Ohio’s Alternate Assessment for Students with Significant Cognitive

Disabilities(AASCD)..

At a Glance

Fall 2012

Shifts of Practice

• The new Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) will be given beginning in February 2013.

• It is based on the Ohio Academic Content Standards-Extended

• It is not a portfolio (what the student can already do), but instead what the students have learned from their instruction

• It is a summative assessment which is 1:1 face to face

2

Participation Criteria

3

• The assessment is new, but the participation guidelines have not changed.

• The same students for whom the old assessment would be appropriate are the students for whom the new assessment is appropriate.

• Decision-making framework for participation in DFAM Rules Book and on ODE’s website.

How Is the AASCD Administered?

• The AASCD is administered in a one-on-one setting, with Test Administrators reading a script to administer tasks. • Pictures, graphics and symbols are provided for nearly all of

the tasks.

• The Test Administrator uses a rubric to score the student’s performance. Then enters in the information into the computer.

• Each content area should take about an hour.

4

Key Differences

SWD Portfolio AASCDA collection of evidence that measures a student’s performance aligned to a grade level of Ohio’s Academic Content Standards.

Individually administered student performance assessment aligned to Ohio’s Academic Content Standards – Extended (OACS-E) that tests discrete academic skills.

Teacher created a portfolio that included a variety of information, such as teacher data sheets, student work and letter(s) from family.

AASCD is based on performance items/tasks in each content area and grade/grade band.

Evidence collected throughout the school year.

Specific assessment window of 5 weeks.

5

Key Differences (cont.)

SWD Portfolio AASCD

Community members and parents contribute evidence of student performance.

Test Administrator administers all parts of the assessment.

Responsibility shared by IEP team members.

Test administered by a single person.

Scored by trained scorers in a central location.

Test Administrator scoring based on accuracy of response.

6

Considerations

7

• With the AASWD, +/ 98% of students scored proficient or above. • 95% of those scored accelerated and advanced. • This produced no usable measure of student

performance nor growth.

• The new AASCD will have a distribution of scores comparable to the general assessments • Will be able to show student growth.

Graphic Setup

8

Print manipulatives will be printed and packaged as strips.

Three pic-syms are placed on each strip.

Each strip will be associated with a particular item, written on the back.

Can customize to

your student… photos vs. symbols

Item Format

9

Set Up

Script

Scoring

Scoring

It will say if it is access limited (i.e. blind) and then

not given (scored 8/9 vs. 9/10

Blue = what you say

Black= what you do

Scoring Procedures• Test Administrator

scores the assessment as it is administered.

• Scores can be recorded online or on the optional scoring worksheet but not in the test booklet.

• An optional scoring worksheet is provided to assist during test administration.

10

Scoring

• 20% will need to have a second rater

• These students will be identified in TIDE

• Second raters must have an ODE license and have been trained

• They will be required each year

Levels of Complexity

• Teachers will take a survey to determine which level of complexity the student is at (not this year though as all students need to take all items – for standardization)

• There are NOT different assessments for each level of complexity, the items are arranged in projected difficulty (1= easy to 9= hard)

Scoring Rubric: Engagement

Some tasks for students that are at the least complex level (pre-symbolic communication) are given for engagement•Provide evidence engaged in grade level content

• that the student is engaged in the task; and• that the student shows extended focus and

persistence.

•The Test Administrator makes a judgment using a scoring rubric.

13

Engagement Rubric

14

Score 4: Sustained involvement

Score 3: Generally maintained involvement

Score 2: Intermittent/irregular involvement

Score 1: Fleeting awareness with little or no involvement

No response: Does not demonstrate engagement in the task

Other

• Test kits will arrive by February 11, 2013

• Teacher administrators have two weeks to make materials accessible for individual needs:• Braille (ODE will not do it)• Laminate (remember are secure test materials • Enlarge (you can NOT photocopy)• Provide photographs instead of picture symbols

• Accommodations that the student receives during instruction should be given during the administration of the AASCD

• Testing dates are from February 25-March 29, 2013

Test Administrator Responsibilities

16

• Be an employee of district and have a license

• Must attend a training session.

• Read the Directions for Administration Manual.

• The TA must score and enter the student responses in the DEI.

On ODE website

Video Clip

17

Let’s watch as a task is administered.

Professional Development on Extended Standards

Instructional Training Modules with the Ohio Academic Content Standards-Extended (OACS-E)

ALL students must have access to the general curriculum.

ALL students must have access to the general curriculum.

• What does that mean for our students with significant cognitive disabilities (SWSCD)?

• The instruction that students receive must be aligned to the grade-level academic content standards that are identified for the general population.

Why?

• New research: Many students with SWSCD CAN learn academic skills and knowledge that was previously not expected.• For these students, literacy and numeracy skills, as

well as content knowledge, will increase their potential in daily living and vocational opportunities.

www.ohextendedstandards.org

Training Modules to prepare for OACS-E are available

Create a new user name

and password

Objectives of the Training Modules:

• Educate teachers and administrators on the why, what and how of the new extended standards

• Provide guidance on planning for instruction and assessment for SWSCD based on extended standards

Training Modules:

1. What are Extended Academic Content Standards?

2. General Curriculum for Students with Significant Cognitive Disabilities

3. Planning for Instruction and Assessment for Students with Significant Cognitive Disabilities

4. English Language Arts

5. Mathematics

6. Science

7. Social Studies

Due in January

All Modules will have:

• Pre-assessment / Post-assessment – if you “take the course”

• Module Objectives

• Definitions

• Frequently Asked Questions

• Resources

• Activities

Module 1: What are Extended Academic Content Standards?

