FROM THE BEGINNING March 16, 2013 Peggy Windham, Presenter
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Developed as requirement of IDEA All students must be given a
state assessment Sent to vendor for report generation Additional
requirements under NCLB Must develop guidelines for students
eligible to take AAA Must be based on extension of state content
standards in reading, mathematics, and science Must meet same
technical requirements as all other assessments (i.e., validity,
reliability, etc.) 2
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Is a portfolio assessment Is based on the Alabama Extended
Standards in reading, mathematics, and science which were developed
by a task force made up of special education teachers, regular
education teachers, and administrators Is a collection of evidence
of the assessment of the students mastery of each extended standard
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Portfolio performance assessment Reading Grades 3-8 and 11;
Reading ES taught in grads K 2; no evidence collected Mathematics
Grades 3-8 and 11; Math ES taught in grades K-2; no evidence
collected Science Grades 5, 7, and 11; taught at all grade levels;
evidence not collected except 5,7,11 Collection of evidence of
performance on the extended standards Photographs Teacher
tests/Worksheets Audio/video Work Samples Written Performance
Summary Designed for students with significant cognitive
disabilities 4
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Criteria to consider during the decision-making process
regarding which assessment is appropriate Students cognitive
functioning IQ of 55 and below Curriculum Revised 2006 Alabama
Extended Standards 5
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The complexity taught and tested may vary by extended standard.
Within a standard all 3 pieces of evidence are collected on only
one complexity level Example: R. ES 4.1Complexity 3 (all 3 pieces
of evidence) R. ES 4.2Complexity 2 (all 3 pieces of evidence) R. ES
4.3Complexity 4 (all 3 pieces of evidence) R. ES 4.4Complexity 2
(all 3 pieces of evidence) R. ES 4.5Complexity 1 (all 3 pieces of
evidence) 6
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Teachers teach the ES and collect evidence of student
performance throughout the school year. Pacing guide/lesson plans
Crate/paper box (1 per student) Select three pieces of evidence to
be scored Three pieces of evidence are collected on every extended
standard. Must cover the ES for the grade level enrolled. Reading
3-8 and 11 Mathematics 3-8 and 11 Science 5, 7, and 11 7
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1. Student worksheets/teacher tests 10 item rule 2. Student
work samples Something that has been manipulated (cut and paste) 3.
Photograph or series of photographs Annotated word-for-word 4.
Audio/video Scripted word-for-word 5. Written Performance Summary
SDE form must be used 8
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Original students work should be sent for the AAA scoring.
Teachers should indicate accuracy of student answers. Each
worksheet/test must contain at least ten (10) items. (Worksheets
may be combined to total at least ten (10) items. These combined
worksheets will be considered one piece of evidence.) Must have a
Body of Evidence Entry Cover (BOE) Sheet attached. 9
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Original student work samples will include, but not be limited
to: Students written work Student drawings Projects Narratives Must
have a BOE Entry Cover Sheet attached. 10
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A photograph or series of photographs must clearly illustrate
the students performance of the standard. The Task Summary on the
BOE Cover Sheet must explicitly summarize the pictured activity.
Let another teacher look at the picture and read the summary to see
if they can tell you what activity took place. Must have a BOE
Entry Cover Sheet attached. 11
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A tape, CD, or DVD is acceptable. The audio/video must clearly
illustrate the students performance of the standard. The
audio/video can be no more than five (5) minutes in length per
piece of evidence. Put all pieces of evidence for reading, math or
science using audio/video on one to two cassette tapes/CD/DVD per
subject area. Ex: all reading on one CD, all math on one CD, all
science on one CD. Each audio/video must be accompanied by a word-
for-word script. Must have a BOE Entry Cover Sheet attached.
