ALTERNATE ASSESSMENT

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ALTERNATE ASSESSMENT

• JANUARY TRAINING 2009

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AIMS-A 2009Copied from ADE Guide

• The expectation of the Arizona Department of
  Education is to develop fair and reasonable
  assessments for all students.
• Special education leaders, assessment
  experts, and other professionals in the special
  education field provided input related to
  potential enhancements for the AIMS A.

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Overview of Whats New

• Increased alignment with AIMS
• New concepts for test administration all 3
  AIMS-A components require point-in-time test item
  presentation scoring
• no longer can you report students answer choices
  based on previous experience outside the testing
  window
• Signing Security Agreement
• Increased emphasis on compliance and meeting
  deadlines
• Reduced number of test items
• Grade level changes
• Separation of test input windows
• Input demographic data by Jan 31
• Actual test administration window Feb. 15 Mar
  31

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Test Administration Security
It is unethical and shall be viewed as a
violation of test security for any person to

• disclose or allow to be disclosed the content of
  any portion of the test before, during, or after
  test administration
• discuss any AIMS A test item before, during, or
  after test administration
• use any AIMS A materials for instruction before
  or after test administration
• allow students access to test questions prior to
  testing
• allow students to share information during test
  administration
• report students answer choices based on previous
  experience outside the testing window
• photocopy, transcribe, or in any way duplicate
  any part of AIMS A test items for anything other
  than test administration
• fail to store all test materials in a secure area
  before, during, and after test administration,
  including all student data sheets
• participate in, direct, aid, counsel, assist in,
  encourage, or fail to report any violations of
  these test administration security procedures.

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Todays Training

• Follow PowerPoint Presentation/Discussion
• Data Input Demonstration
• Actual Input for Student Demographic Info Test
  Eligibility
• Follow PowerPoint Presentation/Discussion
• Feedback/Questions

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Test Administration Security

• Test Administrators may not influence student
  decision in answering questions.
• No test item may ever be discussed before,
  during, or after test administration.
• If you have not submitted a signed AIMS-A
  Security Agreement to Cathy Taylor, please turn
  one into your trainer during this training.
• Security Agreements are mandatory for anyone
  administering or assisting in the administration
  of the AIMS-A.

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Grade Level Changes

• K,1,2,9 NO State test this year (AG Opinion)
• 3-8, 10 Mandatory AIMS-A
• 11th/12th Grade students will not participate
  in AIMS-A unless the IEP has indicated they
  should on SPED H this decision is to be renewed
  annually
• Alternate assessment eligibility MUST be reviewed
  annually (both SPED C All SPED H 11th/12th
  )
• Grade levels not clustered this year each grade
  has own test items
• AIMS/TerraNova labels will arrive at your school
  for all enrolled students, including AIMS-A
  eligible
• Do not use labels or put them on a booklet
• Do not test AIMS-A eligible kids on grade level
  tests

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Grades 11 12 SPED H
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Student Eligibility Requirements

• In order to be considered for alternate
  assessments, students must meet three criteria
• Evidence of a Significant Cognitive Disability
• Empirical evidence (formal testing results,
  multidisciplinary evaluation team results, etc.)
  of a significant cognitive disability that
  prevents the acquisition of the Arizona Academic
  Standards. The student must meet the definition
  of Significant Cognitive Disability (SCD).
  http//www.ade.state.az.us/ess/SpecialProjects/aim
  s-a/ .

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Student Eligibility Requirements

• In order to be considered for alternate
  assessments, students must meet all three of the
  following criteria
• 2. Intensity of Instruction It is extremely
  difficult for the student to acquire, maintain,
  generalize, and apply academic skills across
  environments even with extensive/intensive,
  pervasive, frequent, and individualized
  instruction in multiple settings.

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Student Eligibility Requirements

• In order to be considered for alternate
  assessments, students must meet all three of the
  following criteria
• 3. Curricular Outcomes The goals and objectives
  in the students IEP focus on enrolled grade
  level Alternate Arizona Academic Standards
  (www.ade.az.gov/standards , click on AIMS A).

