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Oklahoma Alternate Assessment Program (OAAP) Portfolio

Curriculum and Assistive Technology Training. Oklahoma Alternate Assessment Program (OAAP) Portfolio. 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. PLDs. PLDs are not:

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Oklahoma Alternate Assessment Program (OAAP) Portfolio

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  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

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