Arkansas Alternate Portfolio Assessment for Students with Disabilities

English Language Arts Oral and Visual Communication Writing Reading Mathematics Standards Number and Operations Algebra Geometry Measurement Data Analysis and Probability Science Standards Life Science Physical Science Earth and Space Science

Duties for School Personnel on pages 3-4 Handling of Materials Responsibilities of each person in the district

Guidelines for Participation on pages 5-9 1. IEP guidelines have not changed 2. Transfer 3. Grade Designation 4. Private DDS or Therapeutic 5. Homebound-Do Not Assess with State Test 6. Students who cannot participate

Organization of Portfolio and appropriate entries pages 12-13

Changes for 2006-2007 for SWD Four dividers-not 3 New divider for Science for grades 5 and 7 Science has 3 Stands- Life-needs 2 entries Physical-needs 2 entries Earth and Space-needs 2 entries Remember- 3 pieces evidence with each entry-at least 2 types of evidence

Changes for 2006-2007 for SWD New drop-down menus for entry slip Grade level Content standard # and description SLE # and description New Task Sheet for the 3 pieces of evidence with each entry slip Gives more room to describe the task Gives a place to explain what the student will do to perform the task

At least two different types of evidence 1. Captioned Photos 2. Audio tapes with script 3. Video tapes with script 4. Work samples-may to dictated to teacher or aide to record 1. Must use at least 2 from the list with each entry. 2. Document on the new task sheet that accompanies the entry slip.

New Resource for 2006-2007 Resource Guide for Alternate Portfolio Assessment for Students with Disabilities for Literacy, Mathematics, and Science -- Idea starters for entries aligned with the correct Student Learning Expectation -- Not a curriculum guide-only examples -- Must align activities with needs of students Training will be in October.

Tips for Teachers pages 16-17 Planning the entry Complete the forms correctly Organizing the portfolio Reasons for Non-scoreable entries

Forms in white binders or online @ http://arkansased.org or http://arksped.k12.ar.us Click on testing icon Click on ACTAAP Click on Student Assessment, Scroll down the page to Alternate Portfolio Assessment to find the files for the manuals and forms

Completing Electronic Forms Instructions for Completing Electronic Forms Follow all instructions precisely in order to avoid errors in completing the forms.

Electronic Forms on the ADE Website Entry Slip and Task Sheet Student Profile Portfolio Checklist Participation Validation

Switch to file for entry slip First find a location to save the blank file to your computer. Save so that you will not have to depend on using the internet each time you need the form. Type beginning at the top of the page, student name, date of beginning of task, name who develops the portfolio. Then click on the grade level box and select the correct grade. Do no forget this each time because it automatically reverts to grade 3. Click on the Content Standard and entry. The CS description will appear in the box below. Click in the box below CS # to populate the box with the correct CS description Click on the SLE#, then click in the box below to populate the box with correct SLE description Click on the Level of Assistance-remember to check this according to the way you have completed the Student Profile page. Never means not having to go beyond what is required based on the disability of the student that has been described. Go to the next page-Task Sheet. This page was developed as is for a couple of reasons, 1. Many have asked for more room to explain the task and how the student responds to the task. 2. There was not enough room on the original entry slip with the addition of Science to keep it all to one page. 3. You now have a box to describe the task given to the student in more detail and a box to explain how the student accesses this curriculum. Explain what the scorer is supposed to be observing in order to see if the student did exactly what the teacher requested in the task. Also, you have a place to list the type of evidence and a line to list the setting of the task. Follow the directions carefully so that you will always have the correct information on these 2 sheets. You must complete a task sheet with each entry slip.

Submitting Portfolios Responsibilities of School Personnel Checklist pages 20-23

Student Demographic Information Form- page 24-27 In front plastic cover of binder Handle with Care Do not hole punch or bend Use pencil to complete information Complete accurately

LEA # Student ID

Participant Validation Form- Page 33 Checklist to validate the student’s participation in the Arkansas Alternate Portfolio Assessment

Student Profile Page 35 Include accurate and pertinent information. Include information that will help the scorers understand the student’s capabilities as well as challenges.

Portfolio Checklist Use to verify that everything is in the portfolio. Page 37 Use to verify that everything is in the portfolio. Be sure to get a signature from a parent or guardian so that the portfolio can be used by the ADE for training.

Entry Slip Page 29 Use only the 2006-2007 forms included in the binder provided. Each entry must include only 1 Entry Slip. Be sure to use correct information to avoid nonscoreable entries. Follow the directions precisely if using the drop-down box electronic forms. This would be a great time to have them log-on while you instruct them in completing the electronic Entry and Task Sheets.

Task Sheet Page 31 Complete a Task Sheet (new this year) for every entry and include it in the binder after the Entry Slip. Include descriptions of each of the three tasks for the entry. Follow the directions precisely if using the electronic forms.