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(No Transcript)
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Student Eligibility Requirements

• Use TIENet IEP Attachment C in the
  Assessment/Graduation document.
• If student participated last year do not use
  the last years scores use the Insert Statement
• MIMR not automatic, decision must be made based
  on IEP team discussion of the 3 eligibility
  components
• Functions like a student with mental retardation
• Commensurate abilities across all areas
• Reading, writing, mathematics
• Adaptive Behavior Scale scores
• Measures of intellectual abilities
• SLD not eligible. If the team has data
  supporting possible eligibility, contact Cathy
  Taylor for an appointment.

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Importance of Timelines

• Know adhere to timelines
• Principals will be notified if deadlines are not
  met
• Failure to meet the March 31 deadline will result
  in the invalidation of the test which will
  negatively affect the 95 participation rate and
  could affect the schools AYP
• Plan ahead, especially if you have several
  students that qualify
• Strongly recommend that eligibility decisions be
  determined IEP Attachment C set to final mode
  by Jan. 31
• Keep abreast of due dates athttp//edweb.tusd.k12
  .az.us/exced/Alternate_Assessment_TUSD/timelines.h
  tm

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January Requirement

• Know who your students are TIENet AdHoc Reports
  can help
• 2. ADE Common Logon system
• Create your own student eligibility list
• Have demographic info ready before you enter the
  data
• Use resources (i.e. TUSDStats, TIENet Profiles,
  Step-by-steps)
• When you add a student, be prepared to submit all
  requested info at that time. Partial submission
  can result in your info going into cyberspace
  you might have to redo it.

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Login/Password Info

• If you had access last year same if you do
  not remember call ADE give them phone and
  email address
• NEW will be emailed to you by Lindy Jones based
  on eligible students in TIENet AdHoc Reports
• Security Agreement must be sent to Cathy Taylor
• Should be accurate as of last IEP set to final
  mode (if not, email Cathy Taylor and Cc Lindy
  Jones)
• Strongly suggested to determine eligibility
  BEFORE Jan. 31
• Keep in a safe place
• Do not share password with anyone

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Data Input

• Lets put your demographic data in!
• Please observe the demonstration 1st, and then we
  will give you time to do it for real.
• We will return to discuss the test components and
  the rest of what you need to know next!
• Open the Data Input Only PowerPoint

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AIMS-A 2009 TEST FEATURESCopied from ADE Guide

• Three item types in each content area of
  mathematics, reading, and science.
• Multiple Choice Items Online test items.
• Performance Tasks Standardized constructed
  response items which are scored on standardized
  data sheets. Each score point has specified
  responses.
• Rater Items Constructed response items specific
  to the students environment which are scored
  using the
• 1-4 point rubric.
• Enhanced accessibility options which allow for
  the use of any augmentative devices that mimic a
  keyboard (i.e., Dynovox Big Mac).
• Redesigned online appearance.
• Increased monitoring by the ADE to increase
  validity and reliability.

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Multiple Choice Items
Students will respond to online items with three
answer choices.
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Performance Tasks

• Download and carefully read each task prompt and
  gather the materials necessary to complete the
  following tasks before you begin the student
  assessment.
• A list of materials needed can be downloaded when
  logging onto the system.
• Each Performance Task data sheet will be
  pre-populated with the prompts and the
  appropriate score point for a given student
  response.
• Record the students performance on the data
  sheets provided. You will enter the information
  from the data sheets into the online system when
  completed.

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Performance Task Data Sheet

• After prompting the student on each performance
  task, mark the appropriate box that corresponds
  to the students response. The appropriate
  response at each score point is indicated on the
  data sheet, following the model below.
• A score of 2 indicates the student correctly
  performed the task without assistance or with a
  single repetition of instructions or
  redirection.
• A score of 1 indicates the student responded
  correctly after the teacher modeled the correct
  response or if the students answer closely
  relates to the correct answer.
• A score of 0 indicates the student was not able
  to correctly perform the task without assistance
  or after a single repetition of instruction or
  redirection.

