Hello, and welcome to this CDE recorded online training session for Test Examiners preparing to administer the 11th Grade Alternate Assessment.I am Linda Lamirande and I will be your contact person in the Exceptional Student Services Unit here at CDE. My primary focus is to assist teachers with instructional accommodations. I am also pleased to work with Mira Monroe in the Office of Student Assessment to coordinate accommodations for students with disabilities for use on state assessments.I will narrate as we go through the training slides, and at the end of the presentation, I will put up my email and phone contact information. Please know that I am here to help you in any way I can. You are always welcome to call with any question you may have. Since I am new to this position, I may need to take your question and search around for the answer, but I will get a response to you.
Our topics for discussion are:
First of all, what is the 11th Grade Alternate?This test has been developed as an alternate for the required Colorado ACT. It is the IEP Team’s responsibility to determine that the Colorado ACT is not an appropriate assessment for a given student since that student could not participate meaningfully, even with accommodations, and the student meets the eligibility criteria for alternate assessments
And why do we have this assessment? While both federal and state law requires all students to participate in state assessments, the law also recognizes that for a small percentage of students, the general assessments, TCAP and the Colorado ACT, may not be appropriate. The CoAlt is Colorado’s alternate state assessment for students with a significant cognitive disability, but the ACT does not offer an alternate college-entrance exam for this population of students. Therefore, Colorado has developed an alternate assessment, based on alternate academic achievement standards, that can be useful to yield information for teachers in developing transition goals related to post-secondary workforce readiness skills. Taking the 11th Grade Alternate also satisfies the Colorado ACT participation requirement.
This year, the dates for the testing window are April 2nd through April 27th, 2012. All assessments must be finished by that date and the student scoring worksheets turned in to the District Assessment Coordinators to enter and submit the student data into the CDE Automated Data Exchange, or ADE site, during the data collection window of April 30-May 4, 2012. These windows are firm dates with the ADE site and no extensions will be made.Just as a word of caution: Please do not wait until the last few days of the testing window to begin administering this assessment. There are 36 tasks to be completed. Naturally, some will take longer to set up and administer than others, so allow yourself plenty of time and plan how you can best complete the tasks within your scheduled time with the student.
Just as a quick review, let’s go over the eligibility criteria that each student’s IEP Team will consider and document in the student’s IEP:
Here’s the hyperlink to the 2011-12 Colorado Accommodations Manual. (If for some reason the link doesn’t work when you click it, you can find the Accommodations Manual on both the Assessment and ESSU webpages.) You’ll find the Eligibility Criteria Worksheet on Page 9 of the manual. The worksheet outlines the considerations the IEP Team must make.
First, has the student been evaluated in the primary areas of suspected disability and been determined to be eligible to receive special education services? Has the IEP Team developed an Individualized Education Program, or IEP?
In addition, the IEP Team must document that there is evidence of a significant cognitive disability. Obviously, there are many standardized evaluation instruments that school psychologists and other professionals may use to examine a student’s overall cognitive functioning. Many of those yield a score in which 100 is considered to be within the “normal” range. If a student’s scores fall two or more standard deviations below that norm (depending on the scale of the instrument used) —or approximately 70, that student can be considered to have an intellectual disability, sometimes referred to as SLIC or significant limited intellectual capacity. In addition to the cognitive evaluation, the IEP Team also considers the student’s adaptive behavior and looks at the total body of evidence to determine that the student does meet the requirements of a student with an intellectual disability. While eligibility is not based solely on disability category, the primary disability categories frequently associated with a significant cognitive disability may include: Intellectual Disability / or SLIC Multiple DisabilitiesWhile eligibility for alternate assessment is not based solely on disability category, the primary disability categories frequently associated with a significant cognitive disability include: Intellectual Disability or SLIC Multiple DisabilitiesHowever, a Speech/Language disorder, possibly TBI, or autism spectrum disorder would not necessarily meet the significant cognitive disability criterion. Remember, this is the 1% population—not the student with a learning disability or who is considered a struggling learner.Note: (Read on slide)
Based upon that determination, then the team will verify that the student is to be evaluated according to alternate academic achievement standards, which are part of our Colorado Academic Standards. Those alternate standards are referred to as the Extended Evidence Outcomes or EEOs which were formerly Expanded Benchmarks. The new Colorado state assessments, including the alternate assessment, that will be coming in 2013-14 will be based on the new CAS. The EEOs are not separate standards—they are the Colorado Academic Standards for this population.You can find the printable standards on the webpage: (click hyperlink)
The team will review student performance on annual assessment data and determine the student’s eligibility for each content area annually.
