1. Developing images of success
The New Alternate Assessment for Students With Significant Cognitive Disabilities
15th Annual Alaska Statewide Special Education Conference: Perspectives & Snapshots
Developing images of success
February 21, 2006
Aran Felix, Alternate Assessment Program Manager, EED
Fran Maiuri, Special Education Professional Development, ASD

2. Purpose of Presentation, Section 1
Explain why the state is changing to a new Alternate Assessment; the AA’s connection to Grade Level Expectations; and general information and background about the AA.
Assessment’s connection to standards and instruction.
Opportunity for stakeholders to provide feedback on several assessment products.
Alaska Department of Education & Early Development

3. Alaska Department of Education & Early Development
Quick Quiz
Who takes the alternate assessment?
Approximately how many students in Alaska take this test?
Who decides eligibility to take this test?
Where can you find the eligibility criteria?
What kind of test is the AA?
Is the Alternate part of the CSSA?
Who scores the alternate assessment portfolio?
Alaska Department of Education & Early Development

4. For the FAQ Files – (Handout)
Pink cards in folder
Write down your burning questions throughout presentations
1 ? per card, more cards available
What do you want to know about the AA?
Pass to side, we will collect
Review and discuss at end of session
Design FAQ File from your questions
Alaska Department of Education & Early Development

5. Abbreviations – (Handout)
AA – Alternate Assessment
CSSA – Comprehensive System of Student Assessment
DRC – Data Recognition Corporation (Vendor for SBA, HSGQE, Science)
DRA – Dillard Research Associates (Vendor for all AA, R/W/M/S)
ExGLEs – Extended Grade Level Expectations
GLEs- Grade Level Expectations
HSGQE – High School Graduation Qualifying Exam
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
NCLB – No Child Left Behind
SBAs – Standards Based Assessments
SCD – Students with Significant Cognitive Disabilities
SWD – Students with Disabilities
Alaska Department of Education & Early Development

6. Legal and Historical Shifts
Background
Legal and Historical Shifts

7. Federal & State Legislation
IDEA
SWD access general education curriculum
Accommodations
Do Alternate Assessment
Report performance on standards & test results
AK STATUTES
Assess Grades 3-10, R/W/M and HSGQE
NCLB
Same, Challenging Academic Standards for all, including SWD
Assess ALL students including SWD
Accountability (AYP)
Assess Reading, Math, Science
High Technical Quality
Alaska Department of Education & Early Development

8. Historical Perspective: Changing Curricular Context for SCD
Early 1970s
Adapting infant/early childhood curriculum for students with the most significant disabilities of all ages
1980s
Rejected “developmental model”
Functional, life skills curriculum emerged
1990s
Also: social inclusion focus
Also: self determination focus
Assistive technology
2000
General curriculum access (academic content)
Plus earlier priorities (functional, social, self determination)
Digitally accessible materials
Alaska Department of Education & Early Development

9. Positive Consequences for SWD when included in state assessments
Higher levels of learning and achievement for students with disabilities
Increased access to general ed curriculum
Increased opportunity to learn grade level material
Accountability for student learning
Documents what students ‘know’ & ‘can do’
Alaska Department of Education & Early Development

10. Articulating the Population
Who are the AA Students?
Articulating the Population

11. Who are the students who take Alternate Assessments?
The number of students participating in alternate assessments on alternate achievement standards as compared to the total population of student learners and students with disabilities…
Alaska Department of Education & Early Development

12. More different than alike…
The total student population receiving special education services broken down by disability category
SOURCE: Education Week analysis of data from the U.S. Department of Education,
Office of Special Education Programs, Data Analysis System,
Alaska Department of Education & Early Development

13. Issues in Teaching & Assessing Students taking AA (Handout)
Alaska Department of Education & Early Development

14. Overview of Alaska’s Alternate Assessment
For Students with Significant Cognitive Disabilities

15. What Is the Alternate Assessment?
Part of the Comprehensive System of Student Assessments (CSSA)
For a special population of students with disabilities (SWD)
Non-Diploma Path
AA was a Portfolio assessment consisting of data collection and supporting evidence covering 6+ months of learning
Alaska Department of Education & Early Development

