arkansas alternate portfolio assessment

1. Arkansas Alternate Portfolio Assessment Students with Disabilities Grades 3-8, 9, 10, and 11

3. Deadlines

4. Changes for 2007-2008 Identification Labels for Demographic Sheets Grade 10 Science Portfolio Grade 10 Resource Guide New Student Profile Sheet Parent Information Brochure Types of media that can be submitted

5. Student Demographic Information Form and Labels

6. Portfolio Subject/Grade

7. Manuals and Resource Guides Administration Manuals Grades 3-8, 11 Grade 9 Math Grade 10 Science Resource Guides Grades 3-8, 11 Grade 9 Math Grade 10 Science

8. Portfolio Forms on ADE Website grades 3-8, 11 Entry Slip and Task Sheet Portfolio Checklist Profile Sheet (new) Participation Validation

10. http://ArkansasEd.org Testing ACTAAP Student Assessment Alternate Portfolio Assessment Administration Manuals Portfolio Forms Resource Guides

11. Portfolio Forms on ADE Website grades 9 & 10 Entry Slip Portfolio Checklist Profile Sheet (new)

12. Grade 10 Resource Guide for Alternate Portfolio Assessment for Students with Disabilities --Idea starters for science entries aligned with the correct Student Learning Expectation—link to Grade 10 Biology Standards --Not a curriculum guide-only examples --Must align activities with needs of students New Resource for 2007-2008

15. Entry Slip for SWD 

17. This would be a great time to have them log-on while you instruct them in completing the electronic Entry and Task Sheets.This would be a great time to have them log-on while you instruct them in completing the electronic Entry and Task Sheets.

19. Evidence Reminders A chart has been developed to help teachers to ensure that all evidence included in the portfolio is appropriate and has been clearly documented with all necessary information. Reminds teachers to be certain that all tasks represented by the evidence are aligned to the Standard and SLE being assessed Stresses the requirement that at least two different types of evidence need to be included for each entry

27. Guidelines for Participation  IEP guidelines have not changed Transfer must send portfolio Grade Designation Private DDS or Therapeutic Homebound-Do Not Assess with State Students who cannot participate

28. Exceptional Students Alternate Assessment Roster

30. Types of Media to Submit Types Standard or Mini VHS CD DVD Floppy Disk Standard or mini audio cassette Applications Windows Media Player Quick Time Real Player

31. Media Rules Use new media only Use for only one student No more than 5 minutes per entry Include a script May use multiple entries per media Place a label on media Identify student being assessed

33. Arkansas Curriculum Frameworks

37. Numbering of SLE’s for Mathematics A.4.3.2 -Relate skip-counting patterns to multiplication

38. Suggested Timeline for Collecting Evidence The Timeline has been broken down into 4 phases. Planning Phase Collection Phase Organizational Phase Submission Phase

42. Appendices

43. Appendices E: Arkansas English Language Arts Curriculum Framework F: Arkansas Mathematics Curriculum Framework G: Arkansas Science Curriculum Framework H: Arkansas District and School LEA Numbers

44. Appendix A – Scoring Procedures All training materials consist of student entries that have been reviewed and scored by the Alternate Assessment Rangefinding Committee. There are 2 committees: one for grades 3-8 and 11 and one for grade 9 mathematics. The committees consist of approximately 15 educators from around the state of Arkansas. We meet each spring to review current portfolios and come to agreement on scores. Evidence Reminders for Grade 9Evidence Reminders for Grade 9

45. Appendix A – Scoring Procedures We have designated readers to assign nonscoreable codes. Entries are flagged that appear to be nonscoreable. It is the responsibility of the designated readers to determine if the entry is nonscoreable.

47. Appendix A – Scoring Rubric Domain Definitions Performance: student’s demonstration of skill while attempting a given task. Context: the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. Level of Assistance: the degree of independence demonstrated in the student’s performance. Settings: the observed settings or environments in which the tasks are performed. Refer to page 45 in the Administration Manual for the scoring rubric. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.” Remember that the initial directions are not considered prompting. The critical part here is how much prompting the student needs to be successful. If the student required prompting at the beginning of instruction, but he doesn’t require any by the time he has mastered the skill, make that notation on the evidence. We will score what is on the entry slip and look to the evidence for verification. Refer to page 45 in the Administration Manual for the scoring rubric. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.” Remember that the initial directions are not considered prompting. The critical part here is how much prompting the student needs to be successful. If the student required prompting at the beginning of instruction, but he doesn’t require any by the time he has mastered the skill, make that notation on the evidence. We will score what is on the entry slip and look to the evidence for verification.

