Alaskas Alternate Assessment Revisions and guidelines to meet Adequate Yearly Progress (AYP) Aran Felix, Program Manager Alternate Assessment Alaska Department of Education & Early Development

Overview of Alternate Assessment Part of CSSA, Non-diploma track Significantly Cognitively Disabled only Approximately 1% of assessed student population School Year –83,667 students in grades 3-10 –837 possible in AA –525 enrolled for AA, 487 tested in AA

Legal Requirements Individuals with Disabilities Education Act (IDEA) Alaska Statute – Section School & District Accountability No Child Left Behind (NCLB)

IDEA: Individuals with Disabilities Education Act Students with Disabilities are to be involved in and make progress in the general education curriculum – IEP Goals to provide access to State content standards States must develop guidelines for participation in an alternate assessment for those students who cannot participate in state and district-wide assessments

SB 133: Alaska Statute Beginning with the School Year, to receive a high school diploma from a public school in Alaska, students must complete required courses AND receive a proficient score in the High School Graduation Qualifying Exam

Alaska Statutes & Regulations ment/ ment/ Scroll down to Regulations, select Applicable Regulations Table of all education-related Statutes (AS) and Regulations (AAC)

NCLB: No Child Left Behind Adequate Yearly Progress (AYP) Proficiency and Participation Rates Reading and Math for all sub-groups including students with disabilities Alaska also assesses Writing Science added in Additional Requirements for AA

Alaskas AA - Status Report RFP for Scoring Company DRC Scoring in , Scoring Criteria, Scoring Exemplars Updated Manual-Paperwork Reduction Reliability/Validity/Alignment Study New Alternate Assessment Mentor Program – Second Year

Alaskas AA – Projects AA Workgroups New AA -Spring 2006 Field Test –Recruit teachers, students –Train in February 2006 Committees –Item Review –Standard Setting ASSEC sessions

Administration Manual Updated for Format Changes

Participation Guidelines For Alaska Students in State Assessments: Limited English Proficient and Special Education, June 2005

The High School Graduation Qualifying Exam Assessment Options Available to a Student with a Disability Diploma Track Non-Diploma Track

The High School Graduation Qualifying Exam Diploma Track Regular Taking regular HSGQE without any accommodations or modifications.AccommodationsIEP/504 Taking the regular HSGQE with approved accommodations (see list of approved accommodations). Alternative Assessment Program IEP/504 If a student with a disability does not pass all subtests of the HSGQE, the student is eligible for an alternative assessment program in the subtests that the student did not pass. This is a special program for the HSGQE because it is a high-stakes exam required for a high school diploma.

The High School Graduation Qualifying Exam Diploma Track Regular Taking regular HSGQE without any accommodations or modifications. AccommodationsIEP/504 Taking the regular HSGQE with approved accommodations (see list of approved accommodations). Alternative Assessment Program IEP/504 If a student with a disability does not pass all subtests of the HSGQE, the student is eligible for an alternative assessment program in the subtests that the student did not pass. This is a special program for the HSGQE because it is a high-stakes exam required for a high school diploma. Modified Taking a modified HSGQE. IEP/504 team meeting Complete the Application for Modified HSGQE and mail form with copy of the page in IEP/504 that calls for the modification (60 days or more prior to test for processing)Nonstandardized IEP/504 team meeting Complete the Application for Nonstandardized Requires students prepare an extensive collection of work that reflects competency in each of the state standards.

The High School Graduation Qualifying Exam Assessment Options Available to a Student with a Disability Diploma Track Non-Diploma Track

The students cognitive ability and adaptive skill levels prevent completing the standard academic curricula, even with modifications and accommodations The High School Graduation Qualifying Exam Non-Diploma Track Alternate Assessment (Non-Diploma Track) Considerations: Non-Diploma Track

The High School Graduation Qualifying Exam The student requires extensive direct instruction in multiple settings to apply and transfer skills Non-Diploma Track Alternate Assessment (Non-Diploma Track) Considerations: The students cognitive ability and adaptive skill levels prevent completing the standard academic curricula, even with modifications and accommodations

