The new NCLB regulations released in April detail the newest form of alternate assessment. In sum, the government now allows states to report up to 2 percent of their annual Annual Yearly Progress data based on student performance on a modified version of the grade-level assessments in reading and math. By 2011, this will include science as well.
Currently, most states have general assessments (those “bubble tests” we’re all so familiar with) and some form of an alternate assessment for students who are unable, due to significant disabilities of a variety of sorts, to sit for these tests. Alternate assessments generally involve some sort of evidence collection to support a school’s conclusion as to whether a student with a disability is proficient in reading or math when his or her performance is judged against grade-level academic content standards. Based on current law, 1 percent of student AYP data from these alternate assessments may be reported as part of NCLB’s requirements.
As I’ve written about previously, I’ve been involved in a major consortium study, the first aspect of which was an examination of the validity six states’ alternate assessments. The second aspect of the consortium was a study of how to modify existing grade-level test items to increase their accessibility to students for whom the general assessment may not be valid but who are not eligible for the alternate assessment. On July 12-14, the consortium convened in Wyatt for a 3-day working session to modify existing test items. Essentially, the purpose was to create a test that we will look at experimentally. One of the primary questions will be to ask whether our “modified” test items are more accessible for students with disabilities. Additionally, we will plan to examine whether conclusions based on the modified items are as reliable as those drawn from scores on the original items.
This was my first experience leading a group of teachers and education professionals on the seemingly monumental task of changing test items to allow children with disabilities to really “show what they know”. It was, at times, an arduous process, but overall it was a terrific weekend. As always, I’ll keep you all posted on how this and our other related projects progress in the near future.
-Peter Beddow
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