1. New Jersey Alternate Proficiency Assessment
Teacher Training
2014 – 2015
Please download the teacher training materials and APA Procedures Manual before beginning this presentation. A review of the Procedures Manual in addition to this presentation is necessary in order to be fully prepared to implement the APA process.
Please note, if you have a hearing impairment, you should download the PDF files instead of or in addition to the PowerPoint files. The PDF files contain the PowerPoint slides plus the speaker notes section. The speaker’s notes reflect what the speaker presented, which may be in addition to the bulleted information you read on the slide.
Welcome to the Online Training for teachers administering the APA. Before you begin the training, please make sure you have downloaded a copy of the APA Procedures Manual, all of the separate PowerPoint files for teachers, and other documents provided on the Questar website. You will want to reference these as you participate in the training session. Thank you to New Jersey educators for donating their time to review and improve this presentation and to the dedicated teachers who work hard every day to serve the students with the most significant cognitive disabilities. 1
NJ APA Teacher Training – Module I

2. Multiple Parts of the Presentation
There are 12 different PowerPoint training modules to download and view in order to complete the APA teacher training.
In order to keep the files a manageable size, the presentation was split across files. Please refer to the Questar website
( and make sure you have downloaded all necessary files before continuing with the presentation.
You must also download and review the Procedures Manual, the CPI Links, and the Content Guide and Five Items Resource documents in order to be prepared to implement the APA.
If you have questions following the completion of the teacher training please see your school APA coordinator. They will either answer your questions or send an with the questions to APA staff.
Please note that the training session is divided into separate, smaller files, in order to make it easier to download. You should view all teacher training modules prior to October 1 in order to have plenty of time to complete the initial assessment for each student on all skills prior to the end of the first collection period. As you listen to the presenter, know that not everything shown on the slides will be read to you. Please review the slide to ensure you have all of the information needed. 2
NJ APA Teacher Training – Module I

3. Module Topics: Suggested Agenda
You may choose to view all of the modules in one day, or view groups of modules over several days. Some modules should be viewed simultaneously before taking a break.
You must review all 12 modules even if you have implemented the APA last year.
Follow this agenda for optimum viewing:
Getting Started
Module I: APA Introduction, Student Participation, and APA Revisions
Module II: APA Test Design and CPI Links
Module III: Acceptable Evidence
The next 3 slides contain an agenda that suggests how to group the modules when viewing the training. You may view all of the modules in one day, but if you choose not to do this, please view the files in groups as we have suggested. Please note that districts should give you time out of your classroom to view this presentation during the school day.
NJ APA Teacher Training – Module I

4. Module Topics: Suggested Agenda (continued)
Understanding the Relationship Between Instruction and Assessment
Module IV: Steps to Developing an Entry – Part One
Module V: Steps to Developing an Entry – Part Two
Module VI: Teacher Instructional Resources
Scoring Rules and the APA Scoring Rubric
Module VII: Universal Scoring Rules
Module VIII: Complexity
Module IX: Performance
Module X: Independence
NJ APA Teacher Training – Module I

5. Module Topics: Suggested Agenda (continued)
Sample Entries and Administrative Topics
Module XI: Sample Entries
Module XII: Proficiency Levels, Score Reports, Administrative Topics and Dynamic Learning Maps Overview
Reminder that these modules are available throughout the year to view as a refresher. Also, don’t forget to refer to the other APA training materials, in order to review all of the important APA information.
Throughout the first and second collection periods, you may want to reference some of the training modules by going back and reviewing them again. These may help you to clear up any questions that you have. Also, don’t forget that you’ll need to look at the APA Procedures Manual and the Content Guide and Five Items document in order to give you a complete picture about preparation for the APA assessment and, of course, for instruction.
NJ APA Teacher Training – Module I

6. APA Introduction, Student Participation, and APA Revisions
Module I
APA Introduction, Student Participation,
and
APA Revisions
We will now present the information contained in Module I. 6
NJ APA Teacher Training – Module I

7. What is the APA?
An alternate assessment that measures achievement of New Jersey’s Core Curriculum Content Standards (CCCS) specifically designed for students with the most significant cognitive disabilities.
A portfolio of student work that demonstrates a student’s performance of knowledge and skills that are linked to grade level knowledge and skills.
Assessment of skills that are linked to grade level is a federal requirement.
For students with the most significant cognitive disabilities, state assessment takes the form of a portfolio assessment. This assessment requires the teacher to gather evidence of instructional activities that link to grade level skills of the state’s core curriculum content standards. 7
NJ APA Teacher Training – Module I

