alaskas alternate assessment revisions and guidelines to meet adequate yearly progress (ayp) 2005-...
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Alaska’s Alternate Assessment
Revisions and guidelines to meet Adequate Yearly Progress (AYP) 2005-
2006
Aran Felix, Program Manager
Alternate Assessment
Alaska Department of Education
& Early Development
Overview of Alternate Assessment
Part of CSSA, Non-diploma track Significantly Cognitively Disabled only Approximately 1% of assessed student
population 2004-2005 School Year
– 83,667 students in grades 3-10– 837 possible in AA– 525 enrolled for AA, 487 tested in AA
Legal Requirements
Individuals with Disabilities Education Act (IDEA)
Alaska Statute – Section 14.03.123-School & District Accountability
No Child Left Behind (NCLB)
IDEA: Individuals with Disabilities Education Act Students with Disabilities are to be
involved in and make progress in the general education curriculum – IEP Goals to provide access to State
content standards States must develop guidelines for
participation in an alternate assessment for those students who cannot participate in state and district-wide assessments
SB 133: Alaska Statute
Beginning with the 2003-2004 School Year, to receive a high school diploma from a public school in Alaska, students must complete required courses AND receive a proficient score in the High School Graduation Qualifying Exam
Alaska Statutes & Regulations
http://www.eed.state.ak.us/tls/assessment/
Scroll down to Regulations, select Applicable Regulations
Table of all education-related Statutes (AS) and Regulations (AAC)
NCLB: No Child Left Behind
Adequate Yearly Progress (AYP) Proficiency and Participation Rates Reading and Math for all sub-groups
including students with disabilities Alaska also assesses Writing Science added in 2007-2008 Additional Requirements for AA
Alaska’s AA - Status Report
RFP for Scoring Company DRC Scoring in 2004-2005, 2005-2006 Scoring Criteria, Scoring Exemplars Updated Manual-Paperwork Reduction Reliability/Validity/Alignment Study New Alternate Assessment Mentor Program – Second Year
Alaska’s AA – 2005-06 Projects
AA Workgroups New AA -Spring 2006 Field Test
– Recruit teachers, students – Train in February 2006
Committees– Item Review– Standard Setting
ASSEC sessions
Administration Manual
Updated for 2005-2006
Format Changes
Participation Guidelines
For Alaska Students in State Assessments: Limited English Proficient and Special Education, June 2005
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
Assessment Options Available to a Assessment Options Available to a Student with a DisabilityStudent with a Disability
Diploma Track
Non-Diploma Track
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
Diploma TrackDiploma Track
Diploma Track
RegularRegularTaking regular HSGQE without any accommodations or modifications.
AccommodationsAccommodationsIEP/504IEP/504
Taking the regular HSGQE with approved accommodations (see list of approved accommodations).
Alternative Alternative Assessment ProgramAssessment Program
IEP/504IEP/504“If a student with a disability does not pass all subtests of the HSGQE, the student is eligible for an alternative assessment program in the subtests that the student did not pass. This is a special program for the HSGQE because it is a high-stakes exam required for a high school diploma.”
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
Diploma TrackDiploma Track
RegularRegularTaking regular HSGQE Taking regular HSGQE without any accommodations without any accommodations or modifications.or modifications.
AccommodationsAccommodationsIEP/504IEP/504
Taking the regular HSGQE with Taking the regular HSGQE with approved accommodations (see list of approved accommodations (see list of approved accommodations).approved accommodations).
Alternative Assessment ProgramAlternative Assessment ProgramIEP/504IEP/504
“If a student with a disability does not pass all subtests of the HSGQE, the student is eligible for an alternative assessment program in the subtests that the student did not pass. This is a special program for the HSGQE because it is a high-stakes exam required for a high school diploma.”
ModifiedModifiedTaking a modified HSGQE. IEP/504 team meeting Complete the Application for Modified HSGQE and mail form with copy of the page in IEP/504 that calls for the modification (60 days or more prior to test for processing)
NonstandardizedNonstandardized IEP/504 team meeting Complete the Application for Nonstandardized Requires students prepare an extensive collection of work that reflects competency in each of the state standards.
