1 1% and reallocation applications – what are they? peggy dutcher michigan department of education...

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1% and Reallocation 1% and Reallocation Applications – What are Applications – What are

They?They?

Peggy DutcherPeggy DutcherMichigan Department of EducationMichigan Department of Education

Assessment for Students with Disabilities Assessment for Students with Disabilities ProgramProgram

Sessions 41 & 47Sessions 41 & 47

2222

Confused?Confused?

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1% Regulation Quiz1% Regulation Quiz

1.1. What percent of students with What percent of students with disabilities should be included in disabilities should be included in the state assessment system?the state assessment system?

A. 75%A. 75%

B. 95%B. 95%

C. 100%C. 100%

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2. What happens if a student uses 2. What happens if a student uses nonstandard accommodations that nonstandard accommodations that cause the test to be invalid?cause the test to be invalid?

A. the student is considered as A. the student is considered as participatingparticipating

B.B. the student is considered not the student is considered not assessedassessed

C. the student needs to retestC. the student needs to retest

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3. What are alternate achievement 3. What are alternate achievement standards?standards?

A. different content standardsA. different content standards

B. different complexity for performance B. different complexity for performance standardsstandards

C. different assessmentC. different assessment

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4. Who is eligible to participate in 4. Who is eligible to participate in alternate assessments based on alternate assessments based on alternate achievement standards?alternate achievement standards?

A. only students with significant A. only students with significant cognitive disabilitiescognitive disabilitiesB. only students with the eligibility B. only students with the eligibility category of cognitively impairedcategory of cognitively impairedC. only students with severe cognitive C. only students with severe cognitive impairment impairment

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5. How does the Title 1 regulation 5. How does the Title 1 regulation authorizing alternate authorizing alternate achievement standards affect the achievement standards affect the IEP Team decisions about IEP Team decisions about appropriate assessments?appropriate assessments?A. responsibility is unchangedA. responsibility is unchangedB. responsibility is modifiedB. responsibility is modifiedC. responsibility is changedC. responsibility is changed

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6. The 1% cap is 1% of what 6. The 1% cap is 1% of what student population enrolled in the student population enrolled in the grades assessed?grades assessed?

A. Special educationA. Special education

B. General educationB. General education

C. Both A and BC. Both A and B

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7. Does the 1% cap limit access of 7. Does the 1% cap limit access of the students with disabilities to the students with disabilities to alternate assessments based on alternate assessments based on alternate achievement standards?alternate achievement standards?

A. YesA. YesB. NoB. No

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8. Does the 1% cap apply to each 8. Does the 1% cap apply to each school building?school building?

A. YesA. Yes

B. NoB. No

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9. Can a state grant an exception 9. Can a state grant an exception to an LEA/ISD to exceed the 1% to an LEA/ISD to exceed the 1% cap?cap?

A. NoA. No

B. YesB. Yes

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10. Does the 1% cap put 10. Does the 1% cap put specialized and small schools at a specialized and small schools at a disadvantage?disadvantage?

A. YesA. Yes

B. NoB. No

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11. If an LEA receives an exception, 11. If an LEA receives an exception, how often must it reapply for that how often must it reapply for that exception?exception?

A. every yearA. every year

B. every two yearsB. every two years

C. it dependsC. it depends

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12. Does the state have a 1% cap?12. Does the state have a 1% cap?

A. YesA. Yes

B. NoB. No

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13. Does the 1% cap apply only to 13. Does the 1% cap apply only to LEAs in which the “students with LEAs in which the “students with disabilities: subgroup exceeds the disabilities: subgroup exceeds the State’s minimum group size?State’s minimum group size?

A. YesA. Yes

B. NoB. No

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14. What additional responsibilities does 14. What additional responsibilities does an LEA have in connection with the use an LEA have in connection with the use of alternate achievement standards?of alternate achievement standards?

A. managing its IEP Teams decisionsA. managing its IEP Teams decisions

B. making sure schools limit the B. making sure schools limit the number of students taking alternate number of students taking alternate assessmentsassessments

C. none, it is an IEP Team decisionC. none, it is an IEP Team decision

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15. What is used to calculate NCLB 15. What is used to calculate NCLB participation rates?participation rates?

A. number of students enrolled in the A. number of students enrolled in the district for a full academic yeardistrict for a full academic yearB. number of students enrolled during B. number of students enrolled during the assessment windowthe assessment windowC. number of students taking MEAP C. number of students taking MEAP and MI-Accessand MI-Access

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16. What is used to calculate NCLB 16. What is used to calculate NCLB proficiency rates for AYP?proficiency rates for AYP?

