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Instructional Practices for Students Measured on the Tennessee Alternate (NCSC) Assessment
Jill Omer, Speech Language and Autism CoordinatorAlison Gauld, Behavior and Low Incidence Disabilities Coordinator
Our accountability system has two overarching objectives
2
and
Growth for all students, every year
Faster growth for those students who are furthest behind
GOAL
Ensure that students with the most significant cognitive disabilities achieve increasingly higher academic outcomes and leave high school ready for post-
secondary options
National Center and State Collaborative
College
Career
Community
CurriculumCommon Standards
Core Content ConnectorsGraduated Understandings
InstructionGrade-level Lessons
AccommodationsSystematic Instruction
AssessmentFormative
InterimSummative
4Communicative Competence
Beliefs
All students can learn and demonstrate growth (ALL means ALL) Specialized instruction (IDEA, ELL and Title) is a continuum of services (not
a place) Relationships and collaboration (tearing down silos of education) so
stakeholders will focus on decisions that are best for ALL students Responsibility and accountability in teaching and supporting ALL students Strong leadership at all levels to ensure that students are supported in the
least restrictive environment High quality professional learning empowers all stakeholders and builds
capacity for the success of ALL students
Key Goals of Special Populations
Improving Student Outcomes Prevention Intervention Achievement Outcomes
Managing Performance Effective employees at every level of the organization with a focus on
improving student outcomes.
Number of Students Within Each Eligibility Category
SLD
SLI
OHI
Students Eligible to be Assessed Using an Alternate Assessment
SLD
SLI
OHI 11%-5% of students with disabilities are most significantly
impacted. These are the students with low incidence disabilities
and/or multiple significant disabilities.
Alternate Assessment Participation Criteria
The student has a significant cognitive disability. Review of student records indicate a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for someone to live independently and to function safely in daily life.
http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf
Alternate Assessment Participation Criteria, cont.
The student is learning content linked to (derived from) the State Standards. Goals and instruction listed in the IEP for this student are linked to the enrolled grade-level standards and address knowledge and skills that are appropriate and challenging for this student.
http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf
Alternate Assessment Participation Criteria, cont.
The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. The student: (a) requires extensive, repeated, individualized instruction and
support that is not of a temporary or transient nature, and
(b) (b) uses substantially modified curriculum and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings.
http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf
Criteria Not Appropriate for Decision-Making
Disability category or label Poor attendance or extended absences Native language/social/cultural or economic difference Expect poor performance on general education assessment Academic and other services student receives Educational environment or instr. Setting Percent of time in Special Education
Criteria Not Appropriate for Decision-Making (cont.)
English language learner (ELL) status Low reading level/achievement level Anticipated disruptive behavior Impact of test scores on accountability system Administrator decision Anticipated emotional duress Need for accommodations (e.g., assistive technology/AAC)
to participate
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Timeline for Transitioning Assessments
2014-2015 school year—• Students who qualify for an alternate assessment will be given
the:– Portfolio in ELA, Math, and Science 3-8
» K-2: Locally scored and administered– High school students who have not been given the Portfolio ELA,
Math, and Science have Portfolio as an option this year• Social Studies not assessed this year
2015-2016 school year—• Eligible students:
– NCSC ELA and Math: Grades 3-8 and 11– Science and Social Studies assessments to be determined
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Changing the Assessment
https://www.youtube.com/watch?v=HX5aRzXUzJo
http://medical-dictionary.thefreedictionary.com/Normal+distribution+curve 16
Criterion-Referenced Assessment• The NCSC Assessment will be criterion-referenced• “Norms” will be decided during standards setting process after
operational administration• Standard cut scores will be calculated for individuals within the 1%
in various states after the Spring 2015 administration• The scores will fall in a normal distribution• Progress towards mastery is measured
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Portfolio Assessment
Isolated, unrelated skills are measured for a single student The student is compared to themselves Mastery of the skill is the goal
Skill mastered
Skill mastered
Skill mastered
Skill mastered
Skill mastered
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The Relationship Between the Two Mandated Assessments
TCAPNCSC
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TCAP, NCSC, and Portfolio
TCAPNCSC
Portfolio
Portfolio gave the appearance that students on the alternate assessment had mastered the assessment and were ready for TCAP
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Measuring Student Growth on NCSC
Grade 3
Grade 4
• This provides a marker from one year to the next so “1 year growth” can be determined from the measurement for that student between two school years
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Measuring Student Growth on NCSC
Grade 3
Grade 41 Year Growth
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Measuring Student Growth on NCSC
Grade 3
Grade 4
1 Year Growth
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Measuring Student Growth on NCSC
Grade 3
Grade 4
1 Year Growth
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Measuring Growth on Portfolio
The skills are very difficult to relate or compare to each other
“1 year growth” is not defined
Skill mastered
Skill mastered
Skill mastered
Skill mastered
Skill mastered
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Break
Come back ready to work in small groups for the remainder of the day
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Core Instruction
Two Guiding Beliefs: All students receive high quality core instruction Special education intervention does not replace core, but is
in addition to core instruction
What does core instruction look like for students whose current Least Restrictive Environment is determined to be outside the general education classroom?
