May 16, 2007

1. New Jersey Alternate Proficiency Assessment May 16, 2007

2. Main Topics • History of APA process • Description of current APA • Positives and Concerns • Future Direction

3. IDEA Legislation • IDEA 97 requirement to include all students with disabilities in statewide and local assessments • Publicly report progress of students with disabilities • Most participate in general assessment with or without accommodations • Law allowed for alternate assessment for student with the most severe cognitive disabilities.

4. NCLB Legislation • NCLB required the performance of students with disabilities to be included in the accountability system for schools and districts. A change in New Jersey. • NCLB required students to be assessed in relation to the state standards • NCLB allowed for a small percentage of students to be accountable under alternate achievement standards. (1% of total tested population)

5. Who are the APA Students? • Is the nature of the student’s cognitive disability severe? • Is the student’s cognitive disability so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment? • Is the student’s cognitive disability so severe that the student cannot complete any of the types of questions on the assessment in the content area, even with accommodations and modifications? • Is the student’s Individualized Education Program (IEP) alignedto grade level New Jersey Core Curriculum Content Standards through modified expectations and/or access skills that promote social interaction, independence, self-determination, and generalization.

6. Student Vignette: TIM • Tim is a 9 year old student with significant disabilities. • He uses a walker and an augmentative communication device for expressive communication but often needs reminders to do so. • He needs picture symbols to supplement verbal information.

7. Student Vignette: TIM (cont.) • He can repeat single words verbally. • He is supposed to wear glasses, but generally will not leave them on without frequent reminders and supervision.

8. Student Vignette: VICKI • Vicki is a 14 year old student with significant disabilities. • She uses a wheelchair and smiles to indicate “yes” and rounds her mouth to indicate “no.” • Sometimes it takes several seconds for her to give a “yes/no” response. • While Vicki has very limited use of her arms and legs, she can activate a pressure switch with her cheek by turning her head slightly to the left.

9. Student Vignette: VICKI (cont.) • Since Vicki’s eyesight is somewhat impaired, objects/photos/symbols must be held approximately 12 inches in front of her.

10. Historical Perspective • Alternate assessment had to be aligned to state standards but the achievement standards could be modified • NJ organized advisory group to develop the goals and framework of the assessment • Goals of assessment (same as for all students) • Evaluate student achievement relative to the state standards • Allow for inclusion in the accountability system • Inform and improve instruction by teaching to the standards even if mastery is not near grade level • Evaluate programs

11. Initial Test Design Determinations • Determinations of the advisory group: • Paper and pencil test inappropriate • Portfolio assessment appropriate • Each one individualized to assess progress at level of instruction • Individual selection of the standards and indicators to be assessed • The assessment would be a collection of the work being done in the classroom not a one day test (unreliable)

12. Initial Test Design Determinations (cont.) • Critical issues for instruction of students with severe cognitive disabilities (from teachers, administrators, etc.) • Generalization of skills • Level of support - independence • Socialization • Self determination • Could not evaluate programs solely on academic progress of students with severe cognitive disabilities –need to look at other critical dimensions in relation to the standards • Therefore scores based on progress and the other dimensions

13. What Grades Are Assessed? • Students in grades 3 - 8 and 11 are assessed. • APA in grades4, 8, and 11 contain language arts literacy, mathematics, and science. • APA in grades3, 5, 6, and 7 contain language arts literacy and mathematics.

14. How Many Skills are Assessed? • In language arts literacy two skills are assessed. • In mathematics two skills are assessed. • In science three skills are assessed.

15. How are the Skills Selected? • The child’s teacher in conjunction with the IEP team selects the skills they want to assess. • As per federal and state guidelines, the skills must be academic in nature, and linked to the NJ Core Curriculum Content Standards. • Teacher selects content standard, cumulative progress indicator, and skill on which to assess the student.

