Download - 2013-14 New York State Alternate Assessment
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)
13
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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