NCSC Alternate Assessment on Alternate Academic ...toolbox1.s3-website-us-west-2.amazonaws.com/...NCSC... · SEB - April 24, 2015 NCSC Alternate Assessment on Alternate Academic Achievement

SEB - April 24, 2015

NCSC Alternate Assessment onAlternate Academic

Achievement Standards(AA-AAS)

1

Background Information

2

3

NCSC Partner States

4

Alternate Assessment Background

• States are required to have assessments to measurestudent performance for accountability purposes inMath and English Language Arts (ELA) for grades 3-8and once in high school

• There are alternate assessments for students whohave the most significant cognitive disabilities

5

Alternate Assessment Background

• These assessments are linked to grade levelcontent but have different expectations forachievement

• They are referred to as alternate assessmentson alternate academic achievement standards(AA-AAS)

6

What does College and CareerReadiness Mean for Students withSignificant Cognitive Disabilities?

7

Which Skills Promote College andCareer Readiness?

• Communicative competence• Social skills to function well in small groups• Independent work skills• Problem Solving• Reading/Writing/Math• Knowing when and how to seek assistance

The NCSC model includes community readiness in itsdefinition of college and career readiness.

8

Working towards College and CareerReadiness in English Language Arts is

Important for….

• Communicating with family, friends, supportstaff, medical personnel, co-workers, etc.

• Comparing information to make decisions(including voting)

• Self-determination and self-advocacy

9

Cont….

• Traveling in the community

• Understanding books, movies, TV shows andsongs

• Attending college

• Finding and maintaining employment

10

Working towards College and CareerReadiness in Math is Important for…

• Telling time

• Making and following a schedule

• Managing money

• Arranging and using transportation

• Taking medication11

Cont….

• Planning and making meals

• Shopping

• Attending college

• Finding and maintaining employment

12

NCSC Model for a ComprehensiveSystem of Curriculum, Instruction and

Assessment

13

NCSC Framework for Assessments,Curriculum and Instruction

• Communication = priority objective

• College and career readiness in the NCSC modelalso includes community readiness

• Post High School (HS) Life

14

College

Career

Community

Communicative Competence

CurriculumCommon Standards

Learning ProgressionsCore Content Connectors

InstructionGrade-level Lessons

AccommodationsSystematic Instruction (carefully

planned sequence for instruction)

AssessmentFormative (ongoing during school

year, monitors learning)Summative (end of year or course,

evaluates learning)

15

15

NCSC Curriculum and InstructionalResources

16

17

18

• Define what students are expected to know and dofor each grade level in Math and English LanguageArts (ELA)

• Focus on what is most essential, not all that can orshould be taught or “how” to teach

19

Common Core State Standards (CCSS)

Common Core State Standards (CCSS)

• Are linked to expectations for college and careersuccess

• Most states have adopted the CCSS and must provideinstruction and assessments for ALL students basedon these standards

• The other states have similar college and careerready standards and related assessments

20

21

• Using the learning progressions framework, NCSCidentified the knowledge and skills from CommonCore State Standards needed at each grade tomake progress in later grades, but breaks theminto smaller pieces called CCCs

• CCCs are the basis for the NCSC assessment butoperate as a starting point for instruction based onthe CCSS

22

Core Content Connectors (CCC)

22

Core Content Connectors (CCC)

Example:

CCSS- Read closely to determine what the textsays explicitly and to make logical inferences fromit; cite specific textual evidence when writing orspeaking to support conclusions drawn from thetext.

CCC- Ask and answer questions* about key detailsin a text.

*Instead of an oral or written response, some studentsmay use picture symbols, character figures and props, etc.

23

24

• Shows the steps students typically take to progressthrough a content area (e.g., Math) to get deeper,broader, and more sophisticated understanding;

• Represents the essential core concepts andprocesses learned in a content area (sometimescalled the “big ideas”);

• Provides a map to Individualized Education Plan(IEP) teams for what should come next as studentscontinue to move through the grades; and

• Contains progress indicators.

25

Hess, Karin K., (December 2011). Learning Progressions Frameworks Designed forUse with the Common Core State Standards in English Language Arts & Literacy K-12.

