1. AADSI Update January 2007

2. Whats in this PowerPoint? Teacher Responsibilities Passwords and Timelines Overview of Assessments Determining Who is Eligible Scoring and Recording Results How to Enter Data on the ADE Website Where to get Support

3. Teacher Responsibilities Consider eligibility at each annual IEP Continue instruction on Level I and Level II activities Collect data on Data Sheets Complete Demographic Information Form (DIF) for each student before accessing online application Refer to DIF form Conduct parent interviews Enter data on the ADE Website in by March 30th

4. What will the data entry look like in January ? TUSD Exceptional Education department has requested logins and passwords to the new data system for teachers who have been identified as having students who qualify for alternate assessments. When can I submit data ? The system opens on Wednesday, January 3, 2007. The system closes on the last day in March.

5. Jan. 31 Deadline View (10-02-01-444) Happy Day Elementary School Teacher, IMA Sais IDNameDOB Gende r Test LevelData Entry Status 111111Mouse, Mickey07/30/96MAIMS-A - Level I ASAT - Level I Incomplete 222222Mouse, Minnie07/11/97FAIMS-A - Level I ASAT - Level I Incomplete 333333Duck, Daisy07/05/96FAIMS-A - Level I ASAT - Level I Incomplete 444444 4 Duck, Donald05/20/97MAIMS-A - Level I (Parent Interview) ASAT - Level I Incomplete This means you need to complete the page and set the It is ok to begin entering/updating scores but is not required at this time.

6. Timelines All year long – instruct students on standards. Consider eligibility at annual reviews. Conduct parent interviews for Level I AIMS-A. 1 st Wednesday in January – ADE System opens. By January 31 st – Input all Demographic Info for all students who qualify. March – Point-in-time assessment for activities! March 31 – ADE System closes!

7. If you do not have a login and password, email Lindy Jones, let her know the names of the students you will assessing for alternate assessments, your location(s) and contact phone number. Lindy.Jones@tusd.k12.az.us 260-2438 Lindy.Jones@tusd.k12.az.us ADE Passwords Needed Why is this so important? Without a login you will not be able to enter student data.

8. More Info - Passwords New teachers If you did not submit data last year, Lindy Jones will email your login and password to you. Teachers who submitted data last year You will use the same login and password as last year. If you dont remember your login/password, you need to contact the ADE Support Center 866-577-9636 (toll-free) or email enterprise@azed.gov

9. Current Forms Check the Exceptional Education Website for Alternate Assessment Information before completing your IEP. http://edweb.tusd.k12.az.us/exced/alternate_04_05/TUSD/TUSD_main.htm http://edweb.tusd.k12.az.us/exced/alternate_04_05/TUSD/TUSD_main.htm It will link you directly to the forms on the ADE web site. Level 1 and Level 2 is all or none!

10. Assessment in TUSD Overview

11. Arizona & TUSD Assessments by Grade Level Arizona Assessments K12 3, 4, 5 6, 7, 89 10, 11, 12 State & District Bench- marks Bench- marks TerraNova & Benchmarks DPA (Dual-Purpose Assessment) & Benchmarks TerraNova & Benchmarks AIMS (11 & 12 if not passed in 10) K12 3, 4, 5 6, 7, 89 10* see next slide Alternate Assessment Options (Available for students who qualify) Level I ASAT Level I AIMS-A/ ASAT Level I ASAT Level I AIMS-A Level II AIMS-A/ ASAT Level II ASAT Level II AIMS-A

12. ASAT Grades K, 1, 2, 9, & 11 through Graduation Level I Form 1 - Eligibility Criteria Form 2 - Standards Status Report Level II Form 1 - Eligibility Criteria Form 2 - Standards Status Report

13. AIMS-A Grades 3 – 8 (DPA) and 10 (HS) Level I Form 1 - Eligibility Criteria Form 2 - Standards Status Report (do not complete in Grade 10) Form 3 - Performance Evaluation (complete only for grade 10) Form 4 - Parent Interview Forms 5 A-D - Activity-Based Performance Assessment Level II Form 1 - Eligibility Criteria Form 2 - Standards Status Report (do not complete in Grade 10) Forms 3 A-D - Activity-Based Performance Assessment

