Alternate Standards Alternate Assessment Alternate Diploma AAAAAS Learning

Alternate Standards, Alternate Assessment, Alternate Diploma AA-AAAS

Learning Objectives Participants will become aware of: • The impact that ESSA has on Alternate Academic Achievement Standards, the WVDE process for writing the new standards, and the timeline for Policy 2520. 16 standards to go into effect. • The criteria that must be met for a State- defined alternate diploma to meet federal requirements (ESSA) for the inclusion in the Adjusted Cohort Graduation Rate (ACGR). 2

Every Student Succeeds Act (ESSA) • Removed references to No Child Left Behind (NCLB) and Elementary and Secondary Education Act (ESEA) • Removed highly qualified personnel references • Added State-Defined Alternate Diploma 3

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Section 2. FAPE CONSIDERATIONSDistrict Obligations • Replaced modified diploma with State-Defined Alternate Diploma which requires: ØInstruction in alternate academic achievement standards linked to general standards; ØAlignment with state requirements for the regular high school diploma; and ØBe obtained during FAPE period. • Students receiving an alternate diploma will be included in the graduation cohort for the year in which they graduate. Incoming ninth grade students should be considered for the alternate diploma. (pp. 9, 117) 5

Requirement #1 Be Standards Based 6

Be Standards Based • Students should have the opportunity to learn academic content based on grade-level content standards. • Students should have the opportunity to learn the same curriculum as their peers without disabilities, one that is “based on the State’s academic content standards” for the grade in which a student is enrolled. • Access to grade-level content is provided with reduced complexity and breadth, and mastered in different ways as measured by standards-based alternate assessment. 7

POLICY 2520. 16 West Virginia Alternate Academic Achievement Standards 8

The Standards • WVDE Content Teams Formed (ELA, math, and science) • Draft written of standards to provide a starting point for teachers • Gathered 26 (GEE and special ed) teachers from across the state on June 19 -20 • Teachers worked in programmatic levels, and then in content teams to write alternate academic achievement standards that are linked to the WV College and Career Readiness Standards (WVCCR) standards • Standards go to WVBOE for 30 day comment period • Back to BOE for full approval • Alternate Academic Achievement Standards will go into effect July 1 of 2018 -2019 school year 9

Alternate Standards, Assessment and Diploma Timeline Year Diploma Type Alternate Standards Alternate Assessment 2017 -2018 -2019 -2020 -2021 Modified Diploma Alternate Diploma (Current Standards) (New Standards) Alternate Standards (ELA, math, science) Alternate Academic Achievement Standards 2520. 16 9 th grade cohort 9 th and 10 th graders Current Alternate Summative Assessment Alternate Academic Achievement Standards 2520. 16 9 th 10 th and 11 th graders Current Alternate Summative Assessment Alternate Academic Achievement Standards 2520. 16 9 th 10 th 11 th and 12 th New Alternate Summative Assessment 10

WV Alternate Academic Achievement Standards POLICY 2520. 16 The WV alternate academic achievement standards for ELA, math and science are written for students with significant cognitive disabilities with the understanding that the student’s IEP will determine appropriate accommodations and modifications. In addition to the accommodations and modifications listed on the students IEP, teacher selected scaffolding, guidance and support are appropriate to best meet the individual student needs with increasing challenge as the learning progresses. 11

Assessment Data Notes: WESTEST 2 (WT 2) – paper based; grades 3 -11. WT 2 online – computer based; grades 3 -11. WV General Summative Assessment (GSA) – computer adaptive assessment; grades 3 -11. Alternate Performance Task Assessment (APTA) – paper based; grades 3 -8 and 11. WV Alternate Summative Assessment (ASA) – computer adaptive assessment; grades 3 -11. 12 Data sources: WVEIS report card files - 207 A for 2012, 307 A for subsequent years.

Assessment Data Notes: WESTEST 2 (WT 2) – paper based; grades 3 -11. WT 2 online – computer based; grades 3 -11. WV General Summative Assessment (GSA) – computer adaptive assessment; grades 3 -11. Alternate Performance Task Assessment (APTA) – paper based; grades 3 -8 and 11. WV Alternate Summative Assessment (ASA) – computer adaptive assessment; grades 3 -11. 13 Data sources: WVEIS report card files - 207 A for 2012, 307 A for subsequent years.

Assessment Data Notes: WESTEST 2 (WT 2) – paper based; grades 3 -11. WT 2 online – computer based; grades 3 -11. WV General Summative Assessment (GSA) – computer adaptive assessment; grades 3 -11. Alternate Performance Task Assessment (APTA) – paper based; grades 3 -8 and 11. WV Alternate Summative Assessment (ASA) – computer adaptive assessment; grades 3 -11. 14 Data sources: WVEIS report card files - 207 A for 2012, 307 A for subsequent years.

Assessment Data Notes: WESTEST 2 (WT 2) – paper based; grades 3 -11. WT 2 online – computer based; grades 3 -11. WV General Summative Assessment (GSA) – computer adaptive assessment; grades 3 -11. Alternate Performance Task Assessment (APTA) – paper based; grades 3 -8 and 11. WV Alternate Summative Assessment (ASA) – computer adaptive assessment; grades 3 -11. 15 Data sources: WVEIS report card files - 207 A for 2012, 307 A for subsequent years.

