Ohios Alternate Assessment for Students with Disabilities

1
Ohios Alternate Assessment for Students with
Disabilities

• 2008- 2009

2
Changes
NEW
Watch for the caption bubbles for changes to the
Alternate Assessment process.
3

• Throw away any old manuals from all previous
  years.

Manual was edited to reflect changes
4
The Manual

• Chapter 1 Introduction
• Chapter 2 Guidelines for Participation
• Chapter 3 Overview of Ohios AASWD
• Chapter 4 Preparing to Administer Ohios AASWD
• Chapter 5 Administration of Ohios AASWD
• Chapter 6 Scoring the COEs

5
The Appendices

• Appendix 1 Common forms for Grades 3 - 8 and
  OGT
• Appendix 2 Specific Information and Forms -
  Grades 3 - 8
• Appendix 3 Applications and Entry Sheets -
  Grade 3
• Appendix 4 Applications and Entry Sheets -
  Grade 4
• Appendix 5 Applications and Entry Sheets -
  Grade 5
• Appendix 6 Applications and Entry Sheets -
  Grade 6
• Appendix 7 Applications and Entry Sheets -
  Grade 7
• Appendix 8 Applications and Entry Sheets -
  Grade 8
• Appendix 9 Specific Information and Forms - OGT
• Appendix 10 Applications and Entry Sheets - OGT
• Appendix 11 The Law
• Appendix 12 Glossary

6
Whats New in 2008-09?
At a Glance.

• New information included in chapter 1 of manual
  regarding taking the regular test and the AASWD
  (pgs. 4 and 5).
• Expanded section on Nonscorable Assessments (pgs.
  51 and 52).
• For the OAT AASWD, the COESAD will be inserted
  into the plastic pocket on the front of the
  binder, demographic side out.
• OGT AASWD has added generic pre-id labels.

7
Chapter One

• Introduction

8

• All students must be included in state and
  district-wide assessments.

References IDEIA, NCLB and Ohio Law
Pg. 4
9
Three ways to assess student achievement of
academic content standards

• General assessment without accommodations
• General assessment with allowable accommodations
• Alternate assessment

Pg. 1
Further informationOhio Statewide Testing
Program Rules Book
10
Which students should take an alternate
assessment?

• Students with significant cognitive disabilities.
• Participation decisions are made by the students
  IEP team

Pg. 2
11
Is there a cap on how many children may
participate in alternate assessment?

• NO, the IEP team decides how a student will
  participate in statewide assessment.
• Federal rules limit the number of alternate
  assessments scores a district may count as
  proficient

Pg. 2
12
Should students who are not expected to do well
on the general assessments participate in
alternate assessments?

• No. The decision about a students participation
  in the alternate assessment must not be made on
  the basis of the students perceived
  probability of poor achievement on the general
  assessments.

Pg. 2
13
Can students participate in the general
assessment in one content area and participate in
the alternate assessment in another content area?

• No. If a student can participate in any part of
  the general assessment, then he or she should
  take the entire general assessment.

Pg. 3
14
What grades and subjects are in the alternate
assessment?

• The same grades and subjects as are tested in the
  general assessment.
• The EMIS grade level assignment must correspond
  to the Alternate Assessment grade level.

Pg. 3
15
What grades and subjects are tested?
16
Who assembles the Collection of Evidence?

• The district of service assembles the collection
  of evidence.
• The district of residence is responsible for
  administrative functions.

Pg. 3
17
Who scores the Alternate Assessment (AASWD)?

• The AASWD is scored by trained scorers in a
  central location.

Pg. 4
18
Who receives the results of the AASWD?

• The achievement level of AASWD are combined with
  those of general assessment
• Raw scores are submitted to the districts of
  residence within 60 days of test submission.
• The district of residence will report individual
  scores to parents.
• The district of residence should also forward
  scores to the district of service.

Pg. 4
19
What about the 2 AASWD flexibility that the
USDOE has written about?

• Final federal regulations have now been issued on
  what is known as the 2 modified assessments.
• The Ohio Department of Education will be
  gathering input in the coming year on the most
  appropriate ways to develop a modified grade
  level assessment for certain students with
  disabilities.
• The population for whom such assessments would be
  appropriate is NOT the same as the current AASWD.

Stay tuned for information about the 2 assessment
Pg. 4
20
Chapter Two

• Guidelines for Participation

21
Guidelines for Participation

• AASWD is appropriate for students with the most
  significant cognitive disabilities.
• The IEP team determines how a student with
  disabilities will participate in statewide
  assessment.

