ADMINISTRATION
MANUAL

In preparation for administering NYSAA, the LSET and instructional team members:

• Determine which of their students will be assessed

  • Review the student’s IEP to confirm NYSAA was selected by the CSE for the student.

  • Use the age chart (see page 5) to determine the appropriate content areas that need to be assessed at each student’s grade level.

• Review the current IEP. Pay particular attention to the present levels of performance (PLP), annual goals and objectives, supports and adaptive equipment needed, accommodations needed, and assistive technology used.

• Review the student’s latest progress reports, including report cards, previous NYSAA scores, and any other evaluative reports.

• Reference IEP information and the core curriculum to make an informed selection of AGLIs and assessment tasks that are challenging and appropriate for the student.

Selecting AGLIs is a new process for 2006 – 07. The steps for this selection are outlined below.
 

The LSET reviews the new NYSAA Frameworks for each content area being assessed.
 

The LSET reviews the Test Blueprints at the beginning of each content  area being assessed in order to identify the required and choice components for that content area and the student’s grade level.
 

Once the required and choice components are determined, the LSET  locates the grade level expectations for performance. For each content  area the grade level expectations are referred to as follows:

• For ELA – grade specific performance indicators

• For mathematics – grade-by-grade performance indicators

• For science – performance indicators

• For social studies – content understandings

AGLIs have been developed from the essences. They are listed in the tables found in NYSAA Frameworks according to their level of complexity so teachers can select the AGLI that is most appropriate for the student.

Review the AGLIs in the table and select one based on the considerations below:

• AGLI should be challenging for the student;

• AGLI should be appropriate for the student’s current level of academic performance; and

• AGLI should be based on core curriculum taught in the current school year.

Please use the following example to assist in planning the AGLIs for your students.
EXAMPLE:
Student’s date of birth: January 5, 1997

The purpose of the Parent/Family/Guardian (PFG) Survey is to provide  communication between the instructional team and the student’s family about the alternate assessment process and the student’s ability to apply knowledge, skills, and understandings learned at school to the home or community.

• During the NYSAA administration period, the LSET arranges a meeting with the parent/family/guardian at school, home, or another location.

• If a meeting is not possible, the LSET and parent/family/guardian could engage in a telephone conference. The parent/family/ guardian or the LSET fills out the PFG Survey.

• The third, but least preferred method of completing the PFG Survey, would be for the LSET to ask that the survey be completed by the parent/family/guardian and returned to the LSET.

• All attempts to contact the parent/family/guardian to complete the survey must be recorded on the last page of the survey. If the parent/family/guardian is unable or unwilling to complete the PFG Survey, all three pages of the survey must be submitted in the datafolio.

An assessment task describes the student action related to a specific knowledge, skill, or understanding that is observable and aligned to the AGLI and, in turn, the core curriculum. In past years the assessment task was also referred to as the task, skill or activity.

It is helpful to review the language of the AGLI to be sure that the task description clearly:

• states the knowledge, skill, or understanding the student will demonstrate,

• identifies the task to be assessed, and

• demonstrates an alignment to the AGLI.

• present levels of performance,

• annual goals and objectives,

• test accommodations,

• supports and adaptive equipment,

• assistive technology.

Select an assessment task appropriate for the student’s learning modalities, abilities and strengths, and communication system. Choose an assessment task that:

• is aligned with the AGLI selected

• is very challenging

• is something the student has not already mastered

• is driven by grade level content

Before beginning to collect student performance data, consider what materials, equipment, support, and staff are available or needed.
 

• What is the expected outcome of the task?

• How will the outcome of the task be best documented?

• What is the best way to give students an opportunity to respond positively?

Analyze the student’s communication and behavior to learn how best to motivate the student. Students who are motivated and participate in meaningful activities are more likely to engage in the assessment task. Encourage independence by providing ample opportunity and reinforcement for approximations.
 

Determine the types of verifying evidence (VE) that will be submitted in the datafolio. Verifying evidence is documentation provided to confirm the student’s performance of the knowledge, skill, or understanding being assessed.
 

Two pieces of verifying evidence are required for each AGLI assessed. They must be from the last two dates of student performance recorded on the Data Summary Sheet. Verifying evidence may include:

• The work sample must be an original student work product. (no photocopies)

• If the work sample has multiple pages, the LSET should clearly number each page to ensure proper review and scoring.

Valid photographic evidence includes:

• a minimum sequence of three photographs (more than three photographs can be included, but fewer than three will not be accepted).

• a required caption for each photograph with a sentence or two describing student action(s) for each photograph.

• photographs must be taken on the same date, and support the same assessment task. Photographs taken over more than one day will not be accepted during scoring. If an assessment task cannot be performed on a single date, do not use it and select another assessment task.

• only the actual steps demonstrating the student performing the specified assessment task will be accepted. Do not include prerequisite steps in a sequence. The sequence must show the steps involved in completing the assessment task. A photograph of the finished “product” may be included in the minimum sequence of three.

