1. DLM Alternate Assessment Test Administration Webinar March 2016

2. 2 Overview of the Session 1.Timeline 2.Roles and Responsibilities 3.Required Training 4.Assessment Design and Delivery 5.Educator Portal for Test Administrators 6.Practice Activities & Released Testlets 7.Data Cleanup

3. 3 TIMELINE 2/29 Complete Training 2/22 Complete Student Rosters 2/29 First Contact Survey/PNP District Data Cleanup 3/21-5/6/16 Test Window

4. 4 ROLES & RESPONSIBILITIES

5. 5 ROLES AND RESPONSIBILITIES RoleResponsibilities Data Steward Manage teacher, student, and roster data in Educator Portal. Technical Liaison Verify that the network and testing devices are working. Provide technical support for Educator Portal and KITE using troubleshooting information provided on the DLM webpage. Test Coordinator Work with Data Steward, coordinate test administration, oversee & monitor training, communicate with team members on tasks Test Administrator (Examiner, Teacher, etc.) Complete Personal Needs and Preferences (PNP) Complete all required training Prepare students for the assessment Administer the DLM assessment

6. 6 REQUIRED TEST ADMINISTRATOR TRAINING

7. 7 Required Training Delivered in Moodle Educators registered by DLM manually (using EP user information) Options for new vs. returning test administrators Successfully complete all requirements = prerequisite for access to student login information

8. 8 Training New Teacher Training 4 parts – less than 4 hours total Available in self-directed and facilitated formats (states decide which to use) Covers critical content for managing and delivering the assessment Required for all new test administrators – No tests delivered without it Returning Teacher 1 module, less than 1 hour Available in self-directed and facilitated formats (states decide which to use) Covers a variety of topics to support academic instruction Required for all returning test administrators – No tests delivered without it

9. 9 Guides http://dynamiclearningmaps.org/alaska http://dynamiclearningmaps.org/alaska Guide to Required Training – For participants (test administrators) – Overview of what is expected (content, course design) – How-to for Moodle Facilitator Guide to Required Training – Short overview of content & responsibilities – How-to for Moodle (same as participant guide + facilitator resources area)

10. 10 ASSESSMENT DESIGN & ADMINISTRATION

11. 11 Test & Design ELA/Math Required annually for grades 3–10 Year-End Assessment March 21 – May 6 Each testlet contains items from one or more Essential Elements Math and reading: – 3-8 items + engagement activity – Total of 6-7 testlets (math) – Total of 4-6 testlets (ELA) Writing: – Structured activity with several steps – Single testlet

12. 12 Testlets in Linkage Levels Linkage Levels Initial Precursor (IP) – teacher administered testlets Distal Precursor (DP) Proximal Precursor (PP) Target Successor

13. 13 Test Delivery - KITE™ Test Delivery Engine Personalized Interface based on PNP Downloaded on student machines – dynamiclearningmaps.org dynamiclearningmaps.org Same test delivery system that is used with AMP

14. 14 Testlet Delivery Students are assigned one testlet at a time in each subject Testlet Information Pages (TIPs) provide test administrators with information specific to each testlet Educators review the TIP before beginning the assessment

15. 15 Testlet Delivery Testlets packaged and delivered separately

16. 16 Testlet Delivery System has testlets available at all five linkage levels for every part of the test Students take one testlet from one level for each group System determines which level to deliver to the student

17. 17 Educator Portal for TAs Teachers/Test Administrators Review student data Complete PNP Complete First Contact Survey View rosters Access test tickets Download and print Testlet Information Pages (TIPs)

18. 18 Check Student Data

19. 19 Review Student Data

20. 20 Personal Learning Profile Personal Needs and Preferences (PNP) Display Language & Braille Audio & Environment First Contact Communication Academics Sensory characteristics Motor characteristics Computer access

