Formative Assessment in Action: Highlighting Best Practices Including Students with Disabilities … and Those with Significant Support Needs Margaret Heritage, FAST SCASS Advisor Sheryl Lazarus, NCEO Ed Roeber, MAC Sandra Warren, ASES SCASS Advisor
Overview of the Presentation • Who are the students with disabilities … including those with significant support needs? • What is formative assessment practice and how might educators of students with disabilities use it? • What types of assessments do students with disabilities participate in? • How do SEAs help the teachers of the students with disabilities learn to use formative assessment practice? 2
W HO A RE THE S TUDENTS WITH D ISABILITIES ? Sheryl Lazarus 3
Student Characteristics 4
Percentage of Students with Disabilities by Disability Category Other disabilities (combined)*, 7.3% Emotional disturbance, 6.2% Intellectual disabilities, 7.3% Specific learning disabilities, 40.1% Autism, 7.6% Other health impairments, 13.2% Speech or language impairments, 18.2% **"Other disabilities (combined)" includes deaf-blindness (less than 0.03%), developmental delay (2.1%), hearing impairments (1.2%), multiple disabilities (2.2%), orthopedic impairments (0.9%), traumatic brain injury (0.4%), and visual impairments (0.4%). 5 (Source: U.S. Department of Education, 2015)
Disability Categories • Students in each disability category vary enormously in whether, and to what degree, they have barriers to learning. • Disability category labels: ➢ General descriptors of the barriers students may face ➢ Criteria vary from state to state ➢ Generally inform the design of options that different groups of students may need in order to access and make progress in the general curriculum 6
Disability Categories . . . but they are not helpful in designing formative assessment strategies that work for all children in a category. 7
More About the Students • Most students with disabilities are not low performing students; and on the flip side, many low performing students do not have disabilities. • Finding strategies to ensure formative assessment effectively includes all students, including students with disabilities, is not a “recipe” to be applied when a given categorical label pops up, nor one that is only applied to students with disabilities. 8
Every Student Succeeds Act • Requires that all students, including students with significant cognitive disabilities have the opportunity to learn standard-based grade-level academic content. – Students with significant cognitive disabilities who participate in alternate assessments may learn grade-level content with reduced complexity and breadth and master it in different ways. 9
Every Student Succeeds Act • IEPs must be aligned to the state academic content standards for the grade level in which the student is enrolled. 10
High Expectations for All Students • IDEA and ESSA very clearly promote high expectations for academic learning and access to the general curriculum for every child, including students with significant cognitive disabilities. • Students with disabilities are learning academic skills and gaining understanding to the same content as their classmates. • Content-area standards-based learning progressions (progress maps) can guide teacher as they assist students in accessing and achieving academic standards for their grade. 11
Learning Environments • Effective learning environment and instructional decisions are made at the individual student level. • Students with disabilities do best in classrooms with a culture of learning with respect for differences and encouragement for risk-taking. • Student placement DOES NOT determine how formative assessment processes are carried out or used. Formative assessment processes are the same for all students 12
W HAT IS F ORMATIVE A SSESSMENT P RACTICE ? H OW M IGHT E DUCATORS U SE IT WITH S TUDENTS WITH D ISABILITIES ? Margaret Heritage 1 3
What is Formative Assessment Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become self- directed learners. FAST SCASS, 2017 14
Primary Goal To inform ongoing teaching and learning 15
Guiding Questions • Where am I going? Close the gap • Where am I now? Sadler, 1989 • Where to next? 16
Formative Learning Assessment Lesson status at Learning start of GAP Goal lesson 17
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Formative Assessment Practices Clear learning goals & success criteria 1 Eliciting and interpreting evidence of 2 learning while it is developing 3 Immediate and near-immediate evidence – based responses 4 Feedback to students 5 Student involvement – peer feedback and self-assessment 19
Considerations for Students with Disabilities Clear learning goals & success criteria 1 Personalize goal and criteria Use visuals Place close to students Consistent reference during learning connecting them to current state of learning 20
Considerations for Students with Disabilities Eliciting and interpreting evidence of 2 learning while it is developing Multiple ways to show thinking (different representations) Speech to text software or communication boards Setting may need to be one-on- one 21
Considerations for Students with Disabilities Immediate and near-immediate evidence – 3 based responses Scaffolding (small steps) Allocate extra time to respond to evidence Often one-on-one response 22
Considerations for Students with Disabilities Feedback to students 4 Immediate and clear Reinforces what student is doing well (relative to goal) Prompts a next step (may be a small step depending on the student) Use visuals Oriented to student self-direction (e.g., goal setting) 23
Considerations for Student with Disabilities Student involvement – peer feedback and 5 self-assessment Concrete (visuals, manipulatives) Teacher scaffolding (prompting) 24
Tier 3: • Individual instruction (IEP) Tier 3: • Intensive Special education • Additional assessment Tier 2: Targeted Tier 2: intervention • Targeted students • Needs-based learning • Additional assessment Tier 1: Standards-based Tier 1: In-process core learning for all students formative assessment ( continues at all levels) 25
FAST SCASS Definition Tiers 1, 2, 3
Additional assessment: Tiers 2 and 3
W HAT DOES F ORMATIVE A SSESSMENT LOOK LIKE IN A CTION WITH S TUDENTS WITH D ISABILITIES ? Sandra Warren 2 8
Help your students navigate their learning. • Where am I going? Close the gap • Where am I now? Sadler, 1989 • Where to next? By becoming aware of their own metacognition, students are more confident in advocating for themselves. http://www.educationandcareernews.com/learning-tools/making-meaningful-and-measurable-change-in-special-education 29
Let’s see it in action! 30
Formative Assessment Practices Clear learning goals & success criteria 1 Eliciting and interpreting evidence of 2 learning while it is developing 3 Immediate and near-immediate evidence – based responses 4 Feedback to students 5 Student involvement – peer feedback and self-assessment 31
https://www.ccsso.org/sites/default/files/2017- 12/Formative_Assessment_for_Students_with_Disabilities.pdf 32
H OW DO SEA S H ELP T EACHERS OF THE S TUDENTS WITH D ISABILITIES L EARN TO U SE F ORMATIVE A SSESSMENT P RACTICE ? Ed Roeber 3 3
How SEAs Help Teachers Learn FA • States that belong to the FAST SCASS CCSSO project have different ways in which they help teacher learn about and learn to use formative assessment (FA) practice – Print materials that describe elements of FA – Videos of teachers using FA practices in real settings – Short- or long-term learning communities/teams – Expert presentations – Online courses on components of FA 34
How SEAs Help Teachers Learn FA • States are in different places with their work on formative assessment – Some are relatively new to formative assessment and FAST SCASS (e.g., North Dakota) – Others did quite a bit in the past, but aren’t currently doing as much (e.g., ID or NC) – Some have been at it for a number of years (e.g., AZ, AR, MD, and MI) 35
How SEAs Help Teachers Learn FA – FAST SCASS Example • The FAST SCASS project has supported the creation of a guide to formative assessment – Formative Assessment Rubrics, Resources, and Observation Protocol (FARROP) (Wylie & Lyon, 2015 • Workshop materials include meeting agendas, PPTs, videos of teacher practice, and extensive scoring rubrics • Teachers can use the guide, the videos, and rubrics to examine and reflect on their use of one or more FA components 36
FARROP Learning Program • FARROP is solely for teacher use (i.e., not for use by administrators or others) for – self-reflection – use with a peer for the purpose of peer observation and feedback (live or video recorded) • These purposes are consistent with professional learning recommendations of collaboration, reflection, peer feedback and models of effective practice. 37
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