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Overview of the 2014–2015 Alternate Assessments: APA Science and DLM ELA and Math Administrator/Test Coordinator Training 12014-2015 NJ APA Administrators.

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Presentation on theme: "Overview of the 2014–2015 Alternate Assessments: APA Science and DLM ELA and Math Administrator/Test Coordinator Training 12014-2015 NJ APA Administrators."— Presentation transcript:

1 Overview of the 2014–2015 Alternate Assessments: APA Science and DLM ELA and Math Administrator/Test Coordinator Training NJ APA Administrators Training

2 Friendly Caution This session does not cover PARCC testing. While some topics may be similar and/or the same, this information is for the alternate assessments only NJ APA Administrators Training

3 Administrator Training Session This session is only for APA administrators designated the test coordinator. Teachers may not attend this session. Districts are responsible for teacher training for the APA system and the DLM system NJ APA Administrators Training

4 Agenda Page Numbers Subject to Change as Slides Are Added General Information about the APA pages APA Participation pages Student Transfers, Medical Leave, and Excessive Absenteeism pages Administrator Responsibilities pages Material Survey, Pre-ID data, record changes, etc., pages APA Test Design pages Common Errors and APA Revisions pages Developing an Entry and Scoring Rubric Information pages Sample Entry pages Professional and Ethical Responsibility When Compiling and Submitting APA pages Score Reports and Accountability pages Administrator APA Review and Other Tasks pages 151 – 164 DLM Overview pages DLM Roles and Responsibilities pages Dynamic Learning Maps Information pages DLM Technology Readiness pages Additional Resources/Contact Information pages NJ APA Administrators Training

5 APA and DLM Information Most of the APA info appears in the beginning and middle of the presentation. Most of the DLM info is not addressed until the later part of the presentation. ◦ Please be patient, I will address DLM. A few topics may address both APA and DLM. I will point this out as necessary. Purple slide background means I added a slide or made significant changes NJ APA Administrators Training

6 What is the Purpose of an Alternate Assessment? To measure performance of students with the most significant cognitive disabilities on the standards, knowledge, and skills that ALL New Jersey students are learning To ensure that ALL New Jersey students are included in the accountability system that is required by the No Child Left Behind Act ◦ DLM in English Language Arts and Mathematics assesses the Common Core State Standards (CCSS) ◦ APA in Science assesses the NJ Core Curriculum Content Standards (NJCCCS) NJ APA Administrators Training

7 Which Alternate Assessments for are to be administered? ◦ APA is administered in grades 4, 8, and high school in science. The APA science test specifications are based on the NJ Core Curriculum Content Standards (NJCCCS) in Science.  Districts will decide during which high school year the student will receive biology instruction.  The year of instruction in biology becomes the year the student participates in the APA.  Biology instruction and assessment for all high school students is mandatory, even though it is not a graduation requirement NJ APA Administrators Training

8 Which Alternate Assessments for are to be administered? ◦ The new Dynamic Learning Maps (DLM) assesses the Common Core State Standards (CCSS) in English Language Arts and Mathematics.  School instructional programs must address the DLM Essential Elements (skill statements) that derived from the CCSS.  Information about the administration of the DLM assessment is included later in the presentation NJ APA Administrators Training

9 What is the APA? An alternate assessment that measures achievement of the NJ CCCS specifically designed for students with the most significant cognitive disabilities. A portfolio of student work that demonstrates a student’s performance of knowledge and skills that are LINKED to grade level knowledge and skills. ◦ This is a requirement of the USDOE NJ APA Administrators Training

10 Who are the Students who Participate in the Alternate Assessments? Students with the most significant cognitive disabilities Decisions about who participates in the APA are not based on: ◦ Student’s disability category ◦ Student’s educational placement ◦ On which assessment the student is most likely to score highest NJ APA Administrators Training

11 NJ APA Administrators Training Participation Decisions Students with the most significant cognitive disabilities will participate in: ◦ An alternate assessment in one/some content area(s) and the general assessment with accommodations in the other content area(s) or ◦ The alternate assessment in all content areas (DLM ELA, DLM Math, and APA Science [when science is applicable]). Note a student may not take the general assessment and an alternate assessment in the same content area.

12 Determining Who Participates In The APA Decisions are made: ◦ By the IEP team ◦ Separately for each content area assessed by the general statewide assessment ◦ Using information about the student and the assessments  Test Specifications  Present Levels of Academic Achievement and Functional Performance/Goals and Objectives  Student Work Samples NJ APA Administrators Training

13 NJ APA Administrators Training Participation Guidelines Information on APA participation guidelines is provided in your training packet. This checklist must be completed in order to determine which students are eligible for the APA. An administrator must sign the form and include it in the APA binder. ◦ It is usually the sending school administrator, but if both sending and receiving school agree on the answers to the questions, then a receiving school administrator may sign the form. A teacher may not sign the form. Access to the skill statements and sample items for the general assessment is necessary in order to complete the checklist correctly.

14 IEPs and Participation Guidelines Most IEPs were updated last year for use in school year. Any reference to the APA and/or alternate assessment is acceptable; no direct reference to DLM is necessary for this year. Use of the APA participation guideline questions and clarifying questions/statements would correctly classify students as eligible for any alternate assessment (APA and DLM). ◦ Specific DLM participation guidelines will be in use for the school year NJ APA Administrators Training

15 Participation Criteria Checklist 1. Is the nature of the student’s cognitive disability severe? ◦ The student’s general level of cognitive functioning is significantly below the grade level expectations for his or her same aged peers and the student requires substantial modifications to the grade level curriculum. ◦ The student requires more intensive direct instruction than his or her peers to acquire knowledge and skills in the grade level curriculum. ◦ The student requires more extensive systems of support in order to participate in the grade level curriculum NJ APA Administrators Training

16 Participation Criteria Checklist 2. Is the student’s cognitive disability so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment? ◦ While all students are to be instructed in the NJ CCCS for their grade level, students with more significant cognitive disabilities typically receive instruction in the knowledge and skills at a less complex level than that measured by the general statewide assessment. ◦ Upon reviewing the sample test forms, if the student is NOT receiving ANY instruction at the same skill level, then the answer to this question is YES NJ APA Administrators Training

17 Participation Criteria Checklist 3. Is the student’s cognitive disability so severe that the student cannot complete any of the types of questions on the general statewide assessment in the content area, even with accommodations and modifications? ◦ Upon reviewing the sample test forms and questions for each content area of the general assessment, along with the state approved testing accommodations and modifications, if it is determined that the student is NOT able to complete any types of questions even with accommodations and supports, then the answer to this question is YES NJ APA Administrators Training

18 Participation Criteria Checklist 4. Is the student’s Individualized Education Program (IEP) aligned with grade level NJ CCCS through modified expectations? ◦ The student is receiving grade level instruction at a significantly modified and less complex level than their grade level peers. ◦ The student may need more extensive systems of support, as identified in the IEP, in order to access the curriculum NJ APA Administrators Training

19 Participation Criteria Checklist The answer to all four questions must be YES in order to assess the student with an alternate assessment NJ APA Administrators Training

20 APA Guidelines in Binder A signed copy of the science participation guidelines checklist must be placed behind Divider 1 Student Information in the APA binder NJ APA Administrators Training

21 NJ APA Administrators Training Participation Decisions Students with the most significant cognitive disabilities may not take the general assessment and the alternate assessment in the same content area. ◦ A student may not take the PARCC assessment in ELA and the DLM ELA. ◦ A student may not take the PARCC assessment in math and the DLM math. ◦ A student may not take the NJASK/NJBCT assessment in science and the APA science.

