AASCD Training PowerPoint

OHIO’S ALTERNATE ASSESSMENT FOR
STUDENTS WITH SIGNIFICANT
COGNITIVE DISABILITIES
Test Administration Training
Ohio Department of Education
American Institutes for Research
Purpose of Training
2
The purpose of today’s training is to provide you
with the skills to:
 Administer the Ohio AASCD
 Design
 Test Design Accessibility or Accommodations
 Practice administering
 Student Placement
 Score the Ohio AASCD
 Practice scoring
Training Objectives
3

Know what you must do to prepare for the Ohio AASCD
administration; be familiar with the testing materials and
know what is allowed and not allowed during administration.

Accurately score the items in a task by applying the scoring
criteria. You will watch several videos of teachers
administering tasks to students.

Understand how to determine where your students will
begin the assessment.
Understand the process for entering student scores
in the online data collection system called the Data Entry
Interface (DEI).

New Abbreviations
4
TA-Alt = Test Administrator-Alternate
Assessment
This person can view student information in
TIDE and enter data into the DEI, but does not
have access to student scores.
TE-Alt = Teacher-Alternate Assessment
This person serves the same duties as the TAAlt but also has access to student reports (Score
Reports) in the online reporting system.
When Is the AASCD Administered?
5
February 23 – April 17, 2015
How Is the AASCD Administered?
6

The AASCD is administered in a one-on-one
setting, with Test Administrators reading a script
to administer tasks.
 Pictures,
graphics, and symbols are provided for
nearly all of the tasks.

The Test Administrator scores the student’s
performance during the test administration.
During this training, you’ll review sample tasks
and practice scoring.
Video Clip
7
Let’s watch as a task is administered.
All About the Flag
Alexa
Who Takes the AASCD?
8


The reauthorized Individuals with Disabilities
Education Act (IDEA, 2004) reflects the intent to
extend educational accountability and reform to
all students, including those with disabilities.
This legislation, along with the federal No Child
Left Behind Act (NCLB) and Ohio law (Senate
Bill 1, House Bill 3), mandates that all students
with disabilities be included in general state and
district-wide assessment programs.
DFA pg 3
Students with Disabilities
Assessment Participation
9
1. General assessment without accommodations
(most students)
2. General assessment with allowable
accommodations (many students with
disabilities and English language learners)
3. Alternate assessment (small number of
students with the most significant cognitive
disabilities)
DFA pg 3
Participation Criteria
10

The student has a significant cognitive disability.

The student is learning content linked to (derived from)
Ohio’s New Learning Standards. i.e. the Ohio New
Learning Standards – Extended.

The student requires extensive, direct, and
individualized instruction and substantial supports to
achieve measurable gains in the grade and ageappropriate curriculum.
DFA pg 5-6
Participation in the AASCD is
NOT BASED on:
11







A disability category or label
Poor attendance or extended absences
Native language, social, cultural or economic
difference
Expected poor performance on the general
education assessment
Academic and other services student receives
Educational environment or instructional setting
Percent of time receiving special education services
DFA pg 5-6
Participation in the AASCD is
NOT BASED on: (cont.)
12







English Language Learner (ELL) status
Low reading level/achievement level
Anticipated disruptive behavior
Impact of student scores on the accountability system
Administration decision
Anticipated emotional duress
Need for accommodations (e.g., assistive technology/AAC)
to participate in the assessment process
DFA pg 5-6
AASCD Assignment by Grade
13
Form
Grades
3–5
Grades
6–8
OGT
Student
Grade
Content Areas to Be Administered to Each
Student
3
ELA and Mathematics
4
ELA , Mathematics, and Social Studies
5
ELA, Mathematics, and Science
6
ELA, Mathematics, and Social Studies
7
ELA and Mathematics
8
ELA, Mathematics, and Science
10
ELA, Mathematics, Science, and Social Studies
DFA pg 4
Grades 4 & 6 Social Studies
14

Test materials will be included in the G3-5 and G6-8 TA
Kits. Do not administer to students in grades 3, 5, 7, and 8.

Each form has nine tasks with 6-8 items in each task. All
students must start on Task 1. Students must be
administered all nine tasks.

Operational field-test scores will not be immediately
available. Scores will be released in late summer 2015
following standard setting.

Samples tasks and blueprints can be found on the Ohio
Alternate Assessment Portal.
DFA pg 2
TE-Alt/TA-Alt Requirements
15
To administer the AASCD, a teacher/test
administrator must:
.

