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Illinois Alternate Assessment Annual Conference on Best Practices for Nonpublic Special Education Programs November 20, 2008.

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Presentation on theme: "Illinois Alternate Assessment Annual Conference on Best Practices for Nonpublic Special Education Programs November 20, 2008."— Presentation transcript:

1 Illinois Alternate Assessment Annual Conference on Best Practices for Nonpublic Special Education Programs November 20, 2008

2 Introductions Pearl A. Schneider IAA Coordinator Student Assessment, ISBE All information referenced in this presentation may be found on the IAA website:

3 IAA Agenda Overview Where weve been What weve learned Adjustments Calendar Resources

4 IAA Life Cycle to Date: Fall 2006 Writing Pilot February 2007 Portfolios R, M, S Spring 2007 Writing Operational Fall 2007 Pilot R, M, S Spring 08 Operational for R, M, S, W 2009 adds Gr. 3 Writing to complete operational test

5 2009 IAA Tests Reading Gr. 3-8 and 11 Mathematics Gr. 3-8 and 11 Science Gr. 4, 7, and 11 Writing Gr. 3, 5, 6, 8, and 11

6 Concern #1: 51% of teachers attended a training session This raises questions regarding the use of the trainer of trainers model. The accuracy of test administration and scoring may have been impacted.

7 09 IAA Training, Part 1: Northern Illinois including Chicago January 26-30, 2009 Central and Southern Illinois February 2-6, 2009 The ISBE website has the training schedule posted. Dates of registration will be announced soon.

8 09 Training, Part 2: To ensure precise administration and scoring, especially for those teachers who have not attended training: Rubric language has been embedded in the teacher administration instructions.

9 IAA Scoring Rubric Level 4 - The student correctly performs the task without assistance or with a single repetition of instructions or refocusing. (The teacher can repeat the instructions without change one time with no additional prompting and no indication of right or wrong answer). Level 3 - The student correctly performs the task with a general prompt. Level 2 - The student correctly performs the task with a specific prompt. Level 1 - The student does not perform the task at Level 2 or provides an incorrect response despite Level 2 support.

10 2009 IAA Task Layout: Page facing teacher – instructions and text Page facing student – task and/or answer options

11 Present the primary task to the student. Say: Which picture shows only mammals? Point to each option and say: A dog and a cat, A cat and a plant, Three bushes The student receives a score of 4 for a correct response. If the student does not respond or responds incorrectly, repeat the primary task only once exactly as it appears. If the student again chooses an incorrect answer or does not respond, move to Level 3. 4 Turn the page to provide the general prompt to the student. Re-present the primary task and answer options. The student receives a score of 3 for a correct response. If the student does not respond or responds incorrectly, move to Level 2. 3 Indicate the correct answer and re-present the primary task and answer options. The student receives a score of 2 for a correct response. If the student does not respond or responds incorrectly, move to Level 1. 2 If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1 Correct Answer: A dog and a cat Sample Science task: (Teacher Instruction Page)

12 The child sees B/W drawings in the test booklets. a dog and a cat a cat and a plant three bushes

13 Say: Here are some rabbits. Rabbits are also mammals. Turn back to the primary task page and re-present the primary task and answer options. 3 The Teacher Sees:

14 The child sees B/W drawings in the test booklets.

15 Present the primary task to the student. Say: Read the sentences with me. Which sentence is fiction? Point to each option and say: The man flapped his arms and flew away. The teacher gave the class homework. There are seven days in a week. The student receives a score of 4 for a correct response. If the student does not respond or responds incorrectly, repeat the primary task only once exactly as it appears. If the student again chooses an incorrect answer or does not respond, move to Level 3. 4 Say the general prompt to the student: A fairy tale is a kind of fiction because the story is imaginary. Re-present the primary task and answer options. The student receives a score of 3 for a correct response. If the student does not respond or responds incorrectly, move to Level 2. 3 Indicate the correct answer and re-present the primary task and answer options. The student receives a score of 2 for a correct response. If the student does not respond or responds incorrectly, move to Level 1. 2 If the student does not respond or responds incorrectly at Level 2, the student receives a score of 1. 1 Correct Answer: The man flapped his arms and flew away. Sample Reading task: (Teacher Instruction Page)

16 The child sees B/W drawings in the test booklets. The man flapped his arms and flew away. The teacher gave the class homework. There are seven days in a week.

17 Built-In Task Characteristics: Plus: Task-specific texts, symbols, and artwork embedded in the task. The General Prompt embedded in the task (in the event it is needed). All tasks would follow the same rubric template for teacher administration instructions. Flexibility in presentation of tasks and how the student responds would be maintained.

18 Some Things Never Change Assessment frameworks remain the same. IAA Participation Guidelines remain the same. Use of mode of communication specific to the individual student remains the same. Options in types of student responses remains the same. Score submission online remains the same. Content coverage is expanded, not changed. Training will be provided on administration of the tasks.

