| Background and Demographics (B&D) | |||
| Key Concepts | Source | Multiple question? | Question Text (and ISI question number) |
| 1. Teacher | CIS | 1.A.1 What are the grade-level bands for most students in your classroom or on your case load? | |
| 1.A.2 How many students are in your classroom or on your caseload? | |||
| PCR 1 | 1.A.4 How many years have you been teaching reading/English language arts/mathematics/science/students with significant cognitive disabilities? | ||
| PCR 1 | 1.A.5 What is the highest degree you hold? | ||
| PCR 1 | 1.A.6 What certifications do you possess? | ||
| PCR 1 | 1.A.7 Do you hold any teaching license with a concentration in reading/English language arts/mathematics/science/Special education? | ||
| NSAAS | 1.A.3 How many of the students in your classroom or on your caseload will take the alternate assessment this school year (2008-09)? | ||
| 2. Student | CIS | 2.1 Which of the communication levels listed best reflects the highest level at which the target student currently communicates? (Check one box) [3 levels of symbolic communication] | |
| 2.2 What is the target student’s chronological age? (circle one) | |||
| 2.3 What is the target student’s assigned grade level? (circle one) | |||
| LCI | 2.6 Is your target student an English language learner? | ||
| 2.7 Does your target student use an augmentative communication system in addition to or in place of oral speech? | |||
| 2.8 Receptive Language | |||
| 2.9 Vision | |||
| 2.10 Hearing | |||
| 2.11 Motor | |||
| 2.12 Engagement | |||
| 2.13 Health Issues and Attendance | |||
| 2.14 Reading | |||
| 2.15 Mathematics | |||
| NSAAS/ CIS | 2.5 Please describe the disability of the target student. Provide the primary disability in the first column. In the second column, provide all disabilities (including the primary disability). | ||
| NSAAS | 2.4 At what grade level is the target student currently performing? |
| Clear Expectations and Motivation (E&M) | |||
| Key Concepts | Source | Multiple question? | Question Text (and ISI question number) |
| Teacher’s understanding and support of academic content and achievement standards | |||
| 1. Do the teachers have sufficient knowledge of the academic content standards? | CIS | PCR 1 | 1.B.2 During the past 12 months, how much time have you spent engaged in professional development in each of the following areas: o Reading/English language arts content standards o Math content standards o Science content standards? |
| NSAAS | 1.C.3 To what extent do you agree or disagree with each of the following statements: o I have a clear understanding of the content standards in my state in reading/English language arts, mathematics, science |
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| 2. Do teachers support academic content instruction and accountability for students with significant cognitive disabilities? | NSAAS | 1.D.1 The alternate assessment measures the skills and knowledge that are specific to the instructional needs of students with significant cognitive disabilities (agree/disagree) | |
| 1.D.7 To what extent do you agree or disagree with each of the following statements? (Check one box in each row) o Students with significant cognitive disabilities benefit from inclusion in the accountability system. o It is important that students with significant cognitive disabilities receive academic instruction. |
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| Other stakeholder understanding and support | |||
| 3. Do district and school leadership personnel support academic content standards and alternate assessments for students with signficant cognitive disabilities? | NSAAS | E&M 7a | 1.C.1 The following are some common conflicts experienced by teachers providing instruction to students with significant cognitive disabilities. How great a challenge is each of these conflicts for you? o Time to teach versus time to conduct the alternate assessment o Teaching academic standards versus students’ other skill areas o Student individual needs versus state expectations for academic achievement o Parental preferences versus requirements of alternate assessment o Routine duties and paperwork versus time with the student |
| PCR 4 | 1.D.1 I have the resources I need to provide academic instruction to students with significant cognitive disabilities in reading/language arts, mathematics, science (agree/disagree) | ||
| 1.D.2 Which of the following kinds of support have you received to help with alternate assessment administration and assembly? (Check all that apply) o Reduced or flexible teaching schedule o Common planning time or collaboration with other teachers administering/assembling the alternate assessment o Extra classroom assistance (e.g., teacher aides) o Regular supportive communication with your principal, other administrators, or department chair o Guidance or assistance from another teacher o Release time from instruction through the provision of a substitute |
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| 4. Do students understand and support the use of alternate assessments? | NSAAS | 1.D.4 Regarding your students and their parents, to what extent do you agree with the following statements? (agree, disagree, don't know) o My students are aware of the alternate assessment process. o My students understand the meaning of the alternate assessment scores |
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| 5. Do parents understand and support the use of alternate assessments? | NSAAS | PCR 3 | 1.D.4 Regarding your students and their parents, to what extent do you agree with the following statements? (agree, disagree, don't know) o Parents of my students understand the results from the alternate assessment. o I am able to interpret the results of the alternate assessment for parents. |
| Clear Expectations | |||