Be an employee (or contracted employee) of
the district

Hold a license/permit/certificate issued by ODE

Be trained to administer the assessment
16
Test Security
Test Security
17




Maintaining test security is one of your most
important responsibilities.
Follow your district’s written procedures for
protecting the security of test materials at all
times.
Secure test materials consist of test booklets,
reading passage booklets and printed
manipulatives.
Do not leave test materials visible on your
desk.
DFA pg 14-15
Test Security (cont.)
18



Security is vital for future administrations
as well as the current administration.
You are responsible for ensuring the
security of the content of all materials.
Your responsibility for the security of test
questions and materials does not end
when materials are returned.
DFA pg 14-15
Test Security Law
19
 Under Ohio law (OAC 3301-13-05; ORC 3319.151; ORC 3319.99),
releasing any test question or other content of a test to
students or assisting students to cheat in any way may result in
invalidation of test scores, termination of employment, suspension
of license to teach, and/or prosecution.
 A test incident must be reported to the Ohio Department of
Education as soon as it becomes known to the district.
Investigations involving breaches in security (violating the Ohio
Administrative Code) must be documented and submitted to the
Ohio Department of Education within 10 days following the
conclusion of the investigation.
 A summary of state security provisions is included in
Rule 3301-13-05 of the Administrative Code.
DFA pg 14-15
Ethical Use of Tests
20
Pursuant to the requirements of Amended
Substitute House Bill 152 (July 1993), the State
Board of Education has adopted Standards for
the Ethical Use of Tests (see Ohio Administrative
Code 3301-7-01).
DFA pg 14-15
Ethical Use of Tests (cont.)
21
Is this activity or behavior an ethical practice?
Yes
Making a copy of the alternate assessments and/or preparing
a student study guide based on the alternate assessments.
Preparing students for the alternate assessments by
incorporating the extended standards in the appropriate
subject curriculum.
No
X
X
Changing a student’s response.
X
Hinting to a student to reconsider any answers given
on a test.
X
Providing teachers and counselors with information they need
to interpret test results.
Revealing the test scores of one student to another student.
X
X
Ohio’s New Learning Standards–
Extended
Increasing grade-level standard
accessibility through high expectations for
academic achievement
DFA pg 4
Ohio’s New Learning Standards
23
New standards include:
 Common Core for ELA and Mathematics
 Revised standards for Science and Social
Studies
 Model
curriculum available for each content area
to help teach the new standards
For more information visit: http://education.ohio.gov
What Are Extended Standards?
24

An Extension of Ohio’s New Learning
Standards accessible to students with
significant cognitive disabilities.

Extensions may reduce Ohio’s New Learning
Standards in breadth and depth to apply to
those students taking an alternate
assessment.
Design
25

Three Extensions from highest to lowest
complexity



Entry points to the state standard for learners at
different ability levels
Must maintain the main idea or essence of the
standard
Extensions will be used for instruction focused
on access to general education curriculum

Basis for Ohio Alternate Assessment (AASCD)
Review and Refinement Process
26

Test tasks and items were written to align to
Ohio’s New Learning Standards-Extended.

ODE and AIR rigorously reviewed and refined
these tasks and items.

Panels of expert Ohio teachers performed
fairness and content reviews.

Approved tasks/items were then available to be
used on the assessment.
27
Ohio’s New Learning Standards–
Extended
education.ohio.gov
Keyword search: extended standards
Ohio’s New Learning Standards–
Extended (cont.)

Help teachers provide meaningful access to Ohio’s Learning
Standards for instruction of students with significant
cognitive disabilities while concurrently allowing the
development of an adaptive, on-demand, performancebased alternate assessment

Ensure that students with significant cognitive disabilities
receive access to multiple means of learning and
opportunities to demonstrate knowledge but retain the rigor
and high expectations of Ohio’s New Learning Standards.
Ohio’s New Learning Standards – Extended
Instruction Support
Modules available at http://www.ohextendedstandards.org/.
Foundational topics include:





What are Ohio’s New Learning Standards - Extended?
General Curriculum for Students with Significant
Cognitive Disabilities
Planning for Instruction and Assessment for Students
with Significant Cognitive Disabilities
Content specific ELA, Math, Science, and Social
Studies
Additional support provided by SSTs
30
Task/Item Information
DFA pg 23-27
What Are Tasks and Items?
31
A task is a collection of items and materials organized
around a theme (e.g., a story, a math activity).
12 tasks per content area and grade band.
Each task has 4 to 6 items.
Task
Item 1
Item 2
Item 3
Item 4
Item 5
Item 6
DFA pg 23-27
Field Test Tasks and Items?
32
There will be 1 field test task per content area and
grade band.
Task 13
Each field test task contains 6 – 8 items.
Field Test Task
Field
Test
Item 1
Field
Test
Item 2
Field
Test
Item 3
Field
Test
Item 4
Field
Test
Item 5
Field
Test
Item 6
Field
Test
Item 7
DFA pg 23-27
Field
Test
Item 8
AASCD Tasks
33

Materials include printed response cards,
physical manipulatives and reading
passages.