22 What Must Be Written in Each Student’s IEP for the Alternate Assessment? If the student is taking the general assessment, list the assessment and the accommodations/modifications (from approved list) that will be provided. All accommodations and modifications needed during instruction are listed in the IEP. Specific instructional supports are also included, such as use of communication board, picture symbols, text read aloud to the student, etc. For APA the teacher training details how to document supports and/or instructional modifications/accommodations on the evidence. For DLM the training materials will describe which accessibility features, supports, etc. are available NJ APA Administrators Training

23 What Must Be Written in Each Student’s IEP for the Alternate Assessment? If the student is taking the science general assessment you must list the assessment name and the accommodations and/or modifications (from approved list) that will be provided. If the student is not taking the general assessment in science include a rationale for this decision. If the student is not taking the general assessment for LAL, Math, and/or Science, list that he/she will be participating in an alternate assessment. IEP model forms and information can be found on the DOE website oc_sp.shtml oc_sp.shtml NJ APA Administrators Training

24 NJ APA Administrators Training Assessment and NJ CCCS Materials Additional copies of all APA materials, including the teacher training materials, may be obtained on the Questar website: questarai.com/NJxx01_Documentation.aspx Copies of the NJ Core Curriculum Content Standards, test specifications, and sample tests for the general assessments can be obtained on the DOE website:

25 NJ APA Administrators Training What Grades Are Assessed for Science? Students in grades 4 and 8 must be assessed in science. Students in high school must be assessed in science the year they receive instruction in biology (grade 9, 10, 11, or 12). ◦ High school students may have an APA submitted for science in a different year than he/she is assessed in English language arts and math.

26 Assigned Grade Level The grade level of the student must be marked on the APA Student Demographic Information Form that is included in the portfolio. This is the assigned grade level used during scoring of the APA. ◦ If a record change for the student’s grade level is submitted in April 2015, the APA assigned grade level becomes the grade level provided during record changes. The assigned grade level will be matched against the grade level of the CPI Links selected for assessment during the scoring process. ◦ If the grade level of the CPI Links does not match the assigned grade level provided during data collection, the entry will receive zero scores.  Please note that students in high school (grade 9, 10, 11, or 12) are tested on the grade 12 CPI Links NJ APA Administrators Training

27 Retained Students If a student is retained in a grade and must take the APA, you may not use any student work from the prior year. All student work for an APA must be completed during the current school year within the collection periods NJ APA Administrators Training

28 Student Transferred to NJ District from Another State after October 31, 2014 Students who require an APA, and enter your school after October 31, 2014, transferring from out of state, have missed the cut-off date for the development of the APA assessment. ◦ Submit a binder, a completed Student Demographic Information Form, an attendance record, and a letter from an administrator that indicates from which state the student transferred, the date of the transfer, and noting this as the justification for missing APA evidence. ◦ The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant. ◦ Failure to provide the required documentation will prevent the assignment of a Void for No Evidence, and the entries will be unscorable. Please note that instruction related to the CCCS must still occur, regardless of the enrollment date NJ APA Administrators Training 28

29 Student Transferred from One NJ District to Another NJ District Students who require an APA, and enter your school after October 31, 2014, transferring from out of state, have missed the cut-off date for the development of the science APA assessment. ◦ Submit  a binder,  a completed APA Student Demographic Information Form, and a  letter from an administrator that indicates from which state the student transferred, the date of the transfer, and noting this as the justification for missing APA evidence. ◦ The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant. Please note that instruction related to state science standards must still occur throughout the year, regardless of the enrollment date NJ APA Administrators Training

30 Student Transferred from One NJ District to Another NJ District The district that has the student during any part of a collection period must compile the portfolio. Once the student transfers within NJ, the district must send the portfolio to the new district. The new district must complete the portfolio and submit it for scoring. ◦ If a student is enrolled in a school or district after July 1, 2014, the administrator may bubble on the APA Student Demographic Information “ Time In School” less than one year. This will remove the student’s results from the Accountability report NJ APA Administrators Training

31 Student Transferred from One NJ District to Another NJ District If the student moves to another district you must send the portfolio to the district where the student is newly enrolled. ◦ As long as a student is in your district, even for a limited time, you must begin instruction of the CPI Links, and begin collecting APA evidence. Be sure to transfer the APA materials to the “new” district in a timely manner. You, the “former” district, do not need to submit a binder or letter to the APA program since the “new” district will send in the portfolio NJ APA Administrators Training

32 Students Moving Out-of-State Please note that if a student transfers out of New Jersey prior to the end of the second collection period (February 13, 2015), the portfolio does not need to be submitted for scoring. It may be sent to the out-of-state school for use when reviewing the student’s educational program, or given to the parent NJ APA Administrators Training

33 Medical Emergency Medical emergency is the occurrence of a severe medical or psychiatric condition or episode which requires medical attention or supervision during which time the student is not able to participate in state assessments. APA students who are not receiving instruction due to a medical emergency may be eligible for a Void Code due to Medical Emergency when there is not enough APA evidence. APA uses the term extensive sick leave/hospitalization interchangeably with the term medical emergency. Note that no other definition may be used when determining a void due to medical emergency NJ APA Administrators Training

34 Medical Emergency When a student is out of school for an extended amount of time and not receiving instruction due to extensive sick leave or hospitalization, the portfolio may be eligible to receive a Void 1 (medical emergency code). Eligibility is based only on the information below. ◦ If the student is receiving instruction for 10 days or less during a collection period, and ◦ The student has an extended hospitalization or leave due to illness and is not receiving instruction, and ◦ An official record documenting the student absences is available, then you must:  include a letter on school letterhead from an administrator documenting the medical emergency.  include a formal district/school record of the student’s attendance and absences.  If all of these criteria are met then the portfolio will be voided due to extended illness during one or both collection period(s) NJ APA Administrators Training

35 Record of Absences The record of absences must be a formal attendance record produced from the district’s record system. It must indicate all days school is open and which days school is closed for holidays, in addition to the student’s attendance status (absent, present, etc. ). You may not submit an informal record of attendance such as a memo indicating the student was absent during the year. ◦ District’s may not create an informal list of dates and note if the student was absent. ◦ Contact the Office of Assessments with questions NJ APA Administrators Training

