2006-07 NYSAA Frameworks

For English Language Arts, Mathematics,

Science and Social Studies 

The New York State Alternate Assessment (NYSAA) is a datafolio assessment that documents student achievement in the content areas of English language arts (ELA), mathematics, science, and social studies. The datafolio is a collection of student performance data that is based on the core curriculum for grades 3-8 and high school for ELA and mathematics, grades 4, 8, and high school for science, and grades 5, 8, and high school for social studies.

          The NYSAA Frameworks represent the alignment of alternate grade level indicators (AGLIs) with the core curriculum established for all students by the Board of Regents. Teachers of students who are designated for NYSAA, can use the frameworks to help plan and implement daily content, instruction, and assessment tasks that are based on grade level core curriculum. For the student with a severe cognitive disability, the grade level expectations may be modified in depth and breadth, but must parallel the curriculum, materials, and instruction that the student’s non-disabled peers are learning about as part of their classroom instruction. For example, a teacher instructing a student about Shakespeare uses a modified text version of a Shakespearean play. This ensures that students with severe cognitive disabilities are being held to grade level expectations, and therefore high expectations of academic achievement.

By using the NYSAA Frameworks, teachers can assess students on tasks that are aligned to the grade level content found in the New York State core curricula. For each content area, the frameworks include:

·       test blueprints;

·       essences of grade level performance expectations;

·       alternate grade level indicators (AGLIs); and

·       sample assessment tasks.

NYSAA Test Blueprints

          Each framework begins with a test blueprint that indicates the grade level content to be assessed. The teacher uses the blueprint to identify the components on which the student will be assessed. Each blueprint has required and choice components. The top table in each blueprint reflects the required components for the assessment. The bottom table reflects the choice components for the assessment. To assess a student at Grade 3, for example, a teacher determines that the student will be assessed on two content areas: ELA and mathematics. For ELA, the teacher identifies that the two required components are “reading” and “listening.” The bottom table indicates that the teacher can select one component from either “reading for literary response and expression” or “reading for social interaction” and one component from either “listening for literary response and expression” or “listening for social interaction.”

Similarly for grade 3 mathematics, the teacher identifies that the two required components are “number sense and operations” and “measurement.” The bottom table indicates that the teacher can select one component from “number systems” or “operations” and one component from “units of measurement” or “units/estimation”. Once the content areas and components for assessment have been identified, the teacher will review the essences of student performance expectations at the student’s grade level.

The Essences of Grade Level Student Performance Expectations

          The grade level performance expectations of the core curriculum and the essences of those expectations are provided in the next section. The performance expectations show the portion of the core curriculum that was selected by the stakeholder group to be included in the Framework. The stakeholder workgroups, including curriculum experts, identified the essences or major understandings of the performance expectations. The page numbers indicate where these expectations are located in the core curriculum guide.

Alternate Grade Level Indicators (AGLIs)

          The next section includes the AGLI that are based on the essences of the core curriculum. Each bulleted AGLI describes student performance expectations for students with severe cognitive disabilities. The AGLIs vary in complexity from less complex to more complex to provide various entry points for the student to access the grade level core curriculum. A teacher selects one AGLI from this section for each choice component, starting from the most complex level and work backwards to the point that is most appropriate for the student.

Ideas for Sample Assessment Tasks

          Finally, the teacher uses the Sample Assessment Tasks in the following section to select an assessment task, arranged from less complex to more complex. Also provided are assessment strategies and possible ways to show evidence of the student’s achievement. Teachers may use the tasks listed on the Assessment Ideas page, modify one of the tasks listed, or develop an original task. It is important to note that the tasks listed in the document are already aligned with grade-level expectations in the core curriculum. Other tasks not listed may not be aligned and are at risk of not being scored as connected to grade-level content.

Reminders to Teachers

Teachers are reminded to:

·       use tasks from the specific grade that corresponds to the grade at which the student is being assessed; and

·       use materials that are age-appropriate. For example, a teenager using CDs as manipulatives in mathematics as opposed to plastic teddy bear counters.

          The remainder of the Frameworks for each content area is organized in the same manner. Teachers are encouraged to review the contents and make decisions that will lead to assessing students using challenging tasks based on the core curriculum that are linked to the student’s grade level.