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“Least Dangerous Assumption”
States that in the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least dangerous to the individual.
Therefore, the IEP teams should operate from the criterion of least dangerous assumption by considering the least restrictive setting, general education, first, for all students, regardless of disability, before considering more restrictive settings.
Evidence and data collected should be discussed before making the determination that a student requires a more restrictive setting at each IEP meeting (Rossetti & Tashie, 2013).
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Least Dangerous Assumption in Action
http://www.ncscpartners.org/multimedia
29
Core Instruction
The state standards guide core instruction.
If after analyzing the student data, convening an IEP team, developing goals, and considering accommodations and least restrictive environment a team determines that the LRE is outside of general education for a specific subject area(s), the special education teacher will need to ensure that the student receives core instruction that is appropriately modified and scaffolded.
To do this, we must start to break down standards and consider the skills and knowledge that a student must be taught.
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Breaking Down the Standards
Guided Practice and Discussion
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Practice Breaking Down a Standard
Work in small groups to practice:• You will need to select a student to focus on throughout
the remainder of the day• Pick up a packet of standards (provided up front) for the
student’s current grade level• Read over the grade level standards and select one to
break down into specific skills
• At least one member from each small group, please write the standard and the identified skills on a piece of chart paper so we can share out and all learn from each other
32
Share Out
College
Career
Community
CurriculumCommon Standards
Core Content ConnectorsGraduated Understandings
InstructionGrade-level Lessons
AccommodationsSystematic Instruction
AssessmentFormative
InterimSummative
33Communicative Competence
34
Communication Competence
College
Career
Community
CurriculumCommon Standards
Core Content ConnectorsGraduated Understandings
InstructionGrade-level Lessons
AccommodationsSystematic Instruction
AssessmentFormative
InterimSummative
35Communicative Competence
NCSC Communicative Competence Goal
All students have a communication system in place by Kindergarten
and are able to gain and demonstrate knowledge using that communication system
Communicative Competence
CONTEXT Emerging data showing that students who need communication support
are not receiving it. Emerging data showing that students are not developing symbolic
language across grades/years in school.
What Is Communication?
First we must understand the definition of “communication”• According to Merriam-Webster dictionary:
com·mu·ni·ca·tion noun \kə-ˌmyü-nə-ˈkā-shən\
: the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else
Footer 37
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Communication Activity
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Reflection on Activity
• What do you feel while participating in this activity?
• What did you see?• What did you hear?
Intent
MODEListener Comprehension
Successful Communication
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Language – implies standardization, rules, and symbols; implying mutual understanding by the individuals who share knowledge of the language system
Communication – implies a much broader set of output behaviors and combinations of output behaviors which may or may not be of a standardized form, but which convey intent and are understood and “readable” by the listener
Steps Towards Communication Competence
Evaluation—Formal and
Informal
Create a
system
Teach the student how to access and use
the system
Increase
language
Footer 41
Steps Towards Communication Competence
Evaluation—Formal and
Informal
Create a
system
Teach the student how to access and use
the system
Increase
language
Footer 42
43
Evaluation Formal—
• Results from formal language assessments including both receptive and expressive measures
• Results from formal speech assessments• Results from medical assessments in regards to motor, vision, and
hearing Informal—
• Results from informal progress monitoring• Observations from various settings and during various levels of
independence• File review• Interest inventories• Parent interview• OT, PT, SLP, Paraprofessional, General Education Teacher,
siblings/relatives, a new listener/observer
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Evaluation Results What does the student already communicate successfully to speakers who
know them? To unfamiliar listeners? What does the student most want to talk about? What are the student’s language, speech, and motor strengths? What does the family most need to communicate with the student about? What does the student need to do to increase independence? What is going to be a powerful factor going forward? What are the roadblocks? Who should be creating the system? Who should be progress monitoring? When do we meet again to review progress and consider next steps?