36 Medical Emergency Paperwork If the paperwork submitted in the APA binder does not include all necessary components as defined on the previous slides, a Void for Medical Emergency/Illness will not be granted. If a void code is not granted the student will receive zero scores for all entries. An administrator may contact the Office of Assessments with any questions on this topic NJ APA Administrators Training

37 Absenteeism – Non Medical Emergency If a student is receiving instruction for 10 days or less in a collection period (excessive absenteeism), and the reason for absence is unrelated to a medical emergency/extensive illness, then the school administrator should contact the Office of Assessments. If it is determined that a Void for No Evidence is appropriate, two things must be submitted by an administrator in the APA binder: ◦ a letter on letterhead indicating the reason for the excessive absenteeism (parent took student out of country, etc.) ◦ a formal record of the student’s attendance/absences produced from the district’s record system NJ APA Administrators Training

38 Void Codes If the paperwork submitted in the APA binder does not include all necessary components as defined on the previous slides, a Void code will not be granted. ◦ This includes Void for Medical Emergency/ Illness and void codes for students with extended absences. If a void code is not granted the student will receive zero scores for all entries. If you have any questions about the required paperwork please contact Elizabeth Celentano NJ APA Administrators Training

39 Test Coordinator’s Main Responsibilities Ensure APA participation guidelines are used correctly by IEP teams. ◦ Ensure IEP teams have all of the necessary information about the general assessments and the APA participation guidelines clarifying questions to ensure the decision is made based on the requirements. ◦ Most of the IEPs were updated last year, but it is important to review them for accuracy NJ APA Administrators Training

40 Test Coordinator’s Main Responsibilities for APA Ensure all APA teachers complete the teacher training modules and review all training materials including the Procedures Manual and Content Guide and Five Items Resource documents. ◦ Have the teachers sign in to your district training and keep a record of attendance. ◦ Ensure all teachers view all modules. ◦ Ensure all teachers utilize the critical additional training materials listed above as the materials as a whole deliver the information necessary to successfully implement the APA NJ APA Administrators Training

41 Test Coordinator’s Main Responsibilities Periodically review teacher’s APA process, use of test specifications and selected CPI Links, instructional lessons, APA evidence for each student, etc. ◦ This review must occur at the beginning of each collection period, and at least once prior to the end of each collection period. Reviewing the materials before the cut off date allows time if necessary for production of additional/different APA evidence. ◦ Ensure that only the 2014 – 2015 CPI Links documents are used NJ APA Administrators Training

42 Test Coordinator’s Main Responsibilities Ensure registration of APA students, review and update district contact info, and submission of Student Pre-Identification file prior to the deadline. Complete Student Demographic Information Form providing accurate data. Complete final portfolio review prior to shipping. Ensure timely shipment of portfolios. Review APA record change rosters and correct/revise any inaccurate data. ◦ Receiving districts will review record change data and submit changes to the sending district NJ APA Administrators Training

43 ServicePoint™ Website https://nj-servicepoint.questarai.com/Login.aspx Districts will use ServicePoint to ◦ Verify contact information and shipping information ◦ Indicate when your district will be not be in session ◦ Enter Material Survey quantities ◦ Order additional materials ◦ Upload APA student pre-ID files ◦ Complete and submit Entry Cover Sheets online ◦ Review and submit record changes ◦ Review and print district and school score reports NJ APA Administrators Training

44 ServicePoint™ Website There are two sides to ServicePoint: ◦ Public side  Available to all personnel involved in the NJ APA  Includes access to electronic files such as the PPT trainings, Procedures Manual, Table of Contents template, online Entry Cover Sheet, CPI Links, and Content Guide and Five Items Resource documents. ◦ Private side  accessed with a district-specific login and password  Hosts district-specific information such as material orders, pre-ID files, record change rosters, and reports NJ APA Administrators Training

45 ServicePoint™ Access to Private Info District-specific logins and passwords were delivered via UPS to DTCs on September 2, A CSA requiring the login and password will contact the DTC. If the DTC is not available, the CSA may call Questar Customer Support for the information. Logins and passwords cannot be provided over the phone and will be sent to the DTC or CSA via . Call Questar Customer Support at or send an to for assistance NJ APA Administrators Training

46 ServicePoint™ Address Book: Materials Survey NJ APA Administrators Training The Materials Survey window will be open from September 2, 2014 through October 3, DTCs from Sending districts are responsible for completing the Materials Survey information.

47 Materials Survey – Registration of APA Students and District Information Register the number of APA students in your district no later than October 3, ◦ Confirm/revise district address, s, and contact information to ensure accurate delivery of information. ◦ Failure to register your students will result in a failure of delivery of APA materials to your district. ◦ Survey should be completed online (see memo). ◦ Do not register out-of-district students that are assessed in New Jersey. The receiving district will register these children. ◦ Register students that are sent by your district to an out-of-state placement as if they are in their home school. ◦ If no APA students this year, then indicate 0 (zero) for the applicable grade level NJ APA Administrators Training

48 Students Sent to an Out-of-State School The Sending District is responsible for communication to the out-of-state placement. ◦ This includes providing training materials to the school and ensuring that the NJ CCCS is instructed and assessed. ◦ This includes ensuring that the APA is in process, evidence is being collected, and that the APA will be completed and submitted to you prior to the return portfolio shipment deadline. Portfolios must be sent from the out-of-state school to the sending district prior to February 13, The sending district includes these portfolios in the district’s shipment. Registration of these students, completion of Student Demographic Information Forms, record changes, etc., is the responsibility of the sending district. ◦ Include these students in the sending school APA enrollment counts NJ APA Administrators Training

49 ServicePoint™ Address Book: Pre-ID Upload of APA Student Information The Pre-ID Upload window will be open from September 2, 2014 through December 19, DTCs from Receiving districts are responsible for uploading pre-ID records NJ APA Administrators Training

50 Electronic Pre-ID File Submission APA Pre-ID File for Science ◦ This is the first opportunity to submit accurate student information/data. ◦ Administrators will need to provide such info as student birth date, SE classification code, grade level, etc. ◦ Student demographic information must be submitted electronically via the Questar website.  Pre-ID Instructions will be sent to your Chief School Administrator.  Pre-ID information will be printed on the APA Student Demographic Information Form in lieu of gridding the information NJ APA Administrators Training

51 Electronic Pre-ID File Last date to submit pre-ID files is December 19, ◦ Do not wait until the last day since you may find that the file is not accepted due to data errors. ◦ Within the submission window you may submit a revised file when necessary. Pre-ID information will be printed on the Student Demographic Information Form (SDIF) and sent with the Return Materials shipment in February Blank forms will also be provided. Errors/omissions on the Pre-ID label must be corrected by gridding the info on the SDIF NJ APA Administrators Training

52 APA Student Demographic Information Form Student Demographic Information Forms (SDIF), along with directions for the completion, are shipped to districts in February. This is the second opportunity for districts to submit accurate student information/data. A county-district-school code (CDS) must be provided for the school the student is attending. This is either a Home (neighborhood) school or a Receiving school. ◦ If the student is in a receiving school, a CDS code for the sending school must also be provided. The sending school must provide this code to the receiving school for inclusion on the SDIF. ◦ The home or receiving school code is pre-gridded on the SDIF. Don’t forget to bubble “Yes” the student is taking biology if the student is in high school and you are sending in an APA NJ APA Administrators Training

53 APA Student Demographic Information Form If a Pre-ID file was submitted, review the preprinted information on the SDIF for accuracy. ◦ You may correct information submitted in the Pre-ID file by gridding the correct information on the SDIF. The gridded information will override the preprinted information.  The only exception to this is changes to the student name, which may only be corrected during the record change process.  We must maintain the same exact student name on the file in order to process the information until record changes. Only at that point can we make changes to the spelling of the student’s name NJ APA Administrators Training

54 ServicePoint™ Address Book: Record Change NJ APA Administrators Training The Record Change Window is the third and final opportunity for districts to make corrections to student information prior to reporting. Record change is completed within the Address Book section of ServicePoint. Review the information for each student in your district and make updates as needed. More detailed information regarding the Record Change process will be sent prior to the opening of the window.

55 Record Change Process Districts will receive notification when the record change file is available to review online via ServicePoint. For student’s who remain in their Home (neighborhood) school, the “Home” district must review and submit roster changes. For student’s who have both a receiving and sending school, both districts must review the record change rosters for accuracy. ◦ Receiving schools must submit any requested updates to the sending school several days prior to the record change closing date. The Sending School, not the Receiving School, will submit the record changes to the vendor NJ APA Administrators Training

56 Record Change Process The Sending School/Home School is responsible for correcting all student information that was provided on the SDIF. ◦ The Receiving School must also review the roster, as errors (e.g., CDS code, demographic information) may impact the student score reports.  Corrections and revisions to the data must be submitted to the student’s Sending School at least several days prior to the record change deadline. The Sending School must submit these changes to Questar during the record change timeframe. This is your final opportunity to correct/revise the data. This includes the field Taking the General Assessment. The final record change roster data will be used for the accountability report. No changes will be made after this time NJ APA Administrators Training

57 Taking General Assessment Field Detailed instructions are provided in the use of this field in the Pre-ID directions and the SDIF directions. Only code this field when the student is NOT taking the APA, but IS taking the general assessment (NJASK or NJBCT) in science. ◦ Remember, a student may take only the APA OR the general assessment, not both. ◦ Marking the student as Taking the General Assessment will void all results for the APA NJ APA Administrators Training

58 NJ APA Administrators Training APA What will this portfolio look like? What are the required components?

59 What is the Format of the APA? Portfolio: Paper based, submit in a 3-ring binder ◦ Binders are mailed to districts in October, based on the APA registration counts the district administrator submitted. ◦ Science is included only in grades 4, 8, and high school NJ APA Administrators Training

60 What is the Format of the APA? Entries relate to science content standards, grade-level CPIs, and CPI Links. The portfolio will have four entries, each one reflecting the assessment of one CPI Link. Evidence documents educational instruction and student performance of skills. The instructional activity used at the beginning and at the end of the CPI Link instruction is submitted as the assessment evidence NJ APA Administrators Training

61 Test Design - Science APA Portfolio Table of Contents Science Entry 1 Science Entry 2 Science Entry 3 Science Entry 4 Entry Cover Sheet reflecting 1 st Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 2 nd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 3 rd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 4 th Standard, Strand, CPI, and CPI Link 2 pieces of evidence NOTE: NO entry should contain more than four pieces of evidence. An entry containing more than four pieces of evidence will result in zero scores for all dimensions NJ APA Administrators Training

62 Page Numbering A Table of Contents that references page numbers in the portfolio must be included. The Table of Contents does not need a page number. Evidence that is longer than one page should be numbered using a combination of page number and letters (for example, 2, 2a, 2b, 2c, etc.). ◦ For example, a student was given an activity with 8 test items. The test was two pages long, but it is one activity/piece of evidence. The pages might be numbered page 3 and 3a. Entry Cover Sheets get their own page numbers NJ APA Administrators Training

63 Table of Contents A table of contents is required in every portfolio. Divider tabs are provided by Questar to separate the required forms (i.e. test security agreements, etc.) and each entry. A template for a table of contents can be found under the Documentation tab at https://nj- servicepoint.questarai.com/NJxx01_Documentat ion.aspxhttps://nj- servicepoint.questarai.com/NJxx01_Documentat ion.aspx NJ APA Administrators Training

64 Entry Cover Sheet The Entry Cover Sheet must be completed and submitted online via ServicePoint. ◦ Most fields use drop-down boxes to populate the form. This form will then be submitted online to Questar, and also saved to a district computer so that it can be printed for inclusion in the portfolio binder. ◦ Teachers must still type in the activity descriptions and the student’s name on the form NJ APA Administrators Training

65 NJ APA Administrators Training

66 To complete the Entry Cover Sheet online, you will be asked to select information from drop- down menus. After you have made your selections, the system will auto-populate the information into the Entry Cover Sheet form. The NJ APA online Entry Cover Sheet is found on the NJ APA Questar website at: servicepoint.dev1.av.questarai.co m/login.aspx?ReturnUrl=%2fCA% 2fManageNJEntrySheets.aspx servicepoint.dev1.av.questarai.co m/login.aspx?ReturnUrl=%2fCA% 2fManageNJEntrySheets.aspx NJ APA Administrators Training

67 67 Teacher must type in an activity description for the initial and final activity. Once the Entry Cover Sheet is saved to the school computer, these descriptions may be revised if necessary NJ APA Administrators Training

68 NJ APA Administrators Training Contents of the Entry Each entry requires documentation (evidence) of student performance of the skill stated in the CPI Link. Two pieces of evidence is the requirement for an entry. Includes two different activities. One piece of evidence from the initial activity, and one piece of evidence from a different, “final” activity. Evidence may come from classroom work, community-based settings, or other places where student is working on grade-level CPI Links.

69 The first piece of evidence documents the initial, or very early, performance of the CPI Link. This evidence must capture what the student does/does not know related to the CPI Link. ◦ This evidence must reflect the entire CPI Link in one activity, and be collected between September 2 and November 14, ◦ In order for the CPI Link to be eligible for the student’s APA entry, the accuracy score on the activity can not be above 39%. Additional information on scoring the evidence is included later in the training. Contents of the Entry NJ APA Administrators Training

70 The second piece of evidence documents final performance of the CPI Link. This evidence should capture what the student has learned related to the CPI Link. ◦ This evidence should assess the same CPI Link using a different instructional activity, and be collected between December 8, 2014, and February 13, More information on what makes a different activity is found in the Teacher Training Modules. Contents of the Entry NJ APA Administrators Training

71 NJ APA Administrators Training Evidence Requirements Evidence must document the entire CPI Link noted on the Entry Cover Sheet. Evidence should relate only to the CPI Link, not assess other skills as well. ◦ Providing evidence that documents multiple skills (skills not part of the selected CPI Link), or less than the entire CPI Link, will result in a low scoring entry. Have at least 5 items/questions/task elements included in each activity.

