2011 - 2012CoAlt

CoAlt Administration Training2011 – 2012

Please sign and return your confidentiality forms.

2011 - 2012CoAlt

Introductions

1. The best job I ever had was...   2. The worst project I ever worked on

was... 3. The riskiest thing I ever did was...

2011 - 2012CoAlt

Training Objectives Assessment Program system

overview

The Alternate Assessment

Qualifying for the Alternate

Administration

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In your folder

PowerPointTraining Test Examiner ProtocolTraining Item SupplementalFeedback Form

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Colorado Assessment System

Slide # 5

Office of Student Assessment

Achievement College Entrance National and State Trends

EnglishLanguage Acquisition

TCAP

CoAlt

COACT NAEP CELApro

CELAplaceLCEU

11th Grade - AlternateESSU

2011 - 2012CoAlt

Office of Student

Assessment

School Assessment Coordinator

CTB McGraw-Hill

DAC

Test Examiners

2011 - 2012CoAlt

Office of Student Assessment

How do I administer the test?

What test materials do I need?

What Accommodations are allowed?

What labels do I use?

How long will each session take?

Processes for getting clean, valid data.

Exceptional Student Services Unit

Who must take the test?

How do I identify students?

What do I do with the results?

Instructional guidance….

Now that I have the

data…what next?

How do I write an IEP?

Mira Monroe 303.866.6709

ESSU 303.866.6600

2011 - 2012CoAlt

Communication

Colorado Department of Education

CTB Office of Student Assessment

District Assessment Coordinator

Consult Procedures Manual Consult Accommodations Manual

School Assessment Coordinator

Consult SAC/DAC Manual

Test Examiner

Consult Manual

2011 - 2012CoAlt

CoAlt

Standards-based assessmentMeasures students progress towards the Expanded BenchmarksProvides a picture of student performanceIndicates individual student progress towards the content areas

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Standardized

This means… all students will have the same test content,

resources, directions, testing conditions, and rating procedures

one score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado

There is flexibility in the assessment within the standardization through the use of CoAlt Expanded AccommodationsIt is

all about a valid and reliable assessment.

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Eligibility

Pages 9 – 10 of the Colorado Accommodations Manual

Must meet all 4 criteria

Each content area must be looked at individually

For questions regarding eligibility please contact ESSU

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The criteria for CoAlt eligibility states:   Evidence of a Significant Cognitive DisabilityThe student exhibits a significant cognitive disability as determined through empirical evidence (educational testing results, evaluation team results, etc.) and it is documented on the IEP. Students who qualify will have significant cognitive impairments, commensurate abilities in the content areas and adaptive behavior impairments. * Note: Students with overall cognitive and/or adaptive behavior abilities within the average range are not considered significantly cognitively disabled

 It is important to stress that the IEP team build a body of evidence to support or not support the confirmation of a significant cognitive disability.  

Empirical evidence may include an IQ test, but is not limited to such testing, as such standardized measures have a margin of error.  As such, it is important that in situations where the IEP team has testing information that does not produce a confident result, further evidence is gathered to confirm the decision that the student does or does not have a significant cognitive disability.

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Data Use

Recommended that teachers use GRT data, which show Levels of Independence, and Content Knowledge in considerations for classroom instruction

Resolved scores can show an overview of student progress

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2011 - 2012 Testing Window

February 2 – March 23

Content Areas and Grades :

Grades 3-10 Reading/Writing and Math

Grades 5, 8 and 10 Science

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SchedulingRead through Examiner’s Manual

Preparation of Expanded Accommodations– Read through Item Presentation Protocol

Individual administration

No time limits or restrictions on time

Allow time for breaks

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Environment

• Space for giving the assessment• Not disrupted by other students/staff• Limited distractions

• Space for storing accommodations

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Test SecurityThe following items must be secured:

Item Protocols Student MaterialsAccommodated student materialsRating Forms

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Test Security Documented chain of custody must be

maintained Item Protocols must not be reproduced Student responses must not be recorded

anywhere other than in the Item Presentation Protocol and the Rating Form.

You may not record any information during testing, including notes for IEPs.

No cell phones, digital cameras or video cameras in the testing room during testing.

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What arrives at the District from CTB

Pizza BoxMath Manipulatives

Test Examiner Protocol

Student Supplemental

Pizza Box

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Test ExaminerTest examiner must be a certified educator

Test examiner should be the person who knows the student best

Test examiners must be trained annually

Para professionals may be present but may not administer the assessment(anyone in the assessment environment should be trained)

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Expanded AccommodationsAcceptable:CoAlt Expanded Accommodations

Physical tools used by the student and/or teacher to provide greater access to the content or in facilitating student responses.

For each item the test examiner must be aware of the indicator being assessed

Not Acceptable:Modifications

Changes what is being measured. Example: reading the reading passages of the assessment

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Expanded Accommodations

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Expanded Accommodations

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Expanded Accommodations

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Expanded Accommodations

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Important to NoteAccommodations used during instruction should be the accommodations used during assessment as long as they do not invalidate what is being measured.

The test examiner must read the indicator being assessed to ensure that the CoAlt Expanded Accommodation being provided does not invalidate what is being measured.

