Formative Assessment for Students with Disabilities - CCSSO

Formative Assessment for Students with Disabilities

THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses

their views to civic and professional organizations, federal agencies, Congress, and the public.

COUNCIL OF CHIEF STATE SCHOOL OFFICERS Melody Schopp (South Dakota), President Chris Minnich, Executive Directorr

Brookhart, S. & Lazarus, S. (2017) Formative Assessment for Students with Disabilities. Commissioned by the Council of Chief State School Officers State Collaboratives on Assessing

Special Education Students and Formative Assessment, Washington, DC.

One Massachusetts Avenue, NW, Suite 700 ? Washington, DC 20001-1431 Phone (202) 336-7000 ? Fax (202) 408-8072 ?

Copyright ? 2017 by the Council of Chief State School Officers, Washington, DC All rights reserved.

Formative Assessment for Students with Disabilities

Few would question the importance of formative assessment in helping students become more effective and engaged learners. Few would question the importance of accommodating students with disabilities to maximize their learning. Practical and research literature exists separately in each of these fields. Two of the Council of Chief State School Officers' (CCSSO) State Collaboratives on Assessment and Student Standards (SCASS) -- the Assessing Special Education Students (ASES) and Formative Assessment for Students and Teachers (FAST) -- are collaborating to consider the two fields together: formative assessment for students with disabilities.

We begin this report with introductions to students with disabilities and to formative assessment. For students to be actively involved in their learning, they must understand a learning goal, aim for it, and use assessment evidence along the way to stay on course. Three key formative assessment questions -- Where am I going? Where am I now? What do I need to do next? -- are important for all students, including students with disabilities, as they partner with their teachers to produce successful learning outcomes. The main section of the report blends the two fields into a discussion of formative assessment practices for students with disabilities, illustrated with text and video examples. The video examples all include students with disabilities, some in a regular classroom and some in a small group setting. This report provides teachers, both special education and general education, with an introduction to the knowledge and skills they need to confidently and successfully implement formative assessment for students with disabilities in their classrooms

The strategies described in this paper are not limited to use with students with disabilities. The strategies work for all students, including those who are low-performing, with or without disabilities. As important as the specific formative assessment strategies is the formative approach, which looks at learning from the student's point of view instead of from a teaching and instructional planning point of view. Teachers who plan all their lessons by first asking "What will my students be trying to learn?" ? and make sure that all their students are aware of what they are trying to learn ? will find that most of their instructional moves are formative and most of their classroom learning activities provide evidence of learning.

The strategies described in this paper are not limited to use with students with disabilities. The strategies work for all students, including those who are lowperforming, with or without disabilities.

Formative Assessment for Students with Disabilities

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Students with Disabilities

Olivia is a fourth grade student at Hillsborough Elementary School. She has one brother; he is in kindergarten. Olivia loves to cook. She likes to make quesadillas, blueberry muffins, and chili. Olivia generally likes school--and especially enjoys chatting with her friends. Her favorite class is science. She enjoys working with her classmates to do the experiments and lab exercises. Someday Olivia wants to be a food scientist. She doesn't know anyone else in her school who wants to be a food scientist, but her next door neighbor is one, and it sounds like an awesome job. But Olivia sometimes gets frustrated at school. She doesn't read as well as the other students in her class. Olivia likes her fourth grade teacher and her special education teacher. They both help Olivia when she has difficulty and help her self-assess how she is doing so that she can improve her learning. Olivia is one example of the almost 6 million children and youth in the United States who receive special education services under the Individuals with Disabilities Education Act (IDEA). This is about 13% of all students in public schools (U.S. Department of Education, 2015b). Most students with disabilities spend most of their day in the general education classroom, and it is important that all of their teachers know how to effectively instruct them (U.S. Department of Education, 2015b). Formative assessment has powerful potential to increase learning for all students, including students with disabilities. It is important to consider the needs of individual learners when making assessment decisions, because each student is unique. Students combine information to create a "network of knowledge" (Dolan & Hall, 2001). Using adaptations, scaffolding, and accommodations, students with disabilities can work toward and reach standards within the general education curriculum.

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Formative Assessment for Students with Disabilities

As shown in Figure 1, the federal government defines 13 disability categories: autism, deafblindness, deafness, emotional disturbances, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment including blindness. Additionally, states may use developmental delay as a category for children ages 3 through 9. Figure 1. Percentage of Students Ages 6 through 21 Served Under IDEA, Part B, by Disability Category, Fall 2012

*"Other disabilities (combined)" includes deaf-blindness (less than 0.03%), developmental delay (2.1%), hearing impairments (1.2%), multiple disabilities (2.2%), orthopedic impairments (0.9%), traumatic brain injury (0.4%), and visual impairments (0.4%). (Source: U.S. Department of Education, 2014)

The students in each disability category vary enormously in whether, and to what degree, they have barriers to their learning. Categorical labels vary from state to state, and application of even within-state criteria varies from district to district and school to school. Most students with disabilities do not have intellectual disabilities, and most students do not have severe disabilities of any sort. Disability category labels are useful as general descriptors of the types of barriers students may face, and generally inform the design of options that different groups of students may need in order to access and make progress in the general curriculum, but they are not helpful in designing formative assessment strategies that work for all children.

