香港六合彩

The New Alternate Assessment for Students With Significant Cognitive

Disabilities

15th Annual Alaska Statewide Special Education Conference: Perspectives & Snapshots

Developing images of successFebruary 21, 2006

Aran Felix, Alternate Assessment Program Manager, EEDFran Maiuri, Special Education Professional Development, ASD

Alaska Department of Education & Early Development

2

Purpose of Presentation, Section 1

Explain why the state is changing to a new Alternate Assessment; the AA’s connection to Grade Level Expectations; and general information and background about the AA.Assessment’s connection to standards and instruction.Opportunity for stakeholders to provide feedback on several assessment products.


3

Quick Quiz

Who takes the alternate assessment?Approximately how many students in Alaska take this test?Who decides eligibility to take this test?Where can you find the eligibility criteria?What kind of test is the AA?Is the Alternate part of the CSSA?Who scores the alternate assessment portfolio?


4

For the FAQ Files – (Handout)

Pink cards in folderWrite down your burning questions throughout presentations1 ? per card, more cards availableWhat do you want to know about the AA?Pass to side, we will collectReview and discuss at end of sessionDesign FAQ File from your questions


5

Abbreviations – (Handout)AA – Alternate AssessmentCSSA – Comprehensive System of Student AssessmentDRC – Data Recognition Corporation (Vendor for SBA, HSGQE, Science)DRA – Dillard Research Associates (Vendor for all AA, R/W/M/S)ExGLEs – Extended Grade Level ExpectationsGLEs- Grade Level ExpectationsHSGQE – High School Graduation Qualifying ExamIDEA – Individuals with Disabilities Education ActIEP – Individualized Education ProgramNCLB – No Child Left BehindSBAs – Standards Based AssessmentsSCD – Students with Significant Cognitive DisabilitiesSWD – Students with Disabilities

Background

Legal and Historical Shifts


7

Federal & State Legislation

IDEA– SWD access general

education curriculum– Accommodations– Do Alternate Assessment– Report performance on

standards & test resultsAK STATUTES– Assess Grades 3-10,

R/W/M and HSGQE

NCLB– Same, Challenging

Academic Standards for all, including SWD

– Assess ALL students including SWD

– Accountability (AYP)– Assess Reading, Math,

Science– High Technical Quality


8

Historical Perspective:Changing Curricular Context for SCD

Early 1970s– Adapting infant/early

childhood curriculum for students with the most significant disabilities of all ages

1980s– Rejected “developmental

model”– Functional, life skills

curriculum emerged

1990s– Also: social inclusion focus – Also: self determination focus– Assistive technology

2000– General curriculum access

(academic content)– Plus earlier priorities

(functional, social, self determination)

– Digitally accessible materials


9

Positive Consequences for SWD when included in state assessments

Higher levels of learning and achievement for students with disabilitiesIncreased access to general ed curriculumIncreased opportunity to learn grade level materialAccountability for student learningDocuments what students ‘know’ & ‘can do’

Who are the AA Students?

Articulating the Population


11

Who are the students who take Alternate Assessments?

The number of students participating in alternate assessments on alternate achievement standards as compared to the total population of student

learners and students with disabilities…

88%

11% 1%Total population ofstudent learners

Students withdisabilities

Studentsparticipating inalternateassessment


12

More different than alike…The total student population receiving special education services

broken down by disability categorySOURCE: Education Week analysis of data from the U.S. Department of Education,

Office of Special Education Programs, Data Analysis System, 2002-03.


13

Issues in Teaching & AssessingStudents taking AA (Handout)

Overview of Alaska’sAlternate Assessment

For Students with Significant Cognitive Disabilities


15

What Is the Alternate Assessment?

Part of the Comprehensive System of Student Assessments (CSSA)For a special population of students with disabilities (SWD) Non-Diploma Path2000-2006 AA was a Portfolio assessment consisting of data collection and supporting evidence covering 6+ months of learning


16

Eligibility Criteria – (Handouts)

Designed for students with significant cognitive disabilities1-2% of the student population (approximately 550 students actually take the assessment in AK)IEP Team makes the decisionEligibility Criteria in Participation Guidelines, Page 11-12 (Handout)Expanded Format Criteria on website (Handout)

– http://www.eed.state.ak.us/tls/assessment/AlternateOptional/05-06/ExpandedFormatPartCriteriaAug05.pdf


17

AA Website (Handout) http://www.eed.state.ak.us/tls/assessment/alternate_optional.html

Participation Criteria


18

Notification of Non-Diploma Path on IEP (Handout)

Parent Signature


19

Diploma Requirements

Must earn minimum 21+ credits in specific content areasPlus any additional district requirementsPlus Pass all three basic competency exams in Reading/Writing/Math (HSGQE or Modified or Non-Standardized HSGQE)


20

More Diploma Information

Contact District Test CoordinatorAssessment Website http://www.eed.state.ak.us/tls/assessment/hsgqe.htmlMap of Regulations http://www.eed.state.ak.us/tls/assessment/general/MapofRegulations.doc


21

Why Change Assessments?


