RI Alternate Assessment 20072008

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RI Alternate Assessment 2007-2008

• Administrators Workshop
• November 28, 2007

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Todays Agenda

• Overview of RI Alternate Assessment
• What is the RIAA?
• Assessment Design and Blueprint
• Rubric
• Eligibility
• Eligibility Criteria
• Student Registration
• Policy and Procedures FAQ
• RIAA 2006-2007
• What we learned at scoring
• Return of Materials
• Comment Codes
• Support for Teachers
• RIAA Timeline

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What is the RIAA?

• The RIAA is
• required by federal law
• designed only for students with significant
  cognitive disabilities who meet age, grade and
  participation criteria and
• administered at chronological ages similar to
  students participating in NECAP.

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What is the RIAA?

• A datafolio assessment designed for students with
  significant cognitive disabilities
• Assesses students on AAGSEs in the context of
  Structured Performance Tasks
• Scored using the RIAA Scoring Rubric
• Reflective of input from the students
  instructional team

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RI Alternate Assessment (RIAA)2007-2008

• Reading and Mathematics, assessed at grades 2-8
  and 10
• Writing, assessed at grades 4, 7 and 10
• Science, assessed at grades 4, 8, and 11

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Assessment Design Mathematics, Reading and Writing
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Assessment DesignScience
SDF Student Documentation Form
LS/ESS/PS can be in any order 1 SDF for
Inquiry Entry and for Knowledge Entry will have
Student Work attached, Progress is not scored
for the Knowledge AGSE
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RIAA Blueprint Reading, Mathematics and Writing
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RIAA Blueprint Science
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Criteria for Participation in the Rhode Island
Alternate Assessment System (RIAA)
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RIAA Participation Criteria

• To be eligible for the RIAA, a student with a
• disability must meet the following criteria
• Student has a disability that significantly
  impacts cognitive function and adaptive behavior.
  
• The students IEP is aligned to the RI Alternate
  Assessment Grade Span Expectations (AAGSEs),
  includes academic skills, and includes short-term
  objectives/ benchmarks.
• The student is unable to apply academic skills in
  home, school and community with out intensive,
  frequent and individualized instruction in
  multiple settings.

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RIAA Participation Criteria

• The decision to administer the RIAA is not based
  solely on the fact that the student has an IEP.
• The decision to administer the RIAA is not based
  solely on the fact that the students
  instructional reading level is below grade level
  expectations.
• The decision to administer the RIAA is not based
  solely on the fact that the student is not
  expected to perform well on state assessment.
• The decision to administer the RIAA is not based
  on the fact that the student is expected to
  experience distress under testing conditions.
• The decision to administer the RIAA is not based
  on the fact that the student has excessive or
  extended absences.
• The decision to administer the RIAA is not based
  on the fact that the student has a visual or
  auditory disability, emotional-behavioral
  disabilities, specific learning disabilities, or
  social, cultural, economic or language
  differences.

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Policy and Procedures FAQ

• Questions related to.
• Changes in student eligibility
• Student registration
• Transfer and withdrawal of students
• Students grade assignment

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What does the RIAA Assess?

• The RIAA documents student learning directly
  connected to the Grade Level Expectations through
  the Alternate Assessment Grade Span Expectations
  (AAGSEs) for students who are RIAA
• eligible. The scoring rubric has four dimensions
• Connection to the Strands
• Student Progress
• Level of Accuracy
• Level of Independence

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Connection to Strands
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Progress

• Student Progress is documented by an increase in
  Accuracy, Independence and/or a change in Levels
  of Assistance between data collection periods.

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Level of Accuracy

• The students accuracy is determined from the 3rd
  collection period.

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Level of Independence

• The students independence is determined from the
  3rd collection period.

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Support for RIAA teachers

• Weekly common planning time
• Monthly work sessions
• Release time
• Time to meet with content department heads
• Access to technology
• School or district professional development
  sessions in RIAA
• Presentation by RIAA teachers to faculty

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Lessons Learned From Scoring

• RI Teachers were comfortable with
• Choosing days of data being within data
  collection periods
• Describing distinct activities
• Selecting creative instructional activities
• RI Teachers were challenged by
• Selecting activities that connect to the SPT
• Matching student activities/performance to the
  selected AAGSEs
• Demonstrating standards-based instruction for
  AAGSEs
• Understanding the teacher selected AAGSE, e.g.,
  prediction vs. hypothesis
• Providing acceptable student work
• Reporting/collecting data that supported the
  chosen AAGSEs

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Return of 2006-07 Materials

• Return of datafolios to districts
• October 31st for grade 10
• January for grades 2-8
• Comment codes
• Score Reports
• A paper copy of individual student report has
  been sent to districts to go home to
  parents/guardians
• On-line (password protected) October 31st for
  grade 10 and in January for grades 2-8

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What You Will Receive

• Comment codes
• - Code and description of the comment,
  e.g.,
• 22 A submitted student work sample for an
  entry period demonstrates connection to the AAGSE
  and SPT. The descriptionsclearly described the
  students participation
• - Up to 3 comment codes per entry will be
  returned to teachers inside each datafolio
• Score Reports
• - Will be reported by Content Strand, SPT
  and AAGSE in each Content Area
• - Achievement level given for each Content
  Area
• Interpretation Guides

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Example Comment Code 03

• Described as A submitted Student Documentation
  Form (SDF) for a collection period does not show
  the students participation in an instructional
  activity connected to the identified AAGSE skill.
  
• Comment Code 03 indicates that the SDF describes
• a different AAGSE than the one selected by the
  teacher, or
• an AAGSE that is different than the student work
  demonstrates.

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Another Example of Comment Code 03

• A students SDF indicates that
• Josephine is working on writing AASGE N 4.1 In
  written narratives, students organize and relate
  a story line, plot, and/or series of events by
  creating an understandable story line
• The SDF states that she is writing the steps of a
  recipe.
• Problem The student is not creating a story
  line, she is are working on the skill of
  sequencing.

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Resources to Assist with AAGSE Content

• Talk with a general education teacher for help in
  describing the skill the AAGSE is referring to.
• Use the additional resources provided to
  understand the intent of the AAGSE.
• Mathematics resource guide
• Glossaries
• Alternate Assessment Instructional Terms
• Samples of student work on websites
• RIDE www.ride.ri.gov/assessment/altassessment.asp
  x
• Sherlock Center www.ric.edu/uap/AA.html
• Measured Progress - www.measuredprogress.org

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RIAA Timelines

• Return of materials
• Score reports and comment codes
• Student registration 1 11/5/07 12/7/07
• Shipment of student binders December 14
• Student registration 2 1/15/08 1/23/08
• Shipment of student binders January 30

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RIAA Contact Information

• Cynthia Corbridge RIDE
• cynthia.corbridge_at_ride.ri.gov or 222-8497
• Phyllis Lynch RIDE
• phyllis.lynch_at_ride.ri.gov or 222-4693
• Amy Grattan The Sherlock Center, RIC
• amy.grattan_at_ride.ri.gov or 222-8983
• Sue Dell The Sherlock Center, RIC
• sdell_at_ric.edu or 456-8557