Presentation on theme: "Arizonas Instrument to Measure Standards Alternate (AIMS A), administered by the Arizona Department of Education (ADE), measures what students know and."— Presentation transcript:
Arizonas Instrument to Measure Standards Alternate (AIMS A), administered by the Arizona Department of Education (ADE), measures what students know and are able to do in the content areas of mathematics, reading, and science as presented in the Arizona Alternate Academic Standards.
Special education leaders, assessment experts, and other professionals in the special education field provided input related to potential enhancements for the AIMS A. As a result, the 2009 AIMS A will have the following features. There are three item types in each content areas: Multiple Choice Items – Online test items. Performance Tasks – Standardized constructed response items which are scored on standardized data sheets. Each score point has specified responses. Rater Items – Constructed response items specific to the students environment which are scored using the 1-4 point rubric.
Enhanced accessibility options which allow for the use of any augmentative devices that mimic a keyboard (i.e., Dynovox; Big Mac). Redesigned online appearance. Increased monitoring by the ADE to increase validity and reliability.
Each District or Charter Special Education Director is responsible for overseeing testing for all schools within the district or for all schools under the same charter. The Special Education Directors Manual provides the instructions for the proper handling of test materials before, during, and after test administration. To ensure the correct administration of AIMS A, Special Education Directors must also refer to and use the AIMS A Test Administration Directions.
Before Testing attend training; read the Test Administration Directions; verify students IEP information; obtain a valid user name and password for Common Logon with access to Alternate Assessment; enter student data information into AIMS A online program; print all forms.
During Testing properly administering each test section; adher to testing deadlines; secur all test materials, including data sheets. After Testing report any testing incidents to Special Education Director; print all reports before the system closes; and submit all test materials, including data sheets to Special Education Directors.
November Special Education Director completes password request form December Submit Tuitioned-Out Student Form & Submit Multiple Choice Reset Form January 7 th- 31 st Complete Student Verification February 15 th – Conduct Test Administration March 31 st April 1 st – 30 th Special Education Director submits Final Data Submission/Closeout
In order to be considered for alternate assessments, students must meet all of the following criteria: Evidence of a Significant Cognitive Disability: Empirical evidence (formal testing results, multidisciplinary evaluation team results, etc.) of a significant cognitive disability that prevents the acquisition of the Arizona Academic Standards. The student must meet the definition of Significant Cognitive Disability (SCD). Intensity of Instruction: It is extremely difficult for the student to acquire, maintain, generalize, and apply academic skills across environments even with extensive/intensive, pervasive, frequent, and individualized instruction in multiple settings. Curricular Outcomes: The goals and objectives in the students IEP focus on enrolled grade-level Alternate Arizona Academic Standards (www.ade.az.gov/standards, click on AIMS A).www.ade.az.gov/standards To access the eligibility form:
Some students taking the general assessment (AIMS) are allowed accommodations. Accommodations are specific practices and procedures that provide students with equitable access during instruction and assessment. Students with a Significant Cognitive Disability (SCD) require much more intensive instructional support which is provided through instructional adaptations. Any instructional adaptations or strategies can be used to support the student with a SCD as long as the student indicates the response choice.
Read Passages or Test Item/Describe Graphics Adaptive Calculators Number/Alphabet Line Symbolic/Picture System Line Drawings Assistive Technology *This is not an exhaustive list.
Touch screens, Smart Boards, and any device that models a keyboard can be used to administer AIMS A. For assistance with or questions related to assistive technology contact your regional program specialist. Northern Central Southern
Open the internet browser, go to and click on Common Logon (look to the top right of the screen for this link).http://www.ade.az.gov
Type in username and password. Click the Continue button. Note: There are five chances to input the username and password before deactivation. If deactivated, call the ADE Support Center at or
The first time the ADE Common Logon system is accessed using assigned login and password, read the Acceptable Use Policy. Click I agree (if I do not agree is clicked, access to the application will be denied).
Read directions on the screen and enter new password twice If this is the first time in the application: Roger Set
Once login has been completed, the following screen will appear: Click The assigned Username and Password is linked to either the administrator or teacher level of access. A teacher will automatically be linked to the assigned school.