Valid video and audio tape evidence includes:

• only one video/audio tape per datafolio. Tapes or cassettes may contain multiple clips as evidence for the assessed AGLIs.

• clips no longer than 90 seconds that show the student performing the assessment task. Do not include pre-requisite steps or preparation in the clip.

• clips arranged by content area and documented on the Video/Audio Tape Clip Summary Form. Secure the summary form to the tape case with a rubber band to assist scorers in locating and reviewing clips.

• only VHS-compatible video tapes. Only VHS-compatible video equipment will be provided at scoring sites. If digital images are submitted, it is the LSET’s responsibility to identify the software and operating system used and to provide all necessary equipment and technical support to allow scoring of the evidence. Otherwise, the evidence will not be scored.

• student’s name

• date of student performance

• content area

• AGLI text

• assessment task

In order to ensure that the tape is not separated from the datafolio, each tape must be labeled with the student’s name, teacher’s name, and school name. Attach the tape securely to the datafolio with a plastic sleeve, binder clip, or envelope.
 

• Ask a colleague to operate the camera or recorder while you work with the student.

• The novelty of taping or photographing could disrupt the routine or distract students, resulting in an inaccurate record. For this reason, the camera and operator should be as unobtrusive as possible. It might also help if video/audio taping/photographing are done regularly, so that students do not find it novel.

• If an automatic date/time stamp is present on the camera or recorder, be sure that it is accurate and does not contradict the data documented by the LSET.

The Informed Consent for Photographing and Video/Audio Tape Recording form is required and must be signed within the administration period by the student’s parent/family/guardian and included in the datafolio.

• Do not take photographs or tape recordings unless you obtain written permission.

• If photographic/video/audio tape evidence is submitted without permission, such evidence will not be scored.

• Do not substitute local or district blanket permission forms. NYSAA permission forms must be used. Adhere to local school policy regarding permission for photographing students.

• A Data Collection Sheet may be submitted as verifying evidence for one or both of the last two dates on the Data Summary Sheet.

• When an original Data Collection Sheet is submitted as verifying evidence, it must include a minimum of three dates of data within the specified administration period (January 2 to March 9, 2007).

• Only data from the last three (most recent) dates of student performance, from within the administration period, can be transcribed to the Data Summary Sheet. This data may be confirmed by a combination of evidence, one piece of evidence for each of the last two dates.

• Three types of Data Collection Sheets are available (Appendix B):

• multi-step

• time segment

• single-step

• Data Collection Sheets must be completed in full, including the name and initials of person(s) collecting data for each date. Please Note: If this or any part of the Data Collection Sheet is not complete, it may not be accepted.

• A Data Collection Sheet must be accompanied by another type of verifying evidence (student work, photographs, video/audio tape) or an Observer Verification Form (OVF). Evidence accompanying a Data Collection Sheet is called supporting evidence. (See Supporting Evidence Section below).

Supporting evidence is required whenever a Data Collection Sheet is submitted as verifying evidence. Since a Data Collection Sheet can be used to verify either one or both of the last two dates of student performance, the supporting evidence must support student performance on the same date(s) being verified by the Data Collection Sheet. One piece of supporting evidence is required for each date transcribed to the Data Summary Sheet from the Data Collection Sheet.
 

All requirements and considerations for verifying evidence also apply to supporting evidence submitted with a Data Collection Sheet.
 

Supporting evidence for a Data Collection Sheet may include:

The Observer Verification Form was designed to strengthen the procedural validity of the assessment. An independent person (someone other than the person collecting the data) observes the student performing the assessment task with a member of the instructional team, affirming that the assessment task was conducted. When submitting an Observer Verification Form as supporting evidence with a Data Collection Sheet:

• The Observer Verification Form cannot stand alone as verifying evidence; it must be attached to the Data Collection Sheet.

• An observer must be a certified and/or licensed teacher, administrator, school psychologist or related service provider.

• Observers cannot be supplementary school personnel. Supplementary school personnel means a teacher aide or a teaching assistant as described in section 80-5.6 of the Regulations of the Commissioner of Education.

• The person collecting the student performance data cannot sign the Observer Verification Form. During scoring, the scorer will confirm this by reviewing the name and initials of the staff member on the Data Collection Sheet and comparing it to the signature on the Observer Verification Form.

• The person collecting data must be different from the person observing the task and signing the Observer Verification Form.

• Only one date of recorded observation may be submitted per Observer Verification Form.

• The date of the assessment task documented on the Observer Verification Form must be the same date the task was performed.

• The date of the observer signature must be the same date the assessment task was performed.

Only the revised Observer Verification Form found in Appendix B of this Administration Manual (November 2006) will be accepted.
 

