1. Alternate Assessment Work Session Middle School and High School August 25, 2008

2. Agenda for the day….. 8:30-9:30 Brief Overview of New Material 9:30-9:45 Break 9:45-11:30 Let’s Focus on Reading 11:30-12:30 Lunch 12:30-2:00 Let’s Focus on Math 2:00-2:15 Break 2:15-3:30 Q & A and Work Time

3. ALTERNATE ASSESSMENT

4. On behalf of the Kentucky Department of Education we would like to begin today with a Thank You from all of us to all of you. THANK YOU

5. What’s New for 2008/2009? Statewide Distribution List Post assessment probe (2, 3, or 4) must meet 90% to be accurate and not have to continue with additional probes. __20%_______90%_______N/A______N/A____ Probe 1Probe 2Probe 3Probe 4 Original Code of Ethics due with submission of Portfolio materials (this one copy will count for portfolio and AT/TAR), one copy stored in AAAF. Same Standards to be assessed.

6. Assessment Timelines First Day of School’s Testing Window (Windows may vary according to district selection) Due Date

7. AGENDA Hostage Situation!! ( You will not be held hostage.) We will take breaks. Questions??? (Write them down, place on the parking lot, we will answer as we conclude breaks.) Apply 2 Feet Rule (Use two feet to) – Use the restroom – Take a call (Please silence your phones) – Hold a side conversation

8. What is our Purpose? Show effective practices. Develop and understand assessment probes. (Performance, Complexity and Supports) Include productive instruction to students. Understand point distribution for scores.

9. WHERE DO WE BEGIN?

10. COMMUNICATION DIMENSION A OR B? -Who determines if they are A or B? -What qualifies one over the other? Appendix B (Participation Guidelines) -What are some different ways students communicate?

11. Leslie National Alternate Assessment Center http://www.naacpartners.org/http://www.naacpartners.org/

12. Rhianna National Alternate Assessment Center http://www.naacpartners.org/http://www.naacpartners.org/

13. Jordan National Alternate Assessment Center http://www.naacpartners.org/http://www.naacpartners.org/

14. TAKE A LOOK Measurable/Observable Skill – Did I cover the entire skill when I was asked to? – What does “and” /”or” represent?

15. ASSESSMENT PROBES Keep them aligned – Does the probe align with the m/o skill? (no alignment=no score) Follow and include every word the m/o asks for on the target sheet [Appendix G] (These cannot be altered in anyway Identify Complexity that student can be successful in obtaining Identify Supports that student needs to access the standard

16. Performance Base line must be 49% or below. Take score of highest probe, apply to scoring rubric.(Pages 4-7 of handout) Dimension B may not score in the level 4 range (Progress).

17. COMPLEXITY How complex does it need to be? Things to consider: – What is complexity? – How much can the student put into the activity? – Can an assessment be too complex?

18. Complexity Complexity measures the depth of knowledge at which a student is able to still achieve at a reasonable level (e.g., 50% or above) a specified standard (page 10 [rubric] and 12 Administration Guide). Administration Guide 2008-09 Complexity describes the kind of thinking involved in a task.

19. Complexity Complexity can be documented by – Assessment target and/or – Student work sample/Assessment Probe Determine complexity by looking for student evidencing a moderate level of independent and accurate application of – Relevant details, – Content vocabulary, – Model or explanation to demonstrate a concept

20. Complexity What it would score: 1 Inaccurate (all scores below 50%, or a prompted answer) 2 Accurate ( Recall more than application) 3 Application (Authentic task/environment, use of a model or explanation. 4 Analysis/Reflection (Able to give an explanation ) Look at pages 4-7 labeled for Performance (See Handouts)

21. COMPLEXITY REFERENCE SHEET 1234 Inaccurate Details use of content vocabulary use of model or explanation Limited/Basic yet accurate Details use of content vocabulary use of model or explanation Application relevant details use of content vocabulary use of model or explanation to demonstrate a concept Application with analysis/reflecti on applies and communicates an in-depth explanation