8. What is the Purpose of the APA?
To measure performance of students with the most significant cognitive disabilities on the CCCS – the knowledge and skills that ALL New Jersey students are learning
To ensure that ALL New Jersey students are included in the accountability system that is required by the No Child Left Behind Act
All students, including students with the most significant cognitive disabilities, must be assessed in order to be included in the state and federal accountability systems. The skills assessed must relate to the skills that all other NJ students are learning. The assessment is both a student assessment and a district program assessment. Requiring skills related to the Core Curriculum Content Standards at grade level is a requirement of the federal government through the IDEA and No Child Left Behind legislation. 8
NJ APA Teacher Training – Module I

9. Common Core Standards?
For the APA in Science, students are still assessed on the NJ Core Curriculum Content Standards.
Although there are many skills contained in the NJ CCCS that connect to the Common Core Standards, the APA is not yet directly assessing the new standards.
Please be sure to use the APA test specifications contained in the Procedures Manual when designing instruction and assessment.
Note that beginning APA students will be tested on the Common Core Standards in English Language Arts and Mathematics using the Dynamic Learning Maps (DLM) assessment.
More information on the DLM will be available in September.
Districts will be notified when a NJ DLM module is available for teachers.
It is important to use the Procedures Manual and the science test specifications in the Appendix as the APA is testing the NJ Core Curriculum Content Standards. The Common Core State Standards in English Language Arts and Mathematics will be tested using the DLM assessment.
NJ APA Teacher Training – Module I

10. Participation Guidelines
Information on APA participation guidelines is provided in the training packet given to administrators and is included in the Procedures Manual.
This criteria checklist must be completed in order to determine which students are eligible for the APA.
Included in the administrator training materials are additional clarifying questions to help you use the criteria checklist correctly and make the appropriate decisions regarding participation.
Access to the Directory of Test Specifications and Sample Test for the general assessment is necessary in order to complete the checklist correctly.
An administrator must sign the form and include it in the APA binder.
The APA participation checklist must be used to determine which students with the most significant cognitive disabilities are eligible to be assessed with the APA. Your school or district APA administrator attended a state training session and can discuss the use of this checklist with the IEP team, if the checklist was not already completed at the end of last year. You can obtain a copy of the checklist in your Procedures Manual. This checklist must be completed by the IEP team and approved/signed by a school administrator. The checklist must be submitted in the APA portfolio binder. You will need access to the Directory of Test Specifications for your student’s grade level general assessment in order to complete the checklist correctly. 10
NJ APA Teacher Training – Module I

11. Which Students Participate in the APA?
Students with the most significant cognitive disabilities
Decisions about participation in the APA are not based on
the student’s disability category
the student’s educational placement
which assessment the student is most likely to score highest
The IEP team will decide which students with the most significant cognitive disabilities are assessed with the APA, and which of these students will be tested using the general state assessment, by using the Participation Checklist. While only students with the most significant cognitive disabilities may be assessed using the APA, the student’s disability category will not automatically determine on which assessment the student participates. For example, some students with autism will participate in the APA, and some will participate in the general assessment. Also, where the student receives instruction (type of school, type of class, etc.) does not determine which assessment to use for the student. Finally, it is inappropriate to select an assessment for a student based on which one you think the student will receive a higher score. 11
NJ APA Teacher Training – Module I

12. Participation Decisions
Students with the most significant cognitive disabilities will participate in:
the NJASK or NJBCT science assessment with accommodations OR
the APA.
Decision is made at student’s annual IEP meeting.
The APA participation checklist mandates that only students with the most significant cognitive disabilities can be considered for the APA. Also, it requires a review of the student’s educational program and the general test specifications/sample test for the grade level of the student. A student may not take both the APA and the general assessment in the same content area. 12
NJ APA Teacher Training – Module I

