2013 - 2014

CoAlt: Reading, Writing and Mathematics

Administration Training

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Assessments 2013 – 2015CommunicationQualifying for the Alternate

Dual Assessment Overview of the CoAlt: Reading, Writing

and MathematicsAdministration

Training

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Spring 2014

This is the last year for the current version of the alternate assessment for reading, writing and mathematics.

Communication Protocol

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Test ProctorSchool

Assessment Coordinator

DAC

CTB / McGraw

Hill

CDE

The Assessment Unit communicates with District Assessment Coordinators to ensure a consistent message is given to districts.

According to the communication protocol: test proctors talk to school assessment coordinators; who talk to district assessment coordinators; who talk with the Assessment Unit or CTB-McGraw Hill.

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http://www.cde.state.co.us/assessment/coaltassess

Information on the CoAlt: Reading, Writing and Mathematics assessments can be found at: http://www.cde.state.co.us/assessment/coaltassess.

CoAlt Questions

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• Test administration• Test materials• Allowable accommodations• Logistics

Assessment

Unit

• Eligibility• Instructional guidance• Data interpretation• IEP documentation

SPED Unit

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Eligibility is determined by the IEP team1st Determine Academic Standard 2nd Determine Assessment

IEP teams do not determine if a student participates in state assessments; only how a student participates in state assessments.

Alternate Standards and Assessment Eligibility Criteria

Worksheet

General Standards → TCAP

Alternate Standards → CoAlt

Only students with a significant cognitive disability are eligible for instruction and assessment based on the Extended Evidence Outcomes of the Colorado Academic Standards.

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Typically a significant cognitive disability is pervasive in nature and the student will take an alternate assessment in each content area tested. In rare cases, the IEP team may submit a Request for Dual Assessment in order for the student to take the general summative assessment in certain content areas with or without accommodations.

Eligibility – Dual Assessment

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Typically a significant cognitive disability is pervasive in nature and the student will take an alternate assessment in each content area tested. In rare cases, the IEP team may submit a Request for Dual Assessment in order for the student to take the general summative assessment in certain content areas with or without accommodations.

Eligibility – Dual Assessment

DLM will not allow for split testing, thus next year splitting English Language Arts and Mathematics is not an option

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Windshield Check

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Standards-based assessment

Measures students progress towards the Expanded Benchmarks

Provides a picture of student performance

Indicates individual student progress towards the academic content areas of Reading, Writing, and Mathematics

Overview of the CoAlt: Reading, Writing and

Mathematics

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Preparing students for the CoAlt

Extended Standards

Academic Content Standards

Curriculum Instruction and Practices Alternate Assessment

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Designed specifically for students with significant cognitive

disabilities who are instructed on alternate standards.

Learner Centered

FlexibleInteractive

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

directions, testing conditions, and rating proceduresone 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 Accommodations

Standardized

It is all about a valid and reliable assessment.

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Windshield Check

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Read through Examiner’s Manual

Preparation of Expanded Accommodations―Read through Item Presentation Protocol―Student materials are available electronically to DACs via

CTB Navigator – late January

Individual administration

No time limits or restrictions on time

Allow time for breaks

Scheduling

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

Space for storing accommodations These are secure materials

Environment

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The following items must be secured:Item Protocols Student MaterialsAccommodated student materialsRating Forms

Any electronic student materials or student answers must be securely removed from technology used.

Test Security

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Procedures Manual page 33The SAC is responsible for the distribution and collection

of CoAlt: R, W & M materials to and from test examiners each day of administration

Test materials must not be stored in classrooms in advance of or following the administration.

CoAlt: R, W & M Expanded Accommodations must be returned to the SAC and secured on a daily basis.

Documented Chain of Custody

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Maintain security of all CoAlt materials before, during, and after the assessment.

Thoroughly review the test examiner manual, and all accompanying materials prior to testing.

Understand the procedures needed to administer the assessment. Avoid any conditions in the preparation and administration of the

CoAlt that might invalidate the results. Ensure that any eligible student is not excluded from taking the

CoAlt. Ensure that all students who need an accommodation are afforded

one according to Colorado policies and procedures. Protect the rights to privacy of all examinees. Avoid actions or conditions that would permit or encourage an

individual to receive scores that misrepresent their actual levels of achievement.

Ethics

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Is it an acceptable practice to check out materials to a Special Education teacher at the beginning of the week and collecting them at the end of the week so testing can be completed as time is available throughout the day?

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Test examiner must be a certified SPED educatorTest examiner should be the person who knows the student bestTest examiners must be trained annuallyPara professionals may be present but may not administer the assessment

(anyone in the assessment environment should be trained)

Test Examiner

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One Box per Student

Materials

District print Test Examiner manual

There is no limit to accommodations that can be used

during instruction to access content.