72 NJ APA Administrators Training How are CPI Links Related to the NJ CCCS? Grade-level CPIs are the building block. Content Centrality establishes what concept must be assessed. ◦ Intent/Essence of the CPI Performance Centrality directs the level of skill statement. ◦ Complexity/difficulty APA CPI Link can be less complex than the grade-level CPI and/or less difficult Three types of links–Matched, Near, and Far–reflect the degree of complexity/difficulty when compared to the grade-level CPI.

73 CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched LinkNear LinkFar Link  Identify organisms and their roles in a food web that includes the sun  Explain how one organism can be a part of two different food webs  Describe what happens when an organism of a food web is removed *  Classify organisms by whether they are herbivores, omnivores, or carnivores*  Label predators and prey within a food web*  Build a simple food web  Label primary producers and consumers within a food web  Identify predators and prey*  Identify decomposers and producers  Identify the type of food herbivores, carnivores, and omnivores eat NJ APA Administrators Training CPI Link Links Links Far Links Near Links Matched MatchedLinks

74 Using the CPI Links for Instruction CPI Links should not be used in isolation. Read the Standard and Strand for the overall concept. Read the CPI and Essence. Make sure instruction is within the Essence of the Standard, Strand, and CPI. ◦ Evidence of instruction on CPI Link will be scored not only on the discrete Link but also within the Essence of the standard, strand, and CPI NJ APA Administrators Training

75 Assess ONLY one CPI Link o Remember, when reviewing the CPI Links in the APA Procedures Manual, a CPI Link is only one bullet. o Once the type of link to assess a student is determined (Matched, Near, or Far Link), then select only one bullet in that column. Assess the entire CPI Link providing the necessary systems of support Include the student’s response to the test item ◦ Must be completed in the student’s mode of communication ◦ Ensures that the student can review his own work  This is a good way to “test” if the evidence documentation includes the necessary components, but it is not a requirement that you document the student’s actual review of the work NJ APA Administrators Training Evidence Must

76 Acceptable Format for the Evidence Evidence must show the test items and student responses. Acceptable evidence includes ◦ Samples of graded student work ◦ Series of captioned photographs  Must evidence the student actually performing the skill ◦ Snapshot of completed student work that documents student performance of the skills contained within the CPI Link  Must be a photo of a student work product that is too large or bulky to include in the portfolio (e.g., a poster, a written piece using objects or textured cues, etc.) NJ APA Administrators Training

77 Acceptable Evidence What else is needed to make evidence acceptable? All evidence must include: Student’s Name Date of Activity Completion using Month, Day, and Year (must be within the collection windows to be valid) The accuracy of each student response Use + (plus) for correct and – (minus) for incorrect responses The independence level of each response I=Independent performance, V=Verbal prompt, G=Gestural prompt, M=Model prompt, P=Physical prompt (presented from least to most intrusive) More information on use of prompting appears later in the presentation NJ APA Administrators Training

78 What else is needed to make evidence acceptable? All evidence must include: A minimum of 5 items that assess the CPI Link ◦ A piece of evidence must include at least 5 test items that assess the skills contained within the CPI Link.  For example  Identify predators and prey – must identify a minimum of five across both. More information is found in Modules IV, V, and VI of the online training, in the 2014 – 2015 Procedures Manual, and in the Content Guide and Five Items Resource documents NJ APA Administrators Training Acceptable Evidence

79 Student work samples serve as the best evidence to document all of the necessary components of the assessment activity. ◦ This type of evidence includes the test items/questions, response options (if applicable), and student responses. ◦ Teachers may need to scribe the student’s responses when necessary. The use of videotape, audiotape, data charts, and most photographs are not acceptable evidence. The use of Yes/No item formats and True/False item formats are no longer acceptable. Use of these item formats will result in an unscorable entry NJ APA Administrators Training

80 Student Work Samples Used as Evidence May Be: Computer screen printouts of student’s test item and response after hitting a switch. ◦ Summary printouts where each response is not evidenced is unacceptable. A worksheet completed by the student answering questions by using: ◦ picture symbols, ◦ a T-chart, ◦ labels and pictures for matching, ◦ a Bingo dauber to select the multiple-choice answer, ◦ or using a variety of other supports NJ APA Administrators Training

81 Acceptable Photographic Evidence A series of captioned photographs that document the student performing the skills included in the CPI Link will be accepted only if: ◦ Each item and the student’s response is clearly present in each photograph  Must include a description for each photo  Must include running record of the items performed  Must include accuracy and independence information for each item and include total percent scores for each dimension  Must meet the requirements for the Universal Scoring Rules NJ APA Administrators Training

82 A photograph of a large or bulky completed project will be accepted only if the picture captures the evidence requirements for the activity. A description of the activity must be included along with the documentation of the scoring, but the actual work must be clearly shown in the picture. The Universal Scoring Rules requirements must be met NJ APA Administrators Training Acceptable Photographic Evidence

83 Scribing Work Samples Acceptable Scribing TechniqueUnacceptable Scribing Technique Uses the student’s communication mode to document the student’s answer Does not use the student’s communication mode Allows the student to review her/his work Does not allow the student to review her/his work Is used to record the student’s response on a work sample from eye gaze, a voice-output device (VOD), Augmentative Communication Device, reach and grasp, etc. Does not show the student performance of the skill (observational data) NJ APA Administrators Training

84 NJ APA Administrators Training Unacceptable Evidence True/False format Yes/No format Data charts Single photographs of student working on an activity Photographs of student work that could have been included Any work that is not completed by the student ◦ Note, the student responses must be marked at the time of the activity, not at a later point in time, in order to be acceptable evidence.

