FROM THE BEGINNING March 16, 2013 Peggy Windham, Presenter 1

Developed as requirement of IDEA All students must be given a state assessment 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.) 2

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 student’s mastery of each extended standard 3

Portfolio performance assessment Reading Grades 3-8 and 11; Reading ES taught in grads K – 2; no evidence collected Mathematics Grades 3-8 and 11; Math ES taught in grades K-2; no evidence collected Science Grades 5, 7, and 11; taught at all grade levels; evidence not collected except 5,7,11 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 4

Criteria to consider during the decision-making process regarding which assessment is appropriate Student’s cognitive functioning IQ of 55 and below Curriculum Revised 2006 Alabama Extended Standards 5

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 4.1—Complexity 3 (all 3 pieces of evidence) R. ES 4.2—Complexity 2 (all 3 pieces of evidence) R. ES 4.3—Complexity 4 (all 3 pieces of evidence) R. ES 4.4—Complexity 2 (all 3 pieces of evidence) R. ES 4.5—Complexity 1 (all 3 pieces of evidence) 6

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 7

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 8

Original student’s 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. 9

Original student work samples will include, but not be limited to: Student’s written work Student drawings Projects Narratives Must have a BOE Entry Cover Sheet attached. 10

A photograph or series of photographs must clearly illustrate the student’s 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. 11

A tape, CD, or DVD is acceptable. The audio/video must clearly illustrate the student’s 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. 12

Audio cassette tape—no restrictions Video tape/DVD—No mini DVDs, Hi8, or any small tapes. If these are used, they must be transferred to a standard tape/DVD to be submitted. CD—no restrictions Must include a word-for-word script 13

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 student’s performance on the activity 14

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!!! 15

1. Independently—the student performs the task without prompting or support. The cognition of the task is performed entirely by the student. 2. Prompting—the 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. 16

3. Support—the 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) 17

Alabama Alternate Assessment(AAA) Minimum Evidence Per Extended Standard Online at click on: Home; click on offices Click on Office of Student Learning Assessment Publications AAA information 18

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 19

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 20

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” 21

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. 22

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25 Aligned and Valid

26 Aligned and Valid

27 Aligned and Valid

28 Aligned and Valid

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31 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

32 Support

33 Independent

34 Touch Math

35 Show Work

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 student’s 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. 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. 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,

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 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. 40

Rubric Alignment Complexity—one to four points Assistance—one to three points Content mastery 0 points for 0-24% 1 point for 25-49% 2 points for 50-74% 3 points for % 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 42

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