Almost all materials are provided in a
manipulatives kit.
DFA pg 23-27
Task Information
34
Each setup page includes:
 The materials needed to administer each item
Some are provided by the Test Administrator
 Special
adaptive instructions
 Access
limitations
DFA pg 23-27
AASCD Items
35
Items:

Have a specific script;

Are constructed so students can respond
verbally or nonverbally;

Include directions for scoring student
responses; and

Many items are scaffolded to reduce
complexity.
DFA pg 23-27
Item Information
36
Each item contains:
 List of materials needed

Directions for setup:



Placement of manipulatives
Response cards
Display of the script
DFA pg 23-27
Item Set-Up
37
Each item has a set up image that shows what
is needed to administer that item.
Passage
Response
Options
Item Scripting
38
Opening statement:
 “We are going to read
about a __________.”
Say statement:
 “Show (tell) me, how
many __________.”
Do instructions:
 Indicate the flag card
DFA pg 23-27
Types of Response Options (cont.)
39
Picture symbols and word cards:

Three or four picture symbols, words or numbers on each
strip

Each strip is associated with a particular item.

Cards may be separated if needed.
Types of Response Options (cont.)
40
Sentence Strips
 Each strip is associated with a particular item.
 Cut apart. You do not need to cut around each strip.
Types of Response Options (cont.)
41
New answer options:
 Four answer options
 Scaffolded once. There will be a Try 1 and Try 2.
 The tasks containing four options are more complex
and difficult.
Scaffolding
42

If the student does not answer correctly or fails
to respond, specific instructions are provided for
the Test Administrator.

These instructions are in the boxes to the right
of the script in each test item.

This will be explained during the scoring portion
of this training.
DFA pg 35-36
Item Format
43
Scoring
Set Up
Scoring
Script
DFA pg 23-27
Affixing Materials
44
When completing a chart or graph:

Place

Tape

Fasten (Velcro)
DFA pg 23-27
Physical Manipulatives
45

Some tasks require the use of manipulatives
such as shapes for mathematics items.

These are included in the materials for each
grade-band assessment.

Do not return physical manipulatives at the
end of the assessment.
DFA pg 22
Tips
46
 Follow the directions exactly.
 Do not improvise.
 Do not teach the skill while administering the task.
 Provide breaks as needed.
 Be careful not to read the “say” statements too quickly.
 Be careful with “show/tell.” Say only one or the other, not
both.
 The AASCD is administered individually, not in a group.
 The design of the assessment requires that the tasks be
administered in order.
Tips (cont.)
47
 Prepare by reading through the tasks and items.
 Pay careful attention to items that are access
limited.
 Write yourself a note or flag the items with 4
answer options.
48
Video Clip
Let’s watch as a task is administered.
Telling Time
Travis
49
Test Design Accessibility
DFA pg 42-47
Accessibility
50

Picture Communication Symbols™ (PCS™)
have been used throughout the tasks and items.

If your student uses a different symbol for the
same word, you may substitute that symbol for
the one provided. For example:
™
Accessibility (cont.)
51



Test Administrator
indicates each
response option aloud.
Test Administrator
indicates the concrete
objects.
Test Administrator may
use photographs used
in instruction.



Have student touch or
hold the object.
Place the picture
symbol or objects in a
specific location or
orientation when the
student has a limited
visual field.
Place response options
on color background.
DFA pg 42-47
Accessibility (cont.)
52



Calculators and scrap
paper are allowed
unless otherwise noted.
Read passage aloud.
Take breaks as needed
(Test Administrator or
student).
o Do not readminister
any items when you
return.



Substitute concrete
objects when
appropriate, even if
there is no adaptive
instruction.
Reread passage (do
not lead student to
correct answer).
Read answer options
aloud.
DFA pg 42-47
Accessibility (cont.)
53


Laminate materials if
needed (remember all
materials are secure).
Allow student to use the
AAC that is used during
daily communication.


Add texture to lines,
graphs, pictures, etc.
Refocus and repeat as
needed.
DFA pg 42-47
Access Limitations
54

Clearly marked
• Do not administer item 1 to students who are blind.
• Administer items 2, 3, 4, 5, 6 to all students.

Note what items are AL when you are reviewing
the tasks/items prior to the assessment.

A bubble is provided for all items marked “Access
Limited (A).”
DFA pg 25
Video Clip
55
Let’s watch as a task is administered.
All About the Flag
Elna
56
Getting Ready
DFA pg 18-20
Test Administrator Responsibilities
57

Read the Directions for
Administration Manual.

The TE-Alt/TA-Alt must
score and enter the
student responses in the
DEI. This information is
located in DEI User
Guide.
DFA pg 18-20
Test Administrator Responsibilities
58
Training Requirements:




Only teachers, test administrators, and second raters
administering the AASCD for the first time are
required to attend training this year.
Personnel who have previously been trained and
administered the AASCD are not required to attend
training this year.
SSTs will offer short sessions for staff who wish to be
retrained or revisit key administration policies and
procedures.
Contact your local State Support Team (SST) for more
information.
DFA pg 18-20
Where to Begin
59


Verify that you have the correct form for your
students.
Organize your assessments by grade band
and content area.
DFA pg 18-20
Location Tips
60

The Ohio AASCD is administered orally in a one-to-one
situation.

