Rhode Island Alternate Assessment

1
Rhode IslandAlternate Assessment

• Introduction Session 1
• September 22, 2008

1
2
Agenda

• Welcome Introductions
• Updates
• The RI Alternate Assessment (RIAA) Model for
  Mathematics, Reading and Writing
• Lunch
• The RIAA Model (continued)
• ProFile

3
What You Will Learn Today

• What is the RI Alternate Assessment (RIAA)?
• What is an RIAA datafolio?
• What are the components of the datafolio?
• What are the key concepts addressed in the
  datafolio?
• How can I use the computerized program ProFile to
  support the documentation of RIAA?

4
Updates

• Changes
• AAGSE revisions
• RIAA forms
• ProFile has new features
• CD will be sent to schools
• Key dates
• Return of 2007-08 score reports and datafolios
• RIAA timeline for teachers
• RIAA student registration for the RIAA

5
RIAA Reports for 2007-08

• Online September 30th
• School Summary Reports
• School Roster Reports
• District Summary Reports
• District Roster Reports
• Student Score Reports (parent/guardian copy and
  school copy) shipped with datafolios to districts
  on September 30th

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RIAA Timeline

• Page 9 in the RIAA manual
• Collection Periods
• Drop In Sessions
• December Workshops
• UPS Datafolio Pickup May 7th

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2008-09 Student Registration

• 1st registration window Nov. 3rd Dec.5th
• 1st binder shipment Dec.17th
• 2nd registration window Jan.14th - 21st
• 2nd binder shipment January 30th

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No Child Left Behind (NCLB) Requirements for
General Education

• Beginning with the school year 2005-06, states
  must assess student knowledge in Reading and
  Mathematics at grades 3-8 and high school.
• In Rhode Island, writing is assessed in grades 5,
  8, and 11 for NECAP.
• In the RIAA, writing is assessed in grades 4, 7,
  and 10.
• In Rhode Island, Science is assessed in Grades 4,
  8, and 11 for NECAP and RIAA.

9
No Child Left Behind Requirements for Alternate
Assessment

• All students shall be assessed on the same
  academic standards.
• Alternate achievement standards may be
  established for students with significant
  cognitive disabilities.
• Results from alternate assessment must be
  aggregated with results from the general
  assessment.

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In real estate they say its all about
Location,
Location,
Location
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For the RIAA, remember
Its the Law,
Its the Law,
Its the Law
12
For the RIAA remember, its also

• An important means of ensuring that each student
  has the opportunity to acquire knowledge and
  skills addressed in the NECAP GLEs
• A datafolio that is used to inform instruction
  and chart student progress and
• Technically sound data to document program
  effects that move towards best practice.

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The Rhode Island Response to NCLB
Grade Level Expectations (GLEs)
New England Common Assessment (NECAP) (RI, NH, VT)
Alternate Assessment For Students with
Significant Cognitive Disabilities
Alternate Assessment Grade Span Expectations
(AAGSEs)
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RIAA Assessment

• Shows what the student knows and is able to do.
• Provides information that helps teachers make
  instructional decisions.
• Plan instruction
• Evaluate instruction
• Refine instruction
• RIAA datafolio measures achievement during the
  academic year.

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Eligibility

• Grades 2-8, 10 11
• IEP Team decision
• Determination prior to September 15, 2008
• Eligibility Criteria
• Found on page 105 in the manual
• Parent conversations
• Not based on IQ
• Not based on classroom placement

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RI Alternate Assessment (RIAA)2008-2009

• Datafolio assessment content areas assessed by
  grade level
• Grades 2, 3, 5 6 Mathematics and Reading
• Grade 4 Mathematics, Reading, Writing, and
  Science
• Grades 7 10 Mathematics, Reading, and Writing
• Grade 8 Mathematics, Reading, and Science
• Grade 11 Science

Page 3 in the manual.
17
RI Alternate Assessment Datafolio

• Assesses students with significant cognitive
  disabilities
• Structured Performance Task (SPT)
• Alternate Assessment Grade Span Expectations
  (AAGSEs)

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Structured Performance Tasks

• Provide a context in which a student demonstrates
  what he/she knows and is able to do.
• Designed by RI teachers as an extension of the
  GLEs.
• Have targeted AAGSEs assigned to each.

