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).
Alternate Assessments
4
Alternate assessments are designed for the
small number of students who are unable
to participate in regular grade-level state
assessments even with appropriate
accommodations.
(IDEA 1997)
1% may have proficient or higher used for
accountability purposes
New Abbreviations
5
TE = Teacher
This person serves the same duties as the TA
but also has access to student reports (Score
Reports) in ORS.
TA = Test Administrator
This person has the same duties as last year but
do not have access to student scores.
When Is the AASCD Administered?
6
February 24 – April 18, 2014
HOW
7
How Is the AASCD Administered?
8

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.
Each content area should take approximately
one hour
Video Clip
9
Let’s watch as a task is administered.
All About the Flag
Alexa
WHO TAKES THE AASCD
10
Who Takes the AASCD?
11


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 1
Students with Disabilities
Assessment Participation
12
1. General assessment without accommodations (most
students)
2. General assessment with allowable accommodations
(many students with disabilities)
3. Alternate assessment (small number of students with
the most significant cognitive disabilities)
With the passage of the Individuals With Disabilities
Education Act (IDEA) 1997, there is no longer a question
of whether students will participate in statewide testing; the
question is how they will participate. It is an IEP team
decision each year.
Participation Criteria
13

Decision-making
framework for
participation in DFA
Manual and Rules Book,
page 4-8.

It is a yearly (IEP) team
decision who takes the
AASCD
Who Takes the AASCD?
14

Home Instruction – required to take the
statewide assessments.

Home School and enrolled in a course in
public school – would take the statewide
assessment for that course.

Jon Peterson students are required to take the
AASCD

Autism Scholarship students are not required
to take AASCD – unless OGT and want a
diploma
AASCD Assignment by Grade
15
Grade
Band
Grades
3–5
Grades
6–8
OGT
Student
Grade
Content Areas to Be Administered to Each
Student
3
ELA and Mathematics
4
ELA and Mathematics
5
ELA, Mathematics and Science
6
ELA and Mathematics
7
ELA and Mathematics
8
ELA, Mathematics and Science
10
ELA, Mathematics, Science, and Social Studies
Scavenger Hunt
16
Does the 1% cap limit the number
of students who can take the
alternate assessment?
If a student who takes the AASCD
is retained but was proficient the
previous year, does he/she have
to take it again for the same grade
level?
WHO ADMINISTERS
17
Training Requirements
18
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
19
WHO IS THE BEST TO GIVE
THE AASCD?:
The teacher who is the one educating
the student in that subject
 The person who best knows the student
 One administrator for each subject
area (Best Practice)

20
Test Security
Test Security
21




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.
Test Security (cont.)
22



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.
Test Security Law
23
 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.
Ethical Use of Tests
24
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).
Ethical Use of Tests (cont.)
25
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
Scavenger Hunt
26
What are some examples of security
violations?
Ohio’s Academic Content
Standards – Extended
Increasing grade-level standard
accessibility through high expectations for
academic achievement
28
Revised Academic Content
Standards

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
and search Academic Content Standards.

What Are Extended Standards?
29

An Extension of Ohio’s Revised Academic
Content Standards accessible to students
with significant cognitive disabilities.

Extensions may reduce the Revised
Academic Content Standards in breadth and
depth to apply to those students taking an
alternate assessment.
Design
30

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 new Ohio Alternate Assessment (AASCD)
31
Ohio’s Academic Content
Standards – Extended (OACS-E)
education.ohio.gov
Keyword search: extended standards
ELA Extensions
Strand
Grade band
Central ideas written to capture
overall meaning of the standards
within a strand of a grade-band
domain
Three levels of
complexity written
for standards
Topic
Math Extensions
Domain
Grade
band
Central ideas written to capture
overall meaning of the standards
and cluster statements within the
grade-band domain
Three levels of
complexity written for
standards/clusters
Use table of contents
to code:
KCC= Kindergarten,
Counting and
Cardinality
Extensions
Science Extensions
Strand
Grade band
Central ideas written to
capture overall meaning
of the content
statements within a
topic of a grade band
Three levels of
complexity written for
content statements
Topic
Extensions
Social Studies Extensions
Strand
Grade band
Central ideas written to
capture overall meaning
of the content
statements within themes
Three levels of
complexity written for
content statements
Topic
Extensions
OACS-E (cont.)