13. Assessment and CCCS Materials
Additional copies of all APA materials may be obtained on the Questar website: servicepoint.questarai.com/NJxx01_Documentation.aspx
Copies of the Core Curriculum Content Standards, standards clarification project, and the test specifications for the general assessments, can be obtained on the DOE website:
The IEP team must have copies of the general assessment test specifications in order to successfully determine which students are eligible for the APA. These materials can be obtained in your district, or on the DOE website. APA training materials and other information (e.g. sample instructional materials) can be obtained on the Questar website. Although most student IEPs regarding testing were completed last year, some students transfer from out-of-state therefore you may need to review these documents. 13
NJ APA Teacher Training – Module I

14. Grades Assessed for Science
Students in grades 4 and 8 must be assessed in science.
Students in high school must be assessed in science the year they receive instruction in biology (grade 9, 10, 11, or 12).
High school students may have an APA submitted for science in a different year than the year the alternate assessment (DLM) is administered for English language arts and math.
Assessment for the APA must match the grade levels of the general assessment system. Students in grades 4 & 8 must be assessed in science. High school students must be assessed in biology skills in grade 9, 10, 11, or 12, based on the year they receive biology instruction. All APA students must be assessed according to this schedule. 14
NJ APA Teacher Training – Module I

15. Assigned Grade Level
The grade level of the student must be marked on the Student Demographic Information Form that is to be submitted with the portfolio. This is the assigned grade level used during scoring of the APA.
If a record change for the student’s grade level is submitted in April 2015, the APA assigned grade level becomes the grade level provided during record changes.
The assigned grade level will be matched against the grade level of the CPI Links selected for assessment during the scoring process.
If the grade level of the CPI Links does not match the assigned grade level provided during data collection, the entry will receive zero scores.
Please note that students in high school (grades 9, 10, 11, or 12) are tested on the grade 12 CPI Links.
Read what is on the slide.
NJ APA Teacher Training – Module I

16. Student Transferred to NJ District from Another State after October 31, 2014
Students who require an APA, and enter your school after October 31, 2014, transferring from out of state, have missed the cut-off date for the development of the APA assessment.
Submit a binder, a completed Student Demographic Information Form, an attendance record, and a letter from an administrator that indicates from which state the student transferred, the date of the transfer, and noting this as the justification for missing APA evidence.
The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant.
Please note that instruction related to the CCCS must still occur, regardless of the enrollment date.
If a student has been in a school district in another state, and transfers to a New Jersey district after October 31, 2014, it is deemed too late for a school to implement the APA assessment. The student would need to be instructed and assessed on all of the required content skills prior to Friday, November 14, 2014, and there might not be enough time for a district to complete the process. In February, an administrator must complete a Student Demographic Information Form for the student, and also include a letter in the binder that states the date the student was enrolled and a formal attendance record. 16
NJ APA Teacher Training – Module I

17. Student Transferred from One NJ District to Another NJ District
The district that has the student during any part of a collection period must compile the portfolio. Once the student transfers within NJ, the district must send the portfolio to the new district. The new district must complete the portfolio and submit it for scoring.
If a student is enrolled in a district after July 1, 2014, the administrator may bubble on the student demographic information form Time In School less than one year. This will remove the student’s results from the Accountability Report.
If a student is enrolled in a NJ district and attends class the school must implement instruction of the skills required for the APA assessment. The student’s performance of these skills must be documented and compiled for the portfolio. If the student moves to another school the portfolio-in-process must be given to the new school, and the new school must continue the instruction and compilation of portfolio evidence. The school the student attends at the end of the second collection period must submit the portfolio for scoring. 17
NJ APA Teacher Training – Module I

18. Student Transferred from One NJ District to Another NJ District
If the student moved to another district you must send the portfolio to the district where the student is newly enrolled.
As long as a student is in your district, even for a limited time, you must begin instruction of the CPI Links, and begin collecting APA evidence. Be sure to transfer the APA materials to the “new” district in a timely manner.
You, the “former” district, do not need to submit a binder or letter to the APA program since the “new” district will send in the portfolio.
Please note that if the student transfers out of the state prior to the end of the second collection period (February 13, 2015), the portfolio does not need to be submitted for scoring. It may be sent to the out-of-state school for use when reviewing the student’s educational program, or given to the parent.
The only time that a portfolio is not submitted for scoring is when a student transfers out of state prior to the end of the second collection period (February 13, 2015). This portfolio should be sent to the out of state school to assist in the review of the NJ instructional program provided to the student.
NJ APA Teacher Training – Module I