22

Reasons for Change

Reliability/Validity Study ConductedRecommendations Include:– Restructuring portfolio to include standardized

performance tasks– Standardize the methods for teachers in collecting

data, supporting evidence, & examples of work– Align alternate standards to grade level expectations

(content/learning standards)


23

Worth Fixing the Old?

Difficult to retrofit an old assessmentShorter assessment window desirable Portfolios require much staff development and staff time to collect, assembleStandardize the assessment with performance tasksScoring Rubric issues (Meaning of Generalization, Appropriateness categories, System vs. Student scores)Major change to link portfolio collections to GLEsDue to NCLB, many states currently developing new AA

New Alternate Assessment


25

Background Work – (Handouts)

Workgroups of special education teachers & content teachers met April & November 2005Developed draft proficiency descriptors (Handout)Proficiency levels for this group of students by grade cluster (3-4, 5-6, 7-8, 9-10) Extended Grade Level Expectations developed to provide access to the general content (Handout)Commissioner Announcement (Handout)System test of connectivity in December by Tech Coordinators and AA MentorsPilot Test and Bias Review


26

New Test

Developed and used in Oregon, 7 yearsModified for AlaskaReading, Writing, Math & ScienceType of test: Performance Tasks administered by a teachers one-on-one to a studentReplaces AA Portfolio – 2005-06 is the last year


27

Online Assessment

Materials downloaded from webOnline training modules for test administrationTest results are entered onlineStudent reports immediately generatedStudent does NOT take the assessment online


28

Test Administration

AA Mentors become Qualified Assessors, then Qualified TrainersMentors train district teachers to administer testTeachers achieve proficiency before administering assessment (Qualified Assessors)6 week test windowOne-on-one assessmentTeachers record results online, report generated


29

Preview of New AK AAHandout & Website

Handout of Reading, Writing, Math Task Lists and Example of a TaskServers currently being installedAlaska URLPreview Training Module: Welcome to ExRWMS Online Training, http://brtgroup.org/exrwms/

Providing Access to the General Curriculum

Slides from Massachusetts used with permission, Dan Wiener & Pam Green, 2002


31

Access to the General Curriculum: A Continuum of Learning(Mathematics) Dan Wiener & Pam Green 2002

Grade 7-8Learning

Standard #2for Algebra:

Solve simple algebraic expressions for given values

Example:3a2 – b, for a=3 & b=7

Match pictures & objects to create and compare sets

Understand symbols and meaning of:

* addition + * subtraction - * equal to =

Solve simple one- and two-digit number sentences

Example:1 + 1 + 1 = x2 + x = 53x + 8 = 29

Standard ‘as written’Less Complex More Complex

‘Entry Points’


32

Access to the General

Curriculum: A Continuum of Learning(ELA – Reading and Literature)Dan Wiener & Pam Green 2002

Grade 7-8Learning

Standard #16.10 for Reading and

Literature:

Identify and analyze mythologies from different cultures

Example:Student creates a hero tale, using epic tale conventions (e.g., quest, special weapons)

Respond to epic tales read aloud by selecting/ drawing pictures related to the story

Recognize that an epic tale is fictional

Example:Student reads (or listens to) adapted stories, and categorizes each as ‘make-believe’ or ‘real’

Identify elements of fiction in an epic tale

Example:Student reads an epic tale, identifying details related to characters, setting and plot

Standard ‘as written’Less Complex More Complex

‘Entry Points’


33

Examples of Weak Linkage to Content

– Math• Replace rollers in beauty parlor• Measure growth of fingernails

– Reading• Show anticipation on roller coaster• Attend to visual stimuli

NAAC, June 2005


34

Advent of Assistive TechnologyProvides Access Tools


35

Advent of Assistive TechnologyProvides Access Tools

Provides multiple means of representation of content (e.g., words, pictures, symbols, objects)Provides engagement alternatives (e.g., use of computer, digital materials)Provides multiple means of expression (e.g., communication systems)

(CAST, 2002)


36

Reading Pen

Start to Finish Books

Write: Out Loud

Read and Write

Read with technology

Denham, 2004


37

Modified text from Jumangi using Writing With Symbols 2000.

Read using graphics

Denham, 2004


38

Cheap Talk 4 (Enabling Devices)

DynaVox

3100

Step By Step Communicator, Abel Net

“Active Participation”

Picture Exchange Communication System, PECS(Pyramid Educational Consultants)

Communication devices must provide a means of active participation within the curriculum


39

“Active Participation” - write with

A plant needs

oxygen ●

.. word stamps

.. sentence strips in science

water ●

The plant needs sunlight.

.. individual laminated symbols secured with Velcro (Boardmaker, Meyer-Johnson)

.. pictures – drawn, magazine

What are AA Proficiency Descriptors?

What are Extended GLEs?