Pg. 6
22
Ohio AASWD Decision Making Framework for
Participation
Pg. 7
23
Meet Shelby

• Shelby is a third grade student diagnosed with
  autism. She has a very difficult time with
  transitions between activities in the classroom
  and around the school building. She participates
  in third grade social studies and science with a
  modified curriculum, support from a teaching
  assistant and visual schedules. Her team is
  working hard to help Shelby learn to use a
  schedule and visual supports so that she can make
  transitions independently throughout the school
  day. For academic tasks, Shelby requires
  one-to-one instruction and reduced length and
  complexity of academic tasks. She can decode
  words fluently at grade level, but does not
  comprehend what she reads. She uses assistive
  technology (a label maker) for writing tasks.
  Due to sensory processing deficits, Shelby
  requires special seating to enhance her attention
  in the classroom.

Pg. 8
24
Meet Taylor

• Taylor is a sixteen-year old high school student
  who has Down Syndrome. She is very personable
  and likes to socialize with her age peers. She
  is on the high school junior varsity swim team,
  plays summer softball and is active in her church
  choir. Taylor participates in a modified
  curriculum in a resource room setting. The
  primary focus of her instructional program is
  acquisition of essential life skills and
  functional independence. Her IEP goals address
  basic reading comprehension and writing skills,
  counting money, communication, selecting foods,
  and doing laundry. She enjoys working in the
  cookie shop at her high school, where she is
  able to socialize with other students who come to
  buy cookies during the lunch hour.

Pg. 8
25
Meet Mike

• Mike is twelve years old. He has a high degree
  of spasticity, poor head control and difficulty
  using his arms and legs. Mike uses a wheelchair
  for mobility and function. He is visually
  impaired and has seizures. Mike must rely on
  caregivers for his basic needs. Although he
  receives primary nourishment from tube feeding,
  he enjoys several soft foods that he can eat by
  mouth, and is learning to drink liquids. Mike
  demonstrates a refusal response for actions and
  sounds that he does not like. He laughs in
  response to movement and activities that give him
  a chance to socially interact with other children
  his age. His educational staff has been working
  on switch activations to access modified
  curriculum in English Language Arts and
  Mathematics.

Pg. 8
26
What if we described Mike like this?

• Mike is twelve years old. He has a high degree of
  spasticity, poor head control and difficulty
  using his arms and legs. Mike uses a power
  wheelchair for mobility and function. He is
  visually impaired and has seizures. He is in a
  general education classroom with support from an
  aide. His intervention specialist modifies the
  environment so that Mike can participate, helps
  the teacher to make accommodations in activities,
  and provides some direct instruction for Mike.
  Mike uses a large computer monitor with enlarged
  and highlighted text to read grade level content.
  The computer also reads the text out loud. The
  reading passages are shortened. Mike uses
  computer scanning and selection with a switch to
  produce basic written responses and to answer
  multiple choice questions.

27
Chapter Three

• Overview of Ohios Alternate Assessment (AASWD)

28

• The Ohio Alternate Assessment is a statewide
  assessment process that is designed for students
  with the most significant cognitive disabilities
  who are unable to participate in regular
  assessment.

Pg. 9
29
Alternate Assessment

• Must be aligned with the States content and
  student achievement standards.
• Must report student achievement in the same way
  as the States regular assessment.
• Must serve the same purpose as the assessment for
  which it is an alternate

Pg. 9
30
What is Ohios AASWD?

• The Alternate Assessment consists of a Collection
  of Evidence (COE) of a students achievement
  aligned to a grade level of Ohios Academic
  Content Standards.
• The collection of evidence documents access to
  grade level content but reflects an alternate
  level of achievement of that content.

Pg. 9
31
What is a Collection of Evidence (COE)?

• A COE includes 4 Entries reflecting 4 different
  academic standards as defined by the students
  grade level.
• Each entry consists of multiple types of
  evidence.
• Evidence is gathered throughout the school year.

Pg. 9
32
AASWD Administration Flowchart(With Typical Time
Frames)
Pg. 9
33
Roles and Responsibilities for the Alternate
Assessment

• District Test Coordinator
• Special Education Administrators
• Building Administrators
• School Test Coordinators
• Teachers
• Related Service Personnel
• Paraprofessionals
• Parents
• Community members

Pg. 10-11
34
Chapter Four

• Preparing to Administer Ohios AASWD

35
Preparing to Administer the AASWD

• Locate and review the Ohio Academic Content
  Standards, Benchmarks and Grade-Level Indicators
  
  

Pg. 12
36
Measurement Standard

• Students estimate and measure to a required
  degree of accuracy and precision by selecting and
  using appropriate units, tools and technologies.

