
playing field" so that a student
ability, the alternative method
should provide IEP teams with a
with a disability can demonstrate
must also result in an assessment
list of the district-wide assessments
what he knows and is able to do.
of the student's reading ability.
administered in their districts and
The IEP team has the responsi-
DESE has considered the option
the grades at which they are
bility to determine needed
administered so the IEP team can
for districts to use the MAP-A as
accommodations.
an alternate to a district-wide
make participation decisions. If an
Typically, the accommodations
assessment of student achieve-
IEP team determines that a par-
needed by students with disabil-
ment. Because the MAP-A
ticular district-wide assessment (or
ities in a testing environment are
assesses the functional application
a part of that assessment) is not
also used by students in their
of the Show-Me Standards, it has
appropriate for an individual
been determined that the MAP-A
instructional program. IEP teams
student, the IEP team must docu-
need to be sensitive to the use of
could not be an appropriate alter-
ment in the IEP why the assess-
accommodations and involve
nate to a district-wide assessment
ment is not appropriate and how
students, especially older students,
of student achievement.
the student will be assessed.
5
Issues in EDUCATION
Page 3
in making accommodation deci-
might be needed by students with
of the list that was used in the
sions. Districts need to make
disabilities. Each of the accom-
spring 2000 administration of
every attempt to administer
modations has a code that must be
MAP.*DESE will work with the
accommodations in a sensitive
documented on the SCS. These
MAP test contractor to make
and discreet manner.
codes provide the state with data
changes to this list for the 2001
to answer a variety of questions
administration. If an IEP team
Accommodations that are
about the use of accommodations,
determines the need for an
determined necessary by the IEP
such as which accommodations
accommodation that is not on this
team must be documented in the
are being used by students with
list, the accommodation must be
IEP and the Special Codes Section
disabilities and what percentage
identified in the IEP and coded as
(SCS) that is used in the MAP.
of students are using accom-
"other" on the SCS.
The state has identified a list of
common accommodations that
modations. Table 1 is an example
TABLE 1
Accommodation Codes for IEP Students
Administration Accommodations (Admin)
(Ode
Code
08 Audiotaped administration of assessment
Braille edition of assessment
01
09 Use of assistive device
02 Large-print edition of assessment
10 Using visual aids
03 Use of magnifying equipment
Other
04 Oral reading of assessment
11
05 Signing of assessment (directions)
07 With student using amplification equipment
(e.g., hearing aid or auditory trainer)
Timing Accommodations (Time)
20 Extend time allotted to complete Session 3
23 Administer test using more than three testing periods
Response Accommodations (Reap)
(NOTE: Any use of an alternative response must be converted to a storable answer sheet.)
37 Use of brailler
30 Use of typewriter for responding
38 Use of communication device
Use of computer/word processor for
31
39 Calculator
responding
40 Abacus
32 Pointing to response
Arithmetic tables
41
33 Giving response orally
42 Graph paper
34 Giving response in sign language
44 Other
35 Dictation to a scribe
36 Student-taped response
Setting Accommodations (Set)
50 Testing individually
Testing with small group
51
53 With teacher facing student (hearing-impaired)
54 Other
Page 4
January 2001
6
Can parents request
Additional resources
that their child not
participate in the MAP or
OSEP Memorandum 00-24, Questions and
Answers about Provisions in the Individuals with
MAP -A? What about nonpar-
Disabilities Education Act Amendments of 1997
ticipation requests by parents for
Related to Students with Disabilities and State and
District-wide Assessments. [On-line]. Available:
district-wide assessments?
www.ed.gov/offices/OSERS/OSEP.
All students enrolled in a public
or charter school are expected to
participate in the MAP. There is
no procedure for a parent to
Do students with
Are students who are
request that their child not partic-
ipate in the MAP. (MAP includes
disabilities who score at
enrolled in vocational
both the subject area assessments
the Step 1 achievement level
schools, juvenile detention
and the alternate assessment.)
have to be retested as required
centers, or placed in approved
If the district has a policy and
procedure for parents to request
by H13 889?
private agencies by local districts
that their children not participate
require() to take the MAP and
in district-wide assessments, then
Yes. There is no language in this
that same procedure must be
state law that allows an exemption
district-wide assessments?
available to parents of children
for students with disabilities.
with disabilities. If no policy exists
Under HB 889, all students who
Yes. The only students who are
for parents to request nonpartici-
score at Step 1 are required to
exempt from state or district-wide
pation for nondisabled students,
receive remediation activities and
assessments under IDEA are
then districts may not have a
retake the MAP. Remediation
those who are students with
policy for students with
activities are not required to be
disabilities convicted as adults
disabilities.
