Alternate Assessment Work Session

Middle School and High SchoolAugust 25, 2008

Agenda for the day…..

8:30-9:30 Brief Overview of New Material9:30-9:45 Break9:45-11:30 Let’s Focus on Reading 11:30-12:30 Lunch12:30-2:00 Let’s Focus on Math2:00-2:15 Break2:15-3:30 Q & A and Work Time

What’s New for 2008/2009?

• Statewide Distribution List • Post assessment probe (2, 3, or 4) must meet 90% to be

accurate and not have to continue with additional probes. • __20%____ ___90%____ ___N/A____ __N/A____• Probe 1 Probe 2 Probe 3 Probe 4

• Original Code of Ethics due with submission of Portfolio materials (this one copy will count for portfolio and AT/TAR), one copy stored in AAAF.

• Same Standards to be assessed.

Assessment Timelines

• First Day of School’s Testing Window• (Windows may vary according to district

selection)Due Date

WHERE DO WE BEGIN?

COMMUNICATION

DIMENSION A OR B?-Who determines if they are A or B?-What qualifies one over the other?Appendix B (Participation Guidelines)-What are some different ways students communicate?

TAKE A LOOK

• Measurable/Observable Skill– Did I cover the entire skill when I was asked to?– What does “and” /”or” represent?

ASSESSMENT PROBES• Keep them aligned

– Does the probe align with the m/o skill? (no alignment=no score)

• Follow and include every word the m/o asks for on the target sheet [Appendix G] (These cannot be altered in anyway

• Identify Complexity that student can be successful in obtaining

• Identify Supports that student needs to access the standard

Performance

• Base line must be 49% or below.• Take score of highest probe, apply to scoring

rubric.(Pages 4-7 of handout)• Dimension B may not score in the level 4

range (Progress).

COMPLEXITY

• How complex does it need to be? Things to consider:– What is complexity?– How much can the student put into the activity?– Can an assessment be too complex?

Complexity

• Complexity measures the depth of knowledge at which a student is able to still achieve at a reasonable level (e.g., 50% or above) a specified standard (page 10 [rubric] and 12 Administration Guide). Administration Guide 2008-09

• Complexity describes the kind of thinking involved in a task.

Complexity

• Complexity can be documented by– Assessment target and/or– Student work sample/Assessment Probe

• Determine complexity by looking for student evidencing a moderate level of independent and accurate application of– Relevant details,– Content vocabulary,– Model or explanation to demonstrate a concept

Complexity

What it would score:• 1 Inaccurate (all scores below 50%, or a prompted

answer)• 2 Accurate ( Recall more than application)• 3 Application (Authentic task/environment, use of a

model or explanation.• 4 Analysis/Reflection (Able to give an explanation )Look at pages 4-7 labeled for Performance (See

Handouts)

COMPLEXITY REFERENCE SHEET1 2 3 4

Inaccurate Detailsuse of content vocabulary use of model or explanation

Limited/Basic yet accurateDetailsuse of content vocabularyuse of model or explanation

Applicationrelevant detailsuse of content vocabularyuse of model or explanation to demonstrate a concept

Application with analysis/reflectionapplies and communicates an in-depth explanation

Complexity – Level 1

• Inaccurate

Complexity – Level 2

• details• content vocabulary• No application

Complexity – Level 2

• Accurate but limited• /basic (recall)• No application

Complexity –Level 2

• Accurate• Relevant details• Content Vocabulary• No application• No explanation, model or authentic task

Complexity –Level 3

• Accurate • Applied in authentic task• Relevant Details• Content Vocabulary

Complexity –Level 3

• Accurate • Applied in authentic task• Relevant Details• Content Vocabulary

Complexity – Level 3

• Relevant details• Content vocabulary• Explain how they solve the problem using

the formula by working out problem

Complexity –Level 3

• Relevant details• Content vocabulary• Explain how they solve the problem using the formula by working out problem

Complexity – Level 4

• To move to level 4 requires application with analysis/reflection and evidence of applying and communicating an in-depth explanation.

• Examples:– Show how to use tax or sales price to determine

budget– Compare events of story to personal life– (Explains how people affect a water system)

Supports Reference Table1 2 3 4

Supports represent an inconsistent match between the student’s level of communication and the assessment target, and provide minimal access to the grade-level content

Supports consistently match the student’s level of communication, but may inconsistently match the assessment target, and/or provide inconsistent access to the grade-level content

Supports match the student’s level of communication, the requirements of the assessment target, and facilitate the student’s access to grade-level content

Supports match the student’s level of communication, the requirements of the assessment target, and facilitates the student’s access to the full range of specified grade-level content assessed by the alternate assessment

Supports

• Supports measure the appropriateness of the supports provided to the student (pages 12-13 of Administration Guide).

Administration Guide • Supports are defined as:

– Adaptations– Modifications– Assistive technology

• Supports should assist the student in becoming more independent and accurate in his/her performance.

Supports

• Supports can be documented by• Listed supports (cover sheet)• Condition/Demonstrator statements• Student work sample (List them on the sample or

probe)

• Determine level of support by• Match between communication level, supports, and

assessment target• Level of access to grade level content

Supports

• Prompting & Cueing-Things to remember:– Define the type of prompting and cueing,

(instructional or redirection)– Document on work sample and assessment probe.

Supports – Level 1

• Inconsistent match between communication, supports, and assessment target and

• Does not facilitate access to grade level content

Supports – Level 1

Supports – Level 2

• Inconsistent match between communication, supports, and assessment target

• Inconsistently facilitates access to grade level content – does not increase independence – does not have adapted materials to increase understanding

Supports – Level 2

Supports- Level 2

• Consistency between communication, supports, and assessment target

• Provides inconsistent access to grade level content – does not increase independence - does not adapt materials to increase understanding –

Supports- Level 2

Supports Level 3• Consistency between communication, supports, and the

assessment target• Facilitates access to grade-level content – increases

independence – adapts materials to help with understanding

Supports Level 3• Consistency between communication, supports and the

assessment target• Facilitate access to grade level content – increases

independence – adapted materials help with understanding

Supports Level 3

Supports – Level 4

• To move to level 4 requires the assessment target and/or the work would show – a full range of the specified grade level contentor– Multiple ways for students to access the content

Performance Descriptors

• What can they offer?

– Performance Level Descriptors

– New resource guide to be released this fall!– KDE Content Consultants are in the process of

unpacking the standards for reading, math and science

Contact Information

• Kevin O'Hair Division of Assessment Support Kentucky Department of Education 18th Floor Capital Plaza Tower 500 Mero Street Frankfort KY 40601 Ph: (502)564-4394 ext. 4107 kevin.o'hair@education.ky.gov

Let’s Focus On Reading