AADSI Update

1. AADSI Update January 2007

2. What’s in this PowerPoint? • Teacher Responsibilities • Passwords and Timelines • Overview of Assessments • Determining Who is Eligible • Scoring and Recording Results • How to Enter Data on the ADE Website • Where to get Support

3. Teacher Responsibilities • Consider eligibility at each annual IEP • Continue instruction on Level I and Level II activities • Collect data on Data Sheets • Complete Demographic Information Form (DIF) for each student before accessing online application • Refer to DIF form • Conduct parent interviews • Enter data on the ADE Website in by March 30th

4. What will the data entry look like in January ? • TUSD Exceptional Education department has requested logins and passwords to the new data system for teachers who have been identified as having students who qualify for alternate assessments. When can I submit data ? • The system opens on Wednesday, January 3, 2007. • The system closes on the last day in March.

5. Jan. 31 Deadline View • This means you need to complete the page and set the • It is ok to begin entering/updating scores but is not required at this time.

6. Timelines • All year long – instruct students on standards. • Consider eligibility at annual reviews. • Conduct parent interviews for Level I AIMS-A. • 1st Wednesday in January – ADE System opens. • By January 31st – Input all Demographic Info for all students who qualify. • March – Point-in-time assessment for activities! • March 31 – ADE System closes!

7. ADE Passwords Needed If you do not have a login and password, email Lindy Jones, let her know the names of the students you will assessing for alternate assessments, your location(s) and contact phone number.Lindy.Jones@tusd.k12.az.us260-2438 Why is this so important? Without a login you will not be able to enter student data.

8. More Info - Passwords • New teachers • If you did not submit data last year, Lindy Jones will email your login and password to you. • Teachers who submitted data last year • You will use the same login and password as last year. • If you don’t remember your login/password, you need to contact the ADE Support Center866-577-9636 (toll-free) or email enterprise@azed.gov

9. Current Forms √ • Check the Exceptional Education Website for Alternate Assessment Information before completing your IEP. http://edweb.tusd.k12.az.us/exced/alternate_04_05/TUSD/TUSD_main.htm • It will link you directly to the forms on the ADE web site. • Level 1 and Level 2 is all or none!

10. Assessment in TUSDOverview

11. Arizona & TUSD Assessments by Grade Level

12. Level I Form 1 - Eligibility Criteria Form 2 - Standards Status Report Level II Form 1 - Eligibility Criteria Form 2 - Standards Status Report ASATGrades K, 1, 2, 9, & 11 through Graduation

13. Level I Form 1 - Eligibility Criteria Form 2 - Standards Status Report (do not complete in Grade 10) Form 3 - Performance Evaluation (complete only for grade 10) Form 4 - Parent Interview Forms 5 A-D - Activity-Based Performance Assessment Level II Form 1 - Eligibility Criteria Form 2 - Standards Status Report (do not complete in Grade 10) Forms 3 A-D - Activity-Based Performance Assessment AIMS-AGrades 3 – 8 (DPA) and 10 (HS)

14. Level I Grades K – 10+* Based on alternate academic content standards - Kindergarten level *If determined by IEP team Level II Grades 6 – 10+* Based on alternate academic content standards - Grades 1 – 3 level Alternate Assessment Options

15. What about Kindergarten and 1st graders? • Kindergarten and First grade students need to be assessed. • Use the ADE online system to input your scores for students who qualify for alternate assessment that are in Kindergarten or 1st grade. • This will satisfy the requirement for district testing, but will not affect AYP or AZLearns. • Student data entered will be available for editing in subsequent years • Assessment information should be used to develop IEPs. • We will receive reports for these students.

16. What about11th and 12th graders? • IEP teams need to follow the guidelines PROCEDURES FOR CONSIDERATION OF EXEMPTION FROM PASSING THE AIMS FOR STUDENTS WITH DISABILITIES WHO HAVE AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) • Exemption decisions are documented on IEP Attachment H and should be reviewed at the annual IEP each year. • Student data entered into online system will be available for editing in subsequent years • Assessment information should be used to develop IEPs.