Very well, now the student is qualified to take the 11th Grade Alternate Assessment, so the remainder of this training will focus on the components of that assessment.
The 11th Grade Alternate Assessment was designed as a point-in-time measurement of the student’s skills related to the content areas of Reading/Writing/Mathematics. Scoring is based on scaffolding the student with the necessary supports to get the answer correct. So, you’re thinking , “…with _1-2-3-4-5_________ level of support, the student can…..” Test Examiners will then rate the student’s Level of Independence using a scoring rubric, which we will examine a bit more closely in just a few minutes.
Since the student is qualified to take the CoAlt and use expanded accommodations, they may also be used on the 11th Grade Alternate. For reference, please see pages 84-87 in the Colorado Accommodations Manual. Remember, our goal for using accommodations is to provide access for the student, so that they have an opportunity to show mastery of a skill. Accommodations are not meant to provide an unfair advantage.
Some points to note with regard to the administration of the assessment….
Materials you will need to assemble for the assessment include:
Included in the test materials, you will find an 11th Grade Alternate Task Procedure sheet which lists all 36 tasks and gives guidance for materials that can be used for that task. For our discussion, I have created a sample task: (read task) The procedure may suggest to have the student select a job type that he/she finds interesting and for which they might apply for an interview. The student is then asked to select real clothing, or choose from an array of pictures in order to demonstrate an understanding of how to dress appropriately for a job interview.
For our sample task, I chose images from the Internet, or I could print them on paper, to depict two job types. I would ask the student to choose a job they might interview for, using any response method the student typically uses. (You could adapt the pictures to be something you know your student likes or is interested in doing.)
So, for our Sample task, the student might be presented pictures of a variety of clothing and be asked to indicate which would be appropriate to wear on a job interview for the job type chosen.You’re welcome to adapt this sample as an instructional activity prior to testing to familiarize the student with the type of tasks on the assessment.
On the right side of the Tasks list, the Procedures column provides guidance for testing materials. There are optional worksheets supplied in the test materials packet that go along with the tasks.
All materials in the testing packet are suggestions; you may substitute as long as they align with the core concept being assessed and correspond appropriately with student response boxes on the scoring worksheet. You would not want to substitute a math task for a reading or writing task, since that would cause the results calculations to be skewed. Remember: Whatever materials you use for testing, must be destroyed. So don’t use your only copy of a picture for example.
This is the rubric that was emailed to your District Assessment Coordinator, I’ll refer to them as “your DAC”, and the rubric is also provided in the testing materials packet you will receive. It is very important that you become familiar with each level in order to fairly and consistently rate the student’s responses. Let’s review each level:There are 5 levels ranging from full independence to no response. Student responses are to be scaffolded to accomplish the task. The Test Examiner will then rate the student according to the Level of Independence shown.
To rate a student Level 5, the student is able to perform the task without assistance.
If the student does not respond independently or responds incorrectly on the first presentation, you may repeat the cue or refocus the student to the task. The test examiner would score that as a Level 4 response and write the number 4 in the box on the Scoring Worksheet that corresponds to the task number. The boxes on the worksheet are labeled R = Reading W=Writing and M=Math. Simply write the number in the box.
If the student does not respond or if the response is incorrect, the test examiner can provide clarification or rephrasing. You may also demonstrate a like response. This is a ____; show me a _____. That response would score as a Level 3.
On a Level 2, the student requires a specific prompt such as…..