Sample Completed Entry Slip Page 18-19

Sample Completed Task Sheet

Exceptional Students Alternate Assessment Roster page 41 Students in exceptional situations who cannot participate because of circumstances beyond the control of the school Examples: homebound, incarcerated, hospitalized Requires signatures of Superintendent and District Test Coordinator Need permission from ADE to use this form

Must have superintendent and test coordinator signatures

Scoring Decisions pages 43-147 Insert bottom portion of grade 9 rubric.

Appendices A: Scoring of Student Portfolios and Sample Entries -pages 45-146 B: Assessment Provisions of IDEA and NCLB-page 148 C: Allowable Accommodations for Benchmark and End of Course Examinations-pages 149-150 D: Glossary of General Terms-page 151

Appendices E: Arkansas English Language Arts Curriculum Framework-pages 155-194 F: Arkansas Mathematics Curriculum Framework- pages 195-230 G: Arkansas Science Curriculum Framework pages- pages 231-242 H: Arkansas District and School LEA Numbers Page 243-262

Arkansas Curriculum Frameworks English Language Arts Mathematics Science Oral and Visual Communication Number and Operations Life Writing Algebra Physical Reading Geometry Earth and Space Measurement Data Analysis and Probability

Numbering of SLE’s for Mathematics A. 4. 3 Numbering of SLE’s for Mathematics A.4.3.2 page 215-Relate skip-counting patterns to multiplication A-Algebra Strand 4-Content Standard 3-Grade Level 3 2-Number for sequencing the SLE’s

Suggested Timeline for Collecting Evidence A suggested timeline has been developed to guide teachers through the process of compiling portfolios for students participating in the Arkansas Alternate Portfolio Assessment. The purpose of the timeline is to assist teachers in dividing the necessary steps into chronologically manageable sections.

Suggested Timeline for Collecting Evidence The Timeline has been sub-divided into 4 phases. Planning Phase Collection Phase Organizational Phase Submission Phase

Planning Sheets and Instructions Create a preliminary plan using the Planning Sheet for each content area to map out the Standards and SLE’s appropriate for your student’s assessment. Think about instructional tasks that will allow the student to demonstrate knowledge and achievement related to the standard. Identify the type of evidence that will best show what the student knows. Allow for generalization of skills in other settings and with various individuals.

Evidence Reminders A chart has been developed to help teachers to ensure that all evidence included in the portfolio is appropriate and has been clearly documented with all necessary information. Reminds teachers to be certain that all tasks represented by the evidence are aligned to the Standard and SLE being assessed Stresses the requirement that at least two different types of evidence need to be included for each entry

Series of Captioned Photographs TWO TYPES EVIDENCE Geometry G.8.5.2 Identify and draw congruent, adjacent, obtuse, acute, right, and straight angles. This is an example of incorporating 2 different types of evidence within the 3 pieces of evidence needed for the entry. First, pictures show the student creating angles by cutting line segments, sliding one paper plate into the other and moving the plates to create different angles. Series of Captioned Photographs

The second piece of evidence is a work sample The second piece of evidence is a work sample. The student identified different angles. Work Sample

For the third piece of evidence, the student went around the school and took pictures of angles. He then created an angle book, which is a permanent product.

Permanent Product

Verification of Evidence Page 39 This is a great tool to make sure that you have included all entries and evidence before you submit the portfolio to your School Test Coordinator.

Scoring Rubric page 46 and 47 Domain Definitions Performance: student’s demonstration of skill while attempting a given task. Context: the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. Level of Assistance: the degree of independence demonstrated in the student’s performance. Settings: the observed settings or environments in which the tasks are performed (for grades 3-8 and 11 only). Refer to page 45 in the Administration Manual for the scoring rubric. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.” Remember that the initial directions are not considered prompting. The critical part here is how much prompting the student needs to be successful. If the student required prompting at the beginning of instruction, but he doesn’t require any by the time he has mastered the skill, make that notation on the evidence. We will score what is on the entry slip and look to the evidence for verification.

Scoring Decisions--page 47

Scoring Procedures Rangefinding: A committee of Arkansas educators is convened in the spring to review current portfolio entries and to reach consensus on their scores. The scored entries are used to create a scoring guide and training and qualifying sets used in reader training. Reader Training: The readers receive intensive training and must qualify before they may begin scoring portfolios. Readers who do not qualify are not allowed to work on this project. We had approximately 60 readers scoring the portfolios this year.

Scoring Procedures All entries are scored twice. If scores given by 2 readers are nonadjacent, those entries are scored a third time. We have designated readers to assign nonscoreable codes. Entries are flagged that appear to be nonscoreable. It is the responsibility of the designated readers to determine if the entry is nonscoreable.

Put in nonscoreble codes

Portfolio Organization The portfolio consists of 1 entry for each Algebra I standard and 1 entry for each Geometry standard. Organize the portfolio using the illustration on pages 10 and 11 in the Administration Manual for Ninth-Grade Mathematics.

