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Transformative Technology Based Alternate Assessment Idaho State Department of Education Division of Assessment Carol Scholz M.Ed. Alternate Assessment.

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Presentation on theme: "Transformative Technology Based Alternate Assessment Idaho State Department of Education Division of Assessment Carol Scholz M.Ed. Alternate Assessment."— Presentation transcript:

1 Transformative Technology Based Alternate Assessment Idaho State Department of Education Division of Assessment Carol Scholz M.Ed. Alternate Assessment Coordinator Slide 1

2 Robust Technology Implementation Alternate Assessment 4 Components 1. Online Teacher Training and Learning Community Idaho Training Clearinghouse FAQ, Webinar, Podcast, Manuals, Announcements FAQ, Webinar, Podcast, Manuals, Announcements 2. Digitized Online Assessment - I-PASS-BI Care Individual Portfolio Artifact Submission System 3. Online Field Review – Survey Monkey, excel data driven decisions and revisions 4. Digital Data Collection – Excel for Accommodations & Uniform Baseline & Data Collection

3 Kuhn’s Paradigm Shifts In Services for Students With Disabilities Began With Public Law The Way It Was… State Residential Institutions – housed 1,000s of children with disabilities Silence of the Lambs filmed here….at the institution that housed the children I taught my first year teaching.

4 The Way It Was and Is… Kuhn’s Paradigm Shift - Resulted In: Public Law began deinstitutionalization & provision of free appropriate public education (FAPE) Mainstreaming Began - Students mainstreamed into communities and local schools FAPE, IDEA & NCLB – Students with Disabilities entitled to free and equal access to education and assessment The Way of the Future… Kuhn’s Next Paradigm Shift - Transformative Technology! Kuhn’s Paradigm Shifts Continues With Transformative Technology Based Services for Students With Disabilities

5 In The Third Wave book published in 1980 by Alvin Toffler – three types of societies, based on the concept of 'waves' - each wave pushes the older societies and cultures asideAlvin Toffler First Age – Agriculture Second Age – Industrial– Assembly Line Third Age – Information – Technology – Internet Multimedia -Data Driven – Getting AA on the bus! Fourth Age – We are on the Cusp – Global Communication Collaboration Where is Alternate Assessment in terms of Toffler’s Wave Theory? With the use of paper assessments we are still in the Second Industrial Assembly Line Age. Use of Idaho Training Clearinghouse, I-PASS with BI Care Technologies facilitates entry into the Third Age of Information for Alternate Assessment! Toffler’s Third Wave – Information

6 What is the ISAT-Alt? Idaho State Assessment Tests Alternate Slide 12 Idaho One of First States to Receive Federal Approval for its Alternate Assessment based upon Alternate Achievement Standards Former IAA Revised in response to peer review. Direct correspondence to ISAT – reporting, content areas Replace teacher rating scale with portfolio (began w Sci.) Full Compliment of all four content areas Revised Eligibility Guidelines Two independent scorers (third if scores are not adjacent) Assess full range of Extended Content Standards Separate Reading AA into Reading & Language Usage Developed Completely Online Digital System Key Personnel Dr. Carissa Miller Deputy Superintendant Consultants: Dr. Edward Roeber University of Michigan Rosemary Abell Caring Technologies – BI Care Ron and Sharon Oberleitner SDE Administrators and Directors Idaho Educators

7 More Complex   Less Complex Resource Guide for the Idaho Content Standards Content Area: Reading Grade: Goal: 1.1 Acquire concepts about print. Objective A for grade 3 extended to grades 4 and 5. Critical Function: ­ letter, word, phrase, sentence, paragraph More Complex   Less Complex Resource Guide for the Idaho Content Standards Content Area: Reading Grade: Goal: 2.1 Acquire strategies and skills for comprehending text. Objective: A across grades 3, 4, and 5 Critical Function: fiction, nonfiction, genre, character, plot, setting, newspaper, textbook, poetry, fairy tale, feature ­ More Complex   Less Complex Extended Content Expectation Complexity Level 4 IdentifyComplexity Level 3 RecognizeComplexity Level 2 DiscriminateComplexity Level 1 Pre-symbolic 3.LA A Identify the purpose of different kinds of text. The student identifies whether a reading is fiction or nonfiction, real or pretend. The student identifies what the story is about. The student attends (follows along) to text being read. Presented with book and another object, the student identifies the book. 4.LA A Identify the purpose of different kinds of texts. The student listens to a fiction reading and given two choices, correctly identifies the genre (poetry, fairy tale). The student identifies whether a reading is fiction or nonfiction, real or pretend. The student identifies what the story is about and one other feature (character, setting, plot). The student holds and opens a book correctly. 5.LA A Identify the purpose of different kinds of text. The student listens to a nonfiction reading and given two choices, correctly identifies the genre (newspaper, textbook). The student listens to a fiction reading and given two choices, correctly identifies the genre (poetry, fairy tale). The student identifies what the story is about and two other features (character, setting, plot). The student holds the book correctly and demonstrates turning a page. ISAT-Alt Portfolio Assessment Handbook for the Idaho Content Standards Content Area: Reading Grade: Goal: 2.1 Acquire strategies and skills for comprehending text. Objective: A across grades 3, 4, and 5 Critical Function: fiction, nonfiction, genre, character, plot, setting, newspaper, textbook, poetry, fairy tale, feature ­ Slide 27