The overarching theme of the standard as it
applies to grades K - 12
Refer to Appendices 3 - 8 and 10 for grade level
standards, benchmarks and standards-based
applications.
Pg. 5-4
37
Indicators are specific to the grade level
Benchmarks are listed in grade level bands
Example Grade 5 Mathematics
Pg. 5-4
38
Ohio Academic Content Standards
Benchmarks and Indicators at the Student Grade
Level
Applications
39
Applications of Standards-based Knowledge/Skills

• Aligned to content standards and benchmarks
• Reduced in scope or complexity for students with
  significant disabilities
• Relevant to the needs and abilities of students
  with significant disabilities
• Reflect the critical function of the standards

Pg. 13
40
Standards-based Applications
Example Grade 5 Mathematics
The applications in this column are applicable
to students with the most significant
disabilities.

(Note Alignment with benchmarks for this
standard are shown in parenthesis.)
Pg. 5-5
41
AASWD Applications of Standards-based
Knowledge/Skills

• Teacher-developed applications are not an option.
• 100 - 207 Reading
• 220 - 278 Writing
• 300 - 405 Math
• 500 - 570 Science
• 600 - 674 Social Studies

Pg. 13
42
A Collection of Evidence contains 4 Entries

• Each Entry includes
• One Standard
• One Benchmark
• One Application
• 2 - 3 Tasks
• All related to the standard, benchmark and
  application
• 2 - 3 Types of Evidence
• One type for each task

Pg. 13
43
Relationship of AASWD and the IEP
Standards-based Instructional Activities
Alternate Assessment Demonstration of
performance areas
IEP Goals Progress in skill areas
(progress monitoring)
(snapshot of achievement)
Pg. 14
44
Chapter Five

• Administration of Ohios AASWD

45

• The AASWD is a collection of evidence (COE) which
  contains
• Four Entries each reflecting a unique content
  standard
• Administrators Authorization Form
• Collection of Evidence Student Answer Document
  (COESAD)

Pg. 15
46
Pg. 15
47
Collection of Evidence 2007-08
Maximum TWO standards/entries per subject
Maximum FOUR entries per grade, 8-12 total pieces
of evidence. (2 or 3 pieces of evidence per
Entry)Grade 3 Example
optional
1
2
3
Reading
Reading
optional
optional
Mathematics
Pg. 16
Mathematics
48
Grade 4
Visual Representation of COE 2007-08
optional
1
2
3
Reading
Writing
optional
optional
Pg. 16
Mathematics
Mathematics
49
Grade 5
Visual Representation of COE 2007-08
optional
1
2
3
Reading
Mathematics
optional
optional
Pg. 17
Science
Social Studies
50
Visual Representation of COE 2007-08
Grade 6
optional
1
2
3
Reading
Reading
optional
optional
Mathematics
Pg. 17
Mathematics
51
Visual Representation of COE 2007-08
Grade 7
optional
1
2
3
Reading
Writing
optional
optional
Mathematics
Pg. 18
Mathematics
52
Visual Representation of COE 2007-08
Grade 8
optional
1
2
3
Mathematics
Reading
optional
optional
Science
Pg. 18
Social Studies
53
Visual Representation of COE 2007-08
OGT
optional
1
2
3
3
Mathematics
Reading or Writing
optional
optional
Social Studies
Science
Pg. 19
54
Student List (optional planning form)
Pg.1-16
55
Activity Student list

• Using the student list, write the names of all
  students who probably will be taking Alternate
  Assessment in the box provided for the
  appropriate grade level.

56
Activity Your Student

• Select a child from your list who will be taking
  the Alternate Assessment this year.
• Write a brief description of the child including
  present levels of academic achievement and
  functional performance.

57
Steps to Compile a Collection of Evidence

• Master Planner for Ohios Alternate Assessment
  Administration
• A tool to aid the educational team in planning
  for administration of the alternate assessment
• Located in Appendix 1

This is an optional form. Do not send this form
in with your Alternate Assessments
Pg. 20 and 1-17
58
Pg. 1-18
59
Steps to Compile a Collection of Evidence
Step 1 Given the required academic content
standards for each students grade level, select
benchmarks and applications.

• Based on the students grade level, determine the
  standards that are to be addressed. (page 15)
• Each collection of evidence will consist of four
  entries reflecting four different standards.
• Select a benchmark for each entry.
• Select an application for each entry.

Pg. 20
60
Tips for Step 1

• Select one benchmark per content standard
• Select from the students identified grade level,
  even if the student appears to be achieving at a
  lower grade level.
• Select an application that aligns with the
  benchmark.
• Benchmark letters that align are written after
  the application statements.
• If multiple benchmark letters are shown, select
  the one that mostly closely aligns with your
  tasks.