Help teachers provide meaningful access to Academic
Content 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 the Common Core and Revised
State Standards.
OACS-E Instruction Support
Modules available at http://www.ohextendedstandards.org/.
Topics include:





What are Extended Academic Content Standards?
General Curriculum for Students with Significant
Cognitive Disabilities
Planning for Instruction and Assessment for Students
with Significant Cognitive Disabilities
Content specific ELA/Math/Science
Additional support provided by SSTs
38
Task/Item Information
Review and Refinement Process
39

Test tasks and items were written to align to the
OACS-Extended.

ODE and AIR rigorously reviewed and refined these
tasks and items.

Panels of expert Ohio teachers performed fairness and
content review.

Approved tasks/items were then available to be used
on the assessment.
What Are Tasks and Items?
40
A task is a collection of items and materials organized around a
theme (e.g., a story, a math activity).
ELA=
12
tasks
Math=
12
tasks
Science=
12 tasks
12 tasks per content area and grade band.
Each task has 4 to 6 items.
1 field test task per content area and grade band.
Each field test task contains 4 – 8 items.
Task
SS=
12
tasks
Item 1
Easiest
Item 2
Item 3
Item 4
Item 5
Item 6
Item 7
Item 8
Hardest
41
Example Task: Science Grade 5
Birds
Task: Birds

Item 1= what do all birds have?

Item 2= what do birds need to fly?

Item 3 = which animal is a bird?

Item 4 = which bird swims in the
water?

Item 5 = which type of feet help birds
swim in the water?

Item 6 = what do birds build in
trees?
AASCD Tasks
42

Materials: include printed response cards,
physical manipulatives and reading
passages.

Almost all materials are provided in a
manipulatives kit.
Task Information: First Page
43
Materials and Set up page:
 The materials needed
 Some are provided by the TA
 How many items are in the task
 Where to place the cards
 Correct Answer
 Special adaptive instructions
 Access limitations (a few)
™
™
™
AASCD Items
44
Each item:




is scripted (needed for standardization);
is scaffolded to reduce complexity;
is constructed so students can respond verbally
or nonverbally; and
includes directions for scoring student
responses.
Item Information
45
Each item contains:
 List of materials needed
 Directions for setup:



Placement of manipulatives
Response cards (placed L-R- keep order)
Display of the script
Item Scripting
46


Each Task:
 Begins with an opening statement for context (i.e.
Say “here is the __”)
 Is Followed by a directive (i.e. Say ”touch the __”)
Select the appropriate verb (i.e. show or tell) and be
consistent



Decide ahead of time what will be acceptable
Accepting first or last answer – decide ahead of time
Scaffolded scripting
Item Scripting Example
47
Opening statement or question
 “We are going to read about a
__________.”

This is followed by the student showing or
telling which answer option is correct.
Graphic Setup
48

Print manipulatives will be printed and packaged as
strips.

Two-Three pic-syms are placed on each strip. (Cut off
blank, can be vertical, can be cut apart)

Each strip will be associated with a particular item.

Maintain the same order
Scaffolding
49

If the student does not answer
correctly or fails to respond,
specific instructions are
provided for the Test
Administrator.


