Iowa Alternate Assessment For Students with the Most Significant Cognitive Disabilities

1
Iowa Alternate Assessment For Students with the
Most Significant Cognitive Disabilities

• Teacher Directions
• 2007-2008

2
Purpose of the Iowa Alternate Assessment

• The Iowa Alternate Assessment Promotes Fair
  Measurement of Student Knowledge on the Iowa Core
  Content Standards and Benchmarks

3
Iowas Accountability System for Students with
Disabilities
Core Content Standards and Benchmarks
Fair measurement of student knowledge
Alternate Assessment
Alternate Achievement Standards
Without Accommodations
With Accommodations
4
The Iowa Alternate Assessment Process

• Consists of evidenced-based rating scales
• Focuses on student knowledge skills
• Requires classroom-based evidence
• Focuses on skills aligned with Iowas Core
  Content Standards and Benchmarks

5
What students participate in alternate assessment?

• IEP team decision (See Participation Guidelines
  on Department (DE) Webpage)
• Students with the most significant cognitive
  disabilities
• Students in Grades 3-8 11
• Reading and Math
• Students in Grades 5, 8, and 11
• Science

6
Alternate Assessment Process

• Complete Student Profile
• Review Rating Scales
• Become familiar with items
• Teach the student academic content as part of the
  daily routine
• Collect evidence
• Rate students performance on-line towards the
  end of the assessment period
• Share evidence with administrator
• Evidence review process
• Teacher Survey

7
Student Profile

• Replaces Learner Characteristics Inventory
• No need to find Student ID Numbers
• Student Transferring Process

8
Complete Student Profile

• Demographics
• Student
• First, middle, and last names
• Date of birth
• Grade
• Teacher
• Name and email address
• School District
• School Building Name
• School Building Address
• School Building Telephone Number
• Name of Building Principal
• Content Areas for Alternate Assessment

9
Student Profile Demographics

• Every field must be completed
• Teachers must take care that every entry is
  accurate because these data will be used by the
  DE to find Student ID numbers and for the AYP
  process
• Students who cannot be matched with the AYP
  database will be exclusions
• Will be completed on-line only
• There will be no paper copies submitted to the
  Department for entry
• Students who cannot be matched with the AYP
  database will be exclusions
• Must be completed on every student because
  completion of the student profile provides the
  link to completing the rating scales
• Students who cannot be matched with the AYP
  database will be exclusions

10
Student Profile Items

• 18-items plus demographics
• Has more choices for teachers to better describe
  students
• Choose best descriptor
• Can be printed for teacher to communicate with
  parents or with other teachers
• Open-ended items have been eliminated

11
Additional Information Linked to Student Profile

• Teachers download the Participation Guidelines
• The Transferring Student Form is accessed on the
  DE website
• Fax to Steve Maurer at 515-242-6019

12
Transferring Student Form

• When a child moves to another building, district,
  or out-of-state
• Use Transferring Student Form
• Do not modify the Student Profile
• DE will change district information on Student
  Profile
• When a child is new to the state, complete the
  Student Profile
• No Transferring Student Form is required

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Student Transferring Form
14
Student Transferring Form
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Exclusion

• Students without a Student Profile will be an
  exclusion
• Department needs a complete picture of the
  student population taking the alternate
  assessment
• Student Profile data will be used to match
  student ID numbers for AYP purposes

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Discuss with parents and Administrator the IAA
process

• Early in the school year
• Provide parents with a copy of the Parent Guide
  to the Iowa Alternate Assessment
• Provide administrators with a copy of the
  handout, Administrators Guide
• Describe materials or supports needed to provide
  access to academic content, with the building
  principal
• Consider having a conversation with district
  Information Technology personnel to ensure access
  to assistive technology and other technology
  needed to complete alternate assessment

17
Rating Scales

• Reduced item pool
• Access skills eliminated
• Skills not aligned to grade-span benchmarks
  eliminated
• Eliminated question on IEP linkage
• Scoring options revised
• Revised evidence rules
• Second rater process dropped and an assurance
  process added

18
Rating Scale Development

• Items written to align with academic benchmarks
• Reduced in complexity from grade-level content
• Items have been aligned to the Iowa Core Content
  Standards and Benchmarks
• Teachers do not need to prove that rating scale
  content aligns with district standards and
  benchmarks because the district has provided
  assurances that district standards are aligned
  with the Iowa Core Content Standards and
  Benchmarks
• Collaboration with general educators in the
  building has been reported by teachers to be
  helpful in selecting and modifying content for
  instruction

