Transcript PPDExtendedStandardsfinal

Ohio’s Alternate Assessment for
Students with Significant Cognitive
Disabilities(AASCD)..
At a Glance
Fall 2012
Shifts of Practice
• The new Alternate Assessment for Students with
Significant Cognitive Disabilities (AASCD) will be
given beginning in February 2013.
• It is based on the Ohio Academic Content
Standards-Extended
• It is not a portfolio (what the student can
already do), but instead what the students have
learned from their instruction
• It is a summative assessment which is 1:1
face to face
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Participation Criteria
• The assessment is new, but the
participation guidelines have not
changed.
• The same students for whom the old
assessment would be appropriate are
the students for whom the new
assessment is appropriate.
• Decision-making framework for
participation in DFAM Rules Book and on
ODE’s website.
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How Is the AASCD Administered?
• The AASCD is administered in a one-on-one
setting, with Test Administrators reading a script
to administer tasks.
• Pictures, graphics and symbols are provided for nearly all of
the tasks.
• The Test Administrator uses a rubric to score the
student’s performance. Then enters in the
information into the computer.
• Each content area should take about an hour.
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Key Differences
SWD Portfolio
A collection of evidence that
measures a student’s performance
aligned to a grade level of Ohio’s
Academic Content Standards.
Teacher created a portfolio that
included a variety of information,
such as teacher data sheets,
student work and letter(s) from
family.
Evidence collected throughout
the school year.
AASCD
Individually administered
student performance assessment
aligned to Ohio’s Academic
Content Standards – Extended
(OACS-E) that tests discrete
academic skills.
AASCD is based on
performance items/tasks in
each content area and
grade/grade band.
Specific assessment window of
5 weeks.
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Key Differences (cont.)
SWD Portfolio
AASCD
Community members and
parents contribute evidence of
student performance.
Test Administrator administers
all parts of the assessment.
Responsibility shared by IEP
team members.
Test administered by a single
person.
Scored by trained scorers in a
central location.
Test Administrator scoring based
on accuracy of response.
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Considerations
• With the AASWD, +/ 98% of students scored
proficient or above.
• 95% of those scored accelerated and advanced.
• This produced no usable measure of student
performance nor growth.
• The new AASCD will have a distribution of
scores comparable to the general assessments
• Will be able to show student growth.
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Graphic Setup
 Print manipulatives will be printed and
packaged as strips.
Can
customize to
your
student…
photos vs.
symbols
 Three pic-syms are placed on each strip.
 Each strip will be associated with a
particular item, written on the back.
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Item Format
Set Up
It will say if it is access
limited (i.e. blind) and then
not given (scored 8/9 vs.
9/10
Scoring
Script
Blue = what
you say
Black= what
you do
Scoring
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Scoring Procedures
• Test Administrator
scores the assessment
as it is administered.
• Scores can be
recorded online or on
the optional scoring
worksheet but not in
the test booklet.
• An optional scoring
worksheet is provided
to assist during test
administration.
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Scoring
• 20% will need to have a second rater
• These students will be identified in
TIDE
• Second raters must have an ODE
license and have been trained
• They will be required each year
Levels of Complexity
• Teachers will take a survey to
determine which level of complexity
the student is at (not this year though
as all students need to take all items –
for standardization)
• There are NOT different
assessments for each level of
complexity, the items are arranged in
projected difficulty (1= easy to 9= hard)
Scoring Rubric: Engagement
Some tasks for students that are at the least complex level
(pre-symbolic communication) are given for engagement
• Provide evidence engaged in grade level content
• that the student is engaged in the task; and
• that the student shows extended focus and
persistence.
• The Test Administrator makes a judgment using a
scoring rubric.
