Ohio s Alternate Assessment for Students with Disabilities

1. Ohio’s Alternate Assessment for Students with Disabilities 2010-2011 This PowerPoint outlines the basics of the Ohio Alternate Assessment and is intended to address the process for individuals who are conducting Alternate Assessment.This PowerPoint outlines the basics of the Ohio Alternate Assessment and is intended to address the process for individuals who are conducting Alternate Assessment.

2. Let’s start with some statistics

3. Alternate Assessments Statistical Highlights a 7 year set of totals are shown here. Shows the number and % of total tested population at each grade level. The percentages are fairly consistent across all grade levels. 09-2010 has a slight decrease in total numbers tested and percent of total population tested. Could be because of no 1% waiver, but shouldn’t be related. a 7 year set of totals are shown here. Shows the number and % of total tested population at each grade level. The percentages are fairly consistent across all grade levels. 09-2010 has a slight decrease in total numbers tested and percent of total population tested. Could be because of no 1% waiver, but shouldn’t be related.

4. Alternate Assessments Statistical Highlights The percent of non-scorable assessments had declined each year, the introduction of the COESAD in 06-07 did not negatively impact the non-scorable rate. Ohio’s non-scorable rate is well below that of other states with a COE type alternate assessment. The number 1 error remains a mismatch among the standard, benchmark, application and evidence. Especially at the evidence and standard levels. Ask audience about their district’s non-scorable rate and the type of errors noted. It seems teachers start with filling out the standard on the entry sheet, then as they get into collecting the evidence, the task and evidence change somewhat, changing what skill is actually being demonstrated. The percent of non-scorable assessments had declined each year, the introduction of the COESAD in 06-07 did not negatively impact the non-scorable rate. Ohio’s non-scorable rate is well below that of other states with a COE type alternate assessment. The number 1 error remains a mismatch among the standard, benchmark, application and evidence. Especially at the evidence and standard levels. Ask audience about their district’s non-scorable rate and the type of errors noted. It seems teachers start with filling out the standard on the entry sheet, then as they get into collecting the evidence, the task and evidence change somewhat, changing what skill is actually being demonstrated.

5. Not Much 1% Cap Note about who receives the results Role of School/Building Test Coordinators Note on Life Skills Updated NSA chart What’s new for the 2010-2011 AASWD?

6. The Manual The first 6 chapters of the manual are very comprehensive and will describe all necessary procedures for the Ohio Alternate Assessment. All manuals pages from last year should be discarded and replace with the ones provided today. The first 6 chapters of the manual are very comprehensive and will describe all necessary procedures for the Ohio Alternate Assessment. All manuals pages from last year should be discarded and replace with the ones provided today.

7. The Appendices Note that the appendix # corresponds with the grade level. Specific forms for grades 3 - 8 are in appendix 2, while specific forms for grade 10/OGT are in Appendix 9. The appendices have not changed from last year and can be reusedNote that the appendix # corresponds with the grade level. Specific forms for grades 3 - 8 are in appendix 2, while specific forms for grade 10/OGT are in Appendix 9. The appendices have not changed from last year and can be reused

8. Introduction ALL children enrolled in any public school district are required to participate in state assessments Chapter 1 pp 1 – 6 in the manual, describes the charge in law that all students must be assessed. Note references to IDEA and NCLB that mandate that ALL students must be included in the state-wide assessment and accountability system. The question is not about whether a student should participate, but how and what the requirement is for both state and district-wide test programs. Any student who receives public dollars for education must test plus any student who wants to get a diploma in Ohio, public student or not. Also included is information about allowable accommodations for the general assessment and a list of frequently asked questions. The Statewide Testing program rules book provides more information about accommodations for specific tests and specific grade levels. That book is updated a couple times a year and can be found at odes website, type in ‘testing rules book’ in the search box.Chapter 1 pp 1 – 6 in the manual, describes the charge in law that all students must be assessed. Note references to IDEA and NCLB that mandate that ALL students must be included in the state-wide assessment and accountability system. The question is not about whether a student should participate, but how and what the requirement is for both state and district-wide test programs. Any student who receives public dollars for education must test plus any student who wants to get a diploma in Ohio, public student or not. Also included is information about allowable accommodations for the general assessment and a list of frequently asked questions. The Statewide Testing program rules book provides more information about accommodations for specific tests and specific grade levels. That book is updated a couple times a year and can be found at odes website, type in ‘testing rules book’ in the search box.