19 Test Administration

20 IAA Preparation Resources Expanded Teacher Instructions and materials lists provided in test booklets Updated Implementation Manual (separate sections for Coordinators and Teachers) Online User Guides (Coordinators/Teachers) 2009 IAA Score Sheet (Implementation Manual)

21 Preparations Review the scoring rubric and the guidelines at all 4 levels. (Refer to the Implementation Manual and the tasks themselves.) Stay true to student task as written in the test booklets. DO NOT CHANGE the content of the task. Maintain order of answer choices as provided in the test booklets. DO NOT CHANGE the content of the choices. Avoid cuing answers through body language, voice.

22 Utilize as needed*: Enlarged art Hand-held manipulatives Visual aids and assistive technology Tactile forms of print and/or raised-line material Extra time and additional breaks for test taking in a quiet setting Professional staff who provide student support to assist with suggestions and material preparation. * This list is not exhaustive.

23 Communication Identify the students primary mode of communication and administer each task using this mode. Verbal Nonverbal Sign Systems Communication Books Assistive Technology Language issues (e.g., ELL)

24 Prepare the Student Discuss/explain to the student what he/she will be asked to do during the assessment. Provide the student with easy access to communication device(s), if typically used. Review content-related pictures, words or voice output on the students communication system prior to beginning (make sure it works). Ensure that hearing aid(s) and/or FM systems are in good working order.

25 Prepare the Environment Eliminate competitive sounds or visual distractions that may divert the student. Position the student to sustain attention. Determine the best focal distance for the student to view/manipulate the materials.

26 With the exception of assessing a score point of 4, each item is to be administered once, with sufficient time for a student to respond using his/her mode of communication, unless the item administration is interrupted and reasonably needs to be repeated from the beginning. Note: Adequate wait time is defined as 3-5 seconds or longer (based on the students mode of communication). How many times may I administer the primary task?

27 Score Point of 4 To promote validity and reliability, educators assessing a score point of 4 may repeat the task once: If upon initially administering the task, the student provides an incorrect answer or no response, repeat the task once without an indication of judgment (i.e., right or wrong answer) or assistance. If the student provides a correct answer upon repetition of the task, the student is eligible to receive a score point of 4. If the student provides an incorrect answer or no response upon repetition of the task, move to the general prompt.

28 Concern #2: Comparability to regular assessments in terms of content coverage. In states I have worked with, there tend to be more alternate assessment items than (ISBE) has developed. (peer reviewer)

29 2009 Operational Test will contain: ReadingMathScienceWriting 14 tasks 4 FT Total: 18* 15 tasks 4 FT Total: tasks 4 FT Total: 19** 7 tasks 1 FT Total: 8 * Except Gr. 11 will have total of 15 tasks. ** Except Gr. 7 will have total of 20 tasks. FT – field test task (pilot) for future tests

30 * Tasks in the content area of Reading do not apply to 11th grade. Grade 11 has only 15 Reading tasks. * Task 20 in the content area of Science does not apply to grades 4 or 11. Only grade 7 has 20 Science tasks.

31 IAA Calendar Nov 3 – Dec 21: Profile update window for Assessment Network ONLY OPPORTUNITY to update contact and shipping information before spring 09 testing!!) Dec 1: Last day to submit Test Window Modification request to ISBE.

32 IAA Calendar Jan 9: Pearson receives FINAL pre-ID file from SIS. Used to create initial shipment of materials to districts and student rosters in SchoolSuccess (Pearsons IAA online scoring system). Jan 26 – Feb 6: IAA Regional Trainings Feb 9: SchoolSuccess user ID and password is ed to coordinators. School Success website opens to allow for creation of teacher accounts and classroom setup.

33 2009 IAA cont. Feb 17: IAA test materials delivered to districts. Feb 17 – Mar 9: IAA additional order window available on Assessment Network website. Mar 2-20: Early Testing Window (waiver) Mar 9-27: Regular Testing Window Mar 16 – Apr 3: Late Testing Window (waiver)

34 2009 IAA cont. April 3: Final day to enter IAA scores for 2009 testing. SchoolSuccess website closes at 11:59 p.m. No scores accepted after this time. April 9: Pre-scheduled pickup of IAA test materials between 8 am – 5 pm

35 IAA Online Resources Implementation Manual Online Scoring User Guides Frameworks Scoring Rubric RCDTS codes Accommodations Guidelines

36 Pearson Contact Information Pearsons Assessment Network Pearson Customer Support 800/ State Code 814 Pearson Online Scoring Questions 888/

37 ISBE Contact Information ISAT questions: Dennis Goedecke PSAE questions: Megan Forness IAA questions: Pearl Schneider Assessment Division Phone: 217/


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