22. Complexity – Level 1 Inaccurate

23. Complexity – Level 2 details content vocabulary No application

24. Complexity – Level 2 Accurate but limited /basic (recall) No application

25. Complexity – Level 2 Accurate Relevant details Content Vocabulary No application No explanation, model or authentic task

26. Complexity – Level 3 Accurate Applied in authentic task Relevant Details Content Vocabulary

27. Complexity – Level 3 Accurate Applied in authentic task Relevant Details Content Vocabulary

28. Complexity – Level 3 Relevant details Content vocabulary Explain how they solve the problem using the formula by working out problem

29. Complexity – Level 3 Relevant details Content vocabulary Explain how they solve the problem using the formula by working out problem

30. Complexity – Level 4 To move to level 4 requires application with analysis/reflection and evidence of applying and communicating an in-depth explanation. Examples: – Show how to use tax or sales price to determine budget – Compare events of story to personal life – (Explains how people affect a water system)

31. Supports Reference Table 1 234 Supports represent an inconsistent match between the student’s level of communication and the assessment target, and provide minimal access to the grade-level content Supports consistently match the student’s level of communication, but may inconsistently match the assessment target, and/or provide inconsistent access to the grade-level content Supports match the student’s level of communication, the requirements of the assessment target, and facilitate the student’s access to grade-level content Supports match the student’s level of communication, the requirements of the assessment target, and facilitates the student’s access to the full range of specified grade- level content assessed by the alternate assessment

32. Supports Supports measure the appropriateness of the supports provided to the student (pages 12-13 of Administration Guide). Administration Guide Supports are defined as: – Adaptations – Modifications – Assistive technology Supports should assist the student in becoming more independent and accurate in his/her performance.

33. Supports Supports can be documented by Listed supports (cover sheet) Condition/Demonstrator statements Student work sample (List them on the sample or probe) Determine level of support by Match between communication level, supports, and assessment target Level of access to grade level content

34. Supports According to the Rubric Provide the Student what they NEED 1. Contradict/Missing 2. Inconsistent, but relate to communication. 3. Consistent 4. Full Range “and/or” or Multiple Means

35. Supports Prompting & Cueing-Things to remember: – Define the type of prompting and cueing, (instructional or redirection) – Document on work sample and assessment probe.

36. Supports – Level 1 Inconsistent match between communication, supports, and assessment target and Does not facilitate access to grade level content

37. Supports – Level 1

38. Supports – Level 2 Inconsistent match between communication, supports, and assessment target Inconsistently facilitates access to grade level content – does not increase independence – does not have adapted materials to increase understanding

39. Supports – Level 2

41. Supports- Level 2 Consistency between communication, supports, and assessment target Provides inconsistent access to grade level content – does not increase independence - does not adapt materials to increase understanding –

42. Supports- Level 2

43. Supports Level 3 Consistency between communication, supports, and the assessment target Facilitates access to grade-level content – increases independence – adapts materials to help with understanding

44. Supports Level 3

45. Consistency between communication, supports and the assessment target Facilitate access to grade level content – increases independence – adapted materials help with understanding

46. Supports Level 3

47. Supports – Level 4 To move to level 4 requires the assessment target and/or the work would show – a full range of the specified grade level content or – Multiple ways for students to access the content

48. Performance Descriptors What can they offer? – Performance Level Descriptors Performance Level Descriptors – New resource guide to be released this fall! – KDE Content Consultants are in the process of unpacking the standards for reading, math and science

49. YOU TELL ME!!! Lets take a look at some samples and determine what level of complexity they would fall into.(Use Complexity Reference Sheet) (Handouts 8-11) Determine what level of supports the probe would fall into (Use Supports Reference Sheet) Feel free to take a break during this time to stretch a little, we will resume in 10 minutes.

50. LET’S OPERATE We are going to take a look at a standard being measured. What we want to do is look at all parts of the assessment and see that it is something we are doing with our assessment.

