1. The Rhode Island Alternate Assessment (RIAA) Introduction to the RIAA September 19, 2013 The Crowne Plaza Hotel, Warwick, RI Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDEBecky Wright, RIDE 1

2. Agenda 8:30 – 8:35Welcome & Introductions 8:35 – 9:00RIAA Manual Walk-Through 9:00 – 11:00The RIAA for Math, Reading, and Writing 11:00 – 11:15ProFile demonstration 11:15 – 12:00Review of RIAA Policy and Procedures Manual & NCSC Update 12:00 – 1:00Lunch for teachers staying for RIAA Science 1:00 – 3:00The RIAA for Science 3:00 – 3:15ProFile demonstration 2

3. RIAA Datafolio Assesses students with significant cognitive disabilities Follows the same content assessment as the general education assessment Alternate Assessment Grade Span Expectations (AAGSEs) 3

4. Significant Cognitive Disabilities Make up about 1% of the student population Disability impacts all domains of learning 4

5. Eligibility for the RIAA IEP Team Guidance for Eligibility for the RIAA Tab: “RIAA Eligibility” and online Reviewed by several RI teachers and special education directors. For ALL members of the IEP Team Teachers should not be the only ones responsible for understanding the eligibility criteria or decisions. 5

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8. Alternate Assessment Grade Span Expectations (AAGSEs) Developed from Grade Level Expectations (GLEs) Developed in cooperation with RI teachers Knowledge and skills that students should know and be able to do K-12 with the recognition that all students learn at a different rate Organized in groups called Structured Performance Tasks(SPTs) 8

9. RIAA Has Three Data Collection Periods 1.September 30, 2013– November 12, 2013 1.January 6, 2014 – January 31, 2014 2.March 3, 2014 – April 4, 2014 9

10. AAGSE Entry AAGSEs are chosen by the teacher for individual students. Documents the student’s learning of assessed skills. Documents the student’s participation in standards-based activities. 10

11. Required AAGSE Entry Components 11 Student Documentation Form Data Summary Sheet Student Documentation Form Student Work (can be any collection period)

12. The Data Summary Sheet Contains: The AAGSE assessed Contains data over time Level of Accuracy Level of Independence Levels of Assistance Data from each Collection Period Three data points in each collection period Each data point is from a different day Two are documented as data points and one is documented on the Student Documentation Form (SDF) 12

13. Data Summary Sheet 13

14. Student Documentation Form One for each collection period (3 total) Identifies the SPT number and assessed AAGSE Reflects how the student demonstrates and is assessed on the AAGSE 14

15. Student Documentation Form 15

16. Structured Performance Task (SPT) Now Indicates the content area Identifier number Used in the AAGSE selection process Allows for direct alignment to Common Core- aligned curriculum and instruction. Then Required a specific context in which the student must apply the assessed skill. Attempted to align with typical general education activities 16

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18. Student Documentation Form: Distinct Activities Allows the student to demonstrate his/her AAGSE skills in a variety of contexts and/or different content areas May utilize different materials, context/content, setting and/or applications One activity for each collection period 18

19. 19 Accuracy Independence Levels of Assistance Data

20. Level of Accuracy Example: # of times the skill is correct #of times the skill is attempted “Using individual letter stamps, the student spelled her first and last name correctly 2 out of 5 times.” 2/5 = 40% 20

21. 21 Accuracy Independence Levels of Assistance Data

22. Levels of Assistance Are prompt hierarchies/instructional prompts Helps a student become independent Facilitates the completion of a task Individualized for each student Fade and/or modify as a student progresses toward independence 22

23. Levels of Assistance RIAA allows up to 3 levels of assistance to be documented on the Data Summary Sheet. Individualized for the student in order to help them complete the task Content-related support 23

