2013-14
New York State
Alternate Assessment
S/CDN
December 2013
Based on NYSAA Administration Training for AATNs and SSCs
Overview of NEW NYSAA & Materials
Office of Assessment, Standards and Curriculum
NYSAA Eligible Students
Only students with severe cognitive disabilities are eligible
for the NYSAA. The CSE determines whether a student with
a severe cognitive disability is eligible to take the NYSAA
based on the following criteria:

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The student has a severe cognitive disability, significant
deficits in communication/language, and significant deficits in
adaptive behavior; and
The student requires a highly specialized educational program
that facilitates the acquisition, application, and transfer of skills
across natural environments (home, school, community and/or
workplace); and
The student requires educational support systems, such as
assistive technology, personal care services, health/medical
services, or behavioral intervention
2
NYSAA
 Changes to assessment
 SLOs using NYSAA
 Exiting Credential
3
“Old” NYSAA
Verifying Evidence
(VE) Aligned to
Assessment Task
Assessment Task
Aligned to AGLI
AGLI from
Grade
Level
“Standard”
4
“Old” NYSAA
 3rd grade ELA AGLI and Sample
Assessment Tasks (SATs)
5
NYSAA 2013
Verifying Evidence
Aligned to
Assessment Task
Assessment Task
Aligned to
Extension or AGLI
Extension
or AGLI
from Grade
Assessment
Tasks are
provided
5 Extensions
in ELA & math
6
NYSAA 2013
 3rd grade ELA extension and
Assessment Tasks
7
Administering NYSAA
“Old”
 Assessed two
standards in both
ELA and math-AGLIs
 Assessment Tasks
could be modified or
original
 Both pieces of
evidence would be
viewed to see if
together the task was
demonstrated
New 13-14
 Assess each of five
standards in both ELA
and math-Extensions*
 Assessment Tasks
provided in Frameworks
are required
 Each piece of evidence
must demonstrate the
task on it’s own, no
longer considered “in
total…”
8
Administering NYSAA
“Old”
 Three dates reported,
2 pieces of VE in
datafolio
 Accuracy reported as
a%
 Independence
reported as a %
“New” 2013-14
 Two dates reported,
both pieces of VE in
datafolio (Baseline
and Final)
 Accuracy reported as
a %, must be less
than 75% at baseline
 Prompted-yes or no
9
NYSAA Timeline for 2013-14
September
2013
October
2013
NYSAA
Administration
Period Begins
September 30,
2013
November
2013
December
2013
January
2014
Instruct & Evaluate Progress between
Baseline and Final Data Point
Baseline
Data Point
September 30
to MidNovember
Accuracy 74%
or less
Should be
15 or more
school
days
between
February
2014
NYSAA
Administration
Period Ends
February 7,
2014
Final
Data Point
no later than
February 7,
2014
10
Verbal and Physical Prompts
Actions after initial directions and
test item presented to student:
Actions (verbal or physical) that
attempt to gain student’s attention
Verbal or
Physical
Prompts
 Yes  No
Refocusing or redirecting (verbally or
physically) the student to test item
 Yes
 No
Reminding the student to complete all
parts of item(s)
 Yes
 No
11
Content or Construct Support that
Results in an Administrative Error
Actions that result in an Administrative Error:
Reducing the number of options or choices presented to
the student
Rewording, revising, simplifying or explaining the test
item
Any physical or verbal cue that leads to or prompts the
student toward the correct answer for an item, purposeful
physical guidance or restriction of movement to obtain a
desired response
The student receives “hints” or additional details
12
Content or Construct Support that
Results in an Administrative Error
Actions that result in an Administrative Error:
Templates or other formats are provided that give or lead the
student to the answer. For example:
 the verifying evidence is a sequencing worksheet that contains
three boxes that state “First,” “Next,” “Last”; the student
response choices are pictures that contain the words “First,”
“Next,” “Last”
 the verifying evidence is a number line where the student must
provide missing numbers, but the correct number is provided as
a shaded or dotted number in the spot and the student has to
put a sticker of the number on the spot.
Manipulatives or strategies that change the construct of what is
being assessed (e.g., use of calculators or arithmetic tables for
Extensions in Grades 3-5)
13
Scoring
Criteria
14
SLOs and NYSSA
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SLOs Using NYSAA
 Any teacher with students taking the
NYSAA must set at least 2 SLOs using
the NYSAA assessment (ELA and math)
as evidence
 Each SLO must identify all students who
are assigned to a particular course
16
Interval of Instructional
Time
 “The SLO will cover the entire school
year September 2013-June
2014…..The outcomes will be
assessed by the end of the NYSAA
testing window, no later than
February 7, 2014.”
17
Target
 Show growth from NYSAA baseline
data point to the final NYSAA data
point
 Each essence for ELA and math can
be an opportunity for a student to
show growth
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Exiting Credential
19
Skills & Achievement
Commencement Credential
 Students with severe intellectual
disability
 NYSAA eligible and assessed
 12 years in school excluding K
 May remain until end of the school in
which student turns 21
 CDOS focus
 Skills and Achievement Exit Summary
Form
20
Additional NYSAA
Information
21
Administration Manual
22
Introduction, pages 4-7
 Information about the why, who and how
 Overview of the new NYSAA test design
 Essence
 Extensions, five for ELA and mathematics
 Level of Complexity
NOTE: May impact student’s overall score
 Baseline and final data points
 Similarities and Differences for NYSAA
23
Introduction, pages 4-7
(continued)
 Age Ranges for the 2013-14 NYSAA,
updated birth date chart…page 6
 NEW: Mandatory Reporting of Testing
Improprieties by Adults, Office of Test
Security…page 7
 NYSAA materials…page 7
 Support and RLT Contact
information…page 7
24
Eligibility and Participation
Criteria, page 8
 Definition of Student with a Severe
Disability
 NYSAA Eligibility
 Participation Criteria
(No Changes)
25
Steps for Completing
NYSAA Datafolio *NEW*
 NEW Steps Chart…page 9
 Encourage use of Measured Progress
ProFile™ program
 Recommend more than one Collegial
Review
 Timeline references are provided with
steps
 Details for preparing and administering
NYSAA are provided on pages 10-31
26
Section One: Administering
NYSAA (continued)
 Notations…page 14
 Recommendations for digital video and/or
audio clips…pages 16-17
 Data Collection Sheets…page 18
 Level of Accuracy…page 22
 Role of independence…page 22
27
Data Collection Sheets
 Require supporting evidence
 Staff initials are required for each date
of data
 Staff key must be completed
 Avoid using a single step/time segment
DCS when Assessment Task includes
plural or AND; unless include detailed
notation to confirm requirements of task
28
Data Collection Sheets
 At least three dates of data must be
documented, dates can include
 Baseline data point + 2 or more dates of
instruction = 3
 2 or more dates of instruction and final data
point = 3
 Baseline data point + 1 or more dates of
instruction + final data point = 3
29
Section One: Administering
NYSAA (continued)
 Verbal and Physical prompts…page 22
 Content or Construct support…page 23
 Baseline data point administration…page 21
 Baseline threshold, Level of Accuracy score
must be 74% or below…page 24
30
Section One: Administering
NYSAA (continued)
 Verifying Evidence documentation…page 25
 Three required elements must be
documented on each piece of verifying or
supporting evidence…page 25
 Verifying Evidence labels…page 26 (form in
Appendix D)
31
Section One: Administering
NYSAA (continued)