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Rating Scale Development

• Reading items cluster by benchmark
• Math and Science items cluster by standard
• Items represent progression (easy to hard) of
  skills within a benchmark or standard
• Items have been reviewed by general and special
  educators
• Expert judgment and item-statistics used to keep
  or drop items from last years assessment

20
Review rating scales
21
Scoring Conventions 2007-2008

• 3 check boxes
• 1 field for writing performance score
• Use only 1 of the 4 options per item
• Teachers either check boxes or write performance
• Computer will generate 0, 1, 2, or 3-point rating
  and will sum the item totals

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Rating Procedures and Corresponding Scores

• Check Boxes
• Mastered-75 accurate or higher, independent
  performance. No evidence needed. 3-points
• Not Taught- skill not taught this school year.
  No evidence needed.
  0-points
• Fully Prompted-skill required full physical or
  verbal prompting (child was given the answer).
  Evidence required. 1-point
• Written response
• Student performance in percent accurate. Evidence
  required. Item rating depends on the performance
  written by the teacher
• 0-25 accurate1-point
• 26-74 accurate2-points
• 75 accurate and higher 3-points

23
Documenting Mastered Skills

• Check the box if the skill was already mastered
  (75 accurate or higher, not prompted). No
  supporting evidence is needed. Is scored 3
  (highest possible rating)

X
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Mastered

• The student has demonstrated 75 accuracy or
  higher, without prompting, over many trials
• It is assumed that the teacher has seen that the
  student has mastered the skill reflected in the
  item
• No supporting evidence is needed
• IEP team should discuss if participation in Iowa
  Alternate Assessment is appropriate for the
  student in that content area with students for
  whom the mastered boxes have been checked for
  20 items (or more) in a given content area, or if
  the student should participate in a different
  assessment

25
Documenting Skills Not Taught
Check the box if the skill was not taught. No
evidence is needed. Earns a 0 rating.
X
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Exclusion

• Students for whom not taught is checked for all
  items are exclusions because this suggests that
  access to core content standards and benchmarks
  was not provided to the child
• A minimum of 1 item per content area must be
  rated (minimum of 3 trials) to count for
  participation (evidence is required).
• Teachers may use the check box indicating that
  full physical or full verbal prompts were used
  (the child was given the answer)
• Teachers may write a performance in percent
  accurate (which may range from 0 - 100 accurate)

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Documenting Full Prompts
Check the box if full physical or full verbal
prompts were given to the child (the child was
given the correct answer), otherwise do not check
the box. Earns a rating of 1. Evidence is
required. Do Not Report Student Performance in
Percent Accurate in the next column.
X
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Documenting Students Performance
Write the performance of the student, in
accurate. Performance represents at least 3
trials. The most recent performance is reported.
Supporting evidence is required. Rating depends
on performance (0-251, 26-742, 753)
70
10
X
35
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Documenting Performance Accuracy

• The performance score in percent accuracy must be
  based now on at least 3 trials
• Ratings are not based on one instructional trial
• The most recent performance is the performance
  reported
• Do not take an average
• Do not report the median
• Do not report the lowest score
• Do not report the highest score
• The most recent score will be the performance
  rated
• If the teacher feels that the last data point is
  not representative of the students typical
  performance, continue to gather data

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Example 1
The teacher writes 60 on the rating scale even
though the students average performance was
higher than 60, because 60 was the most recent
observation
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Example 2
The teacher writes 80 on the rating scale even
though the students average performance was
lower than 80, because 80 was the most recent
observation. However, the teacher could choose to
gather additional data.
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Score Conversion

• The rating will be calculated electronically
• Mastered items (no evidence required) are rated a
  score of 3
• Not taught items (no evidence required) are rated
  a score of 0
• Items completed with full physical or full verbal
  prompted performance (the student is given the
  answer) require supporting evidence and are rated
  a score of 1
• Items with performance reported in accurate
  require supporting evidence and are rated 1, 2,
  or 3, depending on performance
• 0 - 25 accurate 1
• 26 - 74 accurate 2
• 75 accurate or higher 3

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Cut-Scores and Proficiency Levels for each grade
and content area

• The ratings for all items are added to create a
  total score for each content area
• Total scores fall within proficiency levels
• Cut-scores and proficiency levels were set for
  each grade level in June of 2007 using processes
  supported in the literature

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What do ratings mean?

