2012-13 Oklahoma Alternate Assessment Program (OAAP) Portfolio Administration Training

1. 2012-13 Oklahoma Alternate Assessment Program (OAAP)Portfolio Administration Training

2. What is the Oklahoma Alternate Assessment Program (OAAP) Portfolio and how is it used? • Collection of a student’s best work samples • Assesses the academic knowledge of students with the most significant cognitive disabilities for the purposes of federal and state accountability An overview of the OAAP Portfolio can be found on page 5 of the Portfolio Administration Manual.

3. What assessment options are available in Oklahoma for the purpose of statewide assessment? • The Oklahoma Core Curriculum Tests (OCCT) general assessment with or without accommodations • The Oklahoma Modified Alternate Assessment Program (OMAAP) with or without accommodations • The Oklahoma Alternate Assessment Program (OAAP) Portfolio Manual page 4

4. Making Assessment Decisions • The “Criteria Checklist for Assessing Students with Disabilities on State Assessments” indicates the appropriate assessment. • IEP teams are required to follow the guidelines in the “Criteria Checklist for Assessing Students with Disabilities on State Assessments”. • IEP teams are required to make assessment decisions on an annual basis. Manual page 14

5. Which students should be assessed with the OAAP Portfolio? • The “Criteria Checklist for Assessing Students with Disabilities on State Assessments” indicates the OAAP Portfolio is the appropriate assessment • Significant cognitive disability • Cognitive ability and adaptive behavior require substantial adjustments (CARG-A) to the general education curriculum • IEP learning objectives and expected outcomes focus on functional application of skills • Requires direct and extensive instruction to acquire, maintain, generalize, and transfer new knowledge and skills The Criteria Checklist for Assessing Students with Disabilities on State Assessments can be found on the SDE-SES website at http://ok.gov/sde/assessment.

6. Points to remember!! • 1% cap • 2% cap • IEP teams must use the “Criteria Checklist for Assessing Students with Disabilities on State Assessments” for each content area when making decisions between the OCCT and the OMAAP. (e.g. A student might meet the criteria for a modified assessment in reading but not in math.) • The portfolio assessment can not be mixed with any other type of test within a school year.

7. Available portfolio assessments in grades 3-8

8. Available portfolio assessments in the EOI subject areas

9. Organizing Student Evidence on Your Computer Manual page 16

10. Where do I start? • Determine how your student learns best (auditory, visual, kinesthetic…) • Determine how student best communicates.(PECS, augmentative communication device, eye gaze, …) Manual page 14-16

11. Where do I start? • Plan instruction utilizing Task specs/rubrics 2. Instruct 3. Assess and document progress 4. Modify/adapt instruction based on progress data Continue this cycle until the student is demonstrating at least 75% accuracy in order for evidence to receive a score. See pages 13-16 of the “2012-13 OAAP Portfolio Administration Manual”

12. Task Specifications/Rubrics

13. OAAP Rubrics/Task Specifications • OAAP Rubrics/Task Specs can be found at http://ok.gov/sde/sites/ok.gov.sde/files/OAAPRubrics.pdf www.okassessments.com

14. Classroom Resources Activities in the CARG-A are not rigorous enough to be considered proficient in the assessment and must be adapted if used for assessment purposes. The OSDEs Office of Instruction offers many resources for the classroom including student center activities and literacy resources. http://ok.gov/sde/instruction

15. Examples of Supports and Accommodations • Equipment that enhances accessibility (assistive technology) • Stamp with student’s name • Switches to operate equipment • Speech output devices • Recorded books • Pictures and symbols with text Supports should be provided only when needed. Manual page 31-32

16. Accommodations • Accommodations level the playing field for students. • Accommodations allow access. • Accommodations do not change the construct that is being measured. • Research accommodations for instruction that may or may not be acceptable for assessment. • Accommodations should only be used when appropriate. • Accommodations during instruction and assessment should be consistently administered. • Accommodations must be continually evaluated, improved upon, and removed when appropriate.