Determine whether you need to administer the
assessment in a room other than your classroom.
Students may perform better in a quiet location, but they
may need time to get accustomed to a new environment.

Determine whether you will need to arrange to have any
special equipment (seating, table) moved to the
assessment location.

Conference tables may not be at the proper height for
optimal student performance.

Consider the student’s optimal time of day.
DFA pg 18-20
Before Test Day
61

Schedule a location in your school to
administer the assessment.

Determine the accommodations that your
student(s) will need.

Schedule an assistant to help you administer
the assessment when testing a student with
specific behavioral concerns.
DFA pg 18-20
62
Test Administrator Provided
Materials

Materials typically
used in instruction

Not significantly
different

Age and grade
appropriate

Dry erase markers
or any erasable
marker
DFA pg 18-20
Advance Preparations
63

Read through each task.

Determine which teacher-provided materials
you will need.

Organize these materials to ease assessment
administration.
Consider administering one content area to all
your students and then moving to the next content
area.
DFA pg 18-20
Other Preparations
64

Before test administration, determine whether
any of the students’ assistive technology
devices need special programming.

Practice. Practicing will make the test
administration go more smoothly.

Consider administering the assessment first to
a student with minimal challenges.
DFA pg 18-20
Things to Remember
65

You may always reread the item, story, or poem.

Take breaks as needed.

If you take a break, you may review the last item
completed before taking the break, but do not
rescore.

Do not readminister or rescore any item.

Do not lead the student by inflections in your
voice.
DFA pg 18-20
Suggestions
66

Clip the printed response cards to each task.

Place your manipulatives in plastic bags or small
baskets.

Place a fastener on the printed manipulatives,
and place them on fabric strips.

Non-trained staff who have a
license/certificate/permit from ODE and are TC
approved can help prepare materials.
DFA pg 18-20
67
Scoring the Ohio AASCD
DFA pg 35-38
Scoring
68
One of the key features of the AASCD is that the
Test Administrator scores student responses to
each item.
4
4
2
2
1
2
4
1
2
2
1
1
2
1
2
1
1
1
0
1
1
0
1
0
1
DFA pg 35-38
Scoring Procedures
69

Test Administrator
scores the assessment
as it is administered.

Scores can be
recorded online or on
the optional scoring
worksheet but not in
the test booklet.

An optional scoring
worksheet is provided
to assist during test
administration.
DFA pg 35-38
Scaffolding
70
Try 1
If the student answers
correctly, record 2, and
move to the next item.
If the student answers
incorrectly, remove ____,
and move to Try 2.
If the student does not
respond, remove ____ and
move to Try 2.
DFA pg 35-38
Scaffolding (cont.)
71
Try 2
If the student answers
correctly, record 1, and move
to the next item.
If the student answers
incorrectly, record 0, and
move to next item.
If the student does not
respond, record N and move
to the next item.
DFA pg 35-38
Scoring Rubric
72
Engagement
 Provide evidence
 that the student is engaged in the task; and
 that the student shows extended focus and
persistence.

The Test Administrator makes a judgment using
a scoring rubric.
DFA pg 35-38
Engagement Rubric
73
Score 4: Sustained involvement
Score 3: Generally maintained involvement
Score 2: Intermittent/irregular involvement
Score 1: Fleeting awareness with little or no
involvement
No response: Does not demonstrate engagement
in the task
DFA pg 35-38
Video Clip
74
Let’s watch the administration of another task:
Shapes
Julianne
75
Practice Administering Ohio AASCD
Reminders
76
For each item:




Pay close attention to the script
Placement of manipulatives and other
stimuli
Response cards
Scoring directions
Appropriate Encouragement
77

What do you usually do to praise or encourage
the student?
•
•
•
•

High five
“Great!”
“Way to go ______!”
“Awesome!”
Caution: Do not lead the student to the correct
answer for the next item.
Administration Tips
78

Administer all tasks in the order of presentation in
the test booklet.

Do allow time for the student to answer. The
assessment is not timed.

Do follow the script exactly.

Do present the answer options in the order listed
in the test booklet.

Do repeat the question as stated in the script until
the student answers.
Administration Tips (cont.)
79

Do take breaks as needed.

Do be careful with “show/tell.” Say only one or
the other, not both.

Do administer the assessment in a one-to-one
situation (one Test Administrator with one
student).
Administration Tips (cont.)
80

Do encourage your student to begin working
and stay on task.

Do record “A” (Access Limited) when
applicable for your student. Omitting these
items will not affect your student’s score.

Do determine which answer option you will
accept prior to administering the assessment
(what the student says or points to).
Practice Administration
81
You will administer a complete task.

Think about how you would administer this task to your
student(s).

Think about how you would use assistive technology
with an item.