• Lays the foundation for WHY we are making this educational shift.

• It is no longer just about providing access to the general curriculum or about just being involved, it is about how students will advance and show progress in grade level standards.

• Research tells us that many of our SWSCD can learn grade level content.

What are Extended Standards?For a few 1% that can’t attain achievement on the general content standards

Extended or alternate standards are allowable to provide access, participation and progress in the general curriculum.

• aligned with a State’s content standards, • reduced in depth and breadth from the general standards,• promote access to the general curriculum, and • reflect professional judgment of the highest level of

performance possible.

What are Extended Standards?

• These extended standards are not statements of what students already know or can do, but are statements of what students CAN learn and will be able to do after instruction.

www.ode.state.oh.us

• OACS-E• Enter

“Extended Standards” in the search engine

• Contains all subject extended standards

• Powerpoint• FAQ’s

Extended Standards Grade Bands•K - 2•3 - 5•6 – 8•9 – 12

Skills and knowledge must progress through grade levels.

http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=967&ContentID=119791&Content=125053

Connecting to the General Standards

Blue = general Red = extended

Extended Standards• Must have a rigorous alignment

to the general standards.Grade 3 Grade 4 Grade 5

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.35.1a Answer inferential questions based on details from the text.

RL.35.1b Answer literal questions based on details from the text.

RL.35.1c Answer literal questions to show understanding of text.

Essence Statements

Guide to instruction

Extended Standards Complexity

• Three levels of complexity addressed for each extended standard.• range from “most complex” to “least complex”

Most Complex Least Complex

RL.35.1a Answer inferential questions based on details from the text.

RL.35.1b Answer literal questions based on details from the text.

RL.35.1c Answer literal questions to show understanding of text.

Levels of Complexity

• RL = Reading for Literature

• 35 = Grade band 3 – 5

• a, b, c = level of complexity

RL.35.1a Answer inferential questions based on details from the text.

RL.35.1b Answer literal questions based on details from the text.

RL.35.1c Answer literal questions to show understanding of text.

Module 2: General Curriculum for Students with Significant Cognitive Disabilities Goals

• The general curriculum for students with significant disabilities

• A blending of functional and academic content curriculum

• The implications of standards-based IEP goals

What About Functional Skills?

• A curriculum that is a mix of academic and functional life skills.

• Academic learning can be functional• reading – gain information from print, • math – problem solving

Active Engagement in Learning

• A focus on the CAN skills and abilities

• Taking what a student can do, and building upon these skills, with fading supports and prompts

• The goal is always active engagement and independence

Cognitive and Communication Challenges

• Introduction to:• pre-symbolic communication, • emerging symbolic communication and• symbolic communication

• Need to move up the hierarchy in communicative competence, as it will be the primary method of assessing what student’s have learned

Assessment and Progress Monitoring – Formative

Connecting the IEP

• A standard-based IEP is not the same as curriculum. Daily instruction should include language arts, mathematics, science and social studies. Every content standard for this instruction cannot and should not be listed on the IEP. Instead the IEP goals should indicate what learning is needed to make progress in this curriculum

Module 3: Planning for Instruction and Assessment for Students with Significant Cognitive Disabilities

Thematic Unit Planning

• Step 1: Identifying Standards for an Instructional Unit:

• Developing a Unit Topic• Science and Social Studies content provide rich

opportunities for unit themes. • Collaborating with general ed teachers to develop

instructional units.

Task Analysis Template

• Step 2: Define the Learner Outcomes• Task Analysis is used to break a large skill or

concept down into sequentially ordered mini-skills/steps that lead to the large skill.

• Break down a larger skill into small sub-parts or foundational skills needed to get to targeted skill

• Good to show different entry points for different learners

• Good to visually see growth

Step 3: Identify Thematic Unit Instructional Activities

• Universal Design for Learning (UDL) is a framework that is applied to instructional planning with a focus on introducing flexibility and options to reduce barriers in learning.

• Should detail instructional targets for

individual needs, abilities and IEP goals

Step 4: Design Lesson Plans with Student Targeted Goals

• Standards being addressed (or alternate complexity levels thru Task Analysis)

• Steps to instruction

• Differentiation for diverse learners

• Individual student goals and scaffolds

• Assessment procedures and tools

Assessment • Assessment can be built into activities and not just an add on.

• Before, during and after instruction- to insure the instruction is effective

Planning for a Three to Five Year Rotation

• With grade bands there is a need to plan for 3-5 years of instruction

• Need to eliminate students doing the same activities year after year

• Instruction needs to be new and engaging each year

Questions?

Potential Implications/Discussion Points:

• How can we support our teachers in developing new curricular units?• What will these scores do for our district report card? The old alternate

assessment scores were used to help districts reach higher designation levels.• How will parents and the community be notified that students who have scored

accelerated in the past, may now fail the state assessment?• Teachers who have students taking the alternate assessment, may need to teach

to several grade bands of extended standards due to the 60 month spread of students in his/her room. Might this change how students are placed?

• The new Alternate Assessment for Students with Significant Cognitive Disabilities (AASCD) must be administered by a trained administrator in a 1:1 environment away from the other students. Each content area will take about an hour per subject per child. In addition a portion of the assessments must be double scored (2 administrators to 1 student). Will this cause staffing/sub issues?