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Alabama Alternate Assessment / Extended Standards 2014-15 School Year Melanie KingCarla LaytonSeptember 22, 2014Results from 2013-14 AAALevel IGrade34567811Reading0000000Math0000000Science000Level IIGrade34567811Reading4265516Math1144101Science330Level IIIGrade34567811Reading12191312141410Math109121411139Science19915Level IVGrade34567811Reading331263114Math85155101310Science9105Time to Celebrate!!!

Alabama Alternate Assessment(AAA)Primary Purposes:To assess students mastery of state extended content standards in reading, mathematics, and scienceTo report individual and group performance To report relative strengths and weaknesses of individuals and groupsTo provide data to study changes in performance over time

The AAA is a criterion-referenced portfolio assessment.The AAA is administered to students with significant cognitive disabilities working on the Alabama Extended Standards.

Alabama Alternate Assessment (AAA) Scoring RubricAll 3 pieces of evidence are scored separately for each extended standard.All 3 pieces of evidence MUST be on the same complexity level within the extended standard for alignment.

Alabama Extended Standards 2014-15 School YearNew Extended Standard English Language ArtsNew Extended Standards Mathematics Science Extended Standards (February 2006) to be revised at a later date, once the general education course of study is completedSocial Studies Extended Standards Not tested on AAANEW Alabama E S TimelineDraft released October 2013Final version released December 2013To be implemented 2014-15 school year2014-15 Extended Standards Mathematics 3 per gradeELA Reading 3 per gradeELA Writing 3 per gradeELA English Language Arts 3 per grade AAA Testing for 2014-15Items assessedGradesReading & Math3rd , 4th, 6th, 8th, 9th, 10th Reading, Math, Science 5th, 7thReading, Math, Science, ELA, Writing11th Reading, Math, Locating Information12th Standards-Based IEPsAlabama State Department of EducationSpecial Education ServicesMarch 2013

1516DaLee Chambers, Ph.D.Education Specialist Special Education ServicesAlabama State Department of Educationdaleec@alsde.edu334-242-811416Reproductions of the slides and/or information from this Presentation should be credited to:

Alabama State Department of Education, Special Education ServicesP.O. Box 302101Montgomery, AL 36130speced@alsde.edu 334.242.811417TopicsIDEA 2004StandardsAlabama Curriculum GuidesAlabama Extended StandardsWriting IEPs to Standards

18IDEA 2004

19Content of the IEP, IDEA 2004A statement of the childs present levels of academic achievement and functional performance, including how the childs disability affects the childs involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or for preschool children as appropriate, how the disability affects the childs participation in appropriate activities. 20Content of the IEP, IDEA 2004A statement of measurable annual goals, including academic and functional goals, designed to meet the childs needs that result from the childs disability to enable the child to be involved in and make progress in the general education curriculum and meet each of the childs other educational needs that result from the childs disability. For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks is also required. 21Academic Achievement A considerable gap in achievement in reading, mathematics, science, and social studies exists between youth with disabilities and their peers in the general population.

Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth With Disabilities. A Report From the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International.

22Functional Performance Functional performance is the acquisition of essential and critical skills needed for children with disabilities to learn specific daily living, personal, social, and employment skills, or the skills needed to increase performance and independence at work, in school, in the home, in the community, for leisure time, and for postsecondary and other lifelong learning opportunities.23Functional Performance Personal LivingMotor SkillsSocial Interaction and CommunicationCommunity LivingBroad Independence

Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth With Disabilities. A Report From the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International.24Annual GoalsStudents with Mild DisabilitiesAcademicStandards-Based Instruction (most likely Course of Study Standards or Essentials Course Objectives) Intervention Programs FunctionalCommunication SkillsStudy SkillsOrganizational SkillsSocial SkillsAges 16 and OlderTransition Skills 25Annual GoalsStudents with Moderate and Severe DisabilitiesAcademicStandards-Based Instruction (most likely Alabama Extended Standards) Intervention Programs FunctionalCommunication SkillsAdaptive Behavior SkillsDaily Living SkillsAges 16 and OlderTransition Skills 26StandardsStandards clearly communicate what students are expected to know and be able to do at each grade level.For students with significant cognitive disabilities, standards also provide opportunities to access the knowledge and skills that Alabama has decided are important. 27Alabamas College and Career Readiness StandardsExpecting Excellence!28Opportunity to LearnTeachers create opportunities for students to learn grade-level expectations (content standards). 29Alabama Extended Standards

30What are Extended Standards?They are extensions of the state academic content standards for each grade level.They are designed to allow students with significant cognitive disabilities to access the general education curriculum.