If there is no evidence that the student understands, or no engagement, and the task cannot be completed, the student would be scored at Level 1 for that task.
To review how responses are recorded: There are three parts on the green Scoring Worksheet. Be very mindful to record the responses in the correct corresponding box on the scoring worksheet. Simply write a 1,2,3,4, or 5 in the box.
The assessment can be administered in sections over several days within the testing window. When all sections are complete, the teacher is allowed to consider the student’s responses and note areas of strength and weakness. This should become helpful observational data that can be used in formulating appropriate post-secondary workforce readiness goals and objectives.
When all is complete, (please don’t leave any boxes blank!) the Test Examiner will turn in the green sheets—the Student Data Collection sheet on top and the Scoring Worksheet that is attached --to the DAC. The DAC will then enter and submit the data to the Automated Data Exchange site at CDE. The student’s responses will be scored and Performance Level Descriptors will be applied.Test results will be released to the districts at the same time as the Colorado ACT results. An access window will be opened and a file will be posted to the ADE site. DACs will be able to download the student’s test results according to the Performance Level Descriptors. The PLDs are posted on my website, if you’d like to make copies of those. Over this next year, I plan to work with our Secondary Transition Team to develop some resources and ideas to help you translate those Performance Level Descriptors into goals as part of the student’s transition plan, so be watching for that information to be posted.
Here is my contact information and website. Please give your feedback or suggestions for next year’s 11th Grade Alternate to your DAC and they will pass that information along to me. I’d be particularly interested to know if you found the observational data obtained from administering this assessment helpful in post-secondary workforce readiness skills and transition planning.I sincerely thank you for your time today and wish you good success with the 11th Grade Alternate Assessment.
Linda Lamirande Exceptional Student Services UnitAssessment & Accommodations Senior Consultant Spring 2012 Administration
Training Topics• Skills assessed by the 11th Grade Alternate Assessment• Eligibility Criteria for Alternate Assessments – CoAlt – 11th Grade Alternate for Colorado ACT• Expanded Accommodations• Assessment Materials• Test Administration Procedures
What is the 11th Grade Alternate?• An alternate assessment for 11th Grade students who meet eligibility requirements for alternate assessments• An alternate assessment based on alternate academic achievement standards – Colorado Academic Standards/ Extended Evidence Outcomes (Expanded Benchmarks)
Purpose of the Assessment• Yield information useful to teachers in developing transition goals related to post-secondary workforce readiness – Communication – Employment skills – Independent living• Satisfies participation requirement for Colorado ACT
Testing WindowThe 11th Grade Alternate Assessment 2011-2012Administration for all content April 2, 2012- Aprilareas (reading, writing, and 27, 2012mathematics)ADE Data Collection April 30, 2012 - MayWindow 4, 2012* Students are required to take either the Colorado ACT or, if eligible, the11th Grade Alternate Assessment
Alternate Assessment Eligibility CriteriaIn order for a student to be considered eligible to take an alternate assessment in Colorado (CoAlt, 11th Grade Alternate, district alternates, etc.) all of the following criteria must be met for each content area separately and considered on an annual basis:
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations ManualThe IEP Team considers:• evaluation reports and data• adaptive behavior• a body of evidence to document that the student meets the following requirements:
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations ManualCriterion #1:• Does the student have an Individualized Education Program (IEP)?
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations ManualCriterion #2:Evidence of a Significant Cognitive Disability• The 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 behaviorabilities within the average range are not considered significantlycognitively disabled.