61
Complexity of Standards-based Applications

• Applications are grouped in three columns based
  on their complexity.
• It is anticipated that many students will be able
  to perform tasks related to applications with
  high or moderate complexity.
• Only a small number of students with the most
  significant disabilities will require low
  complexity applications.

62
Low Complexity Applications
Low complexity applications focus on a
recognizable signal in response to stimuli.
This may include a body movement, smile, or
facial expression that is identified as a
selection. Further information and examples on
page 23 in the manual.
63
Active Responses from Students with Limited
Response Modes

• A differentiated response is
• A response that can be recognized by others
• Has a defined reason for producing this response
• Examples of differentiated responses
• A body movement, a smile, a facial expression

Pg. 23
64
Differentiated Response Selections

• Single Selection option
• Student selects a single option choice in
  response to a question
• Errorless choices
• Student selects between two equal choice
  options in response to a question
• Single switch messages
• Student activates a switch/talking switch in
  response to a question/natural prompt

Pg. 23-24
65
Assistive Technology and Augmentative
Communication

• It is reasonable and expected that students use
  assistive technology and AAC devices during
  Alternate Assessment
• Alternate modes for verbal expression, written
  expression and motor performance
• Clearly specify the accommodations used by the
  student

Pg. 23-24
66
(No Transcript)
67
Activity Master Planner

• Fill in the name and grade for a student from
  your list
• Indicate the appropriate subject area and
  Academic Content Standard
• Select a Benchmark and Application

68
Steps to Compile a Collection of Evidence
Step 2 Select tasks that allow the student to
show skills related to the standards, selected
benchmarks and applications.

• Select two to three tasks that will showcase the
  students skills
• The task description should not be the same as
  the application statement.
• Each task selected for an entry should be
  different and unique
• A minimum of two tasks must be selected for each
  entry. However ODE recommends selecting three
  tasks.

Pg. 21
69
Selecting Tasks

• Reflect real-world activities.
• Tasks performed in meaningful ways for purposeful
  outcomes.
• Ask Will the outcome of this activity apply to
  daily life?
• Are age-appropriate.
• Reflect the chronological age of the student
  rather than the developmental level.
• Present a realistic challenge for the student.
• Capture student achievement at a time when the
  student can perform these tasks with consistent
  skill.
• Will elicit active student responses.
• Observable, measurable, purposeful, and voluntary.

Pg. 21
70
Relationship of Standards-based Applications and
Student Tasks
Standards-based Application 325 Select and use
appropriate measurement units and/or tools in
daily living activities
Task 1 Using a recipe, Andy will use a 1 cup and
1/2 cup measure to add flour and sugar to make
brownies.
Task 2 Using a ruler, Andy will measure and cut
6 inch pieces of ribbon for a Christmas craft
project.
Task 3 (optional) Andy will use a 1/2 cup
measure to put fruit salad in bowls for the
classroom lunch.
Pg. 14
71
Activity- Task/Application Sort

• Work Together
• Match the Tasks to the appropriate Application

72
(No Transcript)
73
Activity Master Planner

• Select three tasks that address the application
  selected for your student

74
Steps to Compile a Collection of Evidence
Step 3 Collect assessment evidence.

• Use a different type of evidence for each task
  within each Entry.
• Clearly note the students performance
• Collect evidence for all content areas assessed

Pg. 21-22
75
Entry Evidence

• Should be a reflection of the students best work
  performance during the 2008-09 school year
• The purpose is to demonstrate the students
  generalization of the skill.

Pg. 25
76
Entry Evidence

• 1 Entry
• 1 standard, 1 benchmark and 1 application
• 2 to 3 tasks aligned to the standard, benchmark
  and application using a different type of
  evidence for each task.

Evidence 1
Evidence 2
Evidence 3 (optional)
Chapter 5
77
Types of Evidence

• Examples of completed forms pages 25-44
• Work samples (actual work or photographs of
  work)
• Data charts
• Event Recording Using Trial Format
• Event Recording Using Tally Format
• Event Recording Using Trial Format with item
  details
• Checklists
• Series of captioned photographs
• Observations
• Interviews with teachers, parents and employers
• Peer reviews
• Videos with scripts,
• Audio with scripts.
• Blank Evidence forms are in Appendix 1

Pg. 25
78
Tips for Step 3

• Do not include the same worksheet given to the
  student on three different dates.
• Do not include the same task recorded on three
  different types of evidence.
• Clearly define the criteria for successsimply
  stating 80 may not clearly define what is
  expected.
• On each piece of evidence indicate Entry and
  Evidence .

