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Alignment Issues for AA-AAS
Diane M. Browder, PhDUniversity of North Carolina at Charlotte
October 11, 2007
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National Alternate Assessment Center
NAAC Partners www.naacpartners.org (OSEP #H324U040001) • University of KY (PIs)
• UNCC
• University of Illinois-Urbana Champaign
• CAST
Investigators for UNCC• Claudia Flowers
• Diane Browder
• Shawnee Wakeman
• Meagan Karvonen (WCU)
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Links for Academic Learning
Flowers, C., Wakeman, S., Browder, D., & Karvonen, M. (2007). Links for Academic Learning: An Alignment Protocol for Alternate Assessments Based on Alternate Achievement Standards. Charlotte, NC: University of North Carolina at Charlotte.
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What is a “Link”?
Definition: alignment with broader and different boundaries• BUT still has
boundaries
Links for Academic Learning defines the boundaries
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How Method Developed Review of literature on
alignment
• General assessments
• Alternate assessments Consideration of current
methods
• Achieve
• Webb
• Survey Enacted Curriculum Convened panel of experts in
alignment
• Alignment researchers
• Measurement company reps
Development of a conceptual framework for what it means to “link” to grade level standards
Validation of criteria for this framework
• States
• Measurement experts
• Experts in severe disabilities
UNCC evaluating application with states with various formats of AA
• Also available to vendors and states
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What is aligned in LAL….
,Academic Content Standards
Instruction
Reduction in Scope and Depth
AlternateAssessment
A
BC
D
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First Boundary
Each extension of a standard aligns to the original standard• Content: at least “far”
• Performance: at least “some”
• As rated by experts in the content area (not special educators)
If MOST match, align AA items to extensions
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LAL Criteria for Alignment: Is the focus “really” reading, math, science?
AA items and extensions • Academic
• at least 90% of items
• We eliminate nonacademic items from the alignment study
• Content and performance centrality
• Between AA items and extensions (if extensions align with state standards)
• ALL for content (100%)
• Most for performance (90%)
Rationale for the boundaries
• May need some items that are foundational to capture progress towards standard of students with most significant disabilities (we suggest up to 10%)
• May need to change performance on some for same population (we suggest for up to 10% of extensions or AA items)
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LAL Criteria Is there grade level content alignment?
AA items and extensions organized by grade level/ band
Differentiation occurs across grade levels/ grade bands in AA items
Rationale: • Linking to grade level
content requires some differing items across grade levels/ grade bands
• Deeper, new, broader, etc.
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LAL Criteria Is the alternate achievement different from grade level achievement?
ALTERNATE ACHIEVEMENT vs. GRADE LEVEL• Balance,
representation, depth of knowledge
Expect full range of depth of knowledge but skewed towards lower end; balance, etc should match state blueprint for reduced breadth; depth
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LAL Criteria: What inference can be made about student learning?
Inference about student learning based on scoring rubric and standard setting
RATIONALE: alternate achievement standards should align to grade level content standards• Stronger inference if
score based on what student knows and does vs. something else
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LAL Criteria Does AA minimize barriers to responding?
Guidelines for administering AA with students who-• Have sensory challenges
• Have physical challenges
• Do not yet respond to printed words and pictures
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LAL Criteria: Is there instructional alignment?
Program quality indicators• As part of instructional
alignment vs. as part of student score
Curriculum Indicator Survey• What are teachers
teaching
Rationale: • Cannot assume
teachers know how to teach to the standards for students with significant cognitive disabilities
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What We Are Finding after Six State Alignment Studies
The standards proposed in the LAL for content alignment are possible.
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The Minimal Standard of LAL
80
10
10
Ac ademic with C ontentC entrality
Ac ademic without C ontentC entrality
Not Ac ademic -F oundational
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State A: Language Arts
92.4
7.5 10.2
A c ademic with C ontentC entrality
A c ademic with no C ontentC entrality
Nonac ademic -F oundational
Nonac ademic -NotF oundational
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State A: Mathematics
91.8
2.95.6
A c ademic with C ontentC entrality
A c ademic with no C ontentC entrality
Nonac ademic -F oundational
Nonac ademic -NotF oundational
S tate A: Math
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Science Seems to Be Most Difficult for States to Align
58.5
0.5
27.1
12.8
Ac ademic with C ontentC entrality
Ac ademic with no C ontentC entrality
Nonacademic -F oundational
Nonacademic -NotF oundational
S tate B : S c ience Items
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Example Where Some “Fine Tuning” is Needed
71.5
15.5
8.84.1
Ac ademic with C ontentC entrality
Ac ademic with noC ontent C entrality
Nonacademic -F oundational
Nonacademic -NotF oundational
S tate B : E LA Items
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What Goes Wrong
Backmapping• Mapping an academic standard onto a
functional skill and losing the academic focus
Overstretching• Oversimplification to extent concept is lost
Mismatch• Wrong standard
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What is Needed: A Method to Extend State Standards
Work it Across Work it Up Check it Back
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Work it Across: Kindergarten Math Standard Example
Grade Level: K Abstract Symbolic Concrete Symbolic Presymbolic Sort & classify objects into a graphic display
Sort by one attribute and create object displays
Match to same to sort objects; create object display with two of the sets
Put object with same to help create graph
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Work it Up: Each Grade Level
Grade Level Abstract Concrete Presymbolic 5 4 3 2 1 K
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Check it Back
Extension Grade Level Standard
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Summary
“Linking” is alignment with different boundaries…but these boundaries need to be defined
High standards for content match are possible in AA-AAS
States need methods to follow to extend standards that retain alignment, but also are inclusive of full range of 1%
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Acknowledgements
To the authors of the LAL And to Allison Kretlow for preparation of
the figures