Alternate Assessment 20092010

1
Alternate Assessment2009-2010

• Presented by
• Sue Bitsko, Pam Bullock and Deborah McGraw
• SST 13

2
Assembling the Binder
3
The Manual

• Chapter 1 Introduction
• Chapter 2 Guidelines for Participation
• Chapter 3 Overview of Ohios AASWD
• Chapter 4 Preparing to Administer Ohios AASWD
• Chapter 5 Administration of Ohios AASWD
• Chapter 6 Scoring the COEs

4
The Appendices

• Appendix 1 Common forms for Grades 3 - 8 and
  OGT
• Appendix 2 Specific Information and Forms -
  Grades 3 - 8
• Appendix 3 Applications and Entry Sheets -
  Grade 3
• Appendix 4 Applications and Entry Sheets -
  Grade 4
• Appendix 5 Applications and Entry Sheets -
  Grade 5
• Appendix 6 Applications and Entry Sheets -
  Grade 6
• Appendix 7 Applications and Entry Sheets -
  Grade 7
• Appendix 8 Applications and Entry Sheets -
  Grade 8
• Appendix 9 Specific Information and Forms - OGT
• Appendix 10 Applications and Entry Sheets - OGT
• Appendix 11 Sources of Law
• Appendix 12 Glossary

5
Chapter 1 Introduction
6
Introduction
Chapter 1

• ALL children enrolled in any public school
  district are required to participate in state
  assessments

References IDEIA, NCLB and Ohio Law
Page 1
7
In Ohio, there are three ways to assess student
achievement of academic content standards

• participation in the general assessment without
  accommodations
• participation in the general assessment with
  allowable accommodations
• participation in an alternate assessment

Page 1
Further information Ohio Statewide Testing
Program Rules Book or the Office for Exceptional
Children
8
Frequently Asked Questions
9
Which students should take an alternate
assessment?

• Ohios Alternate Assessment was developed for
  students with significant cognitive disabilities.
• Participation decisions are made by the students
  IEP team
• Follow Ohio Guidelines for Participation in
  Alternate Assessment (chapter 2)

Page 2
10
Is there a cap on how many children may
participate in alternate assessment?

• The IEP team decides how a student will
  participate in statewide assessment.
• Federal rules limit the number of alternate
  assessments scores a district may count as
  proficient in district accountability
• This limit is set at 1 of tested population
• Annual appeal process for states and districts to
  seek waiver of impact of 1 cap
• Waivers are granted for one year only

Page 3
11
Should students who are not expected to do well
on the general assessments participate in
alternate assessments?

• No. The decision about a students participation
  in the alternate assessment must not be made on
  the basis of the students perceived
  probability of poor achievement on the general
  assessments. As many students as possible should
  participate in the general assessments.

Page 3
12
Can students participate in the general
assessment in one content area (e.g.,
mathematics) and participate in the alternate
assessment in another content area (e.g.,
reading)?

• No. If a student can participate in any part of
  the general assessment, then he or she should
  take the entire general assessment with
  accommodations as needed.

Page 3
13
What grades and subjects are in the alternate
assessment?

• The same grades and subjects as are tested in the
  general assessment.
• It is critical that the EMIS grade level
  assignment corresponds to the Alternate
  Assessment Collection of Evidence that is
  submitted for a student.
• The district of residence and the district of
  service must reconcile the specific grade level
  for each student prior to completing the AASWD.

Page 4
14
What grades and subjects are tested?
15
Who assembles the Collection of Evidence (COE)?

• The COE is collected and assembled by the
  educators who work with the student
• In most cases, the district of residence is
  responsible for administrative functions and the
  district of service is responsible for collecting
  the evidence. However, this is not always the
  case, so there must be a collaborative effort
  between the district of service and the district
  of residence to identify where the students
  scores will be reported.

Pages 4 5
16
Who scores the Alternate Assessment (AASWD)?

• The AASWD is scored by trained scorers in a
  central location.
• Different scorers for Grades 3 - 8 and OGT

Page 5
17
Who receives the results of the AASWD?

• The achievement level of AASWD are combined with
  those of general assessment
• Raw scores are submitted to the district recorded
  for the student in TIDE within 60 days of test
  submission.
• The district which receives the scores should
  share them all relevant parties including
  parents/guardians.

Page 5
18
What about the new 2 Modified Assessment?

• Final federal regulations have now been issued on
  what has come to be known as the 2 assessment.
• Field tests will take place in March 2010.
  Districts interested in participating in these
  field tests should contact Wendy Stoica in the
  office of assessment at 614-466-0223.
• The population for whom such assessments would be
  appropriate is NOT the same as the current AASWD.

Page 5
19
Chapter 2 Guidelines for Participation
20
Guidelines for Participation
Chapter 2

• AASWD is appropriate for students with the most
  significant cognitive disabilities.
• How a student with disabilities will participate
  in statewide assessment is determined by the IEP
  team at least annually.
• Test taking status will be documented in
  appropriate sections of the IEP and should be
  recorded through EMIS.

Page 7
21
Ohio AASWD Decision Making Framework for
Participation
Page 8
22
Meet Taylor

• Taylor is a sixteen-year old high school student
  who has Down Syndrome. She is very personable and
  likes to socialize with her age peers. She is on
  the high school junior varsity swim team, plays
  summer softball and is active in her church
  choir. Taylor participates in a modified
  curriculum in a resource room setting. The
  primary focus of her instructional program is
  acquisition of essential life skills and
  functional independence. Her IEP goals address
  basic reading comprehension and writing skills,
  counting money, communication, selecting foods,
  and doing laundry. She enjoys working in the
  cookie shop at her high school, where she is
  able to socialize with other students who come to
  buy cookies during the lunch hour.

