Oklahoma Alternate Oklahoma Alternate Assessment Program (OAAP) Assessment Program (OAAP)

PortfolioPortfolioCurriculum and Assistive Technology Training

• We are required by the USDE to set We are required by the USDE to set Performance Level Descriptors (PLDs) for Performance Level Descriptors (PLDs) for every subject and grade assessed.every subject and grade assessed.

• PLDs were developed by teacher PLDs were developed by teacher committees in 2010.committees in 2010.

OAAPOAAP

• PLDs are not:PLDs are not:– RubricsRubrics– Task SpecificTask Specific

• They do:They do:– Describe overall performance on a set of tasks.Describe overall performance on a set of tasks.– Define several distinct levels of achievement.Define several distinct levels of achievement.– Align to a domain of content standards.Align to a domain of content standards.

PLDsPLDs

• Provide a clear link to the content Provide a clear link to the content standards for the grade in which the standards for the grade in which the student is enrolled.student is enrolled.

• Grade-level content may be reduced in Grade-level content may be reduced in complexity.complexity.

• For each grade, define one or more For each grade, define one or more alternate achievement standard for alternate achievement standard for proficiency. proficiency.

PLDsPLDs

• For each content area:For each content area:– At least three levels:At least three levels:

• ProficientProficient• Below Proficient (Limited Knowledge)Below Proficient (Limited Knowledge)• Above Proficient (Advanced)Above Proficient (Advanced)• Basic (Unsatisfactory)Basic (Unsatisfactory)

– Descriptions and competencies for each levelDescriptions and competencies for each level– Cut scores with rationale to differentiate Cut scores with rationale to differentiate

between levelsbetween levels

PLDsPLDs

• Align achievement to the culminating level of the Align achievement to the culminating level of the content standard.content standard.

• Describe increasing knowledge and sophistication.Describe increasing knowledge and sophistication.

• Describe progress in learning from one level to Describe progress in learning from one level to another. another.

• Illustrate learning at each level.Illustrate learning at each level.

• Specify concepts, skills, and processes performed.Specify concepts, skills, and processes performed.

• Differentiate the cognitive challenge demonstrated Differentiate the cognitive challenge demonstrated by each level. by each level.

PLDsPLDs

• 33rdrd-8-8thth grade grade

• 55thth and 8 and 8thth writing assessments are completed as a part of the OAAP writing assessments are completed as a part of the OAAP Portfolio and will not be taken by students during the February testing Portfolio and will not be taken by students during the February testing window. window.

Grades and Subjects Assessed Grades and Subjects Assessed with the OAAP Portfoliowith the OAAP Portfolio

3rd 4th 5th 6th 7th 8th

Math * * * * * *Reading * * * * * *Science * *Geography

*

Social Studies

* *

Writing * *

• End-of-Instruction End-of-Instruction

– *Required subjects to be assessed*Required subjects to be assessed

– **Students are only required to take these EOI assessments if they are **Students are only required to take these EOI assessments if they are enrolled in these courses.enrolled in these courses.

Grades and Subjects Assessed Grades and Subjects Assessed with the OAAP Portfoliowith the OAAP Portfolio

Algebra I English II Biology U.S. History

* * * *

Algebra II English III Geometry

** ** **

• Performance Level DescriptorsPerformance Level Descriptors– Specify concepts, skills, and processes performed.Specify concepts, skills, and processes performed.

• Task SpecificationsTask Specifications– Includes the rubrics and examples of activities.Includes the rubrics and examples of activities.

• Use these to teach the curriculum and Use these to teach the curriculum and document progress as you go.document progress as you go.– All pieces of evidence are derived from these.All pieces of evidence are derived from these.– Save samples of student work that align to the task Save samples of student work that align to the task

specifications.specifications.

• Determine how student best communicates.Determine how student best communicates.– PECS, augmentative communication device, eye PECS, augmentative communication device, eye

gaze, …gaze, …

Where Do I Start?Where Do I Start?

77thth Grade Reading 7.4 Grade Reading 7.4

• Task SpecificationTask Specification– Explain the different characteristics of literary genres.Explain the different characteristics of literary genres.

• Reading 7.4 Example 1

• Does the description, combined with the Does the description, combined with the supporting evidence, draw a clear picture of supporting evidence, draw a clear picture of what the student did? what the student did?

• Does it adequately reflect the task specification? Does it adequately reflect the task specification?

• The student scored a 4 for this piece of The student scored a 4 for this piece of evidence.evidence.

• Compare to:Compare to:• Reading 7.4 Example 2• Does the description, combined with the Does the description, combined with the

supporting evidence, draw a clear picture supporting evidence, draw a clear picture of what the student did? of what the student did?

• Does it adequately reflect the task Does it adequately reflect the task specification? specification?