The High School Graduation Qualifying Exam The students cognitive ability and adaptive skill levels prevent completing the standard academic curricula, even with modifications and accommodations Non-Diploma Track Alternate Assessment (Non-Diploma Track) Considerations: The student is involved in an education program based on alternate achievement standards The student requires extensive direct instruction in multiple settings to apply and transfer skills

The High School Graduation Qualifying Exam The students cognitive ability and adaptive skill levels prevent completing the standard academic curricula, even with modifications and accommodations Alternate Assessment (Non-Diploma Track) Considerations: The student requires extensive direct instruction in multiple settings to apply and transfer skills The student is involved in an education program based on alternate achievement standards. Generally, the students inability to complete the standard academic curricula will not be the result of extended absences; visual, auditory, or physical disabilities; emotional- behavioral disabilities; specific learning disabilities; or social, cultural, or economic differences Non-Diploma Track

The High School Graduation Qualifying Exam The students cognitive ability and adaptive skill levels prevent completing the standard academic curricula, even with modifications and accommodations Alternate Assessment (Non-Diploma Track) Considerations: The student requires extensive direct instruction in multiple settings to apply and transfer skills The student is involved in an education program based on alternate achievement standards Generally, the students inability to complete the standard academic curricula will not be the result of extended absences; visual, auditory, or physical disabilities; emotional-behavioral disabilities; specific learning disabilities; or social, cultural, or economic differences Non-Diploma Track Statewide Assessment through Alternate Assessment

Alaskas Comprehensive System of Student Assessment Grade 3-9 Grade 10+ Developmental Profile Kinder/Grade 1 HS Qualifying Exam SBA TerraNova Alternate Assessment Alternate Assessment 10 Grade 5, 7 NONE Grade 1-2 Non Diploma Track Diploma Track

Guidance Policies What you should know…

Guidance Policies No Pre-registration of students Students enrolled in different districts Late Enrollment –Not for in-state student transfers –Not for in-district students Requirement to Test –Long-term illness

Guidance Policies AA Test Window: –October-April 4, 2006 December 30, 2005 cut-off date for IEP teams determining which students take Alternate Assessments Mentor Program

Overviews and Calendar Overview, page 12 –From original developers to explain the purpose of an alternate assessment Calendar, page 14 –Provides overview of AA activities Overview, page 15 –Annual Changes and Updates

Test Materials Forms and Instructions, page Wallets, Folders, Labels, page 20 Test Security Agreement, page 22 –DO NOT SEND IN WITH ASSESSMENT Final Checklist, page 24 –IS INCLUDED WITH ASSESSMENT

Content Standards for Assessment IEP goals and objectives are written to meet standards –Connecting the IEP to general curriculum –Not alternate standards The framework of the educational program Choice between two standards

Student Profile Required Form Acts as expanded PLEP Very helpful to scorers

AA Cover Sheet Formerly the AA IEP Form Student name, age, grade, school IEP date and applicable amendment date Content and alternate standard Objective and Specific PLEP 4 settings for data collection Supporting evidence Parental Permission/Portfolio Review

Timelines Issues Cut-Off date of December 30, 2005 for testing student with AA Helpful to Start collecting Data within 30 days of IEP so data matches PLEP Data Collection must being in October, run through March

Data Collection Form Required Form One form per setting Supporting Evidence does not substitute for data collection Fill out all sections

Data Collection Periods Data Collection 1 – October/November Data Collection 2 – December/January Data Collection 3 – February/March Last Day – April 4, 2006 What if IEP is early in year? How much data to collect? Late enrollments

Supporting Evidence (SE) Minimum of One piece Supporting Evidence (SE) required per setting Evidence Cover Forms are Required –1 of 3 types of cover forms SE Cannot Substitute for Data Collection Forms must be completely filled out

SE Cover Form Forms must be completely filled out Cover forms do not equal the evidence--are attached to the evidence

Types of Supporting Evidence Paper/Text –Student Work Samples –Anecdotal Records & How to Use Printed Photographs –Photo Essays Multi-Media –Video clips (VHS) –Digital clips (on CD in MPEG/ QuickTime) –Audiotapes

Insufficient Evidence Non-standard forms Incomplete forms Non-measurable objectives Missing IEP dates Missing or unclear PLEP Incomplete data collection Lack of standard- objective-setting alignment Too few settings Lack of data or supporting evidence Data and/or supporting evidence not showing progress over time.