16. Eligibility Criteria – (Handouts)
Designed for students with significant cognitive disabilities
1-2% of the student population (approximately 550 students actually take the assessment in AK)
IEP Team makes the decision
Eligibility Criteria in Participation Guidelines, Page (Handout)
Expanded Format Criteria on website (Handout)
Alaska Department of Education & Early Development

17. Alaska Department of Education & Early Development
AA Website (Handout)
Participation Criteria
Alaska Department of Education & Early Development

18. Notification of Non-Diploma Path on IEP (Handout)
Parent Signature
Alaska Department of Education & Early Development

19. Alaska Department of Education & Early Development
Diploma Requirements
Must earn minimum 21+ credits in specific content areas
Plus any additional district requirements
Plus Pass all three basic competency exams in Reading/Writing/Math (HSGQE or Modified or Non-Standardized HSGQE)
Alaska Department of Education & Early Development

20. More Diploma Information
Contact District Test Coordinator
Assessment Website
Map of Regulations
Alaska Department of Education & Early Development

21. Why Change Assessments?
Alaska Department of Education & Early Development

22. Alaska Department of Education & Early Development
Reasons for Change
Reliability/Validity Study Conducted
Recommendations Include:
Restructuring portfolio to include standardized performance tasks
Standardize the methods for teachers in collecting data, supporting evidence, & examples of work
Align alternate standards to grade level expectations (content/learning standards)
Alaska Department of Education & Early Development

23. Alaska Department of Education & Early Development
Worth Fixing the Old?
Difficult to retrofit an old assessment
Shorter assessment window desirable
Portfolios require much staff development and staff time to collect, assemble
Standardize the assessment with performance tasks
Scoring Rubric issues (Meaning of Generalization, Appropriateness categories, System vs. Student scores)
Major change to link portfolio collections to GLEs
Due to NCLB, many states currently developing new AA
Alaska Department of Education & Early Development

24. New Alternate Assessment

25. Background Work – (Handouts)
Workgroups of special education teachers & content teachers met April & November 2005
Developed draft proficiency descriptors (Handout)
Proficiency levels for this group of students by grade cluster (3-4, 5-6, 7-8, 9-10)
Extended Grade Level Expectations developed to provide access to the general content (Handout)
Commissioner Announcement (Handout)
System test of connectivity in December by Tech Coordinators and AA Mentors
Pilot Test and Bias Review
Alaska Department of Education & Early Development

26. Alaska Department of Education & Early Development
New Test
Developed and used in Oregon, 7 years
Modified for Alaska
Reading, Writing, Math & Science
Type of test: Performance Tasks administered by a teachers one-on-one to a student
Replaces AA Portfolio – is the last year
Alaska Department of Education & Early Development

27. Alaska Department of Education & Early Development
Online Assessment
Materials downloaded from web
Online training modules for test administration
Test results are entered online
Student reports immediately generated
Student does NOT take the assessment online
Alaska Department of Education & Early Development

28. Alaska Department of Education & Early Development
Test Administration
AA Mentors become Qualified Assessors, then Qualified Trainers
Mentors train district teachers to administer test
Teachers achieve proficiency before administering assessment (Qualified Assessors)
6 week test window
One-on-one assessment
Teachers record results online, report generated
Alaska Department of Education & Early Development

29. Preview of New AK AA Handout & Website
Handout of Reading, Writing, Math Task Lists and Example of a Task
Servers currently being installed
Alaska URL
Preview Training Module: Welcome to ExRWMS Online Training,
Alaska Department of Education & Early Development

30. Providing Access to the General Curriculum
Slides from Massachusetts used with permission, Dan Wiener & Pam Green, 2002

31. Alaska Department of Education & Early Development
Access to the General Curriculum:
A Continuum of Learning
(Mathematics) Dan Wiener & Pam Green 2002
Grade 7-8
Learning
Standard #2
for Algebra:
Solve simple algebraic expressions for given values
Example:
3a2 – b,
for a=3 & b=7
Solve simple one- and two-digit number sentences
Example:
= x
2 + x = 5
3x + 8 = 29
Understand symbols and meaning of:
* addition +
* subtraction -
* equal to =
Match pictures & objects to create and compare sets
‘Entry Points’
Standard ‘as written’
Less Complex More Complex
Alaska Department of Education & Early Development