85 Unacceptable Evidence Has fewer than 5 items/questions/task elements Has no name, date, or incomplete date Is scored using anything other than percentages ◦ e.g., ratios (4/5), percent ranges (90-100%), letter grades (A, B+) Has percent scores that can not be replicated by scoring staff NJ APA Administrators Training

86 NJ APA Administrators Training Universal Scoring Rules must be met on two pieces of evidence for the entry to be scored based on the rubric. Otherwise, the entry will receive a score of zero for all dimensions. If any entry does not have at least two pieces of evidence OR has more than four pieces of evidence per entry, it will receive a score of zero. ◦ Two pieces of evidence are all that is required for APA. Evidence

87 Universal Scoring Rules 1.The evidence must include the student’s name. 2.The evidence must include the complete date (month/day/year).  Verify that the dates fall within the appropriate collection period:  September 2, November 14, 2014 for the first piece of evidence  December 8, February 13, 2015 for the second piece of evidence 3.The evidence must be presented in the appropriate format. 4.The evidence must reflect the student’s mode of communication. 5.The evidence must include at least 5 items. 6.The evidence must show student responses for at least 5 items.. 7.The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand. 8.Both pieces of evidence must assess the same CPI Link and skills. 9. The evidence must not include more than the skills contained within the CPI Link NJ APA Administrators Training

88 Activities – Errors to Avoid The first piece of evidence should not include a more difficult application/context of the skill than the final activity/evidence. Examples of this type of error (a more difficult initial activity) are below: The initial activity has longer harder test items with more complex steps (e.g., open-ended essay questions vs. multiple-choice) than the final activity. The initial activity has multiple-choice test items where no correct answers are offered as options. Fewer additional supports (steps, formulas, pictures, application, calculators, etc.) are given in the initial activity than the final activity. No explanation of what to do is given for the initial activity, but directions are given for the final activity. Note: directions should ALWAYS be given during an activity. No prompts on the first piece of evidence with no answers written, or all answers are clearly off topic (answers are not at all related to concept). The initial activity is not in the student’s mode of communication, but the final activity is NJ APA Administrators Training

89 Common Mistakes found in 2013–2014 Assessments Assessing the skills contained in the CPI Link without connection to the critical essence, intent or big idea of the content and concepts of CPI, Strand, and/or Standard Assessing the skills contained within the CPI Link without correct understanding of the Content or concepts of CPI, Strand, and/or Standard Assessing more than one CPI Link in an entry Assessing different parts of a CPI Link in each piece of evidence Assessing only part of the CPI Link NJ APA Administrators Training

90 Common Mistakes found in 2013–2014 Assessments Failure to mark all test items with accuracy and/or independence/prompt information Not utilizing the clarifications in the Content Guide and Five Items Resource documents. Marking the student as taking the General Assessment and submitting a portfolio NJ APA Administrators Training

91 Changes for 2014 – 2015 Districts must use the updated CPI Links when assessing a standard, strand, and CPI for the APA. ◦ Many CPIs were deleted based on the survey which collected the most frequently used links. ◦ A few CPI Links were revised to make them more clear. ◦ The asterisk following a link is a reminder that there is a sample test item available in the Five Items document. Important CPI Link clarifications are included in the Content Guide and Five Items Resource documents. Be sure to read all of the relevant grade-level materials thoroughly NJ APA Administrators Training

92 Content Guide and Five Items Resource Revision Some curriculum issues have been identified and must be avoided in the future. Some evidence contained errors in the instruction of the skills. There are many new sample items in this year’s Content Guide and Five Items Resource documents. The format has been improved and it is easier to use NJ APA Administrators Training

93 NJ APA Administrators Training Developing Standards-Based Entries

94 NJ APA Administrators Training Step 1: Select a CPI and one related CPI Link to be assessed. Step 2: Plan instruction and assessment relating to the CPI and CPI Link. Step 3: Design activities that will be used to assess the CPI Link. Step 4: Assess the student to get an initial piece of evidence for APA purposes. Step 5: Implement instruction. ◦ Ensure instruction reflects the essence of the CPI, strand, and standard. ◦ Ensure the instruction is age- and grade-level appropriate. ◦ Retain a working folder of instructional activities and classroom-based assessments implemented between the activities that generate the initial and final pieces of APA assessment evidence. Step 6: Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes. Step 7: Based on the student’s accuracy score and level of prompt information on the “final” activity, determine if additional instruction and collection of evidence needs to occur for the entry. Step 8: Review APA evidence to ensure that all information related to test design requirements is included. Developing an Entry

95 How is the APA Scored? Each portfolio entry is scored based on specific scoring criteria described in the APA scoring rubric found in the Procedures Manual. The criteria are grouped into three categories called dimensions NJ APA Administrators Training

96 NJ APA Administrators Training APA Scoring Rubric Scoring Dimensions ◦ Complexity Link  Match, near, or far link selection ◦ Performance  Percentage of accuracy when performing skill ◦ Independence  Percentage of time skill was performed independently

97 Scoring Dimensions NJ APA Administrators Training Dimension01234 Complexity Evidence provided is unscorable; all dimensions will receive a score of zero CPI Link was assessed, but there are major flaws in the evidence CPI Link is a Far Link to the grade-level indicator CPI Link is a Near Link to the grade-level indicator CPI Link is a Matched Link to the grade- level indicator PerformanceEvidence is not clear or all items are not marked as correct/incorrect Accuracy of work is 0-39% based on the final activity OR Second activity includes more intrusive prompt Accuracy of work is 40-59% based on the final activity Accuracy of work is 60-80% based on the final activity Accuracy of work is % based on the final activity IndependenceEvidence is not clear or all items are not marked for Independence/ prompt level Student completed items/tasks independently 0-39% of the time based on the final activity Student completed items/tasks independently 40-59% of the time based on the final activity Student completed items/tasks independently 60-80% of the time based on the final activity Student completed items/tasks independently % of the time based on the final activity

98 Scoring Rubric and APA Forms The APA Scoring Rubric found on the previous slide is also found in the 2014 – 2015 APA Procedures Manual. Don’t forget to review the Procedures Manual, which includes the APA Scoring Rubric, scoring clarifications, and other topics NJ APA Administrators Training

99 NJ APA Administrators Training Complexity Dimension Evaluates the CPI Link assessed and how closely the complexity and difficulty (Matched, Near, Far) links to the NJ Core Curriculum Content Standards (NJ CCCS) and grade-level cumulative progress indicators (CPI).

100 01234 Evidence provided is unscorable; all dimensions will receive a score of zero CPI Link was assessed, but there are major flaws in the evidence CPI Link is a Far Link to the grade-level indicator CPI Link is a Near Link to the grade-level indicator CPI Link is a Matched Link to the grade- level indicator NJ APA Administrators Training Complexity Dimension

101 Complexity Score of 2, 3, or 4 A score of 2, 3, or 4 is obtained if the CPI Link is assessed correctly and a different activity is used for the initial and final piece of evidence. ◦ A score of 2 is obtained when a Far Link is assessed correctly. ◦ A score of 3 is obtained when a Near Link is assessed correctly. ◦ A score of 4 is obtained when a Matched Link is assessed correctly NJ APA Administrators Training

102 Two activities are required when submitting evidence for an entry. ◦ Both of these activities must assess the same CPI Link. ◦ The two activities must be different activities in order to address the Universal Scoring Rules. An activity is considered to be different than another when the context of the instruction of the CPI Link is different. An activity is also considered to be different from another when the application of the skill in the CPI Link is different NJ APA Administrators Training What Makes an Activity Different?

