2014-2015 Oklahoma Alternate Assessment Program will utilize two different assessment systems. Math and English/language arts will be assessed through Dynamic Learning Maps Alternate Assessment System. Science and social studies will be assessed through Portfolio/PearsonAccess.
Click here for an overview of the alternate assessment. Particular emphasis is placed on the purposes of alternate assessments, participation criteria for alternate assessments, and the types of alternate assessments available.
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Students with disabilities on an Individualized Education Plan (IEP) are to be included in all state and district wide assessments. The IEP team determines annually how the student will participate in state and district wide assessments - with or without accommodations, or by means of alternate assessment. Alternate assessments are developed in lieu of general assessments and are designed to measure functional skills within the same domains required by the regular state or district wide assessment.
There are two types of assessments within the Oklahoma School Testing Program (OSTP) for Grades 3-8 and End-of-Instruction (EOI) secondary level tests. All are aligned to the state-mandated core curriculum, the Oklahoma Academic Standards (OAS).
The OAAP measures academic achievement of alternate academic standards; these standards differ in complexity from the standards of the state curriculum. Students accessing these standards will have an IEP containing rigorous and measurable goals; the student's IEP will also contain objectives/short-term benchmarks. The OAAP is intended for a very small population of students with the most significant intellectual disabilities who meet the state-established Criteria Checklist. For federal accountability purposes, a one percent cap exists for the reporting of students who score proficient on the OAAP.
(i) The IEP team must determine annually that the alternate assessment is most appropriate for the student; and
(ii) The student must meet the state-established Criteria Checklist.
Accommodations include any changes that allow students with disabilities the same opportunity as students without disabilities. They may involve setting, communication, modality, equipment, and/or supplemental aids and services. Accommodations make educational opportunities accessible; they do not reduce learning expectations.
Assessment accommodations are determined by the IEP team based off the student's needs. Assessment accommodations are documented in the student's IEP. Accommodations can only be used for state assessment purposes if they are used regularly by the student during instruction and/or classroom testing, Oklahoma Administrative Code, OAC 210:10-13-2. It is important to note that some accommodations selected for instructional use may not be state approved for use on standardized assessment.
The Dynamic Learning Maps project offers an innovative way for all students with significant cognitive disabilities to demonstrate their learning throughout the school year via the DLM Alternate Assessment System. A dynamic learning map shows a learning landscape in which multiple skills are related to many other skills. This alternate assessment system will be used for the content areas of Math and English/Language Arts in the 2014-15 school year.
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