Ohio s Alternate Assessment for Students with Disabilities

1. Ohio’s Alternate Assessment for Students with Disabilities 2009-2010 This PowerPoint outlines the basics of the Ohio Alternate Assessment and is intended to address the process for individuals who are conducting Alternate Assessment.This PowerPoint outlines the basics of the Ohio Alternate Assessment and is intended to address the process for individuals who are conducting Alternate Assessment.

2. Let’s start with some statistics

3. Alternate Assessment Results/Review

4. Alternate Assessment Results/Review Non-scorables Came in batches (ie—one school, one teacher, same mistake) Better to get non scorables than not scored—at least you get participation Non scorable=.3 (limited) and participation Empty binder=no points and no participation (DNA) Average percent across grade levels and subject areas 07-08 5th grade science = 1.19% Lowest and 7th grade math = 3.44% highest 08-09 OGT social studies = 3.1% lowest and OGT ELA = 10.4% Highest Because of rescores for OAT that were done in ink Many non-scorables due to being done in ink Must use pencil—note on each page 10.4% = teacher error; choice of writing or reading and choose standard—most errors where because they forgot to choose the standard. Changed the COESAD so there is no longer a choice for standard Non-scorables Came in batches (ie—one school, one teacher, same mistake) Better to get non scorables than not scored—at least you get participation Non scorable=.3 (limited) and participation Empty binder=no points and no participation (DNA) Average percent across grade levels and subject areas 07-08 5th grade science = 1.19% Lowest and 7th grade math = 3.44% highest 08-09 OGT social studies = 3.1% lowest and OGT ELA = 10.4% Highest Because of rescores for OAT that were done in ink Many non-scorables due to being done in ink Must use pencil—note on each page 10.4% = teacher error; choice of writing or reading and choose standard—most errors where because they forgot to choose the standard. Changed the COESAD so there is no longer a choice for standard

5. The Manual The first 6 chapters of the manual are very comprehensive and will describe all necessary procedures for the Ohio Alternate Assessment. All manuals pages from last year should be discarded and replace with the ones provided today. The first 6 chapters of the manual are very comprehensive and will describe all necessary procedures for the Ohio Alternate Assessment. All manuals pages from last year should be discarded and replace with the ones provided today.

6. The Appendices Note that the appendix # corresponds with the grade level. Specific forms for grades 3 - 8 are in appendix 2, while specific forms for grade 10/OGT are in Appendix 9. All manuals pages from last year should be discarded. Appendix 1--Data gathering forms Organizational tools Electronic form reference Teacher checklist Appendix 2 and 9--OAA/OGT specific information Appendix 3-8 and 10--Grade specific standards, benchmarks and applications Grade specific Entry Sheets Note that the appendix # corresponds with the grade level. Specific forms for grades 3 - 8 are in appendix 2, while specific forms for grade 10/OGT are in Appendix 9. All manuals pages from last year should be discarded. Appendix 1--Data gathering forms Organizational tools Electronic form reference Teacher checklist Appendix 2 and 9--OAA/OGT specific information Appendix 3-8 and 10--Grade specific standards, benchmarks and applications Grade specific Entry Sheets

7. Introduction ALL children enrolled in any public school district are required to participate in state assessments Chapter 1 pp 1 – 5 in the manual, describes the charge in law that all students must be assessed. Note references to IDEA and NCLB that mandate that ALL student must be included in the state-wide assessment and accountability system. The questions is not about whether a student should participate, but how and that requirement is for both state and districtwide test programs. Also included is information about allowable accommodations for the general assessment and a list of frequently asked questions. The Statewide Testing program rules book provides more information about accommodations for specific tests and specific grade levels. That book is updated a couple times a year and can be found at odes website, type in ‘testing rules book’ in the search box.Chapter 1 pp 1 – 5 in the manual, describes the charge in law that all students must be assessed. Note references to IDEA and NCLB that mandate that ALL student must be included in the state-wide assessment and accountability system. The questions is not about whether a student should participate, but how and that requirement is for both state and districtwide test programs. Also included is information about allowable accommodations for the general assessment and a list of frequently asked questions. The Statewide Testing program rules book provides more information about accommodations for specific tests and specific grade levels. That book is updated a couple times a year and can be found at odes website, type in ‘testing rules book’ in the search box.