Page 9
23
Meet Mike

• Mike is twelve years old. He has a high degree of
  spasticity, poor head control and difficulty
  using his arms and legs. Mike uses a wheelchair
  for mobility and function. He is visually
  impaired and has seizures. Mike must rely on
  caregivers for his basic needs. Although he
  receives primary nourishment from tube feeding,
  he enjoys several soft foods that he can eat by
  mouth, and is learning to drink liquids. Mike
  demonstrates a refusal response for actions and
  sounds that he does not like. He laughs in
  response to movement and activities that give him
  a chance to socially interact with other children
  his age. His educational staff has been working
  on switch activations to access modified
  curriculum in English Language Arts and
  Mathematics.

Page 9
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Chapter 3 Overview of AASWD
25
Overview of Ohios Alternate Assessment (AASWD)
Chapter 3

• Is a statewide assessment process designed for
  students with the most significant cognitive
  disabilities who are unable to participate in
  regular assessment.
• Ensures that all students can participate in the
  assessment systems.

Page 10
26
What is an Alternate Assessment?

• Must be aligned with the States content and
  student achievement standards.
• Must report student achievement in the same way
  as the States regular assessment.
• advanced, accelerated, proficient, basic, limited
• Must serve the same purpose as the assessment for
  which it is an alternate.
• i.e., Reading, Writing, Mathematics, Science,
  Social Studies

27
What is Ohios AASWD?

• The Alternate Assessment consists of a Collection
  of Evidence (COE) of a students achievement
  aligned to a grade level of Ohios Academic
  Content Standards.
• The collection of evidence documents access to
  grade level content but reflects an alternate
  level of achievement of that content.

28
What is a Collection of Evidence (COE)?

• A COE includes four entries reflecting four
  different academic standards as defined by the
  students grade level.
• Each entry consists of multiple types of
  evidence.
• Evidence is gathered throughout the school year.

29
AASWD Administration Flowchart(With Typical Time
Frames)
Page 10
30
Roles and Responsibilities for the Alternate
Assessment

• District Test Coordinator
• Contact between the school district and the Ohio
  Department of Education
• Orders materials for Alternate Assessment
• Submits COEs to contractors
• Coordinates with other administrators to
  distribute and collect materials
• Special Education Administrators
• Building Administrators
• School/Building Test Coordinators

Pages 11 12
31
Roles and Responsibilities for the Alternate
Assessment

• Teachers
• Coordinate the collection of evidence within the
  instructional process
• Related Service Personnel
• Paraprofessionals
• Parents/guardians
• Community members

Pages 11 12
32
Chapter 4 Preparing to Administer Ohios AASWD
33
Preparing to administer Ohios AASWD
Chapter 4

• Locate and review the Ohio Academic Content
  Standards, Benchmarks and Grade-Level Indicators
• Appendices 3 - 8 and 10 in this manual
• Ohio Department of Education http//education.ohio
  .gov
• Standards and Instruction/Academic Content
  Standards
• Available from the school administrative office.
• May also be ordered for FREE. Contact Karen
  Paschal at ODE at karen.paschal_at_ode.state.oh.us
  or [phone].

Page 13
34
Ohio Academic Content Standards
Benchmarks at the Student Grade Level
Applications
35
Applications of Standards-based Knowledge/Skills

• Aligned to content standards and benchmarks
• Reduced in scope or complexity for students with
  significant disabilities
• Relevant to the needs and abilities of students
  with significant disabilities
• Reflect the critical function of the standards

Page 14
36
Measurement Standard

• Students estimate and measure to a required
  degree of accuracy and precision by selecting and
  using appropriate units, tools and technologies.

The overarching theme of the standard as it
applies to grades K - 12
Refer to Appendices 3 - 8 and 10 for grade level
standards, benchmarks and standards-based
applications.
37
Indicators are specific to the grade level
Benchmarks are listed in grade level bands
Example Grade 5 Mathematics
Page 5-6
38
Standards-based Applications
Example Grade 5 Mathematics
The applications in this column are applicable
to students with the most significant
disabilities.

(Note Alignment with benchmarks for this
standard are shown in parenthesis.)
Page 5-7
39
AASWD Applications of Standards-based
Knowledge/Skills

• Teacher-developed applications are not an option
• 100 - 207 Reading
• 262 278 Writing
• 300 - 405 Math
• 500 - 570 Science
• 647 674 Social Studies
• Applications must be selected from the lists
  provided. Benchmark letters must also match from
  the lists. Evidence that is not aligned will not
  be scored.

Page 14
40
A Collection of Evidence contains four Entries

• Each Entry includes
• One Standard
• designated for each grade level
• One Benchmark
• One Application
• 2 - 3 Tasks
• All related to the standard, benchmark and
  application
• 2 - 3 Types of Evidence
• One type for each task

Page 27
41
Relationship of AASWD and the IEP
Standards-based Instructional Activities
Alternate Assessment Demonstration of
performance areas
IEP Goals Progress in skill areas
(progress monitoring)
(snapshot of achievement)
Page 15
42
Relationship of Standards-based Applications and
Student Tasks
Standards-based Application 325 Select and use
appropriate measurement units and/or tools in
daily living activities
Task 1 Using a recipe, Andy will use a 1 cup and
1/2 cup measure to add flour and sugar to make
brownies.
Task 2 Using a ruler, Andy will measure and cut
6 inch pieces of ribbon for a Christmas craft
project.
Task 3 (optional) Andy will use a 1/2 cup
measure to put fruit salad in bowls for the
classroom lunch.
Page 15
43
Whats New in 2009-2010
44
Whats new for the 2009-2010 AASWD?

