NCSC AA-AAS Ben Morrison Alternate Assessment Coordinator Special Education Programs [email protected] 605.773.6119.

NCSC AA-AAS

Ben Morrison

Alternate Assessment Coordinator

Special Education Programs

[email protected]

605.773.6119

The New Alternate Assessment• NCSC will replace Dakota STEP-A for

Mathematics and English Language Arts (reading and writing)

• Grades assessed – 3-8 and 11

• Assessment will be online

• 4 tiers of questions

• Teacher will complete 8 Trainings Modules prior to administering assessment

• Scripted assessment

Participation Requirements

• New criteria in effect 2014-2015– Student has a significant cognitive disability– The student is learning content linked to (derived

from) the Common Core State Standards(CCSS)– The student requires extensive direct

individualized instruction and substantial supports to achieve measureable gains in the grade-and age- appropriate curriculum

• Guidance documentation on DOE NCSC webpage

Terms and AcronymsTerm Acronym

Constructed-response CR

Core Content Connectors CCC

Directions for Test Administration DTA

Test Coordinator TC

English Language Arts ELA

Learner Characteristic Inventory LCI

National Center and State Collaborative NCSC

National Center and State Collaborative Alternate Assessment based on Alternate Achievement Standards

NCSC AA-AAS

Open-response OR

Selected-response (multiple choice) SR

Student Administration Record SAR

Test Administration Manual TAM

Test Administration Portal TAP

Test Administrator TA

Roles for the Assessment

•Testing Coordinator – generally SPED Director or assessment coordinator -provides oversight and ensures assessment is administered as intended

•Test Administrator – Certified and licensed teacher – works with student directly

Assessment Documents

• Test Administration Manual (TAM) – Policies and procedures for administration

• Directions for Test Administration(DTA) – script provided to administer assessment

• Test Administration Portal (TAP) user Manual – provides information to access and navigate the TAP system

Accommodations

•Any accommodation used must be documented in the IEP

•Ideally, accommodations should guide day-to-day instruction, which allows a seamless transition to the assessment.

Embedded Accommodations

• Amplification

• Increase Size

• Background/Font Color

• Answer Masking – cover answers as needed

• Text to Speech

• Line Reader Tool

Non-Embedded

• Manipulatives – use as directed

• Answer Masking – if paper and pencil is necessary

• Read Aloud/Reread

• Scratch Paper

• Paper/Pencil

• Assistive Technology

Stopping Rule

• Student will be given a “student response check”

• If there is no mode of response detected, proceed to testing.

• If the student does not respond to any of the first 4 items, that section, the early stopping rule will be envoked and you proceed to the next section

• Student must be exposed to all subjects tested (Math and ELA)

Behavior during Assessment

• A student having a behavior during assessment is not considered a “non-response”

• Take breaks if the student exhibits a behavior

• If behavior is exhibited multiple times while exposing student to assessment, eventually you will evoke “Early Stopping Rule”

Important information

Webpage Resources• http://doe.sd.gov/oess/NCSC.aspx

1% Exception Request

• DOE will no longer accept 1% Exception requests for districts to exceed the cap on the number of proficient scores – Districts with a total tested population of 200 or

less, will still be allowed to count up to two proficient scores

– Districts would be able to appeal during the appeal window if they can demonstrate that by not requesting an exception their determinations was impacted solely by the students over the cap

Next Steps

• Two Workshops

• Developing UDL’s – Oct 22. – Rapid and Oct 24. – Sioux Falls

• Integrating UDL and AAC in the special education classroom – Oct 8. – Sioux Falls

Questions??

[email protected]

605.773.6119