Often it is to take away the
incorrect item and represent
These instructions are in boxes
within each test item.
Item Format
50
Set Up
Scoring
Script
Scoring
Affixing Materials
51

Place

Tape

Fasten (Velcro)
Physical Manipulatives
52

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.
Tips
53
 Follow the directions/script exactly.
 Do not improvise.
 Do not teach the skill while administering the task.
 Provide breaks as needed (it is not timed and you know your
students)
 Be careful not to read the “say” statements too fast.
 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.
Video Clip
54
Let’s watch as a task is administered.
Telling Time
Travis
55
Test Design Accessibility
Accessibility
56


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.)
57

Test Administrator may
use photographs used
in instruction (for all choices)

Test Administrator indicates
each response option
aloud as they point.

Substitute concrete
objects when
appropriate.

Reread passage (do not
lead student to correct
answer).

Have student touch or
hold the object.
Accessibility (cont.)
58



Take breaks as needed
(Test Administrator or
student).
o Do not re-administer
any items when you
return.
Refocus and repeat as
needed
You can support
behavior (i.e. pay
attention, head up)



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.
Add textures to lines,
graphs, pictures.
Accessibility (cont.)
59

Laminate materials if
needed (remember all
materials are secure)

Touchmath cannot be
used (it is a teaching
tool)

Calculators or Number
lines are allowed unless
otherwise noted (No
coinulators)

Allow student to use the
AAC that is used during
daily communicationhowever the 2/3 choice
options like the test can
NOT be programmed in
the device

Nothing may be
reproduced through
digital/electronic means
More Allowable Accommodations
60


Having an
interpreter/aide to
control behavior
present who has
not been trained in
AASCD
Nurses to address
medical needs who
has not been
trained in AASCD

Practicing the
sample items
NOT Allowable
61


Do NOT put symbols on
cards that only have text
(difficulty was part of the
test design)
Do NOT make any
changes to the cards
except the icon (i.e. no
touch math, no numbers
added above the words
in an equation)




Do NOT Change any
words (i.e. match vs.
same) the only changes
that are allowable are in
the administration book in
parenthesis
Do NOT teach to the test
Do NOT return to any item
which has been answered
Do NOT allow
administrators or student
teachers to observe.
Access Limitations
62

Clearly marked.
• If access limited for a student’s disability label -Do
not administer

A bubble is provided for all items marked
“Access Limited (A).”

If N/A = no access limitations, all must take
Task Delivery Modes (pg. 27 manual)
63

The standard script may be presented to a
student in the modality that the student
receives instruction:








Orally
Orally supported with sign language, cued speech or both
Orally supported with picture symbols
Using picture symbols
Using sign language
Using sign language supported with objects/symbols
Using a student’s other preferred communication system
Using supports such as computer software that provides
systematic visual aids
Response Modes
64









Using language
Using other vocalizations
Using language written manually or with a keyboard
Touching, pointing, eye gazing, nodding, gesturing
Manipulating, picking up an item
Exhibiting a change of breathing pattern or body
movement
Changing facial expression
Using an assistive technology device
Using a combination of theses
Accommodations
65



Can NOT change the meaning or intent of an
item
Do Not change the content (take away vs.
subtract)
Does Not affect the intent or degree of
difficulty of an item
Accessibility - Do’s and Don’ts
66
Video Clip
67
Let’s watch as a task is administered.
All About the Flag
Elna
68
Getting Ready
Test Administrator Responsibilities
69

Must attend a training
session.

Read the Directions for
Administration Manual.

The TE/TA must score
and enter the student
responses in the DEI.
This information is
located in DEI User
Guide.
Training Requirements
70
Districts will need to keep track of who has
been trained – ODE may ask for this
information but they won’t actively monitor it
unless there is a problem.
Where to Begin
71

Verify that you have the correct form for your
students.

Organize your assessments by grade band
and content.
Location Tips
72

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.
Advance Preparations
73

Read through each task.

Determine which Test Administrator 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.
Other Preparations
74

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.
75
Test Administrator Provided
Materials

Materials typically
used in instruction

Not significantly
different

Age and grade
appropriate
Suggestions
76

Organize these materials to ease assessment
administration.