When conducting the assessment of the student performing the  assessment task, LSETs should:

• provide initial directions and materials;

• use the student’s preferred mode of communication;

• provide supports, program accommodations, test accommodations and adaptive equipment as specified on the IEP;

• be sure that all documents are ready to be completed and signed at the time the task is completed or the same day the task is conducted. If for example a Data Collection Sheet is being submitted as evidence with an Observer Verification Form as supporting evidence, be sure the independent observer is present before the assessment task is performed and that the Observer Verification Form is ready to complete and be signed the same day the assessment task is completed; and

• conduct the task at school or a school sponsored activity. Homework or work done outside these parameters will not be accepted unless the student receives special education instruction at home, in a hospital, or other facility (as noted on the Student Page).

When recording student performance data:

• determine who will conduct the task, collect data, and observe the  student’s performance when an Observer Verification Form is needed as supporting evidence.

• record data on student work during or immediately following student performance.

• record the student’s performance of the same assessment task on at least three separate dates. The last three dates of student performance data should be transcribed to the Data Summary Sheet for the assessed content area and AGLI.

• complete the remaining required elements of the verifying evidence.

• All contents of the datafolio (except student work) must be typed or handwritten using permanent ink. DO NOT USE PENCIL.

• If mistakes or errors are made while recording student performance data, they must be manually crossed out, corrected and initialed. Do not erase or use correction fluid.

• Photocopies or use of correction fluid or “black out” on the Data Summary Sheet or verifying evidence (student work samples, written information related to video/audio tapes and photo captions, information recorded on Data Collection Sheets, Data Summary Sheets and Observer Verification Forms) will not be accepted.

Initial directions to students prior to performing an assessment task are considered a “natural cue.” A natural cue or initial set of directions:

• should not be considered a cue/prompt.

• does not affect the level of independence documented.

• is presented in a format that is best suited to the student’s communication abilities.

Cues or prompts (not initial directions):

• are measured by frequency (the number of times they are provided) and affect the independence score.

• are given to the student to increase the likelihood that he/she will give the correct or desired response.

• are not considered test accommodations.

• are a product of the learning style and/or physical and sensory abilities of the student (e.g., physical, visual, verbal, auditory, sensory).

• are consistent with the student’s IEP.

• are designed to allow the student to demonstrate his/her knowledge, skill, and understanding with greater independence.

• do not change the level of the assessment, the construct of the assessment, or the criteria of the actual assessment task.

• are provided to the student during instruction and not just for assessment.

Examples of cues/prompts include:

• The student receives purposeful physical guidance or restriction of movement during the assessment to obtain a desired response.

• The student receives “hints” or additional detail, or is immediately told a response is incorrect.

• A fatigued or frustrated student receives additional cues to complete parts of the assessment task or is prompted to remain focused.

• The student is redirected (verbally or physically).

• Templates and other formats are provided that give the answer to the student.

Test accommodations provide for:

• adaptive or special equipment (e.g., use study carrel).

• extended time to complete the assessment (e.g., double time).

• assessment to be administered in conditions or location with minimal distraction (e.g., change room to one with minimized visual distraction or minimize noise in existing room).

Each datafolio contains two types of evidence

• Data Summary Sheets (DSSs)

• Verifying Evidence (VE)

After completing the assessment task:

• Select two pieces of verifying evidence which confirm data for the last two dates of student performance for each of the two tasks selected for the two AGLIs.

• Record all required elements for verifying evidence either directly on the verifying evidence or on a VE label attached to the evidence:

• student’s name 

• date of student performance

• content area

• AGLI text

• assessment task

• level of accuracy

• level of independence

Please Note: If more than two pieces of verifying evidence are submitted for an AGLI, only the first two pieces of verifying evidence following the DSS will be reviewed by the scorer. This should not be confused with “supporting evidence” submitted with a Data Collection Sheet or a single piece of verifying evidence that contains multiple pages.
 

Return to Step 4 and complete each step for the remaining content area(s) in which the student is being assessed in 2006–07.
 

Arrange items within the datafolio in order, according to the NYSAA Table of Contents (See Appendix B).

• NYSAA Student Page

• Table of Contents

• Parent/Family/Guardian Survey

• Informed Consent for Photographing and Video/Audio Tape

• Recording (if photographic/video/audio tape evidence is submitted)

LSETs should seek a collegial review of their datafolios. This entails having a colleague or AATN review the datafolio contents to date (for example, one entire content area that is completed or one AGLI that is completed). A collegial review will ensure that LSETs are on the right track, meeting the procedural requirements for NYSAA, and making the appropriate connections between the AGLIs and the assessment tasks.
 

Collegial reviews are strongly recommended for the 2006-07 NYSAA administration period. These reviews will be required effective 2007-08.
 

• shares the datafolio with a colleague familiar with NYSAA,

• shares the datafolio with a supervisor or administrator, or

• participates in collegial review sessions provided by his/her AATN.

The deadline for all datafolios (in and out-of-district placements) to be received by the Score Site Coordinator is March 23, 2007.
 

Building administrators will forward datafolios to the designated Score Site Coordinator for BOCES or Big Five City school districts. Score Site Coordinators will transfer datafolios to a regional scoring center. The NYSAA datafolios will be scored at a regional location by qualified scorers. Student results will be made available in late summer or early fall 2007.