• Ratings represent the most recent level of
  performance accuracy
• Ratings represent at least 3 instructional trials
  on a given item
• Ratings are supported with evidence
• Evidence is not evaluated or scored
• The student performance in the evidence is scored
• Evidence is generated through everyday
  instructional activities

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What do ratings mean continued?

• Basic performance represents
• Most items rated as not taught
• Many-to-most items are taught but are fully
  prompted
• About ½ of the items are rated at 26 accurate
  through 74 accurate
• Fewer than 1/3 of the items are rated, but at 75
  accurate or higher
• Proficient performance represents
• Most items rated at least 26 accurate through
  74 accurate
• About 1/3 of items rated, but at 75 accurate or
  higher
• Advanced performance represents
• All items rated, with most items at least 26
  accurate and several items rated at least 75
  accurate
• About 2/3 of items rate at 75 accurate or higher
• Most items reported mastered

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Fairness

• Students who are performing at or above 26
  accuracy (without full physical or full verbal
  prompting) should be exposed to most if not all
  the rating scale items in a content area.
• It would not be fair to students who have
  developing skills to be identified as Basic
  simply as a function of not being exposed to
  academic content
• Students who demonstrate 26 accuracy or higher
  in their responses are students who have an
  opportunity to earn proficient and potentially
  even advanced performance levels if given
  exposure to all of the items in the rating scales

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Fairness Continued

• The more performance a student displays in
  academic content areas, the more the student
  should be given access to the general education
  curriculum

38
Share results with parents

• Results of the Iowa Alternate Assessment must be
  shared with parents in the same manner or way as
  results are shared with parents of students in
  the general assessment
• Parents have indicated that personal
  conversations are the preferred method for
  receiving information
• Teachers can talk about skills the child
  performed and the prompting required, growth over
  time, and other areas of strength
• Proficiency levels are required by law. Teachers
  may provide parents with the printed report but
  can decide with the parent how to most
  meaningfully review the content of the report

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Evidence Rules

• Evidence should reflect adaptations made to
  general education instructional materials to
  allow the student to access the general education
  curriculum
• Performance accuracy and prompting are evident in
  the evidence (must use DE Evidence Form found on
  the DE Webpage)
• The curriculum link is /- 2 grade levels. Age is
  not the relevant factor
• If there is one piece of evidence linked to
  multiple items, there must be a performance
  accuracy identified for each item (not the
  average or aggregate of the performance for
  multiple items)

40
Evidence Rules Continued

• Evidence is produced via worksheets, graphs,
  checklists, videotapes, etc.
• Evidence is generated from the current school
  year and during the assessment period (September
  4 through March 31)
• All evidence must be labeled using the format
  provided by the Department of Education
• Label evidence as evidence is generated. Do not
  wait until the end of the assessment period to
  label evidence
• Evidence is not a part of the students
  cumulative folder. Only proficiency levels should
  be placed in the cumulative folder

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Evidence Form
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Rate students performance

• Enter information about students participation
  and performance on-line
• No hard copy entries will be accepted by the Iowa
  Department of Education
• Teachers with difficulty accessing the server
  should contact the Department for guidance
• Print out reports to share with parents and
  building administrator
• Print out report for student record
• Print out assurance page for each student, for
  signature of teacher and building principal

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Complete Assurance Process

• Teachers and Building Principal or designee
  review ratings and supporting evidence
• The Iowa Alternate Assessment Assurance Form
  documents the conversation between teacher and
  building principal or designee

44
Assurance Process Continued

• The process is
• Designed to be the Second Rater check and
  reduces the need for auditing all the evidence by
  the Department
• An assurance that all items rated have supporting
  evidence
• A way for administrators to be more involved with
  the IAA process

45
Assurance Form
46
Assurance Process

• The teacher summarizes the students performance
  and demonstrates that each item rated requiring
  evidence has supporting evidence
• The teacher signs the assurance form, meaning
  that the teacher attests that student performance
  is from the current school year, is authentic for
  that student, and is accurately represented in
  the rating scale
• Principal or designee assures that all items
  rated have supporting evidence
• If the principal or designee disputes that items
  are supported by evidence, the principal or
  designee does not sign the assurance form.
• The teacher sends the unsigned form to the Iowa
  Department of Education, and the student is
  counted as an exclusion

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Assurance Process Continued

• For the sake of brevity, we have described this
  process as an event that happens in March.
  However, we strongly encourage teachers to share
  their student evidence with the principal or
  designee on a periodic basis throughout the
  school year. We do not want teachers or
  administrators to be overwhelmed in March with
  preparing and reviewing evidence.