24. Examples of Levels of Assistance Gestural PromptNatural prompts of a nonverbal nature tell a student what to do (e.g., hand movement, pointing, facial expressions). They are easy to use and do not involve direct physical contact. Verbal PromptSpoken statements that help students respond correctly. Verbal prompts guide students on how to respond rather than tell them to respond, gives them a rule to use, or provides hints (e.g. how to do whole or part of the skill). ModelRequires the teacher to demonstrate a desired behavior in order to prompt an imitative response. Partial Physical Prompt Physically guides the students through the target skill/task, but at a less intrusive level (hand-over-wrist, elbow, shoulder) Full Physical Prompt Requires the teacher to place his/her hand on top of student's hand and physically guide the student through the target behavior/task (hand-over-hand). The teacher, rather than the student, exerts the effort, which minimizes errors. Full physical prompts are the most intrusive type of prompt. 24

25. Levels of Assistance Are arranged as a prompt hierarchy Are ranked “least to most” assistance Are reported in percentages 25

26. Level of Independence Example: “The student performed [the skill; what is being measured] independently 1 out of 5 opportunities.” 1 out of 5 independently 1/5 = 20% 26

27. Levels of Assistance The student performed [the skill] with assistance 4 out of 5 opportunities. The student prompt hierarchy included: verbal, physical, and hand-over-hand prompts  0 out of 5 with verbal prompts 0/5 = 0%  2 out of 5 with physical prompts 2/5 = 40%  2 out of 5 with hand-over-hand prompts 2/5 = 40% 27

28. Connection between Levels of Independence and Assistance  1 out of 5 opportunities independent 1/5 = 20%  0 out of 5 with verbal prompts0/5 = 0%  2 out of 5 with physical prompts 2/5 = 40%  2 out of 5 with hand over hand prompts2/5 = 40% 100%* *Percentages must add up to 100%.  When using web-based ProFile, a pop-up should remind you that the percentages should add up to 100. 28

29. Acceptable Student Work Acceptable student work that demonstrates a clear connection to the Structured Performance Task and AAGSE are either: A. A student work product completed by the student, graded and initialed by the teacher. Examples may include: worksheets drawings or writings journal entries projects B. A photograph of the student participating in the standards- based activity and an explanation of the student’s participation on the required photograph evidence form.  All student work must have the student’s name and date  29

30. Acceptable Student Work Grading means the student work product has: 1.clear correct/incorrect answers marked in some way that is easily understandable. 2.initials of the teacher who administered the activity. 3.the student’s accuracy, independence and levels of assistance (LOA) also written somewhere on the student work. This is necessary only if LOAs are used by the student. 30

31. Student Work: Examples of Grading Not Acceptable Check marks Smiley Faces Stamps Stickers “Great Job!” Acceptable Accuracy*: 8/10 correct = 80% Independence: 5/10 independent= 50% Levels of Assistance: 3/10 verbal prompt = 30% 2/10 point prompt = 20% 31 *The student work product must clearly show incorrect/correct answers in addition to accuracy calculation.

32. Optional Student Work Label NOTE: This label is incomplete. To use correctly, make sure the student work has correct/incorrect answers clearly marked. 32

33. How to Submit the Same Student Work for More than One AASE 1. Make sure the assessment activity aligns with both AAGSEs and will produce a student work product that clearly captures the student’s knowledge and abilities on both AAGSEs. 2.Make a copy of the student work to include in the appropriate tab in the datafolio. 3.Grade each one separately according to the AAGSE making sure that correct/incorrect answers are obvious. 33

34. Documenting for RIAA  Completing the forms  ProFile

35. Required AAGSE Entry Components 35 Data Summary Sheet Student Documentation Form Student Work (can be any collection period) Student Documentation Form

36. Data Summary Sheet Includes: Assessed AAGSE information SPT identifier Data over the year in the following categories: Level of Accuracy Level of Independence Levels of Assistance Data points Three data points in each collection period Each data point is from a different day Two data points without narratives one is a narrative written on the Student Documentation Form (SDF) 36

37. Student Documentation Form Key ideas Reflection of the student working on the assessed AAGSE including accuracy and independence Distinct Activities 37

38. Student Documentation Form Four main sections: 1.Describe the activity designed to assess the AAGSE 2.Describe, using specific examples, how the student did on the assessment activity. 3.Evaluate the student’s accuracy on the assessment activity. 4.Evaluate the student’s independent performance on the assessed AAGSE. 38

39. Section 1 Describes the activity designed to assess the AAGSE Clear description of the activity Details about the activity Clear and concise 39

