ALTERNATE ASSESSMENT

1. ALTERNATE ASSESSMENT JANUARY TRAINING 2009

2. AIMS-A 2009Copied from ADE Guide The expectation of the Arizona Department of Education is to develop fair and reasonable assessments for all students. Special education leaders, assessment experts, and other professionals in the special education field provided input related to potential enhancements for the AIMS A.

3. Overview of What’s New • Increased alignment with AIMS • New concepts for test administration – all 3 AIMS-A components require point-in-time test item presentation & scoring • no longer can you report students’ answer choices based on previous experience outside the testing window • Signing Security Agreement • Increased emphasis on compliance and meeting deadlines • Reduced number of test items • Grade level changes • Separation of test input windows • Input demographic data by Jan 31 • Actual test administration window – Feb. 15 – Mar 31

4. Test Administration Security It is unethical and shall be viewed as a violation of test security for any person to: • disclose or allow to be disclosed the content of any portion of the test before, during, or after test administration; • discuss any AIMS A test item before, during, or after test administration; • use any AIMS A materials for instruction before or after test administration; • allow students access to test questions prior to testing; • allow students to share information during test administration; • report students’ answer choices based on previous experience outside the testing window; • photocopy, transcribe, or in any way duplicate any part of AIMS A test items for anything other than test administration; • fail to store all test materials in a secure area before, during, and after test administration, including all student data sheets; • participate in, direct, aid, counsel, assist in, encourage, or fail to report any violations of these test administration security procedures.

5. Today’s Training • Follow PowerPoint Presentation/Discussion • Data Input Demonstration • Actual Input for Student Demographic Info& Test Eligibility • Follow PowerPoint Presentation/Discussion • Feedback/Questions

6. Test Administration Security • Test Administrators may not influence student decision in answering questions. • No test item may ever be discussed before, during, or after test administration. • If you have not submitted a signed AIMS-A Security Agreement to Cathy Taylor, please turn one into your trainer during this training. • Security Agreements are mandatory for anyone administering or assisting in the administration of the AIMS-A.

7. Grade Level Changes • K,1,2,9 – NO State test this year (AG Opinion) • 3-8, 10 – Mandatory AIMS-A • 11th/12th Grade – students will not participate in AIMS-A unless the IEP has indicated they should on SPED H; this decision is to be renewed annually • Alternate assessment eligibility MUST be reviewed annually (both SPED C – All & SPED H – 11th/12th ) • Grade levels not clustered this year – each grade has own test items • AIMS/TerraNova labels will arrive at your school for all enrolled students, including AIMS-A eligible • Do not use labels or put them on a booklet • Do not test AIMS-A eligible kids on grade level tests

8. Grades 11 & 12 – SPED H

9. Student Eligibility Requirements In order to be considered for alternate assessments, students must meet three criteria: • Evidence of a Significant Cognitive Disability: Empirical evidence (formal testing results, multidisciplinary evaluation team results, etc.) of a significant cognitive disability that prevents the acquisition of the Arizona Academic Standards. The student must meet the definition of Significant Cognitive Disability (SCD). http://www.ade.state.az.us/ess/SpecialProjects/aims-a/ .

10. Student Eligibility Requirements In order to be considered for alternate assessments, students must meet all three of the following criteria: 2. Intensity of Instruction: It is extremely difficult for the student to acquire, maintain, generalize, and apply academic skills across environments even with extensive/intensive, pervasive, frequent, and individualized instruction in multiple settings.

11. Student Eligibility Requirements In order to be considered for alternate assessments, students must meet all three of the following criteria: 3. Curricular Outcomes: The goals and objectives in the student’s IEP focus on enrolled grade level Alternate Arizona Academic Standards (www.ade.az.gov/standards , click on AIMS A).

13. Student Eligibility Requirements • Use TIENet IEP Attachment C in the Assessment/Graduation document. • If student participated last year – do not use the last year’s scores – use the Insert Statement • MIMR – not automatic, decision must be made based on IEP team discussion of the 3 eligibility components • Functions like a student with mental retardation • Commensurate abilities across all areas • Reading, writing, mathematics • Adaptive Behavior Scale scores • Measures of intellectual abilities • SLD – not eligible. If the team has data supporting possible eligibility, contact Cathy Taylor for an appointment.