Record your scores on the optional scoring worksheet.
In groups of two or three, administer the task to each other
with one being the administrator and another the student.
Practice Administration (cont.)
82
In groups of two or three, administer the task to each other
with one being the administrator and another the student.
Administer these two tasks to each other:
1. Water Is a Compound – page 41
2. Houses – page 9
83
Scoring Practice
84
Scoring Practice
Content
Area
Task
Classes in the Animal
Science
Kingdom
Approx.
complexity
level
Grade Band
Moderate
HS
Math
Telling Time
Moderate
3–5
Math
Shapes
Low
3–5
Scores
85
Task
Telling Time
Shapes
Scores
Item 1 – 2 points
Item 2 – 2 points
Item 3 – 2 points
Item 4 – 1 point
Item 5 – 2 points
Item 6 – 1 point
Item 1 – 4 points
Item 2 – 4 points
Item 3 – 1 points
Item 4 – 1 point
Item 5 – 1 point
Item 6 – 1 point
Lunch Break
86
Afternoon Overview






Scoring Practice
Determining the Starting and Concluding tasks
Second Rater
Data Entry Interface
Materials and Procedures
AASCD Do’s and Don’ts
88
Scoring Practice
Scoring Practice
Content
Area
Task
Approx.
complexity
level
ELA
All About the Flag
High
HS
Moderate
HS
Moderate
HS
Classes in the Animal
Science
Kingdom
Social
Community Goods
Studies
and Services
Grade Band
Scores
90
Task
All About the Flag
Classes in the
Animal Kingdom
Community Goods
and Services
Scores
Item 1 – 1 point
Item 2 – 1 points
Item 3 – 2 points
Item 4 – 2 point
Item 5 – 1 point
Item 6 – 2 points
Item 1 – 0 points
Item 2 – 0 points
Item 3 – 1 points
Item 4 – 1 point
Item 5 – 2 points
Item 6 – 1 points
Item 1 – 2 points
Item 2 – 2 points
Item 3 – 2 points
Item 4 – 2 points
Item 5 – 2 points
Item 6 – 2 points
Remember
91






Make sure that you have all the materials that
you need before you get started.
Verify that you have the correct test booklets for
your students.
Rehearse the administration and scoring
procedures.
Get test materials organized and ready.
Make sure you understand what the student is
being asked to do.
Practice!
92
Determining the Starting and
Concluding Tasks
DFA pg 29-34
Summary
93
The Starting Points Table and the Student
Placement Questionnaire (SPQ) provide the
initial starting point for a student’s administration.
The minimum number of tasks and specific tasks
that must be administered to each student for
each starting point are specified below:
Starting Task
Administer all items in at least these
tasks is required
Task 1
Task 3
Task 6
1 – 5, 13
3 – 9, 13
6 – 12, 13
DFA pg 29-34
Starting Point
Option 1: Student Placement Questionnaires
Do not use the student placement questionnaire
for the grade 4 and 6 social studies assessment.
All students will take all items.
DFA pg 29-34
Student Placement
Questionnaire (SPQ)

Pre-assessment determines the most
appropriate starting point.

Uses 12–15 “can do” statements addressing
student skills and knowledge based on the
teacher’s prior knowledge.

Allows maximum opportunity for student to
demonstrate his/her skills without prolonging the
assessment.
DFA pg 29-34
96
Student Placement
Questionnaire (SPQ)

The Student Placement Questionnaire (SPQ) is
designed to identify the most appropriate starting task
for each student in ELA, mathematics, science, and
social studies (OGT) for the AASCD.

The SPQ will be used for all students who do not have a
valid score for the spring 2014 AASCD assessment.

The TE/TA is to answer each SPQ item as accurately as
possible, based on their classroom experience with the
student.
DFA pg 29-34
97
Starting and Concluding
the Assessments

Each content area SPQ will be located in
Appendix F in the Directions for Administration
Manual.

Directions for computing the score are on each
SPQ.

Directions for concluding the AASCD
administration are in the DFAM.
DFA pg 29-34
SPQ Steps
98
Identifying the starting task for
a student in each content area.
 Step 1 - Bubble in your
responses to the SPQ
questions.

Step 2 - Count the number of
bubbles you marked in each
of the first three columns and
write the totals in the blocks
under each column.
DFA pg 29-34
SPQ Steps (cont.)
99
Step 3 - In section 3 at the
bottom of the page:
o Write the column totals in
the appropriate blocks;
o Multiply each total by the
specified multiplier, and
write the resulting totals in
the blocks to the right, and
o Add the three totals to
obtain the total SPQ score.
Write the SPQ score into
the blocks and bubble in the
SPQ score.
DFA pg 29-34
SPQ Steps (cont.)
100
Please check your work and
complete the bubble grids for
the total SPQ score.

Step 4 - Find the total
SPQ score in section 4 to
determine the starting task
for the student.