48. Insert bottom portion of grade 9 rubric.Insert bottom portion of grade 9 rubric.

49. Score Point Distribution

50. Charlotte has already mentioned the fact that some of the portfolio entries come back as non-scorable. We want to take some time and highlight how to avoid non-scorable entries. Let’s begin by sharing some examples of typical errors that create non-scorable entries. Here you see the student learning expectation which is to use mathematical language and symbols to compare and order any whole numbers with and without appropriate technology. The teacher described the task as Jeremy being asked to determine whether he was to add or subtract the given problems. There is nothing wrong with this task, and it may be very appropriate for Jeremy. The problem is that the task does not match the student learning expectation. The student learning expectation is a comparison and ordering activity and the task is considering which operation should be performed. This entry would receive a score of zero and it would be marked on the score report as NS or “not to standard”. Charlotte has already mentioned the fact that some of the portfolio entries come back as non-scorable. We want to take some time and highlight how to avoid non-scorable entries. Let’s begin by sharing some examples of typical errors that create non-scorable entries. Here you see the student learning expectation which is to use mathematical language and symbols to compare and order any whole numbers with and without appropriate technology. The teacher described the task as Jeremy being asked to determine whether he was to add or subtract the given problems. There is nothing wrong with this task, and it may be very appropriate for Jeremy. The problem is that the task does not match the student learning expectation. The student learning expectation is a comparison and ordering activity and the task is considering which operation should be performed. This entry would receive a score of zero and it would be marked on the score report as NS or “not to standard”.

51. Avoid Nonscoreable Entries Include very specific information in the captions for photographs. Entries that consist of only data sheets, observations, and anecdotal records will be scored LE (Lacks Evidence). Make sure the entry slip is filled out completely and correctly. It is a great idea to have someone else review the entry slips. In the caption, be sure to include an evaluation of the student performance and also the setting and the date.In the caption, be sure to include an evaluation of the student performance and also the setting and the date.

52. Captioning Photographs When captioning photographs, make sure that it describes the activities in which the student is engaged, the location of the activity, and an evaluation of student performance. You can include materials used, the date, and support, if any, that was provided to the student. One of the problems in the past have included not giving the scorers enough information to be able to make an accurate decision on the performance based on the evidence provided. One of the ways that we can improve this is by thoughtful captioning of photographs. Think about a photograph as capturing one set moment. When you add captions, this helps the scorer to visualize “the rest of the story”. When captioning photographs it’s important to clearly and accurately describe the activity or task that the student is performing. Also included should be the location of the activity or task being performed and an evaluation of how the student did. Even though photographs can show much detail, often times a scorer can not fully evaluate how the student did on the task without being told in words. Also included in the captioning can be materials used, the date, and amount of support needed.One of the problems in the past have included not giving the scorers enough information to be able to make an accurate decision on the performance based on the evidence provided. One of the ways that we can improve this is by thoughtful captioning of photographs. Think about a photograph as capturing one set moment. When you add captions, this helps the scorer to visualize “the rest of the story”. When captioning photographs it’s important to clearly and accurately describe the activity or task that the student is performing. Also included should be the location of the activity or task being performed and an evaluation of how the student did. Even though photographs can show much detail, often times a scorer can not fully evaluate how the student did on the task without being told in words. Also included in the captioning can be materials used, the date, and amount of support needed.

53. Appendix A – Sample Entries The purpose of including samples of scored entries is to provide teachers with examples of correctly completed forms, tasks that are clearly described, and responses that document student performance. The entries in this section are from the spring 2004 and spring 2005 administrations.The entries in this section are from the spring 2004 and spring 2005 administrations.

54. Appendix A – Sample Entry Grade 3: Data Analysis and Probability Content Standard 14: Students shall formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. SLE DAP.14.3.1: Design a survey question after being given a topic and collect, organize, display and describe simple data using frequency tables or line plots, pictographs, and bar graphs. Page 60 of the Administration Manual Task: See attached. Comments: The student is visually impaired and non-verbal along with other disabilities. Technology he uses on a regular basis includes a go talker and a light board. He uses the go talker to communicate with others and the light board to better see his work. He attends regular classroom opening activities and participates.Page 60 of the Administration Manual Task: See attached. Comments: The student is visually impaired and non-verbal along with other disabilities. Technology he uses on a regular basis includes a go talker and a light board. He uses the go talker to communicate with others and the light board to better see his work. He attends regular classroom opening activities and participates.

