 |
 |
 |
 |
||
 |
 |
 |
|
||
 |
|
||||
 |
 |
|
|||
 |
|
||||
 |
|
||||
| |
|
|
|
||
| |
|
|
|
||
| |
|
||||
| |
|
|
|||
| |
|
||||
| |
|
||||
Introduction to Alternate Assessments
by Nancy Arnold
State assessment programs provide one method of determining student academic achievement. The Washington State Assessment System provides accountability for program and educational opportunities for all students. Alternate assessment for students with significant cognitive disabilities, as part of Washington's assessment program, ensures a unified system, program, and student accountability linked to the common core of learning within the general curriculum. The Washington Alternate Assessment System process was developed by the Washington Alternate Assessment Task Force and expanded by Advisory Panels in response to the following requirement in the Individuals with Disabilities Education Act 1997 (IDEA): "The State has established goals for the performance of children with disabilities in the state that . . . are consistent, to the maximum extent appropriate, with other goals and standards for children established by the state." It was toward fulfillment of this requirement that alternate assessments are based on Washington's Essential Academic Learning Requirements (EALRs) in the content areas of Communication, Reading, Writing, Mathematics, and Science.
The Washington Alternate Assessment System (WAAS) is a portfolio assessment designed for a very small percentage of the total school population for whom traditional assessments, even with accommodations, would be an inappropriate measure of progress. The state has developed Guidelines for IEP Teams in Determining WASL Assessment Options to help select the appropriate assessments for students in special education programs: WASL, WASL with accommodations, or WAAS portfolio. These guidelines can be accessed at the following web page: www.k12.wa.us/SpecialEd/assessment.aspx.
The basic building block of the WAAS portfolio assessment is evidence of the student's work. Each of the entries in the portfolio documents two dimensions of learning: progress on IEP skills linked to the EALRs and student generalization of those skills. Evidence of the student's work demonstrates participation in and progress toward those IEP goals that are aligned to state standards (EALRs). In this way, evidence of progress on IEP skills linked to the EALRs can measure progress on state goals and standards. Student generalization of skills evidence shows the extent to which a student can demonstrate the IEP skill linked to EALRs in the following ways:
- Use of appropriate modifications/adaptations, supports, or assistive technology to demonstrate all that the student knows and is able to do.
- A variety of settings and contexts in which the student is able to use learned skills. These places can include the classroom, other areas of the school, community settings, and home.
- Interaction with non disabled peers and others during IEP activities for the purpose of developing social relationships to enrich his or her life.
- Use of self-determination skills in planning, monitoring, and evaluating IEP skill activities.
The inclusion of students with disabilities in the assessment and accountability system is critical to ensure appropriate allocation of resources and learning opportunities for these students. Federal legislation and regulations for the Elementary and Secondary Education Act (ESEA) and IDEA require states to report results for all students assessed using general assessments and alternate assessments relative to the same grade level academic content and achievement standards. The Office of Superintendent of Public Instruction has set four levels of performance using alternate achievement standards for students with the most significant cognitive disabilities who participate in the WAAS portfolio. WASL and WAAS results for students in special education programs can be found at the School Report Card web page: http://reportcard.ospi.k12.wa.us/. This web page also links to accountability data (AYP) for schools, districts and the state.
Frequently Asked Questions
1. What is an alternate assessment?
An alternate assessment is a way to measure the performance of students with disabilities who are unable to participate in general large-scale assessments used by districts or states. The Washington Alternate Assessment System consists of a portfolio assessment linked to the IEP and aligned to the Essential Academic Achievement Standards.2. Who should participate in alternate assessments?
Alternate assessments are designed for a small number of students with significant disabilities who are unable to participate in general large-scale assessments, even with accommodations. Only a small percentage of students with disabilities should participate in alternate assessments; most students should participate in general state or district assessments with accommodations as needed. Because the expectations that educators and parents hold for students with disabilities vary, it is critical that clear guidelines be used to decide who participates in alternate assessment systems. This decision should not be based on which students are expected to perform poorly on the WASL.3. What should be assessed?
Alternate assessments need to be aligned with the general curriculum academic content standards set for all students, and should cover the broad content areas (communication, reading, writing, mathematics, and science) assessed in the general assessment (WASL) at each grade level.5. How are students in special education programs included in the state accountability system?
The results of WASL and WAAS for continuously enrolled students in special education programs are combined to determine the denominator for the special education subgroup in Adequate Yearly Progress (AYP) calculations. The numerator is determined by adding the number of proficient WASL students with the number of proficient WAAS students. WAAS portfolio performance is included in several categories of AYP calculations: all students, ethnic group and students in special education. Students in special education programs are also included in AYP calculations for participation rate, unexcused absences, and high school graduation rates. You view state AYP results at the following web page: http://reportcard.ospi.k12.wa.us/Reports/AYP.aspx?schoolId=1&reportLevel=State
Nancy Arnold is Alternate Assessment Specialist, Office of State Superintendent of Public Instruction for the State of Washington. She has been in her current position at OSPI for the past four years. She implements the statewide alternate assessment for the WASL as well as administers testing accommodations policies for all state assessments. She also supervises several research projects on assessments and use of testing accommodations, both at state and national levels. She is currently a doctoral candidate at the University of Washington in the field of school district leadership. Her doctoral dissertation is focused on examining the consequential validity of implementing the alternate assessment portfolio. Formerly, she served as the language arts specialist at the ESD 113 regional learning and assessment center while teaching for the Elma School District. She has taught community college students, literacy volunteers and adult non-readers, general education students, and students in special education programs during her twenty-eight year career in education.
For more information about alternate assessments, please contact:
Nancy Arnold
Alternate Assessment Specialist
Office of Superintendent of Public Instruction
360-725-6089
FAX 360-586-2728
narnold@ospi.wednet.edu
This article is in the public domain and can be freely copied and used in trainings as handouts at parent and community meetings, and in creating your school or district programs. (Please cite all sources of materials you use.)
This information is provided by:
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu
You
are here: