1. Fall 2011

2. Overview of the Day  Welcome and Introductions  Question Activity  What’s New for the Florida Alternate Assessment  Scavenger Hunt  Administration Manual Review and Activities  Sample Item Activities  Access Points  Questions and Answers

3. Question Activity  Take turns introducing yourselves at each table  As a group, brainstorm your top five question concerning the Florida Alternate Assessment  We will review any unanswered questions at the end of the training

4. Scores for students who take the Florida Alternate Assessment will count toward AYP AND School Grades!

6.  The 2011-2012 Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses may be used. The newly adopted language is:  "Access courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A- 1.0943. " March 26, 2010

7.  To meet these new FLDOE compliance requirements, only students with disabilities who meet exemption criteria from the FCAT and are assessed using the Florida Alternate Assessment may be enrolled in the 7700, 7800, and 7900 Access core courses.  Students with disabilities who do not meet exemption criteria from the FCAT or other state assessments may NOT be enrolled in the 7700, 7800, and 7900 core courses. Core courses include all math, reading, language arts, English, science, and social studies courses.

9. Scavenger Hunt Activity

10.  What’s New for 2011-2012?  Quick Reference Guide  Introduction  Table/Chart Reading

11. Administration Manual Review  Assessment Participation Guidelines  Does the student have a significant cognitive disability? YES  Is the student unable to master the grade level general state content standards even with appropriate and allowable instructional accommodations, assistive technology, and/or accessible instructional materials? YES  Is the student participating in a curriculum based on Sunshine State Standards Access Points for all academic areas (where applicable)? YES  Does the student require extensive direct instruction in academics based on Access Points in order to acquire, generalize, and transfer skills across settings? YES

12. Administration Manual Review  Administration Procedures Overview  Who Should Administer the Florida Alternate Assessment?  Student’s special education teacher OR  Certified teacher and  Knows student and  Trained in assessment procedures

13. Administration Manual Review  Overview of the Florida Alternate Assessment  Scoring Rubric Flow Chart  Grades and Content Areas Assessed  Assessment Timelines

14. Scoring Rubric Flowchart

15. The Florida Alternate Assessment: Grades and Content Areas GradeReadingMathematicsWritingScience 3XX 4XXX 5XXX 6XX 7XX 8XxXX 9XX 10XXX 11X

16. 2012 Florida Alternate Assessment Shipment to DistrictsWeek of January 2, 2012 Administration WindowUpon receipt of assessment materials (January 9-13, 2012) – return of assessment materials Return of MaterialsFebruary 27, 28 or 29, 2012 RETURN TO TDC You are responsible for the return of materials even if you have no students being tested.

17.  Request additional materials by calling TDC at 305- 995-3743  Have grade, subject and form (A or B) information ready  Pick up materials on either Wednesday January 25, 2012 or Wednesday February 8, 2012 from 7:45am to 3:30 pm.

18.  January 9, 2012 to February 29, 2012  Test Security  Space for Testing  Teacher Coverage  Classroom visits – Use form  Check Student Answer Sheets  All Students Tested

19. Assessment Components  Form A or Form B  Test Booklet  Response Booklet  Cards Packets and/or Strips Packets  Passage Booklet  Scannable Student Answer Sheet

20. Form A or Form B

21. Test Booklet  Is either Form A or Form B  Includes all content areas assessed at a grade level  The first page of each content area in the Test Booklet includes the following:  Content Standards Addressed – A list of the content standards and benchmarks that are being measured for the grade level  Teacher Gathered Materials – A list of any teacher supplied materials that will be needed for the items

22.  Test Booklets includes the following information for each item:  Materials needed  The access point being assessed  What the teacher sets up and says  What the correct answer is  A place to record the student’s score

23. Response Booklets  Is either Form A or Form B  Flip chart setup  Reading and Mathematics are back to back  Science is in a book by itself  Pages are numbered for ease of use, for example: 3P-1 (grade 3, Participatory level, item number 1)  Writing does not have a response booklet

24. Cards and/or Strips  Is either Form A or Form B  Writing is all cards and strips  The back of cards and strips are labeled  Grade  Content area  Item number  Level of complexity  Form A and/or B is no longer indicated on the back of cards and strips

25. Passage Booklets  Is either Form A or Form B  Graphic on the left side with a brief caption underneath to be read aloud only to student with visual impairments  Passage on the right side

26. Scannable Student Answer Sheet  MARK as either Form A or Form B  Scoring can be done in the Test Booklet and transferred or may be done directly on the scannable  Only TRAINED certified teachers or other licensed professionals may transfer scores  It is recommended that scannables and transfers of scores be verified to avoid errors

27. Video Clip - Item Administration

28. Before Administration  Read the Administration Manual and refer to:  List of Cards and/or Strips and Teacher-Gathered Materials by Item (provided in mid-October)  Object Exchange List (provided in mid-October)  Open-Response Writing topic list (page 30) Teacher Preparation Checklist

29. Before Administration  Prepare:  Consider student response mode, accommodations, assistive technologies  Gather any required teacher-gathered materials  Set up criteria of what engaged and disengaged look like  Use the Practice Materials with the student to ensure that both the teacher and the student are familiar with the different components of the assessment  Set up a location and time for the assessment

30. After Materials Have Arrived, But Before Assessment Begins  Check to make sure all materials needed are present  Test Booklets, Response Booklets, Scannable Student Answer Sheets  Make sure they are all the same form (A or B)  Read the Test Booklet  Gather any needed materials  Highlight the item script  Replace “Show me/tell me” as appropriate for each student

31. During Administration  Use the Scoring Rubric provided  Make notes in the Test Booklet as needed  Score accurately  Fill in only one bubble per item  Only the highest score is recorded  Make sure to fill in the correct content area  Stop and resume testing as needed

32. Assessment Administration  Repeating Item Script  Item script is the italicized text presented in the Teacher will column and is read verbatim to the student  Item script may be repeated up to two times, for a total of three times  In Reading, the passage is not considered a part of the item script  If scaffolding occurs modify the prompt, for example say “here are two words,” then “here is one word”

33. Assessment Administration  Cues and Prompting  May be used if they occur during daily instruction  May be verbal or non-verbal and used to begin a task or refocus on a task  Include: redirection, refocus, and/or minimal physical prompting  May be provided to remind student if an item requires more than one response

34. Video Clip – Repeating Prompts

35. Assessment Administration  Reinforcement/Encouragement  Encourage the student to keep working without indicating that the answer is right or wrong  Item Script  Only say the italicized text aloud  With the exception of “Show me/tell me” say the scripting verbatim

36. Assessment Administration  Cutout Cards and Strips  Placement of cards MUST be in the order listed in the Materials column of the Test Booklet  Demonstration of organizational techniques  Teacher Gathered Materials  May be placed on the blank page in the Response Booklet  Must be in student’s view and within reach if manipulation is required

37. Item

38. Materials: This section outlines the materials needed to administer the item  With the exception of Writing and a few minimal cutouts, materials are provided in a Response Booklet  Sometimes teachers may be asked to provide materials such as rulers, calculators, or generic counters  There are sample items and materials for each content area

39. Materials: This section outlines the materials needed to administer the item  Materials are listed in the order that they appear in the Response Booklets  For Writing and cutout items, follow the directions for laying out the item and place the cards and/or strips in the same order as they appear in the Materials column  Accommodations for materials are outlined in the Accommodations and Criteria for Use section of this manual

40. Access Point: This section shows the Access Point that the item is assessing Access Points are identified for each level of complexity Participatory, Supported, and Independent Access Points are identified for each level of complexity Participatory, Supported, and Independent Access Points can be found at www.floridastandards.org Access Points can be found at www.floridastandards.org

41. Teacher Will: This section outlines the administration of the item  In some items and in Writing, the directions in the Teacher will column will ask you to place the precut cards and/or strips on the work surface  When stating “Here is a picture/word…” direct the student’s attention