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Engagement Rubric
Score 4:
Sustained involvement
Score 3:
Generally maintained involvement
Score 2:
Intermittent/irregular involvement
Score 1:
Fleeting awareness with little or no
involvement
No response: Does not demonstrate engagement
in the task
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Other
• Test kits will arrive by February 11, 2013
• Teacher administrators have two weeks to make
materials accessible for individual needs:
•
•
•
•
Braille (ODE will not do it)
Laminate (remember are secure test materials
Enlarge (you can NOT photocopy)
Provide photographs instead of picture symbols
• Accommodations that the student receives during
instruction should be given during the
administration of the AASCD
• Testing dates are from February 25-March 29,
2013
Test Administrator Responsibilities
• Be an employee of district and
have a license
• Must attend a training session.
• Read the Directions for
Administration Manual.
• The TA must score and enter
the student responses in the
DEI.
On ODE website
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Video Clip
Let’s watch as a task is administered.
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Professional Development
on Extended Standards
Instructional Training
Modules with the Ohio
Academic Content
Standards-Extended
(OACS-E)
ALL students must have access
to the general curriculum.
ALL students must have access to
the general curriculum.
• What does that mean for our students
with significant cognitive disabilities
(SWSCD)?
• The instruction that students receive must
be aligned to the grade-level academic
content standards that are identified for
the general population.
Why?
• New research: Many students with
SWSCD CAN learn academic skills
and knowledge that was previously not
expected.
• For these students, literacy and numeracy skills, as
well as content knowledge, will increase their
potential in daily living and vocational
opportunities.
www.ohextendedstandards.org
Training
Modules to
prepare for
OACS-E are
available
Create a new
user name and
password
Objectives of the Training Modules:
• Educate teachers and administrators on
the why, what and how of the new
extended standards
• Provide guidance on planning for
instruction and assessment for SWSCD
based on extended standards
Training Modules:
1. What are Extended Academic Content Standards?
2. General Curriculum for Students with Significant
Cognitive Disabilities
3. Planning for Instruction and Assessment for
Students with Significant Cognitive Disabilities
4. English Language Arts
5. Mathematics
Due in January
6. Science
7. Social Studies
All Modules will have:
• Pre-assessment / Post-assessment – if
you “take the course”
• Module Objectives
• Definitions
• Frequently Asked Questions
• Resources
• Activities
Module 1: What are Extended
Academic Content Standards?
• Lays the foundation for WHY we are making this
educational shift.
• It is no longer just about providing access to the
general curriculum or about just being involved, it
is about how students will advance and show
progress in grade level standards.
• Research tells us that many of our SWSCD can
learn grade level content.
What are Extended Standards?
For a few 1% that can’t attain achievement
on the general content standards
Extended or alternate standards are allowable
to provide access, participation and progress
in the general curriculum.
•
•
•
•
aligned with a State’s content standards,
reduced in depth and breadth from the general standards,
promote access to the general curriculum, and
reflect professional judgment of the highest level of
performance possible.
What are Extended Standards?
• These extended standards are not
statements of what students already
know or can do, but are statements
of what students CAN learn and will
be able to do after instruction.
www.ode.state.oh.us
• OACS-E
• Enter “Extended
Standards” in the
search engine
• Contains all
subject extended
standards
• Powerpoint
• FAQ’s
Extended Standards Grade Bands
•K - 2
•3 - 5
•6 – 8
•9 – 12
Skills and knowledge must progress through grade levels.
http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&Topic
RelationID=967&ContentID=119791&Content=125053
Connecting to the General Standards
Blue = general
Red = extended
Extended Standards
• Must have a rigorous alignment to the
general standards.
Grade 3
Grade 4
Grade 5
Ask and answer
questions to
demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
Quote accurately from a
text when explaining
what the text says
explicitly and when
drawing inferences from
the text.
RL.35.1a Answer
inferential questions
based on details
from the text.
RL.35.1b Answer
literal questions
based on details
from the text.
RL.35.1c Answer
literal questions to
show understanding
of text.
Essence Statements
Guide to instruction
Extended Standards Complexity
• Three levels of complexity addressed
for each extended standard.
• range from “most complex” to “least complex”
Most Complex
RL.35.1a Answer
inferential questions
based on details
from the text.