19. Medical Emergency
Medical emergency is the occurrence of a severe medical or psychiatric condition or episode which requires medical attention or supervision during which time the student is not able to participate in state assessments.
APA students who are not receiving instruction due to a medical emergency may be eligible for a Void Code due to Medical Emergency when there is not enough APA evidence.
APA uses the term extensive sick leave/hospitalization interchangeably with the term medical emergency. Note that no other definition may be used when determining a void due to medical emergency.
See the requirements for the use of this void on the next slide.
Read what is on the slide. 19
NJ APA Teacher Training – Module I

20. Medical Emergency
When a student is out of school for an extended amount of time and not receiving instruction due to extensive sick leave or hospitalization, the portfolio may be eligible to receive a Void 1 (medical emergency). Eligibility is based only on the info below.
If the student is receiving instruction for 10 days or less during a collection period, and
The student has an extended hospitalization or leave due to illness and is not receiving instruction, and
An official record documenting the student absence is available, then
Include a letter from an administrator documenting the medical emergency. You must also include a formal district record of the student’s absences that is clear and provides a legend if necessary. The portfolio will be voided due to extended illness during the collection period if the documentation is complete.
A district administrator can call the Office of Assessments if additional clarification is needed on the use of this exemption.
Sometimes you have students who are out ill for such a long length of time that you’re not sure that you’re able to do an APA assessment. Let’s look at what we call a medical emergency. When a student is out of school for an extended amount of time and not receiving any instruction due to extended sick leave or hospitalization, the portfolio may be eligible to receive a void for illness, also known as a medical emergency. In order for a student’s portfolio to be eligible for a void based on illness, all of the following must be true:
The student is only in school receiving instruction for 10 days or less in a collection period
During the time the student is absent, he/she is not receiving any instruction
Also, the absence is due to an extended illness and/or hospitalization
If all of these are true, then you should include a letter from an administrator documenting the medical emergency and also include a record of the student’s absence. The portfolio will be eligible to receive a void for illness if these two pieces are included.
A district administrator can call the Office of Assessment if additional clarification is needed on the use of this exemption.
NJ APA Teacher Training – Module I

21. Absenteeism – Non Medical Emergency
If a student is receiving instruction for 10 days or less in a collection period (excessive absenteeism), and the reason for absence is unrelated to a medical emergency/extensive illness, then the school administrator should contact the Office of Assessments.
If a student is receiving instruction for 10 days or less in a collection period but his/her absence is not related to a medical emergency or hospitalization, your school administrator should contact the Office of Assessment to discuss what to do for that assessment.
NJ APA Teacher Training – Module I

22. Changes for
You must use the updated CPI Links when assessing a standard, strand, and CPI for the APA.
Many CPIs have been deleted based on the fall 2013 most frequently used links survey.
A few CPI Links were revised to make them more clear.
A few CPI Links were deleted.
The asterisk following a link is a reminder that there is a sample test item available in the Content Guide and Five Items Resource documents.
Yes/No item formats and True/False item formats are no longer acceptable
Use of these formats in 2014 – 2015 will result in unscorable entries
You must use the current APA Procedures Manual when selecting the CPI Links to use for your student’s assessment. Many of the CPIs have been deleted based on the most frequently used links survey. Some of the links have been revised slightly and a few have been deleted. The Content Guide and Five Items Resource documents have been updated so be sure and review the new version of these as well. 22
NJ APA Teacher Training – Module I

23. Changes for
Important CPI Link clarifications and information are included in the revised Content Guide and Five Items Resource documents. Be sure to read all of the relevant grade-level materials thoroughly.
You must use the updated Procedures Manual as it has been updated specifically for the administration.
You must use the current APA Procedures Manual when selecting the CPI Links to use for your student’s assessment. Many of the CPIs have been deleted based on the most frequently used links survey. Some of the links have been revised slightly and a few have been deleted. The Content Guide and Five Items Resource documents have been updated so be sure and review the new version of these as well. 23
NJ APA Teacher Training – Module I

24. Reminders for 2014 - 2015 Remember to Keep It Simple:
Assess only the specific CPI Link skills for each entry.
Only assess the skills you want to use for APA evidence during instructional activity.
This is the end of Module I. Please view Module II and Module III next. Thank you.
NJ APA Teacher Training – Module I