guidance for iep teams on participation decisions for the … · 2016. 1. 6. · 1. contact...
TRANSCRIPT
Guidance for IEP Teams on
Participation Decisions for the
Arkansas Alternate Assessment Program
2015-2016
Guidance for IEP Teams on Part ic ipat ion Decisions for the Arkansas Alternate Assessment Program has been designed to be used for al l subjects assessed: • English Language Arts • Mathematics • Science
1. AAPA Science (5,7,10)
2. MSAA (previously NCSC) Multi-State Alternate Assessment for ELA and Math (3-8,11)
Alternate Assessments for Arkansas
Content Standards def ine what students are expected to know and be able to do related to dif ferent content such as Mathematics and Engl ish Language Arts. Achievement Standards are sometimes referred to as Performance Standards to connect content standards to information to describe how wel l students are acquir ing the content.
Content Standards versus Achievement Standards
Define how well students need to perform on the content to be considered proficient. They include four components: (1) Levels: These provide descriptive labels or narratives for student performance (i.e., proficient, advanced, etc.). (2) Descriptions: These indicate what students at each level must demonstrate relative to the assessment tasks. These are referred to as performance level descriptors6 (PLDs) or achievement level descriptors (ALDs). (3) Student Work Examples: These illustrate the range of performance within each level. (4) Cut Scores: These clearly separate each performance level.
Content Standards versus Achievement Standards
Alternate achievement standards
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1. Contact information 2. Development of Assessments 3. Design and Administration 4. How to make decisions 5. Tools needed 6. FAQ 7. Glossary of Terms 8. Arkansas Participation Guidelines 9. Participation Checklist 10. Documentation 11. Decision Flowchart 12. Assessment Course Codes 13. Alternate Assessment Field Codes for eSchool
Table of Contents (guides you through the document)
• Contact information • Development of Assessments • Design and Administration of Alternate Assessments • How to make decisions • Tools needed • FAQ • Glossary of Terms • Arkansas Participation Guidelines • Participation Checklist • Documentation pages for signatures • Decision Flowchart • Assessment Course Codes • Alternate Assessment Field Codes for eSchool
1.
1. Thestudenthasasignificantcogni2vedisability.
2. Thestudentislearningcontentlinkedto(derivedfrom)StateContentStandards.
3. Thestudentrequiresextensivedirectindividualizedinstruc2onandsubstan2alsupportstoachievemeasurablegainsinthegradeandage-appropriatecurriculum.
Participation Decisions
1. The student has a
Review of student records indicate a disability or multiple disabilities that
for someone to and
Participation Decisions
2. The student is learning content linked to (derived from) State Content Standards. Goals and instruction listed in the IEP for this student are to the
state content standards and address knowledge and skills that are and for this student.
Participation Decisions
3. The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade and age-appropriate curriculum. a. Requires
and that is of a or and b. Uses and of
in to
skills across multiple settings.
Participation Decisions
• Description of the student’s curriculum and instruction, including data on progress • Classroom work samples and data • Examples of performance on assessment tasks to compare with classroom work • Results of district-wide alternate assessments • Results of individualized reading assessments • IEP information including: ∞ Present levels of performance (include—Strengths, Needs and Data Sources) ∞ Considerations for students with individualized and substantial communication needs or modes (from multiple data sources) ∞ Considerations for students who may be learning English as a second or other language (i.e., ELL) that may interfere with an accurate assessment of his or her academic, social, or adaptive abilities.
The IEP team is to consider the following information to determine whether the Alternate Assessments are
appropriate for an individual student:
1. A disability category or label 2. Poor attendance or extended absences 3. Native language/social/cultural or economic difference 4. Expected poor performance on the general education assessment 5. Academic and other services student receives 6. Educational environment or instructional setting 7. Percent of time receiving special education services 8. English Learner (EL) status 9. Low reading level/achievement level 10. Anticipated disruptive behavior 11. Impact of test scores on accountability system 12. Administrator decision 13. Anticipated emotional distress 14. Need for accommodations (e.g.,assistive technology/AAC) to participate in assessment
Do Not Use the Following as Criteria for Participation Decisions
Appendix A. Participation Guidelines.
Page 17
Student must meet all 3 Criteria to be in the Arkansas Alternate Assessment Program
Appendix B. Participation
Checklist. Page 19 -20
Che
ck√
all
boxe
s
Checkthisbox
SignaturesofCommi5ee
MembersandParent/Guardian
Appendix C. Decision Flowchart
for Participation. Page 22
Decision Flowchart
for Participation
Appendix D. 2015-2016 Special Education Course
Codes and eSchool codes.
Pages 24-25
Special Education Assessments and Course Codes to use for the Alternate Assessments and the ACT Aspire for regular assessments
√ Check the Alternate Assessment Field in eSchool
Remember that you are indicating the student’s assessment for the current school year.
Code Meaning NA Not Applicable or Null (default)
ALM Alternate Literacy & Math (Grades 3,4,6,8, 11)
ALMS Alternate Literacy, Math & Science (Grades 5 & 7)
DLM Delaying Alternate Literacy & Math Assessment to Grade 11 (Applies to students in Grade 9)
SDLM Taking Alternate Science but Delaying Alternate Literacy & Math to Grade 11 (Applies to students in Grade 10)
Frequently Asked Questions pages 8-10
Glossary pages 11-15
The 2016 MSAA-Multi-State Alternate Assessment vendor
2016 Testing Window:
begins March 30
ends May 13
The online training modules will be
available on March 9, 2016.
The Test Administration
Manuals will also be available on
March 9, 2016.
State webinar training for MSAA
on March 4; details available
later
Workstation Hardware and Software:The test delivery system should align with the State Educational Technology Directors Association recommendations. These are the minimum hardware and software requirements of the test delivery workstation. Operating system
Windows Vista SP2, Windows 7, Windows 8, OS X 10.4.4 (Tiger). 10.5 (Leopard). 10.6 (Lion), 10.8 (Mountain Lion), 10.9 Chrome OS 32+; Linus is not supported
Browser IE 9 or better; Firefox 24 or later; Chrome 26 or better; Opera 12 or better; Safari 6 or better; JavaScript must be enabled
Monitor Screen Resolution:1024 X 768 or higher; screen size 9.5 inches or larger, color depth: high color, 16 bit millions
Other Workstation Requirements
32 bit and 64 bit processors supported: disk space: 100 MB or more Chromebook version 18 or better; any media will be played through native browser capabilities
Evidence Collection
Document scanner or Webcam (640 x 480 or better)
Bandwidth 1.5 Mbps dedicated or faster Flash Not Required
Charlotte Marvel 501-682-5296
Jared Hogue 501-682-4946
Robin Stripling 501-682-4296
Contact Information