ALABAMA ALTERNATE ASSESSMENT (AAA)… FROM THE BEGINNING August 31, 2012 Peggy Windham, Presenter 1
Transcript
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ALABAMA ALTERNATE ASSESSMENT (AAA) FROM THE BEGINNING August
31, 2012 Peggy Windham, Presenter 1
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Alabama Alternate Assessment 2 Developed as requirement of IDEA
Based on IEP goals in all areas Scored by individual IEP Team Sent
to vendor for report generation Additional requirements under NCLB
Must develop guidelines for students eligible to take AAA Must be
based on extension of state content standards in reading,
mathematics, and science Must meet same technical requirements as
all other assessments (i.e., validity, reliability, etc.)
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What is the AAA? 3 Is a portfolio assessment Is based on the
Alabama Extended Standards in reading, mathematics, and science
which were developed by a task force made up of special education
teachers, regular education teachers, and administrators Is a
collection of evidence of the assessment of the students mastery of
each extended standard
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Who takes the AAA? 4 Portfolio performance assessment Reading
Grades 3-8 and 11 Mathematics Grades 3-8 and 11 Science Grades 5,
7, and 11 Collection of evidence of performance on the extended
standards Photographs Teacher tests/Worksheets Audio/video Work
Samples Written Performance Summary Designed for students with
significant cognitive disabilities
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Eligibility for the AAA 5 Criteria to consider during the
decision-making process regarding which assessment is appropriate
Students cognitive functioning IQ of 55 and below Curriculum
Revised 2006 Alabama Extended Standards
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Extended Standards Complexity 6 The complexity taught and
tested may vary by extended standard. Within a standard all 3
pieces of evidence are collected on only one complexity level
Example: R. ES 4.1Complexity 3 (all 3 pieces of evidence) R. ES
4.2Complexity 2 (all 3 pieces of evidence) R. ES 4.3Complexity 4
(all 3 pieces of evidence) R. ES 4.4Complexity 2 (all 3 pieces of
evidence) R. ES 4.5Complexity 1 (all 3 pieces of evidence)
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Teaching Extended Standards and Collecting Evidence 7 Teachers
teach the ES and collect evidence of student performance throughout
the school year. Pacing guide/lesson plans Crate/paper box (1 per
student) Select three pieces of evidence to be scored Three pieces
of evidence are collected on every extended standard. Must cover
the ES for the grade level enrolled. Reading 3-8 and 11 Mathematics
3-8 and 11 Science 5, 7, and 11
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Five Ways to Submit Scorable Evidence 8 1. Student
worksheets/teacher tests 10 item rule 2. Student work samples
Something that has been manipulated (cut and paste) 3. Photograph
or series of photographs Annotated word-for-word 4. Audio/video
Scripted word-for-word 5. Written Performance Summary SDE form must
be used
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Student Worksheets or Teacher Tests 9 Original students work
should be sent for the AAA scoring. Teachers should indicate
accuracy of student answers. Each worksheet/test must contain at
least ten (10) items. (Worksheets may be combined to total at least
ten (10) items. These combined worksheets will be considered one
piece of evidence.) Must have a Body of Evidence Entry Cover (BOE)
Sheet attached.
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Student Work Samples 10 Original student work samples will
include, but not be limited to: Students written work Student
drawings Projects Narratives Must have a BOE Entry Cover Sheet
attached.
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Photograph(s) 11 A photograph or series of photographs must
clearly illustrate the students performance of the standard. The
Task Summary on the BOE Cover Sheet must explicitly summarize the
pictured activity. Let another teacher look at the picture and read
the summary to see if they can tell you what activity took place.
Must have a BOE Entry Cover Sheet attached.
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Audio/Video 12 A tape, CD, or DVD is acceptable. The
audio/video must clearly illustrate the students performance of the
standard. The audio/video can be no more than five (5) minutes in
length per piece of evidence. Put all pieces of evidence for
reading, math or science using audio/video on one to two cassette
tapes/CD/DVD per subject area. Ex: all reading on one CD, all math
on one CD, all science on one CD. Each audio/video must be
accompanied by a word- for-word script. Must have a BOE Entry Cover
Sheet attached.
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Audio/Video Restrictions 13 Audio cassette tapeno restrictions
Video tape/DVDNo mini DVDs, Hi8, or any small tapes. If these are
used, they must be transferred to a standard tape/DVD to be
submitted. CDno restrictions Must include a word-for-word
script
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Written Performance Summary 14 This is a detailed description
of the activity. It documents, in detailed sequence, the steps or
behaviors of how the student performs on the activity All sections
must be completed and the detailed summary of the students
performance on the activity
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Written Performance Summary 15 Always provide the details Name
the book that was read Give the number of coins and which coins
used Give the words that were read Give the letters sounded out or
blended Always include Level of assistance and level of complexity
Participants, materials, and setting Directions Criteria for
Success Include any input from other adults and/or students Please
be very specific!!!