103 While the skills assessed and the supports needed to perform the skills remain the same, an activity is considered different: ◦ With a different context in which the framework or events within which the student is demonstrating the skill changes ◦ With a different application in which the types of questions used, or the way in which the student demonstrates the skill changes NJ APA Administrators Training What Makes an Activity Different?

104 Examples of two activities with different context:  The student is working on comparing and contrasting internal and external characteristics of two animals from different classes in the animal kingdom 1.By answering multiple-choice questions about a frog and a bear 2.By answering multiple-choice questions about a shark and a bird Examples of two activities with different applications:  The student is working on classifying planets and other objects in our solar system as terrestrial (rocky) or gaseous 1.by using a graphic organizer 2.by matching NJ APA Administrators Training What Makes an Activity Different?

105 Teachers Must Think about the Two Activities in Conjunction As you plan for instruction, you should not think about the initial and final activity in isolation. Things to think about: What type of activities might be easier and harder for the student? Do not use the easier activity as the final activity. What type of prompt, if any, might the student need on the final activity? Do not use a more intrusive prompt level on the final activity than was used on the initial activity. How can I keep the student engaged in the various activities? How will the initial activity be different than the final activity and still engage the student? NJ APA Administrators Training

106 Complexity Score of 1: Major Flaws An entry that demonstrates work in a CPI Link but has a major flaw will score a 1 in Complexity. A major flaw includes 1. Assessing the same activity for both pieces of evidence 2. Assessing only part of the CPI Link –This may be found in the work sample, and both pieces of evidence must be assessing the same part of the link NJ APA Administrators Training

107 Complexity Score of Zero When the Universal Scoring Rules are not adhered to, the entry will receive a score of zero for Complexity, Performance, and Independence. Please review Teacher Training Module VII: Universal Scoring Rules for more information NJ APA Administrators Training

108 NJ APA Administrators Training This dimension measures the student’s accuracy performing the skills represented in the CPI Links identified within the portfolio. Performance Dimension

109 Each item must be marked as correct (+) or incorrect (–). The score for accuracy should be expressed as a percentage. Any item for which the student received a physical prompt should be marked as incorrect (–P). The second piece of evidence should not include a more intrusive prompt than was used on the first piece of evidence. The student’s accuracy score on the first piece of evidence should not exceed 39%. The first piece of evidence should not be more difficult than the second piece of evidence NJ APA Administrators Training

110 01234 Evidence is not clear or all items are not marked as correct/incorrect Accuracy of work is 0-39% based on the last activity OR Second activity includes more intrusive prompt Accuracy of work is 40-59% based on the last activity Accuracy of work is 60-80% based on the last activity Accuracy of work is % based on the last activity NJ APA Administrators Training Performance Dimension

111 Each item must be marked as correct (+) or incorrect (–). ◦ The score for accuracy should be expressed as a percentage. Scoring the activity for accuracy requires a consistent understanding of when to mark an answer right or wrong. ◦ Certainly, if the student performed the skill independently, the answer is either correct or incorrect. ◦ But what about when the student receives a prompt? How do you score the item correct or incorrect? NJ APA Administrators Training Scoring Student Evidence for Accuracy

112 Understanding the difference between the following provisions will help ensure that the scoring information on the evidence is accurate: ◦ providing task directions ◦ providing supports ◦ providing indirect prompts (verbal, model, and gestural) ◦ providing physical prompts ◦ providing the answer (directly prompting the student using a verbal, model, or gestural prompt to correctly answer the question) NJ APA Administrators Training Scoring Student Evidence for Accuracy

113 NJ APA Administrators Training If the student performs the item independently, then ◦ Score as correct (+) any item the student performs correctly. ◦ Score as incorrect (–) any item the student performs incorrectly. ◦ Any system other than +/– must include a key. If you used a different scoring system, such as ✗ equals incorrect and ✓ equals correct, you must explain that clearly on the evidence. Scoring Student Evidence for Accuracy

114 If the student received an indirect verbal, gestural, or model prompt when performing the skill, then ◦ Score as correct (+) any item the student answered correctly. ◦ Score as incorrect (–) any item the student answered incorrectly. ◦ Remember to mark next to each item the prompt level used: V, G, or M (e.g., +V means that an indirect verbal prompt was given and that the student answered the item correctly.) NJ APA Administrators Training Scoring Student Evidence for Accuracy

115 Any item for which the student received a physical prompt should be marked as incorrect (–P). ◦ A physical prompt is a direct prompt whereby the teacher physically guides the student to the correct answer (e.g., hand over hand). ◦ However, if the student receives a physical prompt when performing the skill, then Score the item as incorrect (–P). Note anytime the teacher gives the student the answer it must be marked (–P) NJ APA Administrators Training Scoring Student Evidence for Accuracy

116 NJ APA Administrators Training Total accuracy score must be in the form of a percent. ◦ The number of items correct divided by the total number of items multiplied by 100 equals the total accuracy score. Accuracy # items correct divided by # of total items times 100 equals % Correct ____/_____ x 100 = ______% Scoring Student Evidence for Accuracy

117 The second piece of evidence should not include a more intrusive prompt than was used on the first piece of evidence. Prompting can affect the reliability of the performance score if not implemented correctly. ◦ Therefore, it is important to adhere to the prompt level hierarchy described in your 2014–2015 Procedures Manual. ◦ If the second piece of evidence includes a more intrusive prompt level than the first piece of evidence, a score of 1(one) will be assigned for the Performance dimension NJ APA Administrators Training Performance Score of One

118 The initial piece of evidence should not be more difficult than the final piece of evidence. ◦ If a support (e.g., an experiment or anatomy model) is provided in the final piece of evidence, it must also be provided in the initial piece of evidence. Otherwise, the initial piece of evidence would be more difficult. ◦ Supports provided in the initial piece of evidence do not have to be present in the final piece; they can be faded if no longer needed by the student. ◦ The final piece of evidence can be of the same difficulty level as the initial piece of evidence, or it can be more difficult. ◦ The student should be given enough task directions, supports, and prompting (if needed) on the initial piece of evidence to elicit on-topic responses, even if incorrect NJ APA Administrators Training Performance

119 NJ APA Administrators Training Independence evaluates the extent to which the student completed items/tasks independently. Independence Dimension

120 Not all direction is considered a prompt. Some direction is simply a support, which does not need to be indicated, tracked, or part of the score. Examples of supports: Redirecting the student to stay on task is not a prompt; it is a support. Reading directions with the student is a support. Restating the directions for the student is a support. Scribing for the student is a support. Providing accessible materials (large print, textured paper, manipulatives, etc.) is a support. Supports are not included when calculating the independence score for the student’s work NJ APA Administrators Training Supports vs. Prompts

121 Examples of General Supports Reading initial task directions to the student Redirecting the student to stay on task ◦ “you need to finish your science problems now” If a student requires supports, he/she must be given supports for both the first and second piece of evidence NJ APA Administrators Training