Pg. 21-22
79
Tips for Step 3

• Do not confuse natural cues with prompting.
• Natural cues are normally occurring directions,
  reminders or signals that indicate to a student
  that a response is required or requested.
• Prompting is a verbal, physical or gestural
  stimulus that directs a student toward a correct
  answer.
• If the student performs task independently,
  indicate this on the evidence.
• Be cautious when indicating continuous
  promptingdoes continuous prompting indicate that
  the student was not able to perform the task with
  an active response?
• Indicate with who and how the student interacted
  in relation to the task.

Pg. 22
80
Activity

• Count off by eights for groups
• Read information in manual regarding a type of
  evidence assigned to your group
• Discuss in small group
• List the main points to remember
• Present to whole group

81
Activity-- Evidence

• One Work sample p. 26-28
• Two Data chart p. 29-32
• Three Checklist p. 33-34
• Four Captioned photos p. 35-36
• Five Observation p. 37-38
• Six Interview p. 39-40
• Seven Peer Review p. 41-42
• Eight Video/Audio p. 43-44

82
Guidelines for Work Samples

• A work sample is the permanent product of a
  task/activity requiring the student to write a
  response, assemble materials, or create
  something.
• A cover page may be included to record
  information
• Describe the task exactly as the student was
  instructed to perform it and state the criteria
  for success
• Indicate how well the student performed
• be sure to score a worksheet, indicating which
  items are correct and which are incorrect

Blank form Appendix 1- 6
Pg. 26
83
Example of Work Sample
Pg. 27-28
84
Pg. 27
85
Pg. 28
86
Guidelines for Data Charts

• Data charts may be used to record performance on
  specific tasks.
• Data charts are useful when documenting multiple
  occasions of student performance.
• Although three samples of data charts are
  included in the manual, use only one data chart
  per entry.
• Describe the task exactly as the student was
  instructed to perform it and state the criteria
  for success
• Describe through notations or symbols how well
  the student performed based on the set criteria
  for success for the task.
• Include a key to indicate what the notations and
  symbols represent.

Pg. 29
87
Data Charts

• Although three samples of data charts are
  included in this manual, use only one data chart
  per entry.
• Event Recording Using Tally Format
• Event Recording Using Trial Format
• Event Recording Using Trial Format with Item
  Details
• Indicate (circle) sections of the data chart that
  represent assessment.
•  

Pg. 29
Blank forms Appendix 1- 7 to 1- 9
88
Example of Data Charts
Pgs. 30-32
89
Pg. 30
90
Pg. 31
91
Pg. 32
92
Guidelines for Checklists

• A checklist is a listing of the steps or
  components of a task and a recording of the
  students performance of each step or component
• Each step must relate directly to the task and
  must be an actual part of the task
• The checklist should include as many steps or
  components as necessary but at least three.
• The checklist is only one day or occurrence of
  the task

Blank form Appendix 1-10
Pg. 33
93
Example of a Checklist
page 34
94
Pg. 34
95
Guidelines for a Series of Captioned Photographs

• Follow your districts policies and procedures
  regarding permission and usage of photographs.
• A cover page may be included to record
  information about the evidence.
• Include multiple photographs in a series that
  show the student performing the task.
• Provide a written description (detailed caption)
  of exactly what the photographs show.
• Indicate how well the student performed based on
  the set criteria for success for the task.

Pg. 35
Blank form Appendix 1-11
96
Example of Captioned Photos
page 36
97
Pg. 36
98
Guidelines for Observations

• Observations may be completed by teachers,
  parents, related service providers or other
  adults in the school, home or community settings.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria for success.
• Instruct the observer to indicate how well the
  student performed based on the set criteria for
  success for the task.

Blank form Appendix 1-12
Pg. 37
99
Example of an Observation
page 38
100
Pg. 38
101
Guidelines for an Interview

• The teacher may interview a parent, teacher,
  employer or other individual who is in a position
  to describe the students real-world performance.
• Typically,this method is used when the
  performance occurs in a setting in which the
  teacher is not present.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria.

Blank forms Appendix 1-13
Pg. 39
102
Example of an Interview
page 40
103
Pg. 40
104
Guidelines for a Peer Review

• A Peer Review is completed by another student who
  has had the opportunity to view the assessed
  student performing the task and can report on the
  interactions and performance.
• The peer should be a student without a disability
  who is within two years of age of the assessed
  student.
• The teacher should describe the task exactly as
  the student was instructed to perform it and
  state the criteria for success.
• The teacher presents the peer with a structured
  set of questions to ensure that the students
  performance of the task is documented.

