Alternate Assessment Director s Training - Alternate Academic Standards (AIMS-A) by Arizona

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									Alternate Assessments
     Director’s Institute
       October 2007
    What Administrators
    Need to Do Now
   For continuing public education agency (PEA)
        Update the current Password Request file at the beginning of
       each school year
        – Delete teachers, administrators, and designees who no longer need
          access to the application
             Type delete in comments column next to name
        – Add new teachers, administrators, and designees
             Type add in comments column next to name
        – Change teacher school assignments
        – Retain continuing teachers, administrators, and designees
             Type retain in comments column next to name
             New passwords will not be generated by the ADE Support
              Center for these individuals
        – Re-label the Password Request file with the current fiscal year
   If current Password Request file is not available, contact
    Monica Moreno at 602-542-3853 for further directions
What Administrators
Need to Do Now
   For PEAs who have never administered
    alternate assessments
      Download Password Request file from ADE
      website
       – www.ade.az.gov/ess/SpecialProjects/aims-a/
      Complete Password Request file
       – List teachers who will administer alternate
         assessments this year (multiple school assignments)
       – List administrators or designees who will monitor data
         entry and support teacher progress
      Save Password Request file in multiple formats
      and locations
    What All Administrators
    Need to Do Now
   Email completed Password Request file
      No later than November 15
      ADE Support Center at enterprise@azed.gov with
      copy to monica.moreno@azed.gov
   Subject line must include:
      PEA name
      FY 2008 Alternate Assessment Password
      Request
   ADE Support Center will notify new teacher(s)
    and administrator(s) of password information
    by e-mail
    What Administrators
    Need to Do in Subsequent Years
 Maintain the current Password Request file in
  multiple formats and locations
 Update the current Password Request file at the
  beginning of each school year
    Delete teachers, administrators, and designees who
    no longer need access to the application
    Change teacher school assignments (add and delete)
    Add new teachers, administrators, and designees
    Re-label the Password Request file with the current
    fiscal year
     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 December 1
                                                             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
Alternate Assessment Changes
FY 2007 AIMS-A Assessment                 FY 2008 AIMS-A Assessment
 Level I Test (Grades 3-8, HS)            Grade 3-5 AIMS-A DPA Test
        AIMS-A with embedded ASAT                AIMS-A with embedded ASAT
        items                                    items
           – Forms 1, 2, 3, 4, and 5A-D
   Level II Test (Grades 6-8, HS)           Grade 6-8 AIMS-A DPA Test
        AIMS-A with embedded ASAT                AIMS-A with embedded ASAT
        items                                    items
           – Forms 1, 2, and 3A-D            High School AIMS-A Test
   Based on enrolled grade plus             Based on enrolled grade of
    test level eligibility criteria           student
   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
Alternate Assessments
Comprehensive ASAT                 AIMS-A
Grades 2 and 9                     Grades 3-5 DPA,6-8DPA, and High School


   AIMS-A/ASAT Eligibility           AIMS-A/ASAT Eligibility
    Determination form                 Determination form

   Point-in-time Performance         Point-in-time Performance
                                       Assessment
    Assessment
                                            Performance Items
          Performance Items
                                            Multiple Choice Questions
   Content areas assessed:           Content areas assessed:
            – Reading                          –   Reading
            – Writing                          –   Writing
            – Listening/Speaking               –   Listening/Speaking
            – Mathematics                      –   Mathematics
                                               –   Science (Grades 4, 8, and 10)
   Fewer items
                                      Fewer items
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
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
DOR Responsibilities for Other Public Schools

   District of Residence (DOR) Special Education Director
    must:
       Maintain list of AIMS-A eligible students tuitioned to other
       public schools referred to as the students’ District of
       Attendance (DOAs)
       Submit a list of all DOAs serving AIMS-A eligible students on
       behalf of the DOR
        – to AlternateAssessment@azed.gov by December 1
        – Email subject line should indicate DOR name Requesting DOA
          Access to Alternate Assessment application
        – DOAs will not be able to enter student data for the DOR until this is
          completed
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
Tuitioned Out Students
 DOR Special Education Director may view data
  entry of students tuitioned to
      – other public schools
      – private day schools
      – accommodation schools
      – private residential facilities
 View Administration, Tuitioned Out Student
  Assignment on the Alternate Assessment
  application
DORs’ Responsibilities
For student data entered by districts of attendance,
private day schools, accommodation schools, and
residential treatment facilities
 Special education administrators beginning on April 1
   will:
     Select the home school or the school the student would have
     attended prior to starting the final verification process
     Complete the final verification process
     Submit alternate assessment data to the Arizona Department
     of Education on or before April 30.
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 on “enrolled” to add all eligible students who
    are students of the teachers’ DOR
    Click on “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
 Student test status may be viewed by accessing
  the Student Status Report option under the
  Administration tab
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
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
 Accessing the Application

