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11th Grade Alternate Assessment for Colorado ACTTraining for Test ExaminersTRANSCRIPT
11th Grade Alternate Assessment
for Colorado ACT
Training for Test Examiners
Linda LamirandeExceptional Student Services Unit
Assessment & Accommodations Senior ConsultantSpring 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 areas (reading, writing, and mathematics)
April 2, 2012- April 27, 2012
ADE Data Collection Window
April 30, 2012 - May 4, 2012
* Students are required to take either the Colorado ACT or, if eligible, the 11th Grade Alternate Assessment
Alternate Assessment Eligibility Criteria
In 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:
The 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 Manual
Criterion #1: • Does the student have an
Individualized Education Program (IEP)?
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations Manual
Criterion #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 behavior abilities within the average range are not considered significantly cognitively disabled.
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations Manual
Criterion #3:• Is the student working on alternate
academic achievement standards?– Extended Evidence Outcomes
(EEOs) / Expanded Benchmarks
Colorado Academic Standards with EEOshttp://www.cde.state.co.us/cdesped/
CSAPAEligibility.asp
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations Manual
Criterion #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
Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations Manual
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 Internet
Optional materials:• USDA food plate - optional (blank plate
included)• Internet access
Sample• Task
Student will prepare for a job interview by selecting appropriate clothing to wear.
• Procedure• Student will select
an appropriate job type according to individual interests
• Student will choose from actual clothing or pictures from a newspaper ad, Internet etc.
Select a job type
Veterinary Technician Automotive mechanic
Which clothing is appropriate to wear to an interview?
Task ProceduresThe 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 prompts If 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 prompts If 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
Linda LamirandeAssessment & Accommodations Sr. Consultant
Exceptional Student Services UnitColorado Department of Education
303-866-6863 [email protected]
http://www.cde.state.co.us/cdesped/CSAPAEligibility.asp
You are welcome to call or email with questions!