Pg. 41
Blank form Appendix 1-14
105
Example of a Peer Review
page 42
106
Pg. 42
107
Guidelines for Video with Script

• Follow your districts policies and procedures
  regarding permission and usage of videotapes.
• Videos submitted as evidence for the alternate
  assessment must adhere to the guidelines/formats
  listed on page 43
• Videos must be dedicated to the performance of
  one student only.
• Video activities should not exceed two minutes in
  length per task.

Pg. 43
108
Guidelines for Video with Script

• Start each video piece of evidence by stating or
  listing on a sign in large print, the following
  information
• the students name,
• the date of the videotape,
• the content area, standard, benchmark and
  application,
• the task exactly as the student was instructed to
  perform it and the criteria for success.
• A cover page may be included to record
  information about the evidence.
• Include a script with each videotape.

Pg. 43
109
Guidelines for Audio with Script

• An audio recording may be used to document
  student performance.
• Follow the same procedures used for video
  entries.
• Include a written script with the audio.
• Use a standard audio cassette tape or CD for
  audio recordings. Scorers will not have access to
  the equipment required to listen to other types
  of recordings.

Blank cover page Appendix 1-15
Pg. 43
110
Example of an Audio or Video
page 44
111
Pg. 44
112
(No Transcript)
113
Activity Master Planner

• Select appropriate types of evidence for the
  tasks
• Indicate Materials, Interaction of the Partners
  and Settings

114
Entry Sheets

• Entry sheets are prepared and used as dividers in
  the students binder separating each entry.
• Entry sheets should be filled out after the final
  decisions about applications, tasks and evidence
  are made.

115
Entry Sheets

• Used as dividers in the binders to separate
  entries.
• Transfer information accurately to the entry
  sheets.

116
Record benchmark and standards-based application
on the Entry Sheet
Sample Entry Sheet for Grade 8
Use the exact wording from the grade level
benchmark and application.
117
Record tasks/activities on the Entry Sheet
118
Record type of Evidence on the Entry Sheet
Different types of evidence
119
Steps to Compile a Collection of Evidence
Step 4 Compile and submit the collection of
evidence.

• Assemble evidence and forms in the required
  order.
• grades 3-8 (Appendix 2) use the black binder
• OGT (Appendix 9) use the white binder
• Complete the teacher checklist in Appendix 1 to
  prevent errors that may disqualify the COE.
• Use the entry sheets from the COE to properly
  fill out the Collection of Evidence Student
  Answer Document (COESAD).
• NOTE The COESAD will be used to score the COE,
  not the entry sheets.
• Have someone else review the collection for
  completeness.
• Have your building administrator review your COE
  and sign the Administrators Authorization Form.
• Submit the COE to your school test coordinator.

Pg. 22-23
120
What is in the completed Collection of Evidence?

• The collection of evidence consists of
• Collection of Evidence Student Answer
  Document (COESAD),
• Administrators Authorization form,
• Four entry sheets for each academic content
• standard assessed, and
• Evidence that demonstrates the students
• achievement of each standard assessed
• all organized within a binder.

Components to OAT COE pgs. 2-3 to 2-11
Components to OGT COE pgs. 9-3 and 9-4
121
(No Transcript)
122
The COESAD

• SSID is REQUIRED
• Use the District of Residence IRN
• Use IRN for Building of Residence
• Do not use building of attendance, i.e. MRDD
  facility
• Pre-ID label
• Different COESAD forms for Grades 3 - 8 and OGT
• COESAD form and labels will be sent with binders
  in January.
• Appendix 1 (grades 3-8)
• Appendix 9 (OGT)

pgs. 2-12 to 2-23
pgs. 9-6 to 9-12
123
The COESAD

• Binders and COESAD will be sent to the District
  Test Coordinator.
• Must write in 2 pencil
• This is the LAST thing to do before submitting
• Suggested that this is done by another person (as
  a check and to help save time)
• Districts will determine who is authorized to
  sign the Administrators Authorization form.

Administrators Authorization Form OAT pg. 2-23,
OGT pg. 9-13
124
Electronic Entry Sheet and Evidence forms

• Electronic versions of the Entry Sheets and blank
  forms may be downloaded in Microsoft Word formats
  from ODE
• http//www.ode.state.oh.us
• Follow the links to Alternate Assessment
• Save as.. a separate document for each student.

Further information pg. 1-21
125
Testing Ethics and Security Considerations

• The AASWD is subject to the same consideration in
  terms of test security and ethical practice.
• It is a violation of Ohio test security policies
  to mis-represent evidence submitted in the COE.
• In the past, teachers were allowed to retain
  copies of the final entries that were submitted.
  Beginning in 2007-08, teachers were NOT allowed
  to retain copies---these are considered secure
  test responses.