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations ManualCriterion #3:• Is the student working on alternate academic achievement standards? – Extended Evidence Outcomes (EEOs) / Expanded BenchmarksColorado Academic Standards with EEOshttp://www.cde.state.co.us/cdesped/CSAPAEligibility.asp
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations ManualCriterion #4:• Did the IEP Team meet to review annual assessment data and determine the student’s eligibility for each content area? – Reading/Writing – Mathematics – Science
Training for Test Examiners Components of the AssessmentStudent Data Collection Sheet Instructions for Test Examiners Level of Independence rubric Assessment Task Procedures Materials Adaptations to testing forms Assessment Scoring Worksheet
11th Grade Alternate Assessment• Evaluates the student’s skills related to the content areas of Reading, Writing, and Mathematics in a task-based format• The scoring of this assessment is based on scaffolding the student with the supports necessary to get the answer correct• The test examiner scores the student’s response based on the Level of Independence rubric
Expanded Accommodations• For this assessment you may use any expanded accommodation the student regularly uses to access an assessment• Access versus “doing better”• You may refer to Section 8 of the Accommodations Manual – Pages 84-87
Administration• The person who knows the student best may administer this assessment• Typically , there are no picture symbols or cut-outs• You may use the optional materials provided in the test packet, materials students are familiar with, or real materials/objects
Materials• Materials/equipment for written response which the student typically uses• Coins and bills (real or printed)• Coupon (e.g., grocery store coupon)• Phonebook or access to the InternetOptional materials:• USDA food plate - optional (blank plate included)• Internet access
Sample• Task • Procedure • Student will select an Student will prepare appropriate job type for a job interview by according to selecting appropriate individual interests clothing to wear. • Student will choose from actual clothing or pictures from a newspaper ad, Internet etc.
Select a job typeVeterinary Technician Automotive mechanic
Which clothing is appropriate to wear to an interview?
Task Procedures The Task Procedures column provides guidance for testing materials. There are Optional Worksheets provided in the testing packet. The materials are suggestions Teachers may use their own forms or real forms from work sites and the community.
Task ProceduresMaterials may be adapted and/or accommodations used to assist the student in accessing the material based on his/her IEP. Other materials may be substituted as long as they align with the core concept being assessed and correspond appropriately with student response boxes on the scoring worksheet Testing materials are to be destroyed after testing
Level of Independence 5• The student performs the indicator without assistance• The student responds correctly to the item when presented as it is written in the protocol with the necessary materials for the student to access the activity
Level of Independence 4• The student performs the indicator with a repetition of cues or refocusing• If student does not respond independently or responds incorrectly to initial presentation of items when given adequate wait time, the teacher repeats the cues as written in the protocol and/or refocuses the attention of the student
Level of Independence 3• The student performs the indicator with general promptsIf student does not respond or responds incorrectly to additional cues when given adequate wait time, the teacher provides additional information or prompts about the expected response from the student, such as – Elaborating or providing additional clarifying information, directions or expected response, or – Demonstrating a like response, such as "This is a picture of a dog. Show me the picture of the cat."
Level of Independence 2• The student performs the indicator with specific promptsIf the student does not respond or responds incorrectly to general prompts when given adequate wait time, the teacher provides specific prompts to direct student’s correct response, such as: – providing specific directions – asking specific yes/no questions – modeling exact response – providing a forced choice – providing physical guidance - using models or templates for writing such as name or word stamps, dot to dot word forms
Level of Independence 1• The student does not perform the indicator with any level of instructional support• The student does not respond correctly with specific prompts or refuses participation – There is no evidence that the student understands the concept even when given the exact response – The student does not attempt to engage in the activity even when hand over hand guidance is provided – The student does not complete enough of the item to score the related indicator
Scoring Worksheet Part I, Part II, and Part IIITask- What is being assessed?• Note the R1, W1, M1• Write the level of independence for each task in the box
Transition Goals• Although test materials are to be handled in a secure manner, teachers are allowed to consider the student’s responses when developing goals and objectives for post-secondary workforce readiness
Data Submission• When Text Examiners are finished and the Scoring Worksheet is completed, turn the entire test packet in to your District Assessment Coordinator• Test results will be released to the districts in the summer at the same time as the Colorado ACT results• The DAC is responsible to download the results and provide to teachers for the student’s file
You are welcome to call or email with questions! Linda Lamirande Assessment & Accommodations Sr. Consultant Exceptional Student Services Unit Colorado Department of Education 303-866-6863 Lamirande_L@cde.state.co.ushttp://www.cde.state.co.us/cdesped/CSAPAEligibility.asp