40. Section 2 Describes, using specific examples, how the student demonstrated his or her skills using the assessment activity. Clear description of the student did to demonstrate their skill Details about the student’s level of assistance Clear and concise 40

41. Section 3: Evaluate the student’s accuracy performance on the targeted AAGSE Reports data on the student’s Level of Accuracy Measures the number of times the student performs the skill correctly Reported in percentages 41

42. Section 4: Evaluate the student’s independent performance on the targeted AAGSE Reports data on student’s Level of Independence and Levels of Assistance Measures the number of times the student performs the skill in the standards-based activity without assistance. Is reported in percentages 42

43. What’s Next? Planning For The RIAA 43

44. Components of a Datafolio Required Forms Table of Contents (page …) FERPA Form (page…) Affirmation of Test Security Form (page 79) AAGSE Entry Data Summary Sheet Student Documentation Form Student Work student work product Photograph and evidence documentation form 44

45. Table of Contents: Organizationa l tool Grade-level specific 45

46. FERPA Form Signed by the parent or guardian Provides consent for RIDE to use the datafolio for training purposes. This form is not required for submission of datafolio. 46

47. Affirmation of Test Security Form Required for submission of datafolio. Certifies datafolio as a true and honest collection of student achievement. Those who sign the datafolio are responsible for following all procedures and policies outlined in the District & School Administrators Manual and the RIAA Teachers Administration Manual.

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49. RI Alternate Assessment (RIAA) 2013-2014 Content areas assessed by grade level Grades 2, 3, 5 & 6: Mathematics and Reading Grade 4: Mathematics, Reading, Writing, and Science Grades 7 & 10: Mathematics, Reading, and Writing Grade 8 and 11: Science 49

50. Content Areas Strands Assessed by Grade Refer to the RIAA Blueprint.

51. AAGSEs & SPTs (Turn to the tab in your manual that says “AAGSEs and SPTs”) Two Structured Performance Tasks will be used for the assessment One required One is a choice from two Two AAGSEs are chosen from each SPT

52. Requirements by Grade Grad e Required Content Area Entries# of entries per Datafolio 2 -3, 5Reading and Mathematics8 4Reading, Mathematics, Writing & Science 14 6Reading and Mathematics8 7Reading, Mathematics & Writing12 8Science2 10Reading, Mathematics & Writing12 11Science2 52

53. Sample Completed Content Area Entry: Mathematics Content Strand 1: NO GM DSP FA REQUIRED Structured Performance Task 1 AAGSE 1 Data Summary Sheet DC #3-Student Documentation Form 1 piece of STUDENT WORK From only ONE Data Collection Period DC #2-Student Documentation Form DC #1-Student Documentation Form AAGSE 2 Data Summary Sheet DC #3-Student Documentation Form DC #2-Student Documentation Form DC #1-Student Documentation Form Content Strand 1: NO GM DSP FA Structured Performance Task 2 AAGSE 1 Data Summary Sheet DC #3-Student Documentation Form DC #2-Student Documentation Form DC#1-Student Documentation Form AAGSE 2 Data Summary Sheet DC #3-Student Documentation Form DC #2-Student Documentation Form DC #1-Student Documentation Form 1 piece of STUDENT WORK From only ONE Data Collection Period 1 piece of STUDENT WORK From only ONE Data Collection Period 1 piece of STUDENT WORK From only ONE Data Collection Period 53

54. 54 Complete this information for one student you are assessing. Identify the AAGSEs you will use to assess the student.

55. Understanding the AAGSEs 55 Grades 3-5: Use properties or attributes (angles and sides) of polygons to name, sort, classify and describe polygons. GM 1.1 Identify, name, classify, and sort 2-D shapes. Grades 3-5: Student analyzes and interprets elements of literary texts (including texts read aloud or read independently) by LT 5.1a Making a prediction and explain why the prediction was made.

56. Planning Time Remember: Choose two AAGSEs from each SPT to assess. 56 Remember: AAGSEs with the same number, even if they have different letters, may not be assessed together, within the same year. Remember: AAGSEs assessed the previous year may not be re-assessed this year.

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