Date post: | 27-Mar-2015 |
Category: |
Documents |
Upload: | blake-duncan |
View: | 212 times |
Download: | 0 times |
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
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
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 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.
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 Assessments
Grade 3-9
Grade 10+
Developmental Profile Kinder/Grade 1
HS Qualifying Exam
Benchmark 1-7
TerraNova
Alternate Assessment
Alternate Assessment
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