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.
Colored Folders for subject, binders with page
protectors….. Your ideas???
Non-trained staff who have a
license/certificate/permit from ODE and
are TC approved can help prepare materials.
Things to Remember
77

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
(reorient), but do not rescore.

Do not re-administer or rescore any item.

Do not lead the student by inflections in your
voice.
Test Preparation – Do’s and Don’ts
78
79
Scoring the Ohio AASCD
Optional Scoring Sheet
80
Scoring
81
One of the key features of the AASCD is that the
Test Administrator scores student responses to
each item.
Scoring Procedures
82




Test Administrator
scores the assessment
as it is administered.
Score points vary
from item to item (1,2,4
points)
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.
Scaffolding
83
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.
Scaffolding (cont.)
84
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.
Scoring Rubric
85
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.
Engagement Rubric
86
Pg. 32 in Manual
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
Video Clip
87
Let’s watch the administration of another task:
Shapes
Julianne
Scoring FAQs
88


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).
Scoring FAQs
89


If a student says one answer and points to
another – decide ahead of time which method
you are going to accept and be consistent
If a student answers a choice not present –
score as incorrect and remove the choice as if
there were no response, and re-present for try
2.
Scoring
90



If the student answers correctly before the TA
finishes the question and then gives an incorrect
response after the question is completed, how is this
scored? (2 or a 1)
 A: The TA must determine which response will be
scored before the assessment begins.
If the child says “I don’t know” – score as a NR
If the child self corrects – honor his self correction (also
if self corrects and ask for a repeat – repeat the
question)
Show vs. Tell
91
 Asked
child to show. Child tells his response
and the response is correct. Accept the
answer and give all points.
 Asked
child to show. Child tells his response
and the response is incorrect. Continue by
removing the response and give second try

Use your best judgment!
92
Practice
Administering Ohio AASCD
Reminders
93
For each item:
Script
Directions for setup:



Placement of manipulatives and other
stimuli
Response cards
Scoring directions
Appropriate Encouragement
94

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
95

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.)
96




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).
Do remove any blank cards
Scavenger Hunt
97
Can you return to an item if the student wants to
revisit it?
Test Administration – Do’s and Don’ts
98
Practice Administration
99
You will administer a complete task.
In groups of two or three, administer the task to
each other with one being the administrator and
another the student.
Practice Administration (cont.)
100

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.
Practice Administration (cont.)
101
Administer these two tasks to each other:
1. Water Is a Compound
2. Houses
Where to get Practice Materials?
102

http://oh.portal.
airast.org
103
Scoring Practice
Scoring Practice
104
Content
Area
Task
Approx.
complexity
level
Science
Classes in the
Animal Kingdom
High
HS
Math
Telling Time
Moderate
3–5
Math
Shapes
Low
3–5
Grade Band
Scores
105
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 – 2 points
Item 6 – 1 point
Lunch Break
106
OHIO’S ALTERNATE ASSESSMENT FOR
STUDENTS WITH SIGNIFICANT
COGNITIVE DISABILITIES
Test Administration Training
Ohio Department of Education
American Institutes for Research
Afternoon Overview








TE/TA
Test Security
Scoring Practice
Determining the starting and concluding tasks
Second Rater
Data Entry Interface
Materials and Procedures
AASCD dos and don’ts
New Abbreviations
109
TE = Teacher
This person serves the same duties as the TA
but also has access to student reports (Score
Reports) in ORS.
TA = Test Administrator
This person has the same duties as last year but
do not have access to student scores.
Test Security Review
Test Security
111




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.
Test Security (cont.)
112



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.
Test Security Law
113
 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.
114
Scoring Practice
Scoring Practice
Content
Area
Task
Approx.
complexity
level
ELA
All About the Flag
High
HS
Moderate
HS
Moderate
HS
Science
Social
Studies
Classes in the
Animal Kingdom
Community Goods
and Services
Grade Band
Scores
116
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
Remember
117