A. number of students enrolled in the A. number of students enrolled in the district for a full academic yeardistrict for a full academic yearB. number of students enrolled during B. number of students enrolled during the assessment windowthe assessment windowC. number of students taking MEAP C. number of students taking MEAP and MI-Accessand MI-Access

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Computing the District 1% CapComputing the District 1% Cap

100 150100100100100

100

3rd 4th 5th 6th 7th 8th

11th

Total Number of Students enrolled in grades assessed = 750

20202020

Computing the District 1% CapComputing the District 1% Cap

750 x 1% = 7.5

District 1% cap is 7

21212121

Applying the 1% CapApplying the 1% Cap

100 150100100100100

3rd 4th 5th 6th 7th 8th

District Cap = 6 students for

elementary and middle school

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Applying the 1% CapApplying the 1% Cap

100

11th

District Cap = 1 student for grade

11If all 6 students are not needed for grades 3-8, the balance can be applied to grade 11.

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Exception to the 1% Exception to the 1% CapCap

2007 District Application for an 2007 District Application for an Exception to the 1% Cap onException to the 1% Cap on

Students Proficient Using Students Proficient Using Alternate Achievement Alternate Achievement

StandardsStandards

(Grades 3-8 and 11)(Grades 3-8 and 11)

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Exception to the 1% CapException to the 1% Cap

All of the current MI-Access assessments All of the current MI-Access assessments (Participation, Supported Independence, (Participation, Supported Independence, and Functional Independence) are based and Functional Independence) are based on alternate achievement standards and on alternate achievement standards and therefore fall under the 1% cap therefore fall under the 1% cap regulation.regulation.

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NCLB Alternate Achievement NCLB Alternate Achievement Standards for Students with the Standards for Students with the Most Significant Cognitive Most Significant Cognitive Disabilities - Non Regulatory Disabilities - Non Regulatory GuidanceGuidance

7 safeguards to ensure proper 7 safeguards to ensure proper inclusion of students with significant inclusion of students with significant cognitive impairment in state cognitive impairment in state assessmentassessment

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• Explanation of circumstances leading to Explanation of circumstances leading to more than 1% of enrolled students more than 1% of enrolled students being administered the MI-Access being administered the MI-Access assessments. Please describe any assessments. Please describe any center, regional, or special programs center, regional, or special programs that lead to students coming from other that lead to students coming from other districts to attend programs in the districts to attend programs in the district. district. Please be specific.Please be specific.

• Data showing incidence rate of students Data showing incidence rate of students who were administered the MI-Access who were administered the MI-Access assessments.assessments.

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Example Data for Question 2Example Data for Question 2

CI SLD EI OHI HI VI

FI SI P FI SI P FI SI P FI SI P FI SI P FI SI P

Grade

3

4

5

6 7 3 1 2

7 2 1 1

8 5 2 1 2

11

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• Please describe 1) the guidelines Please describe 1) the guidelines used by IEP teams to determine used by IEP teams to determine when a child should be administered when a child should be administered the MI-Access assessments, which the MI-Access assessments, which are based on alternate achievement are based on alternate achievement standards and 2) how IEP Teams standards and 2) how IEP Teams were trained to apply the guidelines. were trained to apply the guidelines.

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• Describe how parents are informed that their child will be assessed based on alternate achievement standards, including information about the implications of participation in the alternate assessment if the district has identified consequences for students based on assessment results (e.g., passing an assessment is a requirement for graduation).

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Exception to the 1% CapException to the 1% Cap• Documentation that describes how Documentation that describes how

students administered the MI-Access students administered the MI-Access assessments are included, to the extent assessments are included, to the extent possible, in the general curriculum and possible, in the general curriculum and assessments aligned with that curriculum.assessments aligned with that curriculum.

• Describe efforts taken by the district to Describe efforts taken by the district to develop, disseminate information on, and develop, disseminate information on, and promote use of appropriate instructional promote use of appropriate instructional and and assessment accommodations.assessment accommodations.

31313131


• Describe efforts taken to ensure Describe efforts taken to ensure teachers and other staff know how to teachers and other staff know how to administer assessments, including administer assessments, including appropriate use of accommodations, appropriate use of accommodations, such as professional development or such as professional development or guidance documents used.guidance documents used.