8. In Ohio, there are three ways to assess student achievement of academic content standards: participation in the general assessment without accommodations participation in the general assessment with allowable accommodations participation in an alternate assessment In Ohio, there are three options to participation in statewide assessment. This workshop will only be focusing on the Alternate Assessment. Reference on the slides will indicate the places in the manual where this may be found, or other resources that support this information.In Ohio, there are three options to participation in statewide assessment. This workshop will only be focusing on the Alternate Assessment. Reference on the slides will indicate the places in the manual where this may be found, or other resources that support this information.

9. What is Ohio’s AASWD? The Alternate Assessment consists of a Collection of Evidence (COE) of a student’s achievement aligned to a grade level of Ohio’s Academic Content Standards. The collection of evidence documents access to grade level content but reflects an alternate level of achievement of that content. Define the difference between a collection of evidence, as compared to a regular paper/pencil type test. Students will take AA in the SAME grade as their identified grade level. However, the students will be expected to demonstrate and alternate level of achievement than their peers who are taking the general assessment.Define the difference between a collection of evidence, as compared to a regular paper/pencil type test. Students will take AA in the SAME grade as their identified grade level. However, the students will be expected to demonstrate and alternate level of achievement than their peers who are taking the general assessment.

10. OAA - Writing and Social Studies tests suspended (pg. 17) Participation Guidelines and AA-MAS (pg.5) Entry Sheets and Dividers (pgs. 2, 16, 1-8) COESAD (pgs. 2, 16, 9-9) CoED software information (pg. 4) Students and their results (pg. 5) Testing Ethics and Security (pg. 47) NSA Codes (pgs. 56 & 57) What’s new for the 09-10 AASWD at a glance? 1. Standards assessed –The chart for standards assessed for this year is on page 17 and 1-8. The writing tests and Social Studies tests were replaced with reading entries. We’ve been told that the suspension of these tests is a temporary 2 year suspension, so in 2011-12 they will be back. 2. AA-MAS -- AA-MAS information can now be found on the ODE web site. We’re looking for districts to participate in March 2010. Contact Wendy Stoica for more information. 3. Entry Sheets – The entry sheets are used for planning purposes only and should not be submitted. Pages 2, 16 and 1-8 discusses this. Dividers will be used at 3-8 and OGT to separate entries. Pages 2-5 and 9-4 visually represent this. 4. COESAD –The COESAD is used for scoring and that errors or omissions on the COESAD will result in NSA. Pages 2 and 16 discuss the importance of the COESAD and page 9-9 has an image of the new OGT COESAD. 5. CoED -- Prior to this year, there was no statement about the CoED software in ODE materials but now there is a written endorsement of the software in the manual. However, ODE does not support and cannot be held liable for CoED use. 6. Students and results – more info in the FAQs on page 5. It is up to districts to determine who is responsible for the student’s assessment and where their results will go. The office of assessment reports scores to the District/School IRNs that are reported for that student, it is up to districts/schools to determine where that should be. 7. Ethics and Security – Teachers fabricating student evidence has been a problem. A few teachers have lost their licenses for this. 8. NSA codes –The section on NSA codes has been elaborated. These are the same codes that appear on the school and district reports. The student’s paper report does not specify which NSA was assigned. Teachers and/or parents must get this information from the school and district reports. 1. Standards assessed –The chart for standards assessed for this year is on page 17 and 1-8. The writing tests and Social Studies tests were replaced with reading entries. We’ve been told that the suspension of these tests is a temporary 2 year suspension, so in 2011-12 they will be back. 2. AA-MAS -- AA-MAS information can now be found on the ODE web site. We’re looking for districts to participate in March 2010. Contact Wendy Stoica for more information. 3. Entry Sheets – The entry sheets are used for planning purposes only and should not be submitted. Pages 2, 16 and 1-8 discusses this. Dividers will be used at 3-8 and OGT to separate entries. Pages 2-5 and 9-4 visually represent this. 4. COESAD –The COESAD is used for scoring and that errors or omissions on the COESAD will result in NSA. Pages 2 and 16 discuss the importance of the COESAD and page 9-9 has an image of the new OGT COESAD. 5. CoED -- Prior to this year, there was no statement about the CoED software in ODE materials but now there is a written endorsement of the software in the manual. However, ODE does not support and cannot be held liable for CoED use. 6. Students and results – more info in the FAQs on page 5. It is up to districts to determine who is responsible for the student’s assessment and where their results will go. The office of assessment reports scores to the District/School IRNs that are reported for that student, it is up to districts/schools to determine where that should be. 7. Ethics and Security – Teachers fabricating student evidence has been a problem. A few teachers have lost their licenses for this. 8. NSA codes –The section on NSA codes has been elaborated. These are the same codes that appear on the school and district reports. The student’s paper report does not specify which NSA was assigned. Teachers and/or parents must get this information from the school and district reports.