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Alabama Extended Standards32To access Alabama Curriculum Guides and Alabama Extended Standards:www.alex.state.al.us/specialedClick on CurriculumAlabama Curriculum Documents33

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Curriculum Guide Documents Extended Standards Documents 35

Writing IEPs to Standards

36The IEP is the cornerstone of access to the general curriculum.37Q&A, Standards-Based IEPs

docs.alsde.edu/documents/65/QandA_Standards-Based_IEPs.pdfwww.alsde.edu Click on OfficesClick on Office of Learning Support, Special EducationClick on StandardsScroll down to find QandA_Standards-Based_IEPs

38What steps do IEP Teams need to follow to develop effective standards-based IEPs? Developing Standards-Based IEPs39Step 1:Collect and examine materials for making data-based IEP decisions.Courses of study and/or curriculum guidesCurrent assessment data State assessments Classroom assessments (curriculum-based)Eligibility data (if current and related to learning)Student work samplesPrevious years IEPOther information (e.g., grades, discipline referrals, attendance reports) 40Step 2:Analyze data to develop the student profile.The profile should include general statements regarding:

StrengthsNeedsParental concernsStudent preferences and/or interestsEvaluation/assessment dataOtherStatus of prior IEP goalsTeacher/Parent/Student inputTransition needs (at least by age 16)41StudentProfile42Academic goals are based on:

Alabama content standards listed in the Alabama COS (and Curriculum Guide Objectives and/or Essentials Course Objectives) or

Alabama Extended Standards (for students with significant cognitive disabilities)Annual Goals43Required Components of Measurable Annual GoalsMeasurable Annual Goals MUST include the following: Who?..will achieve?What?...skill or manner?How?...in what manner or at what level?Where?...in what setting or under what conditions?When?...by what time or ending date?

Benchmarks are required for children with disabilities who take alternate assessment s aligned to alternate achievement standards.The Five Critical Components of a Well-Written Goal are:WhoTimeframeConditionsBehaviorCriterionAnnual GoalsMeasurable annual goals must include the following:

The student (WHO) Will do what (BEHAVIOR) To what level or degree(CRITERION) Under what conditions(CONDITIONS) In what length of time(TIMEFRAME)46TimeframeTimeframe is usually specified in the number of weeks or a certain date of completion. One year is the maximum allowed length for a timeframe.

In 36 instructional weeksBy May 2015By the end of the 2014-15 school yearConditionsConditions specify the circumstances that prompt the childs performance of an observable behavior. Conditions are dependent on the behavior being measured and involve the application of skills or knowledge.

When presented with 2nd grade level textGiven a story prompt and 30 minutes to write

Conditions may also integrate a related service:Given assistive technologyGiven a pencil grip

BehaviorBehavior clearly identifies the performance being monitored, usually reflects an action or can be directly observed, and is measurable.

Sarah will readClause will write the correct numbersJane will indicate her wants and needs

CriterionCriterion identifies how much, how often, or to what standards must occur in order to demonstrate that the goal has been reached. The goal criterion specifies the amount of growth the student is expected to make by the end of the annual goal period.

45 words per minute with 5 or fewer errors.85% or more correct for all problems presented

Example of Annual Goal with Five ComponentsJacob will read 90-110 words of connected text per minute with 100% accuracy at the end of 36 weeks.

The student (Jacob)Will do what (read 90-110 words per minute)To what level or degree (100% accuracy)Under what conditions (connected text)In what time frame (end of 36 weeks)51Questions for ALSDEQuestion #1 for ALSDEI have a quick question. When writing IEPs using Extended Standards, can a teacher write a goal page that addresses all three standards being addressed, or must there be a separate goal page for each standard? I've looked the most recent information that I can find on the ALSDE website, and do not see anything where it states that you need a goal page for each standards, but I wanted to make sure. I have teacher stating that her previous system required that.Answer:Teachers are not required to write a goal for each individual standard within a subject area, however, each subject area must be addressed in the IEP for students pursuing the Extended Standards.Example: 11th Grade has 3 standards for Reading, Math, and Science; 6 for English Language Arts (3 included for writing); and 2 for Social Studies for a total of 17 across the subjects. Teachers are not required to write 17 different goals to cover all of these but are required to have at least 5 different goals covering all subject areas: 1 for Reading; 1 for Math; 1 for Science; 1 for English Language Arts; and 1 for Social Studies. The IEP is written to address the students deficits.For the Alabama Alternate Assessment, all 3 for Reading, Math, and Science must be taught and assessed; but not necessarily have a goal written for each one. I hope that makes sense. It can get confusing. Regardless of what is written in the IEP (one for each or more) all 3 for these subjects will be assessed.Question #2 for ALSDEIn reviewing several teachers IEPs, some teachers do write a goal for each standard, and others do not. From what I read, we just need to make sure that if an IEP covers two grades (Feb 10th grade Feb 11th grade)? Do goals for both grades need to be addressed in the IEP?

AnswerAs for the IEP covering two grades yes you must cover standards from each grade level again addressing the deficits.

Shelby County SchoolsIn SCS, our teachers who teach Extended Standards will move to an academic year IEP. This means that IEPs will run from August to May of each school year.This process will / may happen over a two year process.IEPS due between now and December 2014 will end May 21, 2015. A new IEP will need to be written for those students in the Spring for the 2015-16 school year. IEPs due January May 2015 can be written for the calendar year. JUST REMEMBER You must write goals to cover both grade levels. CAUTION: Case manager must write the IEP before the IEP signature date expires.Thanks for ALL that you do!!!!Questions???Course of StudyExtended

StandardComplexity

General Education Standard 5.2: Use a wide range

of strategies and skills including

drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth- grade literary/recreational materials in a variety of genres.

R. ES 5.2: Draw conclusions about characters based on their actions.(4)Use strategies including summarizing passages to draw conclusions

(3)Draw conclusions about characters based on their actions

(2)Identify the actions of characters in a story.

(1)Respond to the actions of characters in a story