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Alternate Assessments
Teacher Training Module
2007 – 2008
What‟s in this PowerPoint?
•Overview of Alternate Assessments
•Assistive Technology
•In Instruction and Assessment
•Alternate Academic Standards
•In Instruction (Group Activity)
•Timelines and Student Reports
•Data entry
Arizona Assessments by Grade Level
Arizona
K 1 2 3, 4, 5 6, 7, 8 9 10, 11, 12
Assessments
DPA High School
(Dual-Purpose AIMS
State Assessment) (11 & 12
AIMS with TerraNova if not passed in
& DAP, if DAP, if items embedded 10)
TerraNova TerraNova
District required required
Science Test High School
Assessments
Grades 4 and 8 Science Test
Grade 10
K 1 2 3, 4, 5 6, 7, 8 9 10, 11, 12
High School
Alternate DPA AIMS-A
Assessment (Dual-Purpose (11 and 12 per
Assessment) IEP or
Options AIMS-A with ASAT DAP-A/ASAT)
DAP-A DAP-A
ASAT items embedded ASAT
(ASAT) (ASAT)
(available for
students who Alternate Science Test High School
qualify) Grades 4 and 8 Alternate
Science Test
Grade 10
Alternate Assessment Changes
FY 2007 AIMS-A Assessment FY 2008 AIMS-A
Level I Test (Grades 3-8, HS) Assessment
AIMS-A with embedded Grade 3-5 AIMS-A DPA Test
ASAT items AIMS-A with embedded
ASAT items
– Forms 1, 2, 3, 4, and 5A-
D
Grade 6-8 AIMS-A DPA Test
Level II Test (Grades 6-8, HS)
AIMS-A with embedded
AIMS-A with embedded ASAT items
ASAT items High School AIMS-A Test
– Forms 1, 2, and 3A-D Based on enrolled grade of
Based on enrolled grade plus student
test level eligibility criteria
No longer exists
Alternate Assessment Changes
continued…
FY 2007 AIMS-A and ASAT FY 2008 AIMS-A and ASAT
Assessment Assessment
Form 1, Alternate Assessment Eligibility Determination Form
Eligibility Criteria
Significant Cognitive Disability Significant Cognitive Disability
Determination Determination
Level I/II Test Eligibility
Previous Assessment Results Previous Assessment Results
Analytic Scoring Tool Scoring Rubric
Scores 1 – 11 Scores 0-6
No longer exists
Test Administration
District of Residence (DORs‟)
Responsibilities
District of residence (DOR) submits alternate
assessment data to ADE for all DOR students
including those tuitioned out to other service
providers
Other public schools
Private day schools (input data for DOR)
Accommodation schools (input data for DOR)
Private residential facilities (input data for DOR)
Test Administration Changes:
Other Public Schools (NEW)
Teachers at other public schools
Known as the District of Attendance
(DOA) for tuition students
Serving AIMS-A eligible students
–Tuitioned by the District of Residence
(DOR)
– Enter AIMS-A and ASAT assessment
data for eligible students they serve on
behalf of the DOR
Test Administration Changes:
Other Service Providers‟ Responsibilities
Complete and submit Password Request file for teachers
and administrators who serve students eligible for
alternate assessments
– Other public schools (NEW)
– Private day schools
– Accommodation schools
– Private residential facilities
No later than November 15
ADE Support Center at enterprise@azed.gov with
copy to monica.moreno@azed.gov
Enter data for eligible students into the alternate
assessment application
Eligibility Determination Form
Completed annually by IEP team
Only for students who are or may be
eligible to participate in alternate
assessments
Completed form is attached to the
student‟s IEP
This document is reviewed during the
ADE/ESS Monitoring Process
Significant Cognitive Disability:
Definition
Empirical evidence of a significant cognitive
disability
Difficulty acquiring, maintaining, generalizing,
and applying academic skills across
environments
Even with intensive individualized instruction
IEP goals focus on enrolled grade-level
Alternate Arizona Academic Standards linked to
the Arizona Academic Standards located at:
www.azed.gov/ess/SpecialProjects/AIMS-A or
www.azed.gov/standards click on AIMS-A
Significant Cognitive Disability:
Definition Parameters
Mental Retardation
Not universally eligible based on this category
Functions like a student with mild mental retardation
Commensurate abilities across all areas
– Reading, writing, and mathematics
– Adaptive Behavior Scale scores
– Measures of intellectual abilities
NOTE: Students with learning disabilities who have
overall intellectual and/or adaptive behavior abilities
within the average range are not students with a
significant cognitive disability.