• Same result, accomplished in a different Same result, accomplished in a different way based on student’s learning style and way based on student’s learning style and ability (writing vs. hands-on).ability (writing vs. hands-on).

77thth Grade Reading 7.4 Grade Reading 7.4

• Task SpecificationTask Specification– The student will interpret data from a chart, graph, or table The student will interpret data from a chart, graph, or table

to make predictions.to make predictions.• Math 5.5 • Does the description, combined with the supporting Does the description, combined with the supporting

evidence, draw a clear picture of what the student evidence, draw a clear picture of what the student did? did?

• Did the student complete the task independently? Did the student complete the task independently? • Indirect verbal promptIndirect verbal prompt

– Is the prompt used to keep the student on task?Is the prompt used to keep the student on task?• 4 points4 points

– Is the prompt used to guide the student to the answer?Is the prompt used to guide the student to the answer?• E-Entry level score, 0 pointsE-Entry level score, 0 points

• Video evidence would make the type and purpose of Video evidence would make the type and purpose of prompting evident. prompting evident.

55thth Math 5.5 Math 5.5

• Task SpecificationTask Specification– The student will describe positive and negative The student will describe positive and negative

integers in real world settings. integers in real world settings.

• Math 7.2• Math 7.2 Video• Does the description, combined with the Does the description, combined with the

supporting evidence, draw a clear picture of supporting evidence, draw a clear picture of what the student did? what the student did?

• Does it adequately reflect the task specification? Does it adequately reflect the task specification? • The student scored a 4 for this piece of The student scored a 4 for this piece of

evidence.evidence.

77thth Grade Math 7.2 Grade Math 7.2

• Task SpecificationTask Specification– The student will identify differences in circles, squares, The student will identify differences in circles, squares,

and triangles.and triangles.– Math 4.3

• Does the description, combined with the Does the description, combined with the supporting evidence, draw a clear picture of what supporting evidence, draw a clear picture of what the student did? the student did?

• Does it adequately reflect the task specification? Does it adequately reflect the task specification? – Does using the ball and cube for circle and square Does using the ball and cube for circle and square

adequately assess if the student can identify a circle and adequately assess if the student can identify a circle and square?square?

• The student scored an E (0) for this piece of The student scored an E (0) for this piece of evidence.evidence.

44thth Math 4.3 Math 4.3

• Task SpecificationTask Specification– Identify similarities and differences between story Identify similarities and differences between story

elements in two or more genres through the writing elements in two or more genres through the writing process. process.

• English II.4

• Does the description, combined with the Does the description, combined with the supporting evidence, draw a clear picture of what supporting evidence, draw a clear picture of what the student did? the student did?

• Does it adequately reflect the task specification?Does it adequately reflect the task specification?

• The student scored a 2 for this piece of evidence. The student scored a 2 for this piece of evidence.

English II.4English II.4

• Task SpecificationTask Specification– Explain the different characteristics of literary genres.Explain the different characteristics of literary genres.

• Reading 7.4 • Does the description, combined with the Does the description, combined with the

supporting evidence, draw a clear picture of supporting evidence, draw a clear picture of what the student did? what the student did?

• Does it adequately reflect the task Does it adequately reflect the task specification?specification?– Did the student show that they recognize anything Did the student show that they recognize anything

related to genre?related to genre?

• The student scored an E (0) for this piece of The student scored an E (0) for this piece of evidence.evidence.

77thth Reading 7.4 Reading 7.4

• Task SpecificationTask Specification– The student will identify differences in circles, The student will identify differences in circles,

squares, and triangles. squares, and triangles. • Math 4.3• Does the description, combined with the Does the description, combined with the

supporting evidence, draw a clear picture of supporting evidence, draw a clear picture of what the student did? what the student did?

• Does it adequately reflect the task Does it adequately reflect the task specification? specification?

• Does the accuracy (33%) demonstrate that the Does the accuracy (33%) demonstrate that the student mastered the skill being assessed?student mastered the skill being assessed?

• The student scored an E (0) for this piece of The student scored an E (0) for this piece of evidence.evidence.

44thth Math 4.3 Math 4.3

• Task SpecificationTask Specification– The student will describe and sort circular and The student will describe and sort circular and

linear items.linear items.

• Math 3.3• Does the description, combined with the Does the description, combined with the

supporting evidence, draw a clear picture of supporting evidence, draw a clear picture of what the student did? what the student did?

• Does it adequately reflect the task Does it adequately reflect the task specification? specification?

• The student scored a 3 for this piece of The student scored a 3 for this piece of evidence.evidence.

33rdrd Math 3.3 Math 3.3

• Example 1

• Example 2

• Example 3

• Example 4

• Student’s face isn’t always showing. THAT’S Student’s face isn’t always showing. THAT’S OK! OK!