Pg. 45
Reference Ohio Administrative and Revised Code.
126
Chapter Six

• Scoring the AASWD

127
Scoring the AASWD
The AASWD is scored on the following criteria

• Performance
• Instructional Context
• Independence
• Settings and Interactions

Pg. 46
Scoring Rubric on page 50
128
Student Achievement Measures

• Performance and Instructional Context
• Reflect the overall student performance
• Multiplied together to determine the Total Raw
  Score for each entry, then summed to provide the
  Overall Total Score
• Performance x Instructional Context Total Raw
  Score for entry
• Total Raw Scores for all entries are summed
  Overall Total Score
• Remember
• If Performance for entry 0, the Total Student
  Raw Score for entry 0

Pg. 46-47
129
System Measures

• Independence and Settings/Interactions
• Reflect best practice for instruction
• Are not used to calculate the total score
• Correlation to Remember
• COEs with high scores on system measures tend to
  have high scores on student measures.

Pg. 46-47
130
Performance

• The degree to which the student demonstrates a
  skill while completing standard-based tasks that
  require and active response.
• Each entry is scored on a 0 3 point scale.

Pg. 50
131
PerformanceCOE Development Considerations

• Showcase your students best performance
• Be sure that all the documentation is clear to
  others
• Each piece of evidence should
• Reflect one task with a specific outcome
• Specify exactly what the student was asked to do
• Provide rich, detailed descriptions of the tasks
• Show how well the student performed the task
• Performance is based highly on the criteria for
  success

Pg. 46
132
Instructional Context

• The degree to which the tasks
• Contain age-appropriate materials
• Reflect real-world applications/activities
• Each entry is scored on a 1 4 point scale.

Pg. 50
133
Instructional Context ElementsAge-appropriate
Materials

• Age-appropriate materials reflect the
  chronological age of the student. They reflect
  illustrations, content, language and format that
  are used in general education for students of the
  same age.
• Consider materials in general ed. for same age
• illustrations
• language
• format of materials
• Modifications are expected, but should reflect
  age-appropriate context
• Boardmaker symbols are appropriate when
  supporting learning
• Commercial products (e.g. Edmark and News-2-You)
  are appropriate if the context is age appropriate.

Pg. 46-47
134
Instructional Context ElementsReal-world
Activities

• Real-world applications Situations in which
  students perform tasks for purposeful outcomes.
  Performing skills in real-world applications
  presents students with optimal conditions to
  generalize and transfer skills. Real world
  applications are generally associated with the
  highest levels of complexity in a students
  learning.

• Simulated real-world applications A controlled
  activity that is designed to allow students to
  demonstrate skills that will lead to
  generalization in activities of daily life.

Pg. 47
135
Instructional ContextDevelopment Considerations

• Showcase your students best performance
• Materials should reflect the students age
• Real-world applications leading to generalization
• Be sure that all the documentation is clear to
  others
• Clearly document the Instructional Context for
  each piece of evidence
• It is not expected that all activities in a COE
  must be completed in the community or real world
  environment. There are numerous activities that
  can be considered real world within the school
  and classroom.

Pg. 47
136
Independence

• The degree to which assistance, or prompting is
  provided to a student during the completion of
  standards-based tasks.
• Each entry is scored on a 1 4 point scale

Pg. 50
137
IndependenceWhat is Prompting?

• Prompting
• Verbal, physical or gestural stimulus that
  directs a student toward a correct response.
• Examples
• Asking, are you sure about your answer?
  (causing the student to alter his/her response)
• Tapping or pointing toward a graphic in the
  classroom that results in the students correct
  response.
• Saying check it again after the student
  provided the wrong change in a cash machine
  simulation (causing the student to alter his/her
  response)

Pg. 47-48
138
IndependenceWhat are Natural Cues?

• Natural cues
• Normally occurring directions, reminders or
  signals that indicate to a student that a
  response is required or requested. Natural cues
  do not lead a student to the correct outcome and
  are not considered prompts.
• Necessary and acceptable during assessment
• Examples
• Asking a student to do something unrelated
• Providing directions multiple times
• Reminders to stay focused on the task at hand
• Physical supports

Pg. 47-48
139
IndependenceDevelopment Considerations

• Showcase your students best performance
• Natural cues are OK
• Introducing the activity is not prompting
• Dont make the scorers guess
• Document the prompting required for each piece of
  evidence
• Note the level of independence on each piece of
  evidence
• Avoid confusing statements e.g.Student
  completed the task independently with limited
  verbal prompts.

Pg. 47-48
140
Settings and Interactions

• Scoring
• Scored from 1 to 4 across the entire Collection
  of Evidence.
• Scorers will count the settings and interactions
  across all of the evidence.