| 6. Do alternate assessments and state content standards set expectations that influence teachers? | CIS | 1.C.5/7/9 How much does each of the following influence what you teach in reading/English language arts/mathematics/science classes? (Check one box in each row) o State reading/English language arts/mathematics/science content standards o State reading/English language arts/mathematics/science curriculum frameworks or guidance documents for curriculum scope and sequence o Textbooks and instructional materials used in general education o State alternate assessment requirements o State alternate assessment results from previous years o Reading/English language arts/mathematics/science content, materials, and/or activities used by general education teachers in my school o Training from my degree program (undergraduate or graduate) o Students’ needs as documented on IEPs o School or district initiatives or priorities o Principal or other administrator expectations o Professional development experiences o Classroom assessment results (e.g., curriculum based assessment) o Instructional materials for students with significant cognitive disabilities |
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| NSAAS | 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o I use academic curriculum more as a result of the alternate assessment. |
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| 7a. Do teachers perceive expectations as clear, consistent and challenging (for teachers)? | NSAAS | E&M 2 | 1.C.1 The following are some common conflicts experienced by teachers providing instruction to students with significant cognitive disabilities. How great a challenge are each of these conflicts for you? o Time to teach versus time to conduct the alternate assessment o Teaching academic standards versus students’ other skill areas o Student individual needs versus state expectations for academic achievement o Parental preferences versus requirements of alternate assessment o Routine duties and paperwork versus time with students |
| 7b. Do teachers perceive expectations as clear, consistent and challenging (for students)? | NSAAS | E&M 8 | 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o Alternate assessment scores reflect the actual achievement of the students. o Alternate assessment scores accurately reflect student progress. o The state sets high expectations for students through the alternate assessment process. o Students with significant cognitive disabilities can meet the expectations set by the state. |
| Results from Alternate Assessments Guide Instruction | |||
| 8. Do alternate assessments provide guideposts for teaching and programs? | NSAAS | 1.D.3 Regarding results from the alternate assessment, to what extent do you agree with the following statements? (Check one box in each row) o I receive results from the alternate assessment in time for IEP development. o The alternate assessment provides me information that is used for IEP development. o I receive results from the alternate assessment in time for instructional planning during the following year. o Results from the alternate assessment accurately reflect the performance of my students at their various ability levels. o Results from the alternate assessment are used by my school and/or district to make decisions about resources (e.g., funds, staff, curricular materials, assistive technologies). |
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| E&M 7b | 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o Alternate assessment scores reflect the actual achievement of the students. o Alternate assessment scores accurately reflect student progress. |
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| Consequences and Interventions | |||
| 9. Do teachers perceive accountability rewards and punishments associated with alternate assessments? | NSAAS | 1.D.3 I worry about the evaluation of my teaching because of the performance of my students with significant cognitive disabilities on state and/or local tests (agree/disagree) | |
| 1.D.5 Are alternate assessment results included in the following? o Teacher performance evaluations o School improvement plans |
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| 1.D.6 Which of the following can happen in your school or district as a result of alternate assessment outcomes of students in your classroom? (Check all that apply) [Note: School or district leaders may include school principals, school or district administrators, or teacher leaders.] o A school or district leader observes content delivery in my classroom. o A school or district leader provides me with feedback. o A school or district leader reviews my lesson plans in academic content areas. o Additional resources are provided to me to improve student performance. o Additional staff is provided to me to improve student performance. o Professional development (e.g., workshops or events) is provided to me to improve student performance. o Other (Specify _________________________) o There are no consequences or interventions in my school that result from alternate assessment outcomes. o I don’t know whether any consequences and interventions relate to alternate assessment outcomes. |
| Professional Capacity and Resources (PCR) | |||
| Key Concepts | Source | Multiple question? | Question Text (and ISI question number) |
| Professional Capacity | |||
| 1. Do teachers have knowledge and skills for delivering instruction in academic content areas? | CIS | B&D 1 | 1.A.4 How many years have you been teaching reading/English language arts/mathematics/science/students with significant cognitive disabilities? |
| B&D 1 | 1.A.5 What is the highest degree you hold? | ||
| B&D 1 | 1.A.6 What certifications do you possess? | ||
| B&D 1 | 1.A.7 Do you hold any teaching license with a concentration in reading/English language arts/mathematics/science/Special education? | ||
| 1.B.2 During the past 12 months, how much time have you spent engaged in professional development in each of the following areas: o Instructional strategies in teaching reading/English language arts o Instructional strategies in teaching math o Instructional strategies in teaching science |
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| E&M 1 | 1.B.2 During the past 12 months, how much time have you spent engaged in professional development in each of the following areas: o Reading/English language arts content standards o Math content standards o Science content standards? |
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| 2. Do teachers have knowledge and skills to deliver academic instruction for students with significant cognitive disabilities? | CIS | B&D 1 | 1.A.4 How many years have you been teaching reading/English language arts/mathematics/science/students with significant cognitive disabilities? |