16. Who Decides How Well the Child Should Perform the Skill? • The teacher and the IEP team determine what the progress goal is for the student. • The teacher reviews how well the student is doing on the skill in October and determines how well the student should do in February.

17. APA • What does a portfolio entry look like? 17

18. Test Design for LAL and Math • Select two skills per subject • For each skill, collect 4 pieces of evidence which includes 3 different activities. • Collected over a four month time frame. • Collect data on performance of skill, settings, supports, social interactions, connection to standards, and self-evaluation.

19. Mathematics EntrySample Michael

20. Entry Cover Sheet

21. 1 Student Work Sample – Evidence Label

22. 1a Student Work Sample

23. 2 Self-Check Sheet

24. 1/5/05 Michael and I followed the pancake recipe that Michael doubled by adding fractions in Home Ec. class to make pancakes for the class. Susan Peer 3 Peer Note

25. 4 Student Work Sample – Evidence Label

26. 4a Student Work Sample

27. 5 Student Work Sample – Evidence Label

28. Mike completed this homework on his own. He did not need help from his dad or I. Mrs. H 2-17-05 5a Student Work Sample

29. Name: Mike H. Datasheet for Addition of Fractions Targeted skill: Add fractions with like denominators 6

30. Language Arts LiteracySample Eddie

31. Entry Cover Sheet

32. Performance Data

33. 2 Student Work Sample – Evidence Label

34. 2a Student Work Sample

35. Planning, Monitoring, and Self - Evaluation 12/8/04 Name:__ ______________________ Date:___________________ PLANNING : MONITORING: Today while reading, I need to work on: I worked on these: today) (Circle the items you are going to work on Looking at pictures to help me understand YES NO Looking at all of the letters before saying word YES NO Making the sound that goes with each letter YES NO EVALUATION: Overall, I think I did a ____________________ job reading today. GREAT GOOD O.K. NOT SO GOOD EXTENDING PERFORMANCE: Next time, I need to work harder on: Looking at pictures to help me understand Looking at all the letters before saying the word Making the sound that goes with each letter 3 Planning, Monitoring, and Evaluation Sheet

36. Eddie worked with a peer in the third grade regular education class to complete this assignment. The peer read the directions and helped Eddie read the sentences. Eddie cut out, matched and pasted pictures to the correct sentences. 4 Student Work Sample

37. 5 Student Work Sample – Evidence Label

38. Eddie completed this in my 3rd grade class. Mr. P. (General Education Teacher) eat fruit exercise Do not swim alone. drink milk 5a Student Work Sample

39. 6 Student Work Sample – Evidence Label

40. 6a Student Work Sample

41. Six Scoring Dimensions Student Progress Connection to Standards Social Interaction Independence Self-Determination Generalization APA Scoring Rubric

42. Score Reports • Reports include information defining a student’s progress level and program level for each content area assessed. • Proficiency level is a result of the combination of the studentprogress level and program levelfor the subject. • Proficiency levels are parallel with other state assessments and APA results will be combined with the other state assessment results for federal and state reporting.

43. Positives • We are meeting the federal requirement to include all students in assessment system • Teachers are looking at the standards and some say they are teaching material they never would have before • Some are stressing the critical issues of socialization, independence and generalization • Parents expressed satisfaction with having some assessment of the instruction of their children and concrete examples of progress

44. Concerns • USDE has determined that the APA is not sufficiently focused on academic proficiency in language arts and math. They are requiring that we eliminate scoring based on the areas of self-determination, socialization, etc. • Many concerns raised by the field • Takes too long - costs too much • In some schools it is a staged occurrence not related to actual instruction • Teachers cannot relate what they are doing to the standards • Do not see the assessment as relative to the kinds of instruction they are providing • Belief that functional life skills should be taught and directly assessed. USED specifically does not allow that for purpose of NCLB.

45. Future Actions • The DOE will work with advisory committee to revise the assessment for the 2007 - 2008 administration to: • Meet the federal requirements • Address concerns of the field