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Example of a Performance Task Data Sheet
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Rater Items

• Download and carefully read each Rater Item
  prompt and gather the materials necessary,
  including the AIMS A Rating Rubric, before you
  begin the student assessment.
• A list of materials needed can be downloaded when
  logging onto the system.
• Each Rater Item data sheet will be pre-populated
  with the prompts.
• Record the students performance on the data
  sheets provided. You will enter the information
  from the data sheets into the online system when
  completed.

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Rater Item Data Sheets

• Scores for this section will be determined by
  allowing the student opportunities to demonstrate
  the skill or task described in the prompt using
  various levels of support or assistance outlined
  in the Rater Item Scoring Rubric. In addition to
  prompts and cues, the teacher may provide
  objects, shapes, or manipulatives familiar to the
  student to aid in assessing the students skill
  level on each Rater Item.

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Rater Item Data Sheet
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Rater Item Scoring Rubric
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Prompts, Materials, Data SheetsAvailable Feb. 15

• Remember that all downloaded prompts, materials,
  and data sheets must be kept secure before,
  during, and after test administration.
• Once your assessments are complete (Mar. 31
  deadline), you must send your completed data
  sheets to
• Cathy TaylorEdAnnex/Accountability Research
• Please make sure they are complete including the
  students name and matric.

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Adaptations Instructional Strategies

• Ann Brusca, AT Coordinator Support
• Any instructional adaptations or strategies can
  be used to support the student with a SCD as long
  as the student indicates the response choice.
• It is a requirement that students should be
  receiving instruction all year in AZ Alternate
  Content Standards (and reflected in the Goals and
  Objectives)
• Students that take alternate assessment do not
  participate in district benchmarks/writing prompts

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Adaptations Instructional StrategiesCopied
from ADE Admin Guide

• Students with a Significant Cognitive Disability
  (SCD) require much more intensive instructional
  support which is provided through instructional
  adaptations.
• Significant adaptations and best practice
  strategies are necessary to develop an
  instructional environment to meet the unique
  abilities of students with a SCD.
• Instructional adaptation strategies, like
  accommodations, should be implemented during
  daily instruction. Only those adaptations and
  instructional strategies used consistently during
  instructional activities should be made available
  to the students with a SCD being assessed on AIMS
  A.

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Adaptations Instructional StrategiesCopied
from ADE Admin Guide

• Any instructional adaptations or strategies can
  be used to support the student with a SCD as long
  as the student indicates the response choice.
• The following are suggested adaptations and
  instructional strategies however, this is not an
  exhaustive list.

Instruction and Testing Adaptations Instruction and Testing Adaptations Instructional Strategies
Test session can spread across multiple days Symbolic/Picture system Visual/verbal/physical cues
Read passages or any test item/describe graphics Use picture/object system Hand over hand assistance
Adaptive calculators Use of a switch Models/Sample
Number line Line drawings Use of manipulative, cubes, blocks, etc.
Modified text Magnifier Highlight or mark key phrases, words or letters.
Alphabet line Graph paper Practice testing format
Small group or one to one testing Use of objects Sign Language
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Best Practice for Instruction

• Physical assistance
• Hand-over-hand or hand-under-hand guidance
• Verbal assistance
• Oral directions to complete a task
• Physical cue
• A touch to prompt a student to complete any
  portion of task
• Verbal cue
• Word or statement that indirectly signals a
  student
• Gestural cue
• Movement, including hand motions, head nodding,
  or other nonverbal cues
• Model
• Teacher demonstration of the appropriate behavior
  for a student to imitate
• Natural cue
• An ordinary cue that naturally exists in the
  environment

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Computer Justification Form for Altered Student
Response to Multiple Choice Items
Use TIENET to complete this form

• Student Response Types
• Preferred/Default Setting - Student will make
  choices independently with a mouse or with
  assistive technology. An adult will most likely
  be in close proximity while the student is
  completing the assessment. (no form needed)
• For students who are unable to physically make a
  choice (not mental capacity) using the online
  systems even with the available assistive
  technology, the teacher presents each item to the
  student, the teacher will submit the choice on
  the computer at the time the student responds.
  (complete form)
• The student can NOT make multiple choice
  responses on a computer, independently, with the
  use of assistive technology, or with the teacher
  inputting the student's response. So severely
  disabled that the student cannot respond at all
  0 response rate. This is a very strong statement
  and should be for only a very small number of
  students. (complete form)