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Structured Performance Task (SPT)

• Each content area assesses two SPTs
• The first is required
• The second is a choice between two
• Two targeted AAGSEs are chosen from each SPT

20
Alternate Assessment Grade Span Expectations
(AAGSEs)

• Developed from Grade Level Expectations (GLEs)
• Created by RI teachers as an extension of GLEs
• Describe knowledge and skills that children
  should know and be able to do
• Range from K-12 with the recognition that all
  students learn at a different rate

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Structured Performance Task (SPT)
Page 163 in the manual
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Rhode Island Alternate Assessment Blueprint
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Components of a Datafolio

• Required Forms
• Table of Contents
• FERPA Form
• Validation Form
• AAGSE Entry
• Data Summary Sheet
• Student Documentation Form
• Student Work
• Actual student work
• Photograph evidence documentation form (page 91
  in manual)

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Table of Contents

• Organizational tool
• Grade level specific

Pages 59-75 in the manual
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FERPA Form

• Signed by the parent or guardian
• Provides consent for RIDE to use the datafolio
  for training purposes

Page 77 79 in the manual
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Validation Form

• Purpose provides documentation of individuals
  who contributed and/or reviewed the
• datafolio
• Signed by team members
• Acknowledged by principal and parent

Page 81 in the manual
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AAGSE Entry

• Documents the students learning of identified
  skills
• Documents the students participation in
  standards based activities
• Targeted AAGSEs are chosen by the teacher for
  individual students

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RIAA Assessment Design for Each Content Area
Page 6 in the manual
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Required AAGSE Entry Components
Each entry must include one piece of student
work.
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Sample Completed Content Area Entry Mathematics
Content Strand 1 NO GM DSP
FA
Content Strand 1 NO GM DSP
FA
Structured Performance Task 2
REQUIRED Structured Performance Task 1
AAGSE 1
AAGSE 2
AAGSE 1
AAGSE 2
Data Summary Sheet
Data Summary Sheet
Data Summary Sheet
Data Summary Sheet
DC 1-Student Documentation Form
DC 1-Student Documentation Form
DC1-Student Documentation Form
DC 1-Student Documentation Form
DC 2-Student Documentation Form
DC 2-Student Documentation Form
DC 2-Student Documentation Form
DC 2-Student Documentation Form
DC 3-Student Documentation Form
DC 3-Student Documentation Form
DC 3-Student Documentation Form
DC 3-Student Documentation Form
1 piece of STUDENT WORK From only ONE Data
Collection Period
1 piece of STUDENT WORK From only ONE Data
Collection Period
1 piece of STUDENT WORK From only ONE Data
Collection Period
1 piece of STUDENT WORK From only ONE Data
Collection Period
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Requirements by Grade
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Meet EmmaReview Documentation Requirements
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AAGSE Entry
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AAGSE Entry

• Reflection of the students application of the
  targeted AAGSE in a standards based activity
• Key ideas
• Data assessing the targeted AAGSE
• Application
• Connection to the general education curriculum

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Required AAGSE Entry Components
Each entry must include one piece of student
work.
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Page 85 in the manual
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Data Summary Sheet

• Targeted AAGSE information
• SPT information
• Presents data over time
• Level of Accuracy
• Level of Independence
• Levels of Assistance
• Three Collection Periods
• Three data points in each collection period
• Each data point is from a different day
• Two are documented as data points one is
  documented on as a Student Documentation Form
  (SDF)

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Three Collection Periods

• October 6, 2008 November 14, 2008
• January 12, 2009 February 6, 2009
• March 16, 2009 April 9, 2009

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Page 90 in the manual
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Student Documentation Form

• One for each collection period (3 total)
• Identifies the SPT targeted AAGSE
• Reflects how the student demonstrates the
  targeted AAGSE being assessed
• Demonstrates a connection to the general
  education curriculum
• Demonstrates a connection to the SPT

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Student Documentation Form

• Key ideas
• Reflection of the student working on the
  identified AAGSE including accuracy and
  independence
• Distinct Activities
• Application
• Connection to the strand

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Review Emma AAGSE Entry 1
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AAGSE Documentation

• The student is working on the targeted AAGSE that
  has been chosen
• Data has been taken that demonstrates how the
  student performs the skill

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Distinct Activities

• Allow the student to demonstrate his/her AAGSE
  skills in a variety of contexts and/or differing
  content areas
• May utilize different materials, context/content,
  setting and/or applications

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Distinct Activities Chart
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Review Emma AAGSE Entry 1Distinct Activities
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Student Documentation Form

• Four main sections
• Describe the overall structured performance task
  (SPT) as it is embedded in your classroom
  community
• Describe the students application of the
  targeted AAGSE to the SPT in a standards based
  activity
• Evaluate the students accuracy performance on
  the targeted AAGSE
• Evaluate the students independence performance
  on the targeted AAGSE

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Describe the overall structured performance task
(SPT) as it is embedded in your classroom
community.

• Describes the standards based activity.
• Describes the big picture of the activity.
• Describes the connection to the general
  curriculum.
• Sets the context for how the student is
  participating in an activity that connects to the
  general curriculum and the SPT.

