the new alternate assessment for students with significant cognitive disabilities pathways 2006:...

The New Alternate Assessment for Students With Significant Cognitive

Disabilities

Pathways 2006: Connecting AlaskaFebruary 16, 2006

Aran Felix, Alternate Assessment Program Manager

Alaska Department of Education & Early Development

Alaska Department of Education & Early Development2

Purpose of Presentation Explain why the state is changing to a new

Alternate Assessment; the AA’s connection to Grade Level Expectations; and general information and background about the AA.

Opportunity for stakeholders to provide feedback on several assessment products.


Agenda – (Handout)

3:00 - 3:10 Introductions 3:10 - 3:15 Opening Activity: “For the FAQ Files” 3:15 – 3:45 New Alternate Assessment 3:45 – 4:15 Review and provide feedback on:

Proficiency Descriptors Extended Grade Level Expectations Individual Student Reports

4:15 – 4:30 Review FAQ Cards, Questions/Answers


For the FAQ Files – (Handout) Pink cards in folder Write down your burning questions What do you want to know about the AA? Pass to side, we will collect ---------------------------------------------- Review and discuss at end of session Design FAQ File from your questions


Abbreviations - Handout AA – Alternate Assessment CSSA – Comprehensive System of Student Assessment DRC – Data Recognition Corporation DRA – Dillard Research Associates ExGLEs – Extended Grade Level Expectations GLEs- Grade Level Expectations HSGQE – High School Graduation Qualifying Exam IDEA – Individuals with Disabilities Education Act IEP – Individualized Education Program NCLB – No Child Left Behind SBAs – Standards Based Assessments SCD – Students with Significant Cognitive Disabilities SWD – Students with Disabilities

Background

Legal and Historical Shifts


Federal Legislation NCLB

High Expectations Same, Challenging

Academic Standards Assess ALL students

including SWD Accountability Assess Reading,

Math, Science

IDEA SWD access general

education curriculum

Accommodations Alternate

Assessment Report test results Report performance

on standards


Historical Perspective:Changing Curricular Context for SCD Early 1970s

Adapting infant/early childhood curriculum for students with the most significant disabilities of all ages

1980s Rejected “developmental

model” Functional, life skills

curriculum emerged

1990s Also: social inclusion

focus Also: self determination

focus Assistive technology

2000 General curriculum access

(academic content) Plus earlier priorities

(functional, social, self determination)


Positive Consequences for SWD when included in state assessments Higher levels of learning and achievement

for students with disabilities Increased access to general ed curriculum Increased opportunity to learn grade level

material Accountability for student learning Documents what students ‘know’ & ‘can

do’

Who are the AA Students?

Articulating the Population


Who are the students who take Alternate Assessments?The number of students participating in alternate assessments on alternate

achievement standards as compared to the total population of student learners and students with disabilities…

88%

11% 1%Total population ofstudent learners

Students withdisabilities

Studentsparticipating inalternateassessment


More different than alike…The total student population receiving special education services

broken down by disability categorySOURCE: Education Week analysis of data from the U.S. Department of Education,

Office of Special Education Programs, Data Analysis System, 2002-03.


Issues in Teaching & AssessingStudents taking AA (Handout)

Overview of Alaska’sAlternate Assessment

For Students with Significant Cognitive Disabilities


What Is the Alternate Assessment? Part of the Comprehensive System of

Student Assessments (CSSA) For a special population of students with

disabilities (SWD) Non-Diploma Path 2000-2006 AA was a Portfolio assessment

consisting of data collection and supporting evidence covering 6+ months of learning


Eligibility Criteria – (Handout) Designed for students with significant cognitive

disabilities 1-2% of the student population (approximately

550 students actually take the assessment in AK) IEP Team makes the decision Eligibility Criteria in Participation Guidelines,

Page 11-12 Expanded Format Criteria on website

http://www.eed.state.ak.us/tls/assessment/AlternateOptional/05-06/ExpandedFormatPartCriteriaAug05.pdf


AA Website (Handout) http://www.eed.state.ak.us/tls/assessment/alternate_optional.html

Participation Criteria


Notification of Non-Diploma Path on IEP (Handout)

Parent Signature


Diploma Requirements Must earn minimum 21+ credits in specific

content areas Plus any additional district requirements Plus Pass all three basic competency exams

in Reading/Writing/Math (HSGQE or Modified or Non-Standardized HSGQE)


More Diploma Information Contact District Test Coordinator Assessment Website

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

Map of Regulations http://www.eed.state.ak.us/tls/assessment/general/MapofRegulations.doc


Why Change Assessments?