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Example of Poor EvidenceExample of Poor Evidence

• Describe efforts taken by the district to Describe efforts taken by the district to develop, disseminate information on, develop, disseminate information on, and promote use of appropriate and promote use of appropriate instructional instructional and and assessment assessment accommodations.accommodations.

Trainings have been conducted with staff Trainings have been conducted with staff on the extended grade level content on the extended grade level content expectations and extended benchmarks. expectations and extended benchmarks. Staff have also been trained in all phases Staff have also been trained in all phases of MI-Access.of MI-Access.

**Accommodations not addressed****Accommodations not addressed**

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Example of Good EvidenceExample of Good Evidence

• Describe efforts taken by the district to develop, disseminate information on, and promote use of appropriate instructional and assessment accommodations.

Our special education service unit provides annual training to Our special education service unit provides annual training to

ensure all special education teachers know and understand ensure all special education teachers know and understand appropriate instructional and assessment accommodations. appropriate instructional and assessment accommodations. These accommodations are implemented not only for the State These accommodations are implemented not only for the State MEAP/MI-Access assessment but in the general education daily MEAP/MI-Access assessment but in the general education daily instructional practices, as well. In addition, our MEAP/MI-Access instructional practices, as well. In addition, our MEAP/MI-Access director provides additional training prior to the testing window director provides additional training prior to the testing window to disseminate and review the test administrator’s manual to to disseminate and review the test administrator’s manual to ensure understanding of proper procedures and allowable ensure understanding of proper procedures and allowable accommodations.accommodations.

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• Explanation of circumstances leading to more Explanation of circumstances leading to more than 1% of enrolled students being than 1% of enrolled students being administered the MI-Access assessments. administered the MI-Access assessments. Please describe any center, regional, or Please describe any center, regional, or special programs that lead to students special programs that lead to students coming from other districts to attend coming from other districts to attend programs in the district. programs in the district. Please be specific.Please be specific.

Student 1 – moved before the second count day to John Doe Public SchoolsStudent 1 – moved before the second count day to John Doe Public Schools Student 2 – AutisticStudent 2 – Autistic Student 3 – AutisticStudent 3 – Autistic Student 4 – AutisticStudent 4 – Autistic Student 5 – EIStudent 5 – EI Student 6 – EIStudent 6 – EI

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• Explanation of circumstances leading to more than 1% of enrolled students being administered the MI-Access assessments…

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John Doe Intermediate School District provides center-based classroom options for local districts. Three Early Childhood Special Education classrooms provide programming for students age 3-6. Seven classrooms offer instruction for students age 7-26 with programming aligned with the Supported Independence and Participation curriculums. These classrooms are designed for students who have, or function as if they have a moderate to severe cognitive impairment or multiple impairments. Four classrooms are intended for students whose behavior is so extreme; the general education setting no longer supports their intense aggressive behavioral needs. One classroom is designed to meet the needs of students with hearing impairments.

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If a district applies for an exception to If a district applies for an exception to the 1% cap the 1% cap andand the district has a the district has a number of students who were number of students who were administered the MI-Access Functional administered the MI-Access Functional Independence assessments and had Independence assessments and had scores suppressed, you scores suppressed, you ALSOALSO need to need to complete the complete the 2007 District Application 2007 District Application to Request Reallocation of Functional to Request Reallocation of Functional Independence Suppressed Scores.Independence Suppressed Scores.

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If your district only has MI-Access If your district only has MI-Access Participation and Supported Participation and Supported Independence students ONLY the Independence students ONLY the Exception to the 1% Cap Exception to the 1% Cap Application needs to be Application needs to be submitted.submitted.

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If Application for an Exception to the 1% Cap is Approved:

– It is not good forever– 1% regulations requires the state to

have districts apply periodically

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Reallocation FormReallocation Form

2007 District Application to Request Reallocation of

Functional Independence Suppressed Scores

(Grades 3-8 and 11)

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Steps for Determining Steps for Determining Preliminary AYPPreliminary AYP

Step 1Step 1: The MI-Access Participation and : The MI-Access Participation and Supported Independence Supported Independence proficientproficient scores are all counted for students scores are all counted for students who have been in the district FAY who have been in the district FAY (Full Academic Year). If the district did (Full Academic Year). If the district did not exceed the 1% cap the not exceed the 1% cap the proficientproficient Functional Independence score were Functional Independence score were reviewed. reviewed.