11. What grades and subjects are in the alternate assessment? The same grades and subjects as are tested in the general assessment. It is critical that the EMIS grade level assignment corresponds to the Alternate Assessment Collection of Evidence that is submitted for a student. The district of residence and the district of service must reconcile the specific grade level for each student prior to completing the AASWD. Note: Although a student may be functioning at a lower grade level than his/her assigned grade, they should participate in their GRADE level for alternate assessment. NOTE: It is very important that the grades coordinate between what the team has listed and what is recorded for EMIS. If these grade levels are NOT the same, the COE will not be scorable. There were only a handful of cases where this happened this year but it does happen. Note: Although a student may be functioning at a lower grade level than his/her assigned grade, they should participate in their GRADE level for alternate assessment. NOTE: It is very important that the grades coordinate between what the team has listed and what is recorded for EMIS. If these grade levels are NOT the same, the COE will not be scorable. There were only a handful of cases where this happened this year but it does happen.

12. What grades and subjects are tested? This is the list of grades and subject that are tested in gen ed, as well as for AA. Changes in HB1 also affected the subjects assessed in the AASWD. Page 17 has the full chartThis is the list of grades and subject that are tested in gen ed, as well as for AA. Changes in HB1 also affected the subjects assessed in the AASWD. Page 17 has the full chart

13. Review the grades and content standards that will be completed. THIS IS NEW INFORMATION. Found on page 1-3Review the grades and content standards that will be completed. THIS IS NEW INFORMATION. Found on page 1-3

14. Which students should take an alternate assessment? Ohio’s Alternate Assessment was developed for students with significant cognitive disabilities. The IEP team is the official determiner of who should participate in Alternate Assessment. Encourage folks to contact district test coordinators for special participation situations. (e.g. students who move in late to the school district) Reference pages in Chapter 2.The IEP team is the official determiner of who should participate in Alternate Assessment. Encourage folks to contact district test coordinators for special participation situations. (e.g. students who move in late to the school district) Reference pages in Chapter 2.

15. Guidelines for Participation AASWD is appropriate for students with the most significant cognitive disabilities. Make note of the emphasis on students with significant cognitive disabilities. This does not imply that only certain categories of disabilities may participate in AA. This must be determined by the IEP TEAM. This also must be documented on the IEP and EMISMake note of the emphasis on students with significant cognitive disabilities. This does not imply that only certain categories of disabilities may participate in AA. This must be determined by the IEP TEAM. This also must be documented on the IEP and EMIS

16. The flow chart has not changed—should be used when having IEP meetings and discussing testing options. Can be used as documentation and justification for AASWDThe flow chart has not changed—should be used when having IEP meetings and discussing testing options. Can be used as documentation and justification for AASWD

17. IEP Form 2009-10 Testing Page Notice there is a space on the new IEP form for indicating “Modified Assessment.” This refers to the “2%” test and should only be used this year if you are participating in the filed test of the new AA-MAS. Participation in the AA-MAS is by subject area as is with accomodations. These are not “all or nothing” categories.Notice there is a space on the new IEP form for indicating “Modified Assessment.” This refers to the “2%” test and should only be used this year if you are participating in the filed test of the new AA-MAS. Participation in the AA-MAS is by subject area as is with accomodations. These are not “all or nothing” categories.