14. Alternate Assessment Options Level I Grades K – 10+* Based on alternate academic content standards - Kindergarten level *If determined by IEP team Level II Grades 6 – 10+* Based on alternate academic content standards - Grades 1 – 3 level

15. What about Kindergarten and 1 st graders? Kindergarten and First grade students need to be assessed. Use the ADE online system to input your scores for students who qualify for alternate assessment that are in Kindergarten or 1 st grade. This will satisfy the requirement for district testing, but will not affect AYP or AZLearns. Student data entered will be available for editing in subsequent years Assessment information should be used to develop IEPs. We will receive reports for these students.

16. What about 11 th and 12 th graders? IEP teams need to follow the guidelines PROCEDURES FOR CONSIDERATION OF EXEMPTION FROM PASSING THE AIMS FOR STUDENTS WITH DISABILITIES WHO HAVE AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) Exemption decisions are documented on IEP Attachment H and should be reviewed at the annual IEP each year. Student data entered into online system will be available for editing in subsequent years Assessment information should be used to develop IEPs.

17. How is Eligibility Determined ? IEP Team Discussion and Decision-Making Use IEP page Attachment C – Alternate Assessment Eligibility Criteria to determine who qualifies (pages 1-3) If needed, Alternate Assessment Eligibility Form Addition (page 4) – Psychologist approval mandatory!

18. SPED Attachment C

24. Eligibility Form Addition (4 th page) Psychologist Approval Mandatory For students who function like a student with mental retardation.

25. Significant Cognitive Disability Definition Empirical evidence of a significant cognitive disability Difficulty acquiring, maintaining, generalizing, and applying academic skills across environments even with intensive individualized instruction IEP goals focus on progress within alternate achievement indicators

26. Definition Parameters Significant Cognitive Disability Mental Retardation Not universally eligible based on this category Functions like a student with mild mental retardation Commensurate abilities across all areas –Reading, writing, and mathematics –Adaptive Behavior Scale scores –Measures of intellectual abilities NOTE: Students with learning disabilities who have overall intellectual and/or adaptive behavior abilities within the average range are not students with a significant cognitive disability.

27. Assessment Components Student Status Report (Form 2) Parent Interview (Form 4) Activity (Form 5)

28. AST – Analytic Scoring Tool

29. Analytic Scoring Tool (AST) All students are assigned a raw score from 1 to 11 points on every item Assign a score to reflect the students current performance

30. Cuing and Assistance Definitions (AST) Physical assistance Hand-over-hand or hand-under-hand guidance –For example: guiding a students hand to the coin slot on the vending machine and leading the student through dropping each coin into the machine Verbal assistance Oral directions to complete a task –For example: verbally directing a student through each step of a task –Most difficult cue to fade Physical cue A touch to prompt a student to complete any portion of task –For example: tapping a students elbow to prompt the student to pick up a picture

31. Cuing and Assistance Definitions (AST) Verbal cue Word or statement that indirectly signals a student –For example: asking Whats next in your schedule? Gestural cue Movement, including hand motions, head nodding, or other nonverbal cues –For example: pointing to the schedule board to prompt student to check the schedule

32. Cuing and Assistance Definitions (AST) Model Teacher demonstration of the appropriate behavior for a student to imitate –For example: demonstrating the operation of the microwave prior to asking a student to operate it Natural cue An ordinary cue that naturally exists in the environment –For example: student is cued to line up when other students form a line

33. Form 2 – Standards Status Report Refer to Form 2 performance objectives for Level I and II Teacher instruction throughout the school year Data-based teacher observation and analysis of student performance Comprises AIMS-A, ASAT, and DAP-A 1/3 of all items scored contributes to overall AIMS-A score All items scored contribute to overall ASAT and DAP-A score

34. Parent Interview When interviewing parents, record the rubric based on the probing information, the response is based on the parents perception of their childs functioning level.

