1. Florida Alternate Assessment Orientation Training: Putting It All Together Fall 2012

2. Overview of the Day  Welcome & Introductions  Question Activity  Scavenger Hunt  Overview with Jill  Administration Manual Review & Activities  Sample Item Activities  Questions & Answers

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

5. Reminder Scores for students who take the Florida Alternate Assessment will now count toward proficiency and growth!

6. ACCESS COURSES

7. Revisions in the Use of 7700, 7800, and 7900 Course Codes The 2012-2013 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

8. Cont’d Course Revisions 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. Access Courses Briefing # 11037/12652

10. Access Courses Scope and SequenceOld and New

11. WHO ARE YOUR FLORIDA ALTERNATE ASSESSMENT STUDENTS?

12. 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 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

13. What is a Significant Cognitive Disability?? In the individual educational plan (IEP) team’s discussion to the question: “Does the student have significant cognitive disabilities”, all of the information should be considered collectively for which the student’s IQ score is but one piece of the data puzzle. The focal point for discussion should be on the impact of the student’s cognitive disability. The impact should be permanent, prominent, and pervasive; affecting all aspects of the student’s academic, domestic, community living, leisure and vocational activities.

14. 14 SPED EMS

15. PRACTICE MATERIALS

16. Practice Materials Practice Materials are 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

17. Practice Materials Arrived in September NOT Secure Includes Updated Manual (or faa.dadeschools.net) Request Additional Materials at lasmith@dadeschools.net lasmith@dadeschools.net

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

19. Who Should Administer the Florida Alternate Assessment? Student’s special education teacher OR Certified teacher WHO Knows student AND Trained in assessment procedures

20. Training (New teachers only) November 6, 2012 South Miami Middle December 4, 2012 Hialeah Senior High February 1, 2013

21. Update (for all teachers who have previously been trained) FLDOE Update Training Available starting October 8, 2012 through February 22, 2013 24/7 http://faa- training.measuredprogress.org Weekly Briefing #12488 FLDOE will send list of participants to districts for compliance checks. Teachers who do not participate in the update training will not be permitted to administer the assessment

22. Timelines 2013 Florida Alternate Assessment Shipment to SchoolsWeek of February 25, 2013 Administration WindowUpon receipt of assessment materials– return of assessment materials Return of MaterialsApril 2 or 3, 2013 RETURN TO TDC 8:00 am to 3:30 pm You are responsible for the return of materials even if you have no students being tested.

23. Additional Materials 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 Tuesday, March 5, 2013 (Writing drop-off) or Tuesday, March 19, 2013 from 7:45am to 3:30 pm. at TDC

24. Testing Window Administrator Support February 25, 2013 to April 1, 2013 –Test Security –Space for Testing –Teacher Coverage –Classroom visits – Use form –Check Student Answer Sheets –All Students Tested

25. Administrator Checklist

26. Scaffolding at the Participatory Level –Reducing the response options for the student who is unable to respond correctly –Difficulty of the test item is reduced by removing or covering the incorrect selection(s) –The student’s incorrect response is either removed or covered with a piece of paper If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding Scoring Rubric & Directions

27. Scoring Rubric Flow Chart

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

29. Sample Answer Sheets

30. 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  Grade level missing  Incorrect grade level recorded

31. Proficiency 9 Commended * STATUS: 12345678 Emergent Achieved * GROWTH ** : * Considered Proficient ** Students who score level 4 or higher on the prior year assessment and maintained their level or scored higher on the current year assessment are considered to have made growth. Students who scored in level 1, 2 or 3 on the prior year assessment and score a minimum of 5 points higher on the current year assessment are considered to have demonstrated growth.

32. Scores

33. Student Reports Data Chats

34. What Should Teachers Use to Teach? Training February 1, 2013 Weekly Briefing #12287

35. Administration Manual Review  What’s New - Important administration changes, materials, and/or instructions  Scoring Rubric Flow Chart – Visual depiction of scoring procedures  Quick Reference Guide - Overall and content- specific administration information  Introduction  Assessment Participation Checklist

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

37. Form A or Form B  All materials match the form of the assessment being administered  The correct form of the assessment must be marked on the Scannable Student Answer Sheet

38. 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

39. Test Booklet  Test Booklets includes the following information for each item:  Materials needed  The Access Point being assessed  What the teacher sets up and says  The correct answer  A place to record the student’s score

40. Response Booklet  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

41. Cards and/or Strips Packets  Is either Form A or Form B  All of Writing is provided in cards and strips  The back of cards and strips are labeled with:  Grade  Content area  Item number  Level of complexity

42. Passage Booklet  Is either Form A or Form B  Passage graphic is on the left side page with a brief caption underneath to be read aloud only to student with visual impairments  Passage text is on the right side page

43. 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

44. Video Clip – Item Administration

45. Before Administration  Read the Administration Manual and refer to:  Open-Response Writing topic list (page 31)  List of Cards and/or Strips and Teacher- Gathered Materials by Item (provided by mid- October to early November)  Object Exchange List (provided by mid- October to early November) Teacher Preparation Checklist

46. 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

47. 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

48. During Administration  Use the Scoring Rubric/Flow Chart and directions  Make notes in the Test Booklet as needed  Score accurately  Score each Access Point as it is completed  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

49.  Item Script and Repeating Items  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” Assessment Administration

50.  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

51. Video Clip – Repeating Prompts

52. Assessment Administration  Reinforcement/Encouragement  Encourage the student to keep working without indicating that the answer is right or wrong  Cutout Cards and Strips  Placement of cards MUST be in the order listed in the Materials column of the Test Booklet  Use organizational techniques to keep cards and strips in order  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

53. Item Walk-Through

54. Materials Column  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

55. Materials Column  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

56. Access Point Column  Access Points are identified for each level of complexity: Participatory, Supported, and Independent  Access Points can be found at www.floridastandards.org

57. Teacher Will Column  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

58.  The teacher is most often directed to read word cards to the student  Even if the student can read the card independently, cards/strips MUST be read aloud unless the directions specifically indicate not to  The portion in italics MUST be stated exactly as written Teacher Will Column

59.  “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… Teacher Will Column

60.  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 Student Will Column

61.  Stimulus cards and strips should be placed first on the work surface in the direct view of the 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

62. Materials column Word cards:treecatdog STUDENT treecatdog Horizontal Placement Example

63. STUDENT tree cat dog Materials column Word cards:treecatdog Vertical Placement Example

64. STUDENT treecat dog Materials column Word cards:treecatdog Corner Placement Example

65. Assessment Administration  Teachers should refer to 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

66. Reading a Table

67. Administration Manual Review  Administration Directions  Overall  Reading  Mathematics  Writing  Science

68. Content-Specific Administration Directions: Overall  Response Booklet and Writing cards and strips  Repeating of item script  Scaffolding at the Participatory Level  Prompting  Cueing for more than one response  Reading tables, charts, graphs, and diagrams  Signing items

69. 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

70. Content-Specific Administration Directions: Reading  Passage Booklet  Passage graphic captions are to be read aloud ONLY for students with visual impairments  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

71. Fluency Items – 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

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

73. Content-Specific Administration Directions: Mathematics  Calculators, number lines and counting block 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

74. Content-Specific Administration Directions: Writing  Spelling Items - misspelled words should be pronounced as if spelled correctly  Open-Response Items – require student to independently compose a response (response options are not provided)  Refer to open-response topics on page 30  Student’s usual mode of communication should be used to relay a response  A response may come in a variety of forms: written response, a verbal response, a response using assistive technology (e.g., DynaVox or a computer, PECS symbols)

75. Logical Response Items  Some items have “Any logical response is acceptable” in the Student will column  In order to determine if a response is correct or incorrect:  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 other parameters are outlined

76. Logical Response Items - Example Open-Response Writing Item Materials – Stimulus sentence strip: I had fun when I went _______. Access Point – Independent: 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.