18. IEP Form 2009-10 Testing Page New IEP form has a place to document why the student will be alternately assessed and why the student will be excused form the consequences of the OGT. The decision making framework can serve as a tool to aid in this documentation.New IEP form has a place to document why the student will be alternately assessed and why the student will be excused form the consequences of the OGT. The decision making framework can serve as a tool to aid in this documentation.

19. What about the new 2% Modified Assessment? Final federal regulations have now been issued on what has come to be known as the 2% assessment. Field tests will take place in March 2010. Districts interested in participating in these field tests should contact Wendy Stoica in the office of assessment at 614-466-0223. The population for whom such assessments would be appropriate is NOT the same as the current AASWD. At least a 3 year process – 1 year to develop, 1 year to pilot, 1 year to field test before release. We are entering the field test phase this year. Must meet all the same technical requirements of any standardized assessment Will likely be implemented in 2011 At least a 3 year process – 1 year to develop, 1 year to pilot, 1 year to field test before release. We are entering the field test phase this year. Must meet all the same technical requirements of any standardized assessment Will likely be implemented in 2011

20. What is a Collection of Evidence (COE)? A COE includes four entries reflecting four different academic standards as defined by the student’s grade level. Each entry consists of multiple types of evidence. Evidence is gathered throughout the school year. Further information: Chapter 5 Further introduce the components of the COE.Further information: Chapter 5 Further introduce the components of the COE.

21. Applications of Standards-based Knowledge/Skills Aligned to content standards and benchmarks Reduced in scope or complexity for students with significant disabilities Relevant to the needs and abilities of students with significant disabilities Reflect the critical function of the standards For some students the benchmarks and/or grade-level indicators may be out of reach. The knowledge and skills contained in the Ohio Academic Content Standards can be applied to students with the most significant disabilities, giving them an opportunity to have access to, participation in and progress toward the general curriculum. Appendices 3-8 and 10 of the manual provide you with examples of standards-based applications of knowledge/skill. Go through bullets on the slide. For some students the benchmarks and/or grade-level indicators may be out of reach. The knowledge and skills contained in the Ohio Academic Content Standards can be applied to students with the most significant disabilities, giving them an opportunity to have access to, participation in and progress toward the general curriculum. Appendices 3-8 and 10 of the manual provide you with examples of standards-based applications of knowledge/skill. Go through bullets on the slide.

22. AASWD Applications of Standards-based Knowledge/Skills Teacher-developed applications are not an option: 100 - 207 Reading 262 – 278 Writing 300 - 405 Math 500 - 570 Science 647 – 674 Social Studies Applications must be selected from the lists provided. Benchmark letters must also match from the lists. Evidence that is not aligned will not be scored. You may NOT write your own application as in the past. You must select an application from the list provided and use the number code when putting this on the Entry sheet and COESAD. You may NOT write your own application as in the past. You must select an application from the list provided and use the number code when putting this on the Entry sheet and COESAD.

23. Administration of Ohio’s AASWD The AASWD is a collection of evidence (COE) that contains: Four entries – each reflecting a unique content standard Administrator’s Authorization Form Collection of Evidence Student Answer Document (COESAD) Standards are designated for each entry in a specific grade level Important information on this slide: Grade level standards are designated -- you may not select the standard that you want from a subject area. COE data must be completed by the student between Sept and March. Tasks should NOT be submitted that the student did in past years. Important information on this slide: Grade level standards are designated -- you may not select the standard that you want from a subject area. COE data must be completed by the student between Sept and March. Tasks should NOT be submitted that the student did in past years.

24. A Collection of Evidence contains four Entries: Each Entry includes: One Standard designated for each grade level One Benchmark One Application 2 - 3 Tasks All related to the standard, benchmark and application 2 - 3 Types of Evidence One type for each task Introduce an Entry and what all must be included in the Entry. Introduce an Entry and what all must be included in the Entry.