9. In Ohio, there are three ways to assess student achievement of academic content standards: participation in the general assessment without accommodations participation in the general assessment with allowable accommodations participation in an alternate assessment In Ohio, there are three options to participation in statewide assessment. This workshop will only be focusing on the Alternate Assessment. Reference on the slides will indicate the places in the manual where this may be found, or other resources that support this information.In Ohio, there are three options to participation in statewide assessment. This workshop will only be focusing on the Alternate Assessment. Reference on the slides will indicate the places in the manual where this may be found, or other resources that support this information.

10. Which students should take an alternate assessment? Ohio’s Alternate Assessment was developed for students with significant cognitive disabilities. Participation decisions are made by the student’s IEP team Follow Ohio Guidelines for Participation in Alternate Assessment (chapter 2) Will be covered in slides 17-21. The IEP team is the official determiner of who should participate in Alternate Assessment. Encourage folks to contact district test coordinators for special participation situations. (e.g. students who move in late to the school district) Reference pages in Chapter 2.Will be covered in slides 17-21. The IEP team is the official determiner of who should participate in Alternate Assessment. Encourage folks to contact district test coordinators for special participation situations. (e.g. students who move in late to the school district) Reference pages in Chapter 2.

11. Is there a “cap” on how many children may participate in alternate assessment? Federal rules limit the number of alternate assessments scores a district may count as “proficient” in district accountability This limit is set at 1% of tested population Contact accountability@ode.state.oh.us for more info The cap does not limit how many may participate, only how many proficient scores in alternate assessment may be counted as proficient when combining district scores for accountability and report cards 1% limit is for TESTED populations…that is the total number of students in general and alternate assessment grades at each grade level and subject area. Ohio applies annually to the US DOE for the waiver. Districts in Ohio apply for waivers annually to the state. Waiver granted to districts depends on waiver granted (or not) to state. The cap does not limit how many may participate, only how many proficient scores in alternate assessment may be counted as proficient when combining district scores for accountability and report cards 1% limit is for TESTED populations…that is the total number of students in general and alternate assessment grades at each grade level and subject area. Ohio applies annually to the US DOE for the waiver. Districts in Ohio apply for waivers annually to the state. Waiver granted to districts depends on waiver granted (or not) to state.

12. Should students who are not expected to do well on the general assessments participate in alternate assessments? No The decision about a student’s participation in the alternate assessment must not be made on the basis of the student’s “perceived probability” of poor achievement on the general assessments. As many students as possible should participate in the general assessments. Further information in Chapter 2Further information in Chapter 2

13. Can students participate in the general assessment in one content area (e.g., mathematics) and participate in the alternate assessment in another content area (e.g., reading)? No If a student can participate in any part of the general assessment, then he or she should take the entire general assessment with accommodations as needed.

14. What grades and subjects are in the alternate assessment? The same grades and subjects as are tested in the general assessment. It is critical that the EMIS grade level assignment corresponds to the Alternate Assessment Collection of Evidence that is submitted for a student. The district of residence and the district of service must reconcile the specific grade level for each student prior to completing the AASWD. Note: Although a student may be functioning at a lower grade level than his/her assigned grade, they should participate in their GRADE level for alternate assessment. Throughout, you will note that the grades and subjects tested are the same as those for general assessment. NOTE: It is very important that the grades coordinate between what the team has listed and what is recorded for EMIS. If these grade levels are NOT the same, the COE will not be scorable. There were only a handful of cases where this happened this year but it does happen. Did we mention that the student must be assessed at the grade level they are enrolled in EMIS?Note: Although a student may be functioning at a lower grade level than his/her assigned grade, they should participate in their GRADE level for alternate assessment. Throughout, you will note that the grades and subjects tested are the same as those for general assessment. NOTE: It is very important that the grades coordinate between what the team has listed and what is recorded for EMIS. If these grade levels are NOT the same, the COE will not be scorable. There were only a handful of cases where this happened this year but it does happen. Did we mention that the student must be assessed at the grade level they are enrolled in EMIS?