14. Importance of Timelines • Know & adhere to timelines • Principals will be notified if deadlines are not met • Failure to meet the March 31 deadline will result in the invalidation of the test which will negatively affect the 95% participation rate and could affect the school’s AYP • Plan ahead, especially if you have several student’s that qualify • Strongly recommend that eligibility decisions be determined & IEP + Attachment C set to final mode by Jan. 31 • Keep abreast of due dates athttp://edweb.tusd.k12.az.us/exced/Alternate_Assessment_TUSD/timelines.htm

15. January Requirement • Know who your students are – TIENet AdHoc Reports can help 2. ADE Common Logon system: • Create your own student eligibility list • Have demographic info ready before you enter the data • Use resources (i.e. TUSDStats, TIENet Profiles, Step-by-steps) • When you add a student, be prepared to submit all requested info at that time. Partial submission can result in your info going into cyberspace & you might have to redo it.

16. Login/Password Info • If you had access last year – same – if you do not remember – call ADE – give them phone # and email address • NEW – will be emailed to you by Lindy Jones based on eligible students in TIENet AdHoc Reports • Security Agreement must be sent to Cathy Taylor • Should be accurate as of last IEP set to final mode (if not, email Cathy Taylor and Cc: Lindy Jones) • Strongly suggested to determine eligibility BEFORE Jan. 31 • Keep in a safe place • Do not share password with anyone

17. Data Input • Let’s put your demographic data in! • Please observe the demonstration 1st, and then we will give you time to do it for real. • We will return to discuss the test components and the rest of what you need to know next! • Open the “Data Input Only” PowerPoint

18. AIMS-A 2009 TEST FEATURESCopied from ADE Guide • Three item types in each content area of mathematics, reading, and science. • Multiple Choice Items – Online test items. • Performance Tasks – Standardized constructed response items which are scored on standardized data sheets. Each score point has specified responses. • Rater Items – Constructed response items specific to the student’s environment which are scored using the 1-4 point rubric. • Enhanced accessibility options which allow for the use of any augmentative devices that mimic a keyboard (i.e., Dynovox; Big Mac). • Redesigned online appearance. • Increased monitoring by the ADE to increase validity and reliability.

19. Multiple Choice Items Students will respond to online items with three answer choices.

20. Performance Tasks Download and carefully read each task prompt and gather the materials necessary to complete the following tasks before you begin the student assessment. A list of materials needed can be downloaded when logging onto the system. Each Performance Task data sheet will be pre-populated with the prompts and the appropriate score point for a given student response. Record the student’s performance on the data sheets provided. You will enter the information from the data sheets into the online system when completed.

21. Performance Task Data Sheet After prompting the student on each performance task, mark the appropriate box that corresponds to the student’s response. The appropriate response at each score point is indicated on the data sheet, following the model below. A score of2 indicates the student correctly performed the task without assistance or with a single repetition of instructions or redirection. A score of 1 indicates the student responded correctly after the teacher modeled the correct response or if the student’s answer closely relates to the correct answer. A score of 0 indicates the student was not able to correctly perform the task without assistance or after a single repetition of instruction or redirection.

22. Example of a Performance Task Data Sheet:

23. Rater Items Download and carefully read each Rater Item prompt and gather the materials necessary, including the AIMS A Rating Rubric, before you begin the student assessment. A list of materials needed can be downloaded when logging onto the system. Each Rater Item data sheet will be pre-populated with the prompts. Record the student’s performance on the data sheets provided. You will enter the information from the data sheets into the online system when completed.

24. Rater Item Data Sheets Scores for this section will be determined by allowing the student opportunities to demonstrate the skill or task described in the prompt using various levels of support or assistance outlined in the Rater Item Scoring Rubric. In addition to prompts and cues, the teacher may provide objects, shapes, or manipulatives familiar to the student to aid in assessing the student’s skill level on each Rater Item.

25. Rater Item Data Sheet

26. Rater Item Scoring Rubric

27. Prompts, Materials, Data SheetsAvailable Feb. 15 • Remember that all downloaded prompts, materials, and data sheets must be kept secure before, during, and after test administration. • Once your assessments are complete (Mar. 31 deadline), you must send your completed data sheets to • Cathy TaylorEdAnnex/Accountability & Research • Please make sure they are complete including the student’s name and matric.