17. How is Eligibility Determined ? • IEP Team Discussion and Decision-Making • Use IEP page Attachment C – Alternate Assessment Eligibility Criteria to determine who qualifies (pages 1-3) • If needed, Alternate Assessment Eligibility Form Addition (page 4) – Psychologist approval mandatory!

18. SPED Attachment C

24. EligibilityForm Addition(4th page)PsychologistApproval Mandatory For students who “function like” a student with mental retardation.

25. Significant Cognitive Disability Definition • Empirical evidence of a significant cognitive disability • Difficulty acquiring, maintaining, generalizing, and applying academic skills across environments • even with intensive individualized instruction • IEP goals focus on progress within alternate achievement indicators

26. Definition Parameters Significant Cognitive Disability • Mental Retardation • Not universally eligible based on this category • Functions like a student with mild mental retardation • Commensurate abilities across all areas • Reading, writing, and mathematics • Adaptive Behavior Scale scores • Measures of intellectual abilities • NOTE: Students with learning disabilities who have overall intellectual and/or adaptive behavior abilities within the average range are not students with a significant cognitive disability.

27. Assessment Components • Student Status Report (Form 2) • Parent Interview (Form 4) • Activity (Form 5)

28. AST – Analytic Scoring Tool

29. Analytic Scoring Tool (AST) • All students are assigned a raw score from 1 to 11 points on every item • Assign a score to reflect the student’s current performance

30. Cuing and Assistance Definitions (AST) • Physical assistance • Hand-over-hand or hand-under-hand guidance • For example: guiding a student’s hand to the coin slot on the vending machine and leading the student through dropping each coin into the machine • Verbal assistance • Oral directions to complete a task • For example: verbally directing a student through each step of a task • Most difficult cue to fade • Physical cue • A touch to prompt a student to complete any portion of task • For example: tapping a student’s elbow to prompt the student to pick up a picture

31. Cuing and Assistance Definitions (AST) • Verbal cue • Word or statement that indirectly signals a student • For example: asking “What’s next in your schedule?” • Gestural cue • Movement, including hand motions, head nodding, or other nonverbal cues • For example: pointing to the schedule board to prompt student to check the schedule

32. Cuing and Assistance Definitions (AST) • Model • Teacher demonstration of the appropriate behavior for a student to imitate • For example: demonstrating the operation of the microwave prior to asking a student to operate it • Natural cue • An ordinary cue that “naturally” exists in the environment • For example: student is cued to line up when other students form a line

33. Refer to Form 2 performance objectives for Level I and II Teacher instruction throughout the school year Data-based teacher observation and analysis of student performance Comprises AIMS-A, ASAT, and DAP-A 1/3 of all items scored contributes to overall AIMS-A score All items scored contribute to overall ASAT and DAP-A score Form 2 – Standards Status Report

34. Parent Interview When interviewing parents, record the rubric based on the probing information, the response is based on the parent’s perception of their child’s functioning level.

35. Parent Interview – Level I • Refer to Form 4 and Analytic Scoring Tool • Interview face-to-face or by phone – do not send home for parent to complete. • Give parent the opportunity to participate (only the parent can decline) • Assign scores of 3, 6, 10, or 11 • Can complete as part of an IEP meeting – generally takes 10 minutes or so.

36. Parent Interview – Situations • Ideas for conducting the interview • Parent sees student differently than you do • Parent says, “You just score it!” • Parent says, “AIMS is ridiculous for my child!” • Item Sensitivity • Parent Story Sharing

37. Activities • Activities are assessed in both AIMS-A Level I and Level II • Instruction occurs all year long. Students need lots of practice. • Data Sheets • Point-in-time assessment in March • Score Sheets

38. Activities-Level I • Student will use a daily schedule • Student will play an interactive game. • Student will make a purchase at a fast food restaurant or school snack bar. • Student will follow a set of directionsmake a snack.

