2013-14 New York State

Alternate Assessment

NYSAA Administration Training for AATNs and SSCs

Overview of NEW NYSAA & MaterialsSeptember 18, 19, 20, and September 25 and 26, 2013

Office of Assessment, Standards and Curriculum

This presentation is intended to provide an overview of materials and highlight changes

Department’s expectation is that trainers, teachers and administrators will carefully review 2013-14 NYSAA Administration Manual 2013-14 NYSAA Frameworks, Appendix F DVD training program Guided Practices

Introduction

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NYSAA Sample Datafolio – discrepancy between ELA Ext 1 DSS and VE; ELA Ext 5 DSS and VE

Grade 8 Frameworks (pg. 41) – discrepancy in AGLI coding for Standard 4, Key Idea 3 (AT codes were correct)

Forms Appendix – Grade 8 Science, AGLI 2 DSS form revised

http://www.p12.nysed.gov/assessment/nysaa/nysaa-manual-14.html

NOTE: REVISIONS POSTED

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Things to keep in mind: This is the next evolution of the alternate

assessment NYSAA is a small portion of the overall picture

of a student’s knowledge, skills and understanding

Administrative requirements have been streamlined Clarified and simplified language and expectations Reduced clerical work Simplified choice components

As we approach the coming year…

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And most of all…

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Administration Manual

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Information about the why, who and how Overview of the new NYSAA test design

Essence Extensions, five for ELA and mathematics Level of Complexity

NOTE: May impact student’s overall score

Baseline and final data points

Similarities and Differences for NYSAA

Introduction, pages 4-7

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Age Ranges for the 2013-14 NYSAA, updated birth date chart…page 6

NEW: Mandatory Reporting of Testing Improprieties by Adults, Office of Test Security…page 7

NYSAA materials…page 7

Support and RLT Contact information…page 7

Introduction, pages 4-7 (continued)

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RLT role is to support training, collegial review and provide technical support for NYSAA Objective is to build capacity within regions

Emphasis on TURN-KEY training Each RLT assigned specific number of days

to cover the region must make the most effective use of those days

May offer other options or resources

SIDEBAR: RLT Rules of Engagement

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Definition of Student with a Severe Disability

NYSAA Eligibility

Participation Criteria

(No Changes)

Eligibility and Participation Criteria, page 8

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NEW Steps Chart…page 9 Encourage use of Measured Progress

ProFile™ program Recommend more than one Collegial

Review Timeline references are provided with steps Details for preparing and administering

NYSAA are provided on pages 10-31

Steps for Completing NYSAA Datafolio *NEW*

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Now assess each of five standards in both ELA and mathematics; each of two standards in science and social studies…Step 2, page 10

Assessment Tasks provided in Frameworks are required…page 11

Each piece of evidence must demonstrate the task on it’s own, no longer considered “in total”…page 11 and 13

Section One: Administering NYSAA

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Notations…page 14

Recommendations for digital video and/or audio clips…pages 16-17

Data Collection Sheets…page 18

Level of Accuracy…page 22

Role of independence…page 22

Section One: Administering NYSAA (continued)

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Require supporting evidence Staff initials are required for each date of

data Staff key must be completed Avoid using a single step/time segment

DCS when Assessment Task includes plural or AND; unless include detailed notation to confirm requirements of task

Data Collection Sheets

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At least three dates of data must be documented, dates can include Baseline data point + 2 or more dates of

instruction = 3 2 or more dates of instruction and final data

point = 3 Baseline data point + 1 or more dates of

instruction + final data point = 3

Data Collection Sheets

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Verbal and Physical prompts…page 22

Content or Construct support…page 23

Baseline data point administration…page 21

Baseline threshold, Level of Accuracy score must be 74% or below…page 24

Section One: Administering NYSAA (continued)

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Verbal and Physical Prompts

Actions after initial directions and test item presented to student:

Verbal or Physical Prompts

Actions (verbal or physical) that attempt to gain student’s attention

Yes No

Refocusing or redirecting (verbally or physically) the student to test item

Yes No

Reminding the student to complete all parts of item(s)

Yes No

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Content or Construct Support that Results in an Administrative Error