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Reallocation of Reallocation of FI Suppressed ScoresFI Suppressed Scores

All students who were All students who were administered the Functional administered the Functional Independence assessments Independence assessments will will be counted as be counted as participantsparticipants when when calculating the NCLB participation calculating the NCLB participation rates for the building and district. rates for the building and district.

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Step 2:Step 2: The fall 2006 SRSD submission The fall 2006 SRSD submission information for grades 3-8 and the spring 2007 information for grades 3-8 and the spring 2007 SRSD submission information were used by the SRSD submission information were used by the MDE to suppress proficient Functional MDE to suppress proficient Functional Independence scores of students in the Independence scores of students in the following special education categoriesfollowing special education categories

Specific Learning Disability (SLD or LD)Specific Learning Disability (SLD or LD) Speech and Language Impairment (SLI)Speech and Language Impairment (SLI) Emotional Impairment (EI)Emotional Impairment (EI) Physical Impairment (PI)Physical Impairment (PI) Otherwise Health Impaired (OHI)Otherwise Health Impaired (OHI)

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Step 3:Step 3: Of the remaining Functional Of the remaining Functional Independence scores, the MDE started Independence scores, the MDE started with the lowest proficient score and with the lowest proficient score and “counted up” until all the eligible “counted up” until all the eligible Functional Independence proficient Functional Independence proficient scores were used or the 1% cap was scores were used or the 1% cap was reached.reached.

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After the three-step process has been After the three-step process has been applied, the MDE allows flexibility in applied, the MDE allows flexibility in cases where there is an impact on the cases where there is an impact on the school or district making AYP. school or district making AYP.

For example, districts may request For example, districts may request reallocation of the students' proficient reallocation of the students' proficient scores that were suppressed by the scores that were suppressed by the three-step process for buildings within three-step process for buildings within the district. the district.

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The Present Level of Academic and The Present Level of Academic and Functional Performance (PLAFP) from the Functional Performance (PLAFP) from the IEP of IEP of each each student for whom this student for whom this application is being submitted is the only application is being submitted is the only piece of piece of required documentationrequired documentation. .

47474747


Examples of additional evidence that Examples of additional evidence that may may be submitted for review include:be submitted for review include:

Transition PlansTransition Plans Standardized Assessment ScoresStandardized Assessment Scores Adaptive behavior profilesAdaptive behavior profiles Individual or district-wide Individual or district-wide

assessment scoresassessment scores

48484848


No judgments will be made about the No judgments will be made about the appropriateness of the IEP Team's appropriateness of the IEP Team's decision to have the student decision to have the student administered the MI-Access Functional administered the MI-Access Functional Independence assessments. Independence assessments.

49494949


The evidence will be examined to The evidence will be examined to determine if a case has been made for determine if a case has been made for having the student's score counted as having the student's score counted as proficient. proficient.

If such a case is not adequately made, If such a case is not adequately made, the student's score will not be counted the student's score will not be counted as proficient.as proficient.

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Review ProcessReview Process– OEAA Assessment Consultant OEAA Assessment Consultant

reviews every reallocation request reviews every reallocation request (700+ for elementary and middle (700+ for elementary and middle school alone)school alone) School PsychologistSchool Psychologist

– All questionable ones co-reviewed All questionable ones co-reviewed by OSE/EIS Program Accountability by OSE/EIS Program Accountability staffstaff

51515151


Review Process-Common ProblemsReview Process-Common Problems– evidence cut and pasted for multiple evidence cut and pasted for multiple

studentsstudents– student name on application not student name on application not

matching name in evidencematching name in evidence– reallocation needed for both content reallocation needed for both content

areas, but evidence submitted for areas, but evidence submitted for only oneonly one

– student designated CI in SRSDstudent designated CI in SRSD

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Present Level of Academic and Functional Present Level of Academic and Functional PerformancePerformance

The student scored 35 out of 45 earned points in The student scored 35 out of 45 earned points in total. The scale score 2522 had the performance total. The scale score 2522 had the performance level of surpassed. The student shows limited level of surpassed. The student shows limited development with insufficient details and/or development with insufficient details and/or examples. In mathematics, the student scored 23 examples. In mathematics, the student scored 23 out of 30. The scale score 2518 had the performance out of 30. The scale score 2518 had the performance level of surpassed.level of surpassed.

MI-Access performance the only evidence MI-Access performance the only evidence submitted!submitted!