32. Standard #16.10 for Reading and Literature:
Access to the General Curriculum: A Continuum of Learning
(ELA – Reading and Literature)
Dan Wiener & Pam Green 2002
Grade 7-8
Learning
Standard #16.10 for Reading and Literature:
Identify and analyze mythologies from different cultures
Example:
Student creates a hero tale, using epic tale conventions (e.g., quest, special weapons)
Identify elements of fiction in an epic tale
Example:
Student reads an epic tale, identifying details related to characters, setting and plot
Recognize that an epic tale is fictional
Example:
Student reads (or listens to) adapted stories, and categorizes each as ‘make-believe’ or ‘real’
Respond to epic tales read aloud by selecting/ drawing pictures related to the story
‘Entry Points’
Standard ‘as written’
Less Complex More Complex
Alaska Department of Education & Early Development

33. Examples of Weak Linkage to Content
Math
Replace rollers in beauty parlor
Measure growth of fingernails
Reading
Show anticipation on roller coaster
Attend to visual stimuli
NAAC, June 2005
Alaska Department of Education & Early Development

34. Advent of Assistive Technology Provides Access Tools
Alaska Department of Education & Early Development

35. Advent of Assistive Technology Provides Access Tools
Provides multiple means of representation of content (e.g., words, pictures, symbols, objects)
Provides engagement alternatives (e.g., use of computer, digital materials)
Provides multiple means of expression (e.g., communication systems)
(CAST, 2002)
Alaska Department of Education & Early Development

36. Alaska Department of Education & Early Development
Read with technology
Start to Finish Books
Reading Pen
Write: Out Loud
Students read in school every day. For most, being able to read is something we don’t think about. For others, however, the task can be a challenge due to a variety of reasons. Often this challenge becomes a nightmare after years of successive failure in the school environment. Those with severe disabilities may not ever get the chance to try.
Read and Write
Alaska Department of Education & Early Development
Denham, 2004

37. Alaska Department of Education & Early Development
Read using graphics
Modified text from Jumangi using Writing With Symbols 2000.
Alaska Department of Education & Early Development
Denham, 2004

38. “Active Participation”
Cheap Talk 4 (Enabling Devices)
DynaVox 3100
Communication devices must provide a means of active participation within the curriculum
Step By Step Communicator, Abel Net
Picture Exchange Communication System, PECS
(Pyramid Educational Consultants)
Alaska Department of Education & Early Development

39. “Active Participation” - write with
.. individual laminated symbols secured with Velcro (Boardmaker, Meyer-Johnson)
.. word stamps
.. sentence strips in science
oxygen ●
A plant needs
water ●
The plant needs sunlight.
.. pictures – drawn, magazine
Alaska Department of Education & Early Development

40. What are AA Proficiency Descriptors?
What are Extended GLEs?

41. Proficiency Descriptors
Narrative descriptions that describe how a student performs at the four proficiency levels used in Alaska:
Advanced, Proficient, Below Proficient, Far Below Proficient
Guide instruction and assessment
Draft form until after 2007 test given
Alaska Department of Education & Early Development

42. Look in ExGLE Handbook - (Handout)
Alaska Department of Education & Early Development

43. Extended GLEs – (Handout)
Students receive instruction on grade level content standards and curriculum
Provide entry points to grade level content
Using same or adapted age-appropriate themes, topics, materials, activities
Complexity of standards reduced
Intent of grade level content remains intact
Use appropriate assistive technology
Alaska Department of Education & Early Development

44. Look in ExGLE Handbook–(Handout)
Alaska Department of Education & Early Development

45. Purpose of GLEs and ExGLEs
Guides development of assessment items
Basis for school district’s curriculum development
GLEs do not represent the entire curriculum
GLEs indicate core curriculum to be mastered by the end of a given grade.
Alaska Department of Education & Early Development

46. Alaska Department of Education & Early Development
We do not know if we can teach academics to these students until we try…
Emerging evidence from teachers and students that students with severe disabilities can learn academics.
Lack of research with this population of SWD
Why it’s a challenge: 25 year tradition of focusing on separate functional curriculum, not academics
Academics (reading, writing, math) ARE functional skills
Diane Browder, October 7, 2005—ASES SCASS Meeting
Alaska Department of Education & Early Development