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
Assessment Options Available to a Assessment Options Available to a Student with a DisabilityStudent with a Disability
Diploma Track
Non-Diploma Track
The student’s cognitive ability The student’s cognitive ability and adaptive skill levels and adaptive skill levels prevent completing the prevent completing the
standard academic curricula, standard academic curricula, even with modifications and even with modifications and
accommodationsaccommodations
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
Non-Diploma TrackNon-Diploma Track
Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)
Considerations:
Non-Diploma Track
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
The student requires extensive direct The student requires extensive direct instruction in multiple settings to apply instruction in multiple settings to apply
and transfer skillsand transfer skills
Non-Diploma TrackNon-Diploma Track
Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)
Considerations:
The student’s cognitive ability The student’s cognitive ability and adaptive skill levels prevent and adaptive skill levels prevent
completing the standard completing the standard academic curricula, even with academic curricula, even with
modifications and modifications and accommodationsaccommodations
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
The student’s cognitive ability The student’s cognitive ability and adaptive skill levels prevent and adaptive skill levels prevent
completing the standard completing the standard academic curricula, even with academic curricula, even with
modifications and modifications and accommodationsaccommodations
Non-Diploma TrackNon-Diploma Track
Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)
Considerations:
The student is involved in an The student is involved in an education program based on education program based on
alternate achievement standardsalternate achievement standards
The student requires extensive The student requires extensive direct instruction in multiple direct instruction in multiple
settings to apply and transfer settings to apply and transfer skillsskills
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
The student’s cognitive ability The student’s cognitive ability and adaptive skill levels prevent and adaptive skill levels prevent
completing the standard completing the standard academic curricula, even with academic curricula, even with
modifications and modifications and accommodationsaccommodations
Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)
Considerations:
The student requires extensive The student requires extensive direct instruction in multiple direct instruction in multiple
settings to apply and transfer settings to apply and transfer skillsskills
The student is involved in an The student is involved in an education program based on education program based on
alternate achievement alternate achievement standards.standards.
Generally, the student’s inability to Generally, the student’s inability to complete the standard academic complete the standard academic curricula will not be the result of curricula will not be the result of
extended absences; visual, auditory, extended absences; visual, auditory, or physical disabilities; emotional-or physical disabilities; emotional-
behavioral disabilities; specific behavioral disabilities; specific learning disabilities; or social, learning disabilities; or social,
cultural, or economic differencescultural, or economic differences
Non-Diploma TrackNon-Diploma Track
The High School Graduation Qualifying ExamThe High School Graduation Qualifying Exam
The student’s cognitive ability The student’s cognitive ability and adaptive skill levels prevent and adaptive skill levels prevent
completing the standard completing the standard academic curricula, even with academic curricula, even with
modifications and modifications and accommodationsaccommodations
Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)
Considerations:
The student requires extensive The student requires extensive direct instruction in multiple direct instruction in multiple
settings to apply and transfer settings to apply and transfer skillsskills
The student is involved in an The student is involved in an education program based on education program based on
alternate achievement alternate achievement standardsstandards
Generally, the student’s inability to Generally, the student’s inability to complete the standard academic complete the standard academic curricula will not be the result of curricula will not be the result of
extended absences; visual, extended absences; visual, auditory, or physical disabilities; auditory, or physical disabilities; emotional-behavioral disabilities; emotional-behavioral disabilities; specific learning disabilities; or specific learning disabilities; or
social, cultural, or economic social, cultural, or economic differencesdifferences
Non-Diploma TrackNon-Diploma TrackStatewide Assessment through
Alternate Assessment
Alaska’s Comprehensive System of Student
Assessment
Grade 3-9
Grade 10+
Developmental Profile Kinder/Grade 1
HS Qualifying Exam
SBA
TerraNova
Alternate Assessment
Alternate Assessment 10
Grade 5, 7
NONE Grade 1-2
Non Diploma Track Diploma Track
Guidance Policies What you should know…
Guidance Policies
No Pre-registration of students Students enrolled in different districts Late Enrollment
– Not for in-state student transfers– Not for in-district students
Requirement to Test – Long-term illness
Guidance Policies
AA Test Window:
– October-April 4, 2006 December 30, 2005 cut-off date for IEP
teams determining which students take Alternate Assessments
Mentor Program
Overviews and Calendar
Overview, page 12– From original developers to explain the
purpose of an alternate assessment Calendar, page 14
– Provides overview of AA activities Overview, page 15
– Annual Changes and Updates
Test Materials
Forms and Instructions, page 16-18 Wallets, Folders, Labels, page 20 Test Security Agreement, page 22
– DO NOT SEND IN WITH ASSESSMENT Final Checklist, page 24
– IS INCLUDED WITH ASSESSMENT
Content Standards for Assessment IEP goals and objectives are written to meet
standards– Connecting the IEP to general curriculum – Not alternate standards
The framework of the educational program
Choice between two standards
Student Profile
Required Form Acts as expanded PLEP Very helpful to scorers
AA Cover SheetFormerly the AA IEP Form Student name, age, grade, school IEP date and applicable amendment date Content and alternate standard Objective and Specific PLEP 4 settings for data collection Supporting evidence Parental Permission/Portfolio Review
Timelines Issues
Cut-Off date of December 30, 2005 for testing student with AA
Helpful to Start collecting Data within 30 days of IEP so data matches PLEP
Data Collection must being in October, run through March
Data Collection Form
Required FormOne form per settingSupporting Evidence does not substitute for data collectionFill out all sections
Data Collection Periods
Data Collection 1 – October/November Data Collection 2 – December/January Data Collection 3 – February/March Last Day – April 4, 2006 What if IEP is early in year? How much data to collect? Late enrollments
Supporting Evidence (SE)
Minimum of One piece Supporting Evidence (SE) required per setting
Evidence Cover Forms are Required
– 1 of 3 types of cover forms SE Cannot Substitute for Data
Collection Forms must be completely filled out
SE Cover Form
Forms must be completely filled outCover forms do not equal the
evidence--are attached to the evidence
Types of Supporting Evidence
Paper/Text– Student Work Samples– Anecdotal Records & How to Use
Printed Photographs– Photo Essays
Multi-Media– Video clips (VHS)– Digital clips (on CD in MPEG/ QuickTime)– Audiotapes
Insufficient Evidence
Non-standard forms Incomplete forms Non-measurable
objectives Missing IEP dates Missing or unclear
PLEP Incomplete data
collection
Lack of standard-objective-setting alignment
Too few settings Lack of data or
supporting evidence Data and/or supporting
evidence not showing progress over time.