Step 5 – Return all
completed SPQ’s with the
test materials at the end of
the assessment window.
DFA pg 29-34
SPQ Steps Summary
101
Step 1
Step 2
Step 3
Step 4
DFA pg 29-34
SPQ Do’s and Don’ts
102
Do

complete all items on the
SPQ for each student in
each content area;

follow the instructions
carefully; and

complete the SPQ before
you receive your Ohio
AASCD materials.
Don’t
 assume that all students
will begin the assessment
with the same task;
 assume that a given
student will start at the
same point in each
content area; and
 wait until the last minute
to complete each
student’s SPQ.
DFA pg 29-34
103
Starting Point
Option 2 – Starting Points Table
Do not use the starting points table for the grade 4
and 6 social studies assessment. All students will
take all items.
DFA pg 29-34
Starting Points Table
104
Students tested during the Spring 2014
administration:
Only applies to ELA and math scores for grade
bands 3-5 and 6-8
 Use the student’s previous score from the spring
administration (found in the Online Reporting
System).
 Once you have retrieved the student’s score, use
the Starting Points Table (found in the DFAM) to
determine the starting point for each student.

DFA pg 29-34
Starting Points Table
Starting tasks based on spring 2014 AASCD scale score
Starting Tasks for ELA
Grade Band
Grade 3–5
Grade 6–8
If the Student’s Spring 2014
ELA Score Was in
This Range …
Then Start the
Student at …
200-381
Task 1
382-410
Task 3
411-575
Task 6
200-399
Task 1
400-421
Task 3
422-575
Task 6
DFA pg 29-34
Starting Points Table
Starting tasks based on spring 2014 AASCD scale score
Starting Tasks for Math
Grade Band
Grade 3–5
Grade 6–8
If the Student’s Spring 2014
Mathematics Score Was in
This Range …
Then Start the
Student at …
200-389
Task 1
390-426
Task 3
427-575
Task 6
200-399
Task 1
400-436
Task 3
437-575
Task 6
DFA pg 29-34
107
Starting Point Adjustments
Does not apply to grades 4 and 6 Social Studies
DFA pg 29-34
Entry Points – Starting Task
108

When a student does not respond successfully
on the Starting Task the starting task can be
adjusted.

Responding successfully means that the
student receives at least a combined total of
three points for all the items in a task.
DFA pg 29-34
Students Who Start at Task 1
109
If the student does not earn 3 or more points on
Task 1
No downward adjustment is possible.
 The administration must progress through Tasks 1 – 5
at a minimum (follow instructions for concluding the
assessment) and then administer Task 13.

Field Test
Task
Starting at Task 1
1 2 3 4 5 6 7 8 9 10 11 12 13
DFA pg 29-34
Students Who Start at Task 3
110
If the student does not earn 3 or more points on
Task 3:
Restart the student at Task 1.
 Continue the administration.
 After Task 2, do not re-administer Task 3.
 Move on to Task 4 and 5.
 Follow the instructions for concluding the assessment
and then administer Task 13.
Field Test

Task
1 2 3 4 5 6 7 8 9 10 11 12 13
DFA pg 29-34
Students who start at Task 6
111
If the student does not earn 3 or more points on
Task 6
Restart the student at Task 3.
 Continue the administration.
 After Task 5, do not re-administer Task 6.
 Move on to Task 7, 8 and 9.
 Follow the instructions for concluding the assessment
Field Test
and then administer Task 13

Task
1 2 3 4 5 6 7 8 9 10 11 12 13
DFA pg 29-34
Starting Point Summary
112
Possibilities
Field Test
Task
Starting at Task 1
1 2 3 4 5 6 7 8 9 10 11 12 13
Field Test
Task
Starting at Task 3
3 4 5 6 7 8 9 10 11 12 13
Field Test
Task
Starting at Task 6
6 7 8 9 10 11 12 13
DFA pg 29-34
Starting Rule
113
Less than 3 points
on starting task,
adjust back
(if applicable)
3 points or more on
starting task, move
to next task
DFA pg 29-34
114
Concluding Tasks
Does not apply to grades 4 and 6 Social Studies
DFA pg 29-34
Concluding Task

If the student earns six or more points
across all the items in a task on a concluding
task, continue on to the next task using the
following directions.
DFA pg 29-34
Concluding Task
116
Students who respond to Tasks 1 – 5 and earn 6 or
more points on Task 5:

Administer Task 6.
 If the student earns less than 6 points on Task 6, skip to Task 13.
 If the student earns 6 or more points on Task 6, administer all
items in Task 7.
 If the student earn less than 6 points on Task 7, skip to Task 13.
 If the student earns 6 or more points on Task 7, administer all
items in Task 8.
 Continue until the student no longer earns 6 points on a task.
 Administer Task 13. All students must be administered Task 13.
DFA pg 29-34
Concluding Task
117
Students who responded to Tasks 1 – 5:
Starting
Task 1
Tasks 1-5
Must be
administered
Did the
student earn
6 or more
points on
Task 5?
IF NO:
Skip Tasks 6-12
Task 13
Must be
administered
IF YES:
Tasks 6-12
Administer the next task. If
the student earns 6 points,
continue to the next task.
If the student does not
earn 6 points on a task,
skip to Task 13.
Task 13
Must be
administered
DFA pg 29-34
Concluding Task
118
Students who respond to Tasks 3 – 9 and earns 6 or
more points on Task 9:

Administer Task 10
 If the student earns less than 6 points on Task 10, skip to Task 13.
 If the student earns 6 points or more on Task 10, administer all
items in Task 11.
 If the student earns less than 6 points on Task 11, skip to Task 13.
 If the student earns 6 points on Task 11, administer all items in
Task 12.
 Administer Task 13. All students must be administered Task 13.
DFA pg 29-34
Concluding Task
119
Students who responded to Tasks 3-9:
Starting Task 3
Tasks 3-9
Must be
administered
Did the
student earn
6 points on
Task 9?
IF NO:
Skip Tasks 10-12
Task 13
Must be
administered
IF YES:
Tasks 10-12
Administer the next task. If
the student earns 6 points,
continue to the next task.
If the student does not
earn 6 points on a task,
skip to Task 13.
Task 13
Must be
administered
DFA pg 29-34
Concluding Task
120
Students who respond to Tasks 6 - 12

Administer Task 13. All students must be administered Task 13.
Starting Task 6
Tasks 6-12
Must be
administered
Task 13
Must be
administered
DFA pg 29-34
Ending Point Summary
121
Possibilities
Field Test
Task
Successful on Task 5
1 2 3 4 5 6 7 8 9 10 11 12 13
Field
Test Task
Successful on Task 9
3 4 5 6 7 8 9 10 11 12 13
Field Test
Task
Successful on Task 12
6 7 8 9 10 11 12 13
DFA pg 29-34
Stopping Rule
122
Less than 6 points
on concluding task,
skip to Task 13
6 points or more on
concluding task,
move to next task
DFA pg 29-34
Stopping Rule Note
123

In instances where a task has fewer than
six total attainable points, continue the
assessment if the student earns the
maximum number of points attainable.

For example, if a student earns five points
out of five possible points, the student has
responded successfully and can proceed
to the next task.
DFA pg 29-34
124
Scoring Fidelity and Second Rater
DFA pg 16-17
Scoring Fidelity
125

The AASCD is administered and scored by the
Test Administrator.

Fidelity of administration and scoring is
monitored by using a second rater to verify,
through a sampling of administrations, that all
procedures were followed.

A sampling of teachers and students will
participate.
DFA pg 16-17
What Is the Second Rater Procedure?
126

For the teacher and student sampled, a trained
teacher or other staff member (the second rater)
observes the assessment administration.

The second rater scores the student responses at
the same time as the Test Administrator and
independently enters his/her scores into the DEI.

The Test Administrator’s score is the official scoring
record; the second rater scoring is collected to
compute scoring consistency.

The second rater does NOT score Task 13, the field
test task.
DFA pg 16-17
Second Rater Assignments
127



Second rater assignments will be published in TIDE
February 2, 2015.
Make sure to check before starting the administration.
See the TIDE User Guide for directions to locate
second rater assignments in TIDE.
128
What You Will Receive
District Materials
129
District Packing List
School Box Range Sheet
Copies of the School Packing List(s)
AASCD DTC Kit containing:
 Test Coordinator Manual
 Directions for Administration
Manual
 Yellow DRC Return Box Labels
 White UPS Return Shipping
(UPS-RS) Labels
 Secure Materials Resolution Form
Test Administrator Materials
130
Test Administration Kit:







Test booklets
Reading passage booklet for ELA
Bag of printed manipulatives specific to
each content area
Physical manipulatives (if applicable)
A list of test materials to be provided by
the TE-Alt/TA-Alt (if applicable)
TA Kit memo and checklists
Directions for Administration Manual
DFA pg 21-22
Other Materials
131
Optional Scoring Worksheets:





Located in the Directions for Administration
Manual appendix
One for operational tests (13 tasks), and one
for new social studies tests (9 tasks)
Used to record students’ scores
Scores must be transferred into the DEI
If used, do return with all printed materials
DFA pg 35
132
Returning Materials
DFA pg 22
Returning Materials


Return test materials to the BTC according to district
procedures.
Follow the instructions in the DFAM for reassembling
the TA kits.




All printed materials must be returned in the kits.
Physical manipulatives may be kept.
Directions for Administration Manual may be kept.
Use the TA Kit memo checklists to verify that all
materials were received and returned. Return the
memo with the kit.
DFA pg 22
Returning Materials
134
Place all test materials
back into each TA Kit:
 Test booklets
 Reading passage
booklet
 Used optional scoring
worksheets
 Used SPQs
 Plastic bags of
manipulatives (see
next list)
Return the following
items in the contentspecific plastic bags:
 Response cards
 Posters
 Picture symbols
 Photographs
 Sentence strips
 Braille/tactile graphic
materials
 Student-generated
work
DFA pg 22
135
Online Data Entry
DFA pg 39-41
AASCD Online Systems
System
Description
Test Information
Distribution Engine
(TIDE) for online
administrations
•
•
•
•
Data Entry Interface
(DEI)
• All student scores must be entered into the online
DEI by the conclusion of the test window
Online Reporting
System (ORS)
• Test Management Center
• access available to all user roles
• track the status of data entry and test
submission
• Score Reports
• access available to select user roles
• real-time student results, downloadable data,
PDF score reports
Student identification (name, SSID, grade, etc.)
Materials ordering (for TCs)
Resets and invalidations (for TCs)
User management (for TCs)
AASCD Online System User Roles
137
Test
Coordinator
(DTC, DA,
BTC)
TeacherAlt
(TE-Alt)
Test
Administrator
-Alt (TA-Alt)
Second
Rater
Viewing Student
Information in TIDE
X
X
X
X
Data Entry Interface
X
X
X
X
Online Reporting –
Test Management
Center (Participation
Reports)
X
X
X
X
Online Reporting
System – Score
Reports
X
X
User Accounts
138