60. Appendix A – Sample Entry Grade 11: Oral and Visual Communication Content Standard 2: Students shall demonstrate effective listening skills in formal and informal settings. SLE OV.2.11.5: Demonstrate attentive, reflective, and critical listening skills to respond to, interpret, and evaluate speaker’s message. Page 145 of the Administration Manual. Task: The student was asked to listen to an oral lesson covering the word usage of “went and gone,” “was and were,” “raise and rise”; after each lesson she was asked to complete a worksheet covering the lesson.Page 145 of the Administration Manual. Task: The student was asked to listen to an oral lesson covering the word usage of “went and gone,” “was and were,” “raise and rise”; after each lesson she was asked to complete a worksheet covering the lesson.

64. The student did not answer #3 and made a wrong choice for #10. The student did not answer #3 and made a wrong choice for #10.

65. Performance: 4 The student was asked to listen to an oral presentation and then show her comprehension based on her listening skills. She did so with mastery as shown on multiple occasions. Context: 4 The student performed authentic and challenging tasks using age-appropriate materials. General education eleventh-grade students are required to listen to lectures and demonstrate their comprehension. Level of Assistance: 4 The student performed these tasks independently, not requiring any prompting.Performance: 4 The student was asked to listen to an oral presentation and then show her comprehension based on her listening skills. She did so with mastery as shown on multiple occasions. Context: 4 The student performed authentic and challenging tasks using age-appropriate materials. General education eleventh-grade students are required to listen to lectures and demonstrate their comprehension. Level of Assistance: 4 The student performed these tasks independently, not requiring any prompting.

66. The student completed each sentence correctly.The student completed each sentence correctly.

69. Put in nonscoreble codesPut in nonscoreble codes

71. Organizational chart for grade 9 – page 11Organizational chart for grade 9 – page 11

72. Course Code to use for Grade 9 Resource Math 973, 900

73. Curriculum Frameworks for 9th grade Math Portfolio

74. Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics

75. Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics

76. Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics

78. The following 2 slides were made to give the option of how you might want the forms presented. This one juxtaposes the instructions with the entry sheet. The next slide juxtaposes the entry sheet with the task sheet. Previous slides kept them separate and captioned them as such.The following 2 slides were made to give the option of how you might want the forms presented. This one juxtaposes the instructions with the entry sheet. The next slide juxtaposes the entry sheet with the task sheet. Previous slides kept them separate and captioned them as such.

79. Verification of evidence – page 31Verification of evidence – page 31

80. Tips for Teachers--page 14

81. Tips for Teachers

82. Portfolio Organization The portfolio consists of 1 entry for each Algebra I standard and 1 entry for each Geometry standard. Organize the portfolio using the illustration on page 11 in the Administration Manual for Ninth-Grade Mathematics.

83. Avoid Nonscoreable Entries Make sure the entry slip is filled out completely and correctly. It is a great idea to have someone else review the entry slips. Organize the portfolio using the illustration on page 11 in the Administration Manual In the caption, be sure to include an evaluation of the student performance and also the setting and the date.In the caption, be sure to include an evaluation of the student performance and also the setting and the date.

84. Page 11 of the Administration Manual.Page 11 of the Administration Manual.

85. Strategies to Collect Evidence Student work samples are the appropriate type of evidence for the majority of the grade 9 students assessed (resource math students). The same types of entries that are appropriate for students in grades 3-8 and 11 may be appropriate for your grade 9 student. Think of the best way to show what your student knows. Include the student’s best work. Provide appropriate tasks that present a realistic challenge for the student.

86. Strategies to Collect Evidence Include 3 pieces of evidence for each entry. Do not include the same worksheet completed on different days. Use only 1 entry slip for the 3 tasks – not a separate entry slip for each task in the entry.

87. Avoid Nonscoreable Entries Use the 2007-2008 forms in the black binders or the electronic forms online. Complete the entry slips correctly. See the example on the next page.

89. Avoid Nonscoreable Entries Use the Algebra I and Geometry frameworks that are in the 2007-2008 Administration Manual. Write the entire number and description and make sure they match-use electronic form. Content Standard 1: Students will develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates. LG.1.G.2 Represent points, lines, and planes pictorially with proper identification, as well as basic concepts derived from these undefined terms, such as segments, rays, and angles

90. Avoid Nonscoreable Entries Be sure to include 1 entry for each Algebra I Content Standard and 1 entry for each Geometry Content Standard – 10 entries total. Use an SLE only one time. Make sure that the tasks support the selected SLE. Make sure that the evidence you include in the entry shows what you have stated in the task.

91. Appendix A: Scoring Student Portfolios The sample student entries with scoring explanations has, in the past, been distributed to teachers in a document called the Teacher Handbook. This information is incorporated into the Administration Manual – Appendix A – so that all information could be found in one resource. Appendix A begins on page 37 of the Administration Manual.Appendix A begins on page 37 of the Administration Manual.