• OAA - Writing and Social Studies tests suspended
  (pg. 17)

Page 2
45
Standards assessed at each grade level2009-2010
Standards in red are new additions. They replace
the standards of the suspended tests. Entries in
yellow are not new, but their position has moved
from entries 2 and 3 to entries 3 and 4.
46
Whats new for the 2009-2010 AASWD?

• COESAD (pgs. 2, 16, 9-9)

Page 2
47
Whats new for the 2009-2010 AASWD?

• CoED software information (pg. 4)

Page 2
48
Whats new for the 2009-2010 AASWD?

• Students and their results (pg. 5)

Page 2
49
Whats new for the 2009-2010 AASWD?

• AA-MAS (pg.5)

Page 2
50
Whats new for the 2009-2010 AASWD?

• Testing Ethics and Security (pg. 47)

Page 2
51
Whats new for the 2009-2010 AASWD?

• NSA Codes (pgs. 56 57)

Page 2
52
Whats new for the 2009-2010 AASWD?

• Entry Sheets and Dividers (pgs. 2, 16, 1-8)

Page 2
53
Chapter 5 Administration of Ohios AASWD
54
Administration of Ohios AASWD
Chapter 5

• The AASWD is a collection of evidence (COE) that
  contains
• Four entries each reflecting a unique content
  standard
• Four Entry Dividers
• Four entries - one for each content standard
• Evidence that demonstrates the students
  achievement of each content standard assessed
• Administrators Authorization Form
• Collection of Evidence Student Answer Document
  (COESAD)
• Standards are designated for each entry in a
  specific grade level

Page 16
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Page 17
56
Collection of Evidence 2009-10
Maximum TWO standards/entries per subject
Maximum FOUR entries per grade, 8-12 total pieces
of evidence. (2 or 3 pieces of evidence per
Entry)Grade 3 Example
1
2
3
Page 18
57
Grade 4 Example
Visual Representation of COE 2009-10
1
2
3
Page 18
58
Grade 5 Example
Visual Representation of COE 2009-10
1
2
3
Page 19
59
Grade 6 Example
Visual Representation of COE 2009-10
1
2
3
Page 19
60
Grade 7 Example
Visual Representation of COE 2009-10
1
2
3
Page 20
61
Grade 8 Example
Visual Representation of COE 2009-10
1
2
3
Page 20
62
OGT
Visual Representation of COE 2009-10
1
2
3
3
Page 21
63
Student List (optional planning form, Appendix 1)
Page 1-4
64
Steps to Compile a Collection of Evidence

• Master Planner for Ohios Alternate Assessment
  Administration
• A tool to aid the educational team in planning
  for administration of the alternate assessment
• Located in Appendix 1

This is an optional form. Do not send this form
in with your Alternate Assessments.
Page 22
65
Page 1-6
66
Page 1-7
67
Steps to Compile a Collection of Evidence
Chapter 5
Step 1 Given the required academic content
standards to be addressed at each students grade
level, select benchmarks and applications within
the identified content standards.

• Based on the students grade level, determine the
  standards that are to be addressed for the
  Alternate Assessment.
• Refer to the chart on page 17 in the manual.
• Each collection of evidence will consist of four
  entries reflecting four different standards.
• Grade specific Entry Sheets are found in the
  Appendices 3 - 8 and 10 at the end of each
  appendix.
• Select a benchmark for each entry.
• Select an application for each entry.

Page 22
Instructions for Completing the Entry Sheet are
in Appendix 1-8 1-9
68
Organize benchmark and standards-based
application on the Entry Sheet
ODE Determined
You Pick
Sample Entry Sheet for Grade 8
Use the exact wording from the grade level
benchmark and application.
69
Tips for Step 1

• Select one benchmark per content standard
• Select from the students identified grade level,
  even if the student appears to be achieving at a
  lower grade level.
• Select and write an application that aligns with
  the benchmark.
• Benchmark letters that align are written after
  the application statements.
• If multiple benchmark letters are shown, select
  the one that mostly closely aligns with your
  tasks.

70
Complexity of Standards-based Applications

• Applications are grouped in three columns based
  on their complexity.
• It is anticipated that many students will be able
  to perform tasks related to applications with
  high or moderate complexity.
• Only a small number of students with the most
  significant disabilities will require low
  complexity applications.