17. Setting up the assessment • Mode of communication has been identified. • When using eye gaze, answers choices should be far enough apart to be able to see where the student is looking. • At least two visible answer choices. • Demonstrate the answer choices. • Sound is turned on. • Good visibility of the activity. • Accommodations are appropriate and do not lead to a correct answer.

18. Avoid “0” Scores and Condition Codes Condition Codes A - The pieces of evidence do not reflect the task specification/rubric. B - Required supporting documentation not provided C - Teacher interference D - Evidence was uploaded to the wrong student in PearsonAccess E - Did not attempt Earned zeros • Required accuracy not evident. • Activity is aligned to rubric, student does try to participate but is unable to show knowledge in the skill.

19. Did Not Attempt (DNA) at the Test Level • Not enough objectives with scores • Example: 3rd grade math • 3.1- Condition Code A • 3.2- Condition Code A • 3.3- 2 points • 3.4- Condition Code A • 3.5- 3 points • This 3rd grade math test would receive a DNA because more than half of the objectives were given condition codes.

20. Color Coding = 0 Score

21. Allowable Types of Evidence At least 3 data points are required Remember to turn on the sound Final product must be shown Can be photographed or scanned See pages 17-30 of the OAAP Portfolio Administration Manual for more information regarding evidence types and the ‘Evidence Requirements by Grade, Subject, and Objective” chart.

22. Data Charts Manual page 18

23. Photo Sequences • Show each step of the activity. (The scorers need to see multiple pictures in order to envision what the student did.) • Must show end result to receive a score. • Insert photos into PowerPoint or Word document for easy upload. Notice that each step of the activity has been labeled to help explain what is happening in the pictures. Manual page 18

24. Required Information in the Task Description • Accuracy (75% is considered proficient) • Number of trials (At least 3 proficient trials are required). • What the student was asked to do. • Accommodations and instructional materials used. • Other pertinent information that describes the context of the learning activity. See page 17 in the 2012-13 OAAP Portfolio Administration Manual.

25. Task Descriptions • Consider these questions when viewing each of the following task descriptions. • Does the task description draw a clear picture of what the student did? • Does it adequately reflect a point value on the rubric? • Does the accuracy provided indicate at least 75% mastery? • Have at least 3 attempts been documented? Manual page 17

26. I’m ready to submit my student’s portfolio. What do I do? • Find your student in the PearsonAccess system. • Find the subject area and standard/objective you want to upload evidence into. • Enter required information. • Enter your description of activity into the text field provided. • Upload your evidence. Manual page 19-20

27. How do I register students in PearsonAccess? • District Test Coordinators register students via the Student Data Upload (SDU) worksheet • Student Data Upload Template • Student Data Upload Layout The Student Data Upload template and layout are available in PearsonAccess under Support/Templates. To register students, DTCs populate the template (following the guidelines in the layout) and then upload to PearsonAccess.

28. File Guidelines for Electronic Submission Manual page 19

29. Electronic Submission Details • Only one piece of uploaded evidence (video, photo sequence, data chart, or work sample)is required for each objective. • The same piece of evidence may be used for more than one objective across a standard. Manual page 20

30. Alternate Sites of Instruction Alternate sites of instruction include: • special education consortiums, • alternative education cooperatives and interlocals, • hospital placement, and • homebound placement. Manual page 10

31. Non-Full Academic Year (NFAY) • A student receives Non-Full Academic Year (NFAY) status if that student was not enrolled within the first ten days of the school year or has experienced an enrollment lapse of ten or more consecutive school days. Manual page 6

32. Participation of Move-In Students Spring 2013 OAAP administration: • Eligible students who enter or transfer into a school on or before May 3, 2013, must be assessed by the new (receiving) school. Manual page 6

33. New (receiving) School Responsibilities • Pearson must receive requests to move student portfolios no later than the last day of the testing window. • Once Pearson is notified, neither school should upload student evidence to that student’s file. Within five (5) days, Pearson will electronically move the student portfolio to the new (receiving) school and the new teacher’s classroom view within the system. Pearson will notify the old (sending) and new (receiving) schools.

