CoAlt: Reading, Writing and Mathematics Administration Training

1. CoAlt: Reading, Writing and MathematicsAdministration Training 2013 - 2014

2. Training • Assessments 2013 – 2015 • Communication • Qualifying for the Alternate • Dual Assessment • Overview of the CoAlt: Reading, Writing and Mathematics • Administration 2

3. Spring 2014 This is the last year for the current version of the alternate assessment for reading, writing and mathematics. 3

4. Communication Protocol According to the communication protocol: test proctors talk to school assessment coordinators; who talk to district assessment coordinators; who talk with the Assessment Unit or CTB-McGraw Hill. The Assessment Unit communicates with District Assessment Coordinators to ensure a consistent message is given to districts. 4

5. http://www.cde.state.co.us/assessment/coaltassess Information on the CoAlt: Reading, Writing and Mathematics assessments can be found at: http://www.cde.state.co.us/assessment/coaltassess. 5

6. CoAlt Questions 6

7. Alternate Standards and Assessment Eligibility Criteria Worksheet Only students with a significant cognitive disability are eligible for instruction and assessment based on the Extended Evidence Outcomes of the Colorado Academic Standards. General Standards → TCAP Alternate Standards → CoAlt • Eligibility is determined by the IEP team • 1stDetermine Academic Standard • 2ndDetermine Assessment • IEP teams do not determine if a student participates in state assessments; only how a student participates in state assessments. 7

8. Eligibility – Dual Assessment Typically a significant cognitive disability is pervasive in nature and the student will take an alternate assessment in each content area tested. In rare cases, the IEP team may submit a Request for Dual Assessment in order for the student to take the general summative assessment in certain content areas with or without accommodations. 8

9. Eligibility – Dual Assessment DLM will not allow for split testing, thus next year splitting English Language Arts and Mathematics is not an option Typically a significant cognitive disability is pervasive in nature and the student will take an alternate assessment in each content area tested. In rare cases, the IEP team may submit a Request for Dual Assessment in order for the student to take the general summative assessment in certain content areas with or without accommodations. 9

10. Windshield Check 10

11. Overview of the CoAlt: Reading, Writing and Mathematics • Standards-based assessment • Measures students progress towards the Expanded Benchmarks • Provides a picture of student performance • Indicates individual student progress towards the academic content areas of Reading, Writing, and Mathematics 11

12. Preparing students for the CoAlt Academic Content Standards Extended Standards Curriculum Instruction and Practices Alternate Assessment 12

13. Designed specifically for students with significant cognitive disabilities who are instructed on alternate standards. 13

14. Standardized It is all about a valid and reliable assessment. 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 14

15. Windshield Check 15

16. Scheduling • Read through Examiner’s Manual • Preparation of Expanded Accommodations • Read through Item Presentation Protocol • Student materials are available electronically to DACs via CTB Navigator – late January • Individual administration • No time limits or restrictions on time • Allow time for breaks 16

17. Environment • Space for giving the assessment • Not disrupted by other students/staff • Limited distractions • Space for storing accommodations • These are secure materials 17

18. Test Security The following items must be secured: • Item Protocols • Student Materials • Accommodated student materials • Rating Forms Any electronic student materials or student answers must be securely removed from technology used. 18

19. Documented Chain of Custody • Procedures Manual page 33 • The SAC is responsible for the distribution and collection of CoAlt: R, W & M materials to and from test examiners each day of administration • Test materials must not be stored in classrooms in advance of or following the administration. • CoAlt: R, W & M Expanded Accommodations must be returned to the SAC and secured on a daily basis. 19

20. Ethics Maintain security of all CoAlt materials before, during, and after the assessment. Thoroughly review the test examiner manual, and all accompanying materials prior to testing. Understand the procedures needed to administer the assessment. Avoid any conditions in the preparation and administration of the CoAlt that might invalidate the results. Ensure that any eligible student is not excluded from taking the CoAlt. Ensure that all students who need an accommodation are afforded one according to Colorado policies and procedures. Protect the rights to privacy of all examinees. Avoid actions or conditions that would permit or encourage an individual to receive scores that misrepresent their actual levels of achievement. 20

21. Is it an acceptable practice to check out materials to a Special Education teacher at the beginning of the week and collecting them at the end of the week so testing can be completed as time is available throughout the day? 21

22. Test Examiner • Test examiner must be a certified SPED 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) 22

23. Materials • District print Test Examiner manual One Box per Student 23

24. There is no limit to accommodations that can be used during instruction to access content.Assessmentaccommodations are aboutaccessingthe assessment without changing theconstruct.

25. Assessment accommodations can not change what is being assessed • Mathand Writing can be read to this student. • Reading of the Reading Test is not allowed because that would assess oral comprehension (understanding what you hear). 25

26. Expanded Accommodations • 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. 26

27. Expanded Accommodations • The Colorado Accommodations Manual provides some indications of common Expanded Accommodations for CoAlt. • Material Size • Contrast Levels • Concrete objects • Cutting the pictures apart • AT devices Expanded accommodations must not cue students to the correct answer. 27

28. Expanded Accommodations 28

29. Accommodations for CoAlt • Don’t Read the Reading Test • Don’t Translate the Reading Test into a language other than English • Don’t Write the Writing Test • Don’t Translate a student’s writing from a language other than English on the Writing Test • Don’t Reduce the number of answer choices 29

30. Remember Accommodations used during instruction should be the accommodations used during assessment as long as they do not invalidate what is being measured. 30

31. Options for CLD students w/D 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 • Not a Spanish Literacy assessment 31

32. Options for CLD students w/D • Presentation in students native language: • Allowed: writing and math • NOT Allowed: reading • Response in students native language: • Allowed: reading and math • NOT Allowed: writing CoAlt Expanded Accommodations that provide the linguistic support the student needs and do not invalidate what is being assessed. 32

33. Documentation of Accommodations on the student data grid • 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 • If an accommodation is used that is not listed OTHER must be bubbled 33 • None • Assistive technology • Braille • Eye gaze • Modified picture symbols • Objects • Sign Language • Translated into student’s native language • Other

34. IEP Documentation Accommodations used during instruction and on assessments must be specifically documented on the students IEP, and based on use and effectiveness in the appropriate sections. “All allowable accommodations” - What does this mean? 34

35. All Allowable Accommodations 35

36. Windshield Check 36

37. Introduction

38. Using the Item Presentation Protocol

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

40. Other • Look at these pictures of coins. Show me the coin that is a quarter. • I like cheese.

41. No Response • No Response (NR) • Assumes non engagement • Must have LOI 1 filled in

42. 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

43. 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

44. 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.

45. Simplify • These puppies are sitting on the couch. • These dogs are sitting on the sofa.

46. 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

47. Level 4

48. Level 3 Protocol: • provide the student with additional informationto encourage engagement in the task ORask questionswhich 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

49. Engage Helen. When you went to the store last night with your mother, she used money to buy groceries. We use money to buy things. Look at these pictures of coins. Show me the coin that is a quarter.

50. Level 3 Protocol: • provide the student with additional information to encourage engagement in the task ORask 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