Kentucky Alternate Assessment Revised

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Kentucky Alternate Assessment Revised

• Reading, Mathematics, Science
• Portfolio Training

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Desired Outcomes

• Articulate the specifics of
• Participation guidelines
• Administration protocol
• Scoring and rubric descriptions
• Alternate achievement standards
• Successful completion of the online qualifying
  quiz
• Print the results of your online quiz and put one
  copy in the Alternate Assessment Accountability
  Folder and bring one copy to the face to face
  training.

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Standards and Assessment Targets

• Elementary
• Refer to Appendix A

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Standards and Assessment Targets

• Middle School
• Refer to Appendix A

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Standards and Assessment Targets

• High School
• Refer to Appendix A

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Requirements

• Entry Cover Sheet for each content area
• Code of Ethics must be signed by teacher and
  building level administrator
• Must have one original Code of Ethics signed for
  each student and may use photo copies for
  additional content area entries
• One Work Sample for each content area standard
• The work sample should illustrate the highest
  complexity level at which the student can still
  demonstrate performance
• Scored with prompt levels included
• For the Reading portfolio, documentation of the
  grade level passage used
• Highest post-instruction assessment probe for
  each content area standard

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Performance Dimension A Attainment

• Student uses verbal or written words, signs,
  Braille, or language-based augmentative systems
  to request, initiate, and respond to questions,
  describe things or events, and express refusal
• OR
• Student uses intentional communication, but not
  at a symbolic language level. Student uses
  understandable communication through such modes
  as gestures, pictures, objects/textures, points,
  etc., to clearly express a variety of intentions

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Performance Dimension B Progress

• Student communicates primarily through cries,
  facial expressions, change in muscle tone but no
  clear use of objects/textures, regularized
  gestures, pictures, signs, etc., to communicate
• AND
• Student alerts to sensory input from another
  person (auditory, visual, touch, movement) BUT
  requires actual physical assistance to follow
  simple directions. Or the students response to
  sensory stimuli (e.g., sound/voice
  sight/gesture touch movement smell) is unclear.

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Performance Dimension B Progress

• For a student who communicates as described
  for Performance Dimension B Progress, the IEP
  team MAY choose to assess that student using
  Performance Dimension A Attainment.
• If a Performance Dimension B student completes a
  Dimension A portfolio, he or she will be scored
  against the Dimension A requirements.

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Assessment Probes

• Observations of the students performance under
  testing conditions
• Observing student performance on Assessment
  Targets, measurable/observable skill linked to
  grade level standards
• Criterion is accuracy of independent performance
  with a baseline under 50
• All four assessment probes should be the same
  format (i.e., skill level, multiple choice, etc.)

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Protocol

• Conduct one assessment probe or data point prior
  to instruction to establish baseline
• Provide instruction using typical instructional
  techniques
• Conduct three additional assessment probes or
  data points following the instructional period to
  establish the highest criterion achieved
• Do not teach the skill in between the final three
  assessment probes

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Instructional Period

• Determined by teacher and can include, but is not
  limited to the following considerations
• Adequate time for student to learn the skill
• Pacing of the general education instruction
• Data decisions based on on-going data collection
  or formative/informal assessments
• Student attendance
• Classroom curriculum map

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Assessment Probe

• Correct administration procedures include (not an
  exhaustive list)
• Individualizing the conditions of the assessment
  targets and recording on page 2 of the content
  area cover sheet (i.e., Individualized Assessment
  Target Sheet)
• Using supports (assistive technology,
  adaptations, and modifications) as stated on the
  cover sheet and/or the Individualized Assessment
  Target (e.g., head control switch and dial scan)
• Providing the student with assessment materials
  (e.g., book, math manipulatives, science
  equipment) necessary to demonstrate the
  knowledge, skill, or concept as indicated on the
  assessment target.

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Assessment Probe continued

• Correct administration includes (not an
  exhaustive list)
• Providing assessment task directions (i.e.,
  point to the ____ read the ____, etc.)
• Providing a minimum of three possible answers if
  the student is responding to multiple choice
  i.e., 2 distractors (incorrect answers) along
  with the correct choice. Students that only use
  single switch access, yes/no response, etc. may
  need additional support.
• Recording only independent responses
• Observing the student at a different time if the
  session is interrupted with medical or behavioral
  issues.
• Must include the highest scoring post-instruction
  assessment probe in the portfolio for submission.