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!
Scavenger Hunt
118
How do you score if the student
says “I don’t know”?
Is there a difference between
submitting an answer as zero (0)
points and No Response (NR)?
119
Determining the Starting and
Concluding Tasks
Where to Start?
120
1. Starting Points
Table (Using the
students Scaled
Scores from 2013)
2. Student Placement
Questionnaire (SPQ)
Summary
121
The Starting Points Table and the 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 level are specified
below:
Starting Task
Administer all items in at least these
tasks is required
Task 1
1 – 5, 13
Task 3
3 – 9, 13
Task 6
6 – 12, 13
122
Starting Point
Option 1 – Starting Points Table
Starting Points Table
Starting Points Table
124
Students tested during the Spring 2013 administration:

Only applies to students taking ELA and math in 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.
Starting Point
Option 2: Student Placement Questionnaires
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.
127
Student Placement
Questionnaire (SPQ)

The Student Placement Questionnaire (SPQ) is
designed to identify the most appropriate starting task
for students taking the AASCD.

An SPQ should be used for:




Students who do not have a valid score from the spring 2013
AASCD assessment.
All students taking the grade 5 or grade 8 science tests.
All students taking the OGT AASCD.
The TE/TA is to answer each SPQ item as accurately as
possible, based on their classroom experience with the
student.
128
Starting and Concluding the
Assessments

Each content area SPQ will be located 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.
SPQ Steps
129
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.
SPQ Steps, cont’d.
130
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.
SPQ Steps, cont’d.
131
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.
SPQ Steps Summary
132
Step 1
Step 2
Step 3
Step 4
SPQ Dos and Don’ts
133
Do:
 complete all items on the
SPQ for each student in
each content area.

follow the instructions
carefully.

complete the SPQ when
you receive your Ohio
AASCD materials.

return all SPQs with all
printed test 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.

wait until the last minute
to complete each
student’s SPQ.
134
Read Appendix F
in the DFAM
135
Fill out a SPQ
for one of your
students
136
Starting Point Adjustments
Entry Points – Starting task
137

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.
Students who start at Task 1
138
If the student does not respond successfully on
Task 1
No downward adjustment is possible
 The administration must progress through Tasks 1 – 5
then administer task 13.

Starting at Task 1
Field Test
Task
1 2 3 4 5 6 7 8 9 10 11 12 13
Students who start at Task 3
139
If the student does not respond successfully 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

Starting at Task 3
Field Test
Task
3 4 5 6 7 8 9 10 11 12 13
1 2 3 4 5 6 7 8 9 10 11 12 13
Students who start at Task 6
140
If the student does not respond successfully 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

Starting at Task 6
Field Test
Task
6 7 8 9 10 11 12 13
3 4 5 6 7 8 9 10 11 12 13
1 2 3 4 5 6 7 8 9 10 11 12 13
Adjustment Example
141
Example: Based on SPQ or the Starting Points Table,
TE/TA starts the student on Task 6.
Starting Task 6
Student achieves
2 points or less.
Restart with Task 3
Task 3
Student
achieves 3
points
Go to Task 4
Tasks 4 & 5
Must be
administered
Tasks 7-9
Must be
administered
Task 6
Skip
Previously
administered
Follow steps for
concluding tasks
Task 13
Must be administered
Starting Point Summary
142
Possibilities
Field Test
Task
Starting at Task 1
1 2 3 4 5 6 7 8 9 10 11 12 13
Successfully Starting at Task 3
Field Test
Task
3 4 5 6 7 8 9 10 11 12 13
Field Test
Task
Successfully Starting at Task 6
6 7 8 9 10 11 12 13
143
Concluding Tasks
Concluding Task

If the student responds successfully (at least
a combined total of three or more points for
all the items in a task) on a concluding task,
continue on to the next task using the
following directions.
Concluding Task
145
Students who responded to Tasks 1 – 5 and responds
successfully to task 5

