Access to Alternate Assessment

As if making the general assessment is not enough…

This is a REALLY small population!!

• 1% of total population• A good number will

have vision issues.• Remember that these

students are significantly cognitively impaired and generally have other disability issues.

Some Test Designs

• Checklist format

• Performance Assessment

• Individual Administered items scored by teachers

Considerations

• Braille will be at a minimum, if at all, for this significantly cognitively impaired population.

• Braille may consist of some basic tactile shapes or graphs and some words (uncontracted braille).

• Use of manipulatives

• Same access issues

Things to pay attention to…

• Bias, sensitivity and content review groups need to include persons with VI and HI and PI background.

• Methods of accessing material-- reading of stems and foils

• Use of manipulatives—avoid models of real things (elephants, cars)

• Avoid tactile material that is the drawing of a model (dog, cat, person).

• Methods of responding—verbalize answer, point to or pick up object, communication boards. Use what the student uses in classroom.

• Picture descriptions—can you do it without giving the answer away.

• Scripts for teachers who administer test

Some examples

• Identification of symbols such as stop sign or $

• What is the animal doing in this picture? Eating, sleeping or bathing

• Tell me a story about this picture.

• Matching, ratios, fractions using objects or colors—change to shapes, counters, boxes, etc.

The bad news

• You have to do it all again for this assessment, too!!

• More challenging because almost heavy use of pictures is the norm for AA.

The good news…

• More flexibility may be allowed in presentation of alternate assessment (accommodation need assumed)

• Students are learning academic skills…and they can do it!!

A Final Word: Students must get instruction:

• test taking skills (use of practice test materials)• scanning material or desk top (exploring what is

presented to them) • reading and producing graphic material• responding to questions that fit the student’s

ability and classroom use• academic skills that are on the test• independent manipulation of rulers, protractors,

audio equipment, technology, and test materials.