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PAPERBACK list:$28.00 Web:$25.20 add to cart Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessment Systems for State Science Assessment Other Related Titles Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop (2002) Board on Testing and Assessment (BOTA) Center for Education (CFE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 85   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Appendix A Workshop Agenda The National Academies Board on Testing and Assessment (BOTA) Reporting Test Results for Accommodated Examinees: Policy, Measurement, and Score Use Considerations Green Building, Room 104, 2001 Wisconsin Ave., NW Wednesday, November 28, 2001 8:00 Continental Breakfast 8:30 Welcome and Introductions • Lauress Wise, Committee Chair and BOTA member • Patty Morison, Associate Director, Center for Education, National Academies PANEL 1: POLICY AND LEGAL CONTEXT Objectives: Lay out the policy context for the workshop and frame the major issues to be addressed. Moderator: Lorraine McDonnell, University of California, Santa Barbara Policies and Plans for Reporting NAEP Results for Accommodated Examinees Peggy Carr, National Center for Education Statistics Jim Carlson, National Assessment Governing Board Page 85 Front Matter (R1-R12) 1. Introduction (1-7) 2. Background and Problem Statement (8-11) 3. Legal and Political Contexts for Including Students with Special Needs in Assessment Programs (12-18) 4. State Policies on Including, Accommodating, and Reporting Results for Students with Special Needs (19-29) 5. Policies and Experiences in Two States (30-37) 6. Effects of Accommodations on Test Performance (38-69) 7. Summing Up: Synthesis of Issues and Directions for Future Study (70-79) References (80-84) Appendix A: Workshop Agenda (85-88) Appendix B: Workshop Participants (89-90)

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OCR for page 85
Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop Appendix A Workshop Agenda The National Academies Board on Testing and Assessment (BOTA) Reporting Test Results for Accommodated Examinees: Policy, Measurement, and Score Use Considerations Green Building, Room 104, 2001 Wisconsin Ave., NW Wednesday, November 28, 2001 8:00 Continental Breakfast 8:30 Welcome and Introductions • Lauress Wise, Committee Chair and BOTA member • Patty Morison, Associate Director, Center for Education, National Academies PANEL 1: POLICY AND LEGAL CONTEXT Objectives: Lay out the policy context for the workshop and frame the major issues to be addressed. Moderator: Lorraine McDonnell, University of California, Santa Barbara Policies and Plans for Reporting NAEP Results for Accommodated Examinees Peggy Carr, National Center for Education Statistics Jim Carlson, National Assessment Governing Board

OCR for page 86
Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop   Legal Reasons for Providing Accommodations Arthur Coleman, Nixon Peabody LLP Potential Future Uses of NAEP Thomas Toch, Brookings Institute 10:00 Break 10:15 PANEL 2: STATE POLICIES ON ACCOMMODATIONS AND REPORTING Objectives: Learn about state and local experiences with respect to: (a) translating accommodation guidelines into practice; (b) making reporting decisions for accommodated test takers; and (c) using results for accommodated individuals. Identify lessons learned that can be of assistance to NAEP’s sponsors. Moderator: Charlene Rivera, Center for Equity and Excellence in Education, George Washington University, Washington DC Overview: Results from Surveys of State Directors of Special Education Martha Thurlow, National Center on Educational Outcomes, University of Minnesota Preliminary Findings: State Policies for the Inclusion and Accommodation of English-Language Learners for 2000–2001 Laura Golden and Lynne Sacks, Center for Equity and Excellence in Education, George Washington University, Washington DC Kentucky’s Policies on Reporting Results for Accommodated Test Takers Scott Trimble, Director of Assessment for Kentucky Texas’ Policies on Reporting Results for Accommodated Test Takers Phyllis Stolp, Director of Development and Administration, Student Assessment Programs, TX (by phone)

OCR for page 87
Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop 12:00 Lunch 12:45 PANEL 3: THE EFFECTS OF ACCOMMODATIONS ON TEST PERFORMANCE: RESEARCH FINDINGS Objective: Learn about the results of empirical research on the effects of accommodation on performance on NAEP and other assessments. Moderator: Margaret McLaughlin, University of Maryland, College Park Report on 1996 NAEP Research Activities on Accommodations John Mazzeo, Educational Testing Service Testing Accommodations: Legal and Technical Issues Challenging Educators (or “Good” Test Scores Are Hard to Come By) Stephen Elliott, University of Wisconsin Universally Designed Accommodations for High Stakes, Large-Scale Assessment Gerald Tindal, University of Oregon Effects of Accommodations on Test Performance: Research Findings for English-Language Learners Jamal Abedi, University of California, Los Angeles, and Center for Research on Evaluation, Standards, and Student Testing (by phone) Assessing Students with Disabilities in Kentucky Laura Hamilton, RAND Corporation, CA (by phone) 2:45 Break

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Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop 3:00 PANEL 4: DISCUSSANTS Moderator: Lauress Wise, Human Resources Research Organization, VA • Eugene Johnson, American Institutes for Research, Washington DC • David Malouf, Office of Special Education Programs, U.S. Department of Education, Washington DC • Richard Durán, University of California, Santa Barbara • Margaret Goertz, Consortium for Policy Research in Education, University of Pennsylvania 4:30 Group Discussion 5:00 Adjourn

Representative terms from entire chapter:

accommodated test