Alaskas Alternate Assessment Revisions and guidelines to meet Adequate Yearly Progress (AYP) 2005-...

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, Aran_Felix@eed.state.ak.us