1. 2004-2005 Alternate Assessment Revisions and guidelines to meet Annual Yearly Progress (AYP)

2. Agenda Introductions and Overview Familiarization With the Manual Standards and the IEP Scoring Rubric and Glossary LUNCH IEP Objectives Data Collection and Supporting Evidence Rules Guidance Work Session Closing--You make the call, contacts

3. Alternate Assessment Overview

4. Legal Requirements No Child Left Behind IDEA Alaska Statute Sec. 14.03.123

5. No Child Left Behind Adequate Yearly Progress reading, writing and Math for all sub- groups including students with disabilities Student Graduation rates Percentage of students assessed

6. IDEA To be involved in and progress in the general curriculum Align IEP Goals to Standards States must develop guidelines for participation in an alternate assessment for those students who cannot participate in state and district-wide assessments

7. Alaska Statute Beginning with the 2003-2004 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

8. Status Report OSEP conditions Testing/Scoring Advisory Groups Manuals Inter-Rater Reliability Mentors

9. 2004-2005 Projects Consultant Test Company Reliability/Validity Study Science Standards for Alternate Peer Review Training tools

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

11. 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.

12. 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.

13. 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 IEP/504 team meeting Complete the Application for Nonstandardized Complete the Application for Nonstandardized Requires students prepare an extensive collection of work that reflects competency in each of the state standards. Requires students prepare an extensive collection of work that reflects competency in each of the state standards.

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

15. 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

16. 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

17. 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

18. 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

19. 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

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

21. Administration Manual Everything you need to know is in the book..

22. Familiarization with Manual Calendar p.12 Test Security p.16 Standards p.19 Student Information Form p.21 Requirements checklist p.22 Release/Permission p.23 Student Profile p. 24 Functional Performance Indicators p. 60 IEP Form p. 27 Data Collection p.33 Supporting Evidence p.38 Rubric p. 49

23. The IEP Where it all begins….

24. Alternate Achievement Standards IEP goals and objectives are written to meet standards Connecting the IEP to general curriculum The framework of the educational program Choice between two standards

25. The IEP Form Student name, age, grade, school IEP date and applicable amendment date Content and alternate standard Objective Specific PLEP Progress data 4 settings/supporting evidence type

26. Rubric and Glossary Understanding where the scores come from

27. IEP Timelines The foundation is the IEP 2-3 data collection periods are required to demonstrate progress over time and generalization An IEP written any time of year can be used Start collecting within 30 days of IEP

28. Writing Measurable Objectives

29. 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

30. 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,

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

32. 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

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

34. 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?

35. 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 days.

36. 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.

37. 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

38. EED Data Collection Required Data Collection Form

39. Data Collection Periods Period A…………… Period B…………… Period C…………… Period D…………… September -October November-January February-March April-May

40. Data Form Requirements Student Name, Age and Grade Content and Alternate Standard Objective and Setting Date Level of Support Student Performance Required Comments

41. Data Requirements Collect data on one sheet for each setting Start collection within 30 days after the IEP is in effect 2 data points per month 2-4 data collection periods Minimum of 9 data points Maximum of 14 data points

42. Supporting Evidence Cover Form Evidence showing progress over time

43. Supporting Evidence Required for each setting Various forms are acceptable Demonstrates progress over time Requires a cover form

44. Supporting Evidence Cover Form Content Standard Evidence Number Date(s) Student name, age, grade Objective and setting Description of activity Level of Support Observations/Comments

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

46. 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.

47. Guidance Policies What you should know…

48. Guidance Policies Pre-registration of students Structured around the IEP Students enrolled in different districts Late Enrollment Long-term illness

49. Closing You make the call… Contacts Evaluations

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

51. 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?

52. 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?

53. 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?

54. You Make the Call Its March and Harry just had a new IEP meeting. Can his teacher wait until next fall to plan for his Alternate Assessment and start taking data?

55. 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?

56. 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?

57. Who can help? Other teachers Your teacher consultant AA Mentors Kris Selman Fran Maiuri Bernadette Hansen Susie Wilson EED website http://www.eed.state.ak.us/tls/assessment

58. Scoring Rubric and Glossary 4 Dimensions Student Achievement Level of Support Generalized Performance Appropriateness