2004-2005 alternate assessment revisions and guidelines to meet annual yearly progress (ayp)

2004-2005 Alternate Assessment

Revisions and guidelines to meet Annual Yearly Progress (AYP)

Agenda Introductions and Overview Familiarization With the Manual Standards and the IEP Scoring Rubric and Glossary LUNCH IEP Objectives Data Collection and Supporting Evidence Rules Guidance Work Session Closing--You make the call, contacts

Alternate Assessment

Overview

Legal Requirements

No Child Left BehindIDEAAlaska Statute

Sec. 14.03.123

No Child Left Behind

Adequate Yearly Progress reading, writing and Math for all

sub-groups including students with disabilities

Student Graduation rates Percentage of students assessed

IDEA To be involved in and progress in the

general curriculum Align IEP Goals to Standards

States must develop guidelines for participation in an alternate assessment for those students who cannot participate in state and district-wide assessments

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

Status Report

OSEP conditions Testing/Scoring Advisory Groups Manuals Inter-Rater Reliability Mentors

2004-2005 Projects

Consultant Test Company Reliability/Validity Study Science Standards for Alternate Peer Review Training tools

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


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.”



RegularRegularTaking regular HSGQE Taking regular HSGQE without any accommodations without any accommodations or modifications.or modifications.


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.



RegularRegularTaking regular HSGQE Taking regular HSGQE without any accommodations without any accommodations or modifications.or modifications.


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 meetingIEP/504 team meeting Complete the Complete the Application Application for Nonstandardizedfor Nonstandardized Requires students prepare Requires students prepare an extensive collection of work an extensive collection of work that reflects competency in that reflects competency in each of the state standards.each of the state standards.


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


Non-Diploma TrackNon-Diploma Track

Alternate Assessment(Non-Diploma Track)(Non-Diploma Track)

Considerations:

Non-Diploma Track


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



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







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






Considerations:




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







Considerations:




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


Alaska’s Comprehensive System of Student Assessments

Grade 3-9

Grade 10+

Developmental Profile Kinder/Grade 1

HS Qualifying Exam

Benchmark 1-7

TerraNova



Grade 5, 7

NONE Grade 1-2

Non Diploma Track Diploma Track

Administration Manual

Everything you need to know is in the book..

Familiarization with Manual Calendar p.12 Test Security p.16 Standards p.19 Student Information

Form p.21 Requirements

checklist p.22 Release/Permission

p.23

Student Profile p. 24 Functional

Performance Indicators p. 60

IEP Form p. 27 Data Collection p.33 Supporting Evidence

p.38 Rubric p. 49

The IEP

Where it all begins….

Alternate Achievement Standards

IEP goals and objectives are written to meet standards Connecting the IEP to general curriculum

The framework of the educational program

Choice between two standards

The IEP Form

Student name, age, grade, school IEP date and applicable amendment date Content and alternate standard Objective Specific PLEP Progress data 4 settings/supporting evidence type

Rubric and Glossary

Understanding where the scores come from

IEP Timelines

The foundation is the IEP 2-3 data collection periods are required to

demonstrate progress over time and generalization

An IEP written any time of year can be used

Start collecting within 30 days of IEP

Writing Measurable Objectives

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 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

EED Data Collection

Required

Data Collection Form

Data Collection Periods

Period A…………… Period B…………… Period C…………… Period D……………

September -October

November-January

February-March

April-May

Data Form Requirements

Student Name, Age and Grade Content and Alternate Standard Objective and Setting Date Level of Support Student Performance Required Comments

Data Requirements Collect data on one sheet for each setting Start collection within 30 days after the

IEP is in effect 2 data points per month 2-4 data collection periods Minimum of 9 data points Maximum of 14 data points

Supporting Evidence

Cover Form

Evidence showing progress over time

Supporting Evidence

Required for each setting Various forms are acceptable Demonstrates progress over time Requires a cover form

Supporting Evidence Cover Form Content Standard Evidence Number Date(s) Student name, age, grade Objective and setting Description of activity Level of Support Observations/Comments

Types of Supporting Evidence Multi-Media

Video clips (VHS) Digital clips (on CD in MPEG/ QuickTime) Audiotapes

Printed Photographs Photo Essays

Paper/Text Student Work Samples Anecdotal Records

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.

Guidance Policies

What you should know…

Guidance Policies

Pre-registration of students Structured around the IEP Students enrolled in different districts Late Enrollment Long-term illness

Closing

You make the call…

Contacts

Evaluations

You Make the Call Harry is a dually

enrolled 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. Can his teacher wait until next fall to plan for his Alternate Assessment and start taking data?

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?

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? Other teachers Your teacher consultant AA Mentors

Kris Selman Fran Maiuri Bernadette Hansen Susie Wilson EED website

http://www.eed.state.ak.us/tls/assessment

Scoring Rubric and Glossary

4 Dimensions Student Achievement Level of Support Generalized Performance Appropriateness

2004-2005 alternate assessment revisions and guidelines to meet annual yearly progress (ayp)

Documents

high school diploma

regular hsgqe

modified hsgqe

highstakes exam

public school

school year

alternate assessment

alaska students