 Enterall eligible students by January
 31 on the Student List page
   SAIS number, date of birth, and gender
   Allows adequate time to correct SAIS
   validation errors
Definition Parameters
Significant Cognitive Disability
   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.
Eligibility Determination Form
 Student Reports
 Standard   Setting
   Process of determining performance
   level score ranges
    – Falls Below
    – Approaches
    – Meets
    – Exceeds
   Four performance levels established
   for each grade and content area
Mathematics Level I
                                                                         High
             Grade 3   Grade 4   Grade 5   Grade 6   Grade 7 Grade 8   School

 Falls Far
  Below        48-65     48-75     48-85     48-95    48-97    48-98     48-98


Approaches    66-143    76-155    86-167    96-179   98-206   99-233    99-239


  Meets      144-397   156-407   168-417   180-427   207-437 234-447   240-457


 Exceeds     398-528   408-528   418-528   428-528   438-528 448-528   458-528
Science Alternate Assessment
 Field   test during 2006-2007 school year
    Performance items
    Multiple choice questions


 Administeredin Grades 4, 8, and High
 School in 2007-2008 school year
Impact of Science Pilot
- Scoring Rubric Results
     4. The new scoring rubric was easier than the eleven point
           rubric for assigning scores on the rating items.

                                   Strongly Disagree
                                          0%

                                       Disagree
                                          9%




          Strongly Agree
               48%

                                                  Agree
                                                   43%
New Scoring Rubric
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
 1        less than 10% accuracy.

                                               Student occasionally demonstrates the required knowledge or skill
     APPROACHES STANDARDS                      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%).

                                               Student frequently demonstrates the required knowledge or skill
        MEETS STANDARDS                        accurately.

 4        Student demonstrates the required knowledge or skill with moderate accuracy (50% to 69%).

 5        Student demonstrates the required knowledge or skill with moderate to high accuracy (70% to 89%).

                                               Student consistently demonstrates the required knowledge or skill
        EXCEEDS STANDARDS
                                               accurately.

 6        Student demonstrates the required knowledge or skill with very high accuracy (90% to 100%).
Impact of Science Pilot
- Appropriateness of Items
      Appropriateness of both the rating and multiple choice items
                             for students
                          No response
                               1%

                 Only rating items
                   appropriate
                       12%                    Both items
                                            inappropriate
             Only multiple
                                                 28%
           choice appropriate
                  4%




                         Both items
                         appropriate
                            55%
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 so be sure to reenter
    the application and complete all skipped items.
Multiple Choice Items
   Teacher View (Read Only)/Student Input
        Student enters response to test items
        Teacher views student entered responses to test items
 Teacher Edit/Student Input.
For students who cannot enter response to test items
        Teacher requests application reset for teacher input of student responses
        to test items
        Teacher submits list of students with SAIS numbers, teacher name, and
        district name to AlternateAssessment@azed.gov by December 1
          – Email subject line: Reset Multiple Choice for Teacher Input Option
Note: Teachers may view test items only when presenting items to student otherwise the
   application will need to be reset
          – E-mail subject line: Reset Multiple Choice Test. Send to address above.
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 administrators should complete nomination
       forms and leave with presenters or send to
     – Leila.Williams@azed.gov
Forms and Presentations
 Forms   and Presentations available at


   www.ade.az.gov/standards
                     or
 www.ade.az.gov/ess/SpecialProjects/aims-a/
For Further Information…
 For information and assistance
  contact your program specialist
 Flagstaff office
    928-679-8100
 Phoenix   office
    602-542-4013
 Tucson   office
    520-628-6330
                                and . . .
  Alternate Assessment
    Judy Croswell, Leila Williams,
   Christine Opitz, Monica Moreno

Email: AlternateAssessment@azed.gov
         Phone: 602.542.3853

								
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