Printable Kindergarten Counting Worksheets

Document Sample
Printable Kindergarten Counting Worksheets Powered By Docstoc
					AADSI Update
          January 2007
What’s in this PowerPoint?
• Teacher Responsibilities

• Passwords and Timelines
• Overview of Assessments
• Determining Who is Eligible
• Scoring and Recording Results
• How to Enter Data on the ADE Website
• Where to get Support
    Teacher Responsibilities
 Consider eligibility at each annual IEP
 Continue instruction on Level I and Level II activities
 Collect data on Data Sheets
 Complete Demographic Information Form (DIF) for each
  student before accessing online application
     Refer to DIF form
 Conduct parent interviews
 Enter data on the ADE Website in by March 30th
 What will the data entry look like in
 January ?
   TUSD Exceptional Education department has requested
    logins and passwords to the new data system for teachers
    who have been identified as having students who qualify
    for alternate assessments.

 When can I submit data ?
 The system opens on Wednesday, January 3, 2007.
 The system closes on the last day in March.
Jan. 31 Deadline View
•This means you need to complete the                                           page
  and set the
•It is ok to begin entering/updating scores but is not
 required at this time.

(10-02-01-444) Happy Day Elementary School

Teacher, IMA

Sais ID        Name        DOB                          Test Level                    Data Entry Status

111111    Mouse, Mickey   07/30/96     M              AIMS-A - Level I                   Incomplete
                                                         ASAT - Level I

222222    Mouse, Minnie   07/11/97      F             AIMS-A - Level I                   Incomplete
                                                         ASAT - Level I

333333     Duck, Daisy    07/05/96      F             AIMS-A - Level I                   Incomplete
                                                         ASAT - Level I

444444    Duck, Donald    05/20/97     M     AIMS-A - Level I (Parent Interview)         Incomplete
     4                                                   ASAT - Level I
   All year long – instruct students on standards.
       Consider eligibility at annual reviews.
       Conduct parent interviews for Level I AIMS-A.
 1st Wednesday in January – ADE System opens.
 By January 31st – Input all Demographic Info for all
  students who qualify.
 March – Point-in-time assessment for activities!
 March 31 – ADE System closes!
ADE Passwords Needed
If you do not have a login and
password, email Lindy Jones, let her
know the names of the students you will
assessing for alternate assessments, your
location(s) and contact phone number. 260-2438
Why is this so important?
Without a login you will not be able
to enter student data.
More Info - Passwords
   New teachers
      If you did not submit data last year, Lindy Jones will email
      your login and password to you.
   Teachers who submitted data last year
      You will use the same login and password as last year.
        If you don’t remember your login/password, you need to
                     contact the ADE Support Center
                        866-577-9636 (toll-free) or
Current Forms
    Check the Exceptional Education Website
    for Alternate Assessment Information before
    completing your IEP.

   It will link you directly to the forms on the
    ADE web site.

   Level 1 and Level 2 is all or none!
Assessment in TUSD
Arizona & TUSD Assessments
by Grade Level
   Arizona                                       3, 4,
                    K        1          2                   6, 7, 8        9         11,
 Assessments                                      5
                                                       DPA                           AIMS
     State                           TerraNova                          TerraNova
                  Bench-   Bench-                 (Dual-Purpose                     (11 & 12
       &                                 &         Assessment)              &         if not
                  marks    marks                                                    passed in
    District                        Benchmarks            &            Benchmarks
                                                     Benchmarks                        10)

                                                 3, 4,                               10*
                    K        1          2                   6, 7, 8        9        see next
                                                  5                                   slide

                  Level    Level                  Level I    Level I
  Alternate                          Level I                            Level I     Level I
                    I        I                   AIMS-A/    AIMS-A/
 Assessment                           ASAT         ASAT       ASAT       ASAT       AIMS-A
                  ASAT     ASAT

 (Available for
 students who                                               Level II    Level II     Level
    qualify)                                                AIMS-A/      ASAT         II
                                                             ASAT                   AIMS-A
Grades K, 1, 2, 9, & 11 through Graduation
 Level I                             Level II
     Form 1 - Eligibility Criteria        Form 1 - Eligibility Criteria
     Form 2 - Standards                   Form 2 - Standards
     Status Report                        Status Report
    Grades 3 – 8 (DPA) and 10 (HS)
   Level I                                       Level II
        Form 1 - Eligibility Criteria                 Form 1 - Eligibility Criteria
        Form 2 - Standards Status Report (do          Form 2 - Standards Status
        not complete in Grade 10)                     Report (do not complete in Grade
        Form 3 - Performance Evaluation               10)
        (complete only for grade 10)                  Forms 3 A-D - Activity-Based
        Form 4 - Parent Interview                     Performance Assessment
        Forms 5 A-D - Activity-Based
        Performance Assessment
   Alternate Assessment Options