15. What grades and subjects are tested? This is the list of grades and subject that are tested in gen ed, as well as for AA. Changes in HB1 also affected the subjects assessed in the AASWD. Page 18 has the full chart but this will be covered in slide 40This is the list of grades and subject that are tested in gen ed, as well as for AA. Changes in HB1 also affected the subjects assessed in the AASWD. Page 18 has the full chart but this will be covered in slide 40

16. Who assembles the Collection of Evidence (COE)? The COE is collected and assembled by the educators who work with the student In most cases, the district of residence is responsible for administrative functions and the district of service is responsible for collecting the evidence. However, this is not always the case, so there must be a collaborative effort between the district of service and the district of residence to identify where the student’s scores will be reported. Further information in chapter 3. District of residence is responsible for administrative functions, while district of service conducts the AA COE. These roles for the district of residence may vary at the local level and teachers should contact their supervisors for clarification. Special situations, such as foster children, etc. should be clarified via the district rest coordinator and EMIS coordinators. In general, what applies for general assessment, applies to AA.Further information in chapter 3. District of residence is responsible for administrative functions, while district of service conducts the AA COE. These roles for the district of residence may vary at the local level and teachers should contact their supervisors for clarification. Special situations, such as foster children, etc. should be clarified via the district rest coordinator and EMIS coordinators. In general, what applies for general assessment, applies to AA.

17. Who scores the Alternate Assessment (AASWD)? The AASWD is scored by trained scorers in a central location. Different scorers for Grades 3 - 8 and OGT Further information in Chapter 6. Different contractors for grade 3 - 8 and OGT are responsible for scoring. These scorers are trained based on the guidelines from Ohio. This is a very professional procedure. Scorers must have a college diploma, pass an interview and test, be trained and pass a qualifying test.Further information in Chapter 6. Different contractors for grade 3 - 8 and OGT are responsible for scoring. These scorers are trained based on the guidelines from Ohio. This is a very professional procedure. Scorers must have a college diploma, pass an interview and test, be trained and pass a qualifying test.

18. Who receives the results of the AASWD? Scores are submitted to the district recorded on the COESAD within 60 days of test submission. Districts have access to electronic data through the Ohio Online Assessment Reporting System (OOARS) a few days before paper reports arrive in districts. The district which receives the scores should share them with all relevant parties including parents/guardians. The achievement level of AASWD are combined with those of general assessment The scores are reported to the district and school that are recorded for the student on the COESAD (and in TIDE). These are not necessarily the district and school where the student’s scores will count. Please note that if the teacher in the district of service does not receive the scores, these must be obtained via the district of residence. Collaboration between district of residence and district of service is necessary.The scores are reported to the district and school that are recorded for the student on the COESAD (and in TIDE). These are not necessarily the district and school where the student’s scores will count. Please note that if the teacher in the district of service does not receive the scores, these must be obtained via the district of residence. Collaboration between district of residence and district of service is necessary.

19. What’s the status of the AA-MAS (2% Modified Assessment)? Final federal regulations have now been issued on what has come to be known as the 2% assessment. ODE conducted pilot testing in Fall 2008 and Spring 2009, and field testing in Spring 2010. ODE received an additional federal grant beginning July 1, 2010 for 3 more years to continue research. The population for whom such assessments would be appropriate is NOT the same as the current AASWD. Ohio applied for federal grant dollars to offset the costs of development Must meet all the same technical requirements of any standardized assessment Discussion is taking place between of Office of Assessment and OEC to embed procedures and forms (i.e. standards based IEPs) into revised ORC and Operating Standards Fall 2008 and Spring 2009 Pilot Testing: of 7th and 8th grade students who were general education (as a control group) and of eligible students with disabilities. Spring 2010 Field Testing: of eligible students with disabilities in 5th – 10th grades.Ohio applied for federal grant dollars to offset the costs of development Must meet all the same technical requirements of any standardized assessment Discussion is taking place between of Office of Assessment and OEC to embed procedures and forms (i.e. standards based IEPs) into revised ORC and Operating Standards Fall 2008 and Spring 2009 Pilot Testing: of 7th and 8th grade students who were general education (as a control group) and of eligible students with disabilities. Spring 2010 Field Testing: of eligible students with disabilities in 5th – 10th grades.

20. Guidelines for Participation AASWD is appropriate for students with the most significant cognitive disabilities. Make note of the emphasis on students with significant cognitive disabilities. This does not imply that only certain categories of disabilities may participate in AA. This must be determined by the IEP TEAM. This also must be documented on the IEP and EMISMake note of the emphasis on students with significant cognitive disabilities. This does not imply that only certain categories of disabilities may participate in AA. This must be determined by the IEP TEAM. This also must be documented on the IEP and EMIS

21. This is the decision making framework for determining whether a student should participate in Alternate Assessment. This is a new document with some changes from previous years. The second two questions are OR questions…must answer yes to one or the other to be considered for AA. The next five questions require a “yes” to ALL in order to be considered for AA.This is the decision making framework for determining whether a student should participate in Alternate Assessment. This is a new document with some changes from previous years. The second two questions are OR questions…must answer yes to one or the other to be considered for AA. The next five questions require a “yes” to ALL in order to be considered for AA.

