Fall 2011

Welcome and Introductions Question Activity What’s New for the Florida Alternate

Assessment Scavenger Hunt Administration Manual Review and Activities Sample Item Activities Access Points Questions and Answers

Take turns introducing yourselves at each table As a group, brainstorm your top five question

concerning the Florida Alternate Assessment We will review any unanswered questions at the

end of the training

Scores for students who take the

Florida Alternate Assessment will count toward

AYP AND School Grades!

The 2011-2012 Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses may be used. The newly adopted language is:

"Access courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A-1.0943. "

March 26, 2010

To meet these new FLDOE compliance requirements, only students with disabilities who meet exemption criteria from the FCAT and are assessed using the Florida Alternate Assessment may be enrolled in the 7700, 7800, and 7900 Access core courses.

Students with disabilities who do not meet exemption criteria from the FCAT or other state assessments may NOT be enrolled in the 7700, 7800, and 7900 core courses. Core courses include all math, reading, language arts, English, science, and social studies courses.

Briefing ID #: 9739

ALL PRINCIPALS/APS: Course Code Requirements for Students with Disabilities Category: Audience: All Principals/APs Due Date: n/a Meeting Date: n/a Attachment(s): 7000_Courses_with_New_and_Old_Course_Numbers.doc

Scope_and_Sequence_of_Courses_for_Middle_and_Senior_High_Schools.doc _ESAP_-_SPED_Program_Codes.pdf

Compliance with course code requirements for scheduling students with disabilities into core subjects.

General education should be the first consideration when determining placement for students with disabilities.

To the maximum extent appropriate, core instruction should be delivered in the general education classroom to students with disabilities.

Students with disabilities struggling with core instruction should participate in the same supplemental instruction and academic interventions as do general education students.

For students with disabilities who participate in FCAT and DO NOT meet exemption criteria, general education course codes must be used for core subjects.

7000 level core courses (7700, 7800, 7900) are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria.

o Attached please find a list of all activated 7000 level core courses; all newly activated courses are designated with an asterisk.

o A recommended scope and sequence for all secondary students with significant cognitive disabilities accessing 7000 level courses is also attached.

SECONDARY: o General education course codes used for students in separate SPED classes taught by a SPED

teacher must be hard-coded line 200. o General education course codes used for students in general education classes taught by

a general education teacher are NOT hard-coded line 200. ELEMENTARY:

o SPED ESAP program numbers are only used when students with disabilities have one or more separate/pullout SPED classes.

o Regular ESAP program numbers are used for students with disabilities in general education for all courses.

o SPED teachers should be reflected ONLY for courses in pullout settings; general education courses being taught in general education should reflect the general education teacher.

o SPED ESAP program numbers do NOT have to be manually hard-coded line 200; the hard-code is integrated programmatically into the program number.

All hard-coded basic courses taught by a SPED teacher will appear in ISIS PF4 which is updated every Friday night.

Course code requirements must be reflected in scheduling of core courses for students with disabilities.

Contact: Rosalia F. Gallo ( 305-274-8889 ) Department: Division of Special Education

What’s New for 2011-2012? Quick Reference Guide Introduction Table/Chart Reading

Assessment Participation Guidelines Does the student have a significant cognitive disability?

YES Is the student unable to master the grade level general

state content standards even with appropriate and allowable instructional accommodations, assistive technology, and/or accessible instructional materials? YES

Is the student participating in a curriculum based on Sunshine State Standards Access Points for all academic areas (where applicable)? YES

Does the student require extensive direct instruction in academics based on Access Points in order to acquire, generalize, and transfer skills across settings? YES

Administration Procedures Overview Who Should Administer the Florida Alternate

Assessment? Student’s special education teacher OR Certified teacher and Knows student and Trained in assessment procedures

Overview of the Florida Alternate Assessment Scoring Rubric Flow Chart Grades and Content Areas Assessed Assessment Timelines

Grade Reading Mathematics

Writing Science

33 XX XX

44 XX XX XX

55 XX XX XX

66 XX XX

77 XX XX

88 XX xx XX XX

99 XX XX

1010 XX XX XX

1111 XX

2012 Florida Alternate Assessment

Shipment to Districts Week of January 2, 2012

Administration Window Upon receipt of assessment materials (January 9-13, 2012) – return of assessment materials

Return of Materials February 27, 28 or 29, 2012RETURN TO TDC

You are responsible for the return of materials even if you have no students being tested.