 Level I                       Level II
 Grades K – 10+*               Grades 6 – 10+*
 Based on                      Based on
         alternate academic         alternate academic
         content standards -        content standards -
         Kindergarten level
                                    Grades 1 – 3 level
*If determined by IEP team
What about
Kindergarten and 1st graders?
 Kindergarten and First grade students need to be assessed.
 Use the ADE online system to input your scores for students who
  qualify for alternate assessment that are in Kindergarten or 1st
 This will satisfy the requirement for district testing, but will not
  affect AYP or AZLearns.
 Student data entered will be available for editing in subsequent
 Assessment information should be used to develop IEPs.
 We will receive reports for these students.
    What about
    11th and 12th graders?
   IEP teams need to follow the guidelines
   Exemption decisions are documented on IEP Attachment H
    and should be reviewed at the annual IEP each year.
   Student data entered into online system will be available for
    editing in subsequent years
   Assessment information should be used to develop IEPs.
How is Eligibility Determined ?
   IEP Team Discussion and Decision-Making
   Use IEP page Attachment C – Alternate
    Assessment Eligibility Criteria to determine who
    qualifies (pages 1-3)
   If needed, Alternate Assessment Eligibility Form
    Addition (page 4) – Psychologist approval
Attachment C
          (4th page)

For students who “function
like” a student with mental
 Significant Cognitive
 Disability Definition
 Empirical evidence of a significant cognitive
 Difficulty acquiring, maintaining, generalizing, and
  applying academic skills across environments
      even with intensive individualized instruction
 IEP goals focus on progress within alternate
  achievement indicators
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.
Assessment Components
   Student Status Report (Form 2)

   Parent Interview (Form 4)

   Activity (Form 5)
AST – Analytic Scoring Tool
  Analytic Scoring Tool (AST)

 All students are assigned a raw score from 1
  to 11 points on every item

 Assign a score to reflect the student’s current
    Cuing and Assistance Definitions
   Physical assistance
       Hand-over-hand or hand-under-hand guidance
        – For example: guiding a student’s hand to the coin slot on the vending machine and
          leading the student through dropping each coin into the machine
   Verbal assistance
       Oral directions to complete a task
        – For example: verbally directing a student through each step of a task
        – Most difficult cue to fade
   Physical cue
       A touch to prompt a student to complete any portion of task
        – For example: tapping a student’s elbow to prompt the student to pick up a picture
 Cuing and Assistance Definitions
 Verbal cue
    Word or statement that indirectly signals a student
     – For example: asking “What’s next in your schedule?”
 Gestural cue
    Movement, including hand motions, head nodding,
    or other nonverbal cues
     – For example: pointing to the schedule board to prompt
       student to check the schedule
Cuing and Assistance Definitions
   Model
      Teacher demonstration of the appropriate behavior for a
      student to imitate
        – For example: demonstrating the operation of the microwave prior
          to asking a student to operate it
   Natural cue
      An ordinary cue that “naturally” exists in the environment
        – For example: student is cued to line up when other students form
          a line
Form 2 – Standards Status Report
   Refer to Form 2 performance objectives for Level I and II
   Teacher instruction throughout the school year
   Data-based teacher observation and analysis of student
   Comprises AIMS-A, ASAT, and DAP-A
   1/3 of all items scored contributes to overall AIMS-A
   All items scored contribute to overall ASAT and DAP-A
   Parent Interview

When interviewing parents, record the rubric based on the probing
information, the response is based on the parent’s perception of
their child’s functioning level.
Parent Interview – Level I
 Refer to Form 4 and Analytic Scoring Tool
 Interview face-to-face or by phone – do not send
  home for parent to complete.
 Give parent the opportunity to participate (only
  the parent can decline)
 Assign scores of 3, 6, 10, or 11
 Can complete as part of an IEP meeting –
  generally takes 10 minutes or so.
Parent Interview – Situations
 Ideas for conducting the interview
 Parent sees student differently than you do
 Parent says, “You just score it!”
 Parent says, “AIMS is ridiculous for my child!”
 Item Sensitivity
 Parent Story Sharing
 Activities are assessed in both AIMS-A Level I
  and Level II
 Instruction occurs all year long. Students need
  lots of practice.
     Data Sheets
 Point-in-time assessment in March
     Score Sheets
  Activities-Level I
 Student will use a daily schedule

 Student will play an interactive game.

 Student will make a purchase at a fast food
  restaurant or school snack bar.