Page 22
71
Low Complexity Applications
Low complexity applications focus on a
recognizable signal in response to stimuli.
This may include a body movement, smile, or
facial expression that is identified as a
selection. Further information and examples on
page 25 in the manual.
Page 25
72
Standards Based Benchmarks Applications
Appendix 3 (Pg. 3-2 3-3)
Grade 3 Language Arts- Reading Phonemic
Awareness
Low complexity applications for SW most
significant disabilities -links with Kathy
Stauglers handout (tasks)
(Note Alignment with benchmarks for this
standard are shown in parenthesis.)
73
Active Responses from Students with Limited
Response Modes

• A differentiated response is
• A response that can be recognized by others
• Has a defined reason for producing this response
• Examples of differentiated responses
• A body movement, a smile, a facial expression

Page 25
74
Differentiated Response Selections

• Single Selection option
• Student selects a single option choice in
  response to a question
• Errorless choices
• Student selects between two equal choice
  options in response to a question
• Single switch messages
• Student activates a switch/talking switch in
  response to a question/natural prompt

Pages 25-26
75
Assistive Technology and Augmentative
Communication

• It is reasonable and expected that students use
  assistive technology and AAC devices during
  Alternate Assessment
• Alternate modes for verbal expression, written
  expression and motor performance
• Clearly specify the accommodations used by the
  student

Page 26
76
Steps to Compile a Collection of Evidence
Step 2 Select tasks that allow the student to
show skills related to the selected standards,
benchmarks and applications.

• Select two to three tasks that will showcase the
  students skills, and document them on each entry
  sheet.
• The task description should not be the same as
  the application statement.
• Each task selected for an entry should be
  different and unique
• Multiple pieces of evidence that represent the
  same task/activity will be judged non-scorable.
• A minimum of two tasks must be selected for each
  entry. However ODE recommends selecting three
  tasks.

Page 23
77
Selecting Tasks

• Select tasks that reflect real-world activities.
• Real-world activities are tasks performed in
  meaningful ways for purposeful outcomes.
• Ask Will the outcome of this activity apply to
  daily life?
• Select materials that are age-appropriate.
• Age-appropriate materials reflect the
  chronological age of the student rather than the
  developmental level.
• Plan tasks that present a realistic challenge for
  the student.
• AASWD evidence should capture student achievement
  at a time when the student can perform these
  tasks with consistent skill.
• Choose tasks that will elicit active student
  responses.
• An active response should be observable,
  measurable, purposeful, and voluntary.

Page 23
78
Organize tasks/activities on the Entry Sheet
79
Low Complexity Applications
Task
Application
In Kathy Stauglers Handout
80
Pg.4
Pg.6-7
Pg. 13
Pg.16
Linking Students with the Most Significant
Disabilities
Pg.9
Pg. 18
Pg.17
Pg.5
Pg.8
Pg.15
Pg.20
Pg.6
Page from document linked to standards
Pg.9
Pg.5
Pg. 13-14
Pg.17
Pg.8
Pg.18
Pg.15
Pg.5
Pg.16
Pg.19
Pg.6
Pg.9
Pg.8
Pg.17
Pg.21
Pg.24
81
Are You Smarter Then You Were????
82
Steps to Compile a Collection of Evidence
Step 3 Collect assessment evidence.

• Decide the best way to demonstrate the students
  performance.
• Use a different type of evidence (e.g., data
  chart, checklist) for each task within each
  Entry.
• Clearly note on the evidence provided, the
  students performance (i.e., provide an answer
  key or grade the students work).
• Collect evidence for all content areas assessed
  in the COE.
• On each piece of evidence, indicate
• the level and type of prompting,
• the setting in which the task occurred,
• the individuals with whom the student interacted,
  and
• the way the student interacted with the
  individuals
• Remember Do not wait until binders and
  materials are
• received from contractor to begin collecting
  evidence.

Pages 23 - 24
83
Organize type of Evidence on the Entry Sheet
Different types of evidence
84
Tips for Step 3

• Do not include the same worksheet given to the
  student on three different dates.
• Do not include the same task recorded on three
  different types of evidence.
• Clearly define the criteria for success simply
  stating 80 may not clearly define what is
  expected.
• On each piece of evidence indicate Entry and
  Evidence .

85
Tips for Step 3

• Do not confuse natural cues with prompting.
• Natural cues are normally occurring directions,
  reminders or signals that indicate to a student
  that a response is required or requested.
• Prompting is a verbal, physical or gestural
  stimulus that directs a student toward a correct
  answer.
• If the student performs task independently,
  indicate this on the evidence.
• Be cautious when indicating continuous
  prompting does continuous prompting indicate
  that the student was not able to perform the task
  with an active response?
• Indicate with who and how the student interacted
  in relation to the task.

86
Entry Evidence

• An entry should be a reflection of the students
  best work performance during the 2009-10 school
  year
• NOT simply a collection of worksheets or
  unidentifiable photos.
• Each type of data collected and submitted is
  considered a type of evidence.
• Essential to use 2 or 3 different types of
  evidence to show performance.
• The purpose is to demonstrate the students
  generalization of the skill.
• A students score for an entry equals the sum of
  the pieces of evidence divided by the number of
  pieces.

Page 27
87
2 versus 3 pieces of Evidence
New
Page 54
88
Entry Evidence

• 1 Entry
• 1 standard, 1 benchmark and 1 application
• 2 to 3 tasks aligned to the standard, benchmark
  and application using a different type of
  evidence for each task.