25. This slide introduces structure of COE.This slide introduces structure of COE.

26. Grade 4 Example

27. Grade 5 Example

28. Grade 6 Example

29. Grade 7 Example

30. Grade 8 Example

31. OGT

32. Steps to Compile a Collection of Evidence Complete this step early in the school year or at the time of IEP development. Appendices 3-8 for grades 3-8; Appendix 10 for OGT Complete this step early in the school year or at the time of IEP development. Appendices 3-8 for grades 3-8; Appendix 10 for OGT

33. Tips for Creating a Better COE

34. Tips for Selecting Standards and Benchmarks: Select one benchmark per content standard Select from the student’s identified grade level, even if the student appears to be achieving at a lower grade level. Select and write an application that aligns with the benchmark. Benchmark letters that align are written after the application statements. If multiple benchmark letters are shown, select the one that mostly closely aligns with your tasks. It is important that benchmark letters match the application numbers in the appendices for the student grade level. Do not write more than one benchmark…if multiple ones are listed by an application, select only one that best fits with your task.It is important that benchmark letters match the application numbers in the appendices for the student grade level. Do not write more than one benchmark…if multiple ones are listed by an application, select only one that best fits with your task.

35. Performance Performance scores written on the actual evidence override the score written on the evidence cover sheet

36. Performance Showcase your students’ best performance Be sure that all the documentation is clear to others Each piece of evidence should: Reflect one task with a specific outcome Specify exactly what the student was asked to do Provide rich, detailed descriptions of the tasks Show how well the student performed the task Performance is based highly on the criteria for success To summarize: Remember that COEs are intended to showcase the best student performance. Be sure that all the documentation is clear to others. The third bullet is especially important: each piece of evidence exhibit one discrete task and indicate a specific outcome. For example: Task – Use head switch to select the missing word from a poem read aloud by a computer (Adaptation: use eye gaze to select the correct word card). If the evidence clearly shows what word the student actively selected and whether that word was the correct word, then the COE reviewers will have no difficulty understanding exactly what the student was asked to do and whether or not the student did it.To summarize: Remember that COEs are intended to showcase the best student performance. Be sure that all the documentation is clear to others. The third bullet is especially important: each piece of evidence exhibit one discrete task and indicate a specific outcome. For example: Task – Use head switch to select the missing word from a poem read aloud by a computer (Adaptation: use eye gaze to select the correct word card). If the evidence clearly shows what word the student actively selected and whether that word was the correct word, then the COE reviewers will have no difficulty understanding exactly what the student was asked to do and whether or not the student did it.

37. Tips for Selecting Tasks Select tasks that reflect real-world activities. Real-world activities are tasks performed in meaningful ways for purposeful outcomes. Select materials that are age-appropriate. Age-appropriate materials reflect the chronological age of the student rather than the developmental level. Choose tasks that will elicit active student responses. An active response should be observable, measurable, purposeful, and voluntary.

38. Age Appropriateness Edmark and News-2-You are always age-appropriate Include the title of books the student uses to complete their tasks

39. Real World vs. Simulated Real World Some Real World Reminders Creating art in art class

40. Independence Score determined based on actual evidence Independence level that is written on the cover sheet is ignored if the level of independence presented in the evidence is contradictory

41. Natural Cues vs. Prompting Be aware of the way in which your using the terms “natural cues” and “prompting” Review their definitions in Appendix 12 to be sure your understanding and usage aligns with the ODE understanding and usage

42. Interactions Examples of situations that lend themselves to resulting in an interaction: Purchases from grocery store Purchases from the cafeteria cashier Talking to coworkers at a community or school job Secretary in the office Store manager

43. NOT Interactions Prompting during a task Natural cues during a task Steps of the task Incidental interactions that are not part of task (e.g., student says hello to friends while walking to his job site)

44. Simulated Money in Relation to Age-Appropriateness Paper bills that look like real cash that are used in the classroom during an activity Age appropriate only when the activity is practicing banking skills

45. Fake Money in Relationto Age-Appropriateness Examples: Tickets Stickers Monopoly money Age appropriate only when the activity is a token economy and the fake money can be exchanged for goods (e.g., candy, pencils)

46. Pieces of Evidence in Scoring 2 pieces of evidence are submitted for an entry both will be scored 3 pieces of evidence are submitted for an entry all 3 will be scored If more than 3 pieces of evidence are submitted for an entry The 3 pieces of evidence that appear first in the entry will be scored