47. Alaska Department of Education & Early Development
Seymour Sarason
“It could be argued with a good deal of persuasiveness that when one looks over the history of man the most distinguishing characteristic of his development is the degree to which man has underestimated the potentialities of men.”
(Christmas in Purgatory, 1965, p. 107)
Alaska Department of Education & Early Development

48. Alaska Department of Education & Early Development
Tasks today for group…
Using new draft handbook in your folder
Review & provide feedback on introduction
Review & provide feedback on Proficiency descriptors
Review & provide feedback on Extended Grade Level Expectations in Reading, Writing, Math
Write your questions about new AA on pink FAQ cards – one question per card
Alaska Department of Education & Early Development

49. Alaska Department of Education & Early Development
Contact Information
Aran Felix, Alternate Assessment Program Mgr
Telephone:
Website:
Local Mentors:
Alaska Department of Education & Early Development

50. Alaska Department of Education & Early Development
Questions?
Alaska Department of Education & Early Development

51. Alaska Department of Education & Early Development
What are Access Skills?
From Massachusett’s Curriculum Frameworks:
After repeated attempts to address academic content through successively less complex entry points in a subject strand, it may be determined that the student would benefit at present from exposure to access skills (under “other educational needs” defined in the IEP) within the context of standards-based activities. In order to provide “access to the general curriculum,” the student may engage in standards-based instruction by practicing targeted social, motor, and communication skills (I.e. “access skills”) during such activities. Practicing these skills in the context of academic instruction benefits students by exposing a student to challenging new ideas and content, by providing new opportunities to practice targeted skills in a variety of settings.
Alaska Department of Education & Early Development

52. Example of Access Skill
From Massachusett’s Curriculum Frameworks:
This is a grade 5 activity in which students describe how electromagnets can be made and used. Small student groups design and construct electromagnets using a six-volt battery, insulated wire, a large nail, and an electronic switch. Norman participates in this activity by activating an electronic switch that connects the current to the electromagnet so his group can test a variety of objects for magnetic properties. Although Norman does not address the essence of the learning standard directly, this activity provides the opportunity for Norman to participate in instruction with his peers while practicing a targeted skill in his IEP.
Alaska Department of Education & Early Development

53. Alaska Department of Education & Early Development
Quick Quiz Answers
Students with significant cognitive disabilities (1% of the student population)
Approximately 550 students
IEP team decides eligibility using
Participation Guidelines, page 11-12
Additional expanded criteria on AA website
Portfolio assessment using data collection and other types of supporting evidence
Yes, part of Comprehensive System of Student Assessment
Trained DRC ( & )
Alaska Department of Education & Early Development

54. Proposed Federal Regulation (2%)
Other Topics
Proposed Federal Regulation (2%)

55. Federal Proposed Regulation
“The proposed regulations would provide States with additional flexibility regarding State, local educational agency (LEA), and school accountability for the achievement of a group of students with disabilities who can make significant progress, but may not reach grade-level achievement standards within the same time frame as other students, even after receiving the best-designed instructional interventions from highly trained teachers.”
Alaska Department of Education & Early Development

56. Proposed 2% Flexibility
Status: Notice of Proposed Rule Making (NPRM)
Comment period until February 28, 2006
Purpose of rule to provide flexibility for states in reporting on a specific group of SWD
Reporting proficient scores for AYP capped at 2%
Still allow reporting proficient scores for 1% group
Alaska Department of Education & Early Development

57. Alaska Department of Education & Early Development
Requirements of 2% Rule
Develop participation guidelines
Develop Modified Achievement Standards (MAS)
Align instruction and assessment to GLEs
Reduce breadth, depth of content
No out-of-level testing allowed
Students eligible to receive diploma
Alaska Department of Education & Early Development

58. EED’s Current Position on 2% Rule
EED is examining the NPRM. After the rules are finalized, EED will determine if pursuing the modified achievement standards and a different assessment is good for Alaska students.
If Alaska uses an assessment based on modified achievement standards, a student would still have to take the HSGQE under the state regulations currently in place, to earn a diploma in the state of Alaska.
Alaska Department of Education & Early Development

59. Interesting Data from NCEO Teleconference Feb 2006
Alaska Department of Education & Early Development