Reasons for Change Reliability/Validity Study Conducted Recommendations Include:

Restructuring portfolio to include standardized performance tasks

Standardize the way teachers collect data, supporting evidence, & examples of work

Align alternate standards to grade level expectations (content/learning standards)


Worth Fixing the Old? Difficult to retrofit an old assessment Shorter assessment window desirable Portfolios require much staff development and

staff time to collect, assemble Standardize the assessment with performance

tasks Scoring Rubric issues Due to NCLB, many states currently developing

new AA

New Alternate Assessment

Performance Tasks


Background Work – (Handout) Workgroups of special education teachers & content

teachers met April & November 2005 Developed draft proficiency descriptors Proficiency levels for this group of students by

grade cluster (3-4, 5-6, 7-8, 9-10) Extended Grade Level Expectations developed to

provide access to the general content Commissioner Announcement System test of connectivity in December by Tech

Coordinators and AA Mentors


New Test – (Handout) Developed and used in Oregon, 7 years Modified for Alaska Reading, Writing, Math & Science Type of test: Performance Tasks

administered by a teachers one-on-one to a student

Replaces AA Portfolio – 2005-06 is the last year


Online Assessment Materials downloaded from web Online training modules for test

administration Test results are entered online Student reports immediately generated Student does NOT take the assessment

online


Test Administration AA Mentors become Qualified Assessors, then

Qualified Trainers Mentors train district teachers to administer test Teachers achieve proficiency before

administering assessment (Qualified Assessors) 6 week test window One-on-one assessment Teachers record results online, report generated

What are AA Proficiency Descriptors?

What are Extended GLEs?


Proficiency Descriptors-(Handout) Narrative descriptions that describe how a

student performs at the four proficiency levels used in Alaska: Advanced, Proficient, Below Proficient, Far

Below Proficient Guide instruction and assessment Draft form until after 2007 test given


Extended GLEs – (Handout) Students receive instruction on grade level

content standards and curriculum Provide entry points to grade level content Using same or adapted age-appropriate

themes, topics, materials, activities Complexity of standards reduced Intent of grade level content remains intact Use appropriate assistive technology


Purpose of GLEs and ExGLEs Guides development of assessment items Basis for school district’s curriculum

development GLEs do not represent the entire

curriculum GLEs indicate core curriculum to be

mastered by the end of a given grade.

Providing Access to the General Curriculum

Slides from Massachusetts used with permission, Dan Wiener & Pam Green, 2002


Access to the General Curriculum: A Continuum of Learning(Mathematics) Dan Wiener & Pam Green 2002

Grade 7-8Learning

Standard #2for Algebra:

Solve simple algebraic expressions for given values

Example:3a2 – b, for a=3 & b=7

Match pictures & objects to create and compare sets

Understand symbols and meaning of:

* addition + * subtraction - * equal to =

Solve simple one- and two-digit number sentences

Example:1 + 1 + 1 = x2 + x = 53x + 8 = 29

Standard ‘as written’Less Complex More Complex

‘Entry Points’


Access to the General

Curriculum: A Continuum of Learning(ELA – Reading and Literature)Dan Wiener & Pam Green 2002

Grade 7-8Learning

Standard #16.10 for Reading and

Literature:

Identify and analyze mythologies from different cultures

Example:Student creates a hero tale, using epic tale conventions (e.g., quest, special weapons)

Respond to epic tales read aloud by selecting/ drawing pictures related to the story

Recognize that an epic tale is fictional

Example:Student reads (or listens to) adapted stories, and categorizes each as ‘make-believe’ or ‘real’

Identify elements of fiction in an epic tale

Example:Student reads an epic tale, identifying details related to characters, setting and plot

Standard ‘as written’Less Complex More Complex

‘Entry Points’


Examples of Weak Linkage to Content

MathReplace rollers in beauty parlorMeasure growth of fingernails

ReadingShow anticipation on roller coasterAttend to visual stimuli

NAAC, June 2005


Advent of Assistive TechnologyProvides Access Tools


Advent of Assistive TechnologyProvides Access Tools

Provides multiple means of representation of content (e.g., words, pictures, symbols, objects)

Provides engagement alternatives (e.g., use of computer, digital materials)

Provides multiple means of expression (e.g., communication systems)

(CAST, 2002)


Reading Pen

Start to Finish Books

Write: Out Loud

Read and Write

Read with technology

Denham, 2004


Modified text from Jumangi using Writing With Symbols 2000.

Read using graphics

Denham, 2004


Cheap Talk 4 (Enabling Devices)

DynaVox

3100

Step By Step Communicator, Abel Net

“Active Participation”

Picture Exchange Communication System, PECS(Pyramid Educational Consultants)

Communication devices must provide a means of active participation within the curriculum


“Active Participation” - write with

A plant needs

oxygen ●

.. word stamps

.. sentence strips in science

water ●

The plant needs sunlight.

.. individual laminated symbols secured with Velcro (Boardmaker, Meyer-Johnson)

.. pictures – drawn, magazine


We do not know if we can teach academics to these students until we try… Emerging evidence from teachers and students

that students with severe disabilities can learn academics.

Lack of research with this population of SWD Why it’s a challenge: 25 year tradition of focusing

on separate functional curriculum, not academics Academics (reading, writing, math) ARE

functional skills

Diane Browder, October 7, 2005—ASES SCASS Meeting


Seymour Sarason “It could be argued with a good deal of

persuasiveness that when one looks over the history of man the most distinguishing characteristic of his development is the degree to which man has underestimated the potentialities of men.”

(Christmas in Purgatory, 1965, p. 107)

the new alternate assessment for students with significant cognitive disabilities pathways 2006:...

Documents

aa students

aa handout slide

questionsanswers slide

new alternate assessment

number of students

special education services

special population of

alternate assessments