92. Appendix A – Scoring Rubric Domain Definitions -Performance: student’s demonstration of skill while attempting a given task. -Context: the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. -Level of Assistance: the degree of independence demonstrated in the student’s performance. Refer to page 39 in the Administration Manual for the scoring rubric. The only difference between this rubric and the rubric for grades 3-8 and 11 is that the grade 9 students do not receive a score for settings. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.”Refer to page 39 in the Administration Manual for the scoring rubric. The only difference between this rubric and the rubric for grades 3-8 and 11 is that the grade 9 students do not receive a score for settings. Please note that to be eligible for a “4” in performance. 3 pieces of evidence must be included in the entry. This does not guarantee a “4.” The quality of the student work will determine that. If there are only 2 pieces of evidence submitted, the highest score that can be achieved is a “3” – again, this does not guarantee a score of “3.” The highest score an entry can achieve with only 1 piece of evidence is a “2.”

93. Appendix A – Sample Entry Algebra I – Solving Equations and Inequalities Content Standard 2: Students will write, with and without appropriate technology, equivalent forms of equations, inequalities, and systems of equations and solve with fluency. SLE SEI.2.AI.5: Solve real world problems that involve a combination of rates, proportion and percents Page 66 of the Administration Manual. Task: Use logical reasoning to solve problems. See attached problems and answer keys.Page 66 of the Administration Manual. Task: Use logical reasoning to solve problems. See attached problems and answer keys.

94. When you compare the student’s work with the answer key on the next page, you can see that the student completed all of the questions correctly.When you compare the student’s work with the answer key on the next page, you can see that the student completed all of the questions correctly.

96. The student answered all questions correctly as verified by the answer key on the following page.The student answered all questions correctly as verified by the answer key on the following page.

98. Appendix A – Sample Entry Geometry – Relationships Between Two- and Three-Dimensions Content Standard 4: Students will analyze characteristics and properties of 2- and 3-dimensional geometric shapes and develop mathematical arguments about geometric relationships. SLE R.4.G.1: Explore and verify the properties of quadrilaterals Page 87 of the Administration Manual. Task: The student will learn the different geometric shapes. He will perform a kinesthetic activity to help reinforce his knowledge of learning the shapes. He will then transfer that knowledge by locating those shapes in the community and school. Comments: Working with his hands helps the student to learn so much better. He has difficulty reading but can really grasp concepts much better after instructed and allowed to do it with his hands. He tries so very hard! His knowledge and background in geometry was basically nil. This was a fun unit to work with him because he could locate and “spot” the geometric shapes in many locations.Page 87 of the Administration Manual. Task: The student will learn the different geometric shapes. He will perform a kinesthetic activity to help reinforce his knowledge of learning the shapes. He will then transfer that knowledge by locating those shapes in the community and school. Comments: Working with his hands helps the student to learn so much better. He has difficulty reading but can really grasp concepts much better after instructed and allowed to do it with his hands. He tries so very hard! His knowledge and background in geometry was basically nil. This was a fun unit to work with him because he could locate and “spot” the geometric shapes in many locations.

99. Task: The student will perform task or activities, demonstrating that they recognize objects with 4 sides as quadrilaterals.1. They will participate in group lessons identifying quadrilaterals on chalkboard2. They will photograph quadrilaterals in our classroom.3. They will identify quadrilaterals on a worksheet. The student achieved 100% on this sheet.The student achieved 100% on this sheet.

100. The student created particular shapes with toothpicks.The student created particular shapes with toothpicks.

106. Grade 10 Science Portfolio New for 2007-2008 --All grade 10 IEP students who are not enrolled in Biology for high school credit will need grade 10 science portfolio. --Must take EOC Biology if receiving regular high school credit!!!

108. Grade 10 Science Entries-9 total

109. Grade 10 Science Information Entry Slip Student Profile Portfolio Checklist Electronic Versions on ADE website Resource Guide for Science

110. Scoring for Grade 10 Science Use the same rubric as Grade 9 Math Do not score for settings Three domains Performance-57% Context-29% Level of Assistance-14%

111. Course Code to use for Grade 10 Resource Science 973, 910

112. Additional ADE training November 5, 6, 7, 8 or 9in Little Rock @ Embassy Suites Change dates on training. Explain workshop dynamics to group.Change dates on training. Explain workshop dynamics to group.

113. Arkansas Department of EducationCharlotte Marvel501-682-5296 charlotte.marvel@arkansas.gov