Administer Task 6
 If the student does not respond successfully on Task 6,
conclude the administration,
 If the student responds successfully on Task 6, administer all
items in Task 7,
 If the student does not respond successfully on Task 7,
conclude the administration,
 If the student responds successfully on Task 7, administer all
items in Task 8,
 Continue until the student can no longer respond successfully
to a task.
 Skip to and administer task 13 the field test task.
Concluding Example
146
Example: Student starts on Task 1 and completes Task 5.
Task 5
Student
achieves 3
points
Go to Task 6
Task 6
Student
achieves 2
points or less
Proceed to Task
13
Student
achieves 3
points
Go to Task 7
Task 7
Student
achieves 2
points or less
Proceed to Task
13
Student
achieves 3
points
Go to Task 8
Continue until
student is no longer
successful on a
task
Task 13
Must be administered
Concluding Task
147
Students who respond to Tasks 3 – 9 and respond successfully to
task 9

Administer Task 10
 If the student does not respond successfully on Task 10,
conclude the administration,
 If the student responds successfully on Task 10, administer all
items in Task 11,
 If the student does not respond successfully on Task 11,
conclude the administration,
 If the student responds successfully on Task 11, administer all
items in Task 12.
Students who respond to tasks 6 - 12
 Administer tasks 13 the field test task.
Ending Point Summary
148
Possibilities
Field Test
Task
Successful on Task 5- move on
1 2 3 4 5 6 7 8 9 10 11 12 13
Field
Successful on Task 9- move on
Test Task
3 4 5 6 7 8 9 10 11 12 13
Successful on Task 12
Field Test
Task
6 7 8 9 10 11 12 13
Remember….
149
Successful
Starting
Points:
1, 3, or 6
Minimal Task
Range:
1-5
 3-9
 6-12

Ending Points:
Less than 3 at the end of
a range
What if….?
150







Start at 3 – score 2
Administer 1 – score 2
Administer 2 – score 3
Administer 4 – score 2
Administer 5 – score 3
Administer 6 – score 2
Administer 13
What if….?
151







Start at 6 – score 2
Administer 3 – score 2
Administer 1 – score 3
Administer 2 – score 2
Administer 4 – score 3
Administer 5 – score 2
Administer 13
What if….?
152








Start at 6 – score 2
Administer 3 – score 3
Administer 4 – score 3
Administer 5 – score 3
Administer 7 – score 2
Administer 8 – score 2
Administer 9 – score 2
Administer 13
153
Read Pages 29-30
in the DFAM
Scavenger Hunt
154
I completed the SPQ and
compared the results to the
Scaled Score Starting Points
Table. The results indicate
different starting points, which do I
use?
What starting point do I use if the
student is retaking the AASCDOGT?
155
Scoring Fidelity and Second Rater
Scoring Fidelity
156




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 (10%) of teachers and students
will participate.
The students who need a second rater will be
identified in the TIDE system in February
What Is the Second Rater Procedure?
157

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 enters
his or her scores in the DEI system.


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.
Second Rater Assignments
158



Second rater assignments will be published in TIDE
February 3, 2014.
Make sure to check before starting the administration.
See the TIDE User Guide for directions to locate
second rater assignments in TIDE.
Second Rater – Do’s and Don’ts
159
Scavenger Hunt
160
Can a student have a different
second rater for each test?
Can you ever request a
replacement for a student
assigned a second rater?
161
What You Will Receive
District Materials- Arrive 2/10/14
162
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
163
Test Administration kit:







Test booklets
Reading passage booklet
Bag of printed manipulatives specific to
each content area
Physical manipulatives (if applicable)
A list of test materials to be provided by
the TE/TA (if applicable)
TA kit memo
Directions for Administration Manual
Test Administrator Materials
164
Kits are Identified by colored labels on the outside of the box & matching cover of the
booklets:
3-5 = Peach, 6-8 = Yellow, OGT = Gray

A list of items that will need to be provided by the TA for that kit (e.g. Balloon, Dimes,
Eraser, String etc.). The list is organized by content area and task name.