Great ExamplesGreat Examples

• Introduction

• ScienceScience

• Social StudiesSocial Studies

• Math Math

• ReadingReading

• WritingWriting

• ConclusionConclusion

Assistive Technology VideosAssistive Technology Videos

• ReflectionReflection– Are students who “can’t communicate” utilizing various Are students who “can’t communicate” utilizing various

forms of augmentative and alternative communication forms of augmentative and alternative communication methods? methods?

– Have they received research based instruction?Have they received research based instruction?– Are they receiving access to academic content?Are they receiving access to academic content?

• Rowland, C., & Schweigert, P. (2000). Tangible Rowland, C., & Schweigert, P. (2000). Tangible Symbols, Tangible Outcomes. Symbols, Tangible Outcomes. Augmentative Augmentative and and Alternative Communication. 16Alternative Communication. 16.. 61-78. 61-78.

• Snell, et al (2010). Twenty Years of Communication Snell, et al (2010). Twenty Years of Communication Intervention Research With Individuals Who Intervention Research With Individuals Who Have Have Severe Intellectual and Developmental Severe Intellectual and Developmental Disabilities. Disabilities.

American Journal on Intellectual American Journal on Intellectual and and Developmental DisabilitiesDevelopmental Disabilities. . 115(5),115(5), 364- 364- 380. 380.

Need More Help?Need More Help?

• Oklahoma Assistive Technology CenterOklahoma Assistive Technology Center– <www.theoatc.org><www.theoatc.org>

• Center for Applied TechnologyCenter for Applied Technology– <http://www.cast.org/> <http://www.cast.org/>

• National Center on Universal Design for National Center on Universal Design for LearningLearning– <http://www.udlcenter.org> <http://www.udlcenter.org>

• Trace Research and Development CenterTrace Research and Development Center– <http://trace.wisc.edu/><http://trace.wisc.edu/>

Assistive Technology and Assistive Technology and Universal Design ResourcesUniversal Design Resources

• Bookshare – Free electronic books Bookshare – Free electronic books – <http://www.bookshare.org/><http://www.bookshare.org/>

• NEO K-12 – Free videos, lesson plans, and NEO K-12 – Free videos, lesson plans, and interactive games and puzzlesinteractive games and puzzles– <http://www.neok12.com/> <http://www.neok12.com/>

• Storyline OnlineStoryline Online– <http://www.storylineonline.net/> <http://www.storylineonline.net/>

• TumblebooksTumblebooks– <http://www.tumblebooks.com> <http://www.tumblebooks.com>

• National Library of Virtual ManipulativesNational Library of Virtual Manipulatives– <http://nlvm.usu.edu/><http://nlvm.usu.edu/>

Content ResourcesContent Resources

• Unique Learning SystemUnique Learning System– A standards-based curriculum program A standards-based curriculum program

designed specifically for students with designed specifically for students with significant disabilities.significant disabilities.

– Online, dynamic, and with differentiated tasks Online, dynamic, and with differentiated tasks to accommodate different levels of learners.to accommodate different levels of learners.

– Aligned to Oklahoma content standardsAligned to Oklahoma content standards– <http://unique.n2y.com><http://unique.n2y.com>

• Curriculum CompanionsCurriculum Companions– Mayer-JohnsonMayer-Johnson

Curriculum ResourcesCurriculum Resources

• National Center on Educational OutcomesNational Center on Educational Outcomes– <http://www.cehd.umn.edu/nceo/default.html><http://www.cehd.umn.edu/nceo/default.html>

• Common Misperceptions and Research Common Misperceptions and Research based Recommendations for Alternate based Recommendations for Alternate Assessment based on Alternate Assessment based on Alternate Achievement StandardsAchievement Standards– <http://www.cehd.umn.edu/nceo/OnlinePubs/<http://www.cehd.umn.edu/nceo/OnlinePubs/

Synthesis73/Synthesis73.pdf>Synthesis73/Synthesis73.pdf>

Additional ResourcesAdditional Resources

Ms. Amy Daugherty, Associate State DirectorMs. Amy Daugherty, Associate State Director(405) 521-4881(405) 521-4881

Amy.Daugherty@sde.state.ok.usAmy.Daugherty@sde.state.ok.us

Ms. Christie Stephenson, CoordinatorMs. Christie Stephenson, Coordinator(405) 521-4866(405) 521-4866

Christie.Stephenson@sde.state.ok.us Christie.Stephenson@sde.state.ok.us

Ms. Jennifer Burnes, CoordinatorMs. Jennifer Burnes, Coordinator(405) 521-3575(405) 521-3575

Jennifer.Burnes@sde.state.ok.usJennifer.Burnes@sde.state.ok.us

Contact InformationContact Information