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Audio cassette tapeno restrictions Video tape/DVDNo mini DVDs,
Hi8, or any small tapes. If these are used, they must be
transferred to a standard tape/DVD to be submitted. CDno
restrictions Must include a word-for-word script 13
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This is a detailed description of the activity. It documents,
in detailed sequence, the steps or behaviors of how the student
performs on the activity All sections must be completed and the
detailed summary of the students performance on the activity
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Always provide the details Name the book that was read Give the
number of coins and which coins used Give the words that were read
Give the letters sounded out or blended Always include Level of
assistance and level of complexity Participants, materials, and
setting Directions Criteria for Success Include any input from
other adults and/or students Please be very specific!!! 15
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1. Independentlythe student performs the task without prompting
or support. The cognition of the task is performed entirely by the
student. 2. Promptingthe student is provided cues by the teacher or
aide (oral cues, repeat or additional directions, and/or gestures
that initiate or sustain a task). The cognition of the task is
performed entirely by the student. 16
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3. Supportthe student receives direct assistance to achieve the
skill. The cognition of the task is not performed by the student
alone; however, the task is not completed by the teacher. This
assistance is more than prompting. The teacher may assist the
student in completing the task. Hand-over-hand is not support
(teacher is performing cognition) 17
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Alabama Alternate Assessment(AAA) Minimum Evidence Per Extended
Standard Online at www.alsde.edu click on: www.alsde.edu Home;
click on offices Click on Office of Student Learning Assessment
Publications AAA information 18
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Lesson Plans Based on content standards with individual student
needs in mind Instruction Simple and concise with possible
demonstration of what is expected Practice Student will practice
what is expected many times Assess Pre-test if needed Test student
on mastery of content standard Collect 3 best pieces of evidence
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Expecting Level III proficiency to be the same as Level 3
complexity Showing progress over time Showing evidence during the
teaching of each skill Showing one piece of evidence at the
beginning of teaching the skill, one at the middle of teaching the
skill, and one at end of teaching the skill Showing multiple trials
by the student on the same evidence 20
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Using different complexities within a standard Including
directions in the level of assistance The teacher completing the
task for the student Using hand-over-hand as support 21
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The evidence must be aligned to the extended standard. The
activity must relate to the extended standard. Evidence that does
not relate/not aligned to the standard will be given a score of
zero. The link between the evidence and the extended standard must
be clear. 22
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25 Aligned and Valid
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26 Aligned and Valid
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27 Aligned and Valid
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28 Aligned and Valid
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31 R. ES 5.1 Identify w o rds with more than one meaning. Use
multiple meaning words in sentences Identify words with more than
one meaning Match pictures of multiple meaning words Participate in
an activity matching pictures of multiple meaning words Student
reads word and associates the word with meaning. (bat-flies, bat-
baseball) Student is asked to find the pictures that match the word
the teacher gives them. (bat-flies, bat- baseball) Student
participates by watching another student match pictures and
multiple meaning words. With at least 10 different words in
sentences across the pieces of evidence With at least 10 different
words across the pieces of evidence With at least 10 different
matches across the pieces of evidence With a different activity per
piece of evidence
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32 Support
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33 Independent
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34 Touch Math
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35 Show Work
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All students who are being assessed by the AAA MUST have this
item checked on the second page of the IEP that states: SPECIAL
INSTRUCTIONAL FACTORS: Items checked "YES" will be addressed in
this IEP: Is the student working toward alternate achievement
standards and participating in the Alabama Alternate Assessment?
Item MUST be checked YES! If the AAA box is not checked YES on the
students IEP, he/she will not be picked up by the testing company
as a student being assessed by AAA. The pre-labels will be made
according to this information. Also make sure the State Testing
pages indicate AAA as the state assessment. STI/INOW demographics
must be accurate. Make sure the student is in the correct grade in
INOW. 36
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All extended standards (ES) for the grade- level of enrollment
according to STI must be taught and tested. Each ES contains 4
complexity levels. The highest level of complexity the student is
expected to achieve should be selected. 37
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The AAA is administered in reading in Grades 3-8 and 11 only.
The AAA is administered in mathematics in Grades 3-8 and 11 only.
The AAA will be administered in science in Grades 5, 7 and 11 this
spring. The testing window for the 2013 AAA is April 15, 2013
through May 3, 2013. 38
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Qualifications of scorers Must have a college degree Trained on
the population and expectations for students participating Trained
on the Alabama Extended Standards for the grade level scoring
Trained on the Minimum Evidence Required 39
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Individuals must qualify to serve as scorer. Individual is
trained and will score specific grade or grade range. There is a
10% percent read-behind (like the ARMT open-ended items). There is
retraining of individuals, if necessary. Reliability statistics are
computed. SDE staff assist in training. SDE staff is conferenced in
on unusual evidence. 40
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Rubric Alignment Complexityone to four points Assistanceone to
three points Content mastery 0 points for 0-24% 1 point for 25-49%
2 points for 50-74% 3 points for 75-100% 41
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Student 1 Complexity (Level 3) 3 points Assistance (Support) 1
point Mastery (25-49%) 1 point Total Score 5 points Student 2
Complexity (Level 2) 2 points Assistance (Independent) 3 points
Mastery (75-100%) 3 points Total Score 8 points 42