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Standards Based Activities

• Are connected to the district curriculum.
• Provide opportunities for skill development for
  individual students based on the AAGSEs.
• Are age/grade appropriate.
• Including books, materials and resources

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Describe the students application of the
targeted AAGSE to the SPT in a standards based
activity

• Describes how the student applies the skill
  (targeted AAGSE) being assessed.
• Describes how the student participates in the
  activity.
• Describes the Level of Independence and/or Levels
  of Assistance the student requires to
  participate.
• Provides the context for how data was taken on
  the targeted AAGSE.

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Context

• Acquisition - learning a skill or concept through
  practice or skill and drill activities
• Application - the use of an AAGSE for a purpose

52
Raise your hand if you passed a driving test to
receive your drivers license.
Raise your hand if you used your directional
signals every time you changed lanes on the
highway when driving here this morning.
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Acquisition vs. ApplicationExamples

• Copying spelling words

Correct use of spelling words in a journal entry
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Acquisition vs. ApplicationExamples

• Jon completes a worksheet of ten addition
  problems.

Jon uses addition to determine how many tickets
have been sold for the school play.
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Levels of Assistance

• Are prompt hierarchies/instructional prompts
• Are used to help a students movement toward
  independence
• Facilitate a students completion of a task
• Are individualized for each child
• Fade and/or modify as students progress toward
  independence

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Levels of Assistance

• RIAA allows up to 3 levels of assistance to be
  documented on the Data Summary Sheet
• Task specific not non-task specific

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Levels of Assistance
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Task Specific Assistance

• Individualized by the teacher for the student to
  complete the task
• Content related support
• Impacts the Level of Assistance

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Task Specific Assistance
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Non-Task Specific Assistance

• Assistance given to help a student focus on a
  task
• Assistance given to help a student to persist
  with a task
• Non-content related supports
• Part of good teaching
• Not used to determine Levels of Assistance

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Non-Task Specific Assistance
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Level of Accuracy

• Example
• of times the skill is correct
• of times the skill is attempted
• Using stamps, Leah spelled her first and last
  name correctly 2 out of 5 times.
• 2/5 40

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Evaluate the students accuracy performance on
the targeted AAGSE

• Reports data on the students Level of Accuracy
• Measures the number of times the student performs
  the skill correctly
• Reported in percentages

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Evaluate the students independent performance on
the targeted AAGSE

• Reports data on students Level of Independence
  and Levels of Assistance
• Measures the number of times the student performs
  the skill in the Standards-based activity without
  assistance
• Is reported in percentages

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Level of Independence

• Example
• Leah performed the skill 1 out of 5 opportunities
  independently.
• 1 out of 5 independently 1/5 20

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Levels of Assistance

• Arranged as a prompt hierarchy.
• Is ranked least to most assistance.
• Is reported in percentages

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Levels of Assistance

• Leah performed the skill 4 out of 5 opportunities
  with assistance.
• Leah prompt hierarchy included
• Verbal, physical and hand over hand prompts
• 0 out of 5 with verbal prompts 0/5 0
• 2 out of 5 with physical prompts 2/5 40
• 2 out of 5 with hand over hand prompts 2/5 40

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Connection between Levels of Independence and
Assistance

• 1 out of 5 opportunities independent 1/5
  20
• 0 out of 5 with verbal prompts
  0/5 0
• 2 out of 5 with physical prompts 2/5
  40
• 2 out of 5 with hand over hand prompts 2/5 40
• 100
• Percentages must add up to 100.
• When using web-based ProFile, a pop up should
  remind you that the percentages should add up to
  100.

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Review EmmaAAGSE Entry 1Level of AccuracyLevel
of IndependenceLevels of Assistance
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Acceptable Student Work

• Acceptable student work products that demonstrate
  a clear connection to the Structured Performance
  Task and AAGSE are
• A. An actual student work product must be
  completed by the student and graded and initialed
  by the teacher. Examples include
• drawings or writings
• journal entries
• projects
• B. A photograph of the student participating in a
  standards based activity and an explanation of
  the students participation.
• All student work must have the students name and
  date on it.?

Page 35 in the manual
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Student Work Activity
Disclaimer For the purposes of this activity,
all the student work has a direct connection to
the targeted AAGSE.
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Is This Acceptable Student Work?
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Review Emmas DatafolioEntry 1Student
WorkDisclaimer For training purposes, this
datafolio consists of entries from a number of
different RIAA students.
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(No Transcript)
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Getting Started

• Selecting targeted AAGSEs
• - Choose 2 targeted AAGSEs from each SPT
• The same AAGSE(s) may not be assessed in
  consecutive assessment years.
• AAGSEs with the same number, even if they have
  different letters, may not be assessed within the
  same year.

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Page 83 in the manual
85
RIAA ProFile 2008-2009
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Homework

• Look through the manual and write down questions
  that you have. Bring them next week.
• Use the planning worksheet (page 83 of the
  manual) to choose SPTs and targeted AAGSEs for
  your students who eligible for RIAA.

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Next Week

• Instructional Process
• Scoring Rubric
• RIAA Science
• Additional Resources