Scoring Rubric and Criteria
Understanding where the scores come from
Skill/Student Achievement
How is the student showing progress towards independent performance on the targeted objective during the IEP year?
Clarifications, page 42 Level of Support in Rubric Progress Over Time also scored See Glossary, pages 53-56 Scoring Criteria, page 45
Generalization
In how many natural settings does the student demonstrate knowledge of the objective?
Clarifications, page 46 Issues around Natural and Special
Education Settings, People, Situations– See Glossary pages 54-56
Scoring Criteria, page 47
Appropriateness
Are the objectives and related activities age-appropriate, authentic, challenging, and meaningful to the student?
Clarifications, page 48 See Glossary, page 55 Difficulty scoring Authentic and
Meaningful to the Student Scoring Criteria & Rules, page 50
Appendices
Writing Measurable Instructional Objectives, p.59
Functional Performance Indicators,p.64 Scoring Procedures. p.90 Shipping Memo, p.94 Score Report Guide & Teacher
Feedback, p.98
Writing Measurable Objectives
Appendix, Page 59-61
Writing measurable objectives
Use FPI’s as a guide
A subset of the goal, not the whole goal
Clearly identify the knowledge, skills and behaviors to be observed
Active vs. passive objectives
Passive--define what the teacher will do
Active--responses the student can make voluntarily
of tolerate, participate, attend, be part of
But what about the kids who…
Need full personal care Have health, physical and/or other
severe challenges Have little or no understandable
communication
Consider quality of life
Skills to take charge of his/her care Build on basic responses
– raise hand to show she’s ready – move hand to begin hand washing– open mouth to eat – look at item to choose– blink to say yes– look up to go outside
Write SMART Objectives
Specific
Measurable
Achievable/Action Words
Realistic/Relevant
Time-based
Some Questions to Ask
Is it necessary for success in current and future environments?
Does the family believe it is important? Does the objective specify a level of
performance and an expectation that is reasonable?
Can the objective be monitored frequently and repeatedly?
Writing a clear objective
Conditions under which the student will demonstrate the objective– May list some or all of the activities/settings in
which the skill will be taught Clear, observable description of the skill Criteria for achievement of the skill
Given a photo of the next class, Joe will walk independently to his next class within the school, in 5 minutes, 3 times per day for 10 consecutive days.
Writing a clear PLEP
Describe clearly what you observe the student doing now in relation to the skill– Include relevant information about what the student
currently does and doesn’t do Be specific Date the PLEP so it’s clear if this is from the original
IEP or an amendmentGiven a picture of a class he is in, Joe talks about the
class and waits for someone to take him. He walks throughout the school with an adult but gets distracted easily from where he is going when on his own.
The Alternate Assessment and the IEP Discuss the student’s alternate assessment
results at the annual review Information from the assessment is one
source of information contributing to the PLEP
AA measures only a sampling of skills AA encourages increased access to the
general curriculum and a greater range of skills considered for instruction
Closing
You make the call…
Contacts
Evaluations
You Make the Call
Harry is a dually enrolled public correspondence student living and attending school part-time in your district. Who is responsible for testing Harry?
You Make the Call
Hermione’s IEP states that she will take the AA. However, she is medically fragile and has spent most of the year at home. Her teacher marked the Long Term Illness box. Can she be excused from testing?
You Make the Call
Ron is a special education 4th grade student who is eligible to take the AA. He moves between two districts several times during the year. Who is responsible for testing?
You Make the Call
Draco Malfoy was a sixth grader and was changed to 7th grade midway during the school year. What grade level will he test in?
You Make the Call
It’s March and Harry just had a new IEP meeting. His teacher is planning to wait until next fall to plan for his Alternate Assessment and start taking data? Is this OK? What should you say to her?
You Make the Call
We have 4 students who attend our public school system for quidditch, but are otherwise home-schooled. They are on our October enrollment count as a .25 student. Do they take the test?
You Make the Call
Draco Malfoy has been placed in an Alaska youth detention facility. How does this affect his participation in testing and the participation rate of the school?
Who can help?
AA Mentors– EED Assessment website
http://www.eed.state.ak.us/tls/assessment– EED Alternate Assessment website
http://www.eed.state.ak.us/tls/assessment/alternate_optional.html
– Alternate Assessment Program Manager. Aran Felix, #907-465-8437, [email protected]