Learning Progressions Framework(LPF)

26

Content Modules

https://wiki.ncscpartners.org/index.php/Content_Modules 27

28

Graduated Understandings

https://wiki.ncscpartners.org/index.php/Graduated_Understandings29

30

Instructional Families

https://wiki.ncscpartners.org/index.php/Instructional_Families31

32

Element Cards

https://wiki.ncscpartners.org/index.php/Element_Cards33

34

Curriculum Resource Guides

https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides35

36

Universal Design for Learning


38

LASSIs and MASSIs


40

Instructional Resource Guide


Survey of Learner Characteristics forStudents Taking an AA-AASFrom 18 NCSC States during the 2010-2011 or 2011-2012 academicyear

• 65% of students could read written text orBraille at some level

• 42% of students performed computation (somewith a calculator)

• 69% used symbolic language (verbal or writtenwords, signs, Braille, or language-basedaugmentative systems) to communicate

42

All curriculum and instructionalresources available at https://wiki.ncscpartners.org

43

NCSC Assessment

44

Assessment Participation Guidelines

• There will be a NCSC AA-AAS in Math and one inELA, which includes both reading and writing,for grades 3-8 and 11

• The IEP team will determine, on an individualbasis, whether a student will take the NCSC AA-AAS

• If a student doesn’t meet the AA-AAS criteriafor both Math and ELA, he/she may not beeligible for either NCSC AA-AAS 45

Format

• Approximately 30 items for each subject

• These 30 items will cover approximately 10 CCCs

• Most of the assessment items ask the student toselect the correct response (e.g., multiplechoice)

• Some items will require the student to constructa response (e.g., write a short answer or use analternate way to respond or use picturesymbols)

46

Technology• This will be an online testing program.

• Some students will use the online testingprogram directly on the computer.

• For other students, the teacher may print outtesting materials and enter student responsesinto the computer.

• The assessment will have built-in supports toprovide students with the opportunity to respondindependently. 47

Length of Assessment

• Expected testing time will be approximately 1.5– 2 hours for each assessment (Math and ELA)

• Each student’s assessment can be completed inmultiple smaller time slots over a 2-monthperiod to meet the student’s needs

48

Relationship of Items toGrade Level Content

• About 75% of the assessment items are closelylinked to the grade-level content

• About 25% are a farther link to the grade-levelcontent to allow students who are just beginningto work with the academic content show whatthey know and can do

• In the first years of the new assessment manystudents will likely answer questions and dotasks that are less complex, but increasecomplexity as instruction improves 49

Exceptional Circumstances

• There will be policies and criteria for dealingwith rare situations where it may not beappropriate to administer or continue anassessment

• When these policies are used there will berequirements for data collection in order to flagthe need for interventions to address unmetinstructional needs (e.g., related services orinstructional supports)

50

Review of NCSC webpage

• NCSC Curriculum and Instruction Resources

• Core curriculum and instruction resources on apublic wiki (https://wiki.ncscpartners.org),created to host the materials that educators willneed to deliver instruction aligned to theCommon Core State Standards (CCSS). Thematerials are grouped in three categories, two ofwhich are ready for use:

51

Review of NCSC webpage

• Curriculum Resources - What to Teach(reference materials created to reinforceeducators' understanding of curriculum content)

• Instructional Resources - How to Teach(reference materials created to supportclassroom teaching)

52

Resources

• http://www.ncscpartners.org/ link to NCSCwebpage

• https://wiki.ncscpartners.org/index.php/Language_Arts_Sample_Systematic_Instruction_Script_(LASSIS):_Elementary_Vocabulary_and_Acquisition#BUILD_ESSENTIAL_UNDERSTANDING:_Teaching_Story_Elements

53

SEB Update

• Jacqueline Denton – Interim Director, SpecialEducation Bureau

54

IDEA Application

• DUE April 27th by COB– Application and Documents must be submitted

in WebEPSS– ALL FY 14 Past Due documents and required

FY 15 documents must be included to approveapplications.

• Remember approval is needed to release your IDEAfunds

– Contact your EA for questions and support toensure that your application is approved

– *Intended notification of approval date June 5

STARS Update for EOY

• No duplicates• CEIS Data• ECOs• Don’t wait – enter data as available

€ Overdue Evals and IEPS

€ Ind. 6

€ Ind. 13

• No waivers required– Do your SY 15-16 projections for FTE needs

Other Things Happening

• AU Project – new schools• Modules – CCSC• WIOA Collaboration with BME• Collaboration with BME• PreK RRT – PD Through the Year