8 Caring Technologies BiCare & Idaho SDE Collaborate to Create I-PASS (Individual Portfolio Artifact Submission System) Idaho’s GSEG GRANT IMPLEMENTATION First Digital Portfolio of Performance Internet Based Data Video, Digital Photo, Scanned, Faxed & Saved 1.ePortfolios-Customized Student’s Assessment Needs – Content Area Folders - Evidence of Learning (ECO) Extended Content Area Objectives 2.For ISAT-Alt Submission and Scoring 3.Classroom Data, Materials, Training and Collaboration 4.Library of Instructional, Assessment & Assistive Technology Resources – Multimedia (Created Fall of 2010 with Spring ISAT-Alt artifacts)

9 What will I see? 2 Integrated Systems I-PASS Log In SDE Rangefinding Scoring Media Gallery General Library Student Assessment Folders BI Care

10 Classroom System Demo Classroom System Demo

11 Online Help Online Searchable Knowledge Base Online Training Videos Phone & Technical Support Caring Technologies World Class Service!!

12 Benefits of Technology Integrated Assessment and Special Education Services Transforms Paper into Digital Media Files Provides for Professional Collaboration Teacher Training and Induction Communication W Families and Service Providers Performance Task or Portfolio Learning Communities Libraries of Exemplars Research Data – Longitudinal and Case Study National Model – Cost Savings FERPA and HEPA Secure Systems Slide 33

13 No More Paper Data Collection! Former ISAT-Alt Data Sheet Now Drop Down Menu! Slide 43

14 No More Filling Out Paperwork Drop Down Keyword Menus Designate Scores ComplexityIndependenceAccuracy Automatic Notification Folder is Complete!

15 Online Rangefinding - Demo 27 Educators Working Online in Pairs examined 1,000s of pieces of digital evidence using headphones & 2 way jacks 27 Educators Working Online in Pairs examined 1,000s of pieces of digital evidence using headphones & 2 way jacks Training & Certification Libraries – Educators Chose 2 artifacts/grade level span/objective for: Training & Certification Libraries – Educators Chose 2 artifacts/grade level span/objective for: training training Certification tests – 3-5, 6-8, H.S. Content Areas; Reading, Math, Language Usage and Science Certification tests – 3-5, 6-8, H.S. Content Areas; Reading, Math, Language Usage and Science Retraining Retraining recertification recertification https://apps.sde.idaho.gov/ipass

16 Using the Three Scoring Dimensions Together Student work in each entry will receive a score on each of the three dimensions, and the three scores will be multiplied to arrive at the total entry score. Student work in each entry will receive a score on each of the three dimensions, and the three scores will be multiplied to arrive at the total entry score. Thus, a student who receives; Thus, a student who receives; 3 for Accuracy 3 for Accuracy 3 for Independence 3 for Independence 3 for Complexity 3 for Complexity Score of 3 x 3 x 3 = 27 Example of Score for One Artifact Score of 3 x 3 x 3 = 27 Example of Score for One Artifact The student’s content area score (e.g., in Mathematics) will be the total (sum) of each of the entry scores that the student received. The student’s content area score (e.g., in Mathematics) will be the total (sum) of each of the entry scores that the student received. Goal - Select the highest level of complexity for the student that the student can complete as accurately as possible with the minimum level of support needed. Goal - Select the highest level of complexity for the student that the student can complete as accurately as possible with the minimum level of support needed. (highest level of each of the three dimensions at the same time) (highest level of each of the three dimensions at the same time) Slide 49