Request additional materials by calling TDC at 305-995-3743

Have grade, subject and form (A or B) information ready

Pick up materials on either Wednesday January 25, 2012 or Wednesday February 8, 2012 from 7:45am to 3:30 pm.

January 9, 2012 to February 29, 2012 Test Security Space for Testing Teacher Coverage Classroom visits – Use form Check Student Answer Sheets All Students Tested

Form A or Form B Test Booklet Response Booklet Cards Packets and/or Strips Packets Passage Booklet Scannable Student Answer Sheet

Is either Form A or Form B Includes all content areas assessed at a grade level The first page of each content area in the Test

Booklet includes the following: Content Standards Addressed – A list of the content

standards and benchmarks that are being measured for the grade level

Teacher Gathered Materials – A list of any teacher supplied materials that will be needed for the items

Test Booklets includes the following information for each item: Materials needed The access point being assessed What the teacher sets up and says What the correct answer is A place to record the student’s score

Is either Form A or Form B Flip chart setup

Reading and Mathematics are back to back Science is in a book by itself Pages are numbered for ease of use, for example: 3P-1

(grade 3, Participatory level, item number 1) Writing does not have a response booklet

Is either Form A or Form B Writing is all cards and strips The back of cards and strips are labeled

Grade Content area Item number Level of complexity Form A and/or B is no longer indicated on the back of

cards and strips

Is either Form A or Form B Graphic on the left side with a brief caption

underneath to be read aloud only to student with visual impairments

Passage on the right side

MARK as either Form A or Form B Scoring can be done in the Test Booklet and

transferred or may be done directly on the scannable

Only TRAINED certified teachers or other licensed professionals may transfer scores

It is recommended that scannables and transfers of scores be verified to avoid errors

Video Clip - Item Administration

Read the Administration Manual and refer to: List of Cards and/or Strips and Teacher-Gathered

Materials by Item (provided in mid-October) Object Exchange List (provided in mid-October) Open-Response Writing topic list (page 30)

Teacher Preparation Checklist

Prepare: Consider student response mode, accommodations,

assistive technologies Gather any required teacher-gathered materials Set up criteria of what engaged and disengaged look like Use the Practice Materials with the student to ensure

that both the teacher and the student are familiar with the different components of the assessment

Set up a location and time for the assessment

Check to make sure all materials needed are present Test Booklets, Response Booklets, Scannable Student

Answer Sheets Make sure they are all the same form (A or B)

Read the Test Booklet Gather any needed materials Highlight the item script Replace “Show me/tell me” as appropriate for each

student

Use the Scoring Rubric provided Make notes in the Test Booklet as needed Score accurately

Fill in only one bubble per item Only the highest score is recorded Make sure to fill in the correct content area

Stop and resume testing as needed

Repeating Item Script Item script is the italicized text presented in the Teacher

will column and is read verbatim to the student Item script may be repeated up to two times, for a total of

three times In Reading, the passage is not considered a part of the item

script If scaffolding occurs modify the prompt, for example say

“here are two words,” then “here is one word”

Cues and Prompting May be used if they occur during daily instruction May be verbal or non-verbal and used to begin a task or

refocus on a task Include: redirection, refocus, and/or minimal physical

prompting May be provided to remind student if an item requires

more than one response

Video Clip – Repeating Prompts

Reinforcement/Encouragement Encourage the student to keep working without indicating

that the answer is right or wrong Item Script

Only say the italicized text aloud With the exception of “Show me/tell me” say the scripting

verbatim

Cutout Cards and Strips Placement of cards MUST be in the order listed in the

Materials column of the Test Booklet Demonstration of organizational techniques

Teacher Gathered Materials May be placed on the blank page in the Response Booklet Must be in student’s view and within reach if

manipulation is required

Item

With the exception of Writing and a few minimal cutouts, materials are provided in a Response Booklet