Alternate Academic Standards
Extended standards linked to grade-
level Arizona Academic Standards
Reading
Writing
Mathematics
Science
Approved by Board: May 22, 2006
Additional Alternate Academic
Standards
Listening/Speaking
Comprehensive Health/Physical Activity
Daily Living
Personal Safety
Interpersonal Skills
Workplace Skills
Career Options
Access to Community Resources
Alternate Academic Standards:
Excerpt
Based on grade-level expectations
Academic Standards Grade 4, Number Sense
– PO 7. Compare two whole numbers
– Grade 3 expectation is to read numbers in contextual situations
(through six-digit numbers)
Alternate Standards Grade 4, Number Sense linked to PO 7 above
– Given a number line paired with the word name and symbol
representing two numbers between 1 and 20, indicate the number
which is bigger.
– Given a number line paired with the word name and symbol
representing two numbers between 1 and 10, indicate the number
which is bigger.
– Given a model paired with the word name and symbol representing two
numbers between 1 and 5, indicate the number which is bigger.
New alternate academic standards will be assessed beginning in the
2007-2008 school year
Assistive Technology (AT) & Universal
Design for Learning (UDL) in
Alternate Assessment
What is AT?
Any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized,
that is used to increase, maintain, or improve the
functional capabilities of a child with a disability. (Authority:
20 U.S.C. 1401(1))
What is UDL?
“…a concept or philosophy for designing and delivering
products and services that are usable by people with the
widest possible range of functional capabilities. This includes
products and services that are directly usable (without
requiring assistive technologies) and those that are made
compatible with assistive technologies.” (Authority: 29
U.S.C. 3002)
Common Assistive Technologies:
Academic Areas
Reading Math
Graphic organizers Graphing software
Storyboards Calculator uplinks to
Text readers Smartboards
Electronic books Manipulatives
Picture symbols Data collection tools
Screen readers Simulations
Screen magnifiers Interactive websites
Animations Money calculators
Talking watch/clock
Writing
Webbing software Science
Voice recognition Simulations
Pocket dictionary/ thesaurus Web quests
Writing templates Problem solving
equipment/software
Electronic/talking dictionary
Word processing Flowchart software
Adapted pencil grips Professional/Student videos
* Not a comprehensive listing
Common Assistive Technologies:
Other Areas
Communication Vision & Hearing
Communication boards using Hand magnifier
pictures, words, or objects Large print books
Eye movement devices Screen magnifier
Voice output devices with: Screen reading software
icon sequencing Braille keyboard and note taker
dynamic display Signaling device
speech synthesis Closed captioning
Amplification systems
Positioning/Seating
Non-slip surface on chair Mobility
Bolster, rolled towel, support for Walker
feet
Grab bars and rails
Adapted/alternate chair, Manual/powered wheelchair or
sidelyer, stander
scooter
Custom fitted wheelchair or
insert
* Not a comprehensive listing
Using AT with Students
Rhiannah
Augmentative and Alternative Communication
(AAC) system for Yes/No
Martha
Switch – Big Mac
Leslie
AAC system combined with Eye gaze head switch
view video…
AT as Standard Accommodation
in Assessment
Exact sign language interpretation of mathematics and
science test items+ or the writing prompt
Read aloud mathematics and science test items and writing
prompt
Use of an abacus on math portion by a student who is blind
Use assistive technology with spell check, grammar check, or
predict-ahead functions turned off*
Record or dictate multiple choice responses to a scribe*
Braille writers*
+ A mathematics and science test item includes both the question and the corresponding answer
choices
* For these accommodations, the student’s responses must be transferred to the student’s answer
document.
AT Device Exploration
Symbols:
Writing with
Boardmaker
Textreaders: Kurzweil
3000 and Wynn 5.1
Writing aide: Solo
ADE Assistive Technology Unit
Contact the Assistive Technology
Specialist for the following Arizona
regions:
Northern – Bruce.Kennedy@azed.gov
Central – Donna.Brown@azed.gov
Southern – Joyce.Palmer@azed.gov
Alternate Assessments
Comprehensive ASAT: AIMS-A:
Grades 2 and 9 Grades 3-5 DPA,6-8DPA,
and High School
AIMS-A/ASAT Eligibility
Determination form
AIMS-A/ASAT Eligibility
Point-in-time Performance Determination form
Assessment
Point-in-time Performance
– Performance Items Assessment
– Multiple Choice Questions – Performance Items
Content areas assessed: – Multiple Choice Questions
– Reading Content areas assessed:
– Writing – Reading
– Listening/Speaking – Writing
– Mathematics – Listening/Speaking
Fewer items – Mathematics
– Science (Grades 4, 8, and 10)
Fewer items
Multiple Choice Items
Based on recommendations from teachers
participating in the Science Field Test
Two practice sample questions available
Students can now skip items
– When students reopen the application, the application
returns to the first skipped item
NOTE: Skipped items will show as complete on the
status report but are counted as an incorrect
response. Be sure to re-enter the application and
complete all skipped items.