39. Activities-Level II • Student will identify an area of interest for a job or volunteer opportunity and fill out the necessary forms • Student will compare different recreation and/or leisure opportunities and choose one in which to participate. • Student will determine the route of travel from starting point A to the selected event at Point B. • Student will plan a meal for at least three people.

40. Scoring the Activities • Refer to Forms 5 A-D Level I Data and Score Sheets • Score selected items only • Complete in online system in March • Refer to Forms 3 A-D Level II Data and Score Sheets • Multiple standards (reading, writing, and math) are attached to each step • Task analyze each step.Break into the sequence of all the tasks embedded within each step. • Complete in online system in March

41. Scoring the Activities • Refer to Forms 5 A-D Level I Data and Score Sheets • Score selected items only • Complete in online system in March • Refer to Forms 3 A-D Level II Data and Score Sheets • Multiple standards (reading, writing, and math) are attached to each step • Complete in online system in March

42. Darleen’s Sites • http://members.cox.net/tinsnips/welcome.htmlThis site is one of my favorites. It has picture recipes, holiday activities, schedule pictures, worksheets for reading labels and cooking measurements, and many links to other great sites. • http://trainland.tripod.com/pecs.htmThis site has many picture symbols including Boardmaker downloads and PECS symbols. It also has a link to photos of common brand name grocery items. • http://www.bry-backmanor.org/picturerecipes.html Lots and lots of picture recipes. • http://www.google.comThis is a search engine. When this page comes up, there will be choices above the keyword search space. Click on Images. Another page will come up with a keyword search space. Type in a word for a picture you want (e.g. hamburger) and several pages of various pictures of hamburgers will come up. Select the picture you want. Right-click and copy and paste to a Word document. Resize as needed for the student. Add text. • http://edweb.tusd.k12.az.us/sped/Real-life photos plus more sites. • http://www.mapzone.co.uk/pagesHomeworkHelp/mapability/Map activities and information. Some links are interactive for students and some are printable activities. • http://www.edhelper.com/Lots of good activities and lesson plans. One is high interest/low vocabulary reading passages including currently, “Beginning the Job Hunt”. • http://www.tusd.k12.az.us/educators.htmlTucson Unified School District’s own page which features many sample focus lessons according to state standards. Good lesson plans for many standards addressed for Level II alternate assessment.

43. Data Entry Walk-Through • The next set of slides are best viewed on a computer and are provided as a reference for data input for the online ADE system. • These slides have “moving parts” and will walk your through the steps needed to input data. • If you wish to skip this tutorial, click on the arrow button on the next slide.

44. Open the internet browser, go to http://ade.az.gov and click on Common Logon –( look to the top right of the screen for this link)

45. 2. Type in your username and password. Click on the Continue button. Note: You will have 5 chances to input your username and password before you are deactivated. If you get deactivated, you will need to call the ADE Support Center at 866-577-9636 or email enterprise@azed.gov

46. I agree 3. The first time you access the ADE Common Logon system with your own login and password, read the Acceptable Use Policy, click on (If you click I do not agree, you will not be able to continue.)

47. Read the directions on the screen and then enter your new password twice. You now need to set your to help you if you forget your password. Hint: Write you username and password down in a secure place. Educational Technology and Exceptional Education will not have access to retrieve your password. Roger 4. If this is your first time in the application, you will see

48. 5. You are now logged in and will see the following screen. Click on. Your Username and Password will be tied to the level of access you have. A teacher will automatically be linked to the particular school.

49. 6. You will now see the school listed on the top right corner of the screen. If there is an error, contact Lindy Jones, Mary Neale, or Cathy Taylor.

50. Student Data 7. On the left you will see a menu bar, click If this is your first time through this year, No Records Found