Sometimes teachers may be asked to provide materials such as rulers, calculators, or generic counters

There are sample items and materials for each content area

Materials are listed in the order that they appear in the Response Booklets

For Writing and cutout items, follow the directions for laying out the item and place the cards and/or strips in the same order as they appear in the Materials column

Accommodations for materials are outlined in the Accommodations and Criteria for Use section of this manual

Access Points are identified Access Points are identified for each level of complexity for each level of complexity Participatory, Supported, and Participatory, Supported, and IndependentIndependent

Access Points can be found at Access Points can be found at www.floridastandards.orgwww.floridastandards.org

In some items and in Writing, the directions in the Teacher will column will ask you to place the precut cards and/or strips on the work surface

When stating “Here is a picture/word…” direct the student’s attention

The teacher is most often directed to read the word cards to the student

Even if the student can read the card independently, you must read aloud the card/strip unless the directions indicate that the card/strip should not be read aloud

The portion in italics MUST be stated exactly as written

“Show me/tell me” may be replaced as appropriate for the student. Show me the card… Tell me the card… Sign to me the card… Point to the card… Touch the card… Look at the card… I will move my hand over each

card; tell me when to stop at the card…

This is the correct answer required from the student at each level

The term “indicate” was specifically used to accommodate for the response mode for each student Show me the card… student picks up or

points to the correct card Tell me the card… student says “It’s the

first one” Sign to me the card… student signs to

indicate the correct card I will move my hand over each card; tell

me when to stop at the card… student indicates “stop” when the assessment administrator’s hand is over the correct card

Assessment Administration

Teachers should refer to new detailed instructions, along with examples, on how to read tables, charts, graphs, and diagrams aloud to students

General guidelines include: Point to the areas of table, etc., as they are

read aloud Begin by reading title and key Read headings/labels/categories, then data Supplemental information or interpretation of

data should NOT be provided

Reading a Table

Reading Tables, Charts, Graphs & Diagrams Activity

Response Booklet and Writing cards and strips Repeating of item Prompting Scaffolding at the Participatory Level Cuing for more than one response Some items require more than one response to be

correct Reading tables and graphs to students Signing items

Passage Booklet Most passages have only one assigned test item Passages should be placed on work surface close to

student until item has been completely administered Always read the title of the passage first before reading

the passage or passage caption to the student

Passage Booklet Graphic captions are to be read aloud for students with

visual impairments only Passages for fluency Items may be in the Passage

Booklet or directly in the Response Booklet Spell homonyms (e.g., right/write) each time after

it is pronounced for students with visual impairments

Sign the letter, instead of making the sound

The student must indicate the written letter - the student cannot just sign the letter back

Use the sign for the word “six” instead of finger spelling the number

Student must select the word “six” or finger spell the word Braille must be used for students with visual impairments for

fluency items

Calculators, number lines and counting blocks May be made available to students on all items, regardless

of whether or not they are specified within the item if the student uses them during daily instruction

It is imperative that for items where the materials are specifically noted that they be available to the student on the work surface.

Counting block colors

Spelling items - misspelled words should be pronounced as if spelled correctly

Open-Response Items Student to independently composes response Responses are not provided See the list of Open-Response topics on page 30 Student should use his/her usual mode of communication

to relay a response A response may come in a variety of forms, such as (but

not limited to) a written response, a verbal response, a response using assistive technology, such as a DynaBox or a computer, or PECS symbols

“Any logical response is acceptable.” In determining if the student response is correct or

incorrect it is important to: Identify what the Access Point is measuring Read the Teacher will portion carefully and

ascertain what it is looking for Look at the Student will portion to see if any

parameters are outlined

Example Open-Response Writing Item

Materials Stimulus sentence strip:I had fun when I went ___.Access Point Independent: Write narratives about events or experiences that include a main idea, descriptive details, characters, sequence of events, and plot.Teacher willPlace the stimulus sentence strip on the work surface.Here is a sentence. It is the first sentence in a story about somewhere you went that was fun. The story can be about any place you thought was fun.Read the stimulus sentence strip to the student.Show me/tell me some words to complete this sentence. Then, show me/tell three more sentences that follow.Student willIndicate three sentences that tell about a fun place.Any logical response is acceptable.

