Access to Standards for All: Understanding Alaska's Alternate Assessment

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

Alaska Department of Education & Early Develo2
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.

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?

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

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

Background
Legal and Historical Shifts

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

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

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’

Who are the AA Students?
Articulating the Population

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…
88%
11% 1%
Total population of
student learners
Students with
disabilities
Students
participating in
alternate
assessment

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, 2002-03.

Issues in Teaching & Assessing
Students taking AA (Handout)

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

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
2000-2006 AA was a Portfolio assessment
consisting of data collection and supporting
evidence covering 6+ months of learning

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 11-12
(Handout)
Expanded Format Criteria on website (Handout)
– http://www.eed.state.ak.us/tls/assessment/AlternateOptional/05-06/ExpandedFormatPartCrite
pdf

AA Website (Handout)
http://www.eed.state.ak.us/tls/assessment/alternate_optional.html
Participation Criteria

Notification of Non-Diploma Path on IEP (Handout)
Parent Signature

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)

More Diploma Information
Contact District Test Coordinator
Assessment Website
http://www.eed.state.ak.us/tls/assessment/hsgqe.html
Map of Regulations
http://www.eed.state.ak.us/tls/assessment/general/Map

Why Change Assessments?

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)

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

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

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 – 2005-06 is the last year

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

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

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, http://brtgroup.org/
exrwms/

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

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
Match pictures
& objects to
create and
compare sets
Understand
symbols and
meaning of:
* addition +
* subtraction -
* equal to =
Solve simple
one- and two-
digit number
sentences
Example:
1 + 1 + 1 = x
2 + x = 5
3x + 8 = 29
Standard
‘as written’Less Complex More Complex
‘Entry Points’

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)
Respond to epic
tales read aloud by
selecting/ drawing
pictures related to
the story
Recognize that an
epic tale is fictional
Example:
Student reads (or
listens to) adapted
stories, and
categorizes each as
‘make-believe’ or
‘real’
Identify elements of
fiction in an epic tale
Example:
Student reads an
epic tale, identifying
details related to
characters, setting
and plot
Standard
‘as written’Less Complex More Complex
‘Entry Points’

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

Advent of Assistive Technology
Provides Access Tools

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)

Reading Pen
Start to Finish Books
Write: Out Loud
Read and Write
Read with technology
Denham, 2004

Modified text from Jumangi using
Writing With Symbols 2000.
Read using graphics
Denham, 2004

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

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

What are AA
Proficiency Descriptors?
What are Extended GLEs?

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

Look in ExGLE Handbook - (Handout)

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

Look in ExGLE Handbook–(Handout)

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.

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

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)

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

Contact Information
Aran Felix, Alternate Assessment Program Mgr
Telephone: 907-465-8437
Email: aran_felix@eed.state.ak.us, Website:
http://www.eed.state.ak.us/tls/assessment/alternate_op
Local Mentors:
http://www.eed.state.ak.us/tls/assessment/AlternateOp

Questions?

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.

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.

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 scorers @ DRC (2004-05 & 2005-06)

Other Topics
Proposed Federal Regulation (2%)

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.”

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

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

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.

Interesting Data from NCEO
Teleconference Feb 2006

Access to Standards for All: Understanding Alaska's Alternate Assessment

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