Multiple Choice Items
continued…
Teacher View (Read Only)/Student Input
Student enters response to test items, teacher can view
student‟s responses
– Teachers may view test items only when presenting items to
student otherwise the application will need to be reset
Follow instructions below with email subject line indicating: Reset
Multiple Choice Test
Teacher Edit/Student Input
For students who cannot enter responses to test items:
– Teacher must request that the application be reset so they can
enter the students response
To reset the application for teacher input of student responses to test
items, the teacher will
Submit list of students with SAIS numbers, teacher name, and
district name to AlternateAssessment@azed.gov by December 1
Email subject line should indicate: Reset Multiple Choice Option
ASAT Optional Assessments
*Required if Districts/Charters give district-
wide assessments
District Assessment Plan – Alternate (DAP –
A) is available online
K – 1 (ASAT)
Grades 11+ (ASAT for Program Planning)
Student data previously entered will be
available in the following year to update
Student Reports are available to print
Scoring Rubric (NEW)
Score Skill Status Description of Achievement
NOT EVIDENT Student is currently unable to demonstrate any part of the required knowledge or
skill.
0 Student may be aware or attends to a task but is currently unable to demonstrate any part of the required knowledge or skill.
EMERGING Student rarely demonstrates the required knowledge or skill accurately.
Student may show awareness of or attend to a task but is currently able to demonstrate the required knowledge or skill with less than
1 10% accuracy.
APPROACHES STANDARDS Student occasionally demonstrates the required knowledge or skill accurately.
Student demonstrates the required knowledge or skill with low accuracy (10% to 29%).
2
3 Student demonstrates the required knowledge or skill with low to moderate accuracy (30% to 49%).
MEETS STANDARDS Student frequently demonstrates the required knowledge or skill accurately.
Student demonstrates the required knowledge or skill with moderate accuracy (50% to 69%).
4
5 Student demonstrates the required knowledge or skill with moderate to high accuracy (70% to 89%).
EXCEEDS STANDARDS Student consistently demonstrates the required knowledge or skill accurately.
6 Student demonstrates the required knowledge or skill with very high accuracy (90% to 100%).
12-07-06
Scoring Data sheet
The data sheet is a tool that teachers
can use for any activity where specific
skills that the student should attain are
identified.
See Data Sheet handout
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
Case Study - Sara
Example: Sara is a 13 year old
girl with Down Syndrome.
Unfamiliar listeners have
difficulty understanding Sara.
She uses sign language,
picture cues, and voice output
devices for expressive
language purposes. Sara is
working on letter recognition in
contextual situations.
Video
Sara
continued…
Grade 6 Strand 1 Concept 1: Vocabulary
PO 5. Identify the meanings, pronunciations, syllabication, synonyms,
antonyms, and parts of speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries, and CD-ROM and the
Internet when available.
PO 2. Use context to identify the meaning of unfamiliar words (e.g.,
definition, example, restatement, synonym, contrast).
Sample Goal:
Student will identify meaning of new vocabulary using references.
Sample Objectives:
Student will match 5 picture cards to an object or word card when given a
model with 80% accuracy.
Student will determine meaning of words/objects using a student made
dictionary (word or picture) 3 out 5 times.
Student will alphabetize a given list of unfamiliar words using an alphabet
line and other contextual cues (model list) with 80% accuracy.
Sara
continued…
Alternate Listening and Speaking: Strand 3, Alternate
Concept 2: Follow simple directions.
PO 1.Respond to simple one-step directions (e.g., shows
recognition of name; “come here, please”; “look”; “line up”;
inhibits to “no”).
PO 4.Carry out two unrelated directions (e.g., “Sit down and
read a book”; “Go to the office and pick up the mail”).
Sample goals:
Student follows a one-step direction when given
verbal/visual cues 90% of the time.
Student completes one of two sets of direction independently
3 out 5 times.
Group Activities
Handout- scenario
Your task:
Review the Alternate Academic Standard
provided
– Write one goal that would be appropriate for the
student in your scenario.
– Identify an activity to meet the goals.