Sample Logical Response

I had fun when I went to the mall. I was with friends. I shopped. I bought a shirt.

Sample Incorrect Responses

I had fun when I went to the mall. I was with friends. I shopped.-includes only 2 sentences.

I had fun when I went to the mall. I was with friends. I went to the zoo. I saw animals.- does not stay with main idea of fun at the mall.

Are provided to prepare students prior to the assessment window

Prior to the Assessment Window: Introduce words and/or phrases into the student’s

vocabulary that deal with the provided topics Prepare these words and/or phrases in a mode of

communication that is appropriate to the student Provide students with activities during daily instruction

that deal with the Open-Response topics

During the Assessment Window: For students who use alternative communication devices,

provide the programmed device during the assessment

What is not acceptable: Preparing full sentences as a response is not allowed

Students must be composing a thought

Stimulus cards and strip should be placed first on the work surface in the direct view of student in the exact order as they are listed in the Materials column

Response cards and strips should be placed: Starting with the card or strip listed first

in the Materials column from left to right In either horizontal, vertical, or corner

placements based on daily instruction practices

Laying Out Cards and Strips

Materials columnWord cards:

treetree

catcat

dogdog

STUDENT

tree cat dog

Responses presented Responses presented horizontallyhorizontally::

Materials columnWord cards:

treetree

catcat

dogdog

STUDENT

tree

cat

dog

Responses presented Responses presented vertically:vertically:

Materials columnWord cards:

treetree

catcat

dogdog

STUDENT

tree cat

dog

Responses presented clockwise for corner Responses presented clockwise for corner placement:placement:

Scaffolding at the Participatory Level reducing the response options for the student complexity of the test activity is reduced by removing or

covering the choices either remove the incorrect answer or cover it with a

piece of paper

Video Clip - Scaffolding

Demographics Check pre-identified information If no pre-identified information supplied complete all areas

of the scannable Reasons not Assessed Official Scores Form A or Form B Incorrect Information Defective Answer Sheet

Multiple responses per item No response bubbled in for an item Incorrect content area completed for specified

grade level Writing is administered in grades 4, 8, and 10 only Science is administered in grades 5, 8, and 11 only Reading and Mathematics is administered to all students

in grades 3-10 Content area left blank Form A or Form B not filled in

One per content area Reading, grade 3 Mathematics, grade 10 Writing, grade 8 Science, grade 5

Includes item and response page or cutouts

Practice Materials are now being provided in 3 separate kits One kit will contain 2 sample items for each applicable

content area in grades 3, 4, and 5 One kit will contain 2 sample items for each applicable

content area in grades 6, 7, and 8 One kit will contain 2 sample items for each applicable

content area in grades 9, 10, and 11

For all students as needed Real object substitution One-sided Response Booklets Use of magnification equipment Use of augmentative communication devices Assistive Technology

All adjustments must align with those used on a daily basis, including assistive technology

One-sided booklets can be requested by email mberman@dadeschools.net

Criteria Additional accommodations are available for students

whose access to the assessment is hindered due to limited physical ability and/or mobility. The use of hand over hand technique, a physical support, is allowable to steady the student. The use of physical guidance to the correct answer is ONLY allowable during the final stage of scaffolding at the Participatory Level

Accommodations Extended wait times Hand over hand to steady student Teacher assistance in the manipulation of objects

EXAMPLE

Access Point: Supported: Measure the lengths of sides of rectangles and triangles.

Teacher Will: In the Response Booklet, turn to page XX and place it within the student’s reach.Place the ruler on the work surface. Here is a picture of a rectangle.Here are three numbers.Read the number cards to the student.Show me/tell me the length in inches of the longest side. Read the number cards to the student.

Student Will: Indicate 3.