Organization of Portfolio Pages 10- 11 Organizational chart for grade 9 – page 11

Curriculum Frameworks for 9th grade Math Portfolio Must use the Framework documents for Algebra and Geometry Must use these 2 documents for Content Standard and SLE’s

Include accurate and pertinent information. Student Profile Page 27 Include accurate and pertinent information. Include information that will help the scorers understand the student’s capabilities as well as challenges. Profile sheet – page 27

Portfolio Checklist Page 29 Use to verify that everything is in the portfolio. Be sure to get a signature from a parent or guardian so that the portfolio can be used by the ADE for training. Portfolio checklist – page 29

SWD: Ninth Grade Mathematics Entry Slip SWD: Ninth Grade Mathematics Page 25 Follow all instructions precisely in order to avoid errors in completing the forms.

The following 2 slides were made to give the option of how you might want the forms presented. This one juxtaposes the instructions with the entry sheet. The next slide juxtaposes the entry sheet with the task sheet. Previous slides kept them separate and captioned them as such.

Go to 9th grade entry slip file

Grade 9 timeline

Gr 9 planning sheet

Verification of Evidence Page 31 This is a great tool to make sure that you have included all entries and evidence before you submit the portfolio to your School Test Coordinator. Verification of evidence – page 31

Evidence Reminders for Grade 9

Scoring Decisions Insert bottom portion of grade 9 rubric.

Tips for Teachers page 14-15 How to avoid nonscoreable entries Strategies for collecting evidence

Strategies to Collect Evidence Student work samples are the appropriate type of evidence for the majority of the grade 9 students assessed (resource math students). The same types of entries that are appropriate for students in grades 3-8 and 11 may be appropriate for your grade 9 student. Think of the best way to show what your student knows. Include the student’s best work. Provide appropriate tasks that present a realistic challenge for the student.

Avoid Nonscoreable Entries Be sure to include 1 entry for each Algebra I Content Standard and 1 entry for each Geometry Content Standard – 10 entries total. Use an SLE only one time. Make sure that the tasks support the selected SLE. Make sure that the evidence you include in the entry shows what you have stated in the task.

Strategies to Collect Evidence Include 3 pieces of evidence for each entry. Do not include the same worksheet completed on different days. Use only 1 entry slip for the 3 tasks – not a separate entry slip for each task in the entry.

Avoid Nonscoreable Entries Use the 2006-2007 forms in the black binders or use the electronic forms on the ADE website. Complete the entry slips correctly.

Avoid Nonscoreable Entries Use the Algebra I and Geometry frameworks that are in the 2006-2007 Administration Manual. Write the entire number and description and make sure they match. Content Standard 1: Students will develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates. LG.1.G.2 Represent points, lines, and planes pictorially with proper identification, as well as basic concepts derived from these undefined terms, such as segments, rays, and angles

Appendix A – Scoring Rubric Domain Definitions -Performance: student’s demonstration of skill while attempting a given task. -Context: the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. -Level of Assistance: the degree of independence demonstrated in the student’s performance. Refer to page 39 in the Administration Manual for the scoring rubric. The only difference between this rubric and the rubric for grades 3-8 and 11 is that the grade 9 students do not receive a score for settings. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.”

Appendix A – Sample Entry Geometry – Relationships Between Two- and Three-Dimensions Content Standard 4: Students will analyze characteristics and properties of 2- and 3- dimensional geometric shapes and develop mathematical arguments about geometric relationships. SLE R.4.G.2: Solve problems using properties of polygons: *sum of the measures of the interior angles of a polygon *interior and exterior angle measure of a regular polygon or irregular polygon *number of sides or angels of a polygon If you are using an activity that deals with angle measurement use this SLE not T.2.G.2 Investigate the measures of segments to determine the existence of triangles. This would be nonscoreable because angle measurement and line segment measurement are not the same task.

Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Developed by High School Mathematics Teachers and Special Education Teachers Based on the Algebra I and Geometry Framework

Algebra Content Standards Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Algebra Content Standards Language of Algebra Solving Equations and Inequalities Linear Functions Non-Linear Functions Data Interpretation and Probability

Geometry Content Standards Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Geometry Content Standards Language of Geometry Triangles Measurement Relationships between two- and three- dimensions Coordinate Geometry and Transformations

Content Standard SLE

Training for how to use this document will be: October 25, 26, or 27 Each district has been assigned a date to attend. Each district may send one special education teacher for grades 3-8 and 11, one 9th grade special education teacher. An invitational letter will be sent to superintendents soon about the training. Change dates on training. Explain workshop dynamics to group.

New Course Code for Grade 9 Resource Class 973900

Arkansas Department of Education http://arkansased Arkansas Department of Education http://arkansased.org Charlotte Marvel 501-682-5296 charlotte.marvel@arkansas.gov