Alternate Academic Standards:
Excerpts
Linear Equations
HS Strand 3: Patterns, Algebra, and Functions Concept 2:
Functions and Relationships
– PO 9. Determine from two linear equations whether the
lines are parallel, perpendicular, coincident, or
intersecting but not perpendicular.
Science – Plants
HS Strand 4: Life Science Concept 4: Biological Evolution
– PO 6. Analyze, using a biological classification system
(i.e., cladistics, phylogeny, morphology, DNA analysis),
the degree of relatedness among various species.
Reading – Vocabulary Development
Grade 6 Strand 1: Reading Process Concept 4: Vocabulary
– PO 3. Use context to identify the intended meaning of
words with multiple meanings (e.g., definition, example,
restatement, or contrast).
Group Reports
Josh – Linear Equations
Sara - Science
Sara is a middle school
student with Down‟s
Syndrome. Sarah is
working on reading words
that relate to plant growth
(science).
Martha - Reading
Martha requires multi-
sensory input to gain
information – auditory,
tactile and visual.
Educational Resources
http://members.cox.net/tinsnips/welcome.html
It has picture recipes, holiday activities, schedule pictures, worksheets for reading labels and
cooking measurements, and many links to other great sites.
http://trainland.tripod.com/pecs.htm
This site has many picture symbols including Boardmaker downloads and PECS symbols. It
also has a link to photos of common brand name grocery items.
http://www.bry-backmanor.org/picturerecipes.html
Lots and lots of picture recipes.
http://www.google.com
This is a search engine. When this page comes up, there will be choices above the keyword
search space. Click on Images. Another page will come up with a keyword search space.
Type in a word for a picture you want (e.g. hamburger) and several pages of various pictures
of hamburgers will come up. Select the picture you want. Right-click and copy and paste to a
Word document. Resize as needed for the student. Add text.
http://edweb.tusd.k12.az.us/sped/
Real-life photos plus more sites.
http://www.mapzone.co.uk/pagesHomeworkHelp/mapability/
Map activities and information. Some links are interactive for students and some are printable
activities.
http://www.edhelper.com/
Lots of good activities and lesson plans. One is high interest/low vocabulary reading passages
including currently, “Beginning the Job Hunt”.
http://www.tusd.k12.az.us/educators.html
Tucson Unified School District‟s own page which features many sample focus lessons
according to state standards. Good lesson plans for many standards addressed for Level II
alternate assessment.
Teacher Checklist
Instruct on standards-based goals and objectives
Collect data on Data Sheets
Complete Demographic Information Form (DIF) for
each student before accessing online application
which opens on January 2
– Continuing teachers with eligible AIMS-A students use
same password as last school year to access online
application (If password lost, contact ADE Support Center
at 602-542-7378 or 866-577-9636)
– New teachers with eligible AIMS-A students who have not
received a password, contact the Special Education
Director
Enter Assessment Scores by March 31
AUGUST JANUARY
TO TO MARCH APRIL
DECEMBER FEBRUARY
•Teachers provide • System opens first April 1 - 30
Wednesday in January • Teachers complete
instruction on enrolled •Last opportunity
grade-level Alternate •Teachers add student names AIMS-A Assessments
to submit data
Reading, Writing, Math, into system to be validated for Reading, Writing,
Mathematics, and •Check that all
and Science Standards by January 31
Science data has been
• Collect data on •If data errors, check
• System closes March submitted for all
student progress using for incorrect SAIS number
eligible students
scoring rubric •If unresolved data 31 for teachers
•Submit teacher input list error, contact PEA •Print Student
by December 1 administrators immediately Reports immediately
• Conduct assessments after final
• Enter scores into system verification
PEA administrators
•Submit updated •Disseminate
Password Request file Student Reports to
by November 15 PEA administrators monitor teacher progress in parents prior to end
(in Comments column conducting AIMS-A and ASAT Assessments and entering of school year
note “add,” “delete,” or student scores
“retain”) •Last opportunity
•Submit list of other to print Student
public schools serving Reports is the first
DOR students by Friday in June
December 1
10 01 07
Student Reports
Student Reports are available to print
following final verification
Last date to print Student Reports is first
Friday in June
Another option to obtain Student
Reports
Follow screen instructions to download
Reports to hard drive
Student Reports:
Performance Items
Teachers can now print off completed
performance item reports for
Reading
Writing
Listening and Speaking
Mathematics
Science
Select Student and click on Print Report tab
at the top of the page
Data Entry Walk-Through
The next set of slides are best viewed on
a computer and are provided as a
reference for data input for the online ADE
alternate assessment application.
These slides have “moving parts” and will
walk through the steps for data entry.
Toskip this tutorial, click on the arrow
button on the next slide.