51. Portfolio Cover Sheet

52. Individual Assessment Target STANDARD 1:MA.-HS-1.4.1 Condition:Using a calculator, sample formula and problems in a chart to calculate 6% sales tax on identified items, the tax amount and the total cost of the item Measurable/Observabl e Skill: Student will solve real-world problems involving percent increase or percent decrease by Demonstrator: correctly entering in the price and % to determine tax and adding the tax amount to the price to determine the total cost and writing the correct answer in appropriate column.

53. ItemPrice6% Sales Tax Tax AmountPriceTotal Cost X Shoes$12.99.06$0.49$19.99$20.48 X Jeans$24.50.06$0.72 $24.50$25.22 X Wallet$10.00.06$1.12 $10.00$11.12 X Watch$15.89.06 $0.44 $15.89 $16.33 X Shirt$12.99.06 $0.16 $12.99 $13.15 Baseline Probe 0% Formula: Price (X) Sales Tax + Price = Total Cost X Adding taxes to the price causes the total cost to  Increase or  Decrease? Decrease X I need $ 4.00 more money to buy the Shirt.

54. How about INSTRUCTION? Brainstorm some other ways we might teach this instruction before we assess it again. WE WILL DISCUSS YOUR FINDINGS ALOUD 1 idea per table

55. ItemPrice6% Sales Tax Tax AmountPrice Shoes $19.99.06$1.20$21.19 Jeans $24.50.06$1.47$25.97 Wallet $10.00.06$0.60$10.60 Watch $15.89.06 $0.95 $16.84 Shirt $12.99.06 $0.78 $13.77 Post Probe 100% Formula: Price (X) Sales Tax + Price = Total Cost Adding taxes to the price causes the total cost to  Increase or  Decrease? INCREASE I need $.78 more money to buy the Shirt.

56. What’s the score now? Take about 5 minutes to give the last standard an acceptable score. Let’s talk about the score. P=4C=3S=4

57. Scoring Review Now, let’s go back and review the process that leads to the scores you receive for your Alternate Portfolio.

58. Scorers: A. Check for Alignment Ensure that the measurable/observable skill is the same as written in the assessment targets. If not, verify with content staff that it is not aligned. Ensure that the condition and demonstrator statements maintain the skill as it relates to the standard. If not, verify with content staff that it is not aligned.

59. Scorers: B. Score Performance Check that the first Assessment Probe (Baseline) is below 50%. Find the highest of the final three assessment probes and use the rubric to determine the level that reflects that score and record on the score form. Repeat for each standard in the content area. (REFER TO SCORING RUBRIC)

60. Scorers: B. Score Performance and Record

61. Scorers: C. Score Complexity and Record Score Complexity for each standard in the content area: – use the rubric to determine level – record each on the score sheet.

62. Scorers: D. Score Supports and Record Score Supports for each standard in the content area – use the rubric to determine the level – record each on the score sheet.

63. Scan and Run Data Performance = 16 Complexity = 12 Supports = 13 (Based on Dimension A-5 standards) Add all Performance from each standard (2+4+3+3+4= 16) Add all Complexity together (2+2+3+2+3= 12) Add all Supports together (3+2+2+3+3= 13)

64. How Would it Score? Overall score = 41 Performance Level would be Apprentice High Score based on Conjunctive Scoring Method chosen during Standard Setting

65. Apply Performance Level (SAMPLE Dimension A) PerformanceComplexitySupportsTotal 20 55 19 54 18 17 16 15 43 14 42 13 41 12 11 31 10 30 & under 999 8 & under DistinguishedProficientApprenticeNovice Example: The portfolio must meet 9-10-11-31 to reach Apprentice; 14- 14-14-43 for Proficient; and 19-18-18-55 for Distinguished This portfolio scored APPRENTICE with score of 16-12-13-41

66. Contact Information Kevin O'Hair Division of Assessment Support Kentucky Department of Education 18th Floor Capital Plaza Tower 500 Mero Street Frankfort KY 40601 Ph: (502)564-4394 ext. 4107 kevin.o'hair@education.ky.gov

67. Let’s Focus On Reading