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Test Administration

• Use practice questions
• click here to see sample items
• If student blows a question, you may NOT repeat
  it
• Can be completed in short time spans over several
  days
• Do not influence a student decision in answering
  a question. May only aide through accommodations
  and adaptations.
• No test item may ever be discussed before,
  during, or after test administration
• Select a day when the student will perform at
  their optimal
• Plan timing carefully particularly if you have a
  large number of students participating
• Possible on-site monitoring by ADE if they
  select a TUSD school, we will inform you in
  advance

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Test Administration

• Prep Feb. 15 download and print (grayscale ok)
  gather all necessary materials before you
  assess the student
• Testing Feb. 15 through March 31
• Teachers must complete all 3 components
• Student responses must be a result of behavior
  observed within February 15 March 31 (not from
  previous observations)
• Do not influence student response
• Homebound if possible, take an internet-ready
  laptop

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Test Administration Overview
Assessment Components Mathematics, Reading, Science Assessment Components Mathematics, Reading, Science Assessment Components Mathematics, Reading, Science Assessment Components Mathematics, Reading, Science
Multiple Choice (15 - 20) Online test items Will look very similar to last year with improved quality format Yellow background when mouse is on choice item Computer Access Decision by end of December Student response online Default Expectation Reset - Teacher input for Student Response Not able to complete written justification required (build in TIENet) Computer Response 3 options
Performance Items (5-10) Standardized constructed response items scored on data sheets. Each score has specific responses. Need Braille? TUSD must do its own (none right now) Teachers must submit data sheets upon completion to Cathy Taylor will be monitored in TIENet may need AD support for compliance follow-up Download and Print Grayscale ok Gather any needed matls Administer to student Mark data sheet Record in online system Turn in hard copy to Cathy by 4/3
Rater Items (5-10) Standardized constructed response items to the students environment which are scored using 1-4 point rubric. Start at Level 4 and work down Student response, not teachers previous observation Teachers must submit data sheets upon completion to Cathy Taylor will be monitored in TIENet may need AD support for compliance follow-up Download and Print Grayscale ok Gather any needed matls Administer to student Mark data sheet Record in online system Turn in hard copy to Cathy by 4/3
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Test Administration Sequence
Before During After
Attend training Read AIMS A Test Administration Directions manual Verify students IEP info Obtain a valid username password for Common Logon Enter student information into AIMS A online program Print all forms not available until Feb.14/15 (hardship) each grade level separately can reuse the prompt have to be secure Properly administer each test item Adhere to testing deadlines Secure all test materials, including data sheets Report any testing incidents to Special Education Director Print all reports before the system closes Submit all test materials, including data sheets to Cathy Taylor
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Test Reports

• Students will receive specific info detailing
  their progress toward meeting the standards
• Schools will receive test reports (via TUSDStats)
  with the info on student progress that can be
  used to identify strengths and focus on
  weaknesses in their curriculum and instructional
  strategies.

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Alternate Assessment Support Web Check it
often for the latest information
http//edweb.tusd.k12.az.us/exced/Alternate_Assess
ment_TUSD/TUSD_main.htm

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Resources

• TIENet AdHoc Reportshttps//tienet.tusd.k12.az.us
  /
• ExEd Alternate Assessment Web(Sample items,
  timelines, grade level chart and
  more.)http//edweb.tusd.k12.az.us/exced/Alternate
  _Assessment_TUSD/TUSD_main.htm
• TUSDStats(Demographics, ELL Info,
  etc.)http//tusdstats.tusd.k12.az.us/
• ADE Webhttps//www.ade.az.gov/ess/SpecialProjects
  /aims-a/

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Contact Information

• Cristina Franco-Carillo (225-6278), Mary Neale
  (909-0753), Lindy Jones (225-5415) for questions
  concerning
• Assessment input
• Teacher/Student changes
• Training
• Ann Brusca (908-5104) and Reina Robles (904-2562)
  for questions concerning Assistive Technology
• Enterprise_at_azed.gov for password assistance.
• Cathy Taylor (225-5491, 904-5142) for SAIS
  discrepancy concerns.