47. 2 vs. 3 Pieces of Evidence Make sure your 3rd piece of evidence is strong 1 strong + 1 strong = strong evidence rather than 1 strong + 1 strong + 1 weak = ?? If 2 pieces of evidence are submitted and one is not scorable, then the entry is not scorable. If 3 pieces of evidence are submitted and one is not scorable, then the entry is still scorable. HOWEVER, the non-scorable piece of evidence is included in the score as a “zero”. So, if three pieces are submitted, they should all be good pieces. It is not advantageous to throw in a third piece of bad evidence “just in case”.If 2 pieces of evidence are submitted and one is not scorable, then the entry is not scorable. If 3 pieces of evidence are submitted and one is not scorable, then the entry is still scorable. HOWEVER, the non-scorable piece of evidence is included in the score as a “zero”. So, if three pieces are submitted, they should all be good pieces. It is not advantageous to throw in a third piece of bad evidence “just in case”.

48. Scoring Decisions based on 2 versus 3 pieces of evidence - page 54 If 3 pieces of evidence are submitted that are good (scorable): Evidence E1 E2 E3 Score 4 0 4 =8/3 Evidence E1 E2 E3 Score 3 2 4 =9/3 Evidence E1 E2 E3 Score 4 4 4 =12/3

49. If 3 pieces of evidence are submitted and only 2 are good (scorable): Evidence E1 E2 E3 Score 4 NS 4 =8/3 Evidence E1 E2 E3 Score 3 2 NS =5/3 Evidence E1 E2 E3 Score NS 4 3 =7/3

50. If 2 pieces of evidence are submitted and only 2 are good (scorable): Evidence E1 E2 Score 4 4 =8/2 Evidence E1 E2 Score 3 2 =5/2 Evidence E1 E2 Score 2 4 =5/2

51. If only 2 pieces of evidence are submitted and one is nonscorable: Evidence E1 E2 Score 4 NS NS Evidence E1 E2 Score NS 2 NS Evidence E1 E2 Score NS 4 NS The entire entry is nonscorable

52. Tips for Strong Evidence: Do not include the same worksheet given to the student on three different dates. Do not include the same task recorded on three different types of evidence. Clearly define the criteria for success … simply stating “80%” may not clearly define what is expected. On each piece of evidence indicate “Entry #” and “Evidence #.” This is up to each trainer but this may be a good spot to insert or add the power point “Tips for creating a better COE”This is up to each trainer but this may be a good spot to insert or add the power point “Tips for creating a better COE”

53. Entry Evidence 1 Entry 1 standard, 1 benchmark and 1 application 2 to 3 tasks aligned to the standard, benchmark and application using a different type of evidence for each task. As we get ready to look at different types of evidence, let’s review the number of pieces of evidence that will be submitted with each entry. Use this visual to describe. As we get ready to look at different types of evidence, let’s review the number of pieces of evidence that will be submitted with each entry. Use this visual to describe.

54. Types of Evidence Examples of completed evidence forms are on pages 27-46 Work samples (actual work or photographs of work); Data charts: Event Recording Using Trial Format Event Recording Using Tally Format Event Recording Using Trial Format with item details Checklists; Series of captioned photographs; Observations; Interviews with teachers, parents/guardians and employers; Peer reviews; Videos with scripts, Audio with scripts. Blank Evidence forms are in Appendix 1 Electronic versions are at: education.ohio.gov key word search “alternate assessments” There have been no changes to the types of evidence from last yearThere have been no changes to the types of evidence from last year

55. What is in the completed Collection of Evidence? The COESAD is different for grades 3 - 8 and OGT. OGT also includes dividers. Entry sheets and procedures for the collection of evidence are the same for all grades. The COESAD is different for grades 3 - 8 and OGT. OGT also includes dividers. Entry sheets and procedures for the collection of evidence are the same for all grades.

