Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities

1. Ohio’s Alternate Assessment for Students with Significant Cognitive Disabilities Test Administration Training Ohio Department of Education American Institutes for Research

2. Purpose of Training The purpose of today’s training is to provide you with the skills to: • Administer the Ohio AASCD • Design • Test Design Accessibility or Accommodations • Practice administering • Student Placement • Score the Ohio AASCD • Practice scoring

3. Training Objectives • Know what you must do to prepare for the Ohio AASCD administration; be familiar with the testing materials and know what is allowed and not allowed during administration. • Accurately score the items in a task by applying the scoring criteria. You will watch several videos of teachers administering tasks to students. • Understand how to determine where your students will begin the assessment. • Understand the process for entering student scores in the online data collection system called the Data Entry Interface (DEI).

4. Alternate Assessments Alternate assessments are designed for the small number of students who are unable to participate in regular grade-level state assessments even with appropriate accommodations. (IDEA 1997) 1% may have proficient or higher used for accountability purposes

5. New Abbreviations TE = Teacher This person serves the same duties as the TA but also has access to student reports (Score Reports) in ORS. TA = Test Administrator This person has the same duties as last year but do not have access to student scores.

6. When Is the AASCD Administered? February 24 – April 18, 2014

7. HOW

8. How Is the AASCD Administered? • The AASCD is administered in a one-on-one setting, with Test Administrators reading a script to administer tasks. • Pictures, graphics and symbols are provided for nearly all of the tasks. • The Test Administrator scores the student’s performance during the test administration. During this training, you’ll review sample tasks and practice scoring. • Each content area should take approximately one hour

9. Video Clip Let’s watch as a task is administered. All About the Flag Alexa

10. WHO TAKES THE AASCD

11. Who Takes the AASCD? • The reauthorized Individuals with Disabilities Education Act (IDEA, 2004) reflects the intent to extend educational accountability and reform to all students, including those with disabilities. • This legislation, along with the federal No Child Left Behind Act (NCLB) and Ohio law (Senate Bill 1, House Bill 3), mandates that all students with disabilities be included in general state and district-wide assessment programs. DFA pg 1

12. Students with Disabilities Assessment Participation • General assessment without accommodations (most students) • General assessment with allowable accommodations (many students with disabilities) • Alternate assessment (small number of students with the most significant cognitive disabilities) With the passage of the Individuals With Disabilities Education Act (IDEA) 1997, there is no longer a question of whether students will participate in statewide testing; the question is how they will participate. It is an IEP team decision each year.

13. Participation Criteria • Decision-making framework for participation in DFA Manual and Rules Book, page 4-8. • It is a yearly (IEP) team decision who takes the AASCD

14. Who Takes the AASCD? • Home Instruction – required to take the statewide assessments. • Home School and enrolled in a course in public school – would take the statewide assessment for that course. • Jon Peterson students are required to take the AASCD • Autism Scholarship students are not required to take AASCD – unless OGT and want a diploma

15. AASCD Assignment by Grade

16. Scavenger Hunt Does the 1% cap limit the number of students who can take the alternate assessment? If a student who takes the AASCD is retained but was proficient the previous year, does he/she have to take it again for the same grade level?

17. WHO ADMINISTERS

18. Training Requirements To administer the AASCD, a teacher/test administrator must: • Be an employee (or contracted employee) of the district • Hold a license/permit/certificate issued by ODE • Be trained to administer the assessment

19. WHO IS THE BEST TO GIVE THE AASCD?: • The teacher who is the one educating the student in that subject • The person who best knows the student • One administrator for each subject area (Best Practice)

20. Test Security

21. Test Security • Maintaining test security is one of your most important responsibilities. • Follow your district’s written procedures for protecting the security of test materials at all times. • Secure test materials consist of test booklets, reading passage booklets and printed manipulatives. • Do not leave test materials visible on your desk.

22. Test Security (cont.) • Security is vital for future administrations as well as the current administration. • You are responsible for ensuring the security of the content of all materials. • Your responsibility for the security of test questions and materials does not end when materials are returned.

23. Test Security Law • Under Ohio law (OAC 3301-13-05; ORC 3319.151; ORC 3319.99), releasing any test question or other content of a test to students or assisting students to cheat in any way may result in invalidation of test scores, termination of employment, suspension of license to teach, and/or prosecution. • A test incident must be reported to the Ohio Department of Education as soon as it becomes known to the district. Investigations involving breaches in security (violating the Ohio Administrative Code) must be documented and submitted to the Ohio Department of Education within 10 days following the conclusion of the investigation. • A summary of state security provisions is included in Rule 3301-13-05 of the Administrative Code.

24. Ethical Use of Tests Pursuant to the requirements of Amended Substitute House Bill 152 (July 1993), the State Board of Education has adopted Standards for the Ethical Use of Tests (see Ohio Administrative Code 3301-7-01).

