Here are documents about the PAAP downloaded from the state education website. They are located below the outline.

Maine's Personal Alternative Assessment Portfolio (PAAP) is used to inform teaching and learning of students with the most significant cognitive disabilities, for accountability of student learning, and to measure student progress towards the MLRs. Alternative assessment results should improve the creation of and use of standards based curriculum, daily instruction and student learning. They should measure what students are actually being taught.

Personal Alternative Assessment Portfolio (PAAP)
I. What is it?
-alternative assessment to Maine’s state assessments, the New England Common Assessment Program (NECAP), the Maine Educational Assessment of Science [MEA/Science], the Maine High School Assessment [MHSA], and the PSAT/NMSQT)
-academic achievement assessment aligned with the Maine Learning Results and grade level expectations in reading, writing, mathematics, and science
-tasks on the PAAP are aligned with grade level expectations of all general education children through the use of alternative grade level expectations

II. Who is it for?
-“students with the most significant cognitive disabilities” of varying disabilities (ex. MR, Multiple Disabilities, Autism)
-students with limited language skills, who can use assistive technology such as AAC devices to communicate, who communicate at the presymbolic level or emerging language level
-students with significant medical issues and/or physical limitations
-students who are unable to take the Maine’s regular education assessment with or without accommodations
-these students account for approximately 1% of student population who take the state assessments

III. Why?
IDEA and NCLB require all students, including those with the most significant disabilities to be included in the state’s common assessment system.

IV. PAAP Basics

-written on continuum of levels of complexity (8 levels)
- how a student demonstrates understanding of the reading or math AGLEs is described under each level of complexity
-refer to pgs 4-5 in the handbook

Task bank
-refer to pgs 7-8 in handbook

-occurs in the fall of each school year (1-2 day training)
-Starting this school year (2009-2010), teachers are required to administer Reading AGLE/lndicator A1 for all students taking the PAAP in grades 2 – 7, 10, and their third year of high school.
-Assessment window is from December 1st to April 30th (5 months)

-Each student’s AGLE/Indicator is assessed as a complete entry and is scored based on three variables: level of complexity, level of accuracy, and level of assistance.
-See pg 26 in the handbook

Meeting AYP

V. Most helpful to teachers and scoring
Yearly training

Teacher completes the tasks with students
-varied levels of assistance allowed
-levels 1-3, from modeling to independence
-level of assistance impacts score

Using the task bank
-accessed online with a user name and password

Making sure your PAAPs are organized, corrected, and scored as instructed

For your Information

If you go the following website materialstools/index.htm you will find a concise presentation of how to identify students who should take the PAAP. Under the PAAP tutorials heading, click on the multimedia flash presentation. This presentation was written in 2008-2009 and is a little outdated. However, it still provides useful information.

Tools to Help Determine Who Should Take the PAAP
PAAP Flow Chart
Sample Items and Responses
Reviewing a Student’s Current Achievement Level
Maine Alternative Achievement Standards

Maine's Alternative Grade Level Expectations 09-10

PAAP Administration Handbook 09-10

PAAP Table of Contents for Student's Portfolios

Alternate Achievement Level Descriptors for Reading

Alternate Achievement Level Descriptors for Math