Evidence 1
Evidence 2
Evidence 3 (optional)
Chapter 5
89
Types of Evidence

• Examples of completed evidence forms are on pages
  27-46
• Work samples (actual work or photographs of
  work)
• Data charts
• Event Recording Using Trial Format
• Event Recording Using Tally Format
• Event Recording Using Trial Format with item
  details
• Checklists
• Series of captioned photographs
• Observations
• Interviews with teachers, parents/guardians and
  employers
• Peer reviews
• Videos with scripts,
• Audio with scripts.
• Blank Evidence forms are in Appendix 1
• Electronic versions are at education.ohio.gov
  key word search alternate assessments

Page 27
90
Guidelines for Work Samples

• A work sample is the permanent product of a
  task/activity requiring the student to write a
  response, assemble materials, or create
  something.
• A cover page may be included to record
  information
• Describe the task exactly as the student was
  instructed to perform it and state the criteria
  for success
• Indicate how well the student performed
• be sure to score a worksheet, indicating which
  items are correct and which are incorrect

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom/how the student interacted on each piece of
evidence.
Page 28
Blank form Appendix 1- 11
91
Example of Work Sample
Pgs. 29 - 30
92
Page 29
93
Page 30
94
Guidelines for Data Charts

• Data charts may be used to record performance on
  specific tasks demonstrated by the student.
• Data charts are useful when documenting multiple
  occasions of student performance of tasks
• Although three samples of data charts are
  included in the manual, use only one data chart
  per entry.
• Describe the task exactly as the student was
  instructed to perform it and state the criteria
  for success
• Describe through notations or symbols how well
  the student performed based on the set criteria
  for success for the task.
• Include a key to indicate what the notations and
  symbols represent.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 31
95
Data Charts

• Although three samples of data charts are
  included in this manual, use only one data chart
  per entry.
• Event Recording Using Tally Format
• Event Recording Using Trial Format
• Event Recording Using Trial Format with Item
  Details
• Indicate (circle) sections of the data chart that
  represent assessment.
•  

Blank forms Appendix 1- 12 to 1-14
96
Example of Data Charts
Pgs. 32-34
97
Page 32
98
Page 33
99
Page 34
100
Guidelines for Checklists

• A checklist is a listing of the steps or
  components of a task and a recording of the
  students performance of each step or component.
• Each step must relate directly to the task and
  must be an actual part of the task.
• The checklist should include as many steps or
  components as necessary but at least three.
• The checklist is only one day or occurrence of
  the task.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 35
Blank form Appendix 1-15
101
Example of a Checklist
page 36
102
Page 36
103
Guidelines for a Series of Captioned Photographs

• Photographs provide evidence of student
  performance on a specific task and in a
  particular setting without being overly intrusive
  or disruptive.
• Follow your districts policies and procedures
  regarding permission and usage of photographs.
• A cover page may be included to record
  information about the evidence.
• Include multiple photographs in a series that
  show the student performing the task.
• Provide a written description (detailed caption)
  of exactly what the photographs show.
• Indicate how well the student performed based on
  the set criteria for success for the task.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 37
Blank form Appendix 1-16
104
Example of Captioned Photos
page 38
105
Page 38
106
Guidelines for Observations

• Observations may be completed by teachers,
  parents/guardians, related service providers or
  other adults in the school, home or community
  settings.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria for success.
• Observations may be completed by teachers,
  parents/guardians, related service providers or
  other adults.
• Instruct the observer to indicate how well the
  student performed based on the set criteria for
  success for the task.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 39
Blank form Appendix 1-17
107
Example of an Observation
page 40
108
Page 40
109
Guidelines for an Interview

• The teacher may interview a parent, teacher,
  employer or other individual who is in a position
  to describe the students real-world performance.
• Typically, this method is used when the
  performance occurs in a setting in which the
  teacher is not present.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 41
Blank forms Appendix 1-18
110
Example of an Interview
page 42
111
Page 42
112
Guidelines for a Peer Review

• A Peer Review is completed by another student who
  has had the opportunity to view the assessed
  student performing the task and can report on the
  interactions and performance.
• The peer should be a student without a disability
  who is within two years of age of the assessed
  student.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria for success.
• The teacher presents the peer with a structured
  set of questions to ensure that the students
  performance of the task is documented.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 43
Blank form Appendix 1-19
113
Example of a Peer Review
page 44
114
Page 44
115
Guidelines for Video with Script

• Videos provide evidence of student performance on
  a specific task and in a particular setting
  without being overly intrusive or disruptive.
• Follow your districts policies and procedures
  regarding permission and usage of videotapes.
• Videos submitted as evidence for the alternate
  assessment must adhere to the guidelines/formats
  listed on page 45
• Videos must be dedicated to the performance of
  one student only.
• Video activities should not exceed two minutes in
  length per task.

Page 45
116
Guidelines for Video with Script

• Start each video piece of evidence by stating or
  listing on a sign in large print, the following
  information
• the students name,
• the date of the videotape,
• the content area, standard, benchmark and
  application,
• the task exactly as the student was instructed to
  perform it and the criteria for success.
• A cover page may be included to record
  information about the evidence.
• Include a script with each videotape.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 45
117
Guidelines for Audio with Script

• An audio recording may be used to document
  student performance.
• Follow the same procedures used for video
  entries.
• Include a written script with the audio.
• Use a standard audio cassette tape or CD for
  audio recordings. Scorers will not have access to
  the equipment required to listen to other types
  of recordings.

Consider real-world applications when collecting
each piece of evidence and note age-appropriate
materials, level of prompting, settings and with
whom the student interacted on each piece of
evidence.
Page 45
Blank cover page Appendix 1-20
118
Example of an Audio or Video
page 46
119
Page 46
120
Steps to Compile a Collection of Evidence
Step 4 Compile and submit the collection of
evidence.

