1 Florida Alternate Assessment and ESE Exemptions Monica Verra-Tirado, Chief Bureau of Exceptional Education and Student Services
2 Access Points
3 A Look Back in History
4 Changing Expectations Having high expectations for students starts with examining our own beliefs and practices. Use person-first language. Say students with autism not autistic students. Speak directly to students. Use age appropriate vocabulary, topics, and inflection when talking to students. Don t use the buffer of a paraprofessional or other person assisting the student.
5 Florida: Access Points Beginning in 2006, access points became the means through which students with a significant cognitive disability have accessed the general education content found in the Next Generation Sunshine State Standards (NGSSS). Access points were developed for all standards with three complexity levels that represented a continuum of understanding (participatory, supported and independent).
6 Florida: Access Points Access courses are designed to provide students with a significant cognitive disability with access to the general curriculum. Access courses are setting neutral, which means a student working on access points can be instructed in a variety of settings, including those with same grade non-disabled peers in general education courses.
7 Florida: Access Points They address the federal requirements of Individuals with Disabilities Education Act access to the general curriculum for ALL No Child Left Behind/ESEA high expectations for ALL specified for each grade level inclusion of students with disabilities in statewide accountability systems 7
8 Why do we need new access points? Next Generation Sunshine State Standards in math and English Language Arts have been replaced with new college and career ready standards. The initial plan was for a new form of access to general education standards to be developed called Core Content Connectors (CCCs). Florida Standards were adopted by the State Board of Education in February, Given the shift to the Florida Standards, Core Content Connectors were replaced with the access points. Final edits began on the access points in February. These are now ready for use in
9 Florida: Access Points Florida Standards Access points in Science, Social Studies, Arts, PE Access points in ELA and Math Independent, Supported, Participatory Levels of Complexity Essential Understandings
10 Essential Understandings (EUs) EUs are scaffolds that disaggregate the access points to help teachers provide instruction. EUs provide a variety of entry points where a student may begin to interact with grade level content. EUs serve as benchmarks along the continuum of learning to ensure progress toward the access points. EUs are not part of the standards.
11 How can I find the new access points and essential understandings? Revised access courses containing the new standards are now posted on CPALMS as draft. Draft copies of the essential understandings were sent to ESE directors and program staff in early August. These are also posted on the ACCESS website.
12 Bethany Mathers, M.S. Program Specialist, InD - OHI - OI - TBI Bureau of Exceptional Education and Student Services (BEESS) Phone: Fax:
13 Florida Alternate Assessment
14 Demographic Information Who s Taking the Florida Alternate Assessment
15 Exceptionality of Students Taking the Florida Alternate Assessment N=21,938 OI, 463, 2% SLD, 439, 2% IND OHI, 833, 4% OTHER, 1,230, 6% ASD, 6,470, 29% IND, 12,503, 57% OTHER OHI ASD OI SLD
16 Exceptionality of Students Taking the Florida Alternate Assessment - Other N=1,230 SI, 9 DSI, 19 TBI, 107 Missing, 138 LI, 201 DHH, 141 HH, 262 EBD, 290 VI, 63
17 Percent of Students by Exceptionality 2013 and IND OI Other ASD SLD OHI
18 FAA Participation 2008 thru 2014 A Historical Look
19 Number of Students by Performance Level Reading N=21, Level 1 Level 2 Level 3 Levels 4-6 Levels
20 Number of Students by Performance Level Math N=21, Level 1 Level 2 Level 3 Levels 4-6 Levels
21 Number of Students by Performance Level Writing N= 8, Level 1 Level 2 Level 3 Levels 4-6 Levels 7-9
22 Number of Students by Performance Level Science N=8, Level 1 Level 2 Level 3 Levels 4-6 Levels 7-9
27 1.4% 1.2% 1.3% 1.2% 1.3% 1.2% 1.0% 0.87% 0.92% 0.82% 0.87% 0.8% 0.6% 0.4% 0.2% 0.0% RDG MATH % Population Taking FAA % Proficient (of Total Pop)
28 1% Cap Under the Elementary and Secondary Education Act (ESEA), states have the flexibility to count the proficient scores of students with significant cognitive disabilities who take an alternate assessment as long as the number of those proficient scores does not exceed one percent of all tested students.
29 How is the 1% calculated? 1 % = Total Enrollment in tested grades Example: School A has 2,884 students enrolled in tested grades. 2, = 28.8% = 29 Students
30 Steps to 1% waiver District submits a request to our office by the deadline with one or more of the following: Explanation of circumstances Data showing the number of students taking FAA by exceptionality Complete description of the high-quality, research-based programs for SWCD Data showing movement of students with the SWCD from other districts and states Data confirming that the district houses a multi-district program for students with the most significant cognitive disabilities.