25. Ethical Use of Tests (cont.)

26. Scavenger Hunt What are some examples of security violations?

27. Increasing grade-level standard accessibility through high expectations for academic achievement Ohio’s Academic Content Standards – Extended

28. Revised Academic Content Standards • New standards include • Common Core for ELA and Mathematics • Revised standards for Science and Social Studies • Model Curriculum available for each content area to help teach the new standards • For more information, visit http://education.ohio.gov and search Academic Content Standards.

29. What Are Extended Standards? • An Extension of Ohio’s Revised Academic Content Standards accessible to students with significant cognitive disabilities. • Extensions may reduce the Revised Academic Content Standards in breadth and depth to apply to those students taking an alternate assessment.

30. Design • Three Extensions from highest to lowest complexity • Entry points to the state standard for learners at different ability levels • Must maintain the main idea or essence of the standard • Extensions will be used for instruction focused on access to general education curriculum • Basis for new Ohio Alternate Assessment (AASCD)

31. Ohio’s Academic Content Standards – Extended (OACS-E) education.ohio.gov Keyword search: extended standards

32. ELA Extensions Strand Grade band Central ideas written to capture overall meaning of the standards within a strand of a grade-band domain Three levels of complexity written for standards Topic

33. Math Extensions Domain Grade band Central ideas written to capture overall meaning of the standards and cluster statements within the grade-band domain Three levels of complexity written for standards/clusters Use table of contents to code: KCC= Kindergarten, Counting and Cardinality Extensions

34. Science Extensions Strand Grade band Central ideas written to capture overall meaning of the content statements within a topic of a grade band Three levels of complexity written for content statements Topic Extensions

35. Social Studies Extensions Strand Grade band Central ideas written to capture overall meaning of the content statements within themes Three levels of complexity written for content statements Topic Extensions

36. OACS-E (cont.) • Help teachers provide meaningful access to Academic Content Standards for instruction of students with significant cognitive disabilities while concurrently allowing the development of an adaptive, on-demand, performance-based alternate assessment. • Ensure that students with significant cognitive disabilities receive access to multiple means of learning and opportunities to demonstrate knowledge but retain the rigor and high expectations of the Common Core and Revised State Standards.

37. OACS-E Instruction Support Modules available at http://www.ohextendedstandards.org/. Topics include: • What are Extended Academic Content Standards? • General Curriculum for Students with Significant Cognitive Disabilities • Planning for Instruction and Assessment for Students with Significant Cognitive Disabilities • Content specific ELA/Math/Science • Additional support provided by SSTs Coming soon

38. Task/Item Information

39. Review and Refinement Process • Test tasks and items were written to align to the OACS-Extended. • ODE and AIR rigorously reviewed and refined these tasks and items. • Panels of expert Ohio teachers performed fairness and content review. • Approved tasks/items were then available to be used on the assessment.

40. What Are Tasks and Items? A task is a collection of items and materials organized around a theme (e.g., a story, a math activity). 12 tasks per content area and grade band. Each task has 4 to 6 items. 1 field test task per content area and grade band. Each field test task contains 4 – 8 items. ELA= 12 tasks Math= 12 tasks Science= 12 tasks Task SS= 12 tasks Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Easiest Hardest

41. Example Task: Science Grade 5Birds Task: Birds • Item 1= what do all birds have? • Item 2= what do birds need to fly? • Item 3 = which animal is a bird? • Item 4 = which bird swims in the water? • Item 5 = which type of feet help birds swim in the water? • Item 6 = what do birds build in trees?

42. AASCD Tasks • Materials: include printed response cards, physical manipulatives and reading passages. • Almost all materials are provided in a manipulatives kit.

43. Task Information: First Page Materials and Set up page: • The materials needed • Some are provided by the TA • How many items are in the task • Where to place the cards • Correct Answer • Special adaptive instructions • Access limitations (a few) ™ ™ ™

44. AASCD Items Each item: • is scripted (needed for standardization); • is scaffolded to reduce complexity; • is constructed so students can respond verbally or nonverbally; and • includes directions for scoring student responses.

45. Item Information Each item contains: • List of materials needed • Directions for setup: • Placement of manipulatives • Response cards (placed L-R- keep order) • Display of the script

46. Item Scripting • Each Task: • Begins with an opening statement for context (i.e. Say “here is the __”) • Is Followed by a directive (i.e. Say ”touch the __”) • Select the appropriate verb (i.e. show or tell) and be consistent • Decide ahead of time what will be acceptable • Accepting first or last answer – decide ahead of time • Scaffolded scripting

47. Item Scripting Example Opening statement or question • “We are going to read about a __________.” • This is followed by the student showing or telling which answer option is correct.

48. Graphic Setup • Print manipulatives will be printed and packaged as strips. • Two-Three pic-symsare placed on each strip. (Cut off blank, can be vertical, can be cut apart) • Each strip will be associated with a particular item. • Maintain the same order

49. Scaffolding Scaffolding • If the student does not answer correctly or fails to respond, specific instructions are provided for the Test Administrator. • Often it is to take away the incorrect item and represent • These instructions are in boxes within each test item.

50. Item Format Set Up Scoring Script Scoring