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The Three Levels of Assistance 16 1. Independentlythe student
performs the task without prompting or support. The cognition of
the task is performed entirely by the student. 2. Promptingthe
student is provided cues by the teacher or aide (oral cues, repeat
or additional directions, and/or gestures that initiate or sustain
a task). The cognition of the task is performed entirely by the
student.
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Levels of Assistance 17 3. Supportthe student receives direct
assistance to achieve the skill. The cognition of the task is not
performed by the student alone; however, the task is not completed
by the teacher. This assistance is more than prompting. The teacher
may assist the student in completing the task. Hand-over-hand is
not support (teacher is performing cognition)
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Minimum Evidence 18 Alabama Alternate Assessment(AAA) Minimum
Evidence Per Extended Standard Online at www.alsde.edu click on:
www.alsde.edu Sections Assessment and Accountability Publications
AAA information
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Good Instruction vs. Good Assessment 19 Lesson Plans Based on
content standards with individual student needs in mind Instruction
Simple and concise with possible demonstration of what is expected
Practice Student will practice what is expected many times Assess
Pre-test if needed Test student on mastery of content standard
Collect 3 best pieces of evidence
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Common Misunderstandings 20 Expecting Level III proficiency to
be the same as Level 3 complexity Showing progress over time
Showing evidence during the teaching of each skill Showing one
piece of evidence at the beginning of teaching the skill, one at
the middle of teaching the skill, and one at end of teaching the
skill Showing multiple trials by the student on the same
evidence
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Common Misunderstandings 21 Using different complexities within
a standard Including directions in the level of assistance The
teacher completing the task for the student Using hand-over-hand as
support
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Evidence Alignment 22 The evidence must be aligned to the
extended standard. The activity must relate to the extended
standard. Evidence that does not relate/not aligned to the standard
will be given a score of zero. The link between the evidence and
the extended standard must be clear.
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23
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24 Aligned and Valid
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25 Aligned and Valid
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26 Aligned and Valid
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27 Aligned and Valid
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30 R. ES 5.1 Identify w o rds with more than one meaning. Use
multiple meaning words in sentences Identify words with more than
one meaning Match pictures of multiple meaning words Participate in
an activity matching pictures of multiple meaning words Student
reads word and associates the word with meaning. (bat-flies, bat-
baseball) Student is asked to find the pictures that match the word
the teacher gives them. (bat- flies, bat-baseball) Student
participates by watching another student match pictures and
multiple meaning words. With at least 10 different words in
sentences across the pieces of evidence With at least 10 different
words across the pieces of evidence With at least 10 different
matches across the pieces of evidence With a different activity per
piece of evidence
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31 Support
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32 Independent
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33 Touch Math
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34 Show Work
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Student Registration 35 All students who are being assessed by
the AAA MUST have this item checked on the second page of the IEP
that states: SPECIAL INSTRUCTIONAL FACTORS: Items checked "YES"
will be addressed in this IEP: Is the student working toward
alternate achievement standards and participating in the Alabama
Alternate Assessment? Item MUST be checked YES! If the AAA box is
not checked YES on the students IEP, he/she will not be picked up
by the testing company as a student being assessed by AAA. The
pre-labels will be made according to this information. Also make
sure the State Testing pages indicate AAA as the state assessment.
STI/INOW demographics must be accurate. Make sure the student is in
the correct grade in INOW.
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Curriculum for the AAA 36 All extended standards (ES) for the
grade- level of enrollment according to STI must be taught and
tested. Each ES contains 4 complexity levels. The highest level of
complexity the student is expected to achieve should be
selected.
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Spring 2013 AAA 37 The AAA is administered in reading in Grades
3-8 and 11 only. The AAA is administered in mathematics in Grades
3-8 and 11 only. The AAA will be administered in science in Grades
5, 7 and 11 this spring. The testing window for the 2013 AAA is
April 15, 2013 through May 3, 2013.
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Scoring 38 Qualifications of scorers Must have a college degree
Trained on the population and expectations for students
participating Trained on the Alabama Extended Standards for the
grade level scoring Trained on the Minimum Evidence Required
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Scoring 39 Individuals must qualify to serve as scorer.
Individual is trained and will score specific grade or grade range.
There is a 10% percent read-behind (like the ARMT open-ended
items). There is retraining of individuals, if necessary.
Reliability statistics are computed. SDE staff assist in training.
SDE staff is conferenced in on unusual evidence.
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Scoring 40 Rubric Alignment Complexityone to four points
Assistanceone to three points Content mastery 0 points for 0-24% 1
point for 25-49% 2 points for 50-74% 3 points for 75-100%
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Scoring 41 Student 1 Complexity (Level 3) 3 points Assistance
(Support) 1 point Mastery (25-49%) 1 point Total Score 5 points
Student 2 Complexity (Level 2) 2 points Assistance (Independent) 3
points Mastery (75-100%) 3 points Total Score 8 points