CoAlt Administration Training

1. CoAlt Administration Training 2011 – 2012 Please sign and return your confidentiality forms.

2. Introductions The best job I ever had was...   The worst project I ever worked on was... The riskiest thing I ever did was...

3. Training Objectives Assessment Program system overview The Alternate Assessment Qualifying for the Alternate Administration

4. In your folder PowerPoint Training Test Examiner Protocol Training Item Supplemental Feedback Form

5. Colorado Assessment System Office of Student Assessment Achievement College Entrance National and State Trends EnglishLanguage Acquisition TCAP COACT NAEP CELApro 11th Grade - Alternate ESSU CELAplace LCEU CoAlt Slide # 5

6. CTB McGraw-Hill Office of Student Assessment DAC School Assessment Coordinator Test Examiners

7. Exceptional Student Services Unit Office of Student Assessment How do I administer the test? Who must take the test? What test materials do I need? How do I identify students? What Accommodations are allowed? What do I do with the results? What labels do I use? Instructional guidance…. How long will each session take? How do I write an IEP? Processes for getting clean, valid data. Now that I have the data…what next? Mira Monroe 303.866.6709 ESSU 303.866.6600

8. Communication

9. CoAlt Standards-based assessment Measures students progress towards the Expanded Benchmarks Provides a picture of student performance Indicates individual student progress towards the content areas

10. Standardized This means… all students will have the same test content, resources, directions, testing conditions, and rating procedures one score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado There is flexibilityin the assessment within the standardization through the use of CoAlt Expanded Accommodations It is all about a valid and reliable assessment.

11. Eligibility Pages 9 – 10 of the Colorado Accommodations Manual Must meet all 4 criteria Each content area must be looked at individually For questions regarding eligibility please contact ESSU

12. The criteria for CoAlt eligibility states:   Evidence of a Significant Cognitive Disability The student exhibits a significant cognitive disability as determined through empirical evidence (educational testing results, evaluation team results, etc.) and it is documented on the IEP. Students who qualify will have significant cognitive impairments, commensurate abilities in the content areas and adaptive behavior impairments. * Note: Students with overall cognitive and/or adaptive behavior abilities within the average range are not considered significantly cognitively disabled It is important to stress that the IEP team build a body of evidence to support or not support the confirmation of a significant cognitive disability.   Empirical evidence may include an IQ test, but is not limited to such testing, as such standardized measures have a margin of error.  As such, it is important that in situations where the IEP team has testing information that does not produce a confident result, further evidence is gathered to confirm the decision that the student does or does not have a significant cognitive disability.

13. Data Use Recommended that teachers use GRT data, which show Levels of Independence, and Content Knowledge in considerations for classroom instruction Resolved scores can show an overview of student progress

14. 2011 - 2012 Testing Window February 2 – March 23 Content Areas and Grades : • Grades 3-10 Reading/Writing and Math • Grades 5, 8 and 10 Science

15. Scheduling • Read through Examiner’s Manual Preparation of Expanded Accommodations • Read through Item Presentation Protocol Individual administration No time limits or restrictions on time Allow time for breaks

16. Space for giving the assessment Not disrupted by other students/staff Limited distractions Space for storing accommodations Environment

17. Test Security The following items must be secured: • Item Protocols • Student Materials • Accommodated student materials • Rating Forms

18. Test Security Documented chain of custody must be maintained Item Protocols must not be reproduced Student responses must not be recorded anywhere other than in the Item Presentation Protocol and the Rating Form. You may not record any information during testing, including notes for IEPs. No cell phones, digital cameras or video cameras in the testing room during testing.

