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
2011 - 2012CoAlt
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
2011 - 2012CoAlt
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.
2011 - 2012CoAlt
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)
2011 - 2012CoAlt
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.
2011 - 2012CoAlt
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, [email protected]