56. The COESAD: Use a No. 2 Pencil only SSID # is REQUIRED Use the District and School/Building IRN #s where the scores reports will be sent. Pre-ID label Different COESAD forms for each grade. COESAD form, labels and binders will be sent in January. Sample Grade 3 COESAD 2-17 – 2-22 Sample OGT COESAD 9-9 – 9-13 Where the score reports are sent are not necessarily the same place where the student’s scores will count for accountability purposes. It is up to the districts to determine this with the help of their EMIS coordinators and DTCs. Where students’ scores count are the domain of the office of accountability, NOT assessment. Review COESAD located at 3-8 Appendix 2- OGT Appendix 9 Where the score reports are sent are not necessarily the same place where the student’s scores will count for accountability purposes. It is up to the districts to determine this with the help of their EMIS coordinators and DTCs. Where students’ scores count are the domain of the office of accountability, NOT assessment. Review COESAD located at 3-8 Appendix 2- OGT Appendix 9

57. The COESAD: Binders and COESAD will be sent to the District Test Coordinator of the district that enrolled the student. Must write all sections of the COESAD including the descriptions of the tasks in No. 2 pencil only This is the LAST thing to do before submitting Have a peer review the COESAD against the evidence

58. Electronic Entry Sheet and Evidence forms: Electronic versions of the Entry Sheets and blank forms may be downloaded in Microsoft Word formats from ODE http://education.ohio.gov Follow the links to Alternate Assessment “Save as…” a separate document for each student. These have been updated from last year to be more user friendly. Note that each page of the entry is marked as Entry 1, 2, 3 or 4 In the electronic format, it is a Microsoft Word document. It is set up as a “form” meaning that some boxes will allow you to check it by clicking on box, others have drop down boxes to select information such as grade levels, while other boxes are text entry boxes and you can type information into that. This is only the top section of the Entry form. These have been updated from last year to be more user friendly. Note that each page of the entry is marked as Entry 1, 2, 3 or 4 In the electronic format, it is a Microsoft Word document. It is set up as a “form” meaning that some boxes will allow you to check it by clicking on box, others have drop down boxes to select information such as grade levels, while other boxes are text entry boxes and you can type information into that. This is only the top section of the Entry form.

59. Testing Ethics and Security Considerations The AASWD is subject to the same consideration in terms of test security and ethical practice. Two key points. If you falsify or fabricate evidence and get caught, you could lose your license. It does happen. Please do not include evidence that includes toileting, diaper changing, showering, dressing and other personal hygiene type activities. Two key points. If you falsify or fabricate evidence and get caught, you could lose your license. It does happen. Please do not include evidence that includes toileting, diaper changing, showering, dressing and other personal hygiene type activities.

60. Testing Ethics and Security Considerations Teachers ARE allowed and encouraged to retain copies of the COESAD and the entry sheets---these are NOT considered secure Teachers are NOT allowed to retain copies of the entry evidence---these are considered secure test responses

61. Testing Ethics and Security Considerations It is a violation of Ohio Administrative and Revised Code test security policies to misrepresent evidence submitted in the COE. The AASWD is an assessment of academic, NOT life skills

62. Non-scorable Assessments (NSA) Avoid “NSAs” (nonscorable assessments) specific non-scorable codes will be assigned Missing Entry (ME) The entry was not included in the COE. COESAD The COESAD is not completed correctly. Not to Standard (NTS) The entry is not linked to an appropriate Ohio Academic Content Standard, benchmark or application of standards-based knowledge/skill. Some students will receive an NSA (nonscorable assessment) for their total score. A specific non-scoreable code will be assigned: Missing Entry (ME) One or more entries is/are missing Entry Sheet (ES) The entry sheet isn’t filled out correctly Not to Standard (NS) The evidence is not related to the identified content standard/benchmark/indicator. Insufficient Evidence (IE)An insufficient amount of evidence prevents a scorer from being able to accurately assign a score.Some students will receive an NSA (nonscorable assessment) for their total score. A specific non-scoreable code will be assigned: Missing Entry (ME) One or more entries is/are missing Entry Sheet (ES) The entry sheet isn’t filled out correctly Not to Standard (NS) The evidence is not related to the identified content standard/benchmark/indicator. Insufficient Evidence (IE)An insufficient amount of evidence prevents a scorer from being able to accurately assign a score.