All ELA materials in a zip-locked bag (cards, posters, sentence strips etc.)

All Math materials in a zip-locked bag (cards, posters, sentence strips etc.)

All Science materials in a zip-locked bag (cards, posters, sentence strips etc.)

All Social Studies materials (OGT only) in a zip-locked bag (cards, posters, sentence
strips etc.)

A copy of the Directions for Administration Manual (Same as available on the AASCD
portal electronically now).

The ELA reading passage booklet

The ELA test booklet (the spiral bound teacher script)

The Math test booklet (the spiral bound teacher script)

The Science test booklet (the spiral bound teacher script)

The Social Studies test booklet (OGT only) (the spiral bound teacher script)
Other Materials
165
Optional Scoring Worksheet:


Located in the Directions for
Administration Manual appendix
Used to record students’ scores

Contents must be transferred into the
online scoring system

If used, do return with all printed materials
166
Returning Materials
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.
Returning Materials
168
Place all test materials
back into each TA kit:
 Test booklets (spiralbound task books)
 Reading passage booklet
 Used optional scoring
worksheets
 All SPQs
 Repackaged plastic, ziplock bags of printed
manipulatives (see next
list)
Repackage the following
in the provided contentspecific plastic bags:
 Response cards
 Posters
 Picture symbols
 Photographs
 Sentence strips
 Braille/tactile graphic
materials
Returning Materials – Do’s and Don’ts
169
170
Online Data Entry
AASCD Online Systems
System
Description
Test Information
Distribution Engine
(TIDE) for the AASCD
•
•
•
•
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)
Student identification (name, SSID, grade, etc.)
Materials ordering (for TCs)
Resets and invalidations (for TCs)
User management (for TCs)
• 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
AASCD Online System User Roles
172
Test
Coordinator
(DTC, DA, BTC)
Teacher
(TE)
Test
Administrator
(TA)
Second
Rater
Viewing Student
Information in TIDE
X
X
X
X
Data Entry Interface
X
X
X
X
ORS – Management
Center (Participation
Reports)
X
X
X
X
ORS – Score Reports
X
X
Data Entry Interface
173
The Data Entry Interface (DEI) is the online
scoring site that authorized Test
Administrators must log into in order to
electronically submit scores for students who
have completed the alternate assessment.
Test Coordinators are responsible for ensuring
that Test Administrators have access to DEI.
NOTE: it will time out after 20 minutes
Data Entry Interface
174
 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 18, 2014. Please do so in a timely
manner.
 No paper materials will be scored.
 There will be no extensions.
Data Entry Interface
175
DEI Tutorial
Minimum Online Requirements
176


Download the document: Ohio’s Alternate
Assessment: Online Systems and Their
Requirements – from the portal
Which systems work with Firefox, Internet
Explorer and Chrome
Immediate Scoring
177

New for the Spring 2014 administration, the
AASCD will have 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), 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 (ORS) User
Guide.
Confirming Test Submission
in the Online Reporting System (ORS)
178
• 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.
Important Final Dates
179

Testing Window starts February 24 –
April 18

Last day of testing is April 18, 2014.

Materials must be returned to the
contractor on or before April 25, 2014.
DEI - Do’s and Don’ts
180
Resources
181
Alternate Assessment Portal
182
For more resources:

Visit the Ohio Alternate
Assessment Portal at
http://oh.portal.airast.org.

Note: No username or
password is required to access
the portal itself.

Choose your user role

Then navigate to the
“Resources” page
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!
183
Contact Information
184
For questions about test administration or
receiving or returning materials:
Ohio AASCD Help Desk
1-877-231-7809
Ohhelpdesk@air.org
Contact Information (cont.)
185
Andrew Hinkle
Office for Exceptional
Children
Amy Parker
Office of Curriculum and
Assessment
andrew.hinkle@education.ohio.gov
amy.parker@education.ohio.gov
614-466-0223
614-387-0948