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New
York State
has raised
expectations
for all students,
including those
with the most
significant
disabilities |
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Contents: |
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The NYSAA:
- is a collection of evidence called a datafolio that shows what the student can or can not do in English language arts, social studies, mathematics and science based on the learning standards for all students.
- measures student achievement toward meeting the alternate
performance indicators for each standard, which are educational outcomes on a basic
functional level.
- includes information collected over several months, in a
variety of ways. This may include photographs, video and
audiotapes, data collection forms and student work samples.
- ensures that skill acquisition and competencies needed for
positive adult outcomes (employment, training and independent living) are regularly
assessed.
- includes a parent survey, which asks for essential
information about the family's perception of student performance.
- was developed in 1999 by a task force which included
parents, researchers, educators and advocates.
- was piloted statewide from March through May 2000.
- was implemented in 2001-02
and revised for 2002-03.
The NYSAA is not:
- a traditional test in which a question is asked of the
student and to which the student must respond on paper.
- an assessment that measures student
progress during the assessment period.
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Two federal laws require that
students with severe disabilities are assessed.
- Title I of the Elementary and Secondary Education Act
mandates that states establish standards, assess students in English
language arts and mathematics and science, and report student performance.
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- The Individuals with Disabilities Education Act of 1997
(IDEA) requires that each state develop and implement an alternate assessment for students
who can not participate in the regular assessment system, even with accommodations.
- No Child Left Behind
requires that states assess student progress toward state
learning standards.
More importantly, the New York State Alternate Assessment
(NYSAA) for students with severe disabilities allows students to demonstrate their mastery
of skills and attainment of knowledge relative to New York State learning standards. It
ensures that Individual Educational Programs (IEPs), curriculum and classroom instruction
are based on the skills and competencies that students need to achieve positive adult
outcomes. |
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- In the NYSAA process, family
involvement and participation is critical. Parents have a broad
base of knowledge about their child's mastery of skills across a
variety of learning experiences.
- Families and school personnel should work together so that
an accurate representation of the student's skills is documented in the NYSAA
datafolio.
- Families of students with severe disabilities have a great
investment in ensuring that their children are prepared to live and work as independently
as possible. This commitment and support are an integral part of the Individualized
Education Program (IEP) planning process.
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Participation
in the NYSAA is a Committee on Special Education (CSE) decision. As a member of the CSE,
parents are integral to that decision. |
To take the assessment: |
(1) |
The Student has
- a severe cognitive disability
- significant deficits in
- communication/language
- and adaptive behavior
and
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(2) |
The student requires a
highly specialized educational program that facilitates the acquisition, application and
transfer of skills across natural environments.
and
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(3) |
The student requires
educational support systems, such as: assistive technology, personal care services, or
behavioral intervention. |
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Students with severe
disabilities may experience severe speech, language, and/or perceptual-cognitive
impairments and evidence challenging behaviors that interfere with learning and
socialization. These students may also have extremely fragile health conditions and may
require personal care, physical/verbal supports and/or prompts and assistive technology
devices. |
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The
standards for students with severe disabilities are the same standards that have been
approved by the Board of Regents for all students. However, alternate performance
indicators were developed to reflect appropriate educational outcomes for these students. |
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Schools
must administer the NYSAA to eligible students with severe
disabilities who are at the required age for testing at the
elementary, middle and secondary levels. |
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Additional
information is available in a publication entitled The Learning Standards and
Alternate Performance Indicators for Students with Severe Disabilities, available
at: https://www.p12.nysed.gov/specialed/publications/learnstand/lrnstdi.htm |
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Results from
the NYSAA will be reported on the School Report Card in the same manner as all other State
assessments. |
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Achievement is measured toward meeting the alternate performance indicator level of the general learning standards based on the information that is collected over a period of time. Examples of alternate performance indicators are: demonstrate appropriate eating skills and follow directions that involve one or two steps. This information is then scored using a rubic. The scores from the rubric are converted to alternate assessment levels ranging from Alternate Assessment Level 1 to Alternate Assessment Level 4.
Alternate Assessment Level I would
indicate that the student:
- participates passively in activities based on the mandatory alternate performance indicator from a single learning standard.*
Alternate
Assessment Level 4 would indicate that the student:
- independently and accurately performs skills based on at least two learning standards and four alternate performance indicators.
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The mandatory alternate performance indicators include using communication skills (English language arts), relating mathematics to the student’s environment (mathematics), participating in activities that promote good health and growth in humans (science) and demonstrating what it means to be a good citizen (social studies). |
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How to
get more
Information... |
Regional
Associates of the Office of Vocational and Educational Services
for Individuals with Disabilities (VESID) may be reached at: |
Western Region |
(585) 344-2112 x-420 |
Central Region |
(315)
428-3287 |
Hudson Valley Region |
(914) 245-0010 |
Eastern Region |
(518) 486-6366 |
Long Island Region |
(631) 884-8530 |
New York City Region |
(718) 722-4544 |
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New York State Education Department
Websites... |
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If
you would like to receive email
notification of our publications, register at: |
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The
State Education Department does not discriminate on the basis of age, color, religion,
creed, disability, marital status, veteran status, national origin, race, gender, genetic
predisposition or carrier status, or sexual orientation in its educational programs,
services and activities. Portions of this publication can be made available in a variety
of formats, including braille, large print or audio tape, upon request. Inquiries
concerning this policy of nondiscrimination should be directed to the Departments
Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. |
92-82706
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