Presentation on theme: "Arkansas Alternate Portfolio Assessment for Students with Disabilities."— Presentation transcript:
Arkansas Alternate Portfolio Assessment for Students with Disabilities
English Language Arts Oral and Visual Communication Writing Reading Mathematics Standards Number and Operations Algebra Geometry Measurement Data Analysis and Probability Science Standards Life Science Physical Science Earth and Space Science
Duties for School Personnel on pages 3-4 Handling of Materials Responsibilities of each person in the district
Guidelines for Participation on pages IEP guidelines have not changed 2. Transfer 3. Grade Designation 4. Private DDS or Therapeutic 5. Homebound-Do Not Assess with State Test 6. Students who cannot participate
Organization of Portfolio and appropriate entries pages 12-13
Changes for for SWD Four dividers-not 3 New divider for Science for grades 5 and 7 Science has 3 Stands- Life-needs 2 entries Physical-needs 2 entries Earth and Space-needs 2 entries Remember- 3 pieces evidence with each entry-at least 2 types of evidence
Changes for for SWD New drop-down menus for entry slip Grade level Content standard # and description SLE # and description New Task Sheet for the 3 pieces of evidence with each entry slip Gives more room to describe the task Gives a place to explain what the student will do to perform the task
At least two different types of evidence Types of Evidence 1. Captioned Photos 2. Audio tapes with script 3. Video tapes with script 4. Work samples- may to dictated to teacher or aide to record 1. Must use at least 2 from the list with each entry. 2. Document on the new task sheet that accompanies the entry slip.
Resource Guide for Alternate Portfolio Assessment for Students with Disabilities for Literacy, Mathematics, and Science -- Idea starters for entries aligned with the correct Student Learning Expectation -- Not a curriculum guide-only examples -- Must align activities with needs of students Training will be in October. New Resource for
Tips for Teachers pages Planning the entry Complete the forms correctly Organizing the portfolio Reasons for Non-scoreable entries
or Click on testing icon Click on ACTAAP Click on Student Assessment, Scroll down the page to Alternate Portfolio Assessment to find the files for the manuals and forms Forms in white binders or
Instructions for Completing Electronic Forms Follow all instructions precisely in order to avoid errors in completing the forms.
Electronic Forms on the ADE Website Entry Slip and Task Sheet Student Profile Portfolio Checklist Participation Validation
Switch to file for entry slip
Submitting Portfolios Responsibilities of School Personnel Checklist pages 20-23
Student Demographic Information Form- page In front plastic cover of binder Handle with Care Do not hole punch or bend Use pencil to complete information Complete accurately
Student ID LEA #
Participant Validation Form- Page 33 Checklist to validate the student’s participation in the Arkansas Alternate Portfolio Assessment
Student Profile Page 35 Include accurate and pertinent information. Include information that will help the scorers understand the student’s capabilities as well as challenges.
Portfolio Checklist Page 37 Use to verify that everything is in the portfolio. Be sure to get a signature from a parent or guardian so that the portfolio can be used by the ADE for training.
Entry Slip Page 29 Use only the forms included in the binder provided. Each entry must include only 1 Entry Slip. Be sure to use correct information to avoid nonscoreable entries. Follow the directions precisely if using the drop- down box electronic forms.
Task Sheet Page 31 Complete a Task Sheet (new this year) for every entry and include it in the binder after the Entry Slip. Include descriptions of each of the three tasks for the entry. Follow the directions precisely if using the electronic forms.
Sample Completed Entry Slip Page 18-19
Sample Completed Task Sheet
Exceptional Students Alternate Assessment Roster page 41 Students in exceptional situations who cannot participate because of circumstances beyond the control of the school Examples: homebound, incarcerated, hospitalized Requires signatures of Superintendent and District Test Coordinator Need permission from ADE to use this form
Must have superintendent and test coordinator signatures
Scoring Decisions pages
Appendices A: Scoring of Student Portfolios and Sample Entries -pages B: Assessment Provisions of IDEA and NCLB-page 148 C: Allowable Accommodations for Benchmark and End of Course Examinations-pages D: Glossary of General Terms-page 151
Appendices E: Arkansas English Language Arts Curriculum Framework-pages F: Arkansas Mathematics Curriculum Framework- pages G: Arkansas Science Curriculum Framework pages- pages H: Arkansas District and School LEA Numbers Page
Arkansas Curriculum Frameworks English Language Arts MathematicsScience Oral and Visual Communication Number and Operations Life WritingAlgebraPhysical ReadingGeometry Earth and Space Measurement Data Analysis and Probability
Numbering of SLE’s for Mathematics A page 215-Relate skip- counting patterns to multiplication A-Algebra Strand 4-Content Standard 3-Grade Level 3 2-Number for sequencing the SLE’s
Suggested Timeline for Collecting Evidence A suggested timeline has been developed to guide teachers through the process of compiling portfolios for students participating in the Arkansas Alternate Portfolio Assessment. The purpose of the timeline is to assist teachers in dividing the necessary steps into chronologically manageable sections.
Suggested Timeline for Collecting Evidence The Timeline has been sub-divided into 4 phases. Planning Phase Collection Phase Organizational Phase Submission Phase
Planning Sheets and Instructions Create a preliminary plan using the Planning Sheet for each content area to map out the Standards and SLE’s appropriate for your student’s assessment. Think about instructional tasks that will allow the student to demonstrate knowledge and achievement related to the standard. Identify the type of evidence that will best show what the student knows. Allow for generalization of skills in other settings and with various individuals.
