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1. Determining Ratings: This session will discuss step 3 in the process of conducting the IAA. Information will be provided about the decisions that are made regarding the performance levels of students toward the Idaho Achievement Standards.

2. Overview of Analysis & : The analysis and rating of student performance is the third step in the process of administering the Idaho Alternate Assessment. There are three ratings the special education teacher will assign to each alternate knowledge and skill item on the assessment.

The first is the achievement level. The special education teacher rates the studentís performance in terms of fluency, setting, independence, re-teaching and application.

The progress level rates the frequency and accuracy of student performance within a specific achievement level.

The importance level indicates how important an alternate knowledge and skill item is to the student at the time of the assessment. This rating is not factored into the assessment scores and the resulting proficiency level. It is simply a survey intended to assist the IEP team in making decisions for instructional intervention through IEP goals and objectives.

3. Who analyzes & rates?: The special education teacher determines the ratings for each alternate knowledge and skill item by comparing the performance data and information collected for the assessment to the rubrics for the achievement level and the progress level. The teacher will also assign an importance rating based on the criteria provided in the administration guide.

The special education teacher may consult with individuals as appropriate in determining the achievement and progress ratings. In reality, it is absolutely necessary for some consultation to occur.

The only exception occurs when a student will be rated twice as part of an inter-rater sampling. In this case, the two raters may not discuss with each other how they intend to rate the student. However, the raters may discuss the studentís performance and the assessment rubrics as a point of clarification.

4. On-line Entry: Another session will give information and a demonstration of the online entry for student ratings on the IAA website. However, raters may want to print a blank copy of the IAA rating form and use it as a working document before actually entering the ratings online.

It is important to emphasize that all items must have three ratings each. A final submit cannot occur unless all items have the three ratings entered. An error message will occur stating that all items have not been rated.

As you work and save your ratings, you may want to print them. If you choose to do this, treat the hard copies as test protocols and destroy them when completed or secure in a working file for yourself. These rating forms do not go in the studentís cumulative special education file.

5. Assessment Results: The assessment results are calculated by the achievement and progress ratings assigned for each item. The combination of the ratings contribute to a point system. The total number of points a student receives translates into a proficiency level of advanced, proficient, basic, or below basic.

6. Determining Achievement Level: Since the individual student scores are tied directly to the achievement level and progress level, letís discuss these two ratings in more detail.

The first rating to be completed is the achievement level. The rating is based on the performance data and information collected that relates to each alternate knowledge and skill item. The rater should keep in mind IEP-linked data and information and Not IEP-linked data and information.

There are four levels that characterize a performance of a student holistically. A rater must consider a combination of cognitive and performance dimensions in relation to the key considerations of fluency, setting, supports, re-teaching, and application.

7. Achievement Level Rubric: Fluency considers the degree of spontaneity that the student demonstrates the knowledge and skill. The more a student can routinely perform the skill or demonstrate the knowledge, the greater the studentís functional independence will be.

Settings considers the number of setting and situations the knowledge and skill is demonstrated in. Multiple environments reflects a a functional level of achievement that is generalized.

Supports considers the degree of independence and need for cues and assistance in order to demonstrate the knowledge and skill. The goal of all students is increased student participation and performance and decreased teacher or parent direction. This does not mean that natural supports cannot be present in the environments. Natural supports are people, cues, signs, symbols that are typically present in the environment such as bathroom signs, clocks, menu pictures, school office staff, classmates, etc.

Re-teaching considers the amount and frequency of repeated teaching in order for the student to sustain the knowledge and skill. Higher achievement levels typically indicate students have generalized the skills at a level that constant re-teaching is not necessary. Lower levels usually mean students need repeated teaching and practice in order to generalize and sustain the knowledge and skill.

Application considers the level of the knowledge and skill demonstrated by the student using a concrete to abstract continuum. Abstract levels describe a more thorough understand and performance of the skill or knowledge while lower levels show how students have minimal understanding and must be assisted by concrete demonstrations of the concept.

All of these key considerations for each of the four achievement levels are identified in Table 11 on page 41 found in the IAA administration guide. Raters should take a moment to review this table before they begin reviewing and analyzing the student performance data and information collected.

8. Determining Progress Level: After determining the achievement level for an alternate knowledge and skill item, the rater determines the studentís progress level for the item. In order to select the progress level, first, keep in mind the achievement level rating, then analyze the data collected and based on that data select the progress level at which the student has consistently demonstrated the knowledge and skill at the achievement level previously selected. The progress level rubric is based on the data that reflects the studentís frequency and accuracy concerning the demonstrated alternate knowledge and skill.

9. Progress Level Rubric: The rubric for the progress rating has four levels.

Excellent means the student demonstrate the knowledge and skill at an achievement level for 80 Ė 100% of the documented opportunities.

Good indicates the student demonstrate the knowledge and skill at an achievement level for 60 Ė 79% of the opportunities.

Little means that the student demonstrates the knowledge and skill at an achievement level for 30 Ė 59% of the documented opportunities

Finally, the beginning level means the student demonstrate the knowledge and skill at an achievement level for 0 Ė 29% of the opportunities.

Data regarding the progress level can be collected either as a frequency count of events or a percent of responses.

10. Determining Importance Level: The final rating for each alternate knowledge and skill in an assessment is to assign a level of importance. There are four levels and when selecting the level, the rater must consider whether each alternate knowledge and skill is Ė
1. A prerequisite to another important skill
2. Relevant to the studentís age-appropriate daily living skills
3. Needed to achieve a post-school goal
4. And Necessary at this point in time.

11. Description of: An item is rated essential when the alternate knowledge and skill is critical to the instructional program of the student. All four factors of being a prerequisite skill, age-appropriate, needed for a post-school goal and necessary at this point in time are relevant to the student.

A very important rating indicates the alternate knowledge and skills is important , however it is needed for only three of the factors. One of the factors is not essential at this time. For example, it may not be age-appropriate at this time.

Some importance implies that the alternate knowledge and skill has some importance to the instructional program, but may not need to be addressed at this time because it is relevant to only one or two of the factors. For example, the skill may be a prerequisite and needed to achieve a post school goal but may not be age appropriate or necessary at this point in time.

Finally, Not Important reflects that the alternate knowledge and skill is not needed at this time. Sometimes there are student needs that do not demand a major focus of instruction.

In conclusion of this session, the third step to the process of conducting the alternate assessment involves assigning three ratings for each of the alternate knowledge and skills in an assessment. The ratings are based on the data and information collected from the IEP-linked and not IEP-link items. Clear rubrics for the ratings define the key considerations necessary when assigning a rating for student performance. A thorough understanding of these rubrics are necessary for accurate reporting of student performance.