1 / 26

Oklahoma Alternate Assessment Program (OAAP) Portfolio

Learn about Performance Level Descriptors (PLDs) in the Oklahoma Alternate Assessment Program (OAAP) portfolio, including how they define achievement levels, align with content standards, and differentiate cognitive challenges. Explore PLDs for various subjects and grade levels, task specifications for teaching curriculum, and examples of student work aligning with set standards. Discover how to document progress and assess student communication.

mjeffrey
Download Presentation

Oklahoma Alternate Assessment Program (OAAP) Portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Curriculum and Assistive Technology Training Oklahoma Alternate Assessment Program (OAAP) Portfolio

  2. OAAP • We are required by the USDE to set Performance Level Descriptors (PLDs) for every subject and grade assessed. • PLDs were developed by teacher committees in 2010.

  3. PLDs • PLDs are not: • Rubrics • Task Specific • They do: • Describe overall performance on a set of tasks. • Define several distinct levels of achievement. • Align to a domain of content standards.

  4. PLDs • Provide a clear link to the content standards for the grade in which the student is enrolled. • Grade-level content may be reduced in complexity. • For each grade, define one or more alternate achievement standard for proficiency.

  5. PLDs • For each content area: • At least three levels: • Proficient • Below Proficient (Limited Knowledge) • Above Proficient (Advanced) • Basic (Unsatisfactory) • Descriptions and competencies for each level • Cut scores with rationale to differentiate between levels

  6. PLDs • Align achievement to the culminating level of the content standard. • Describe increasing knowledge and sophistication. • Describe progress in learning from one level to another. • Illustrate learning at each level. • Specify concepts, skills, and processes performed. • Differentiate the cognitive challenge demonstrated by each level.

  7. Grades and Subjects Assessed with the OAAP Portfolio • 3rd-8th grade • 5th and 8th writing assessments are completed as a part of the OAAP Portfolio and will not be taken by students during the February testing window.

  8. Grades and Subjects Assessed with the OAAP Portfolio • End-of-Instruction • *Required subjects to be assessed • **Students are only required to take these EOI assessments if they are enrolled in these courses.

  9. Where Do I Start? • Performance Level Descriptors • Specify concepts, skills, and processes performed. • Task Specifications • Includes the rubrics and examples of activities. • Use these to teach the curriculum and document progress as you go. • All pieces of evidence are derived from these. • Save samples of student work that align to the task specifications. • Determine how student best communicates. • PECS, augmentative communication device, eye gaze, …

  10. 7th Grade Reading 7.4 • Task Specification • Explain the different characteristics of literary genres. • Reading 7.4 Example 1 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • The student scored a 4 for this piece of evidence.

  11. 7th Grade Reading 7.4 • Compare to: • Reading 7.4 Example 2 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • Same result, accomplished in a different way based on student’s learning style and ability (writing vs. hands-on).

  12. 5th Math 5.5 • Task Specification • The student will interpret data from a chart, graph, or table to make predictions. • Math 5.5 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Did the student complete the task independently? • Indirect verbal prompt • Is the prompt used to keep the student on task? • 4 points • Is the prompt used to guide the student to the answer? • E-Entry level score, 0 points • Video evidence would make the type and purpose of prompting evident.

  13. 7th Grade Math 7.2 • Task Specification • The student will describe positive and negative integers in real world settings. • Math 7.2 • Math 7.2 Video • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • The student scored a 4 for this piece of evidence.

  14. 4th Math 4.3 • Task Specification • The student will identify differences in circles, squares, and triangles. • Math 4.3 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • Does using the ball and cube for circle and square adequately assess if the student can identify a circle and square? • The student scored an E (0) for this piece of evidence.

  15. English II.4 • Task Specification • Identify similarities and differences between story elements in two or more genres through the writing process. • English II.4 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • The student scored a 2 for this piece of evidence.

  16. 7th Reading 7.4 • Task Specification • Explain the different characteristics of literary genres. • Reading 7.4 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • Did the student show that they recognize anything related to genre? • The student scored an E (0) for this piece of evidence.

  17. 4th Math 4.3 • Task Specification • The student will identify differences in circles, squares, and triangles. • Math 4.3 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • Does the accuracy (33%) demonstrate that the student mastered the skill being assessed? • The student scored an E (0) for this piece of evidence.

  18. 3rd Math 3.3 • Task Specification • The student will describe and sort circular and linear items. • Math 3.3 • Does the description, combined with the supporting evidence, draw a clear picture of what the student did? • Does it adequately reflect the task specification? • The student scored a 3 for this piece of evidence.

  19. Great Examples • Example 1 • Example 2 • Example 3 • Example 4 • Student’s face isn’t always showing. THAT’S OK!

  20. Assistive Technology Videos • Introduction • Science • Social Studies • Math • Reading • Writing • Conclusion

  21. Need More Help? • Reflection • Are students who “can’t communicate” utilizing various forms of augmentative and alternative communication methods? • Have they received research based instruction? • Are they receiving access to academic content? • Rowland, C., & Schweigert, P. (2000). Tangible Symbols, Tangible Outcomes. Augmentative and Alternative Communication. 16.61-78. • Snell, et al (2010). Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities. American Journal on Intellectual and Developmental Disabilities. 115(5), 364- 380.

  22. Assistive Technology and Universal Design Resources • Oklahoma Assistive Technology Center • <www.theoatc.org> • Center for Applied Technology • <http://www.cast.org/> • National Center on Universal Design for Learning • <http://www.udlcenter.org> • Trace Research and Development Center • <http://trace.wisc.edu/>

  23. Content Resources • Bookshare – Free electronic books • <http://www.bookshare.org/> • NEO K-12 – Free videos, lesson plans, and interactive games and puzzles • <http://www.neok12.com/> • Storyline Online • <http://www.storylineonline.net/> • Tumblebooks • <http://www.tumblebooks.com> • National Library of Virtual Manipulatives • <http://nlvm.usu.edu/>

  24. Curriculum Resources • Unique Learning System • A standards-based curriculum program designed specifically for students with significant disabilities. • Online, dynamic, and with differentiated tasks to accommodate different levels of learners. • Aligned to Oklahoma content standards • <http://unique.n2y.com> • Curriculum Companions • Mayer-Johnson

  25. Additional Resources • National Center on Educational Outcomes • <http://www.cehd.umn.edu/nceo/default.html> • Common Misperceptions and Research based Recommendations for Alternate Assessment based on Alternate Achievement Standards • <http://www.cehd.umn.edu/nceo/OnlinePubs/Synthesis73/Synthesis73.pdf>

  26. Contact Information Ms. Amy Daugherty, Associate State Director (405) 521-4881 Amy.Daugherty@sde.state.ok.us Ms. Christie Stephenson, Coordinator (405) 521-4866 Christie.Stephenson@sde.state.ok.us Ms. Jennifer Burnes, Coordinator (405) 521-3575 Jennifer.Burnes@sde.state.ok.us

More Related