35. Parent Interview – Level I Refer to Form 4 and Analytic Scoring Tool Interview face-to-face or by phone – do not send home for parent to complete. Give parent the opportunity to participate (only the parent can decline) Assign scores of 3, 6, 10, or 11 Can complete as part of an IEP meeting – generally takes 10 minutes or so.

36. Parent Interview – Situations Ideas for conducting the interview Parent sees student differently than you do Parent says, You just score it! Parent says, AIMS is ridiculous for my child! Item Sensitivity Parent Story Sharing

37. Activities Activities are assessed in both AIMS-A Level I and Level II Instruction occurs all year long. Students need lots of practice. Data Sheets Point-in-time assessment in March Score Sheets

38. Activities-Level I Student will use a daily schedule Student will play an interactive game. Student will make a purchase at a fast food restaurant or school snack bar. Student will follow a set of directions make a snack.

39. Activities-Level II Student will identify an area of interest for a job or volunteer opportunity and fill out the necessary forms Student will compare different recreation and/or leisure opportunities and choose one in which to participate. Student will determine the route of travel from starting point A to the selected event at Point B. Student will plan a meal for at least three people.

40. Scoring the Activities Refer to Forms 5 A-D Level I Data and Score Sheets Score selected items only Complete in online system in March Refer to Forms 3 A-D Level II Data and Score Sheets Multiple standards (reading, writing, and math) are attached to each step Task analyze each step. Break into the sequence of all the tasks embedded within each step. Complete in online system in March

41. Scoring the Activities Refer to Forms 5 A-D Level I Data and Score Sheets Score selected items only Complete in online system in March Refer to Forms 3 A-D Level II Data and Score Sheets Multiple standards (reading, writing, and math) are attached to each step Complete in online system in March

42. Darleens Sites http://members.cox.net/tinsnips/welcome.html This site is one of my favorites. It has picture recipes, holiday activities, schedule pictures, worksheets for reading labels and cooking measurements, and many links to other great sites. http://members.cox.net/tinsnips/welcome.html http://trainland.tripod.com/pecs.htm This site has many picture symbols including Boardmaker downloads and PECS symbols. It also has a link to photos of common brand name grocery items. http://trainland.tripod.com/pecs.htm http://www.bry-backmanor.org/picturerecipes.html Lots and lots of picture recipes. http://www.google.com This is a search engine. When this page comes up, there will be choices above the keyword search space. Click on Images. Another page will come up with a keyword search space. Type in a word for a picture you want (e.g. hamburger) and several pages of various pictures of hamburgers will come up. Select the picture you want. Right- click and copy and paste to a Word document. Resize as needed for the student. Add text. http://www.google.com http://edweb.tusd.k12.az.us/sped/ Real-life photos plus more sites. http://edweb.tusd.k12.az.us/sped/ http://www.mapzone.co.uk/pagesHomeworkHelp/mapability/ Map activities and information. Some links are interactive for students and some are printable activities. http://www.mapzone.co.uk/pagesHomeworkHelp/mapability/ http://www.edhelper.com/ Lots of good activities and lesson plans. One is high interest/low vocabulary reading passages including currently, Beginning the Job Hunt. http://www.edhelper.com/ http://www.tusd.k12.az.us/educators.html Tucson Unified School Districts own page which features many sample focus lessons according to state standards. Good lesson plans for many standards addressed for Level II alternate assessment. http://www.tusd.k12.az.us/educators.html

43. Data Entry Walk-Through The next set of slides are best viewed on a computer and are provided as a reference for data input for the online ADE system. These slides have moving parts and will walk your through the steps needed to input data. If you wish to skip this tutorial, click on the arrow button on the next slide.