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Options for ELLEN studentsCoAlt Spanish Reading and Writing Grades 3 and 4Identified as English Learner (NEP or LEP)Receiving instruction in Spanish, this year

or lastStudent in ELA program 3 years or less

(preschool and Kindergarten do not count)Documented on IEP

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Options for ELLEN students

Presentation in students native language: – Allowed: writing, math and science– NOT Allowed: reading

Response in a language other than English: – Allowed: reading, math and science– NOT Allowed: writing

CoAlt Expanded Accommodations that provide the linguistic support the student needs and do not invalidate what is being assessed.

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Documentation of Accommodation

NoneAssistive technologyBrailleEye gazeModified picture symbolsObjectsSign LanguageTranslated into student’s native languageOther

Must be used in instruction 90 days prior to assessment

Must be documented on the student’s IEP

More than one may be bubbled on the data grid

If no accommodations are used NONE must be bubbled

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Prepare your Practice Cards

Find your elbow partner and introduce yourself. Between the two of you, create one set of practice cards by taking 3x5 cards and labeling them:

1 – NR 3 – I 2 – I 4 – I 4 – C 2 – C 3 – C

Short Break

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Introduction Video

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Using the Item

Presentation Protocol

Training Item Procedure 1

(Math)

Indicator AssessedRecognize coins and bills when given label

PROMPT: Look at these pictures of coins.

Prepare: Place Coins in front of student. Do not describe.

PROMPT: Show me the coin that is a quarter.Student Response:__ A. indicates dime__ B. indicates quarter*__ C. indicates nickel__ D. indicates penny__ E. other__ F. no response

Level of Independence:___ Level 4 ___ Level 3 ___ Level 2 ___ Level 1

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Test AdministrationTest Examiners record two pieces of information:

Student Response:__ A. indicates dimea B. indicates quarter*__ C. indicates nickel__ D. indicates penny__ E. other__ F. no response

Level of Independence:a Level 4 ___ Level 3 ___ Level 2 ___ Level 1

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No Response

No Response– Assumes non engagement– Must have LOI 1 filled in

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Level of Independence

4 Levelso Level Four – Independento Level Three – Partial Independenceo Level Two – Limited Independenceo Level One – No Response

The level of support needed to engage the student in the assessment task

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Level 4Protocol:Follow the item prompt on the Examiner’s Page, using the

student’s usual mode of expressive communication.

If the student does not respond to the prompt:– repeat the same item prompt, or– simplify***

Mark Level 4Mark Student Response

– (Incorrect or Correct)ORGO ON to Level 3 if student is unable to

respond/complete the task

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Simplify

*** Simplify- unfamiliar terminology used in the item prompt using synonyms which provide the student opportunity to demonstrate skill/understanding without invalidating the construct

This may be used for LOI 4 only.

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Level 4 Video

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Level 3Protocol:

provide the student with additional information to encourage engagement in the task OR ask questions which encourage the student to think further about the task

Mark Level 3Mark Student Response(Incorrect or Correct)ORGO ON to Level 2 if student is unable to

respond/complete the task

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Level 3 Video

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Level 2

Protocol:Direct the student to the answer by modeling correct

response, such as using a:– verbal prompt; OR– gestural prompt; OR– physical prompt

The student must then independently provide a response (correct or incorrect).

Mark Level 2Mark Student Response (Incorrect or Correct)ORGO ON to Level 1 if student is unable to

respond/complete the task

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Level 2 Video

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Level 1Mark this only when the student is unable to respond or complete the task even after Level 2.

Mark Level 1 Mark “No Response”

Student Response:__ A. indicates dime__ B. indicates quarter*__ C. indicates nickel__ D. indicates penny__ E. othera F. no response

Level of Independence:__ Level 4 ___ Level 3 ___ Level 2 a Level 1

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Level 1 Video

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PracticeTeam with your elbow partner.Take the 3x5 cards and write combinations.Using the training materials provided practice scoring responses.The “student” draws a combo card, and does not show the “teacher.” The teacher presents the item, and the student answers based on the combo card.Continue until you have gone through each item and then switch roles.

1 – NR 3 – I4 – C2 – C4 – I 2 – I3 – C

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Scoring

Accurate scoreso Ensuring accurate

transfer

All assessments are scored by CTB

Each student must receive two data points for a valid score

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Rating Form Video

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No Scores

If more than 15% of responses are marked as invalid, the student receives a “no score”

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Invalid Combination

Invalid Combination: Student response of “Other” and an LOI of 1

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Invalid Combination

Invalid Combination: Student Response and LOI is blank

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Invalid Combination

Invalid Combination: No response is marked along with an LOI of 2, 3, or 4

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Valid Response

Valid Combination: Student Response other than NR is marked along with an LOI of 2, 3, or 4

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Valid Combination

Valid Combination: No response is marked along with an LOI of 1

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Who to call first:

Assessment Materials and Shipping– CTB/McGraw-Hill Help Desk

800-994-8557

Assessment Administration Questions– Office of Student Assessments

(303) 866-6929

2011 - 2012CoAlt

Contacts at CDE

Program and instruction for students with disabilitiesESSU303-866-6600

CoAlt administrationMira Monroe, OSAmonroe_m@cde.state.co.us303-866-6709