28. Adaptations & Instructional Strategies • Ann Brusca, AT Coordinator – Support • Any instructional adaptations or strategies can be used to support the student with a SCD as long as the student indicates the response choice. • It is a requirement that students should be receiving instruction all year in AZ Alternate Content Standards (and reflected in the Goals and Objectives) • Students that take alternate assessment do not participate in district benchmarks/writing prompts

29. Adaptations & Instructional StrategiesCopied from ADE Admin Guide • Students with a Significant Cognitive Disability (SCD) require much more intensive instructional support which is provided through instructional adaptations. • Significant adaptations and best practice strategies are necessary to develop an instructional environment to meet the unique abilities of students with a SCD. • Instructional adaptation strategies, like accommodations, should be implemented during daily instruction. Only those adaptations and instructional strategies used consistently during instructional activities should be made available to the students with a SCD being assessed on AIMS A.

30. Adaptations & Instructional StrategiesCopied from ADE Admin Guide Any instructional adaptations or strategies can be used to support the student with a SCD as long as the student indicates the response choice. The following are suggested adaptations and instructional strategies; however, this is not an exhaustive list.

31. Best Practice for Instruction • Physical assistance • Hand-over-hand or hand-under-hand guidance • Verbal assistance • Oral directions to complete a task • Physical cue • A touch to prompt a student to complete any portion of task • Verbal cue • Word or statement that indirectly signals a student • Gestural cue • Movement, including hand motions, head nodding, or other nonverbal cues • Model • Teacher demonstration of the appropriate behavior for a student to imitate • Natural cue • An ordinary cue that “naturally” exists in the environment

32. Computer Justification Form for Altered Student Response to Multiple Choice Items Use TIENET to complete this form Student Response Types: • Preferred/Default Setting - Student will make choices independently with a mouse or with assistive technology. An adult will most likely be in close proximity while the student is completing the assessment. (no form needed) • For students who are unable to physically make a choice (not mental capacity) using the online systems even with the available assistive technology, the teacher presents each item to the student, the teacher will submit the choice on the computer at the time the student responds. (complete form) • The student can NOT make multiple choice responses on a computer, independently, with the use of assistive technology, or with the teacher inputting the student's response. So severely disabled that the student cannot respond at all – 0% response rate. This is a very strong statement and should be for only a very small number of students. (complete form)

33. Test Administration • Use practice questions • click here to see sample items • If student “blows” a question, you may NOT repeat it • Can be completed in short time spans over several days • Do not influence a student decision in answering a question. May only aide through accommodations and adaptations. • No test item may ever be discussed before, during, or after test administration • Select a day when the student will perform at their optimal • Plan timing carefully particularly if you have a large number of students participating • Possible on-site monitoring by ADE – if they select a TUSD school, we will inform you in advance

34. Test Administration • Prep Feb. 15 – download and print (grayscale ok) & gather all necessary materials before you assess the student • Testing Feb. 15 through March 31: Teachers must complete all 3 components • Student responses must be a result of behavior observed within February 15 – March 31 (not from previous observations) • Do not influence student response • Homebound – if possible, take an internet-ready laptop

35. Test Administration Overview

36. Test Administration Sequence

37. Test Reports • Students will receive specific info detailing their progress toward meeting the standards • Schools will receive test reports (via TUSDStats) with the info on student progress that can be used to identify strengths and focus on weaknesses in their curriculum and instructional strategies.

38. Alternate Assessment Support Web Check it often for the latest information http://edweb.tusd.k12.az.us/exced/Alternate_Assessment_TUSD/TUSD_main.htm

39. Resources • TIENet AdHoc Reportshttps://tienet.tusd.k12.az.us/ • ExEd Alternate Assessment Web(Sample items, timelines, grade level chart and more.)http://edweb.tusd.k12.az.us/exced/Alternate_Assessment_TUSD/TUSD_main.htm • TUSDStats(Demographics, ELL Info, etc.)http://tusdstats.tusd.k12.az.us/ • ADE Webhttps://www.ade.az.gov/ess/SpecialProjects/aims-a/

40. Contact Information • Cristina Franco-Carillo (225-6278), Mary Neale (909-0753), Lindy Jones (225-5415) for questions concerning: • Assessment input • Teacher/Student changes • Training • Ann Brusca (908-5104) and Reina Robles (904-2562) for questions concerning Assistive Technology • Enterprise@azed.gov for password assistance. • Cathy Taylor (225-5491, 904-5142) for SAIS discrepancy concerns.