41

Proficiency Descriptors

Narrative descriptions that describe how a student performs at the four proficiency levels used in Alaska:– Advanced, Proficient, Below Proficient, Far Below

Proficient

Guide instruction and assessmentDraft form until after 2007 test given


42

Look in ExGLE Handbook - (Handout)


43

Extended GLEs – (Handout)

Students receive instruction on grade level content standards and curriculum Provide entry points to grade level contentUsing same or adapted age-appropriate themes, topics, materials, activitiesComplexity of standards reducedIntent of grade level content remains intactUse appropriate assistive technology


44

Look in ExGLE Handbook–(Handout)


45

Purpose of GLEs and ExGLEs

Guides development of assessment itemsBasis for school district’s curriculum developmentGLEs do not represent the entire curriculumGLEs indicate core curriculum to be mastered by the end of a given grade.


46

We do not know if we can teach academics to these students until we try…

Emerging evidence from teachers and students that students with severe disabilities can learn academics. Lack of research with this population of SWDWhy it’s a challenge: 25 year tradition of focusing on separate functional curriculum, not academicsAcademics (reading, writing, math) ARE functional skills

– Diane Browder, October 7, 2005—ASES SCASS Meeting


47

Seymour Sarason

“It could be argued with a good deal of persuasiveness that when one looks over the history of man the most distinguishing characteristic of his development is the degree to which man has underestimated the potentialities of men.”

(Christmas in Purgatory, 1965, p. 107)


48

Tasks today for group…

Using new draft handbook in your folder– Review & provide feedback on introduction– Review & provide feedback on Proficiency

descriptors– Review & provide feedback on Extended Grade

Level Expectations in Reading, Writing, Math

Write your questions about new AA on pink FAQ cards – one question per card


49

Contact Information

Aran Felix, Alternate Assessment Program Mgr Telephone: 907-465-8437 Email: [email protected], Website:

http://www.eed.state.ak.us/tls/assessment/alternate_optional.html

Local Mentors: http://www.eed.state.ak.us/tls/assessment/AlternateOptional/05-06/2005AAMentorsContact.xls


50

Questions?


51

What are Access Skills?From Massachusett’s Curriculum Frameworks:

After repeated attempts to address academic content through successively less complex entry points in a subject strand, it may be determined that the student would benefit at present from exposure to access skills (under “other educational needs” defined in the IEP) within the context of standards-based activities. In order to provide “access to the general curriculum,” the student may engage in standards-based instruction by practicing targeted social, motor, and communication skills (I.e. “access skills”) during such activities. Practicing these skills in the context of academic instruction benefits students by exposing a student to challenging new ideas and content, by providing new opportunities to practice targeted skills in a variety of settings.


52

Example of Access Skill

From Massachusett’s Curriculum Frameworks:This is a grade 5 activity in which students describe how electromagnets can be made and used. Small student groups design and construct electromagnets using a six-volt battery, insulated wire, a large nail, and an electronic switch. Norman participates in this activity by activating an electronic switch that connects the current to the electromagnet so his group can test a variety of objects for magnetic properties. Although Norman does not address the essence of the learning standard directly, this activity provides the opportunity for Norman to participate in instruction with his peers while practicing a targeted skill in his IEP.


53

Quick Quiz Answers

Students with significant cognitive disabilities (1% of the student population)Approximately 550 studentsIEP team decides eligibility using Participation Guidelines, page 11-12– Additional expanded criteria on AA website

Portfolio assessment using data collection and other types of supporting evidenceYes, part of Comprehensive System of Student AssessmentTrained scorers @ DRC (2004-05 & 2005-06)

Other Topics

Proposed Federal Regulation (2%)


55

Federal Proposed Regulation

“The proposed regulations would provide States with additional flexibility regarding State, local educational agency (LEA), and school accountability for the achievement of a group of students with disabilities who can make significant progress, but may not reach grade-level achievement standards within the same time frame as other students, even after receiving the best-designed instructional interventions from highly trained teachers.”


56

Proposed 2% Flexibility

Status: Notice of Proposed Rule Making (NPRM)Comment period until February 28, 2006Purpose of rule to provide flexibility for states in reporting on a specific group of SWDReporting proficient scores for AYP capped at 2%Still allow reporting proficient scores for 1% group


57

Requirements of 2% Rule

Develop participation guidelines Develop Modified Achievement Standards (MAS)Align instruction and assessment to GLEsReduce breadth, depth of contentNo out-of-level testing allowedStudents eligible to receive diploma


58

EED’s Current Position on 2% Rule

EED is examining the NPRM. After the rules are finalized, EED will determine if pursuing the modified achievement standards and a different assessment is good for Alaska students.If Alaska uses an assessment based on modified achievement standards, a student would still have to take the HSGQE under the state regulations currently in place, to earn a diploma in the state of Alaska.


59

Interesting Data from NCEO Teleconference Feb 2006

香港六合彩

Documents

aa students

alternate assessments

alternate assessment

special population of

number of students

assessments scd students

significant disabilities

portfolio assessment