• Assemble evidence and forms in the required
  order.
• grades 3-8 (Appendix 2) use the black binder
• OGT (Appendix 9) use the white binder
• Complete the teacher checklist in Appendix 1 to
  reduce or prevent errors that may disqualify the
  COE from being scored.
• Use the entry sheets or master planner from the
  COE to properly fill out the Collection of
  Evidence Student Answer Document (COESAD).
• NOTE Entry Sheets are an optional form for
  planning purposes only. DO NOT submit entry
  sheets as part of the COE. Entry Sheets will not
  be considered for scoring.
• Have someone else review the collection for
  completeness.
• Have your building administrator review your COE
  and sign the Administrators Authorization Form.
• Submit the COE to your school test coordinator.

Pages 24 - 25
121
What is in the completed Collection of Evidence?

• The collection of evidence consists of
• Collection of Evidence Student Answer
  Document (COESAD),
• Administrators Authorization form,
• Four entry dividers for each academic content
  standard assessed, and
• Evidence that demonstrates the students
• achievement of each standard assessed
• all organized within a binder.

Chapter 5
122
The COESAD

• Use a No. 2 Pencil only
• SSID is REQUIRED
• Use the District and School/Building IRN s where
  the scores reports will be sent.
• Pre-ID label
• Different COESAD forms for each grade.
• COESAD form, labels and binders will be sent in
  January.
• Sample Grade 3 COESAD 2-17 2-22
• Sample OGT COESAD 9-9 9-13

123
The COESAD

• Binders and COESAD will be sent to the District
  Test Coordinator of the district that enrolled
  the student.
• Must write all sections of the COESAD including
  the descriptions of the tasks in No. 2 pencil
  only
• This is the LAST thing to do before submitting
• Have a peer review the COESAD against the
  evidence

124
Administrators Authorization Form
125
Key Dates 2009-2010AASWD - OAA and OGT
126
Timelines
127
Electronic Entry Sheet and Evidence forms

• Electronic versions of the Entry Sheets and blank
  forms may be downloaded in Microsoft Word formats
  from ODE
• http//education.ohio.gov
• Follow the links to Alternate Assessment
• Save as a separate document for each student.

Further information Appendix 1
128
Testing Ethics and Security Considerations

• The AASWD is subject to the same consideration in
  terms of test security and ethical practice.
• Teachers ARE allowed and encouraged to retain
  copies of the COESAD and the entry sheets---these
  are NOT considered secure
• Teachers are NOT allowed to retain copies of the
  entry evidence---these are considered secure test
  responses
• It is a violation of Ohio Administrative and
  Revised Code test security policies to
  misrepresent evidence submitted in the COE.
• The AASWD is an assessment of academic, NOT life
  skills

Chapter 5
Page 47
129
Are You Smarter Then You Were????
130
Chapter 6 Scoring the COEs
131
Scoring the AASWD
Chapter 6
The AASWD is scored on the following criteria

• Performance
• Instructional Context
• Independence
• Settings and Interactions

Refer to the Glossary in Appendix 12 for further
clarification of terms
Pages 48 - 56
132
Student Achievement Measures

• Performance and Instructional Context
• Reflect the overall student performance
• Multiplied together to determine the Total Raw
  Score for each entry, then summed to provide the
  Overall Total Score
• Performance x Instructional Context Total Raw
  Score for entry
• Total Raw Scores for all entries are summed
  Overall Total Score
• Remember
• If Performance for entry 0, the Total Student
  Raw Score for entry 0

Pages 48 - 49
Scoring Rubric on page 52
133
System Measures

• Independence and Settings/Interactions
• Reflect best practice for instruction
• Are not used to calculate the total score
• Correlation to Remember
• COEs with high scores on system measures tend to
  have high scores on student measures.

Pages 49 - 50
134
Performance

• The degree to which the student demonstrates a
  skill while completing standard-based tasks that
  require an active response.
• Each entry is scored on a 0 3 point scale.

Page 52
135
PerformanceCOE Development Considerations

• Showcase your students best performance
• Be sure that all the documentation is clear to
  others
• Each piece of evidence should
• Reflect one task with a specific outcome
• Specify exactly what the student was asked to do
• Provide rich, detailed descriptions of the tasks
• Show how well the student performed the task
• Performance is based highly on the criteria for
  success

136
Instructional Context

• The degree to which the tasks
• Contain age-appropriate materials
• Reflect real-world applications/activities
• Each entry is scored on a 1 4 point scale.

Page 52
137
Instructional Context ElementsAge-appropriate
Materials

• Age-appropriate materials reflect the
  chronological age of the student. They reflect
  illustrations, content, language and format that
  are used in general education for students of the
  same age.
• Consider materials in general ed. for same age
• illustrations
• language
• format of materials
• Modifications are expected, but should reflect
  age-appropriate context
• Boardmaker symbols are appropriate when
  supporting learning
• Commercial products (e.g. Edmark and News-2-You)
  are appropriate if the context is age appropriate

Pages 48 - 49
138
Instructional Context ElementsReal-world
Activities

• Real-world applications Situations in which
  students perform tasks for purposeful outcomes.
  Performing skills in real-world applications
  presents students with optimal conditions to
  generalize and transfer skills. Real world
  applications are generally associated with the
  highest levels of complexity in a students
  learning.

• Simulated real-world applications A controlled
  activity designed to allow students to
  demonstrate skills that will lead to
  generalization in activities of daily life.