22. What is an Alternate Assessment? Must be aligned with the State’s content and student achievement standards. Must report student achievement in the same way as the State’s regular assessment. limited, basic, proficient, accelerated, advanced Must serve the same purpose as the assessment for which it is an alternate. i.e., Reading, Writing, Mathematics, Science, Social Studies These three criteria are the basis for Ohio’s Alternate Assessment. Ohio’s AA is aligned with the content and achievement standards Students who take AA will receive scoring descriptions as do students who take the general assessment: advanced, accelerated, proficient, basic, limited The alternate assessment is conducted in all areas of general assessment: reading, writing, math, science and social studies. These three criteria are the basis for Ohio’s Alternate Assessment. Ohio’s AA is aligned with the content and achievement standards Students who take AA will receive scoring descriptions as do students who take the general assessment: advanced, accelerated, proficient, basic, limited The alternate assessment is conducted in all areas of general assessment: reading, writing, math, science and social studies.

23. What is Ohio’s AASWD? The Alternate Assessment consists of a Collection of Evidence (COE) of a student’s achievement aligned to a grade level of Ohio’s Academic Content Standards. The collection of evidence documents access to grade level content but reflects an alternate level of achievement of that content. Define the difference between a collection of evidence, as compared to a regular paper/pencil type test. Students will take AA in the SAME grade as their identified grade level. However, the students will be expected to demonstrate and alternate level of achievement than their peers who are taking the general assessment.Define the difference between a collection of evidence, as compared to a regular paper/pencil type test. Students will take AA in the SAME grade as their identified grade level. However, the students will be expected to demonstrate and alternate level of achievement than their peers who are taking the general assessment.

24. What is a Collection of Evidence (COE)? A COE includes four entries reflecting four different academic standards as defined by the student’s grade level. Each entry consists of multiple types of evidence. Evidence is gathered throughout the school year. Further information: Chapter 5 Further introduce the components of the COE.Further information: Chapter 5 Further introduce the components of the COE.

25. Roles and Responsibilities for the Alternate Assessment District Test Coordinator Contact between the school district and the Ohio Department of Education Orders materials for Alternate Assessment Submits COEs to contractors Coordinates with other administrators to distribute and collect materials Special Education Administrators Building Administrators Further descriptions in Chapter 3, pages 11 & 12. Briefly describe the roles of the different administrators in the process. The responsible person in each instance may vary from one school/district to another. Further descriptions in Chapter 3, pages 11 & 12. Briefly describe the roles of the different administrators in the process. The responsible person in each instance may vary from one school/district to another.

26. Roles and Responsibilities for the Alternate Assessment School/Building Test Coordinators Serves as liaison between DTC and School Unpacks and packs COEs Disseminates materials to teachers Ensures Pre-ID labels have been applied correctly Teachers Coordinate the COE within the instructional process Related Service Personnel Paraprofessionals Parents/guardians Community members The classroom teacher will assume the overall responsibility to coordinate the collection of evidence, however, the teacher is encouraged to include participation from these other team members. The classroom teacher will assume the overall responsibility to coordinate the collection of evidence, however, the teacher is encouraged to include participation from these other team members.

27. Preparing to administer Ohio’s AASWD Locate and review the Ohio Academic Content Standards, Benchmarks and Grade-Level Indicators Appendices 3 - 8 and 10 in this manual Ohio Department of Education http://education.ohio.gov Standards and Instruction/Academic Content Standards Available from the school administrative office. May also be ordered for FREE. Contact Karen Paschal at ODE at karen.paschal@ode.state.oh.us or (614) 387-0146. Every student in Ohio, regardless of ability or disability, should be receiving instruction that is aligned with the Ohio Academic Standards at the student’s grade level. Poll the audience to make sure that everyone either has a copy of the standards or knows how to obtain one. They can be obtained from the school administrative office or online at the site listed on the slide.Every student in Ohio, regardless of ability or disability, should be receiving instruction that is aligned with the Ohio Academic Standards at the student’s grade level. Poll the audience to make sure that everyone either has a copy of the standards or knows how to obtain one. They can be obtained from the school administrative office or online at the site listed on the slide.

