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CSAPA Administration Training

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CSAPA Administration Training

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    1. CSAPA Administration Training 2010 - 2011

    2. Training Objectives The Colorado Student Assessment Program system overview The Alternate Assessment Qualifying for the Alternate Giving the Alternate

    3. Colorado Assessment System

    6. Communication

    7. CSAPA Standards-based assessment Measures students progress towards the Expanded Benchmarks Meant to provide a picture of student performance Individual progress towards the content areas

    8. 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 flexibility in the assessment within the standardization through the use of CSAPA Expanded Accommodations

    9. 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 call Dena Bethel

    10. 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

    11. 2010 - 2011 Testing Window February 2 – March 25 Content Areas and Grades assessed in 2010 - 2011: Grades 3-10 Reading/Writing and Math Grades 5, 8 and 10 Science

    12. 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

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

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

    15. 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.

    16. 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)

    17. Expanded Accommodations Acceptable: CSAPA 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

    18. Expanded Accommodations

    19. Expanded Accommodations

    20. Expanded Accommodations

    21. Expanded Accommodations

    22. 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 CSAPA Expanded Accommodation being provided does not invalidate what is being measured.

    23. Options for ELLEN students CSAPA 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

    24. 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 CSAPA Expanded Accommodations that provide the linguistic support the student needs and do not invalidate what is being assessed.

    25. 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

    26. Introduction Video

    27. Using the Item Presentation Protocol

    28. Test Administration

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

    30. 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

    31. 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

    32. 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.

    34. 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

    36. 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

    38. 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”

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

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

    43. Invalid Combination

    44. Invalid Combination

    45. Invalid Combination

    46. Valid Response

    47. Valid Combination

    48. Who to call first: Assessment Materials and Shipping CTB/McGraw-Hill Help Desk 800-994-8557 Assessment Administration Questions Office of Standards and Assessments (303) 866-6929

    49. Contacts at CDE Program and instruction for students with disabilities Dena Bethel, ESLU Bethel_D@cde.state.co.us 303-866-6863 CSAPA administration Mira Monroe, OSA Monroe_M@cde.state.co.us 303-866-6709 Program and instruction for English Learners Joanna Bruno, OLCE Bruno_J@cde.state.co.us 303-866-6870 CELApro administration Liliana Graham, OSA Graham_L@cde.state.co.us 303-866-6634

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