| OTL 1 | 1.C.4/6/8 How often do you use the following types of assessments in reading/English language arts /mathematics/science classes? o Objective questions (e.g., true/false, multiple choice, yes/no) o Performance on-demand (e.g., task analysis steps, repeated trials, incidence recording) o Teacher observation (e.g., anecdotal or descriptive data) |
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| NSAAS | 1.B.1 How well prepared do you feel to do each of the following activities? o Develop standards-based IEP goals in academic content o Embed nonacademic skills within standards-based instruction |
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| 1.C.2 Which approaches do you use in teaching academic content standards to students with significant cognitive disabilities? (Check all that apply) o Adapt the general academic curriculum content used with younger children o Adapt the general academic curriculum content of each student's grade level o Include academic content in daily living routines o Use the examples provided by the state (e.g., teaching activities, state curriculum, or lesson plans) |
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| 1.C.3 To what extent do you agree or disagree with each of the following statements: o I am prepared to adapt academic curriculum for students with significant cognitive disabilities in: reading/language arts, mathematics, science |
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| 1.C.3 To what extent do you agree or disagree with each of the following statements: o I feel capable of providing academic instruction to students with significant cognitive disabilities in: reading/language arts, mathematics, science |
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| 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o I understand the learning characteristics of each of my students. o I am prepared to identify the most effective instructional strategies for each student. |
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| 3. Do teachers have knowledge and skills to administer and interpret alternate assessments? | NSAAS | 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o I understand the alternate assessment process. o I am well prepared to administer the alternate assessment. |
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| E&M 5 | 1.D.4 Regarding your students and their parents, to what extent do you agree with the following statements? (agree, disagree, don't know) o I am able to interpret the results of the alternate assessment for parents. |
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| Resources | |||
| 4. Do teachers have the resources needed to administer and apply alternate assessments and provide academic instruction to students with significant cognitive disabilities? | NSAAS | 1.B.3 Below is a list of resources commonly used to prepare individuals to administer and/or assemble alternate assessments. First indicate which resource(s) you used. Second, for resources that you did use, indicate whether they were useful. o Administration manuals and guidance (e.g., web-based or hardcopy materials) o Web-based training event or module o Face-to-face training (provided by the state, a regional agency, or the district) o In-person resources (such as a school or district alternate assessment coordinator or other technical assistance) |
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| E&M 3 | 1.D.1 I have the resources I need to provide academic instruction to students with significant cognitive disabilities in reading/language arts, mathematics, science (agree/disagree) | ||
| 1.D.7 Indicate your level of agreement with each of the following statements. (Check one box in each row) o I have adequate resources to conduct the alternate assessments. |
| Opportunity to Learn Academic Content (OTL) | |||
| Key Concepts | Source | Multiple question? | Question Text (and ISI question number) |
| 1. Do students with signficant cognitive disabilities who participate in alternate assessments based on alternate achievement standards have the opportunity to achieve proficiency on academic standards? | NSAAS | PCR 2 | 1.C.4/6/8 How often do you use the following types of assessment in Reading/English language arts/math/science classes? (Check one box in each row) o Objective questions (e.g., true/false, multiple choice, yes/no) o Performance on-demand (e.g., task analysis steps, repeated trials, incidence recording) o Teacher observation (e.g., anecdotal or descriptive data) |
| 2.16 Who plans the instruction for the identified target student in each of the following subject areas? (Check all that apply) o Reading/English language arts (i.e., reading, writing, and/or communication) o Math o Science o Social studies o Arts (e.g., visual, performing, music) o Health and/or physical education o Nonacademic content and skills (e.g., life skills, vocational development) o Other (Specify ______________) |
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| 2.17 Who delivers instruction for the identified target student in each of the following subject areas? (Check all that apply) o Reading/English language arts (i.e., reading, writing, and/or communication) o Math o Science o Social studies o Arts (e.g., visual, performing, music) o Health and/or physical education o Nonacademic content and skills (e.g., life skills, vocational development) o Other (Specify ______________) |
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| 2.18 Over the last 30 days, how often did the target student receive instruction in the following content areas? Please note that a single lesson may address multiple content areas simultaneously. (Check one box in each row) o Reading/English language arts (i.e., reading, writing, and/or communication) o Math o Science o Social studies o Arts (e.g., visual, performing, music) o Health and/or physical education o Nonacademic content and skills (e.g., lifeskills, vocational development) o Other (Specify ______________) |
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| 2.19 Over the last 30 days, how often did the target student receive instruction related to the following content standards? Please note that a single lesson may address multiple content standards simultaneously. (Check one box in each row) State-specific list of content standards. |
| File Type | application/vnd.ms-excel |
| Author | david.malouf |
| Last Modified By | Anne-Marie Guzman |
| File Modified | 2008-10-23 |
| File Created | 2008-05-27 |