To interact with this item, a student with limited mobility will require teacher assistance to use the ruler. The teacher first needs to determine from the directions in the Teacher will column what actions the student is being asked to perform. In this case, the student needs to identify the longest side, place the ruler correctly, and determine the length of the side.

For each side of the shape on the stimulus picture card the teacher can ask, “Is this the side to measure?”Once the student indicates the side to measure, he or she must know how to use a ruler. Place the ruler next to the indicated side in an offset manner (with the 0 set below the start of the side to be measured) and say to the student, Tell me when the ruler is where you want it. Slide the ruler up until the student indicates to stop. Then read the number cards to the student.

Students with Visual Impairments Criteria: Students that have been found eligible to receive

special education services under the Visually Impaired program and/or students with visually related accommodations noted on their current Individual Education Plan (IEP)

Students with Visual Impairments Accommodations

Request Braille/Tactile Graphics version if student uses on a regular basis

Script for passage graphic in Passage Booklet Describe stimuli and response cards or strips by reading

aloud the labels in the Materials column Additional descriptive text has been added to the Materials

column for some items. This text appears in parentheses and is intended to be read aloud only to students with visual impairments

Adapted tools (e.g., rulers, calculators) Substitute real objects for the picture cards (refer to Object

Exchange List)

Video Clip – Visual Impairments

Students with Hearing Impairments Criteria: Students that have been found eligible to receive

special education services under the Deaf/Hard of Hearing program and/or students with auditory-related accommodations noted on their current Individual Education Plan (IEP)

Students with Hearing Impairments Accommodations

Use ASL, manually coded English and /or total communication

When using sign language to administer an item, finger spell words that do not have a sign, or the sign for the word is unknown IF the item does not measure spelling

English Language Learners Criteria: The ELL student is an individual who was not born

in the United States and whose native language is a language other than English

Accommodations Items must be administered in English only Mathematics, science and writing- may answer questions in

heritage language about specific word or phrase Reading- may answer questions in heritage language about

general assessment

Administration Demonstration pg. 46Administration Demonstration pg. 46 Sample Item Activity: Thinking of a Sample Item Activity: Thinking of a

StudentStudent Administration Pairing ActivityAdministration Pairing Activity

Administration ActivitiesAdministration Activities

Appendix I: Glossary of Terms Appendix II: Florida Alternate Assessment Teacher

Self-Reflection Former Appendix III, List of Cards and/or Strips and

Teacher-Gathered Materials by Item, is no longer considered an appendix and will be provided mid-October, 2010 along with the Object Exchange List

Appendix IV, List of Reading Passages and Number of Items, is no longer being provided

OLD MODEL

B= BASIC P = PROFICIENT A=ADVANCED *Considered Proficient in relationship to AYP

NEW MODEL

*Considered Proficient in relationship to AYP **Students who score level 4 or higher on the prior year assessment and maintained their level or scored higher on the current year assessment are considered to have made growth. Students who scored in level 1, 2, or 3 on the prior year assessment and score at least one level higher on the current year assessment are considered to have demonstrated growth.

9

Commended* STATUS:

1 2 3 4 5 6 7 8

Emergent Achieved*

GROWTH**:

LOC:

Participatory Supported Independent

Status: B P* A* B P* A* B P* A*

Resource/

VE/Gen. Ed.

Self-Contained

FAQs http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf

Teacher Brochure http://www.fldoe.org/asp/pdf/2010-Teachers-Brochure-

English-Web.pdf Parent Brochure

http://www.fldoe.org/asp/pdf/2010-Parent-Brochure-English-Web.pdf

• Jill Brookner, Alternate Assessment Coordinator• 305-995-7580 jbrookner@dadeschools.net

• Martha Berman, Curriculum Support Specialist• 305-995-1417 mberman@dadeschools.net

• Tobe Marmorstein, Curriculum Support Specialist• 305-336-1003 tmarmorstein@dadeschools.net

• Tami Valdes, Curriculum Support Specialist• 305-995-7580 t.valdes@dadeschools.net

• Liane Smith , Secretary• 305-995-7580 lasmith@dadeschools.net