28. A standard is an overarching statement that applies to students form grades k - 12, describing what is student is expected to know and/or do as the result of the educational program. Benchmarks are grade level bands that describe student knowledge and skills as he/she is working toward the standards. Indicators are defined at the grade level. Standard-based applications are statements that are aligned with the standards/benchmarks yet are reduced in scope and complexity for students who are taking the Alternate Assessment. A standard is an overarching statement that applies to students form grades k - 12, describing what is student is expected to know and/or do as the result of the educational program. Benchmarks are grade level bands that describe student knowledge and skills as he/she is working toward the standards. Indicators are defined at the grade level. Standard-based applications are statements that are aligned with the standards/benchmarks yet are reduced in scope and complexity for students who are taking the Alternate Assessment.

29. 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 For some students the benchmarks and/or grade-level indicators may be out of reach. The knowledge and skills contained in the Ohio Academic Content Standards can be applied to students with the most significant disabilities, giving them an opportunity to have access to, participation in and progress toward the general curriculum. Appendices 3-8 and 10 of the manual provide you with examples of standards-based applications of knowledge/skill. Go through bullets on the slide. If Karen is contacted for copies of the standards, please provide her with the exact number of each type of content standards required and the mailing address to which they should be sent. For some students the benchmarks and/or grade-level indicators may be out of reach. The knowledge and skills contained in the Ohio Academic Content Standards can be applied to students with the most significant disabilities, giving them an opportunity to have access to, participation in and progress toward the general curriculum. Appendices 3-8 and 10 of the manual provide you with examples of standards-based applications of knowledge/skill. Go through bullets on the slide. If Karen is contacted for copies of the standards, please provide her with the exact number of each type of content standards required and the mailing address to which they should be sent.

30. A Collection of Evidence contains four Entries: Each Entry includes: One Standard designated for each grade level 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 Introduce an Entry and what all must be included in the Entry. Introduce an Entry and what all must be included in the Entry.

31. Administration of Ohio’s AASWD The AASWD is a collection of evidence (COE) that contains: Four entries – each reflecting a unique content standard Four Entry Dividers Four entries - one for each content standard Evidence that demonstrates the student’s achievement of each content standard assessed Administrator’s Authorization Form Collection of Evidence Student Answer Document (COESAD) Standards are designated for each entry in a specific grade level Important information on this slide: Grade level standards are designated -- you may not select the standard that you want from a subject area. COE data must be completed by the student between Sept and March. Tasks should NOT be submitted that the student did in past years. Important information on this slide: Grade level standards are designated -- you may not select the standard that you want from a subject area. COE data must be completed by the student between Sept and March. Tasks should NOT be submitted that the student did in past years.

32. Review the grades and content standards that will be completed. THIS IS NEW INFORMATION. Found on page 18 This slide could be printed for reference for participants.Review the grades and content standards that will be completed. THIS IS NEW INFORMATION. Found on page 18 This slide could be printed for reference for participants.

33. This slide introduces structure of COE. These are illustrative only. The actual dividers do not have any information preprinted.This slide introduces structure of COE. These are illustrative only. The actual dividers do not have any information preprinted.

34. Grade 4 Example These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

35. Grade 5 Example These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

36. Grade 6 Example These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

37. Grade 7 Example These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

38. Grade 8 Example These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

39. OGT These are illustrative only. The actual dividers do not have any information preprinted. These are illustrative only. The actual dividers do not have any information preprinted.

40. Steps to Compile a Collection of Evidence Based on the student’s grade level, determine the standards that are to be addressed for the Alternate Assessment. Refer to the chart on page 18 in the manual. Each collection of evidence will consist of four entries reflecting four different standards. Grade specific Entry Sheets are found in Appendices 3 - 8 and 10 at the end of each appendix. Select a benchmark for each entry. Select an application for each entry. Complete this step early in the school year or at the time of IEP development. Appendices 3-8 for grades 3-8; Appendix 10 for OGT Complete this step early in the school year or at the time of IEP development. Appendices 3-8 for grades 3-8; Appendix 10 for OGT

41. Tips for Step 1: Select one benchmark per content standard Select from the student’s identified grade level, even if the student appears to be achieving at a lower grade level. Select and write 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. It is important that benchmark letters match the application numbers in the appendices for the student grade level. Do not write more than one benchmark…if multiple ones are listed by an application, select only one that best fits with your task.It is important that benchmark letters match the application numbers in the appendices for the student grade level. Do not write more than one benchmark…if multiple ones are listed by an application, select only one that best fits with your task.

42. Steps to Compile a Collection of Evidence Select two to three tasks that will showcase the student’s skills, and document them on each entry sheet. The task description should not be the same as the application statement. Each task selected for an entry should be different and unique Multiple pieces of evidence that represent the same task/activity will be judged nonscorable. A minimum of two tasks must be selected for each entry. However ODE recommends selecting three tasks. Remember the task should not be the same description used for the application. Remember the task should not be the same description used for the application.