42. Teacher Will: This section outlines the administration of the item  The teacher is most often directed to read the word cards to the student  Even if the student can read the card independently, you must read aloud the card/strip unless the directions indicate that the card/strip should not be read aloud  The portion in italics MUST be stated exactly as written

43. Teacher Will: This section outlines the administration of the item  “Show me/tell me” may be replaced as appropriate for the student.  Show me the card…  Tell me the card…  Sign to me the card…  Point to the card…  Touch the card…  Look at the card…  I will move my hand over each card; tell me when to stop at the card…

44. Student Will: This section outlines the expected student response  This is the correct answer required from the student at each level  The term “indicate” was specifically used to accommodate for the response mode for each student  Show me the card… student picks up or points to the correct card  Tell me the card… student says “It’s the first one”  Sign to me the card… student signs to indicate the correct card  I will move my hand over each card; tell me when to stop at the card… student indicates “stop” when the assessment administrator’s hand is over the correct card

46. Assessment Administration  Teachers should refer to new detailed instructions, along with examples, on how to read tables, charts, graphs, and diagrams aloud to students  General guidelines include:  Point to the areas of table, etc., as they are read aloud  Begin by reading title and key  Read headings/labels/categories, then data  Supplemental information or interpretation of data should NOT be provided

47. Reading a Table

48. Reading Tables, Charts, Graphs & Diagrams Activity

49. Content Specific Administration Directions: Overall  Response Booklet and Writing cards and strips  Repeating of item  Prompting  Scaffolding at the Participatory Level  Cuing for more than one response  Some items require more than one response to be correct  Reading tables and graphs to students  Signing items

50. Content Specific Administration Directions: Reading  Passage Booklet  Most passages have only one assigned test item  Passages should be placed on work surface close to student until item has been completely administered  Always read the title of the passage first before reading the passage or passage caption to the student

51. Content Specific Administration Directions: Reading  Passage Booklet  Graphic captions are to be read aloud for students with visual impairments only  Passages for fluency Items may be in the Passage Booklet or directly in the Response Booklet  Spell homonyms (e.g., right/write) each time after it is pronounced for students with visual impairments

52. Fluency Items for Students with Hearing Impairments  Sign the letter, instead of making the sound  The student must indicate the written letter - the student cannot just sign the letter back

53. Fluency Items for Students with Hearing Impairments  Use the sign for the word “six” instead of finger spelling the number  Student must select the word “six” or finger spell the word  Braille must be used for students with visual impairments for fluency items

54. Content Specific Administration Directions: Mathematics  Calculators, number lines and counting blocks  May be made available to students on all items, regardless of whether or not they are specified within the item if the student uses them during daily instruction  It is imperative that for items where the materials are specifically noted that they be available to the student on the work surface.  Counting block colors

55. Content Specific Administration Directions: Writing  Spelling items - misspelled words should be pronounced as if spelled correctly  Open-Response Items  Student to independently composes response  Responses are not provided  See the list of Open-Response topics on page 30  Student should use his/her usual mode of communication to relay a response  A response may come in a variety of forms, such as (but not limited to) a written response, a verbal response, a response using assistive technology, such as a DynaBox or a computer, or PECS symbols

56. Logical Responses  “Any logical response is acceptable.”  In determining if the student response is correct or incorrect it is important to:  Identify what the Access Point is measuring  Read the Teacher will portion carefully and ascertain what it is looking for  Look at the Student will portion to see if any parameters are outlined

57. Logical Response Sample Example Open-Response Writing Item Materials Stimulus sentence strip: I had fun when I went ___. Access PointIndependent: Write narratives about events or experiences that include a main idea, descriptive details, characters, sequence of events, and plot. Teacher will Place the stimulus sentence strip on the work surface. Here is a sentence. It is the first sentence in a story about somewhere you went that was fun. The story can be about any place you thought was fun. Read the stimulus sentence strip to the student. Show me/tell me some words to complete this sentence. Then, show me/tell three more sentences that follow. Student will Indicate three sentences that tell about a fun place. Any logical response is acceptable.