Assessment accommodations are about accessing the assessment without changing the construct.

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Math and Writing can be read to this student.

Reading of the Reading Test is not allowed because that would assess oral comprehension (understanding what you hear).

Assessment accommodations can not change what is being assessed

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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.

Expanded Accommodations

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The Colorado Accommodations Manual provides some indications of common Expanded Accommodations for CoAlt. Material Size Contrast Levels Concrete objects Cutting the pictures apart AT devices

Expanded accommodations must not cue students to the correct

answer.

Expanded Accommodations

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Expanded Accommodations

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Don’t Read the Reading Test

Don’t Translate the Reading Test into a language other than English

Don’t Write the Writing Test

Don’t Translate a student’s writing from a language other than English on the Writing Test

Don’t Reduce the number of answer choices

Accommodations for CoAlt

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

Remember

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CoAlt Spanish Reading and Writing Grades 3 and 4

Identified 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

Not a Spanish Literacy assessment

Options for CLD students w/D

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Presentation in students native language: Allowed: writing and mathNOT Allowed: reading

Response in students native language: Allowed: reading and math NOT Allowed: writing

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

Options for CLD students w/D

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Documentation of Accommodations on the student data grid

None Assistive technology Braille Eye gaze Modified picture

symbols Objects Sign Language Translated into student’s

native language Other

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

I f no accommodations are used NONE must be bubbled

I f an accommodation is used that is not l isted OTHER must be bubbled

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Accommodations used during instruction and on assessments must be specifically documented on the students IEP, and based on use and effectiveness in the appropriate sections.

“All allowable accommodations” - What does this mean?

IEP Documentation

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All Allowable Accommodations

Braille Sign Language Native Language

Objects Large Print Color Overlays

Low Vision Devices

Audio Amplification

Modified Picture Symbols

Eye Gaze Assistive Technology

Underlining/ Highlighting

Math Manipulatives

Preferred Writing Tool Noise Buffers

Change of Location

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Windshield Check

Introduction

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

Test Administration

Test 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

Other

Look at these pictures of coins. Show me the coin that is a quarter.

I like cheese.

No Response

No Response (NR)Assumes non engagementMust have LOI 1 filled in

Level of Independence

4 LevelsoLevel Four – IndependentoLevel Three – Partial IndependenceoLevel Two – Limited IndependenceoLevel One – No Response

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

Level 4

Protocol: 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***

1. Mark Level 42. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 3 if student is unable to respond/complete

the task

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.

Simplify

These puppies are sitting on the couch.

These dogs are sitting on the sofa.

Level 4

Protocol: 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***

1. Mark Level 42. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 3 if student is unable to

respond/complete the task

Level 4

Level 3

Protocol: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

1. Mark Level 32. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 2 if student is unable to respond/complete

the task

Engage

Helen. When you went to the store last night with your mother, she used money to buy groceries.

We use money to buy things. Look at these pictures of coins. Show me the coin that is a quarter.

Level 3

Protocol: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

1. Mark Level 32. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 2 if student is unable to

respond/complete the task

Level 3

Level 2

Protocol: Direct the student to the answer by modeling the 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).

1. Mark Level 22. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 1 if student is unable to respond/complete

the task

Modeling

Helen this is a quarter.

Look at these pictures of coins. Show me the coin that is a quarter.

Level 2

Protocol: Direct the student to the answer by modeling the 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).

1. Mark Level 22. Mark Student Response

(Incorrect or Correct)OR3. GO ON to Level 1 if student is unable to

respond/complete the task

Level 2

Level 1

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

1. Mark Level 12. 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

Level 1

Rating Form

Scoring

Accurate scoreso Accurate transfer

Once the forms have left the district, there is not another opportunity to “fix” invalid combinations

All assessments are scored by CTB

Each student must receive two data points for a valid score

No Scores

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

An @ on the GRT indicates an invalid test combination.

Invalid Combination

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

Invalid Combination

Invalid Combination: Student Response and LOI is blank

Invalid Combination

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

At what Level of Independence may the test examiner repeat the prompt without changing LOI?

1) Level 42) Level 33) Level 2

QuizIf the student provides a wrong answer at a level 4, the test examiner should:

1) Repeat the prompt2) Provide additional information3) Record the student’s response

QuizAt Level of Independence 3, the test examiner may do what additional activity?

1) Provide additional information to engage the student2) Stop testing to provide time for the student to

engage in testing3) Repeat the prompt with simplified language

QuizWhen should the test examiner go on to the next level of independence?

1) The student is tired2) The student gives the wrong answer3) The student does not respond

QuizAfter presenting Level of Independence 2, what should the test examiner do if the student does not respond?

1) Gain the student’s attention and repeat the prompt2) Use gestures to direct the student’s attention to the

item3) Mark the student’s Level of Independence as level 1