assessments and the impact on special education rebecca h. cort
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Assessments and the Impact on Special Education Rebecca H. Cort. Access Separate Placement Attendance Accommodate/ Modify. Accountability Inclusive Service High Expectations Universal Design. Public Policy – Then and Now. Accountability for Results. NCLB and IDEA - PowerPoint PPT PresentationTRANSCRIPT
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Assessments and the Impact on Special Education Rebecca H. Cort
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Public Policy – Then and Now
• Access• Separate
• Placement
• Attendance• Accommodate/
Modify
• Accountability• Inclusive• Service• High
Expectations• Universal Design
3
Accountability for Results Accountability for Results
NCLB and IDEAimproving educational results and functional outcomes for all children with disabilities…
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Students with DisabilitiesParticipation in State Assessments
General assessment
based on grade the student is in, or
not assigned grade level (ungraded):based on chronological
age (which is consistent with birth dates of non- disabled peers)
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Students with DisabilitiesParticipation in State Assessments
New York State Alternate Assessment (NYSAA) not assigned grade level
(ungraded):based on chronological age chart on field memo
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NYSAA
• Linked to grade level content standards
• Changes in NYSAA administration format and timetable beginning this year
• http://www.vesid.nysed.gov/specialed/alterassessment/changesadmin.htm
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Accountability for Students with Disabilities
• Modified Standards (2%)– For 2006-06, Grade 3-8 ELA and
Math:•34 index points added to SWD
group if SWD subgroup met participation rate and SWD subgroup was only one to fail to make AYP.
• If Performance Index with inclusion of 34 points meets or exceeds AMO, the school or district has made AYP on that criterion
State Performance Plan
• 6-year plan• 3 priority areas• 20 indicators• Measurable and
rigorous targets• Improvement strategies
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Measuring what matters…The State Performance Plan• Graduation• Drop Out• State
Assessments• Suspension• LRE• Parental
involvement
• Timely evaluations and services
• Disproportionality
• Preschool results
• Post-school results
SPP Targets
• The State must use the targets established in the SPP and priority areas to analyze the performance of each LEA in the State.
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What does current performance look like?
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Participation Rate of Students with Disabilities in State Assessments (Indicator #3)
97
.0%
98
.0%
95
%
94
%
95
.0%
95
.0%
94
%
92
%
86
%
86
%
96
.0%
97
.0%
95
%
95
%
90
%
89
%
Gra
de
4 E
LA
Gra
de
4 M
ath
Gra
de
8 E
LA
Gra
de
8 M
ath
Hig
h S
ch
oo
lE
ng
lis
h
Hig
h S
ch
oo
lM
ath
em
ati
cs
2003 2004 2005
Public Schools, Including Charter Schools
Not
available
Not
available
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6.1%
31.1
%36.8
%
26.0
%
8.8%
39.0
%
32.0
%
20.2
%
7.6%
40.9
%
34.1
%
17.4
%
11.2
%
29.3
%
15.6
%
43.8
%
Level 1 Level 2 Level 3 Level 4
2002 2003 2004 2005
Students with Disabilities Tested
2005: 27,791 2004: 27,7882003: 27,2162002: 27,660
Public Schools-Including Charter Schools
Compared to the previous year, in 2005, lower percentages of students with disabilities scored at Level 1 and higher percentages scored at Levels 3 and 4.
Elementary Mathematics Examination
Performance on State Assessments (Indicator #3)
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Students with Disabilities Tested
2005: 31,202
2004: 30,566
2003: 29,921
2002: 28,156
Public Schools-Including Charter Schools
Performance improved at Levels 1 and 2 and more students with disabilities are participating in the examination. Proficient performance remained low.
Middle-Level Mathematics Examination
Performance on State Assessments (Indicator #3)
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Performance of Students with Disabilities in Alternate Assessments in 2004-05 School Year
1.3% 2.8%
0.8% 1.9%
1.5%
2.5%9.
8%
10.5
%
8.9% 10.3
%
8.9%
9.2%
19.5
%
19.3
%
18.8
%
18.0
%
18.0
%
17.5
%
69.5
%
67.4
%
72.5
%
69.8
%
71.6
%
70.7
%
Elementary ELA Elementary Math
Middle Level ELA
Middle LevelMath
High SchoolELA
High SchoolMath
Level 1 Level 2 Level 3 Level 4
1,803(0.9%)
1,753(0.8%)
1,822(0.8%)
1,793(0.8%)
1,540(0.9%)
1,505(0.9%)
NumberTested and% of TotalIn Grade
Performance on State Assessments (Indicator #3)
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8,424
7,226
8,305
5,675
6,790
2,832
4,9694,154
2,499
12,144
9,68011,194
8,60610,461
4,175
7,545
9,514
3,414
18,949
16,309
14,101
17,321
15,366
13,51812,607
5,6474,419
1997 1998 1999 2000 2001 2002 2003 2004 2005
Number with Score of 65-100Number with Score of 55-100Number Tested
Since 1997, there has been more than 300% increase in the number of students with disabilities tested. Of the students tested in 2005, 64% achieved a score between 55-100.