Evidence Reminders A chart has been developed to help teachers to ensure that all evidence included in the portfolio is appropriate and has been clearly documented with all necessary information. Reminds teachers to be certain that all tasks represented by the evidence are aligned to the Standard and SLE being assessed Stresses the requirement that at least two different types of evidence need to be included for each entry
TWO TYPES EVIDENCE Geometry G Identify and draw congruent, adjacent, obtuse, acute, right, and straight angles. This is an example of incorporating 2 different types of evidence within the 3 pieces of evidence needed for the entry. First, pictures show the student creating angles by cutting line segments, sliding one paper plate into the other and moving the plates to create different angles. Series of Captioned Photographs
The second piece of evidence is a work sample. The student identified different angles. Work Sample
For the third piece of evidence, the student went around the school and took pictures of angles. He then created an angle book, which is a permanent product.
Verification of Evidence Page 39 This is a great tool to make sure that you have included all entries and evidence before you submit the portfolio to your School Test Coordinator.
Scoring Rubric page 46 and 47 Domain Definitions Performance : student’s demonstration of skill while attempting a given task. Context : the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. Level of Assistance : the degree of independence demonstrated in the student’s performance. Settings : the observed settings or environments in which the tasks are performed (for grades 3-8 and 11 only).
Scoring Decisions Scoring Decisions--page 47
Scoring Procedures Rangefinding: A committee of Arkansas educators is convened in the spring to review current portfolio entries and to reach consensus on their scores. The scored entries are used to create a scoring guide and training and qualifying sets used in reader training. Reader Training: The readers receive intensive training and must qualify before they may begin scoring portfolios. Readers who do not qualify are not allowed to work on this project.
Scoring Procedures All entries are scored twice. If scores given by 2 readers are nonadjacent, those entries are scored a third time. We have designated readers to assign nonscoreable codes. Entries are flagged that appear to be nonscoreable. It is the responsibility of the designated readers to determine if the entry is nonscoreable.
Portfolio Organization The portfolio consists of 1 entry for each Algebra I standard and 1 entry for each Geometry standard. Organize the portfolio using the illustration on pages 10 and 11 in the Administration Manual for Ninth-Grade Mathematics.
Organization of Portfolio Pages
Curriculum Frameworks for 9 th grade Math Portfolio Must use the Framework documents for Algebra and Geometry Must use these 2 documents for Content Standard and SLE’s
Student Profile Page 27 Include accurate and pertinent information. Include information that will help the scorers understand the student’s capabilities as well as challenges.
Portfolio Checklist Page 29 Use to verify that everything is in the portfolio. Be sure to get a signature from a parent or guardian so that the portfolio can be used by the ADE for training.
Entry Slip SWD: Ninth Grade Mathematics Page 25 Follow all instructions precisely in order to avoid errors in completing the forms.
Go to 9 th grade entry slip file
Verification of Evidence Page 31 This is a great tool to make sure that you have included all entries and evidence before you submit the portfolio to your School Test Coordinator.
Tips for Teachers page How to avoid nonscoreable entries Strategies for collecting evidence
Strategies to Collect Evidence Student work samples are the appropriate type of evidence for the majority of the grade 9 students assessed (resource math students). The same types of entries that are appropriate for students in grades 3-8 and 11 may be appropriate for your grade 9 student. Think of the best way to show what your student knows. Include the student’s best work. Provide appropriate tasks that present a realistic challenge for the student.
Avoid Nonscoreable Entries Be sure to include 1 entry for each Algebra I Content Standard and 1 entry for each Geometry Content Standard – 10 entries total. Use an SLE only one time. Make sure that the tasks support the selected SLE. Make sure that the evidence you include in the entry shows what you have stated in the task.
Strategies to Collect Evidence Include 3 pieces of evidence for each entry. Do not include the same worksheet completed on different days. Use only 1 entry slip for the 3 tasks – not a separate entry slip for each task in the entry.
Avoid Nonscoreable Entries Use the forms in the black binders or use the electronic forms on the ADE website. Complete the entry slips correctly.
Avoid Nonscoreable Entries Use the Algebra I and Geometry frameworks that are in the Administration Manual. Write the entire number and description and make sure they match. Content Standard 1: Students will develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates. LG.1.G.2 Represent points, lines, and planes pictorially with proper identification, as well as basic concepts derived from these undefined terms, such as segments, rays, and angles
Appendix A – Scoring Rubric Domain Definitions -Performance: student’s demonstration of skill while attempting a given task. -Context: the degree to which the tasks are age appropriate and allow the student to use age- appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. -Level of Assistance: the degree of independence demonstrated in the student’s performance.
Appendix A – Sample Entry Geometry – Relationships Between Two- and Three- Dimensions Content Standard 4: Students will analyze characteristics and properties of 2- and 3- dimensional geometric shapes and develop mathematical arguments about geometric relationships. SLE R.4.G.2: Solve problems using properties of polygons: *sum of the measures of the interior angles of a polygon *interior and exterior angle measure of a regular polygon or irregular polygon *number of sides or angels of a polygon
Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Developed by High School Mathematics Teachers and Special Education Teachers Based on the Algebra I and Geometry Framework
Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Algebra Content Standards Language of Algebra Solving Equations and Inequalities Linear Functions Non-Linear Functions Data Interpretation and Probability
Resource Guide to the Arkansas Curriculum Framework for Students with Disabilities for Ninth Grade Mathematics Geometry Content Standards Language of Geometry Triangles Measurement Relationships between two- and three- dimensions Coordinate Geometry and Transformations
SLE Content Standard
Training for how to use this document will be: October 25, 26, or 27 Each district has been assigned a date to attend. Each district may send one special education teacher for grades 3-8 and 11, one 9 th grade special education teacher. An invitational letter will be sent to superintendents soon about the training.
New Course Code for Grade 9 Resource Class
Arkansas Department of Education Charlotte Marvel