Open the internet browser, go to http://www.ade.az.gov and
click on Common Logon (look to the top right of the
screen for this link).
Type in username and password.
Click the Continue button.
Note: There are five chances to input the username and password before
deactivation. If deactivated, call the ADE Support Center at 602-542-7378 or 866-577-
9636.
The first time the ADE Common Logon system is
accessed using assigned login and password, read the
Acceptable Use Policy.
Click I agree (if I do not agree is clicked, access to the
application will be denied).
If this is the first time in the application:
Read directions on the screen and enter new password twice
Set
Roger
Once login has been completed, the following screen will
appear:
Click
• The assigned Username and Password is linked to
either the administrator or teacher level of access. A
teacher will automatically be linked to the assigned
school.
The school is listed on the top right corner of the screen.
If there is an error, contact ADE Support Center at 602-542-
7378 or 866-577-9636
DOR and DOA Views
When Teachers add students within the
DOR or students at their school (DOA)
on behalf of another DOR they will see:
The word „View‟ in the upper right of the
screen with a drop down showing the word
„Enrolled‟ or „Tuitioned‟
– Click “Enrolled” to add all eligible students who
are students of the teachers‟ DOR
– Click “Tuitioned” to add all eligible students
tuitioned to the teacher from another DOR
District of Attendance
The Special Education Director may
view the status of AIMS-A and/or ASAT
tests for
Students enrolled in the district
Students tuitioned to the district from
another district of residence
Studenttest status may be viewed by
accessing the Student Status Report
option within the Administration tab
On the left there will be a menu bar - click Student Data
If this is the first time using the application this year, No Records
Found will appear.
To add students, click Add Student.
On the first screen SAIS ID, DOB, and Gender is entered.
Enter information, click
ADE will then retrieve the student name.
Check the student information carefully.
• If the information is correct, click YES.
• If ADE did not retrieve the correct student, click NO.
Verify SAIS ID, DOB and/or gender and re-enter data.
Incorrect data generates a Data Retrieval Error:
IMPORTANT
If the above error persists, contact the special education
administrator or designee to verify that the SAIS number,
DOB, and gender entered matches the data submitted by
the PEA SAIS administrator to ADE. If the data submitted
through the PEA SAIS administrator is incorrect, a SAIS
upload to ADE will need to occur before data entry can
continue for this student.
If a student was successfully retrieved, the next window will
need more information from the Demographic Information
Form.
Some
information MIMR-Mild Mentally Retarded
is populated
with data
submitted
by the PEA
Click to complete the boxes or drop down menus.
Indicate the number of consecutive
years that a student has been attending
this school, counting the current school
year.
Indicate the number of consecutive years that
a student has been attending this school
district, counting the current school year.
Indicate whether the student began the
school year (or within the first 10 school
days) at their current school.
Complete the following areas.
If ELL is selected,
then answer the following questions.
After the information is completed, scroll to the bottom of
the page and click on one of these buttons -
will save the information entered and return to the
Student List page.
will save the information entered and stay on the
same page.
will delete the information entered and return to
the Student List page.
Enter all eligible students by
January 31 on the Student List
page
Click the SAIS ID for the student on the Student List page.
This screen appears.
MIMR-Mild Mental Retardation
MIMR-Mild Mental Retardation
A. Click Test Eligibility.
• For students in grades 2-10, the application will automatically select the appropriate
test forms.
• For students in grades 11+, the teacher will need to select AIMS-A or ASAT as per
the IEP team decision. If student is to continue taking the AIMS, click AIMS-A.
Click Forms to access the data entry
pages.
MIMR-Mild Mental Retardation
Click on the form to enter data. As forms are
completed, the status will change to Complete.
Note the status column
Click on the arrow to enter scores. Comments are optional but
helpful.
Individual student status will also change on the
Student List page to show Complete after data
has been entered on all forms.
Student scores can be changed through March
31.
Teacher Tutorial
Revised screen shots of the new
alternate assessment will be posted in
January 2008 at
www.azed.gov/ess/SpecialProjects/AIMS-A
under presentations
State Assessment Studies
Modified Assessment (2%)
Scheduled tentatively for January-February 2008
– Selected participants include
Special Education Students who do not qualify for
AIMS-A
Regular Education Students
Alternate Assessment Inter-rater Reliability
Study
Scheduled tentatively for February 2008
– Selected participants include special education students
who qualify for AIMS-A
Participation Opportunities
Committees
Item Writing
Content and Sensitivity Review
Alignment
Standards Setting
– Interested teachers should complete
nomination forms and leave with presenters
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