 Student will follow a set of directions
  make a snack.
Activities-Level II
       Student will identify an area of interest for a job
        or volunteer opportunity and fill out the
        necessary forms
       Student will compare different recreation and/or
        leisure opportunities and choose one in which
        to participate.
       Student will determine the route of travel from
        starting point A to the selected event at Point
       Student will plan a meal for at least three
    Scoring the Activities
   Refer to Forms 5 A-D Level I Data and Score
      Score selected items only
      Complete in online system in March
   Refer to Forms 3 A-D Level II Data and Score
      Multiple standards (reading, writing, and math) are
      attached to each step
      Task analyze each step.
      Break into the sequence of all the tasks embedded within
      each step.
      Complete in online system in March
    Scoring the Activities
   Refer to Forms 5 A-D Level I Data and Score
      Score selected items only
      Complete in online system in March
   Refer to Forms 3 A-D Level II Data and Score
      Multiple standards (reading, writing, and math) are
      attached to each step
      Complete in online system in March
                           Darleen’s Sites
    This site is one of my favorites. It has picture recipes, holiday activities, schedule pictures, worksheets for reading
    labels and cooking measurements, and many links to other great sites.
    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.
    Lots and lots of picture recipes.
    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.
    Real-life photos plus more sites.
    Map activities and information. Some links are interactive for students and some are printable activities.
    Lots of good activities and lesson plans. One is high interest/low vocabulary reading passages including currently,
    “Beginning the Job Hunt”.
    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.
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 system.
 These slides have “moving parts” and will walk
  your through the steps needed to input data.
 If you wish to skip this tutorial, click on the arrow
  button on the next slide.
1. Open the internet browser, go to and click on
   Common Logon –( look to the top right of the screen for this
  2. Type in your username and password. Click on the
      Continue button.

Note: You will have 5 chances to input your username and password
before you are deactivated. If you get deactivated, you will need to call
the ADE Support Center at 866-577-9636 or email
3. The first time you access the ADE Common Logon system
   with your own login and password, read the Acceptable Use
   Policy, click on (If you click I do not agree, you will not be
   able to continue.)
 4. If this is your first time in the application, you will see

Read the directions on the screen and then enter your new password

You now need to set your                                          to
help you if you forget your password.

            Hint: Write you username
            and password down in a
            secure place. Educational
            Technology and
            Exceptional Education
            will not have access to
            retrieve your password.

5. You are now logged in and will see the following screen.

Click on.
Your Username and Password will be tied to the level of access
    you have. A teacher will automatically be linked to the
    particular school.
6. You will now see the school listed on the top right corner of
    the screen.

 If there is an error, contact Lindy Jones, Mary Neale, or
 Cathy Taylor.
7. On the left you will see a menu bar, click   Student Data

      If this is your first time through this year, No Records Found
8.To add your students, click Add Student

On the first screen SAIS ID, DOB and Gender is entered.

Enter information, click        ADE will retrieve your student.
9. Check the student information carefully. If the information is
    correct click YES. If ADE did not retrieve your student, click
    NO. Re-enter SAIS ID, DOB and Gender and try again.
The information number retrieved the Data Retrieval Error screen

If you get the above error, check the SAIS number, DOB and
Gender to make sure they are correct and match what is in SAIS.
Contact Cathy Taylor or Lindy Jones if you believe you have
typed everything in correctly and you are still getting an error. If
the SAIS system had the error, a SAIS upload to ADE will need to
occur before you can continue data entry for this student.
 10. If a student was successfully retrieved, the next window will
     need more information. (Demographic Information Form)

information                   MIMR-Mild Mentally Retarded

has already
been filled in
by the district
and represents
the identical
for this
student in the
SAIS system
11. Click to fill in the appropriate boxes or drop down menus.

             Indicate whether the student began the school
             year (or within the first 10 days school days)
             at their current school.

             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.
 12. Complete the following areas

If you click on

Then you will need to answer the following questions.
13. Once you have completed your information, scroll to the
    bottom of the page and click on one of these buttons.

         will save the information you just entered and will
   return you to the Student List page.

         will save the information you just entered and will
   keep you on the same page.

        will NOT save the information you just entered and
   will return you to the Student List page.
14. At this point, you can
   enter a new student - Make sure you are on the
   Page and repeat the directions.

     I am done entering student
   demographics and want to enter
                    What do I do?
Enter all eligible students by
January 31 on the Student List page
You will identify test eligibility and enter scores for a student.
Click on the SAIS ID for the student on the Student List page.
Click on Test Eligibility and then select Level I or Level II
15. Click on Forms to access the data entry pages.

                 Mild Mental Retardation
16. Click on the form to enter data. As forms are completed, the status
will change to Complete.

                                       Note the status column
17. Click on the arrow to enter your scores. Comments are optional
but helpful.
As you complete subject areas the status will change. When you bring up the
Student List, you can also check on status for individual students. Status will
show Complete after data has been entered on all forms.

 Even if a student is completed, you can go back and edit any
 information until the system closes to teachers on March 31
Be aware – Complete status
 If a student had scores from last year and you click
  SAVE on a scoring page, the system will show as
  complete even if you did not review every score on the
 We owe it to our students to ensure that all scores
  reflect their current abilities.
 Remember that even if Status shows as Complete,
  point-in-time assessments for the Activities are to be
  completed and input in March.
Support & Information on ExEd Web
Helpful Step-by-Steps and More!
 How to Look up a SAIS Number
 How to Check AA Scores from TUSDStats
 How to Check ELL Status from TUSDStats
 These handouts can be found at
You have made it through these directions!

Description: Printable Kindergarten Counting Worksheets document sample