77. Logical Response Item – Responses Sample Logical Response I had fun when I went to the mall. I was with friends. I shopped. I bought a shirt. Sample Incomplete Response I had fun when I went to the mall. I was with friends. I shopped.  Includes only two sentences. Prompt student to provide one more response. Sample Incorrect Response I had fun when I went to the mall. I was with friends. I went to the zoo. I saw animals.  All three sentences do not relate to the main idea – having fun at the mall.

78. Open-Response Items  A list of topics for open-response writing items are provided in order to prepare students prior to the assessment window  Prior to the assessment window:  Introduce words and/or phrases into the student’s vocabulary related to 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

79. Open-Response Items  Provide the programmed device during the assessment administration  Preparing full sentences as a response is NOT allowed  Students must be independently composing his or her own thought

80. Scoring Rubric

81.  Scaffolding at the Participatory Level  Reducing the response options for the student who is unable to respond correctly  Difficulty of the test item is reduced by removing or covering the incorrect selection(s)  The student’s incorrect response is either removed or covered with a piece of paper  If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding Scoring Rubric & Directions

82. Scoring Rubric Flow Chart

83. Video Clip – Scaffolding

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

85.  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 Sept. 10 – Oct. 12, 2012 Allowable Adjustments

86. Students with Limited Physical Ability and/or Mobility  Criteria  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

87. Students with Limited Physical Ability and/or Mobility: Example Item  Teacher assistance is required in order for the student to use the ruler

88. Students with Limited Physical Ability and/or Mobility: Example Item  Determine from Teacher will column what the student is being asked to perform (identify the longest side, place the ruler correctly, and determine the length of the side)  For each side of the shape, ask “Is this the side to measure?”  Once the student indicates the side, he or she must know how to use a ruler  Place the ruler next to the side in an offset manner (“0” set below the start of the side to be measured) and say, “Tell me when the ruler is where you want it.”  Slide the ruler until the student indicates to stop  Then read the number cards to the student

89. Accommodations & 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 Educational Plan

90.  Students with Visual Impairments  Accommodations  Request Braille/Tactile Graphics version if student uses on a regular basis  Adapted tools (e.g., rulers, calculators)  Substitute real objects for the picture cards (refer to Object Exchange List)  Describe stimuli and response options by reading aloud the labels in the Materials column Accommodations & Criteria for Use

91.  Students with Visual Impairments  Accommodations  Read aloud additional descriptive text in the Materials column for some items (appears in parentheses)  Script for passage graphic in Passage Booklet  See Appendix III for detailed instructions for adopting the assessment administration for students with a visual impairment Accommodations & Criteria for Use

92. Video Clip – Visual Impairments

93. Thinking of a Student Activity

94.  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 Educational Plan Accommodations & Criteria for Use

95.  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 Accommodations & Criteria for Use

96.  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 Accommodations & Criteria for Use

97.  Contact Information  Contact the Alternate Assessment Coordinator for the district  Acknowledgements Other

98.  Appendix I: Glossary of Terms  Appendix II: Florida Alternate Assessment Teacher Self-Reflection checklist  Appendix III: Instructions for Adapting Assessment Administration for Students with Visual Impairments  Reminder – The List of Cards and Strips and Teacher-Gathered Materials by Item, as well as the Object Exchange List, will be provided as separate documents by mid-October to early November Appendices

99. Sample Item Activities Administration Demonstration Sample Item Activity Administration Pairing Activity

100. Questions & Answers

101. Helpful links FLDOE Alternate Assessment Site –http://www.fldoe.org/asp/altassessment.asphttp://www.fldoe.org/asp/altassessment.asp FAQs –http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdfhttp://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf Teacher Brochure –http://www.fldoe.org/asp/pdf/Teachers-Brochure- English-Web.pdfhttp://www.fldoe.org/asp/pdf/Teachers-Brochure- English-Web.pdf Parent Brochure –http://www.fldoe.org/asp/pdf/Parent-Brochure-English- Web.pdfhttp://www.fldoe.org/asp/pdf/Parent-Brochure-English- Web.pdf

102. Contact Information Jill Brookner, Alternate Assessment Coordinator 305-995-7580 jbrookner@dadeschools.net Liane Smith, Secretary 305-995-7580 lasmith@dadeschools.net