63. Non-scorable Assessments (NSA) Avoid “NSAs” (nonscorable assessments) specific non-scorable codes will be assigned Insufficient Evidence (IE) The entry contains insufficient evidence or the evidence does not demonstrate that the student performed a specified task or activity. Disqualified Entry (DE) grades 3-8 only If an entry receives “ME,” the other entry in the same subject area is scored “DE.”

64. DNA = Did Not Attempt test DNA assigned when an empty COE binder is submitted for a student. DNA should be interpreted at the individual level as “no attempt was made to assess the child.” Did Not Attempt test (DNA)

65. Did Not Attempt test (DNA) DNA cannot be counted as a valid test participant. Any attempt to assess a student is better than no attempt.

66. NSA Condition Codes The NSA codes were added to the manual this year. These are the same codes that appear on the school and district paper reports. The Student report does not specify the NSA code. It only states that the student received an NSA. The NSA code is also in the electronic data file available to DTCs. In most cases, once the NSA code is determined, the error that caused the code can be determined. For example, if the teacher receives an NTS-D, and a copy of the COESAD was kept, then it is easy to check whether or not there is alignment between the benchmark and the application on the COESAD. If a score is reported as COESAD-B, it is easy to see on a copy of the COESAD whether or not the benchmark was indeed completed. The NSA codes were added to the manual this year. These are the same codes that appear on the school and district paper reports. The Student report does not specify the NSA code. It only states that the student received an NSA. The NSA code is also in the electronic data file available to DTCs. In most cases, once the NSA code is determined, the error that caused the code can be determined. For example, if the teacher receives an NTS-D, and a copy of the COESAD was kept, then it is easy to check whether or not there is alignment between the benchmark and the application on the COESAD. If a score is reported as COESAD-B, it is easy to see on a copy of the COESAD whether or not the benchmark was indeed completed.

67. The Collection of Evidence Developer (CoED) software program is developed by consultants working for the State Support Team Region 5. The stand alone program format allows teachers to complete paper documentation of their alternate assessment electronically. Teachers enter the alternate assessment information which then populates into the identified Entry and Evidence Cover Sheets. This reduces teacher time by eliminating repetitive data entry. The CoED software was NOT developed by ODE. The Office of Assessment does endorse the use of the CoED software, but is unable to provide technical support or be held responsible for use of the program. It has been recognized, through much positive feedback, that most teachers who use the software appreciate its ease of use and time saving contribution. The evidence cover sheets generated by the program may be used in lieu of ODE versions of the same forms. However, for the purposes of scoring, ONLY information on the Collection of Evidence Student Answer Document (COESAD) and the evidence itself is used. For more information or to download the most recent version of the CoED, contact your region’s State Support Team or visit http://www.sst5.k12.oh.usThe Collection of Evidence Developer (CoED) software program is developed by consultants working for the State Support Team Region 5. The stand alone program format allows teachers to complete paper documentation of their alternate assessment electronically. Teachers enter the alternate assessment information which then populates into the identified Entry and Evidence Cover Sheets. This reduces teacher time by eliminating repetitive data entry. The CoED software was NOT developed by ODE. The Office of Assessment does endorse the use of the CoED software, but is unable to provide technical support or be held responsible for use of the program. It has been recognized, through much positive feedback, that most teachers who use the software appreciate its ease of use and time saving contribution. The evidence cover sheets generated by the program may be used in lieu of ODE versions of the same forms. However, for the purposes of scoring, ONLY information on the Collection of Evidence Student Answer Document (COESAD) and the evidence itself is used. For more information or to download the most recent version of the CoED, contact your region’s State Support Team or visit http://www.sst5.k12.oh.us

68. ODE Resources The Alternate Assessment for Students with Disabilities Administration Manual and accompanying appendices, electronic entry forms and electronic versions of the evidence forms are available for download from The Ohio Department of Education Web site at http://education.ohio.gov Follow menu links to “Testing and Assessments” then to “Alternate Assessments.”

69. For Regional Support with AASWDcontact: Angie Chapple-Wang angie.chapple-wang@esc-cc.org 216.446.3801