Scoring Rubric and Criteria Understanding where the scores come from

Skill/Student Achievement How is the student showing progress towards independent performance on the targeted objective during the IEP year? Clarifications, page 42 Level of Support in Rubric Progress Over Time also scored See Glossary, pages Scoring Criteria, page 45

Generalization In how many natural settings does the student demonstrate knowledge of the objective? Clarifications, page 46 Issues around Natural and Special Education Settings, People, Situations –See Glossary pages Scoring Criteria, page 47

Appropriateness Are the objectives and related activities age-appropriate, authentic, challenging, and meaningful to the student? Clarifications, page 48 See Glossary, page 55 Difficulty scoring Authentic and Meaningful to the Student Scoring Criteria & Rules, page 50

Appendices Writing Measurable Instructional Objectives, p.59 Functional Performance Indicators,p.64 Scoring Procedures. p.90 Shipping Memo, p.94 Score Report Guide & Teacher Feedback, p.98

Writing Measurable Objectives Appendix, Page 59-61

Writing measurable objectives Use FPIs as a guide A subset of the goal, not the whole goal Clearly identify the knowledge, skills and behaviors to be observed

Active vs. passive objectives Passive--define what the teacher will do Active--responses the student can make voluntarily of tolerate, participate, attend, be part of

But what about the kids who… Need full personal care Have health, physical and/or other severe challenges Have little or no understandable communication

Consider quality of life Skills to take charge of his/her care Build on basic responses –raise hand to show shes ready –move hand to begin hand washing –open mouth to eat –look at item to choose –blink to say yes –look up to go outside

Write SMART Objectives S pecific M easurable A chievable/Action Words R ealistic/Relevant T ime-based

Some Questions to Ask Is it necessary for success in current and future environments? Does the family believe it is important? Does the objective specify a level of performance and an expectation that is reasonable? Can the objective be monitored frequently and repeatedly?

Writing a clear objective Conditions under which the student will demonstrate the objective –May list some or all of the activities/settings in which the skill will be taught Clear, observable description of the skill Criteria for achievement of the skill Given a photo of the next class, Joe will walk independently to his next class within the school, in 5 minutes, 3 times per day for 10 consecutive days.

Writing a clear PLEP Describe clearly what you observe the student doing now in relation to the skill –Include relevant information about what the student currently does and doesnt do Be specific Date the PLEP so its clear if this is from the original IEP or an amendment Given a picture of a class he is in, Joe talks about the class and waits for someone to take him. He walks throughout the school with an adult but gets distracted easily from where he is going when on his own.

The Alternate Assessment and the IEP Discuss the students alternate assessment results at the annual review Information from the assessment is one source of information contributing to the PLEP AA measures only a sampling of skills AA encourages increased access to the general curriculum and a greater range of skills considered for instruction

Closing You make the call… Contacts Evaluations

You Make the Call Harry is a dually enrolled public correspondence student living and attending school part-time in your district. Who is responsible for testing Harry?

You Make the Call Hermiones IEP states that she will take the AA. However, she is medically fragile and has spent most of the year at home. Her teacher marked the Long Term Illness box. Can she be excused from testing?

You Make the Call Ron is a special education 4 th grade student who is eligible to take the AA. He moves between two districts several times during the year. Who is responsible for testing?

You Make the Call Draco Malfoy was a sixth grader and was changed to 7th grade midway during the school year. What grade level will he test in?

You Make the Call Its March and Harry just had a new IEP meeting. His teacher is planning to wait until next fall to plan for his Alternate Assessment and start taking data? Is this OK? What should you say to her?

You Make the Call We have 4 students who attend our public school system for quidditch, but are otherwise home- schooled. They are on our October enrollment count as a.25 student. Do they take the test?

You Make the Call Draco Malfoy has been placed in an Alaska youth detention facility. How does this affect his participation in testing and the participation rate of the school?

Who can help? AA Mentors –EED Assessment website –EED Alternate Assessment website alternate_optional.html alternate_optional.html –Alternate Assessment Program Manager. Aran Felix, # ,