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Present Level of Academic Achievement and Present Level of Academic Achievement and Functional Performance Functional Performance

Based upon the re-evaluation given in February 2005, the Based upon the re-evaluation given in February 2005, the student’s hearing impairment affects her involvement and student’s hearing impairment affects her involvement and progress in the general education curriculum in the area of progress in the general education curriculum in the area of language arts, reading, and math. Based on the Kaufman language arts, reading, and math. Based on the Kaufman Test of Educational Achievement II, her full scale IQ is a 66, Test of Educational Achievement II, her full scale IQ is a 66, and is achieving right where she would be expected to and is achieving right where she would be expected to achieve in the areas of reading and math. This puts her in achieve in the areas of reading and math. This puts her in the cognitive impaired range academically although it is the cognitive impaired range academically although it is important to be cautious when assessing her cognitive important to be cautious when assessing her cognitive abilities as her hearing impairment impacts the way she abilities as her hearing impairment impacts the way she respond.respond.

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Example of Good Evidence, cont.Example of Good Evidence, cont.

ReadingReading

Student is currently at a reading Student is currently at a reading comprehension RIT of 184, which is at a high comprehension RIT of 184, which is at a high second grade level. She was given a DRA level second grade level. She was given a DRA level 40 which is a 440 which is a 4thth grade reading level and grade reading level and scored a 100% accuracy and a level 6 (Very scored a 100% accuracy and a level 6 (Very Little Comprehension) the lowest you can Little Comprehension) the lowest you can score is a 6 and the highest is a 24. The score is a 6 and the highest is a 24. The student struggles with retelling short stories, student struggles with retelling short stories, identifying the main ideas, and making identifying the main ideas, and making inferences. She can answer questions after she inferences. She can answer questions after she has read out a piece orally and then can has read out a piece orally and then can answer a question at that point.answer a question at that point.

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LanguageLanguage

The student struggles in the area of expressive language The student struggles in the area of expressive language with the use of descriptors when she needs to describe with the use of descriptors when she needs to describe something, explain something or write descriptive something, explain something or write descriptive information. She has carried over previously learned information. She has carried over previously learned language skills to other academics. She is stimulable to language skills to other academics. She is stimulable to improve her word finding and vocabulary. This in turn improve her word finding and vocabulary. This in turn will allow her to express her self and information more will allow her to express her self and information more clearly and with more description. Based on her ability to clearly and with more description. Based on her ability to generalize learned skills, if she learns to use more generalize learned skills, if she learns to use more descriptor words when explaining or expressing a descriptor words when explaining or expressing a thought, then she should carry this over to her written thought, then she should carry this over to her written work. She may also increase her verbal participation in work. She may also increase her verbal participation in class discussions and social conversations.class discussions and social conversations.

56565656


Her math is currently scoring at a 202 RIT in math which Her math is currently scoring at a 202 RIT in math which is at mid 4th grade level. At this time she has difficulty is at mid 4th grade level. At this time she has difficulty with and without a remainder when dividing and using with and without a remainder when dividing and using short division skills.short division skills.

Hearing ImpairmentHearing Impairment

The student is a thirteen year old girl with an The student is a thirteen year old girl with an educationally significant hearing loss which requires educationally significant hearing loss which requires bilateral hearing aids. According to an assessment bilateral hearing aids. According to an assessment completed 10-05-06, She has a moderate bilateral sensor completed 10-05-06, She has a moderate bilateral sensor neural hearing loss. These results have not changed neural hearing loss. These results have not changed since her previous examination. since her previous examination.

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She is utilizing a personal FM system. She continues to She is utilizing a personal FM system. She continues to take responsibility for the daily maintenance of the take responsibility for the daily maintenance of the system and calls the HI Consultant weekly to report system and calls the HI Consultant weekly to report problems. The FM continues to provide additional problems. The FM continues to provide additional listening support and it is recommended that she listening support and it is recommended that she continue to use it.continue to use it.

58585858

ResourcesResources

Download the applications at Download the applications at www.michigan.gov/mi-accesswww.michigan.gov/mi-access

Guide to Reading School Report Guide to Reading School Report CardsCards

www.michigan.gov/edyeswww.michigan.gov/edyes

59595959

60606060

Contact InformationContact Information

Peggy DutcherPeggy Dutcher [email protected]@mi.gov

Vince DeanVince Dean [email protected]@mi.gov

Or callOr call

517-241-4416517-241-4416

1 1% and reallocation applications – what are they? peggy dutcher michigan department of education...

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