Pg. 50
141
Settings and Interactions

• Settings Observed environments (including the
  physical setting and the social interactions) in
  which tasks are administered or performed.
• Interactions A reciprocal action that occurs
  while the targeted student is completing the
  task. It involves joint activity and
  communication between the targeted student and
  one or more individuals who have either an
  instructional role or a non-instructional role.
• A variety of settings and social interactions
  offer students the opportunity to generalize
  skills.

Pg. 48
142
Settings and Interactions Settings

• Broadly classified types of settings
• Specialized settings
• Self contained classroom, resource room, therapy
  room
• General education classroom
• Typical grade level classroom
• Other school settings
• Library, cafeteria, gym, playground, bus
• Residence and community settings
• Home, residence, recreation center, restaurant,
  sporting event facility, store

Pg. 48
143
Settings and Interactions Interactions

• Broadly classified types of interactions
• Classroom personnel
• Teachers, teacher of record, related service
  providers, para-pros
• Peers with disabilities
• SWD within 2 years of age from targeted student
• Family
• Parent, guardian, siblings, other care-givers
• Peers without disabilities
• Within 2 years of the age of the targeted
  student. Older students may have peers who are
  adult co-workers.
• Community members
• Individuals outside of the classroom or school
  setting who interact with the student in a
  non-instructional role.

Pg. 48
144
Settings and InteractionsDevelopment
Considerations

• Showcase your students best performance.
• Select multiple settings/interactions in the COE
• Strive for interactions with non-disabled peers
  or community members (includes non-instructional
  school personnel)
• Clearly document the Setting/Interactions for
  each task
• Describe HOW the interaction is in relation to
  the task.
• Important COEs cannot receive a score higher
  than a 2 on Settings and Interactions unless
  there is evidence of interactions with
  non-disabled peers or community members.
• If not specified, it is assumed that a peer is
  a peer with another disability.

Pg. 47-49
145
Nonscorable Assessments

• Avoid NSAs (nonscorable assessments)
• specific non-scorable codes will be assigned
• Missing Entry (ME)
• The entry was not included in the COE.
• COESAD
• The COESAD is not completed correctly.
• Not to Standard (NTS)
• The entry is not linked to an appropriate Ohio
  Academic Content Standard, benchmark or
  application of standards-based knowledge/skill.
• Insufficient Evidence (IE)
• The entry contains insufficient evidence or the
  evidence does not demonstrate that the student
  performed a specified task or activity.
• Disqualified Entry (DE) grades 3, 4, 6, 7 only
• If an entry receives ME, the other entry in the
  same subject area is scored DE.

Pg. 51-52
146
Did Not Test

• DNA Did Not Test
• DNA assigned when
• only the students demographic information is
  completed and
• none of the entry summaries were completed on the
  COESAD and
• no evidence was submitted for any of the subject
  areas.
• DNA should be interpreted at the individual level
  as no attempt was made to assess the child.
• DNA cannot be counted as a valid test
  participant.
• Avoid Non-Scorables by having a stranger check
  all sections of the COESAD, the entry sheets and
  the evidence.

Pg. 52
147
Appendix 1 (Forms common to 3-8 and OGT)

• Data gathering forms
• Organizational tools
• Electronic form reference
• Teacher checklist

Appendix 11

• Sources of law related to AASWD

Appendix 12

• Glossary

148
Appendix 2 and 9

• Grade specific information

Appendix 3 - 8 and 10

• Grade specific standards, benchmarks and
  applications
• Grade specific Entry Sheets

149
Collections of Evidence for the 2008-09 Alternate
Assessment must be completed and sent to test
company by March 6, 2009
150
Additional Regional Support

• Collection of Evidence Developer (CoED)
• Electronic forms in Filemaker Pro format
• http//www.sst5.k12.oh.us/

Further Information contact Jim Earnhart, SST
Region 5 (formerly NEOSERRC)
151
ODE Resources

• The Alternate Assessment for Students with
  Disabilities Administration Manual, accompanying
  appendices, electronic entry forms and electronic
  versions of the evidence forms are available for
  download from the Ohio Department of Education
  Web site at http//www.ode.state.oh.us/ .
• Follow menu links to Testing and Assessments
  then to Alternate Assessments.

Pg. 1-21
152
For Alternate Assessment Assistance in Cuyahoga
County (State Support Team Region 3)

• Contact Cathy LaForme, cathy.laforme_at_sst3.org
• Meghan Shelby, meghan.shelby_at_sst3.org
• Send an email to get on the distribution list for
  updates
• Check out the website for links www.esc-cc.org