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Assessment Probe - Continued

• Incorrect administration practices (not an
  exhaustive list)
• Providing the student the answer in the
  assessment/test condition.
• Providing the student with models, prompts, cues,
  etc., that would guide the student to the correct
  answer.
• Scoring prompted responses (telling, showing, or
  physically guiding the student to the correct
  answer) as correct responses

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Assessment Probe incorrect administration

• Incorrect administration practices (not an
  exhaustive list)
• Excluding incorrect responses from the session
• Using assistive technology, adaptations, and
  modifications that guide student to the correct
  answer (e.g., correct answer highlighted or
  enlarged)

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Work Sample Protocol

• A piece of student work completed in the context
  of instruction
• May come from special education room, general
  education classroom, homebound setting, etc.
• Must represent the students level of
  communication
• Must evidence grade level curriculum
• Should illustrate the highest complexity level at
  which the student can still demonstrate
  performance
• Is one way to document complexity
• Is different than the assessment probe

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Work Sample Requirements

• The work sample must
• Be connected to the Assessment Target which is
  linked to the grade level standards
• Include accuracy of each item scored
• The student work sample must be scored with a
  mathematical score not words like Great Job
• Include the prompting levels used
• Include date the work was completed
• Include evidence of the grade level reading
  passage
• Cite the title, author, publisher, and grade
  level for published materials, or
• Provide a photocopy (no more than one page) of a
  non-published material

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Work Sample
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Work Sample Requirements

• Include a picture of student work ONLY when the
  work will not fit into the assessment (e.g.,
  objects used to provide answers)
• The picture is of the work, not of the student
  completing the work
• When a picture is used, include the correct,
  incorrect, and prompts used either on the picture
  or on an attached page
• Show evidence of the general curriculum, and
• Represent the students communication level

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Example of How to use Photos with Data
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Additional Required Material

• Completed cover sheets for each assessed content
  area for the students assigned grade
• Code of Ethics signed and dated by submitting
  teacher and building level administrator for each
  assessed content area for the students assigned
  grade
• Highest scoring post-instruction assessment probe
  
• Missing Cover Sheets or Code of Ethics Statements
  will result in a score of Incomplete

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Do Not Include

• The following types of documentation should not
  be included and will not be scored
• Peer work samples
• Letters or notes from teachers, peers, community
  workers, etc.
• Photographs other than described in Work Sample
  Guidelines section
• Evidence of settings

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Assessment Targets

• The measurable/observable skill on which student
  performance is rated
• Linked to the grade level standards
• Required and provided for each assessed grade
  level standard
• Can be individualized through conditions and
  demonstrators

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Assessment Targets Include

• The grade level Core Content for Assessment
  Standard (v. 4.1) is listed
• The critical function of the grade level standard
• The measurable/observable skill (must be used as
  written)
• The Intent what is expected of the student

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Individualized Assessment Targets

• Assessment Targets may be individualized to meet
  the students needs using the following steps
• Review the content standard
• Review the required measurable skill
• Review the intent statement
• Identify the supports
• Determine the condition (resource options located
  in Appendix F)
• Determine the demonstrator (resource options
  located in Appendix F)

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Step 1 Content Standard

• Identify the content standard that is being
  assessed for an individual student and the
  critical function of that content standard
• Example MA-HS 4.1.1 Students will analyze
  and make inferences from a set of data with no
  more than two variables, and will analyze
  problems for the use and misuse of data
  representations. Critical Function Analyze and
  make inferences from a set of data and create a
  graph.

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Step 2 Measurable Skill

• Identify the measurable, observable skill
  provided.
• This skill is the skill that will be performed by
  the student to demonstrate knowledge of the
  content standard.
• Transfer the skill to the Individualized
  Assessment Target sheet (Appendix G)

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Step 3 Intent Statement

• Carefully study the intent statement that
  clarifies the skill to be measured.
• Describes the minimum student performance allowed
  while still retaining the integrity of the
  content standard
• Example The student will create a graph using
  given or collected data, and make an appropriate
  choice using the graph.

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Step 4 Supports

• Identify the supports already in place for the
  student. Do not include on the Individualized
  Assessment Target sheet (Appendix G)
• Example objects used as representation for
  content material digital media controlled by the
  student with a single switch custom overlays and
  alternate keyboard voice output device etc.

