CoAlt: Reading, Writing and Mathematics Administration Training

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

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

Communication Protocol 4 Test Proctor School Assessment Coordinator DAC CTB / McGraw Hill CDE The Assessment Unit communicates with District Assessment Coordinators to ensure a consistent message is given to districts. 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.

coaltassess 5 Information on the CoAlt: Reading, Writing and Mathematics assessments can be found at:

CoAlt Questions 6 Test administration Test materials Allowable accommodations Logistics Assessment Unit Eligibility Instructional guidance Data interpretation IEP documentation SPED Unit

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

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. Eligibility – Dual Assessment 8

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. Eligibility – Dual Assessment 9 DLM will not allow for split testing, thus next year splitting English Language Arts and Mathematics is not an option

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 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 Overview of the CoAlt: Reading, Writing and Mathematics 11

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

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

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 CoAlt Expanded Accommodations Standardized 14

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 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 Scheduling 16

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

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. Test Security 18

 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. Documented Chain of Custody 19

 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. Ethics 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?

 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) Test Examiner 22

 One Box per Student Materials 23  District print Test Examiner manual

There is no limit to accommodations that can be used during instruction to access content. Assessment accommodations are about accessing the assessment without changing the construct.

 Math and 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). Assessment accommodations can not change what is being assessed 25

 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. Expanded Accommodations 26

 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. Expanded Accommodations 27

Expanded Accommodations 28

 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 Accommodations for CoAlt 29

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

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 Options for CLD students w/D 31

 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. Options for CLD students w/D 32

Documentation of Accommodations on the student data grid 33  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  If an accommodation is used that is not listed OTHER must be bubbled

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? IEP Documentation 34

All Allowable Accommodations 35 BrailleSign LanguageNative Language ObjectsLarge PrintColor Overlays Low Vision Devices Audio Amplification Modified Picture Symbols Eye Gaze Assistive Technology Underlining/ Highlighting Math Manipulatives Preferred Writing Tool Noise Buffers Change of Location

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Introduction

Using the Item Presentation Protocol Training Item Procedure 1 (Math) Indicator Assessed Recognize coins and bills when given label PROMPT: Look at these pictures of coins. Prepare: Place Coins in front of student. Do not describe. PROMPT: Show me the coin that is a quarter. Student Response: __ A. indicates dime __ B. indicates quarter* __ C. indicates nickel __ D. indicates penny __ E. other __ F. no response Level of Independence: ___ Level 4 ___ Level 3 ___ Level 2 ___ Level 1

Test Administration Test Examiners record two pieces of information: Student Response: __ A. indicates dime  B. indicates quarter* __ C. indicates nickel __ D. indicates penny __ E. other __ F. no response Level of Independence:  Level 4 ___ Level 3 ___ Level 2 ___ Level 1

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

No Response  No Response (NR)  Assumes non engagement  Must have LOI 1 filled in

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

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*** 1. Mark Level 4 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 3 if student is unable to respond/complete the task

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.

Simplify  These puppies are sitting on the couch.  These dogs are sitting on the sofa.

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*** 1. Mark Level 4 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 3 if student is unable to respond/complete the task

Level 4

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 1. Mark Level 3 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 2 if student is unable to respond/complete the task

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.

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 1. Mark Level 3 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 2 if student is unable to respond/complete the task

Level 3

Level 2 Protocol:  Direct the student to the answer by modeling the 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). 1. Mark Level 2 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 1 if student is unable to respond/complete the task

Modeling  Helen this is a quarter.  Look at these pictures of coins. Show me the coin that is a quarter.

Level 2 Protocol:  Direct the student to the answer by modeling the 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). 1. Mark Level 2 2. Mark Student Response  (Incorrect or Correct) OR 1. GO ON to Level 1 if student is unable to respond/complete the task

Level 2

Level 1 Mark this only when the student is unable to respond or complete the task even after Level Mark Level 1 2. Mark “No Response” Student Response: __ A. indicates dime __ B. indicates quarter* __ C. indicates nickel __ D. indicates penny __ E. other  F. no response Level of Independence: __ Level 4 ___ Level 3 ___ Level 2  Level 1

Level 1

Rating Form

Scoring  Accurate scores o Accurate transfer  Once the forms have left the district, there is not another opportunity to “fix” invalid combinations  All assessments are scored by CTB  Each student must receive two data points for a valid score

No Scores If more than 15% of responses are marked as invalid, the student receives a “no score” on the GRT indicates an invalid test combination.

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

Invalid Combination Invalid Combination: Student Response and LOI is blank

Invalid Combination Invalid Combination: No response is marked along with an LOI of 2, 3, or 4

At what Level of Independence may the test examiner repeat the prompt without changing LOI? 1) Level 4 2) Level 3 3) Level 2

Quiz If the student provides a wrong answer at a level 4, the test examiner should: 1) Repeat the prompt 2) Provide additional information 3) Record the student’s response

Quiz At Level of Independence 3, the test examiner may do what additional activity? 1) Provide additional information to engage the student 2) Stop testing to provide time for the student to engage in testing 3) Repeat the prompt with simplified language

Quiz When should the test examiner go on to the next level of independence? 1) The student is tired 2) The student gives the wrong answer 3) The student does not respond

Quiz After presenting Level of Independence 2, what should the test examiner do if the student does not respond? 1) Gain the student’s attention and repeat the prompt 2) Use gestures to direct the student’s attention to the item 3) Mark the student’s Level of Independence as level 1