Test coordinators (DTCs, DAs or BTCs) are responsible for
creating all TE-Alt, TA-Alt and SR user accounts.

All TE, TA and SR accounts from spring 2014 were deleted in TIDE. New
user accounts must be created for spring 2015.

Users can only view student information and submit scores for
students in their associated schools. Be sure your user account
is associated with the school and district where your students
are pre-identified.

Users can have different roles in different schools and districts.
For example, a person can be a TE-Alt in School A and a SR in
School B.


The same email address should be used to add users to multiple schools
or districts.
Contact your TC to request an account before the test window.
User Accounts (cont.)
139
When a TC creates a user account, the new user will
receive an activation email containing a temporary
password.

Your email address will serve as your username.

The user MUST log in using the temporary password and
establish a new password within five days of receiving the
email.

If user fails to do so, he/she will need to contact the help desk
to receive a new temporary password.

The email will come from [email protected]
Do not share your username and password with anyone!
Data Entry Interface
140
The Data Entry Interface (DEI) is the online
scoring site that authorized Teachers, Test
Administrators, and Second Raters must log
into in order to electronically submit scores for
students who have completed the alternate
assessment.
DFA pg 39-41
Data Entry Interface
141
 Access the DEI via the Ohio Alternate
Assessment Portal (http://oh.portal.airast.org/).
 All teachers, Test Administrators and second
raters must submit scores no later than 11:59 pm
April 17, 2015. Please do so in a timely manner.
 No paper materials will be scored.
 There will be no extensions.
DFA pg 39-41
Data Entry Interface
142
DEI Tutorial
Available on the Ohio Alternate
Assessment Portal
(http://oh.portal.airast.org/)
Immediate Scoring
143
The AASCD has immediate scoring and test
results.
 Teachers
and Test Administrators will see the
student’s score upon test submission in the DEI.
 Users with teacher (TE-Alt), test coordinator
(DTC, DA, BTC), or reporting user (DRU, BRU)
access can also access student scores in the
Online Reporting System.
 See the Online Reporting System User Guide.
 Exception: grades 4 and 6 social studies tests
DFA pg 39-41
Confirming Test Submission
in the Online Reporting System (ORS)
144
• All user roles should use ORS
to confirm test submission.
• Log into ORS via the portal.
• Navigate to the Test
Management Center tab and
click Plan and Manage
Testing.
• Generate a report for students who have completed the assessment
(see ORS User Guide).
o Each student’s content area will be listed individually.
o Submitted tests will have a status of “Reported” when
successfully submitted.
DFA pg 39-41
Alternate Assessment Portal
145
For more information:

Visit the Ohio Alternate
Assessment Portal at
http://oh.portal.airast.org.
Note: No username or password is
required to access the portal itself.

New design and features!

Announcements can be
found on the homepage and
the Announcements feed.
Alternate Assessment Portal
146
To access online
systems:

Select the user role
Teachers/Test
Administrators

Select one of the icons
to log in:

TIDE

Data Entry Interface

Online Reporting System
Alternate Assessment Portal
147
To find resources:

Select the Resources
dropdown from the task
bar at the top.

Select a resource folder
OR enter a keyword or
phrase to search for a
specific resource.
Alternate Assessment Portal
148
FAQs:

FAQs are now available on the
portal.

E.g., Student Participation and
Eligibility

E.g., Requirements for Test
Administrators and Second
Raters

More FAQs categories will be
added throughout the year.

You can print or download the
FAQs as a PDF.
Important Final Dates
149

Last day of testing is April 17, 2015.

Materials must be returned to Data
Recognition Corporation (DRC) on or
before April 24, 2015.
Contact Information
150
For questions about test administration or
receiving or returning materials:
Ohio Help Desk
1-877-231-7809
[email protected]
Contact Information (cont.)
151
Andrew Hinkle
Office for Exceptional
Children
Amy Parker
Office of Curriculum and
Assessment
[email protected]
[email protected]
614-466-2650
614-387-0948
Ohio AASCD: Path to Success
Read all manuals
 Plan for administration
 Read do’s and don’ts
 Happy practicing
 Contact us if you have questions

Have a safe trip home!
152