31 Waiver Consideration Multi-district programs Very small where a slight change equals BIG change in % High Quality, research-based programs
32 Florida Alternate Assessment Error Report Spring State Summary
33 Answer Sheet Errors 402 Total Errors Three main errors that can impact scoring and student results Total number of students impacted (380) Incomplete Academic Area (N=269; 67% of all errors) One or more items was left blank Too Many Marks (N=71; 18% of all errors) More than one bubble was completed for a specific item Incorrect Academic Area (N=62; 15% of all errors) An incorrect area was completed for a student s grade-level (i.e., Writing for a 5 th grader, Reading for a 11 th grader)
34 19 Districts Had Zero Report Errors Baker Calhoun Clay Gulf Hamilton Henry Holmes Indian River Jefferson Lafayette Lee Levy Liberty Marion Nassau Okeechobee Union Wakulla FSDB
35 Districts With Errors Less Than/Equal to State Average (1.7%) Putnam.6 Osceola.6 Highlands.8 Santa Rosa.8 Escambia.9 Polk.9 Hillsborough 1.1 Bay 1.2 Flagler 1.3 Martin 1.3 Gadsden 1.3 Citrus 1.3 Monroe 1.5 Leon 1.6 Orange 1.6 Brevard 1.7 Seminole 1.7 Okaloosa 1.7 Dade 1.7
36 Improvement for 2015 FAA Administration Reduce Scoring Errors by 50% 100% Districts complete online verification process Alignment of SWD enrolled in ACCESS courses and participate in the FAA
37 Safeguards to Decrease Errors School scoring sheet review checklist. Additional attention to problematic errors to be included in TTT and in the TAM. Districts being notified of missing answer sheets in a timely fashion.
38 Important Dates Practice Materials and Manuals ship to districts the week of September 29, 2014 Braille/Tactile Graphic ship to districts week of September 29, 2014 Request for one-sided and Braille materials for Spring assessment September 8 October 10, 2014 *Note: The designated contact person to receive test materials will be notified when the window to order One-sided/Braille materials is open
39 Important Dates Florida Alternate Assessment Spring 2015 Testing Schedule Materials arrive in districts between February 20, and February 25, 2015 Student testing window Monday, March 2 Wednesday, April 8, 2015 Materials returned TO BE SCORED No later than Friday, April 10, 2015
40 Angela Nathaniel Bureau of Exceptional Education and Student Services
41 ESE Exemptions
42 Extraordinary Exemption Pursuant to Section , F.S., a student with a disability mat be eligible for an extraordinary exemption from testing under certain circumstances, or if they have certain conditions.
43 Exemptions from Assessment Extraordinary Exemption Medically Complex Exemption
44 Extraordinary Exemption Circumstance means a situation in which accommodations allowable for use on the statewide standardized assessment are not offered to a student during the current year s assessment administration due to technological limitations in the testing administration program. This would lead to results that reflect the student s impaired sensory, manual, or speaking skills rather than the student s achievement of the benchmarks.
45 Extraordinary Exemption Condition means an impairment, whether recently acquired or longstanding, which affects a student s ability to communicate in modes deemed acceptable for statewide assessments, even if appropriate accommodations are provided. This would create a situation in which the results would reflect the student s impaired sensory, manual, or speaking skills rather than the student s achievement of the benchmarks.
46 Extraordinary Exemption The IEP team, which must include the parent, may submit to the district school superintendent a written request for an extraordinary exemption at any time during the school year, but no later than sixty (60) calendar days before the first day of the administration window of the statewide standardized assessment for which the request is made.
47 Extraordinary Exemption A written description of the student s disabilities, including a specific description of the student s impaired sensory, manual or speaking skills; the most recent evaluation data; if available, results of the most recent administration of statewide standardized assessments; the circumstance s or condition s effect on the student s participation in statewide standardized assessments.
48 Extraordinary Exemption Written evidence that the student has had the opportunity to learn the skills being tested; the student has been provided appropriate instructional accommodations; the student has had the opportunity to be assessed using the instructional accommodations on the student s IEP which are allowable in the administration of a statewide standardized assessment; the student has a circumstance or condition as defined.
49 Medical Complexity Exemptions A child with a medical complexity means a child who, based upon medical documentation from a physician licensed under chapter 458 or chapter 459, is medically fragile and needs intensive care.
50 Medical Complexity Exemptions May be considered for a student who has a congenital or acquired multisystem disease; has a severe neurological or cognitive disorder with marked functional impairment; is dependent on technology for activities of daily living; and lacks the capacity to take or perform on an assessment.
51 Medically Complex Exemptions If the parent consents in writing, and the student s IEP team determines that the student should not be assessed based on medical documentation that confirms that the student meets the criteria of being medically complex, the parent may select one of the following assessment exemptions options: (a) A one year exemption approved by the district superintendent (b) A one, two or three year or permanent exemption approved by the Commissioner of Education
52 Medically Complex Exemptions For all students approved by the district superintendent for a one year exemption, the following information must be reported to the Commissioner of Education beginning June 1, 2015, and each June 1 thereafter: The total number of students for whom a one year exemption has been granted by the superintendent For each student receiving an exemption, the student s name, grade level and the specific statewide standardized assessment(s) from which the student was exempted.
53 Medically Complex Exemptions For one, two or three year or permanent exemption approved by the Commissioner of Education, the following information must be submitted to the Commissioner of Education no later than sixty (60) calendar days before the first day of the administration window of the statewide standardized assessment for which the request is made.
54 Medically Complex Exemptions The name, address and phone number of the student s parent; Documentation of parental consent for the exemption; Documentation of the superintendent s approval of the exemption; Documentation that the IEP team considered and determined that the student meets the definition of medically complex as defined in (1) of this rule; and Medical documentation of the student s condition as determined by a physician licensed in accordance of chapter 458 or chapter 459, F.S.
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