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2013-14 New York State Alternate Assessment. S/CDN December 2013 Based on NYSAA Administration Training for AATNs and SSCs Overview of NEW NYSAA & Materials Office of Assessment, Standards and Curriculum. NYSAA Eligible Students. - PowerPoint PPT Presentation
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2013-14 New York State
Alternate Assessment
S/CDNDecember 2013
Based on NYSAA Administration Training for AATNs and SSCs
Overview of NEW NYSAA & Materials
Office of Assessment, Standards and Curriculum
NYSAA Eligible StudentsOnly students with severe cognitive disabilities are eligible for the NYSAA. The CSE determines whether a student with a severe cognitive disability is eligible to take the NYSAA based on the following criteria:The student has a severe cognitive disability, significant deficits in communication/language, and significant deficits in adaptive behavior; andThe student requires a highly specialized educational program that facilitates the acquisition, application, and transfer of skills across natural environments (home, school, community and/or workplace); andThe student requires educational support systems, such as assistive technology, personal care services, health/medical services, or behavioral intervention
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NYSAA
Changes to assessment SLOs using NYSAA Exiting Credential
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“Old” NYSAA
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AGLI from Grade Level
Assessment Task Aligned to AGLI
Verifying Evidence (VE) Aligned to
Assessment Task
“Standard”
“Old” NYSAA
3rd grade ELA AGLI and Sample Assessment Tasks (SATs)
5
NYSAA 2013
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Extension or AGLI from
Grade
Assessment Task Aligned to
Extension or AGLI
Verifying Evidence Aligned to
Assessment Task
5 Extensions in ELA & math
Assessment Tasks are provided
NYSAA 2013
3rd grade ELA extension and Assessment Tasks
7
Administering NYSAA
“Old” Assessed two
standards in both ELA and math-AGLIs
Assessment Tasks could be modified or original
Both pieces of evidence would be viewed to see if together the task was demonstrated
New 13-14 Assess each of five
standards in both ELA and math-Extensions*
Assessment Tasks provided in Frameworks are required
Each piece of evidence must demonstrate the task on it’s own, no longer considered “in total…”
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Administering NYSAA
“Old” Three dates reported,
2 pieces of VE in datafolio
Accuracy reported as a %
Independence reported as a %
“New” 2013-14 Two dates reported,
both pieces of VE in datafolio (Baseline and Final)
Accuracy reported as a %, must be less than 75% at baseline
Prompted-yes or no
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NYSAA Timeline for 2013-14
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September 2013
October 2013
November 2013
December 2013
January 2014
February 2014
Instruct & Evaluate Progress between Baseline and Final Data Point
Baseline Data Point
September 30 to Mid-
NovemberAccuracy 74%
or less
Final Data Point
no later than February 7,
2014
Should be 15 or more
school days
between
NYSAA Administration Period BeginsSeptember 30,
2013
NYSAA Administration Period EndsFebruary 7,
2014
Verbal and Physical Prompts
Actions after initial directions and test item presented to student:
Verbal or Physical Prompts
Actions (verbal or physical) that attempt to gain student’s attention
Yes No
Refocusing or redirecting (verbally or physically) the student to test item
Yes No
Reminding the student to complete all parts of item(s)
Yes No
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Content or Construct Support that Results in an Administrative Error
Actions that result in an Administrative Error:Reducing the number of options or choices presented to the studentRewording, revising, simplifying or explaining the test itemAny physical or verbal cue that leads to or prompts the student toward the correct answer for an item, purposeful physical guidance or restriction of movement to obtain a desired response
The student receives “hints” or additional details
12
Content or Construct Support that Results in an Administrative Error
Actions that result in an Administrative Error:Templates or other formats are provided that give or lead the student to the answer. For example:the verifying evidence is a sequencing worksheet that contains three boxes that state “First,” “Next,” “Last”; the student response choices are pictures that contain the words “First,” “Next,” “Last” the verifying evidence is a number line where the student must provide missing numbers, but the correct number is provided as a shaded or dotted number in the spot and the student has to put a sticker of the number on the spot.
Manipulatives or strategies that change the construct of what is being assessed (e.g., use of calculators or arithmetic tables for Extensions in Grades 3-5)
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Scoring Criteria
SLOs and NYSSA
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SLOs Using NYSAA
Any teacher with students taking the NYSAA must set at least 2 SLOs using the NYSAA assessment (ELA and math) as evidence
Each SLO must identify all students who are assigned to a particular course
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Interval of Instructional Time
“The SLO will cover the entire school year September 2013-June 2014…..The outcomes will be assessed by the end of the NYSAA testing window, no later than February 7, 2014.”