58. Logical Response Sample Logical Response I had fun when I went to the mall. I was with friends. I shopped. I bought a shirt. Sample Incorrect Responses I had fun when I went to the mall. I was with friends. I shopped.- includes only 2 sentences. I had fun when I went to the mall. I was with friends. I went to the zoo. I saw animals.- does not stay with main idea of fun at the mall.

59. Open-Response Topics  Are provided to prepare students prior to the assessment window  Prior to the Assessment Window:  Introduce words and/or phrases into the student’s vocabulary that deal with the provided topics  Prepare these words and/or phrases in a mode of communication that is appropriate to the student  Provide students with activities during daily instruction that deal with the Open-Response topics

60. Open-Response Item Guidance  During the Assessment Window:  For students who use alternative communication devices, provide the programmed device during the assessment

61. Open-Response Item Guidance  What is not acceptable:  Preparing full sentences as a response is not allowed  Students must be composing a thought

62.  Stimulus cards and strip should be placed first on the work surface in the direct view of student in the exact order as they are listed in the Materials column  Response cards and strips should be placed:  Starting with the card or strip listed first in the Materials column from left to right  In either horizontal, vertical, or corner placements based on daily instruction practices Laying Out Cards and Strips

63. Layout Example Materials column Word cards:treecatdog STUDENT treecatdog Responses presented horizontally: Responses presented horizontally:

64. Layout Example Materials column Word cards:treecatdog STUDENT tree cat dog Responses presented vertically: Responses presented vertically:

65. Layout Example Materials column Word cards:treecatdog STUDENT treecat dog Responses presented clockwise for corner placement: Responses presented clockwise for corner placement:

66. Scoring Rubric

67. Scoring Rubric and Directions  Scaffolding at the Participatory Level  reducing the response options for the student  complexity of the test activity is reduced by removing or covering the choices  either remove the incorrect answer or cover it with a piece of paper

68. Video Clip - Scaffolding

69. Scannable Student Answer Sheet  Demographics  Check pre-identified information  If no pre-identified information supplied complete all areas of the scannable  Reasons not Assessed  Official Scores  Form A or Form B  Incorrect Information  Defective Answer Sheet

70. Common Errors  Multiple responses per item  No response bubbled in for an item  Incorrect content area completed for specified grade level  Writing is administered in grades 4, 8, and 10 only  Science is administered in grades 5, 8, and 11 only  Reading and Mathematics is administered to all students in grades 3-10  Content area left blank  Form A or Form B not filled in

71. Manual Sample Items  One per content area  Reading, grade 3  Mathematics, grade 10  Writing, grade 8  Science, grade 5  Includes item and response page or cutouts

72. Practice Materials  Practice Materials are now being provided in 3 separate kits  One kit will contain 2 sample items for each applicable content area in grades 3, 4, and 5  One kit will contain 2 sample items for each applicable content area in grades 6, 7, and 8  One kit will contain 2 sample items for each applicable content area in grades 9, 10, and 11

73. Allowable Adjustments  For all students as needed  Real object substitution  One-sided Response Booklets  Use of magnification equipment  Use of augmentative communication devices  Assistive Technology  All adjustments must align with those used on a daily basis, including assistive technology  One-sided booklets can be requested by email  mberman@dadeschools.net mberman@dadeschools.net

74. Students with Limited Physical Ability and/or Mobility  Criteria  Additional accommodations are available for students whose access to the assessment is hindered due to limited physical ability and/or mobility. The use of hand over hand technique, a physical support, is allowable to steady the student. The use of physical guidance to the correct answer is ONLY allowable during the final stage of scaffolding at the Participatory Level  Accommodations  Extended wait times  Hand over hand to steady student  Teacher assistance in the manipulation of objects

