New York State Alternate Assessment NYSAA Administration Training for AATNs and SSCs Overview of NEW NYSAA & Materials September 18, 19, 20, and September 25 and 26, 2013 Office of Assessment, Standards and Curriculum

 This presentation is intended to provide an overview of materials and highlight changes  Department’s expectation is that trainers, teachers and administrators will carefully review NYSAA Administration Manual NYSAA Frameworks, Appendix F DVD training program Guided Practices Introduction 2

 NYSAA Sample Datafolio – discrepancy between ELA Ext 1 DSS and VE; ELA Ext 5 DSS and VE  Grade 8 Frameworks (pg. 41) – discrepancy in AGLI coding for Standard 4, Key Idea 3 (AT codes were correct)  Forms Appendix – Grade 8 Science, AGLI 2 DSS form revised saa-manual-14.html NOTE: REVISIONS POSTED 3

Things to keep in mind: This is the next evolution of the alternate assessment NYSAA is a small portion of the overall picture of a student’s knowledge, skills and understanding Administrative requirements have been streamlined  Clarified and simplified language and expectations  Reduced clerical work  Simplified choice components As we approach the coming year… 4

And most of all… 5

Administration Manual 6

 Information about the why, who and how  Overview of the new NYSAA test design Essence Extensions, five for ELA and mathematics Level of Complexity NOTE: May impact student’s overall score Baseline and final data points  Similarities and Differences for NYSAA Introduction, pages 4-7 7

 Age Ranges for the NYSAA, updated birth date chart…page 6  NEW: Mandatory Reporting of Testing Improprieties by Adults, Office of Test Security…page 7  NYSAA materials…page 7  Support and RLT Contact information…page 7 Introduction, pages 4-7 (continued) 8

 RLT role is to support training, collegial review and provide technical support for NYSAA Objective is to build capacity within regions  Emphasis on TURN-KEY training  Each RLT assigned specific number of days to cover the region must make the most effective use of those days May offer other options or resources SIDEBAR: RLT Rules of Engagement 9

 Definition of Student with a Severe Disability  NYSAA Eligibility  Participation Criteria (No Changes) Eligibility and Participation Criteria, page 8 10

 NEW Steps Chart…page 9 Encourage use of Measured Progress ProFile™ program Recommend more than one Collegial Review Timeline references are provided with steps  Details for preparing and administering NYSAA are provided on pages Steps for Completing NYSAA Datafolio *NEW* 11

 Now assess each of five standards in both ELA and mathematics; each of two standards in science and social studies…Step 2, page 10  Assessment Tasks provided in Frameworks are required…page 11  Each piece of evidence must demonstrate the task on it’s own, no longer considered “in total”…page 11 and 13 Section One: Administering NYSAA 12

 Notations…page 14  Recommendations for digital video and/or audio clips…pages  Data Collection Sheets…page 18  Level of Accuracy…page 22  Role of independence…page 22 Section One: Administering NYSAA (continued) 13

 Require supporting evidence  Staff initials are required for each date of data  Staff key must be completed  Avoid using a single step/time segment DCS when Assessment Task includes plural or AND; unless include detailed notation to confirm requirements of task Data Collection Sheets 14

 At least three dates of data must be documented, dates can include Baseline data point + 2 or more dates of instruction = 3 2 or more dates of instruction and final data point = 3 Baseline data point + 1 or more dates of instruction + final data point = 3 Data Collection Sheets 15

 Verbal and Physical prompts…page 22  Content or Construct support…page 23  Baseline data point administration…page 21  Baseline threshold, Level of Accuracy score must be 74% or below…page 24 Section One: Administering NYSAA (continued) 16

Verbal and Physical Prompts Actions after initial directions and test item presented to student: Verbal or Physical Prompts Actions (verbal or physical) that attempt to gain student’s attention  Yes  No Refocusing or redirecting (verbally or physically) the student to test item  Yes  No Reminding the student to complete all parts of item(s)  Yes  No 17