43. Relationship of Standards-based Applications and Student Tasks It is important to understand the difference between an application and a task. The application is a broad theme across the entry. Two to three tasks are selected that are unique to each piece of evidence and will show an action demonstrating achievement of the skill or knowledge in reflection of that application. It is important to understand the difference between an application and a task. The application is a broad theme across the entry. Two to three tasks are selected that are unique to each piece of evidence and will show an action demonstrating achievement of the skill or knowledge in reflection of that application.

44. Selecting Tasks Select tasks that reflect real-world activities. Real-world activities are tasks performed in meaningful ways for purposeful outcomes. Ask: “Will the outcome of this activity apply to daily life?” Select materials that are age-appropriate. Age-appropriate materials reflect the chronological age of the student rather than the developmental level. Plan tasks that present a realistic challenge for the student. AASWD evidence should capture student achievement at a time when the student can perform these tasks with consistent skill. Choose tasks that will elicit active student responses. An active response should be observable, measurable, purposeful, and voluntary.

45. Steps to Compile a Collection of Evidence Decide the best way to demonstrate the student’s performance. Use a different type of evidence (e.g., data chart, checklist) for each task within each Entry. Clearly note on the evidence provided, the student’s performance (i.e., provide an answer key or grade the student’s work). Collect evidence for all content areas assessed in the COE. On each piece of evidence, indicate: the level and type of prompting, the setting in which the task occurred, the individuals with whom the student interacted, and the way the student interacted with the individuals Remember: Do not wait until binders and materials are received from contractor to begin collecting evidence. Emphasize that each entry must contain different types of evidence. It may be advisable to collect various pieces of evidence and store these in a folder for each student throughout the year, and then select those that best showcase student performance when putting the entire AA folder together for submission.Emphasize that each entry must contain different types of evidence. It may be advisable to collect various pieces of evidence and store these in a folder for each student throughout the year, and then select those that best showcase student performance when putting the entire AA folder together for submission.

46. 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 success … simply stating “80%” may not clearly define what is expected. On each piece of evidence indicate “Entry #” and “Evidence #.”

47. 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” prompting … does 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.

48. Entry Evidence An entry should be a reflection of the student’s best work performance during the 2010-11 school year NOT simply a collection of worksheets or unidentifiable photos. Each type of data collected and submitted is considered a “type of evidence.” Essential to use 2 or 3 different types of evidence to show performance. If 2 pieces of evidence are submitted and one is not scorable, then the entry is not scorable. If 3 pieces of evidence are submitted and one is not scorable, then the entry is still scorable. HOWEVER, the non-scorable piece of evidence is included in the score as a “zero”. So, if three pieces are submitted, they should all be good pieces. It is not advantageous to throw in a third piece of bad evidence “just in case”.If 2 pieces of evidence are submitted and one is not scorable, then the entry is not scorable. If 3 pieces of evidence are submitted and one is not scorable, then the entry is still scorable. HOWEVER, the non-scorable piece of evidence is included in the score as a “zero”. So, if three pieces are submitted, they should all be good pieces. It is not advantageous to throw in a third piece of bad evidence “just in case”.

49. 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. As we get ready to look at different types of evidence, let’s review the number of pieces of evidence that will be submitted with each entry. Use this visual to describe. As we get ready to look at different types of evidence, let’s review the number of pieces of evidence that will be submitted with each entry. Use this visual to describe.

50. Types of Evidence 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 (at least 3); Observations; Interviews with teachers, parents/guardians and employers; Peer reviews; Videos with scripts, Audio with scripts. New data chart added this year: Even recording with item detail.New data chart added this year: Even recording with item detail.

51. Types of Evidence Examples of completed evidence forms are on pages 28-47 Blank Evidence forms are in Appendix 1 Electronic versions are at: http://education.ohio.gov key word search “alternate assessments” New data chart added this year: Even recording with item detail.New data chart added this year: Even recording with item detail.

52. Types of Evidence For all subjects and grades, the most common types of evidence found in COEs were observation, work sample, interview, checklist, and data chart; captioned photos were submitted less often in reading. OGT-AASWD shows similar results. Types of Evidence For all subjects and grades, the most common types of evidence found in COEs were observation, work sample, interview, checklist, and data chart; captioned photos were submitted less often in reading. OGT-AASWD shows similar results.