Least Complex
RL.35.1b Answer
literal questions
based on details
from the text.
RL.35.1c Answer
literal questions to
show understanding
of text.
Levels of Complexity
RL.35.1a Answer
inferential questions
based on details
from the text.
RL.35.1b Answer
literal questions
based on details
from the text.
RL.35.1c Answer
literal questions to
show understanding
of text.
• RL = Reading for Literature
• 35 = Grade band 3 – 5
• a, b, c = level of complexity
Module 2: General Curriculum
for Students with Significant
Cognitive Disabilities Goals
• The general curriculum for students
with significant disabilities
• A blending of functional and
academic content curriculum
• The implications of standards-based
IEP goals
What About Functional Skills?
• A curriculum that is a mix of
academic and functional life skills.
• Academic learning can be functional
• reading – gain information from print,
• math – problem solving
Active Engagement in Learning
• A focus on the CAN skills and
abilities
• Taking what a student can do, and
building upon these skills, with
fading supports and prompts
• The goal is always active
engagement and independence
Cognitive and
Communication Challenges
• Introduction to:
• pre-symbolic communication,
• emerging symbolic communication and
• symbolic communication
• Need to move up the hierarchy in
communicative competence, as it will be the
primary method of assessing what student’s
have learned
Assessment and Progress
Monitoring – Formative
Connecting the IEP
• A standard-based IEP is not the
same as curriculum. Daily instruction
should include language arts,
mathematics, science and social
studies. Every content standard for
this instruction cannot and should
not be listed on the IEP. Instead the
IEP goals should indicate what
learning is needed to make progress
in this curriculum
Module 3: Planning for
Instruction and Assessment for
Students with Significant
Cognitive Disabilities
Thematic Unit Planning
• Step 1: Identifying Standards for an
Instructional Unit:
• Developing a Unit Topic
• Science and Social Studies content provide rich
opportunities for unit themes.
• Collaborating with general ed teachers to develop
instructional units.
Task Analysis Template
• Step 2: Define the Learner Outcomes
• Task Analysis is used to break a large skill or
concept down into sequentially ordered miniskills/steps that lead to the large skill.
• Break down a
larger skill into
small sub-parts or
foundational skills
needed to get to
targeted skill
• Good to show
different entry
points for different
learners
• Good to visually
see growth
Step 3: Identify Thematic Unit
Instructional Activities
• Universal Design for Learning (UDL) is a
framework that is applied to instructional
planning with a focus on introducing flexibility
and options to reduce barriers in learning.
• Should detail instructional targets for
individual needs, abilities and IEP goals
Step 4: Design Lesson Plans
with Student Targeted Goals
• Standards being addressed (or alternate complexity
levels thru Task Analysis)
• Steps to instruction
• Differentiation for diverse learners
• Individual student goals and scaffolds
• Assessment procedures and tools
Assessment
• Assessment can
be built into
activities and not
just an add on.
• Before, during
and after
instruction- to
insure the
instruction is
effective
Planning for a Three to Five
Year Rotation
• With grade bands there is
a need to plan for 3-5
years of instruction
• Need to eliminate
students doing the
same activities year
after year
• Instruction needs to be
new and engaging
each year
Questions?
Potential Implications/Discussion Points:
• How can we support our teachers in developing new curricular units?
• What will these scores do for our district report card? The old alternate
assessment scores were used to help districts reach higher designation
levels.
• How will parents and the community be notified that students who have
scored accelerated in the past, may now fail the state assessment?
• Teachers who have students taking the alternate assessment, may need to
teach to several grade bands of extended standards due to the 60
month spread of students in his/her room. Might this change how
students are placed?
• The new Alternate Assessment for Students with Significant Cognitive
Disabilities (AASCD) must be administered by a trained administrator in
a 1:1 environment away from the other students. Each content area will
take about an hour per subject per child. In addition a portion of the
assessments must be double scored (2 administrators to 1 student). Will
this cause staffing/sub issues?