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Target
Show growth from NYSAA baseline data point to the final NYSAA data point
Each essence for ELA and math can be an opportunity for a student to show growth
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Exiting Credential
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Skills & Achievement Commencement Credential
Students with severe intellectual disability
NYSAA eligible and assessed 12 years in school excluding K May remain until end of the school in
which student turns 21 CDOS focus Skills and Achievement Exit Summary
Form20
Additional NYSAA Information
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Administration Manual
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Information about the why, who and how Overview of the new NYSAA test design
Essence Extensions, five for ELA and mathematics Level of Complexity
NOTE: May impact student’s overall score
Baseline and final data points
Similarities and Differences for NYSAA
Introduction, pages 4-7
23
Age Ranges for the 2013-14 NYSAA, updated birth date chart…page 6
NEW: Mandatory Reporting of Testing Improprieties by Adults, Office of Test Security…page 7
NYSAA materials…page 7
Support and RLT Contact information…page 7
Introduction, pages 4-7 (continued)
24
Definition of Student with a Severe Disability
NYSAA Eligibility
Participation Criteria
(No Changes)
Eligibility and Participation Criteria, page 8
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NEW Steps Chart…page 9 Encourage use of Measured Progress
ProFile™ program Recommend more than one Collegial
Review Timeline references are provided with steps Details for preparing and administering
NYSAA are provided on pages 10-31
Steps for Completing NYSAA Datafolio *NEW*
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Notations…page 14
Recommendations for digital video and/or audio clips…pages 16-17
Data Collection Sheets…page 18
Level of Accuracy…page 22
Role of independence…page 22
Section One: Administering NYSAA (continued)
27
Require supporting evidence Staff initials are required for each date of
data Staff key must be completed Avoid using a single step/time segment
DCS when Assessment Task includes plural or AND; unless include detailed notation to confirm requirements of task
Data Collection Sheets
28
At least three dates of data must be documented, dates can include Baseline data point + 2 or more dates of
instruction = 3 2 or more dates of instruction and final data
point = 3 Baseline data point + 1 or more dates of
instruction + final data point = 3
Data Collection Sheets
29
Verbal and Physical prompts…page 22
Content or Construct support…page 23
Baseline data point administration…page 21
Baseline threshold, Level of Accuracy score must be 74% or below…page 24
Section One: Administering NYSAA (continued)
30
Verifying Evidence documentation…page 25
Three required elements must be documented on each piece of verifying or supporting evidence…page 25
Verifying Evidence labels…page 26 (form in Appendix D)
Section One: Administering NYSAA (continued)
31
Assembling datafolio information…page 27 Collegial Review…page 28 Checklist…page 28 (form in Appendix E) Heading to scoring…page 29
End of data collection: February 7, 2014 Datafolios to district residence: February 14,
2014 Datafolios to SSC: February 21, 2014
NYSAA Teacher Survey…page 29
Section One: Administering NYSAA (continued)
32
Alignment to Grade-Level Content
33
Extension or AGLI from
Grade
Assessment Task Aligned to
Extension or AGLI
Verifying Evidence Aligned to
Assessment Task
Rubric, Part I
Rubric, Part II
When referring to students use positive terms, respect student privacy
All work and documentation must be authentic Standards-based instructional activities and
materials Avoid wholesale administration practices Collegial Review Wide range of instruction and opportunities
Section Three: Effective Practices
34
Appendix A: Measured Progress ProFile™ Appendix B: Sample Datafolio Appendix C: Glossary NYSAA terms Appendix D: Forms Appendix E: Checklists Appendix F: Frameworks Last section in spiral: NYSAA DVD Training
slides handout
Appendices
35
Appendix F, Frameworks
36
Frameworks Introduction
NYSAA Test Blueprints for each content area
Section for each grade
Content Glossaries
Frameworks Document
37
Frameworks to Frameworks
38
Common Core Learning Standards (CCLS)
39
Extensions and Assessment Tasks
40
Extensions and Assessment Tasks - Examples
ELA – Grade 5, RL.5.4 (Frameworks page 3)
Extension Assessment Task
Identify an instance of figurative language and its meaning in literary text. (51231)
The student will identify the figurative language phrase (personification) from literary text and restate it in his or her own words (e.g., given text, the student identifies a phrase containing a personification, [“The clouds cried tears”] and restates it in his or her own words [“It is raining”]). (AT51231B)
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CDOS Information
42
Science and Social Studies
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Simplified language
Reduced AGLI choices
AGLI coding mirrors ELA and mathematics
AGLI Pages – REVISED
44
Assessment Tasks - REVISED
Simplified language
Connect to AGLI using 5-digit codes
Assessment Tasks must be used as written
“POSSIBLE Datafolio Products and Verifying Evidence Assessment Strategies” remain
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Use the vocabulary from the Assessment Task on the evidence
Connection of VE to Task biggest issue in scoring
Do not demonstrate an Assessment Task which contains an AND or plural as a single step/time segment on a DCS
Notes & Cautions from Scoring, that still apply
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