I Think I Can, I Think I Can, I Know I Can, I Know I CanI Knew You Could! Alabama Alternate Assessment (AAA) Refresher Course Peggy Windham Elizabeth Landry Mary Perkins AUGUST 29, 2012
What is the Alabama Alternate Assessment (AAA)? • Portfolio performance assessment • Reading K-8 and 11 • Mathematics 3-8 and 11 • Science 5, 7, and 11 • Collection of evidence of performance on the extended standards • Photographs — Teacher tests/Worksheets • Audio/video — Work Samples • Written Performance Summary • Designed for students with significant cognitive disabilities
Eligibility for the AAA • Criteria to consider during the decision-making process regarding which assessment is appropriate • Student’s cognitive functioning • IQ of 55 and below • Curriculum • Revised 2006 Alabama Extended Standards
Curriculum for the AAA • Alabama Extended Standards (2006) is the curriculum for students with significant cognitive disabilities. • All extended standards (ES) for the grade-level of enrollment according to STImust be taught and tested. • Each ES contains 4complexity levels. The highest level of complexity the student is expected to achieve should be selected.
Extended Standards Complexity • The complexity taught and tested may vary by extended standard. • Within a standard all 3 pieces of evidence is collected on only onecomplexity level Example: R. ES 4.1—Complexity 3 (all 3 pieces of evidence) R. ES 4.2—Complexity 2 (all 3 pieces of evidence) R. ES 4.3—Complexity 4 (all 3 pieces of evidence) R. ES 4.4—Complexity 2 (all 3 pieces of evidence) R. ES 4.5—Complexity 1 (all 3 pieces of evidence)
Teaching Extended Standards and Collecting Evidence • Teachers teach the ES and collect evidence of student performance throughout the school year. • Pacing guide/lesson plans • Crate/paper box (1 per student) • Select three pieces of evidence to be scored • Three pieces of evidence are collected on every extended standard. Must cover the ES for the grade level enrolled. • Reading K-8 and 11 • Mathematics 3-8 and 11 • Science 5, 7, and 11
Five Ways to SubmitScorable Evidence 1.Student worksheets/teacher tests ―10 item rule 2. Student work samples ― Something that has been manipulated (cut and paste) 3. Photograph or series of photographs ― Annotated word-for-word 4. Audio/video ― Scripted word-for-word 5. Written Performance Summary SDE form must be used
Student Worksheets or Teacher Tests • Original student’s work should be sent for the AAA scoring. • Teachers should indicate accuracy of student answers. • Each worksheet/test must contain at least ten (10) items. (Worksheets may be combined to total at least ten (10) items. These combined worksheets will be considered one piece of evidence.) • Must have a Body of Evidence Entry Cover (BOE) Sheet attached.
Student Work Samples • Original student work samples will include, but not be limited to: • Student’s written work • Student drawings • Projects • Narratives • Must have a BOE Entry Cover Sheet attached.
Photograph(s) • A photograph or series of photographs mustclearlyillustrate the student’s performance of the standard. • The “Task Summary” on the BOE Cover Sheet mustexplicitly summarize the pictured activity. • Let another teacher look at the picture and read the summary to see if they can tell you what activity took place. • Must have a BOE Entry Cover Sheet attached.
Audio/Video • A tape, CD, or DVD is acceptable. • The audio/video mustclearly illustrate the student’s performance of the standard. • The audio/video can be no more than five (5) minutes in length per piece of evidence. • Put all pieces of evidence for reading, math or science using audio/video on one to two cassette tapes/CD/DVD per subject area. • Ex: all reading on one CD, all math on one CD, all science on one CD. • Each audio/video must be accompanied by a word-for-word script. • Must have a BOE Entry Cover Sheet attached.
Audio/Video Restrictions • Audio cassette tape—no restrictions • Video tape/DVD—No mini DVDs, Hi8, or any small tapes. If these are used, they must be transferred to a standard tape/DVD to be submitted. • CD—no restrictions • Must include a word-for-word script
Written Performance Summary • This is a detailed description of the activity. • It documents, in detailed sequence, the steps or behaviors of how the student performs on the activity • All sections must be completed and the detailed summary of the student’s performance on the activity
Written Performance Summary • Always provide the details • Name the book that was read • Give the number of coins and which coins used • Give the words that were read • Give the letters sounded out or blended • Always include • Level of assistance and level of complexity • Participants, materials, and setting • Directions • Criteria for Success • Include any input from other adults and/or students • Please be very specific!!!