34. Old (sending) School Responsibilities • Transfer the physical student portfolio in its then-current state of completion to the new (receiving) school within ten (10) school days of the new (receiving) school’s request for educational records. • Inform the new (receiving) school whether the upload process into PearsonAccess has already begun or been completed.

35. Assurance of Test Security and Authenticity When test administrators log in to PearsonAccess the first time, they will be required to respond to the” Oklahoma Alternate Assessment Program Assurance of Test Security and Authenticity”. Manual page 12

36. Post Administration Feedback (Survey) After the Spring 2013 testing window has closed, Pearson will email an online survey to all teachers. The survey will include general questions about the test administration as well as one required question regarding attendance at SDE-provided training: Did you attend the Portfolio Administration Training presented by the Oklahoma State Department of Education? Manual page 12

37. Common Core State Standards and Alternate Assessment • Dynamic Learning Maps (DLM) is led by the Center for Educational Testing and Evaluation (CETE) • Oklahoma is 1 of 14 states in the DLM consortium www.dynamiclearningmaps.org

38. Achieving Classroom Excellence (ACE) Must show mastery in: • Algebra I • English II Plus, must show mastery in 2 of the following 5: • Algebra II • Geometry • English III • Biology • U.S. History See pages 8 - 9 of the “2012-13 OAAP Portfolio Administration Manual” for more information.

39. Alternative Routes to a Diploma • Modified Proficiency Score • Alternative tests • End of course projects

40. Modified Proficiency Score To apply a Modified Proficiency Score, an IEP team must determine: • If a student demonstrated progress on the same type of assessment(must compare OPI scores on all assessments including the OAAP Portfolio) • If the student had a passing grade in the course for which the IEP team is considering a modified score • If the student has met the district’s attendance requirements for the course • If the student participated in remediation • If the IEP team recommends the student for graduation. • New optional worksheet form on SEAS

41. Alternate Tests A few examples: • CLEP • ACT • ACT PLAN • PSAT These tests may not be given in lieu of End-of-Instruction (EOI) exams. Alternate tests and minimum cut scores approved by the State Board of Education may be found at: acchttp://ok.gov/sde/sites/ok.gov.sde/files/ACE-EOIAltTests.pdf

42. End–of–Course Projects • New projects have been developed for students with disabilities. • These projects may not be used in lieu of End-of-Instruction (EOI) exams. For questions contact Melissa White, Executive Director of Counseling/ACE, Office of Educational Support, at (405) 521-3549, or via e-mail at <Melissa.White@sde.ok.gov>.

43. Portfolio Submission Deadline • E-portfolios must be submitted through PearsonAccess during the following testing windows: • Portfolios registered in the wrong window will be invalidated and the school will have to re-upload evidence to the correct window. • Manual page 1

44. Winter Window Scenarios • A student in the 10th grade needing to be assessed in Algebra I for the 2nd time and English II for the first time: The teacher may submit Algebra I evidence in the winter window, but must wait until the spring window to submit evidence for English II because the student is not in the 12th grade. • A student in the 12th grade needing to be assessed in English II for the 2nd time and US History and Biology for the first time: The teacher may submit evidence for all areas in either the winter or spring window because the student is in the 12th grade. Manual page 1

45. SurveyMonkey Complete the SurveyMonkeyevaluation to receive a Certificate of Attendance. https://www.surveymonkey.com/s/OAAP2012-13 Everything relating to the 2012-2013 OAAP Portfolio, including this PowerPoint presentation can be found on the following websites: http://ok.gov/sde/assessment www.okassessments.com Ms. Christie Stephenson, Special Education Project Specialist Christie.Stephenson@sde.ok.gov Ms. Tammy Lawson, Special Education Specialist Tammy.Lawson@sde.ok.gov Or call (405) 521-3351