HANCOCK WV Alternate Summative Assessment Participation for Math, SY 2016, Grades 3 -11 by District WV% = 1. 40 BROOKE (Target % = 1. 0) OHIO MARSHALL MONONGALIA WETZEL PLEASANTS WOOD RITCHIE ROANE PUTNAM HAMPSHIRE TUCKER JEFFERSON GRANT HARDY UPSHUR RANDOLPH BRAXTON PENDLETON WEBSTER KANAWHA WAYNE BERKELEY MINERAL LEWIS CLAY CABELL TAYLOR BARBOUR CAL- GILMER HOUN JACKSON PRESTON DODD- HARRISON RIDGE WIRT MASON MORGAN MARION TYLER NICHOLAS POCAHONTAS Above WV % (>1. 40%) LINCOLN BOONE MINGO FAYETTE GREENBRIER At or below WV % (≤ 1. 40%) but above 1. 0% LOGAN RALEIGH WYOMING MCDOWELL At or below target (≤ 1. 0%) SUMMERS MERCER MONROE Note: Results exclude WVSDB and Institutional Programs Data source: WVEIS RPTCARD 16_PWVN 307 A 16

HANCOCK WV Alternate Summative Assessment Participation for ELA, SY 2016, Grades 3 -11 by District WV% = 1. 40 BROOKE (Target % = 1. 0) OHIO MARSHALL MONONGALIA WETZEL PLEASANTS WOOD RITCHIE ROANE PUTNAM HAMPSHIRE TUCKER JEFFERSON GRANT HARDY UPSHUR RANDOLPH BRAXTON PENDLETON WEBSTER KANAWHA WAYNE BERKELEY MINERAL LEWIS CLAY CABELL TAYLOR BARBOUR CAL- GILMER HOUN JACKSON PRESTON DODD- HARRISON RIDGE WIRT MASON MORGAN MARION TYLER NICHOLAS POCAHONTAS Above WV % (>1. 40%) LINCOLN BOONE MINGO FAYETTE GREENBRIER At or below WV % (≤ 1. 40%) but above 1. 0% LOGAN RALEIGH WYOMING MCDOWELL At or below target (≤ 1. 0%) SUMMERS MERCER MONROE Note: Results exclude WVSDB and Institutional Programs Data source: WVEIS RPTCARD 16_PWVN 307 A 17

To reach 1. 0% participation rate in WV. . . WV 2016 Alternate Summative Assessment (ASA) Participation Math Current Math participation percent (%) 1. 40 Current Math participation number (#) needed to reach 1. 0%* Math change in participation number (+/-) to reach 1. 0%* 2460 1763 -697 Current ELA participation number (#) needed to reach 1. 0%* ELA change in participation number (+/-) to reach 1. 0%* 2462 1763 -699 Reading Current ELA participation percent (%) 1. 40 *Results for the participation number needed to reach 1. 0% and the change in participation number to reach 1. 0% are calculated with the assumption that the total number of students tested remain constant. Data source: WVEIS RPTCRD 16 _PWVN 307 A 18

Expectations • Historically, expectations have been low for students on the alternate assessment. • Functional content or limited academic skills are often taught exclusively with little or no instruction on grade level content standards. • The achievement standards for alternate assessments based on alternate academic achievement standards (AA-AAAS) must be linked to grade-level content, but may cover a different depth, breadth, and complexity from the general assessment achievement standards. 19

Participation Discovering large numbers of students who are reading with critical understanding and computing to solve real-world problems might suggest the need to explore whether students were appropriately assigned to the alternate assessment rather than the general assessment. 20

Requirement #2 Be Aligned with State Requirements for Regular Diploma The same kinds of requirements that exist for a regular diploma must exist for the State-defined alternate diploma. The number of required courses/credits in required content areas should be aligned across diploma options. However, the criteria for passing the course could be different. 21

Student Schedule Example • Student schedules should reflect the appropriate grade level courses for students to obtain grade level alternate credits. • Student IEP goals should also reflect courses with priority emphasis on critical skills appropriate to meet individual student strengths/interests and needs. • English 9 • Math 1 • Earth Science • World Studies • PE/Health • Art • Locally Developed Community Ready Concentration • Electives 22

What about the other courses? Select grade level content standards that are appropriate for this population 23

Locally Developed Community Ready Concentration • Per Policy 2510 - Students with disabilities may earn 4 credits in Community Readiness Training recommended through an IEP Team as a personalized concentration. • 4 Community Readiness courses were developed by Carol Williams (Lewis County)- see attachment. Counties may consider these courses as Community Readiness options. 24

Requirement #3 Be Obtained During FAPE Period The alternate diploma must be obtained within the time period for which the state ensures the availability of FAPE 25

Dawn Embrey-King Coordinator WVDE OSE dembreyking@k 12. wv. us 304 -558 -2696 (53222) 26