1. Arkansas Alternate Portfolio Assessment for Students with Disabilities

2. 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

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

6. 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

7. Organization of Portfolio and appropriate entries pages 12-13

8. Changes for 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

9. 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

10. 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.

11. New Resource for
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.

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

14. Forms in white binders or online @
or 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

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

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

18. 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.

19. Submitting Portfolios
Responsibilities of School Personnel
Checklist pages 20-23

20. 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

21. LEA #
Student ID

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

23. 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.

24. 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.

25. Entry Slip
Page 29
Use only the 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.

26. 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.

27. Sample Completed Entry Slip
Page 18-19

28. Sample Completed Task Sheet

29. 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

30. Must have superintendent and test coordinator signatures

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

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

33. Appendices
E: Arkansas English Language Arts Curriculum Framework-pages
F: Arkansas Mathematics Curriculum Framework- pages
G: Arkansas Science Curriculum Framework pages- pages
H: Arkansas District and School LEA Numbers Page

34. 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

37. Numbering of SLE’s for Mathematics A. 4. 3
Numbering of SLE’s for Mathematics A 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

38. 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.

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

41. 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.

46. 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

48. 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

49. 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

50. 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.

51. Permanent Product

52. 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.

53. 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.

55. Scoring Decisions--page 47

56. 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.

57. 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.

58. Put in nonscoreble codes

60. 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.

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

62. 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

63. 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

64. 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

65. 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.

66. 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.

67. Go to 9th grade entry slip file

69. Grade 9 timeline

71. Gr 9 planning sheet

72. 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

73. Evidence Reminders for Grade 9

75. Scoring Decisions
Insert bottom portion of grade 9 rubric.

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

77. 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.

78. 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.

79. 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.

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

81. Avoid Nonscoreable Entries
Use the Algebra I and Geometry frameworks that are in the 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

82. 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.”

83. 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.

84. 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

85. 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

86. 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

87. Content Standard
SLE

88. 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.

89. New Course Code for Grade 9 Resource Class
973900

90. Arkansas Department of Education http://arkansased
Arkansas Department of Education Charlotte Marvel