19. What arrives at the District from CTB Pizza Box Pizza Box Math Manipulatives Test Examiner Protocol Student Supplemental

20. Test Examiner Test examiner must be a certified educator Test examiner should be the person who knows the student best Test examiners must be trained annually Para professionals may be present but may not administer the assessment (anyone in the assessment environment should be trained)

21. Expanded Accommodations Acceptable: CoAlt Expanded Accommodations Physical tools used by the student and/or teacher to provide greater access to the content or in facilitating student responses. For each item the test examiner must be aware of the indicator being assessed Not Acceptable: Modifications Changes what is being measured. Example: reading the reading passages of the assessment

22. Expanded Accommodations

23. Expanded Accommodations

24. Expanded Accommodations

25. Expanded Accommodations

26. Important to Note Accommodations used during instruction should be the accommodations used during assessment as long as they do not invalidate what is being measured. The test examiner must read the indicator being assessed to ensure that the CoAlt Expanded Accommodation being provided does not invalidate what is being measured.

27. Options for ELLEN students CoAlt Spanish Reading and Writing Grades 3 and 4 Identified as English Learner (NEP or LEP) Receiving instruction in Spanish, this year or last Student in ELA program 3 years or less (preschool and Kindergarten do not count) Documented on IEP

28. Options for ELLEN students Presentation in students native language: • Allowed: writing, math and science • NOT Allowed: reading Response in a language other than English: • Allowed: reading, math and science • NOT Allowed: writing CoAlt Expanded Accommodations that provide the linguistic support the student needs and do not invalidate what is being assessed.

29. Documentation of Accommodation None Assistive technology Braille Eye gaze Modified picture symbols Objects Sign Language Translated into student’s native language Other Must be used in instruction 90 days prior to assessment Must be documented on the student’s IEP More than one may be bubbled on the data grid If no accommodations are used NONE must be bubbled

30. Prepare your Practice Cards Find your elbow partner and introduce yourself. Between the two of you, create one set of practice cards by taking 3x5 cards and labeling them: 1 – NR 3 – I 2 – I 4 – I 4 – C 2 – C 3 – C Short Break

31. Introduction Video

32. Using the Item Presentation Protocol

33. Test Administration Test Examiners record two pieces of information:

34. No Response No Response • Assumes non engagement • Must have LOI 1 filled in

35. Level of Independence 4 Levels • Level Four – Independent • Level Three – Partial Independence • Level Two – Limited Independence • Level One – No Response The level of support needed to engage the student in the assessment task

36. Level 4 Protocol: Follow the item prompt on the Examiner’s Page, using the student’s usual mode of expressive communication. If the student does not respond to the prompt: • repeat the same item prompt, or • simplify*** Mark Level 4 Mark Student Response • (Incorrect or Correct) OR GO ON to Level 3 if student is unable to respond/complete the task

37. Simplify ***Simplify- unfamiliar terminology used in the item prompt using synonyms which provide the student opportunity to demonstrate skill/understanding without invalidating the construct This may be used for LOI 4 only.

38. Level 4 Video

39. Level 3 Protocol: provide the student with additional information to encourage engagement in the task OR ask questions which encourage the student to think further about the task Mark Level 3 Mark Student Response (Incorrect or Correct) OR GO ON to Level 2 if student is unable to respond/complete the task

40. Level 3 Video

41. Level 2 Protocol: Direct the student to the answer by modeling correct response, such as using a: • verbal prompt; OR • gestural prompt; OR • physical prompt The student must then independently provide a response (correct or incorrect). Mark Level 2 Mark Student Response (Incorrect or Correct) OR GO ON to Level 1 if student is unable to respond/complete the task

42. Level 2 Video

43. Level 1 Mark this only when the student is unable to respond or complete the task even after Level 2. Mark Level 1 Mark “No Response”

44. Level 1 Video

45. Practice Team with your elbow partner. Take the 3x5 cards and write combinations. Using the training materials provided practice scoring responses. The “student” draws a combo card, and does not show the “teacher.” The teacher presents the item, and the student answers based on the combo card. Continue until you have gone through each item and then switch roles. 1 – NR 3 – I 4 – C 2 – C 4 – I 2 – I 3 – C

46. Scoring Accurate scores • Ensuring accurate transfer All assessments are scored by CTB Each student must receive two data points for a valid score

47. Rating Form Video

48. No Scores If more than 15% of responses are marked as invalid, the student receives a “no score”

49. Invalid Combination Invalid Combination: Student response of “Other” and an LOI of 1

50. Invalid Combination Invalid Combination: Student Response and LOI is blank