Regents English ExaminationStudents with Disabilities
Public Schools-Including Charter Schools
Performance on State Assessments (Indicator #3)
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Regents Diplomas Since higher standards were adopted in 1996, the number of students with disabilities earning Regents diplomas has increased by more than 700%.
52
6
62
3
77
4
1,1
15
1,3
29
1,8
39
2,2
57
2,8
65
86
4
4,5
07
Total State
1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-032003-04 2004-05
Students with Disabilities
Public Schools-Including Charter SchoolsFinal March 2006Source: OLAP
Note: Students that graduated with Regents diplomas in 2004-05 were required to pass five Regents examinations compared to eight required in previous years.
Graduation Rate (Indicator #1)
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Percentage SWD in 2001 Cohort6/05 after 4 years
Needs Resource Category
Cohort Enrollment
Regents/Local
Diploma
IEP Diploma Dropped Out
New York City 7,397 16.8% 17.7% 28.9%
Rest of State 19,305 45.1% 13.2% 15.0%
Westchester County
2539 58.4% 8.5% 8.2%
Total Public 26,702 37.3% 14.4% 18.9%
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Expectations of IDEA 2004 for Special Education
Creating the conditions for learning by implementing best practices based on research
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Scientifically-Based Research
Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs
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Research-based Instructional Practices
• Personnel: skills and knowledge include how to use scientifically based instructional practices
• Whole-school approaches: – Scientifically-based reading
instruction– Positive behavioral interventions and
supports– Early intervening services
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Behavioral Interventions
• Positive Behavioral Interventions and Supports (PBIS)
• Functional behavioral assessments
• Behavioral intervention plans
• Expand Health and Mental Health Collaborations with Schools
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Timely and Appropriate Evaluations
• Children do not wait to fail before receiving interventions
• Determinations of eligibility do not result from lack of appropriate general education instruction in reading and math
• All referred receive timely and appropriate evaluations
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Eligibility for Special Education• Student shall not be determined
eligible for special education if the determinant factor is– lack of appropriate instruction in
reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;
– lack of appropriate instruction in math; or
– limited English proficiency
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Learning Disabilities
Process that determines if the student responds to scientific, research-based intervention as part of the evaluation procedures.
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Components of Response-to-Intervention
1. Research-based instruction
– Reading
– Early grades
2. Increasing levels of intervention
3. Ongoing assessments of how student responds
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Federal Regulations:Determining Learning Disabilities
• Child does not achieve adequately for the child’s age or to meet State-approved grade-level standards
• Child does not make sufficient progress to meet age or State-approved grade-level standards, or
• Child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards or intellectual development
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Data to Review in LD Determination
To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math:
– Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel and
– Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents
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Accountability – Persistent Focus on Improving
Results• State Annual Performance Report – Feb.
1
• Annual public reporting of school district results - Spring
• Annual review and designation of levels of interventions
• Sustained and focused technical assistance and professional development
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Levels of Intervention
• In need of assistance• In need of intervention• In need of substantial
intervention
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District in Need of Assistance
• School district requires technical assistance in order to improve performance
• Criteria:– Graduation rate is more than 18.5% and less than
35%; and/or– Drop out rate is 20% to less than 33%; and/or– Math and ELA State assessment results: score on
performance index in two or three areas is below the State average and district did not make AYP in these areas.
• 58 school districts are “in need of assistance”
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District in Need of Intervention
• Requires direct State involvement and oversight to improve performance
• Criteria:– Graduation rate is 18.5% or less; and/or– Drop out rate is 33% or higher; and/or– Math and ELA State assessment results:
Score on performance index in four areas is below State average and district did not make AYP in these areas.
• 17 school districts are “in need of intervention”
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District In Need of Substantial Intervention
• Criteria:– History of chronic noncompliance or
substantial failure to achieve progress and/or
– Systemic agency-wide problem of noncompliance and poor performance of students with disabilities
• No school districts identified this year as in need of substantial intervention.
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State assistance and intervention options for identified districts
• State review of district instructional practices
• Compliance or corrective action plans• Professional development/consultation on
instructional practices for students with disabilities– literacy instruction– behavioral supports and services– effective delivery of special education
services• Redirection of district’s use of federal
dollars
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Resources for Information
• NYSED VESID Special Educationwww.vesid.nysed.gov/specialed/home.html
• State Performance Planwww.vesid.nysed.gov/specialed/spp/home.html
• IDEA 2004http://idea.ed.gov