Content or Construct Support that Results in an Administrative Error Actions that result in an Administrative Error: Reducing the number of options or choices presented to the student Rewording, revising, simplifying or explaining the test item Any physical or verbal cue that leads to or prompts the student toward the correct answer for an item, purposeful physical guidance or restriction of movement to obtain a desired response The student receives “hints” or additional details 18

Content or Construct Support that Results in an Administrative Error Actions that result in an Administrative Error: Templates or other formats are provided that give or lead the student to the answer. For example:  the verifying evidence is a sequencing worksheet that contains three boxes that state “First,” “Next,” “Last”; the student response choices are pictures that contain the words “First,” “Next,” “Last”  the verifying evidence is a number line where the student must provide missing numbers, but the correct number is provided as a shaded or dotted number in the spot and the student has to put a sticker of the number on the spot. Manipulatives or strategies that change the construct of what is being assessed (e.g., use of calculators or arithmetic tables for Extensions in Grades 3-5) 19

 Verifying Evidence documentation…page 25  Three required elements must be documented on each piece of verifying or supporting evidence…page 25  Verifying Evidence labels…page 26 (form in Appendix D) Section One: Administering NYSAA (continued) 20

 Assembling datafolio information…page 27  Collegial Review…page 28  Checklist…page 28 (form in Appendix E)  Heading to scoring…page 29 End of data collection: February 7, 2014 Datafolios to district residence: February 14, 2014 Datafolios to SSC: February 21, 2014  NYSAA Teacher Survey…page 29 Section One: Administering NYSAA (continued) 21

NYSAA Timeline for September 2013 October 2013 November 2013 December 2013 January 2014 February 2014 Instruct & Evaluate Progress between Baseline and Final Data Point Baseline Data Point September 30 to Mid- November Final Data Point no later than February 7, 2014 Should be 15 or more school days between NYSAA Administration Period Begins September 30, 2013 NYSAA Administration Period Ends February 7, 2014

23 Section Two: Scoring Criteria NYSAA Scoring Rubric, page 32

Alignment to Grade-Level Content 24 Extension or AGLI from Grade Assessment Task Aligned to Extension or AGLI Verifying Evidence Aligned to Assessment Task Rubric, Part I Rubric, Part II

 When referring to students use positive terms, respect student privacy  All work and documentation must be authentic  Standards-based instructional activities and materials  Avoid wholesale administration practices  Collegial Review  Wide range of instruction and opportunities Section Three: Effective Practices 25

 Appendix A: Measured Progress ProFile™  Appendix B: Sample Datafolio  Appendix C: Glossary NYSAA terms  Appendix D: Forms  Appendix E: Checklists  Appendix F: Frameworks  Last section in spiral: NYSAA DVD Training slides handout Appendices 26

Appendix F, Frameworks 27

 Frameworks Introduction  NYSAA Test Blueprints for each content area  Section for each grade  Content Glossaries Frameworks Document 28

Frameworks to Frameworks 29

Common Core Learning Standards (CCLS) 30

Extensions and Assessment Tasks 31

Extensions and Assessment Tasks - Examples ELA – Grade 5, RL.5.4 (Frameworks page 3) ExtensionAssessment Task Identify an instance of figurative language and its meaning in literary text. (51231) The student will identify the figurative language phrase (personification) from literary text and restate it in his or her own words (e.g., given text, the student identifies a phrase containing a personification, [“The clouds cried tears”] and restates it in his or her own words [“It is raining”]). (AT51231B) 32

CDOS Information 33

Science and Social Studies 34

 Simplified language  Reduced AGLI choices  AGLI coding mirrors ELA and mathematics AGLI Pages – REVISED 35

Assessment Tasks - REVISED  Simplified language  Connect to AGLI using 5-digit codes  Assessment Tasks must be used as written  “POSSIBLE Datafolio Products and Verifying Evidence Assessment Strategies” remain 36

 Use the vocabulary from the Assessment Task on the evidence  Connection of VE to Task biggest issue in scoring  Do not demonstrate an Assessment Task which contains an AND or plural as a single step/time segment on a DCS Notes & Cautions from Scoring, that still apply 37