Now that you know what to test, it's time to figure out how to test it. The Alternate Assessment basically gives teachers the flexibility to design the test in ways that best reflect their students' abilities. EXCEPT that with the 2009-10 assessment FUNCTIONAL activities are no longer allowed. What does this mean?

The Clarifying Examples in the Extended Standards documents can provide you with ideas about how to apply the skills in real life settings. However, you are not limited to using the Clarifying Examples. In many cases, while the examples are excellent indicators of a student's skill level, it would either be impractical to try to use the example in the school system or outright impossible to obtain data as required by the assessment. In the end, the decision about the activities you choose to evaluate is strictly up to you (and Lisa Arndt as she has to approve the activities you propose to use).

There can be a high degree of variability between how students demonstrate understanding of the chosen skills. Take the following four students for example:

Students A, B, C and D are all being assessed on the Math indicator: Recognizes and/or identifies shapes.

Student A is provided with a variety of large objects with straight sides or curved sides. She requires assistance to tactily explore the objects. She is asked to use her communication system (single message voice output switches placed at right and left temples) to identify if the object explored is "straight" or "curved."

Student B is provided with a variety of blocks in the basic shapes of circle, triangle, and square. She is presented with an array of three at a time and asked to use her communication system (in this case eye gaze) to identify requested shapes.

Student C is provided with a container of everyday objects (dishes, toys, play food, etc.) in a variety of basic shapes. He is asked to search through the container to find items of a specific shape ("find a circle") and hand it to his partner.

Student D is provided with a computer program on Intellitools Classroom Suite that requires him to identify a requested shape from a choice of two photographs of familiar objects using a touchscreen.

Other activities to assess this skill might include: worksheets (circle the correct shape), a board or card game that requires shape identification (such as LOTTO), a shape version of I Spy, etc.

Other examples/case studies:

Some tips when choosing activities:

• Whenever possible use activities already integrated into the student's daily programming.
• If possible, use activities with built-in data systems. Examples might be worksheets or computer activities designed to keep track of student performance.
• Sometimes it is expedient to plan a special class activity, especially if you have several students being assessed on the same indicator. Art projects, science experiments, a group game, even a community outing can all be possibilities.
• It is a good idea to try to have more than one way for the student to demonstrate the skill. In general this is just good practice. In addition, sometimes plans don't work out as intended so it is good to have at least one back up.
• Don't be afraid to use a spontaneous situation as a piece of evidence.
• Remember that you don't have to assess each indicator separately. One activity may provide the opportunity to assess several indicators at one time.
• Keep in mind that for each piece of evidence you need to record a minimum of 5 instances that the student demonstrates the skill, so either choose activities that allow for multiple opportunities to demonstrate a skill in one session OR activities that occur frequently throughout the day or week so you can obtain enough data.

You also need to decide how you want to take data. There are several ways you can use to demonstrate the student's performance including: data sheets, work products, photographs, and audio/video.

The simplest data system, and probably the most commonly used, is a basic data sheet with or without graphs. Data can be recorded in a variety or formats including:

• +/-
• a rubric (see rules and cautions)
• tally marks
• other recording systems you use on a regular basis that indicate performance

Work products are also commonly and easily used. The most typical would be worksheets.  Other examples might include writing samples and complete art projects. It is a good idea to include a clear description of exactly what the work product is measuring and how it depicts the particular indicator/s selected.

Video and/or audio are less commonly used. This method can be time consuming and technically challenging to achieve. It can also be more difficult for evaluators to understand exactly what they are seeing and provide consistent scoring responses. In addition, video and audio should be accompanied by a data sheet to better explain what skills are being measured (so why not just use the data sheet). There are also numerous permission forms that have to accompany this format.

Tips for data systems:

• Keep your data system as simple and consistent as possible. It needs to be quick and simple to use and easily pass the "stranger test."
• Make sure to write down adequate details on the data sheet so you can complete the Evidence Label later.
• Remember that all the data you collect will be compiled into a portfolio. Each piece of data will also have an Evidence Label. Try to use a system that is easily accommodated in this format. You will also need to store the portfolios with all evidence for 3-5 years. This may be challenging with some work products.
• Train your paras on the data system and state assessment procedures. This is especially important if you are giving more than one alternate assessment and/or assessing more than one student using the portfolio. This process is extremely time consuming so the more help you have the better.
• Consider taking raw data in a data notebook or other rough draft form. The data can then be transferred with all relevant information to a more formal data sheet or even directly to the Evidence Label. This results in a neat, more professional looking portfolio and makes the job of scoring easier.