The school is listed on the top right corner of the screen. If there is an error, contact ADE Support Center at or
Gather the following information before you begin: SAIS ID Date of Birth Gender Enrollment History Disability Category Document Adaptations that will be used
On the left there will be a menu bar - click Student Data
If this is the first time using the application this year, No Records Found will appear. Click Add Student and enter required information then click Retrieve. Add Student
Check the student information carefully. If the information is correct, click YES. If ADE did not retrieve the correct student, click NO. Verify SAIS ID, DOB and/or gender and re-enter data.
Incorrect data generates a Data Retrieval Error: IMPORTANT If the above error persists, contact the special education administrator or designee to verify that the SAIS number, DOB, and gender entered matches the data submitted by the PEA SAIS administrator to ADE. If the data submitted through the PEA SAIS administrator is incorrect, a SAIS upload to ADE will need to occur before data entry can continue for this student.
If a student was successfully retrieved, the next window will need more information from the Demographic Information Form. Some information is populated with data submitted by the PEA Be sure to complete entire form.
After the information is completed, scroll to the bottom of the page and click on one of these buttons - will save the information entered and return to the Student List page. will save the information entered and stay on the same page. will delete the information entered and return to the Student List page.
Check the status column upon completio n of each section.
Students will respond to online items with three answer choices.
Download and carefully read each task prompt and gather the materials necessary to complete the following tasks before you begin the student assessment. A list of materials needed can be downloaded when logging onto the system. Each Performance Task data sheet will be pre- populated with the prompts and the appropriate score point for a given student response. Record the students performance on the data sheets provided. You will enter the information from the data sheets into the online system when completed.
After prompting the student on each performance task, mark the appropriate box that corresponds to the students response. The appropriate response at each score point is indicated on the data sheet, following the model below. A score of 2 indicates the student correctly performed the task without assistance or with a single repetition of instructions or redirection. A score of 1 indicates the student responded correctly after the teacher modeled the correct response or if the students answer closely relates to the correct answer. A score of 0 indicates the student was not able to correctly perform the task without assistance or after a single repetition of instruction or redirection.
Example of a Performance Task Data Sheet:
Download and carefully read each Rater Item prompt and gather the materials necessary, including the AIMS A Rating Rubric, before you begin the student assessment. A list of materials needed can be downloaded when logging onto the system. Each Rater Item data sheet will be pre- populated with the prompts. Record the students performance on the data sheets provided. You will enter the information from the data sheets into the online system when completed.
Scores for this section will be determined by allowing the student opportunities to demonstrate the skill or task described in the prompt using various levels of support or assistance outlined in the Rater Item Scoring Rubric. In addition to prompts and cues, the teacher may provide objects, shapes, or manipulatives familiar to the student to aid in assessing the students skill level on each Rater Item.
Allow the student to respond or perform a task. Do not influence their responses. When assessing students on the Performance Task or Rater Items, rate them based on what was observed at that point in time. Do not rate them based on previous observations. Select the day when your student will perform at their optimal.
To ensure test validity and reliability, AIMS A will be monitored by the ADE. If your site is chosen, you will be notified in advance and will be given training related to this process.
It is unethical and shall be viewed as a violation of test security for any person to: disclose or allow to be disclosed the content of any portion of the test before, during, or after test administration; discuss any AIMS A test item before, during, or after test administration; use any AIMS A materials for instruction before or after test administration; allow students access to test questions prior to testing; allow students to share information during test administration; report students answer choices based on previous experience outside the testing window; photocopy, transcribe, or in any way duplicate any part of AIMS A test items for anything other than test administration; fail to store all test materials in a secure area before, during, and after test administration, including all student data sheets; and participate in, direct, aid, counsel, assist in, encourage, or fail to report any violations of these test administration security procedures. Test Administrators may not influence student decision in answering questions. They may only aid access to the test through adaptations. No test item may ever be discussed before, during, or after test administration.
For general questions, or comments: Item Development Coordinator Leila Williams, Ph.D. (602) Data Analysis Coordinator Danielle Gordon (602) Administrative Assistant III Jennifer Fogus (602)