NCSA 2018 Annual Conference WWW.KOPPT.CN www.koppt.cn Texas - PowerPoint PPT Presentation

NCSA 2018 Annual Conference WWW.KOPPT.CN www.koppt.cn Texas A&M University Luxi Feng Center for Assessment Chris Domaleski

www.koppt.cn www.koppt.cn Discussion Background Methods Results • Descriptive Information • Conclusions • Research Purpose • Students with Cognitive of Performance Level • Future Directions • Methodology Disabilities Descriptors • Alternate Assessment based • Research Questions • Example of Analyses: on Alternate Achievement NCSC and CAA Standards (AA-AAS) • Performance Level and Performance Level Descriptors

Background www.koppt.cn www.koppt.cn • Students with Cognitive Disabilities • Alternate Assessment based on Alternate Achievement Standards (AA-AAS) • Performance Level and Performance Level Descriptors

Students with Cognitive Disabilities (SCD) • Disability Categories Participation in proficiency • i ntellectual disabilities; autism… assessments: • • General assessment without Communication www.koppt.cn www.koppt.cn www.koppt.cn accommodations • symbolic communication • General assessment with • evidence of receptive communication accommodations • The majority of SCDs do not have impairments • Alternate assessment of vision, hearing, and/or motor. • Academic Skills • basic level of reading and math (based on the report of data from NCSC’s 2015 assessment)

Alternate Assessment for Alternate Academic Achievement Standards (AA-AAS) • All students participate in assessments that measure student achievement on grade- level content standards (based on the Every Student Succeeds Act , the Elementary and Secondary Education Act , and Individuals with Disabilities Education Act ). • “ same but different ” www.koppt.cn www.koppt.cn www.koppt.cn • same grade-level content standards but different achievement standards • Assess the grade-level content with reduced depth, breadth, and complexity than regular assessments • Provide a different definition of what and how much students are expected to know and be able to do as outcomes of progress • 1% participation cap and school accountability

Performance Learning Performance Level Progression Level Descriptor (PLD) www.koppt.cn www.koppt.cn www.koppt.cn • “…outline the knowledge, skills, and • Policy PLD • Extending growth practices that students performing at models developed • Range PLD any given level achieve in each for general content area at each grade level.” • Target PLD • “…give educators and parents further assessment to AA- framework to what students in a score AAS is insufficient. • Reporting PLD range are able to do and know, and to (Domaleski & Hall, 2016) show progression of skills development within and across grades.” ( by ACT)

Methods www.koppt.cn www.koppt.cn • Research Purpose • Methodology • Research Questions

To understand the hypothesized Previous research on (AA-AAS) learning progression through PLD focused on conceptual examining AA-AAS ELA PLD and theoretical perspectives. documentation Reading as the foundation of • Thematic analysis other subject-mattered learning • Document analysis www.koppt.cn www.koppt.cn www.koppt.cn Descriptive results on AA-AAS 1. What are the general features of AA- ELA PLD documentation AAS PLD for ELA? 2. Example of analyses: National Center and State Collaborative (NCSC) and Analytic results on NCSC and California Alternate Assessments (CAA) CAA AA-AAS ELA PLD 3. How do ELA PLD reflect expected documents learning progression?

Results www.koppt.cn www.koppt.cn • Descriptive Information of Performance Level Descriptors • Example of Analyses: NCSC and CAA • ELA Constructs • Text Complexity • Cognitive Complexity • Textual Elements

Descriptive Information Part 1 A summary of ELA PLD characteristics of all the types of AA-AAS www.koppt.cn www.koppt.cn www.koppt.cn Example of Analyses: NCSC Part 2 and CAA • ELA Constructs • Text Complexity • Cognitive Complexity • Textual Elements

PLD by States and Consortia NCSC ( n =13) Arizona, Arkansas, Connecticut, Idaho, Maine, Maryland, Montana, Rhode Island, South Dakota, Tennessee, Washington DC, US Virgin Island, PAC-6 DLM Integrated ( n =5) Iowa, Kansas, Missouri, North Dakota, Vermont www.koppt.cn www.koppt.cn www.koppt.cn DLM Year-end ( n =11) Alaska, Colorado, Illinois, New Hampshire, New Jersey, New York, Oklahoma, Pennsylvania, Utah, West Virginia, Wisconsin State-specific ( n =18) California, Delaware, Florida, Georgia, Hawaii, Louisiana, Michigan, Minnesota, Nebraska, New Mexico, North Carolina, Ohio, Oregon, South Carolina, Texas, Virginia, Washington, Wyoming Under development ( n =6) Alabama, Indiana, Kentucky, Massachusetts, Mississippi, Nevada

PLD by Numbers of Performance Levels www.koppt.cn www.koppt.cn www.koppt.cn 3 Levels 4 Levels 5 Levels n =10 n=3 n =7 NCSC, DLM Integrated, California, Florida, North Carolina, Ohio, Wyoming DLM Year-end, Delaware, Louisiana, Michigan, Hawaii, Minnesota, New Nebraska, Texas, Virginia Mexico, Oregon, South Carolina, Washington

PLD by Framework Types NCSC New Mexico 01 Policy PLD DLM Integrated North Carolina n =9 DLM Year-end Oregon California South Carolina California Hawaii Texas Delaware www.koppt.cn www.koppt.cn www.koppt.cn Louisiana Virginia Florida Minnesota Washington Michigan Nebraska Wyoming North Carolina New Mexico Ohio Oregon 02 Reporting PLD South Carolina n =15 Virginia

Descriptive Information Part 1 A summary of ELA PLD characteristics of all the types of AA-AAS www.koppt.cn www.koppt.cn www.koppt.cn Example of Analyses: NCSC Part 2 and CAA • ELA Constructs • Text Complexity • Cognitive Complexity • Textual Elements

ELA Constructs • Reading comprehension • Vocabulary www.koppt.cn www.koppt.cn www.koppt.cn • Accurate word recognition

Text Complexity • Grade- & age-appropriate texts • RSVP by ACT • Relationships • Richness www.koppt.cn www.koppt.cn www.koppt.cn • Structure • Style • Vocabulary • Purpose

Cognitive Complexity Bloom’s Taxonomy Depth of Knowledge Hess Rigor Matrix www.koppt.cn www.koppt.cn www.koppt.cn

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Textual Elements • Main ideas • Supporting details • Relationships www.koppt.cn www.koppt.cn www.koppt.cn • Vocabulary • Generalization and conclusion • Other (e.g., inference, literary elements) (based on ACT)

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Discussion www.koppt.cn www.koppt.cn • Conclusions • Future Directions

Same but Different Assessment & Instruction • Using alternate assessments, Summative and formative students with cognitive disabilities assessment as an integration • are assessed with reduced depth, Connections between instruction breadth, and complexity of the and assessments • achievement standards, which is Differentiated instruction and reflected by the AA-AAS PLDs. individualized instructional needs www.koppt.cn www.koppt.cn www.koppt.cn • Teacher education Learning Progression Future Directions A refined procedure in regard to • Implementation of the findings text complexity and cognitive • Comparison with other sets of AA- complexity has been identified by AAS PLDs PLDs across performance levels • Comparison with general as well as grade levels. assessments Main Ideas Details & Reasoning • Information for teachers, parents, and students aside from PLDs