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Alternate Assessment Work Session

Alternate Assessment Work Session. Middle School and High School August 25, 2008. Agenda for the day…. 8:30-9:30 Brief Overview of New Material 9:30-9:45 Break 9:45-11:30 Let’s Focus on Reading 11:30-12:30 Lunch 12:30-2:00 Let’s Focus on Math 2:00-2:15 Break

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Alternate Assessment Work Session

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  1. Alternate Assessment Work Session Middle School and High School August 25, 2008

  2. Agenda for the day….. 8:30-9:30 Brief Overview of New Material 9:30-9:45 Break 9:45-11:30 Let’s Focus on Reading 11:30-12:30 Lunch 12:30-2:00 Let’s Focus on Math 2:00-2:15 Break 2:15-3:30 Q & A and Work Time

  3. What’s New for 2008/2009? • Statewide Distribution List • Post assessment probe (2, 3, or 4) must meet 90% to be accurate and not have to continue with additional probes. • __20%____ ___90%____ ___N/A____ __N/A____ • Probe 1 Probe 2 Probe 3 Probe 4 • Original Code of Ethics due with submission of Portfolio materials (this one copy will count for portfolio and AT/TAR), one copy stored in AAAF. • Same Standards to be assessed.

  4. First Day of School’s Testing Window • (Windows may vary according to district selection) Assessment Timelines Due Date

  5. WHERE DO WE BEGIN?

  6. COMMUNICATION DIMENSION A OR B? -Who determines if they are A or B? -What qualifies one over the other? Appendix B (Participation Guidelines) -What are some different ways students communicate?

  7. TAKE A LOOK • Measurable/Observable Skill • Did I cover the entire skill when I was asked to? • What does “and” /”or” represent?

  8. ASSESSMENT PROBES • Keep them aligned • Does the probe align with the m/o skill? (no alignment=no score) • Follow and include every word the m/o asks for on the target sheet [Appendix G] (These cannot be altered in anyway • Identify Complexity that student can be successful in obtaining • Identify Supports that student needs to access the standard

  9. Performance • Base line must be 49% or below. • Take score of highest probe, apply to scoring rubric.(Pages 4-7 of handout) • Dimension B may not score in the level 4 range (Progress).

  10. COMPLEXITY • How complex does it need to be? Things to consider: • What is complexity? • How much can the student put into the activity? • Can an assessment be too complex?

  11. Complexity • Complexity measures the depth of knowledge at which a student is able to still achieve at a reasonable level (e.g., 50% or above) a specified standard (page 10 [rubric] and 12 Administration Guide). Administration Guide 2008-09 • Complexity describes the kind of thinking involved in a task.

  12. Complexity • Complexity can be documented by • Assessment target and/or • Student work sample/Assessment Probe • Determine complexity by looking for student evidencing a moderate level of independent and accurate application of • Relevant details, • Content vocabulary, • Model or explanation to demonstrate a concept

  13. Complexity What it would score: • 1 Inaccurate (all scores below 50%, or a prompted answer) • 2 Accurate ( Recall more than application) • 3 Application (Authentic task/environment, use of a model or explanation. • 4 Analysis/Reflection (Able to give an explanation ) Look at pages 4-7 labeled for Performance (See Handouts)

  14. COMPLEXITY REFERENCE SHEET

  15. Complexity – Level 1 • Inaccurate

  16. Complexity – Level 2 • details • content vocabulary • No application

  17. Complexity – Level 2 • Accurate but limited • /basic (recall) • No application

  18. Complexity –Level 2 • Accurate • Relevant details • Content Vocabulary • No application • No explanation, model or authentic task

  19. Complexity –Level 3 • Accurate • Applied in authentic task • Relevant Details • Content Vocabulary

  20. Complexity –Level 3 • Accurate • Applied in authentic task • Relevant Details • Content Vocabulary

  21. Complexity – Level 3 • Relevant details • Content vocabulary • Explain how they solve the problem using the formula by working out problem

  22. Complexity –Level 3 • Relevant details • Content vocabulary • Explain how they solve the problem using the formula by working out problem

  23. Complexity – Level 4 • To move to level 4 requires application with analysis/reflection and evidence of applying and communicating an in-depth explanation. • Examples: • Show how to use tax or sales price to determine budget • Compare events of story to personal life • (Explains how people affect a water system)

  24. Supports Reference Table

  25. Supports • Supports measure the appropriateness of the supports provided to the student (pages 12-13 of Administration Guide). Administration Guide • Supports are defined as: • Adaptations • Modifications • Assistive technology • Supports should assist the student in becoming more independent and accurate in his/her performance.

  26. Supports • Supports can be documented by • Listed supports (cover sheet) • Condition/Demonstrator statements • Student work sample (List them on the sample or probe) • Determine level of support by • Match between communication level, supports, and assessment target • Level of access to grade level content

  27. Supports • Prompting & Cueing-Things to remember: • Define the type of prompting and cueing, (instructional or redirection) • Document on work sample and assessment probe.

  28. Supports – Level 1 • Inconsistent match between communication, supports, and assessment target and • Does not facilitate access to grade level content

  29. Supports – Level 1

  30. Supports – Level 2 • Inconsistent match between communication, supports, and assessment target • Inconsistently facilitates access to grade level content – does not increase independence – does not have adapted materials to increase understanding

  31. Supports – Level 2

  32. Supports- Level 2 • Consistency between communication, supports, and assessment target • Provides inconsistent access to grade level content – does not increase independence - does not adapt materials to increase understanding –

  33. Supports- Level 2

  34. Supports Level 3 • Consistency between communication, supports, and the assessment target • Facilitates access to grade-level content – increases independence – adapts materials to help with understanding

  35. Supports Level 3 • Consistency between communication, supports and the assessment target • Facilitate access to grade level content – increases independence – adapted materials help with understanding

  36. Supports Level 3

  37. Supports – Level 4 • To move to level 4 requires the assessment target and/or the work would show • a full range of the specified grade level content or • Multiple ways for students to access the content

  38. Performance Descriptors • What can they offer? • Performance Level Descriptors • New resource guide to be released this fall! • KDE Content Consultants are in the process of unpacking the standards for reading, math and science

  39. Contact Information • Kevin O'Hair Division of Assessment Support Kentucky Department of Education 18th Floor Capital Plaza Tower 500 Mero Street Frankfort KY 40601 Ph: (502)564-4394 ext. 4107 kevin.o'hair@education.ky.gov

  40. Let’s Focus On Reading

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