53. Steps to Compile a 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 reduce or prevent errors that may disqualify the COE from being scored. Use the entry sheets or master planner from the COE to properly fill out the Collection of Evidence Student Answer Document (COESAD). NOTE: Entry Sheets are an optional form for planning purposes only. DO NOT submit entry sheets as part of the COE. Entry Sheets will not be considered for scoring. Have someone else review the collection for completeness. Have your building administrator review your COE and sign the Administrator’s Authorization Form. Submit the COE to your school test coordinator. Remember: do not wait until the binders and materials from the contractor are mailed in January to begin collecting evidence. Reference: Teacher ChecklistRemember: do not wait until the binders and materials from the contractor are mailed in January to begin collecting evidence. Reference: Teacher Checklist

54. What is in the completed Collection of Evidence? The COESAD is different for grades 3 - 8 and OGT. OGT also includes dividers. Entry sheets and procedures for the collection of evidence are the same for all grades. The COESAD is different for grades 3 - 8 and OGT. OGT also includes dividers. Entry sheets and procedures for the collection of evidence are the same for all grades.

55. The COESAD: Use a No. 2 Pencil only SSID # is REQUIRED Use the District and School/Building IRN #s where the scores reports will be sent (Where the student will count). Pre-ID label Different COESAD forms for each grade. COESAD form, labels and binders will be sent in January. Sample Grade 3 COESAD 2-17 – 2-22 Sample OGT COESAD 9-9 – 9-13 Remind people that where the score reports should be the same place where the student’s scores will count for accountability purposes. It is up to the districts to determine this with the help of their EMIS coordinators and DTCs. Where students’ scores count are the domain of the office of accountability, NOT assessment. Review COESAD located at Grades 3-8: Appendix page 2-17 – 2-22 OGT Appendix page 9-9 – 9-13 Remind people that where the score reports should be the same place where the student’s scores will count for accountability purposes. It is up to the districts to determine this with the help of their EMIS coordinators and DTCs. Where students’ scores count are the domain of the office of accountability, NOT assessment. Review COESAD located at Grades 3-8: Appendix page 2-17 – 2-22 OGT Appendix page 9-9 – 9-13

56. The COESAD: Binders and COESAD will be sent to the District Test Coordinator of the district that enrolled the student. Must write all sections of the COESAD including the descriptions of the tasks in No. 2 pencil only This is the LAST thing to do before submitting Have a peer review the COESAD against the evidence

57. 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://education.ohio.gov Follow the links to Alternate Assessment “Save as…” a separate document for each student. Note that each page of the entry is marked as Entry 1, 2, 3 or 4 In the electronic format, it is a Microsoft Word document. It is set up as a “form” meaning that some boxes will allow you to check it by clicking on box, others have drop down boxes to select information such as grade levels, while other boxes are text entry boxes and you can type information into that. This is only the top section of the Entry form. Note that each page of the entry is marked as Entry 1, 2, 3 or 4 In the electronic format, it is a Microsoft Word document. It is set up as a “form” meaning that some boxes will allow you to check it by clicking on box, others have drop down boxes to select information such as grade levels, while other boxes are text entry boxes and you can type information into that. This is only the top section of the Entry form.

58. 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 Administrative and Revised Code test security policies to misrepresent evidence submitted in the COE. Two key points. If you falsify or fabricate evidence and get caught, you could lose your license. It does happen. While it is understood that this population, by definition, has a curriculum that includes life skills, if tasks are included that are life skill based, they must be aligned to the academic standards and not simply performance of life skills. Please do not include evidence that includes toileting, diaper changing, showering, dressing and other personal hygiene type activities. Two key points. If you falsify or fabricate evidence and get caught, you could lose your license. It does happen. While it is understood that this population, by definition, has a curriculum that includes life skills, if tasks are included that are life skill based, they must be aligned to the academic standards and not simply performance of life skills. Please do not include evidence that includes toileting, diaper changing, showering, dressing and other personal hygiene type activities.

59. Testing Ethics and Security Considerations Teachers ARE allowed and encouraged to retain copies of the COESAD and the entry sheets---these are NOT considered secure Teachers are NOT allowed to retain copies of the entry evidence---these are considered secure test responses The AASWD is an assessment of academic, NOT life skills.

