2013-14
New York State
Alternate Assessment
NYSAA Administration Training for AATNs
and SSCs
Overview of NEW NYSAA & Materials
September 18, 19, 20, and September 25 and 26, 2013
Office of Assessment, Standards and Curriculum
Introduction
 This presentation is intended to provide an
overview of materials and highlight changes
 Department’s expectation is that trainers,
teachers and administrators will carefully
review
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2013-14 NYSAA Administration Manual
2013-14 NYSAA Frameworks, Appendix F
DVD training program
Guided Practices
2
NOTE: REVISIONS POSTED
 NYSAA Sample Datafolio – discrepancy
between ELA Ext 1 DSS and VE; ELA Ext 5
DSS and VE
 Grade 8 Frameworks (pg. 41) – discrepancy
in AGLI coding for Standard 4, Key Idea 3 (AT
codes were correct)
 Forms Appendix – Grade 8 Science, AGLI 2
DSS form revised
http://www.p12.nysed.gov/assessment/nysaa/ny
saa-manual-14.html
3
As we approach the coming
year…
Things to keep in mind:
 This is the next evolution of the alternate
assessment
 NYSAA is a small portion of the overall picture
of a student’s knowledge, skills and
understanding
 Administrative requirements have been
streamlined
 Clarified and simplified language and expectations
 Reduced clerical work
 Simplified choice components
4
And most of all…
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Administration Manual
6
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
7
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
8
SIDEBAR: RLT Rules of
Engagement
 RLT role is to support training, collegial
review and provide technical support for
NYSAA
 Objective is to build capacity within regions
 Emphasis on TURN-KEY training
 Each RLT assigned specific number of days
to cover the region
 must make the most effective use of those days
 May offer other options or resources
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Eligibility and Participation
Criteria, page 8
 Definition of Student with a Severe
Disability
 NYSAA Eligibility
 Participation Criteria
(No Changes)
10
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
11
Section One: Administering
NYSAA
 Now assess each of five standards in
both ELA and mathematics; each of two
standards in science and social
studies…Step 2, page 10
 Assessment Tasks provided in
Frameworks are required…page 11
 Each piece of evidence must demonstrate
the task on it’s own, no longer considered
“in total”…page 11 and 13
12
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
13
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
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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
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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
16
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
17
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
18
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)
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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)
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Section One: Administering
NYSAA (continued)
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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
21
NYSAA Timeline for 2013-14
September
2013
NYSAA
Administration
Period Begins
September 30,
2013
October
2013
November
2013
December
2013
January
2014
Instruct & Evaluate Progress between
Baseline and Final Data Point
Baseline
Data Point
September
30 to MidNovember
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
22
Section
Two:
Scoring
Criteria
NYSAA
Scoring
Rubric,
page 32
23
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
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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
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Appendices
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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
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Appendix F, Frameworks
27
Frameworks Document
 Frameworks Introduction
 NYSAA Test Blueprints for each content
area
 Section for each grade
 Content Glossaries
28
Frameworks to Frameworks
29
Common Core Learning
Standards (CCLS)
30
Extensions and Assessment
Tasks
31
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)
32
CDOS Information
33
Science and Social Studies
34
AGLI Pages – REVISED
 Simplified
language
 Reduced
AGLI
choices
 AGLI coding
mirrors ELA
and
mathematics
35
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
36
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
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