21. 21 Complete Personal Needs and Preferences (PNP) Data carries forward from 2014-15 Use the DLM Accessibility Manual when making decisions about what PNP features are needed Screen shots and instructions are available in the Test Administration Manual http://dynamiclearningmaps.org/alaska

22. 22 Personal Needs and Preferences (PNP)

23. 23 Complete First Contact Survey Data carries forward from 2014-15 Questions edited in First Contact Survey Responses required for expressive communication and academic items The required information is indicated with an asterisk (*)

24. Submit Instructions & Confirmation

25. 25 Check Student Rosters

26. 26 View & Check Student Rosters

27. 27 Retrieve Testlet Information Page (TIP) Important information about teslets – Materials needed – Substitute materials options – Exceptions to allowable supports – Alternate text (human read aloud) Available in Educator Portal – For each student – For each testlet

28. 28

29. 29 ELA/Math Materials Collections Lists of materials commonly needed for ELA & Math by grade level Separate lists for ELA & Math Hints: – Find things that already exist in the room – Pick familiar materials – Find objects that can meet multiple purposes Check the TIP for allowed substitutions http://dynamiclearningmaps.org/content/erp_ye

30. 30 Access Test Tickets Student Usernames & Passwords Students must have a Username & Password to access KITE system Educators view Usernames & Passwords in EP Student’s Username & Password are the same FOR ALL DLM AAs

31. 31 Student Usernames & Passwords

32. 32 Data Extracts

33. 33 Roster & Monitoring Extracts Roster Extract File lists the students and teachers on every roster in a school DLM Test Administration Monitoring Extract: Tracks when a student is finished testing Includes: – Number of testlets confirmed, – Number of testlets in progress – Number of testlets completed

34. 34 PRACTICE ACTIVITIES & RELEASED TESTLETS

35. 35 Designed to familiarize users with how testlets look in KITE Teacher practice activity/tutorial Student practice activity/tutorial Accessed through KITE practice section Practice Activities

36. 36 Released Testlets Similar to real items in testlets Selected from EEs and linkage levels Initial Precursor (IP) Distal Precursor (DP) Proximal Precursor (PP) Target (T) Successor (S)

37. 37 Student Accounts Practice student accounts Each has a PNP Each is enrolled in all available practice activities & testlets

38. 38 DATA CLEAN-UP & VALIDATION ACCURATE REPORTS DELIVERED Test Window opens 3/21 - 5/6/16 SEA(s) statewide cleanup March District staff complete data cleanup Teachers complete data cleanup prior to testing

39. 39  Check Student Data – spelling, DOB, grade, race, gender, etc.  Check rosters – make sure each student is on only one roster per content area. Test Administrators’ Data Clean-up

40. 40  Plan for a data clean-up at the district level  Use procedures from Data Steward Manual to pull data extracts from EP  Edit the data against your district or state data. Review section titled ‘Manage Student Moves’ in DSM  Look for dually rostered students  Use procedures from DSM to modify data District’s Data Clean-up

41. 41 QUESTIONS?

42. 42 DLM Service Desk 1-855-277-9751 (toll-free) or DLM-support@ku.edu Monday through Friday from 8:00 a.m. to 4:00 p.m. Alaska Time During Alaska’s spring testing window, open from 8:00 a.m. to 7:00 p.m. Alaska Time

43. Contact Information For more information, please contact: dlm@ku.edu or Go to: www.dynamiclearningmaps.orgwww.dynamiclearningmaps.org For Professional Development, contact: dlmpd@unc.edu Grace Gray, Alternate Assessment Program Manager grace.gray@Alaska.gov 907-465-8437

44. THANK YOU! For more information, please contact: dlm@ku.edu or Go to: www.dynamiclearningmaps.orgwww.dynamiclearningmaps.org For Professional Development, contact: dlmpd@unc.edu Grace Gray, Education & Early Development Program Manager grace.gray@Alaska.govgrace.gray@Alaska.gov The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.