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Formative Assessment for Students with Disabilities

IDEA requires that the individualized education program (IEP) of students with disabilities "must be aligned with the State's academic content standards for which the child is enrolled" (U.S. Department of Education, 2015a). Effective learning environment and instructional decisions are made at the individual student level, rather than making blanket decisions based upon a disability category (Clair, Church, & Batshaw, 2007). Students with disabilities do best in classrooms with a culture of learning that they perceive as a safe environment where there is freedom to experiment, respect for differences, and encouragement for risk-taking (Thompson, Lazarus, Clapper, & Thurlow, 2006).

Most students with disabilities are not low performing students (Marion, Gong, & Simpson, 2006); and on the flip side, many low performing students do not have disabilities. (Bechard & Godin, 2007; HB 05-1246 Study Committee, 2005; Lazarus & Thurlow, 2013; New England Compact, 2007). Finding strategies to ensure formative assessment effectively includes all students, including students with disabilities, is not a "recipe" to be applied when a given categorical label pops up, nor one that is only applied to students with disabilities. All low performing students need high quality formative assessment practices to help them become higher achieving.

The Role of Universal Design

The goal of Universal Design is to improve access to instruction and assessment for all students by removing barriers. The overall concept is that well-designed instruction and assessments benefit all learners universally -- not just those with disabilities. Universal design is a concept that originated in architecture with the idea that good design benefits all and reduces the need for accommodations. For example, cuts in the curbs in sidewalks provide access to individuals in wheelchairs, but the cuts also benefit parents pushing strollers and people with sore knees who find the curbs cumbersome. Similarly, closed captioning was developed for individuals who are hard of hearing, yet many people use it -- think of the last time you were at the airport or in a noisy restaurant that had a television (CAST, 2012; Thompson, Thurlow, & Malouf, 2004).

The National Center on Universal Design for Learning (CAST, 2012) identified three principals of universal design for learning (UDL):

? Principle I: Provide multiple means of representation (the "what" of learning)

? Principle II: Provide multiple means of action and expression (the "how" of learning)

? Principle III: Provide multiple means of engagement (the "why" of learning)

Formative assessment practices and procedures that are more universally designed can also play an important role. Formative assessment designed right from the beginning to allow the participation of individuals with a wide range of characteristics minimizes the

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Formative Assessment for Students with Disabilities

need for accommodations. It can also help ensure that all students can participate and that the assessment measures what is intended and provides instructionally useful information. Thompson et al. (2004) identified several characteristics of well-designed assessments that are inclusive of all students: ? Precisely designed constructs ? Accessible, nonbiased items ? Amenable to accommodations ? Simple, clear, and intuitive instructions and procedures ? Maximum readability and comprehensibility ? Maximum legibility

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Formative Assessment for Students with Disabilities

Formative Assessment ? The Basics

John struggles to decode and comprehend written text. At school he was identified as having a specific learning disability, and both his general education and special education teachers help him in his regular fourth-grade class. Today, John is practicing baseball at recess. He knows what he wants to do ? and he knows what it looks like when he does. He watches pro baseball games on television, and he sees the form of the swing, hears the "crack" as the bat connects with the ball, and sees the runner's legs pumping as he runs the bases. John can't reliably get a hit every time he's up ? yet ? but he's working on it, and he is watching himself improve.

Back in class, John's teacher gives a lesson on personal pronouns. John pays attention as the teacher and class work on a few examples together. He thinks of these examples the way he approaches other language arts exercises, as exercises in completing sentences so they are "right." When he is assigned exercises to do independently, he falters, because it isn't clear to him how to make the sentences right. If you asked John why he was doing this work, he would say, "Because my teacher asked me to."

Although he doesn't know it, John uses formative assessment when he practices baseball. He has a clear vision of what good baseball playing looks like, thanks to his interest in watching ball games on television. He monitors his swing, his hits, and his speed as he bats and runs. John's baseball playing is improving, and he could tell you how he knows that. In class, the formative assessment process is not engaged. John does not have a clear idea of what personal pronouns are and what it means to be able to use them. His feedback comes in the form of knowing what exercises he got right. And his motivation is compliance, not learning; he simply wants to be a good student and do what his teacher tells him. It doesn't have to be this way.

What is Formative Assessment?

In 2006, the FAST SCASS adopted the following definition of formative assessment after a literature review, study, and discussion:

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievements of intended instructional outcomes.

This definition takes a stand on several issues surrounding the question, "What is formative assessment?" and is comparable to the views of the Assessment Reform Group in the U.K. (2002) and with the views of other authors (Andrade & Cizek, 2010; Heritage, 2010; Moss & Brookhart, 2009; Wiliam, 2012).

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Formative Assessment for Students with Disabilities

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