Page 49
139
Instructional ContextDevelopment Considerations

• Showcase your students best performance
• Materials should reflect the students age
• Real-world applications leading to generalization
• Be sure that all the documentation is clear to
  others
• Clearly document the Instructional Context for
  each piece of evidence
• It is not expected that all activities in a COE
  must be completed in the community or real world
  environment. There are numerous activities that
  can be considered real world within the school
  and classroom.

140
Independence

• The degree to which assistance, or prompting is
  provided to a student during the completion of
  standards-based tasks.
• Each entry is scored on a 1 4 point scale.

Page 52
141
IndependenceWhat is Prompting?

• Prompting
• Verbal, physical or gestural stimulus that
  directs a student toward a correct response.
• Examples
• Asking, Are you sure about your answer?
  (causing the student to alter his/her response).
• Tapping or pointing toward a graphic in the
  classroom that results in the students correct
  response.
• Saying, Check it again. after the student
  provided the wrong change in a cash machine
  simulation (causing the student to alter his/her
  response).

Pages 49 - 50
142
IndependenceWhat are Natural Cues?

• Natural cues
• Normally occurring directions, reminders or
  signals that indicate to a student that a
  response is required or requested. Natural cues
  do not lead a student to the correct outcome and
  are not considered prompts.
• Necessary and acceptable during assessment
• Examples
• Asking a student to do something unrelated
• Providing directions multiple times
• Reminders to stay focused on the task at hand
• Physical supports

Pages 49 - 50
143
IndependenceDevelopment Considerations

• Showcase your students best performance
• Natural cues are OK
• Introducing the activity is not prompting
• Dont make the scorers guess
• Document the prompting required for each piece of
  evidence
• Note the level of independence on each piece of
  evidence
• Avoid confusing statements e.g.Student
  completed the task independently with limited
  verbal prompts.

144
Settings and Interactions

• Scoring
• Scored from 1 to 4 across the entire Collection
  of Evidence.
• Scorers will count the settings and interactions
  across all of the evidence.

Page 52
145
Settings and Interactions

• Settings Observed environments (including the
  physical setting and the social interactions) in
  which tasks are administered or performed.
• Interactions A reciprocal action that occurs
  while the targeted student is completing the
  task. It involves joint activity and
  communication between the targeted student and
  one or more individuals who have either an
  instructional role or a non-instructional role.
• A variety of settings and social interactions
  offer students the opportunity to generalize
  skills.

Pages 50 - 51
146
Settings and Interactions Settings

• Broadly classified types of settings
• Specialized settings
• Self contained classroom, resource room, therapy
  room
• General education classroom
• Typical grade level classroom
• Other school settings
• Library, cafeteria, gym, playground, bus
• Residence and community settings
• Home, residence, recreation center, restaurant,
  sporting event facility, store

Page 50
147
Settings and Interactions Interactions

• Broadly classified types of interactions
• Classroom personnel
• Teachers, teacher of record, related service
  providers, para-pros
• Peers with disabilities
• SWD within 2 years of age from targeted student
• Family
• Parent, guardian, siblings, other care-givers
• Peers without disabilities
• Within 2 years of the age of the targeted
  student. Older students may have peers who are
  adult co-workers.
• Community members
• Individuals outside of the classroom or school
  setting who interact with the student in a
  non-instructional role.

Page 50
148
Settings and InteractionsDevelopment
Considerations

• Showcase your students best performance.
• Select multiple settings/interactions in the COE.
• Strive for interactions with non-disabled peers
  or community members (includes non-instructional
  school personnel).
• Clearly document the Setting/Interactions for
  each task.
• Describe HOW the interaction is in relation to
  the task.
• Important COEs cannot receive a score higher
  than a 2 on Settings and Interactions unless
  there is evidence of interactions with
  non-disabled peers or community members.
• If not specified, it is assumed that a peer is
  a peer with another disability.

149
Non-scorables
150
Non-scorable Assessments (NSA)

• Avoid NSAs (nonscorable assessments)
• specific non-scorable codes will be assigned
• Missing Entry (ME)
• The entry was not included in the COE.
• COESAD
• The COESAD is not completed correctly.
• Not to Standard (NTS)
• The entry is not linked to an appropriate Ohio
  Academic Content Standard, benchmark or
  application of standards-based knowledge/skill.
• Insufficient Evidence (IE)
• The entry contains insufficient evidence or the
  evidence does not demonstrate that the student
  performed a specified task or activity.
• Disqualified Entry (DE) grades 3-8 only
• If an entry receives ME, the other entry in the
  same subject area is scored DE.

Page 56-57
151
NSA Condition Codes
These are the same codes that appear on the
school and district reports. The students paper
report does not specify which NSA was assigned.
Teachers must get this information from the
school or district reports or the DTC.
Page 57
152
Did Not Attempt test (DNA)

• DNA Did Not Attempt test
• DNA assigned when an empty COE binder is
  submitted for a student.
• DNA should be interpreted at the individual level
  as no attempt was made to assess the child.
• DNA cannot be counted as a valid test
  participant.
• Any attempt to assess a student is better than no
  attempt.
• Avoid Non-Scorables by having a stranger check
  and compare all sections of the COESAD and the
  evidence.

