AADSI UpdateAADSI UpdateJanuary 2007

What’s in this PowerPoint?What’s 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

Teacher ResponsibilitiesTeacher 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

What will the data entry look like in January ?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 ?When can I submit data ? The system opens on Wednesday, January 3, 2007. The system closes on the last day in March.

Jan. 31 Deadline ViewJan. 31 Deadline View

(10-02-01-444) Happy Day Elementary School

Teacher, IMA

Sais ID Name DOBGende

rTest Level Data Entry Status

111111 Mouse, Mickey 07/30/96 M AIMS-A - Level IASAT - Level I

Incomplete

222222 Mouse, Minnie 07/11/97 F AIMS-A - Level IASAT - Level I

Incomplete

333333 Duck, Daisy 07/05/96 F AIMS-A - Level IASAT - Level I

Incomplete

4444444

Duck, Donald 05/20/97 M AIMS-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.

TimelinesTimelines All year long – instruct students on standards.

Consider eligibility at annual reviews.Conduct parent interviews for Level I AIMS-A.

1st Wednesday in January – ADE System opens. By January 31st – Input all Demographic Info for all

students who qualify. March – Point-in-time assessment for activities! March 31 – ADE System closes!

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

ADE Passwords NeededADE Passwords Needed

Why is this so important?Without a login you will not be able to enter student data.

More Info - PasswordsMore 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 yearYou will use the same login and password as last year.

If you don’t remember your login/password, you need to contact the ADE Support Center

866-577-9636 (toll-free) or email enterprise@azed.gov

Current FormsCurrent 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

It will link you directly to the forms on the ADE web site.

Level 1 and Level 2 is all or none!

Assessment in TUSDOverview

Assessment in TUSDOverview

Arizona & TUSD Assessments by Grade Level

Arizona & TUSD Assessments by Grade Level

ArizonaAssessments

K 1 23, 4,

56, 7, 8 9

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)

K 1 23, 4,

56, 7, 8 9

10*see next

slide

Alternate Assessment

Options

(Available for students who

qualify)

Level IASAT

Level IASAT

Level IASAT

Level IAIMS-A/

ASAT

Level IAIMS-A/

ASAT

Level IASAT

Level IAIMS-A

Level IIAIMS-A/

ASAT

Level IIASAT Level II

AIMS-A

ASATGrades K, 1, 2, 9, & 11 through

Graduation

Level IForm 1 - Eligibility Criteria

Form 2 - Standards Status Report

Level IIForm 1 - Eligibility Criteria

Form 2 - Standards Status Report

AIMS-AGrades 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 IIForm 1 - Eligibility Criteria

Form 2 - Standards Status Report (do not complete in Grade 10)

Forms 3 A-D - Activity-Based Performance Assessment

Alternate Assessment OptionsAlternate 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

What about Kindergarten and 1st graders?What about Kindergarten and 1st 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 1st 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.

What about11th and 12th graders?What about11th and 12th 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.

How is Eligibility Determined ? 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!

SPED Attachment CSPED Attachment C

EligibilityForm

Addition (4th page)

PsychologistApproval

MandatoryFor students who “function like” a student with mental retardation.

Significant Cognitive Disability DefinitionSignificant 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

Definition Parameters Significant Cognitive DisabilityDefinition Parameters Significant Cognitive Disability

Mental RetardationNot universally eligible based on this category

Functions like a student with mild mental retardationCommensurate 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.

Assessment ComponentsAssessment Components

Student Status Report (Form 2)

Parent Interview (Form 4)

Activity (Form 5)

AST – Analytic Scoring ToolAST – Analytic Scoring Tool

Analytic Scoring Tool (AST)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 student’s current performance

Cuing and Assistance Definitions (AST)Cuing and Assistance Definitions (AST)

Physical assistanceHand-over-hand or hand-under-hand guidance

– For example: guiding a student’s hand to the coin slot on the vending machine and leading the student through dropping each coin into the machine

Verbal assistanceOral directions to complete a task

– For example: verbally directing a student through each step of a task– Most difficult cue to fade

Physical cueA touch to prompt a student to complete any portion of task

– For example: tapping a student’s elbow to prompt the student to pick up a picture

Cuing and Assistance Definitions (AST)Cuing and Assistance Definitions (AST)

Verbal cueWord or statement that indirectly signals a student– For example: asking “What’s next in your schedule?”

Gestural cueMovement, including hand motions, head nodding, or other nonverbal cues

– For example: pointing to the schedule board to prompt student to check the schedule

Cuing and Assistance Definitions (AST)Cuing and Assistance Definitions (AST)

ModelTeacher 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 cueAn ordinary cue that “naturally” exists in the environment

– For example: student is cued to line up when other students form a line

Form 2 – Standards Status ReportForm 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

Parent InterviewParent Interview

When interviewing parents, record the rubric based on the probing information, the response is based on the parent’s perception of their child’s functioning level.

Parent Interview – Level IParent 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.

Parent Interview – SituationsParent 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

ActivitiesActivities

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

Activities-Level IActivities-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 directionsmake a snack.

Activities-Level IIActivities-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.

Scoring the ActivitiesScoring the Activities Refer to Forms 5 A-D Level I Data and Score Sheets

Score selected items onlyComplete 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 stepTask analyze each step.Break into the sequence of all the tasks embedded within each step.Complete in online system in March

Scoring the ActivitiesScoring the Activities

Refer to Forms 5 A-D Level I Data and Score SheetsScore selected items onlyComplete 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 stepComplete in online system in March

Darleen’s Sites Darleen’s 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://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://www.bry-backmanor.org/picturerecipes.htmlLots and lots of picture recipes.

http://www.google.comThis 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://edweb.tusd.k12.az.us/sped/ Real-life photos plus more sites.

http://www.mapzone.co.uk/pagesHomeworkHelp/mapability/Map activities and information. Some links are interactive for students and some are printable activities.

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.tusd.k12.az.us/educators.htmlTucson Unified School District’s own page which features many sample focus lessons according to state standards. Good lesson plans for many standards addressed for Level II alternate assessment.

Data Entry Walk-ThroughData 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.

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)

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

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

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.

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.

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.

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

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.

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.

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.

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

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.

12. Complete the following areas

If you click on

Then you will need to answer the following questions.

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.

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?

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

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

15. Click on Forms to access the data entry pages.

Mild Mental Retardation

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

Note the status column

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

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.

Be aware – Complete statusBe 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.

Support & Information on ExEd Web 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

You have made it through these directions!