60. Non-scorable Assessments (NSA) 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. Some students will receive an NSA (nonscorable assessment) for their total score. A specific non-scoreable code will be assigned: Missing Entry (ME) One or more entries is/are missing Entry Sheet (ES) The entry sheet isn’t filled out correctly Not to Standard (NS) The evidence is not related to the identified content standard/benchmark/indicator. Insufficient Evidence (IE)An insufficient amount of evidence prevents a scorer from being able to accurately assign a score.Some students will receive an NSA (nonscorable assessment) for their total score. A specific non-scoreable code will be assigned: Missing Entry (ME) One or more entries is/are missing Entry Sheet (ES) The entry sheet isn’t filled out correctly Not to Standard (NS) The evidence is not related to the identified content standard/benchmark/indicator. Insufficient Evidence (IE)An insufficient amount of evidence prevents a scorer from being able to accurately assign a score.

61. Non-scorable Assessments (NSA) Avoid “NSAs” (nonscorable assessments) specific non-scorable codes will be assigned: 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 3-8 only If an entry receives “ME,” the other entry in the same subject area is scored “DE.”

62. DNA = Did Not Attempt test DNA assigned when an empty COE binder is submitted for a student. DNA should be interpreted at the individual level as “no attempt was made to assess the child.” Did Not Attempt test (DNA)

63. Did Not Attempt test (DNA) DNA cannot be counted as a valid test participant. Any attempt to assess a student is better than no attempt. Avoid Non-Scorables by having a “stranger” check and compare all sections of the COESAD and the evidence.

64. NSA Condition Codes The NSA codes were added to the manual this year. These are the same codes that appear on the school and district paper reports. The Student report does not specify the NSA code. It only states that the student received an NSA. The NSA code is also in the electronic data file available to DTCs. In most cases, once the NSA code is determined, the error that caused the code can be determined. For example, if the teacher receives an NTS-D, and a copy of the COESAD was kept, then it is easy to check whether or not there is alignment between the benchmark and the application on the COESAD. If a score is reported as COESAD-B, it is easy to see on a copy of the COESAD whether or not the benchmark was indeed completed. The NSA codes were added to the manual this year. These are the same codes that appear on the school and district paper reports. The Student report does not specify the NSA code. It only states that the student received an NSA. The NSA code is also in the electronic data file available to DTCs. In most cases, once the NSA code is determined, the error that caused the code can be determined. For example, if the teacher receives an NTS-D, and a copy of the COESAD was kept, then it is easy to check whether or not there is alignment between the benchmark and the application on the COESAD. If a score is reported as COESAD-B, it is easy to see on a copy of the COESAD whether or not the benchmark was indeed completed.

65. Appendix 1 (Forms common to 3-8 and OGT) Data gathering forms Organizational tools Electronic form reference Teacher checklist

66. Appendix 2 and 9

67. The Collection of Evidence Developer (CoED) software program is developed by consultants working for the State Support Team Region 5. The stand alone program format allows teachers to complete paper documentation of their alternate assessment electronically. Teachers enter the alternate assessment information which then populates into the identified Entry and Evidence Cover Sheets. This reduces teacher time by eliminating repetitive data entry. The CoED software was NOT developed by ODE. The Office of Assessment does endorse the use of the CoED software, but is unable to provide technical support or be held responsible for use of the program. It has been recognized, through much positive feedback, that most teachers who use the software appreciate its ease of use and time saving contribution. The evidence cover sheets generated by the program may be used in lieu of ODE versions of the same forms. However, for the purposes of scoring, ONLY information on the Collection of Evidence Student Answer Document (COESAD) and the evidence itself is used. For more information or to download the most recent version of the CoED, contact your region’s State Support Team or visit http://www.sst5.k12.oh.usThe Collection of Evidence Developer (CoED) software program is developed by consultants working for the State Support Team Region 5. The stand alone program format allows teachers to complete paper documentation of their alternate assessment electronically. Teachers enter the alternate assessment information which then populates into the identified Entry and Evidence Cover Sheets. This reduces teacher time by eliminating repetitive data entry. The CoED software was NOT developed by ODE. The Office of Assessment does endorse the use of the CoED software, but is unable to provide technical support or be held responsible for use of the program. It has been recognized, through much positive feedback, that most teachers who use the software appreciate its ease of use and time saving contribution. The evidence cover sheets generated by the program may be used in lieu of ODE versions of the same forms. However, for the purposes of scoring, ONLY information on the Collection of Evidence Student Answer Document (COESAD) and the evidence itself is used. For more information or to download the most recent version of the CoED, contact your region’s State Support Team or visit http://www.sst5.k12.oh.us

68. 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://education.ohio.gov Follow menu links to “Testing and Assessments” then to “Alternate Assessments.”

69. For Regional Support with AASWDcontact: Angie Chapple-Wang angie.chapple-wang@esc-cc.org 216.446.3801