Actions that result in an Administrative Error:Reducing the number of options or choices presented to the studentRewording, revising, simplifying or explaining the test itemAny physical or verbal cue that leads to or prompts the student toward the correct answer for an item, purposeful physical guidance or restriction of movement to obtain a desired response

The student receives “hints” or additional details

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Content or Construct Support that Results in an Administrative Error

Actions that result in an Administrative Error:Templates or other formats are provided that give or lead the student to the answer. For example:the verifying evidence is a sequencing worksheet that contains three boxes that state “First,” “Next,” “Last”; the student response choices are pictures that contain the words “First,” “Next,” “Last” the verifying evidence is a number line where the student must provide missing numbers, but the correct number is provided as a shaded or dotted number in the spot and the student has to put a sticker of the number on the spot.

Manipulatives or strategies that change the construct of what is being assessed (e.g., use of calculators or arithmetic tables for Extensions in Grades 3-5)

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Verifying Evidence documentation…page 25

Three required elements must be documented on each piece of verifying or supporting evidence…page 25

Verifying Evidence labels…page 26 (form in Appendix D)

Section One: Administering NYSAA (continued)

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Assembling datafolio information…page 27 Collegial Review…page 28 Checklist…page 28 (form in Appendix E) Heading to scoring…page 29

End of data collection: February 7, 2014 Datafolios to district residence: February 14,

2014 Datafolios to SSC: February 21, 2014

NYSAA Teacher Survey…page 29

Section One: Administering NYSAA (continued)

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NYSAA Timeline for 2013-14

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September 2013

October 2013

November 2013

December 2013

January 2014

February 2014

Instruct & Evaluate Progress between Baseline and Final Data Point

Baseline Data PointSeptember 30 to Mid-November

Final Data Point

no later than February 7,

2014

Should be 15 or more

school days

between

NYSAA Administration Period BeginsSeptember 30,

2013

NYSAA Administration Period EndsFebruary 7,

2014

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Section Two: Scoring Criteria

NYSAA Scoring Rubric, page 32

Alignment to Grade-Level Content

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Extension or AGLI from

Grade

Assessment Task Aligned to

Extension or AGLI

Verifying Evidence Aligned to

Assessment Task

Rubric, Part I

Rubric, Part II

When referring to students use positive terms, respect student privacy

All work and documentation must be authentic Standards-based instructional activities and

materials Avoid wholesale administration practices Collegial Review Wide range of instruction and opportunities

Section Three: Effective Practices

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Appendix A: Measured Progress ProFile™ Appendix B: Sample Datafolio Appendix C: Glossary NYSAA terms Appendix D: Forms Appendix E: Checklists Appendix F: Frameworks Last section in spiral: NYSAA DVD Training

slides handout

Appendices

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Appendix F, Frameworks

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Frameworks Introduction

NYSAA Test Blueprints for each content area

Section for each grade

Content Glossaries

Frameworks Document

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Frameworks to Frameworks

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Common Core Learning Standards (CCLS)

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Extensions and Assessment Tasks

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Extensions and Assessment Tasks - Examples

ELA – Grade 5, RL.5.4 (Frameworks page 3)

Extension Assessment Task

Identify an instance of figurative language and its meaning in literary text. (51231)

The student will identify the figurative language phrase (personification) from literary text and restate it in his or her own words (e.g., given text, the student identifies a phrase containing a personification, [“The clouds cried tears”] and restates it in his or her own words [“It is raining”]). (AT51231B)

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CDOS Information

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Science and Social Studies

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Simplified language

Reduced AGLI choices

AGLI coding mirrors ELA and mathematics

AGLI Pages – REVISED

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Assessment Tasks - REVISED

Simplified language

Connect to AGLI using 5-digit codes

Assessment Tasks must be used as written

“POSSIBLE Datafolio Products and Verifying Evidence Assessment Strategies” remain

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Use the vocabulary from the Assessment Task on the evidence

Connection of VE to Task biggest issue in scoring

Do not demonstrate an Assessment Task which contains an AND or plural as a single step/time segment on a DCS

Notes & Cautions from Scoring, that still apply

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