Conclusions: Results from the scoring of 3s and 4s study indicate that the scores are being assigned for a variety of reasons according to the rubric. One concern is that students are receiving a score of four on an item when the teacher has to re-prompt the student but does not provide additional information. Students who consistently receive scores of three on items will not meet the numeric cut score to be called proficient or higher on the assessment. The rubric was not modified after this study. Section 2: Additional Validity Evidence for the PASA Reading Criterion Related Evidence, PASA Reading Purpose: The primary purpose of this was to extend previous work that used teacher estimates to describe the reading skills of students with significant cognitive disabilities who participate in the AA-AAS by gathering data on actual reading performance for a group of participating students in one northeastern state. Additionally, we aimed to examine relationships among measures of early reading, performance on the AA-AAS, demographics, and disability. To meet these aims, we administered two types of reading CBM (e.g., grade K-3 word reading fluency and grade 1-5 passage reading fluency). The research questions that guided the project were: How do students with significant cognitive disabilities (i.e., students assigned by their IEP team to take the AA-AAS) perform on early grade word and passage reading CBM?
Conclusions: Results from the scoring of 3s and 4s study indicate that the scores are being assigned for a variety of reasons according to the rubric. One concern is that students are receiving a score of four on an item when the teacher has to re-prompt the student but does not provide additional information. Students who consistently receive scores of three on items will not meet the numeric cut score to be called proficient or higher on the assessment. The rubric was not modified after this study. Section 2: Additional Validity Evidence for the PASA Reading Criterion Related Evidence, PASA Reading Purpose: The primary purpose of this was to extend previous work that used teacher estimates to describe the reading skills of students with significant cognitive disabilities who participate in the AA-AAS by gathering data on actual reading performance for a group of participating students in one northeastern state. Additionally, we aimed to examine relationships among measures of early reading, performance on the AA-AAS, demographics, and disability. To meet these aims, we administered two types of reading CBM (e.g., grade K-3 word reading fluency and grade 1-5 passage reading fluency). The research questions that guided the project were: How do students with significant cognitive disabilities (i.e., students assigned by their IEP team to take the AA-AAS) perform on early grade word and passage reading CBM?
2012%20Validity%20Supplemental%20Report.docx