48
Assurance Process Continued

• Examples
• Monthly or quarterly, the principal or designee
  visits the classroom. The teacher shares
  evidence, describes the items, and summarizes
  student performance
• The principal or designee and the teacher discuss
  supports that would be helpful for the teacher
• The teacher answers questions from the principal
  or designee
• In March, the teacher and principal or designee
  meet to summarize the school year and sign the
  assurance form

49
Assurance Process Continued

• Less Efficient Example
• In March, the teacher gathers all evidence and
  discusses with the principal or designee the item
  ratings and evidence match. The principal or
  designee and teacher sign the assurance form. If
  there is a dispute over items rated and the
  supporting evidence, the principal or designee
  can choose not to sign the assurance form.

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Exclusions

• Students without a Student Profile
• Students for whom not taught was checked for
  all items in a content area
• This means that the student had no exposure to
  academic content in that content area
• Students for whom an assurance form is not filed
  with the Iowa Department of Education by May 1
• Students for whom the building principal or
  designee refuses to sign the assurance form

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Wrapping Things Up

• Teachers send to the Iowa Department of
  Education, by May 1
• The assurance form is either
• signed by the teacher and the building principal
  or designee, or
• signed by the teacher but not the building
  principal
• Unsigned forms are exclusions
• Teachers Do Not Send
• Rating scales
• Evidence does not need to be sent to the Iowa
  Department of Education unless directed by the
  Department
• Evidence not solicited by the Department, but
  otherwise sent to the Department, will be
  destroyed upon receipt

52
Evidence Review Process

• Twenty-percent of students will be randomly
  sampled
• Teachers affected will receive further
  information from the Department on or before
  December 1
• Go to DE website and review Evidence Review
  Process PowerPoint for additional information

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Teacher survey

• The final step of the IAA process is to complete
  the teacher survey
• Each teacher completes the survey only once
• Participation is voluntary but would we would
  appreciate a large response
• We use the data for planning
• There will be text fields for open-ended
  responses
• Survey deadline is May 31, 2008

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Important Timelines

• September 4 IAA Process Starts
• Between September 15 and October 30 Student
  Profile entered on-line
• Fall of School Year
• Send Parent Guide to parents
• Give IAA Guide for Administrators to Building
  Administrator or Designee
• Meet with Administrator or Designee to review
  assurance process
• No later than March 31 Teachers enter IAA data
  on-line
• Spring of School Year teachers and principals or
  designee complete assurance process. Results of
  assessment shared with parents
• Between March 31 and May 1 Assurance Form is due
• By May 31 Teachers complete teacher survey

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Materials On-line Data Entry Timeline

• Student Profile Anticipated live by September 15
• Rating Scales Data entry anticipated live
  February, 2008
• Student Reports Ready for on-line printing,
  March, 2008
• Teacher Survey Anticipated live by April, 2008

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Electronic Materials Read Only

• Are all available now on the DE website
• Rating scales and instructions
• Transferring Student Form
• Parent Guide
• Administrator Guide
• Evidence Form
• Assurance Form

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Teacher Expectations

• Read all messages from the IAA Contacts
• Review all PowerPoint slides and read all rating
  scale directions before implementing the process
  or asking questions
• Access the Department website at least monthly
  for new material or updated answers to questions

58
Teacher Expectations Continued

• Ask the Department Contact person for Official
  Answers to your questions
• Use only approved Department forms and materials
• Implement the process with integrity

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Contact Information

• Steve Maurer
• Email steve.maurer_at_iowa.gov
• Phone [phone]
• Fax [phone]
• Department Webpage Link
• http//www.iowa.gov/educate/content/view/461/926/1
  /5/