Assembling datafolio information…page 27
Collegial Review…page 28
Checklist…page 28 (form in Appendix E)
Heading to scoring…page 29
 End of data collection: February 7, 2014
 Datafolios to district residence: February 14,
2014
 Datafolios to SSC: February 21, 2014
 NYSAA Teacher Survey…page 29
32
Alignment to
Grade-Level
Content
Verifying Evidence
Aligned to
Assessment Task
Assessment Task
Aligned to
Extension or AGLI
Extension
or AGLI
from Grade
Rubric,
Part II
Rubric,
Part I
33
Section Three: Effective
Practices
 When referring to students use positive terms,
respect student privacy
 All work and documentation must be authentic
 Standards-based instructional activities and
materials
 Avoid wholesale administration practices
 Collegial Review
 Wide range of instruction and opportunities
34
Appendices

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
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Appendix A: Measured Progress ProFile™
Appendix B: Sample Datafolio
Appendix C: Glossary NYSAA terms
Appendix D: Forms
Appendix E: Checklists
Appendix F: Frameworks
Last section in spiral: NYSAA DVD Training
slides handout
35
Appendix F, Frameworks
36
Frameworks Document
 Frameworks Introduction
 NYSAA Test Blueprints for each content
area
 Section for each grade
 Content Glossaries
37
Frameworks to Frameworks
38
Common Core Learning
Standards (CCLS)
39
Extensions and Assessment
Tasks
40
Extensions and Assessment
Tasks - Examples
ELA – Grade 5, RL.5.4 (Frameworks page 3)
Extension
Identify an
instance of
figurative
language and its
meaning in
literary text.
(51231)
Assessment Task
The student will identify the figurative
language phrase (personification)
from literary text and restate it in his
or her own words (e.g., given text, the
student identifies a phrase containing
a personification, [“The clouds cried
tears”] and restates it in his or her
own words [“It is raining”]).
(AT51231B)
41
CDOS Information
42
Science and Social Studies
43
AGLI Pages – REVISED
 Simplified
language
 Reduced
AGLI
choices
 AGLI coding
mirrors ELA
and
mathematics
44
Assessment Tasks - REVISED
 Simplified language
 Connect to AGLI using
5-digit codes
 Assessment Tasks
must be used as written
 “POSSIBLE Datafolio
Products and Verifying
Evidence Assessment
Strategies” remain
45
Notes & Cautions from
Scoring, that still apply
 Use the vocabulary from the Assessment
Task on the evidence
 Connection of VE to Task biggest issue in
scoring
 Do not demonstrate an Assessment Task
which contains an AND or plural as a
single step/time segment on a DCS
46