75. EXAMPLE Access Point: Supported: Measure the lengths of sides of rectangles and triangles. Teacher Will: In the Response Booklet, turn to page XX and place it within the student’s reach. Place the ruler on the work surface. Here is a picture of a rectangle. Here are three numbers. Read the number cards to the student. Show me/tell me the length in inches of the longest side. Read the number cards to the student. Student Will: Indicate 3. To interact with this item, a student with limited mobility will require teacher assistance to use the ruler. The teacher first needs to determine from the directions in the Teacher will column what actions the student is being asked to perform. In this case, the student needs to identify the longest side, place the ruler correctly, and determine the length of the side.  For each side of the shape on the stimulus picture card the teacher can ask, “Is this the side to measure?”  Once the student indicates the side to measure, he or she must know how to use a ruler. Place the ruler next to the indicated side in an offset manner (with the 0 set below the start of the side to be measured) and say to the student, Tell me when the ruler is where you want it. Slide the ruler up until the student indicates to stop. Then read the number cards to the student.

76. Accommodations and Criteria for Use  Students with Visual Impairments  Criteria: Students that have been found eligible to receive special education services under the Visually Impaired program and/or students with visually related accommodations noted on their current Individual Education Plan (IEP)

77. Accommodations and Criteria for Use  Students with Visual Impairments  Accommodations  Request Braille/Tactile Graphics version if student uses on a regular basis  Script for passage graphic in Passage Booklet  Describe stimuli and response cards or strips by reading aloud the labels in the Materials column  Additional descriptive text has been added to the Materials column for some items. This text appears in parentheses and is intended to be read aloud only to students with visual impairments  Adapted tools (e.g., rulers, calculators)  Substitute real objects for the picture cards (refer to Object Exchange List)

78. Video Clip – Visual Impairments

79. Accommodations and Criteria for Use  Students with Hearing Impairments  Criteria: Students that have been found eligible to receive special education services under the Deaf/Hard of Hearing program and/or students with auditory-related accommodations noted on their current Individual Education Plan (IEP)

80. Accommodations and Criteria for Use  Students with Hearing Impairments  Accommodations  Use ASL, manually coded English and /or total communication  When using sign language to administer an item, finger spell words that do not have a sign, or the sign for the word is unknown IF the item does not measure spelling

81. Accommodations and Criteria for Use  English Language Learners  Criteria: The ELL student is an individual who was not born in the United States and whose native language is a language other than English  Accommodations  Items must be administered in English only  Mathematics, science and writing- may answer questions in heritage language about specific word or phrase  Reading- may answer questions in heritage language about general assessment

82. Administration Demonstration pg. 46 Administration Demonstration pg. 46 Sample Item Activity: Thinking of a Student Sample Item Activity: Thinking of a Student Administration Pairing Activity Administration Pairing Activity Administration Activities

83. Appendices  Appendix I: Glossary of Terms  Appendix II: Florida Alternate Assessment Teacher Self-Reflection  Former Appendix III, List of Cards and/or Strips and Teacher-Gathered Materials by Item, is no longer considered an appendix and will be provided mid- October, 2010 along with the Object Exchange List  Appendix IV, List of Reading Passages and Number of Items, is no longer being provided

86. Resource/VE/ Gen. Ed. Self- Contained

87.  FAQs  http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf  Teacher Brochure  http://www.fldoe.org/asp/pdf/2010-Teachers-Brochure- English-Web.pdf http://www.fldoe.org/asp/pdf/2010-Teachers-Brochure- English-Web.pdf  Parent Brochure  http://www.fldoe.org/asp/pdf/2010-Parent-Brochure- English-Web.pdf http://www.fldoe.org/asp/pdf/2010-Parent-Brochure- English-Web.pdf

88. Jill Brookner, Alternate Assessment Coordinator 305-995-7580 jbrookner@dadeschools.netjbrookner@dadeschools.net Martha Berman, Curriculum Support Specialist 305-995-1417 mberman@dadeschools.netmberman@dadeschools.net Tobe Marmorstein, Curriculum Support Specialist 305-336-1003 tmarmorstein@dadeschools.nettmarmorstein@dadeschools.net Tami Valdes, Curriculum Support Specialist 305-995-7580 t.valdes@dadeschools.nett.valdes@dadeschools.net Liane Smith, Secretary 305-995-7580 lasmith@dadeschools.netlasmith@dadeschools.net