Steps Towards Communication Competence
Evaluation—Formal and
Informal
Create a
system
Teach the student how to access and use
the system
Increase
language
Footer 45
46
Create a System High Tech—For example:
• Formal electronic devices that include a purchased Alternative Augmentative Communication device (AAC)
• An iPad or tablet• A laptop• An iPhone• Think “batteries required”
Low Tech—For example:• Picture symbols • Items• Words• Think “attached with Velcro”
Steps Towards Communication Competence
Evaluation—Formal and
Informal
Create a
system
Teach the student how to access and use
the system
Increase
language
Footer 47
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Teach How to Access the System The system may appear intuitive, but this is the students first interaction
with the system. Each of the skills of access needs to be directly taught Begin with the MOST powerful reinforcers The system must be portable to be effective, teach in multiple locations Teach the adults that come into contact with the student Teach the student’s peers—they are often better administrators,
designers, and programmers than we are If the student accesses and uses it right away correctly, it is not
sophisticated enough
Steps Towards Communication Competence
Evaluation—Formal and
Informal
Create a
system
Teach the student how to access and use
the system
Increase
language
Footer 49
50
Increase Vocabulary The process is never complete Vocabulary and the access to that vocabulary needs to increase constantly
• Content vocabulary• Weekend news• Friends names, teacher names, and peers names• Current events• Topics of interest• Increasing verbs, adjectives, and adverbs• Juicy words
Additional vocabulary may increase the complexity of the system as well with additional boards, frames, increased field, etc.
Remember…
It is a constant process requiring continuous development both of the system and the student’s understanding and use of the communication system
Communication is every student’s first area of need to access curriculum
This is not a teacher student activity, it is an everyone activity
Footer 52
A Student Learning a New Communication System Can:
Symbolic Understanding & Receptive Communication, BUT
Not use Symbolic Communication expressively
Footer 53
To Do and Not to Do…
Do Repeat your question Use natural verbal reinforcers Encourage students to cue
self with signs Vary your question types Remember the student can
choose the mode- not all students are verbal!
Try to use all the modes as much as you can
Don’t Accept the first echo Forget the “why” of every
goal Use sentence starters Echo the child Use too many phonemic
prompts (they repeat it the way they hear it)
Repeat your prompt
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Daily Instruction
College
Career
Community
CurriculumCommon Standards
Core Content ConnectorsGraduated Understandings
InstructionGrade-level Lessons
AccommodationsSystematic Instruction
AssessmentFormative
InterimSummative
56Communicative Competence
57
Sample Lesson
http://www.attainmentcompany.com/early-science-curriculum
58
Group Practice
Use the work you completed earlier within your small groups to begin to develop and design 1-2 lessons for your student. Please take this time to consider: Communication competence of the student Communication skills to be taught The measurable annual goal selected Daily living or skills for independence that can be
incorporated naturally during instruction and/or intervention
Please have at least one member write their ideas on a piece of chart paper for sharing out.
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So, How Does This Link to NCSC?
How
Instructional Resource SCHEMA
Core Content Connectors
(CCC)
Wha
t
Curriculum Resource Guides
Instructional Resource Guide
State Standards
ContentModules
Graduated Understandings-Instructional Families
-Element Cards with Essential Understandings
How
Instructional Resource SCHEMA
Breaking Down the Standards
Wha
t
Curriculum Resource Guides
Best Practice & Evidence-
based Practice
State Standards
Units of Lessons/Skills
Similar Skills Within Multiple
Standards
Systematic Instructional Lessons
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Website Links and ResourcesNCSC General Information:http://www.ncscpartners.org/ https://wiki.ncscpartners.org/index.php/Main_Page
Project Summary:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC%20Project%20Description%2011-1-13.pdf
Participation Guidelines:http://ncscpartners.org/Media/Default/PDFs/Resources/NCSC_Participation_Guidelines-Nov-2013.pdf
Learner Profile: http://ncscpartners.org/Media/Default/PDFs/Resources/LCI-Project-Report-8-21-12.pdf
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Website links and Resources cont.
Standards:http://tncore.org/ ELA:http://www.tn.gov/education/standards/english.shtml Math:http://www.tn.gov/education/standards/math.shtml
Scripted Lessons:https://wiki.ncscpartners.org/index.php/Systematic_Activities_for_Scripted_Systematic_Instruction
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Website Links and Resources cont.
NCSC Commitment to Communication Competence:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC%20Commitment%20to%20Students'%20Communicative%20Competence%206-10-14.pdf
College and Career Readiness:http://www.ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSC-College-and-Career-Readiness-summary-9-10-13.pdf
65
Alison Gauld, Behavior and Low Incidence Coordinator
Jill OmerSpeech, Language and Autism Coordinator
Lori NixonDirector, Assessment Design