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Step 5 Conditions

• Using the measurable, observable skill identified
  in Step 2, consider the following questions to
  identify or develop appropriate conditions
• What media could the student use to accurately
  demonstrate progress towards the skill?
• What tools could the student use to accurately
  demonstrate progress towards the measurable
  skill?
• What scaffolds will be required to support
  learning?
• Select a condition from the list provided in
  Appendix F and record on the Individualized
  Assessment Target sheet (Appendix G)

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Step 6 Demonstrators

• Using the measurable, observable skill identified
  in Step 2, consider the following questions to
  identify or develop demonstrators
• Does the student have the motor skills required
  for action (e.g., reaching and grasping)?
• What tools will facilitate action (e.g.,
  switches, alternate keyboard, and communication
  board)?
• What scaffolds will need to be in place that will
  support student learning (e.g., templates, models)

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Step 6 Demonstrators

• What media could the student use for expression
  (e.g., image, objects, speech)
• What tools could the student use for expression
  (e.g., computer with access through alternate
  keyboard)
• What means will the student use to demonstrate
  learning (e.g., eye gaze, direct selection)
• If the student is provided a choice of answers,
  the student response must be made from a minimum
  selection of three (i.e., correct answer and two
  distractors) A student who uses only a single
  switch access, yes/no response, etc. may require
  more support.

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Step 6 Demonstrators

• Using the measurable, observable skill identified
  in Step 2, select a demonstrator(s) from the list
  provided in Appendix F
• Record on Individualized Assessment Target sheet
  (Appendix G)

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Sample Individualized Assessment Target
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Assessment Probes

• Baseline score data point prior to instruction
• Must be an observation of the skill described by
  the Assessment Target
• Must follow the administration protocol
• Must record the data point along with the date on
  the Individualized Assessment Target sheet, page
  2 of the content area cover sheet

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Assessment Probes

• Three additional data points following the
  instructional period
• Must be observations on the skill described by
  the Assessment Target
• Must follow the administration protocol
• Must record the data points along with date on
  the Individualized Assessment Target sheet, page
  2 of the content area cover sheet
• Must include the highest scoring post-instruction
  assessment probe (this is not the work sample)

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Performance Dimension A Attainment

• The highest level of independent and accurate
  performance will be determined from the three
  final assessment probes
• The baseline data point must be under 50. If at
  or above 50, increase challenge either by
  increasing
• Complexity level of the task
• Decreasing the amount of supports given through
  the conditions, or
• Increasing the demand in the way the student is
  to demonstrate the information
• Each target is scored separately and then
  compiled to establish a raw score

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Performance Dimension B Progress

• The percentage points above baseline are
  determined by comparing highest final data point
  to the baseline data point
• Emphasis is on progress, rather than mastery
  (e.g., if a student performed the baseline
  assessment target skill at 10 then scored 35
  for the final data points, the student would have
  increased 25 points above baseline.
• Each target is scored separately and then
  compiled to establish a raw score

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Complexity

• Measures the depth of knowledge at which a
  student achieves the specified standard
• Evidenced in student work sample and/or in the
  way the student demonstrates the Assessment
  Target
• The type of communication a student uses, verbal,
  augmentative communication, etc. will not
  adversely affect the complexity

Webbs DOK
Blooms Taxonomy
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Supports

• Measures the appropriateness of the supports
  provided to the student
• A sophisticated device will not score any higher
  than a simple strategy such as reducing amount of
  text

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Supports

• Consideration will be given to the
• Appropriateness for the individual students
  communication, which will be determined by
  information provided on the content area cover
  sheet
• Appropriateness for the requirements of the
  Assessment Target
• Appropriateness in assisting the student in
  accessing grade-level curriculum

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Scoring

• Analytic Scoring Process
• Assign numerical value to the scoring criteria
• Each assessment target will receive a separate
  score thus creating a sub-score
• Sub-scores will be combined to provide all over
  score for each content area
• Proficiency levels will be determined based on
  scoring distribution using cut scores
• Scoring Center with trained scorers

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Scoring Center

• All scorers held at least a Bachelors Degree
• Scorers received two days of training
• Scorers had to score with 80 accuracy across
  five portfolios
• 20 of all portfolios were double scored
• Discrepancies were scored by KAAP Staff
• Scoring discrepancies were brought to the
  attention of individual scorers

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Reporting

• Scores will be reported with all assessment
  scores
• Schools will receive paper copies of individual
  student reports for all students including
  alternate assessments
• Scores factor into school accountability indices
  in each of the seven content areas covered by the
  general assessment (i.e., reading, mathematics,
  science, social studies, arts humanities,
  practical living, vocational studies, and writing

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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
The highest scoring probe of the final three must
be included in the portfolio for the 2007-08 year.
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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Date listed here but did not copy
11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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11th Grade Math Portfolio Exemplar
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Administration and Due Date

• Reading, Mathematics, and Science Portfolios can
  be developed from the first day of the current
  school year until the final due date
• Due date is Monday, April 21, 2008
• All work must be completed by this date

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Contact Information

• All questions should be addressed to
• Kevin OHair at the Office of Assessment and
  Accountability, KDE 502-564-4394 or by email
  kevin.ohair_at_education.ky.gov
• www.ihdi.uky.edu/kap