documented in the IEP, but IEP
under State law and incarcerated
services can be used to meet this
in adult prisons.
requirement. Even if a student has
Is out-of-grade-level
received all of the credits
necessary for a particular subject
testing allowed in the
area, the requirements of HB 889
The development and printing of this material was
MAP?
must be met. The purpose and
supported entirely by federal funds appropriated
In accordance with the Individuals with Disabil-
focus of the remediation would be
ities Education Act (IDEA). This bulletin will be
No. In order to provide coher-
to prepare the student for his or
distributed periodically from the Division of
ent information about student
her best performance on the
Special Education, Missouri Department of
achievement and attainment of
Elementary and Secondary Education, PO Box
MAP. HB 889 does not require
480, Jefferson City, MO 65102; fax [573]
state standards at specific grade
these actions for students who are
526=4404, phone [phone]. This bulletin
levels, out-of-grade-level testing
in "Level Not Determined."
Is made possible under contract by the Missouri
cannot be permitted.
Department of Elementary and Secondary
Education, which complies with Title VII of the
Civil Rights Act of 1964, Civil Rights Act of 1991,
Section 504 of the Rehabilitation Act of 1973 as
amended, and the Americans with Disabilities
Act. Services are provided without regard to race,
color, national origin, sex, or physical or mental
disability. If you have needs as addressed by the
Americans with Disabilities Act and need this
publication in on alternative format, notify the
Center for Innovations in Special Education at
[phone], (800) 976-CISE (MO only), or
Relay MO [phone] (TDD). Efforts will be
made to accommodate your needs.
Page 6
Technical Assistance Bulletin
7
The MAP subject area assess-
are gen-
What scores
Are there other accom-
ments also generate a score that is
erated by the MAP
mod ations that will
referred to as a National Percentile
(NP). This score is based solely
affect the National Percentile?
subject assessments and what
upon the student's performance in
impact does the use of accommo-
What are the standard conditions
Session 3 (the Terra Nova Survey/
multiple choice portion of the
dations have on these scores?
under which the Uerra Nova
assessment). This NP score can be
used to compare an individual
Survey is administered?
The MAP subject area assess-
student's performance with other
ments generate several scores.
students in the nation. However,
The Terra Nova Survey portion
Two are especially important to
in order to make such a compar-
of the MAP subject area assess-
IEP team decision-making:
ison, the student must take this
ments is administered in a group
1. Achievement Level score
portion of the assessment under
setting. The survey is a timed test.
the conditions in which the Terra
2. National Percentile score
Students receive directions from a
Nova Survey was normed. For
test administrator and then inde-
Missouri uses five Achievement
example, this portion of the
pendently complete the test.
Levels to describe a student's
assessment is timed. In order for a
Standard instructions for admin-
performance on the MAP subject
student to generate an NP that can
istering the Terra Nova Survey can
assessments:
be compared with other students,
be found in the Test Examiner's
1. Step 1
extended time cannot be used as
manual. IEP team members can
2. Progressing
an accommodation. However, if
access this manual from their
the IEP team determines that
district test coordinator. Any
3. Nearing Proficient
extended time is a needed accom-
administration other than what is
4. Proficient
modation for this portion of the
described would produce an NP
5. Advanced
test, then that extended time is
that could not be interpreted as an
permitted. The IEP team mem-
In order for any student to
NP generated under standard
bers need to understand that the
generate an Achievement Level
conditions.
NP generated under these condi-
score, he or she must attempt at
tions cannot be interpreted as or
least one response in Session 1,
compared with an NP generated
the constructed response session,
under standard conditions.
one response in Session 2, the
performance event session, and at
least five responses or one correct
response in Session 3, the Terra
Nova portion, which is often refer-
red to as the multiple choice por-
tion of the test. Students who do
not make such response attempts
do not generate an Achievement
The district has the
Level score and are counted in a
same obligation to
"Level Not Determined" category.
identify those accom-
Students who take the MAP-A are
modations that will and
also counted in the "Level Not
will not impact a student's
Determined" category.
score or results on district-
wide assessments. IEP
Students who use any accom-
teams need to understand
modations and make the response
the implications of their
attempts described above will gen-
decisions and how those
erate an Achievement Level score
decisions might impact
on the MAP subject assessments.
individual students when consid-
These scores will be included in the
ering accommodations for district-
building and district achievement
level scores for all students. wide assessments.
Issues in EDUCATION
Page 5
8
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