Page 56
153
Student Assessment Results

• The achievement level of AASWD are combined with
  those of the general assessment
• Score reports will be sent to the District and
  School/Building whose IRN numbers are recorded in
  the students record in TIDE within 60 days of
  submission.
• The score reports are not sent necessarily to the
  same place where the students scores will count
  for accountability purposes. It is up to
  districts, with the help of their EMIS
  coordinators and DTCs, to determine where the
  scores will be sent and where the scores will
  count. Where students scores count are the
  domain of the office of accountability, NOT
  assessment.

154
http//www.ohiodocs.org/AASWD_2008_2009.htm
Parent and District Reports
155
Interpretive Guide Family Report
156
Interpretive Guide Educator Report
157
Interpretive Guide Educator Report
158
Interpretive Guide Educator Report
159
Electronic Supports

• ODEs website http//education.ohio.gov
  download
• Entry Sheets for specific grades
• Evidence Forms common to all grades
• Informative information/Powerpoint
• CoED software www.sst5.k12.oh.us or
  www.ocali.org

160
ODEs Page http//education.ohio.gov
Click on Testing Then Alternate Assessment
161
ODE Alternate Assessment
Click on AASWD
162
Alternate Assessment (AASWD)
Evidence and Entry sheets
163
1. Downloadable Electronic Entry Sheet and
Evidence Forms
Appendix 1 (Pg. 11-20) Evidence Entry sheets by
grade level

• Electronic versions of the Entry Sheets and blank
  evidence forms in Microsoft Word formats from ODE
• http//education.ohio.gov Follow the links from
  Testing to Alternate Assessment
• Save as.. a separate document for each student.

164

• Collection of Evidence Developer (CoED)
• Electronic forms in Filemaker Pro format
• Allows teachers to complete paper documentation
  electronically.
• Reduces teacher time.
• The CoED software was NOT developed by ODE.
• The Office of Assessment does endorse the use of
  the CoED software, but is unable to provide
  technical support or be held responsible for use
  of the program.

Download from SST Region 5 (formerly NEOSERRC)
www.sst5.k12.oh.us
Page 4
165
2. CoED 2009 Software- FREE (Collection of
Evidence Developer)

• Filemaker Pro version 9 using Filemaker Run -Time
• MAC or PC
• PC is a zipped file and must be extracted first
  before using it
• Helps to eliminate repetitive typing -The teacher
  only needs to type in information once
• Student Name and Grade entered across pages
• Benchmark Letter -complete description will be
  automatically entered across pages
• Application Number complete description is
  automatically entered across pages
• Helps to Double check alignment (standard,
  benchmark, applications)

166
Opening CoED 2009

• Once you download it you will see a zipped folder
• Double click on the folder to extract the files
  or (right click to extract all files)
• Drag to your desktop (You can also copy
  this folder to a flash drive to carry with you)
• Open the unzipped folder (CoED Win5)
• Open the CoED 2009 Folder

167
CoED Application

• Click on the CoED 2009
• Note there are lots of folders in here DO NOT
  delete any

168
Starting the CoED 2009

• To Begin Click on the green State of Ohio
• You will come to the Student Roster Page

169
Step 1 Student Roster

• A Good Home Page
• The currently selected student is highlighted by
  a black vertical bar to the left of the record,
  name is top left corner in green
• Click Select to choose another student

170
Navigation of the CoED
Current Student
Entries
Green tabs To navigate between Students
Purple arrows to individual student screens
Blue arrows to classroom screens
Spell Check
To access the Evidence Forms from the Entry
sheets Master Planner
To Print
171
Deleting Records

• From the Student Roster Page, select the student
  you want to delete
• Press the Garbage Can (Delete)
• Note this is final and can NOT be restored if it
  wasnt backed up

172
Hiding Records

• From the Student Roster Page, select Hide record
• This hides the record temporarily
• Show All Records returns hidden records

173
Sorting Records

• From the Student Roster Page, Choose the Sort
  Grade Level button at the top
• This allows you to arrange multiple records by
  name, grade, etc

174
If you get lost..
3rd
1st

• Click in the top left pencil icon to Browse.
• Click the right arrow under Layout to expand the
  pages
• Navigate back to the Student List in the drop
  down menu to get back to Student Roster.

2nd
175
Step 2 Add a Student

• Click on the New Record button (top of Student
  Roster Page)
• Type in the students name
• Note Do NOT use Enter or Return at the end of
  the name Instead use TAB
• 3. Click in the grade field and choose the grade
• 4. Click red OGT if 10th grade

176
If OGT

• Click on the yellow box to choose Reading OR
  Writing for Entry 1

choose
177
Optional Form
Step 3 Master Planner

• Is a good planning tool do in early Fall
• 4 Entry sheets
• Predetermined subject area and Academic Content
  Standard
• Benchmarks and applications can only be entered
  from either
• the Master Planner
• the entry sheet
• Is an optional form

Access these entry sheets by clicking on the
numbers 1-4
178
Master Planner Cont.
Press TAB between fields

• On each of the 4 Entries, Enter
• Type in the Benchmark letter
• Clues blue correct range and red arrow clue .
• Type the Application number which are linked to
  the pre-defined content standard.
• Type the 2-3 identified tasks and the criteria
  for success, materials, interaction/ partners and
  setting (You write or use Kathy Stauglers
  handout for assistance)
• Choose type of evidence from drop down
• Clues red duplicate evidence reminder

1.
2.
3.
4.
179
Types of Evidence

• Click in the evidence box
• Choose from drop down
• If you have 2 the same it will prompt you.
• Click on the magnifying glass to get to evidence
  sheet

180
Master Planner

• Double C