17 Online Scoring Demo 2 Independent Raters Scorers Trained Using Exemplars From Rangefinding – Displayed on Smart board & discussion followed by certification tests Scorers Trained Using Exemplars From Rangefinding – Displayed on Smart board & discussion followed by certification tests Scorer – Certification Levels & Access Controlled by SDE remotely Scorer – Certification Levels & Access Controlled by SDE remotely Scorer 1 & Scorer 2 – Queue of Portfolio Evidence automatically populates Scorer 1 & Scorer 2 – Queue of Portfolio Evidence automatically populates 3 rd Score if not adjacent – automatically routed 3 rd Score if not adjacent – automatically routed Online Drop Down Menu – Complexity, Independence and Accuracy – Condition Codes & Comments Online Drop Down Menu – Complexity, Independence and Accuracy – Condition Codes & Comments Administrative Monitoring of Unscoreable Items Administrative Monitoring of Unscoreable Items https://apps.sde.idaho.gov/ipass

18 Idaho Teachers collected over 44,000 pieces of video, digital photo, scanned faxed and saved student evidence in ONE YEAR! SDE provided 400 Flip Cameras for Idaho Teachers!

19 Enhanced Student Data Management Capacity Improved Handles Large Volumes of Data – Formerly 5,000 paper portfolios, shipping, handling, contracted scoring Capacity Improved Handles Large Volumes of Data – Formerly 5,000 paper portfolios, shipping, handling, contracted scoring Digital Process Eliminates Paper – 44,000 Individual Pieces of Student Evidence uploaded so far Administrative Monitoring of all processes – custom permission levels for Admins (local, district and state) Administrative Monitoring of all processes – custom permission levels for Admins (local, district and state) Reporting – Federal & State - governmental and research reporting Reporting – Federal & State - governmental and research reporting $$ & Time Savings – Costs of Alternate Assessment 1/3 -1/2 $$ & Time Savings – Costs of Alternate Assessment 1/3 -1/2 Rangefinding – Snapshot of One Function– 400 Pieces of Evidence Scored in 3 hrs.! Rangefinding – Snapshot of One Function– 400 Pieces of Evidence Scored in 3 hrs.!

20 Future System Uses - BI- Capture Live Demo Behavioral Imaging Technology is Here! Idaho - First in Nation Statewide Adoption 120 Sites Fall 2010 Idaho - First in Nation Statewide Adoption 120 Sites Fall 2010 Caring Technologies Boise Caring Technologies Boise

21 Future System Uses - Assistive Technology Library of Video Examples Online! Idaho Assistive Technology Project Members Nora Jehn Nora Jehn Cathy Griffith Cathy Griffith Produced Handbook - Assistive Technology for Alternate Assessment Produced Handbook - Assistive Technology for Alternate Assessment

22 Future of I-PASS - Time to Share Success Stories! Book by Jessica Roberts Success Stories Book by Jessica Roberts Success Stories Using Video in the Classroom to Document Learning Using Video in the Classroom to Document Learning Success Stories-Social Stories – Time to Share Success Stories-Social Stories – Time to Share Using video to teach and reinforce; Communication Communication Behavior & Social Skills Behavior & Social Skills Classroom Expectations and Rules Classroom Expectations and Rules Schedules Schedules Academic Content Academic Content To access examples of video success stories and tutorials on the Flip Camera go to To access examples of video success stories and tutorials on the Flip Camera go to Slide 52

23 Potential For I-PASS & BI Care Potential For I-PASS & BI Care Future Uses of Digital Online Assessment College and Career Electronic Portfolio College and Career Electronic Portfolio Speech, OT and Physical Therapy Delivery Speech, OT and Physical Therapy Delivery Performance Based Assessment Video Documentation Performance Based Assessment Video Documentation EL EL Formative & Benchmark Assessment Formative & Benchmark Assessment 21 st Century Skills 21 st Century Skills Digital Senior Project Digital Senior Project Digital Storytelling and Writing Portfolios Digital Storytelling and Writing Portfolios

24 “At every crossway on the road that leads to the future, each progressive spirit is opposed by a thousand men appointed to guard the past.” -Maurice Maeterlinck, Belgian Nobel Laureate “Be the Change You Want to See in the World!” Ghandi Ghandi


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