Written PerformanceSummary • Written Performance Summary is available throughout the year • Online at www.alsde.edu, Assessment and Accountability, Publications, AAA • This form should be completed before the assessment window in April • Must have a BOE Entry cover sheet attached
The Three Levels of Assistance 1. Independently—the student performs the task without prompting or support. The cognition of the task is performed entirely by the student. 2. Prompting—the student is provided cues by the teacher or aide (oral cues, oral directions, or gestures that initiate or sustain a task). The cognition of the task is performed entirely by the student.
Levels of Assistance 3. Support—the student receives direct assistance to achieve the skill. The cognition of the task is not performed by the student alone; however, the task is not completed by the teacher. This assistance is more than prompting. • The teacher may assist the student in completing the task. Hand-over-hand is not support (teacher is completing cognition)
Evidence Alignment • The evidence must be aligned to the extended standard. • The activity must relate to the extended standard. • For reading ES at complexity levels 3 and 4, the intent is for the student to read the story at Grades 2 and above. • More reading is allowed by the teacher at complexity levels 1 and 2.
Evidence Alignment • Evidence that does not relate to the standard will be given a score of “zero”. • The link between the evidence and the extended standard must be clear. • Ex: M.ES. 3.2.3 Add and subtract single digit numbers. • If all subtraction problem answers on the page equal 0, all you have shown is that the student knows how to write the number 0.
SETS/IEP Student Identification • Students will be identified as participating in the AAA via IEP and SETS. • The SDE will pickup the information in SETS from the Special Instructional Factors page of the IEP. • In order for the student to receive a Pre-ID Label, the box regarding participation in the Alabama Alternate Standards and AAA must be checked “YES”. If the box is check ‘NO’ the student will not receive a label.
Online Student Registration • Online student registration window—January • State Student Identification (SSID) found in STI (not SETS Web) • Teacher completes demographics for each student • Once registration is completed, teacher should review to ensure all students are registered and there are no duplicates • “Delete” feature allows teacher to eliminate duplicates
Spring 2013 AAA • The AAA is administered in reading in Grades K-8 and 11 only. • The AAA is administered in mathematics in Grades 3-8 and 11 only. • The AAA will be administered in science in Grades 5, 7 and 11 this spring. • The testing window for the 2213 AAA is April 15, 2013 – May 3, 2013.
Body of Evidence • Each extended standard must have three (3) pieces of evidence on the same complexity level to illustrate the student’s performance on that standard. • Each piece of evidence submitted must stand on its own. Teachers will not have an opportunity to explain or clarify evidence once it is submitted. • The evidence alone will determine the scores on the AAA.
Scoring Rubric • Alignment determined—Yes, evidence is scored • Complexity— one to four points based on the complexity of the extended standard • Assistance—one to three points based on the level of assistance given • Content mastery • 0 points given for 0-24% mastery • 1 point given for 25-49% mastery • 2 points given for 50-74% mastery • 3 points given for 75-100% mastery
Assembling the BOE • Select the three pieces of evidence that best represents the student’s performance for the first ES. • Affix a BOE label to each piece of evidence in the upper left-hand corner. Write the student’s SSID and the ES. Only one label is required. (if multiple sheets make up the evidence then affix the label to the first sheet only per piece of evidence.) • Complete the BOE Entry Cover Sheet for each piece of evidence. Attach it on top of each corresponding piece of evidence. • Place BOE Entry cover sheet on top of 1st piece of evidence. • Place BOE Entry cover sheet on top of 2nd piece of evidence. • Place BOE Entry cover sheet on top of 3rd piece of evidence.
Assembling the BOE • Place all three labeled pieces of evidence and their BOE Entry cover sheets into the string-tied envelopes provided. • Secure the envelope using the string tie. (no need to tape or glue) • Write the student’s SSID and the ES on the front of the envelope. • Affix the pre-ID label to the Answer Document (AD) if the demographic information is accurate. If not, hand grid all demographic information. • Check the information on the label to ensure it is accurate before placing on the AD. ( student’s name, SSID, and grade) • DO not bubble anything in on the inside of the AD. This is for scorers use only. • Place the envelopes in the BOE box. • Place the correct AD on top of the envelopes in the BOE box.
AAA Score Reports • For System Use: • Group Report (system) • Group Report (school) • Master List of Test Results (school) • For School Use: • Group Report (school) • Master List of Test Results (school) • Student Report (student) • Home Report (student) • Student Record Label (student)