1. Dynamic Learning Maps Alternate Assessment Alaska District Test Coordinator Training Fall 2015 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.

2. 2 Overview of the Session 1.The Assessment System 2.District Test Coordinator Roles & Responsibilities 3.Brief Overview of Test Administrator Required Training 4.Service Desk 5.Brief Overview of How the Assessment is Delivered 6.Recommendations for Success

3. 3 THE ASSESSMENT SYSTEM

4. 4 A Portion of the ELA Map

5. 5 DLM Essential Elements Are the target for the grade level Reduced depth, breadth, complexity Provide appropriate level of rigor and challenge Focus on the skills (with multiple means of demonstration) Are not functional or pre-K skills or instructional descriptions

6. 6 Spring Testing Window March 21 – May 6, 2016 Testlets cover the whole blueprint 5 testlets per subject Dynamic routing supports adaptability – System chooses linkage levels During typical testing volume, the next testlet is assigned within 30 minutes after the student is identified as being ready for the next testlet.

7. 7 ASSESSMENT COORDINATOR OR DTC ROLES AND RESPONSIBILITIES

8. 8 Major Assessment Coordinator Responsibilities Manage staff roles and responsibilities Develop and implement a comprehensive training plan Develop a schedule for test implementation Monitor and support test preparations Monitor and support test administration Develop a plan to facilitate communications with parents and staff Serve as the first point-of-contact for teachers, answering questions about the assessment. Troubleshoot issues as they arise

9. 9 Other Roles & 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 Administrator (Examiner, Teacher, etc.) Complete Personal Needs and Preferences (PNP) Complete all required training Prepare students for the assessment Administer the DLM assessment

10. 10 REQUIRED TEST ADMINISTRATOR TRAINING

11. 11 2015-2016 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 TDE login information

12. 12 Enrollment in Required Training Test administrators need to be in Educator Portal There is a 2-3 day delay The deadline for completing training is February 10, 2016

13. 13 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 – See your state policy for additional clarification

14. 14 New TA: Delivery Options Self-Directed Training activity = videos and short activities (not scored) Post-test for each module ≥80% is successful completion; unlocks next module Facilitated Participants go to workshop; complete same videos/short activities in a group format – Facilitator accesses Moodle Post-test for each module is in Moodle – Participant accesses Moodle May include half day of hands-on training in EP or other activities

15. 15 Returning TA: Delivery Method One training video and transcript delivered in Moodle – self-directed only One big quiz (4 parts) ≥80% is successful on each part <80% is not successful on each part Must complete all 4 parts successfully on 1 st attempt OR Directed to additional training and post-tests on parts not passed

16. 16 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)

17. 17 EDUCATOR PORTAL

18. 18 Educator Portal Manage student, user, and assessment data educator.cete.us Data Stewards – Upload users, students, and rosters Teachers/Test Administrators – View rosters – Complete PNP and First Contact – Access test tickets – Marked as having a teacher – read only role

19. 19 Test Administrator Responsibilities Check student data (enrollment, roster) Update/complete PNP Update/complete First Contact

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 Personal Needs and Preferences 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 Appendix of the Accessibility Manual Pages 115-123 http://dynamiclearningmaps.org/alaska

22. 22 First Contact 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 (*)

23. ‘Next’ button is not accessible until all required* questions are responded to

24. Submit Instructions & Confirmation

25. 25 HOW THE ASSESSMENT IS DELIVERED

26. 26 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

27. 27 Testlet Delivery Students are assigned one testlet at a time in each subject Testlets can be delivered for any available Essential Element (EE) Testlet Information Pages (TIPs) provide test administrators with information specific to each testlet

28. 28 Content of the Assessment Grades 3-10 – English Language Arts (ELA) – Mathematics Blueprints A subset of Essential Elements

29. 29 End-of-Year Assessment Required Cover the full blueprint Results used for summative purposes

30. 30 Test Design 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

31. 31 Testlets in Linkage Levels

32. 32 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

33. 33 Testlet Delivery

34. 34 Testlet Delivery

35. 35 Testlet Information Pages 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

36. 36 ASSESSMENT COORDINATOR RESOURCES

37. 37 Assessment Coordinator Resources DLM website Assessment Coordinator Manual State DLM web page Activate your Educator Portal account System-related announcements to be displayed in Educator Portal

38. 38 Other District Roles All updated manuals http://dynamiclearningmaps.org/alaska http://dynamiclearningmaps.org/alaska District Data Steward – Data Steward Manual – User templates Technical Liaison – Technical Liaison Manual Test Administrators – Educator Resource Page

39. 39 DLM SERVICE DESK

40. 40 DLM Service Desk 1-855-277-9751 (toll-free) or DLM-support@ku.edu Testing environment issues Test administration and user account issues Student information issues

41. 41 DLM Service Desk Provide as much detail as possible. Please include: Your contact information (email address, name) The state and district in which your school is located Error messages, including the testlet number if applicable to the problem Operating system and browser information Information about network configuration Do not include any secure information including student identifiable information

42. 42 DLM Service Desk Monday through Friday from 8:00 a.m. to 7:00 p.m. Central Time During Alaska’s spring testing window (March 21-May6), open from 8:00 a.m. to 4:00 p.m. Alaska Time

43. 43 RECOMMENDATIONS FOR SUCCESS

44. 44 Recommendations 1.Develop a timeline for training 2.Set school schedules for testing 3.Ensure users access Educator Portal 4.Know the common pitfalls 5.Customize information for teachers 6.Complete the required training modules 7.Be specific with DLM Service Desk

45. Deadlines DEADLINEEVENT 11/3 and 11/5Assessment Coordinator Webinar 1/8/16 Complete enrollment/User/roster uploads 1/15/16Complete First Contact and PNP 2/29/16Complete Data verification for students 3/7/16 Complete required test administration training 3/21/16 – 5/6/16Test Window 6/6/16ELA/Math Student Score Reports

46. Work Session How will you manage staff roles and responsibilities? What is your plan for regular communication with your team? Develop a training timeline Develop a schedule for testing Develop a system for monitoring and supporting test preparation & administration

47. 47 What’s New in DLM for 2015-2016 Required training for test administrators now in Moodle Additional supplemental materials for test administrators including “how to” videos Final score reports delivered through Educator Portal

48. 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, AK Alternate Assessment Program Manager: grace.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.