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Alternate Assessment Options. School Year 2004 - 2005. Arizona Assessments by Grade Level. Level I – revised Grades 2 – 12 Based on Functional standards new articulated Kindergarten standards. Level II – new! Grades 6 – 12 Based on articulated standards grades 1 – 3.
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Alternate Assessment Options School Year 2004 - 2005
Level I – revised Grades 2 – 12 Based on Functional standards new articulated Kindergarten standards Level II – new! Grades 6 – 12 Based on articulated standards grades 1 – 3 Alternate Assessment Options
Prescribed Assessment Years AIMS-A • Grades 3 – 8 • ungraded ages 9 – 14 • Grades 10 – 12 • ungraded ages16 – 21 by September 1 ASAT • Grades 2 – 9 • ungraded ages8 – 15
Level I ASAT / AIMS-A Form 2 – new! AIMS-A Form 3 (computer-generated) AIMS-A Form 4 AIMS-A Forms 5A–D Data Sheets Score Sheets Level II – new! ASAT Form 2 AIMS-A Forms 3A–D Data Sheets Score Sheets Alternate Assessment Forms http://ade.az.gov/standards
Level I AIMS-A Forms 5A–D Form 5A School/Vocational Domain Following a Daily Schedule Form 5B Recreation/Leisure Domain Interactive Game Form 5C Community Activity Domain Making Purchases Form 5D Domestic Living Domain Making a Snack Data Sheets start instruction now! Score Sheets point-in-time assessment just prior to submission Level II – new! AIMS-A Forms 3A–D Form 3A School/Vocational Domain Job/Volunteer Activity Form 3B Recreation/Leisure Domain Recreation/Leisure Activity Form 3C Community Domain Transportation Activity Form 3D Domestic Living Domain Entertaining Friends Activity Data Sheets start instruction now! Score Sheets point-in-time assessment just prior to submission Alternate Assessment Forms
Alternate Assessment Eligibility CriteriaSignificant Cognitive Disability Definition IEP team must determine whether a student meets significant cognitive disability (SCD) definition as the first step of the Form 1 eligibility criteria
Significant Cognitive Disability Definition • Empirical evidence of a significant cognitive disability • Difficulty acquiring, maintaining, generalizing, and applying academic skills across environments • Even with intensive individualized instruction • IEP goals focus on progress within functional achievement indicators
Alternate Assessment Eligibility Criteria New! • Articulated kindergarten standards incorporated into Level I eligibility criteria • Level II criteria added to Form 1 • Review eligibility decision of most recent IEP before starting assessment process • complete any necessary IEP addendums
School year 2003-2004 Read the alphabet. School year 2004-2005 Segment one-syllable words into phonemes, using manipulatives to mark each phoneme (e.g., dog /d/…/o/…/g/) while student moves a block or tile for each phoneme. Form 1 Reading Comparison
School year 2003-2004 Write one-syllable words without a model. School year 2004-2005 Use knowledge of letter sound relationship to write simple words with some consonants and few vowels (e.g., I lik t d nts. I like to draw knights). Form 1 Writing Comparison
School year 2003-2004 Count out requested number of objects up to 10. School year 2004-2005 Identify orally a whole number represented by a model with a word name and symbol 0 through 20 (when presented with three objects, say 3, write numeral 3). Form 1 Mathematics Comparison
The “21” Rule for Eligible Students • 21 prior to Sept. 1, 2004 = take assessment • 21 on Sept. 1, 2004 = take assessment • 21 on or after Sept. 2, 2004 = do not take the assessment ever again
Analytic Scoring Tool (AST) • Use same analytic scoring tool to assess student achievement on all alternate assessment items
Data Entry System • New! ADE Common Logon web-based system (formerly known as AADSI) will incorporate alternate assessment changes • ADE Common Logon alternate assessment application will be the only method of submitting alternate assessment data • summary scores from Form 6 (AIMS-A) and Form 8 (ASAT) will no longer be accepted by ADE • Anticipated date for data entry is January 5, 2005
Data Entry System • Important! Start using new hard copy forms to begin assessment process for 2004-2005 school year • Level I – begin in September • Level II – begin in October
Data Entry System So, please . . . Throw away the old forms! If teachers use the old forms when they start data entry, items WILL NOT MATCH!
Revised Forms • Revised forms available at www.ade.az.gov/standards
Data Entry System – PasswordsTeacher Level • Special education director submits list of teachers administering alternate assessments • list teacher’s name, phone, school sites by CTDS and name, e-mail contact information, and level of access • request access to the alternate assessment application • submit to ADE Support Center (enterprise@ade.az.gov) • ADE Support Center will notify teacher of password information by e-mail for access in January (keep in a safe place!)
Data Entry System - PasswordsAdministrator Level • Administrator-level access allows monitoring of teacher progress on web-based alternate assessment data entry • Special education director submits list of administrator designee(s), if applicable • list administrator designee’s name, phone, PEA CTD and name, e-mail contact information, and level of access • request administrator level access to the alternate assessment application • submit to ADE Support Center (enterprise@ade.az.gov) • ADE Support Center will notify administrator designee(s) of password information by e-mail for access in January (keep in a safe place!)