44. 1.Open the internet browser, go to http://ade.az.gov and click on Common Logon –( look to the top right of the screen for this link)http://ade.az.gov

45. 2. Type in your username and password. Click on the Continue button. Note: You will have 5 chances to input your username and password before you are deactivated. If you get deactivated, you will need to call the ADE Support Center at 866-577-9636 or email enterprise@azed.gov

46. 3. The first time you access the ADE Common Logon system with your own login and password, read the Acceptable Use Policy, click on (If you click I do not agree, you will not be able to continue.) I agree

47. Read the directions on the screen and then enter your new password twice. 4. If this is your first time in the application, you will see Roger Hint: Write you username and password down in a secure place. Educational Technology and Exceptional Education will not have access to retrieve your password. You now need to set your to help you if you forget your password.

48. 5. You are now logged in and will see the following screen. Click on. Your Username and Password will be tied to the level of access you have. A teacher will automatically be linked to the particular school.

49. 6. You will now see the school listed on the top right corner of the screen. If there is an error, contact Lindy Jones, Mary Neale, or Cathy Taylor.

50. 7. On the left you will see a menu bar, click If this is your first time through this year, No Records Found Student Data

51. On the first screen SAIS ID, DOB and Gender is entered. 8.To add your students, click Add Student Enter information, click ADE will retrieve your student.

52. 9. Check the student information carefully. If the information is correct click YES. If ADE did not retrieve your student, click NO. Re-enter SAIS ID, DOB and Gender and try again.

53. The information number retrieved the Data Retrieval Error screen IMPORTANT!! If you get the above error, check the SAIS number, DOB and Gender to make sure they are correct and match what is in SAIS. Contact Cathy Taylor or Lindy Jones if you believe you have typed everything in correctly and you are still getting an error. If the SAIS system had the error, a SAIS upload to ADE will need to occur before you can continue data entry for this student.

54. 10. If a student was successfully retrieved, the next window will need more information. (Demographic Information Form) This information has already been filled in by the district and represents the identical information for this student in the SAIS system MIMR-Mild Mentally Retarded

55. 11. Click to fill in the appropriate boxes or drop down menus. Indicate the number of consecutive years that a student has been attending this school, counting the current school year. Indicate whether the student began the school year (or within the first 10 days school days) at their current school. Indicate the number of consecutive years that a student has been attending this school district, counting the current school year.

56. 12. Complete the following areas If you click on Then you will need to answer the following questions.

57. 13. Once you have completed your information, scroll to the bottom of the page and click on one of these buttons. will save the information you just entered and will return you to the Student List page. will save the information you just entered and will keep you on the same page. will NOT save the information you just entered and will return you to the Student List page.

58. 14. At this point, you can enter a new student - Make sure you are on the Page and repeat the directions. I am done entering student demographics and want to enter scores. What do I do?

59. Enter all eligible students by January 31 on the Student List page

60. You will identify test eligibility and enter scores for a student. Click on the SAIS ID for the student on the Student List page. Click on Test Eligibility and then select Level I or Level II

61. 15. Click on Forms to access the data entry pages. Mild Mental Retardation

62. 16. Click on the form to enter data. As forms are completed, the status will change to Complete. Note the status column

63. 17. Click on the arrow to enter your scores. Comments are optional but helpful.

64. Even if a student is completed, you can go back and edit any information until the system closes to teachers on March 31 As you complete subject areas the status will change. When you bring up the Student List, you can also check on status for individual students. Status will show Complete after data has been entered on all forms.

65. Be aware – Complete status If a student had scores from last year and you click SAVE on a scoring page, the system will show as complete even if you did not review every score on the page. We owe it to our students to ensure that all scores reflect their current abilities. Remember that even if Status shows as Complete, point-in-time assessments for the Activities are to be completed and input in March.

66. Support & Information on ExEd Web Helpful Step-by-Steps and More! How to Look up a SAIS Number How to Check AA Scores from TUSDStats How to Check ELL Status from TUSDStats These handouts can be found at http://edweb.tusd.k12.az.us/exced/alternate_ 04_05/TUSD/teachers.htm http://edweb.tusd.k12.az.us/exced/alternate_ 04_05/TUSD/teachers.htm

67. You have made it through these directions!