122 Independence Dimension Evidence is not clear or all items are not marked for Independence/ prompt level Student completed items/tasks independently 0-39% of the time, based on the final activity Student completed items/tasks independently 40-59% of the time, based on the final activity Student completed items/tasks independently 60-80% of the time, based on the final activity Student completed items/tasks independently % of the time, based on the final activity NJ APA Administrators Training

123 NJ APA Administrators Training A prompt level must be documented next to each item performed by the student. ◦ I = independent ◦ V = verbal ◦ G = gestural ◦ M = model ◦ P = physical ◦ If some other system is used there must be a key. Remember, if your prompt hierarchy is not the same as the one above, you must explain your prompt hierarchy clearly, giving the names of the prompts, hierarchical order, and letter key for the prompts. Even if the student performs with 100% independence, each item must be marked with an I. Independence scores must be summarized as a percent. Reviewers must be able to recreate the score. If the score is not replicable, the dimension can not be scored and will receive zero for Independence. Teacher Scoring for Independence

124 Scoring Evidence for Independence The total Independence score must be in the form of a percent. ◦ Take the number of items completed independently divided by the total number of items multiplied by 100 to calculate the total Independence score. When scoring for Independence, the information does not include accuracy NJ APA Administrators Training Independence # items performed independently divided by # of total items times 100 equals % Correct ____/_____ x 100 = ______%

125 4 TH GRADE SCIENCE Sample Entry Melissa NJ APA Administrators Training

126 NJ APA Administrators Training

127 129 Evidence NJ APA Administrators Training

128 128 Evidence NJ APA Administrators Training

129 Science Evidence Index 4th Grade Science Entry Entry 3 Standard 5.8 Strand B CPI 5.8.4B2 Near Link: Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation) Rubric DimensionScoreEvidence Complexity3 Evidence reflects the skill(s) of the chosen link Label steps Two distinct activities show evidence of instruction Different pictures of cycle; SMARTboard with word bank vs. cut & paste Performance4 The score of the initial evidence was 0% (which is below 39%) Each item is clearly marked on both pieces of evidence The final evidence does not have a more intrusive prompt than initial evidence The score of the final evidence was 100% Independence4 Each item is clearly marked on both pieces of evidence The score on the final evidence is 100% NJ APA Administrators Training

130 Professional and Ethical Responsibility The Alternate Proficiency Assessment is intended to assess the academic progress of students with significant cognitive disabilities toward the standards established by the state of New Jersey. The format of the APA requires teachers administering this assessment to develop assessment activities appropriate for each participating student and to provide appropriate documentation of how the activities were used to assess students on what they gained from instruction. Instruction is the key. Assessments should never be used as the instruction. Instruction should take place first, and then assessments should be designed to reflect what was taught. ◦ The first piece of APA evidence is based on the initial introduction of the skill, which usually occurs prior to implementing extensive instruction NJ APA Administrators Training

131 Teachers are to follow the steps for the development of an entry described in the teacher training materials. ◦ All training materials must be reviewed and portfolio requirements adhered to. Failure to review the materials does not alleviate one of the responsibility associated with producing accurate, authentic, and truthful portfolio evidence NJ APA Administrators Training Professional and Ethical Responsibility

132 Teachers must keep copies of the completed activities that are being included in the student’s portfolio AND copies of student work related to the instruction of the CPI Links that were not included in the portfolio. ◦ The folder of student work that includes the completed student activities related to the CPI Links may be reviewed by a district administrator, can be reviewed during a DOE site visit, and will be required to be presented for review during a security breach investigation. ◦ The folder provides further proof that the student received instruction on the CPI Links and was given opportunities to practice and show what he/she was taught prior to the final assessment activity NJ APA Administrators Training Professional and Ethical Responsibility

133 Each assessment presented to the student should be unique, meaning that the student should not have previously seen the assessment. The following practices are not allowed: Teaching students to memorize answers for an assessment. Giving students the same assessment (activity) over and over until they complete the assessment satisfactorily. Allowing students to see the assessment and its test questions ahead of time. Allowing someone else to complete work for a student. Remember, there are guidelines for scribing that must be followed if a student needs assistance documenting their answer. Giving an assessment when no instruction has occurred. Giving the students a task response and having them copy it and submitting it as their own work. Leaving the date blank on a completed activity and adding a date later. Changing the date on a completed activity. Any other practice that results in misleading information regarding what the student was taught and has learned NJ APA Administrators Training

134 Professional and Ethical Responsibility Some students may not be able to complete an entire assessment activity all at once. It is acceptable to administer assessment items one or two at a time, as appropriate for the student, but when doing so, the student should only be presented with the item or items that he/she will be expected to complete at that time. ◦ It is acceptable to mask the remaining items on the page until they are completed by the student. If a student becomes sick during an assessment or cannot complete an assessment at the time it is given, that assessment should be used as practice and a new assessment should be given at a better time. Remember that the APA has two rather long testing windows that should help address most special testing conditions that may arise for students participating in the APA NJ APA Administrators Training

135 Professional and Ethical Responsibility The APA is NOT a group assessment, and all work must be done individually using a unique assessment that the student has not been exposed to before. You may not create a group response to a task and then have the students use this information to write a response. You may not ask the students to work together on an assessment activity, nor can you ask the students to answer the questions out loud in a group to develop/use the responses. Students may be assessed on the same CPI Links but the work must be done separately. Be certain to provide the individual supports needed for each student to ensure they have access to the curriculum NJ APA Administrators Training

136 Professional and Ethical Responsibility It is the professional and ethical responsibility of all contributors to a student’s portfolio to ensure that any and all documentation reflect authentic, accurate, and truthful information. ◦ Reminder, it is not appropriate to manipulate the date the evidence was created, the prompt/independence levels, the student’s work, or the scoring percentages. ◦ Include only evidence that reflects the student’s actual performance, even if the student did not make as much progress as you expected. ◦ APA portfolios may not be removed from the school/district buildings. ◦ Follow all APA guidelines when administering the assessment NJ APA Administrators Training

137 Professional and Ethical Responsibility Any student portfolio that is found to contain inauthentic documentation may result in professional consequences for school and district staff. ◦ All contributors to a portfolio must sign and submit the assessment security form verifying that the APA was conducted properly and in accordance with all directions and training materials. District administrators will provide this form. It is important that administrators review the teacher training modules to ensure you know what is acceptable, and not acceptable, regarding APA assessment. Remember that this is an individual assessment, not a group assessment NJ APA Administrators Training

138 Test Security Agreement Give the teachers the agreement this fall so that they can see what they will sign and submit when they turn in the portfolio. ◦ Every teacher that produces APA evidence must submit a signed Test Security Agreement to be placed in the binder under Divider 1. ◦ If teachers worked on only one subject, they may write that on the agreement.  They should specify for which pages of evidence they were responsible NJ APA Administrators Training

139 Status of 2013–2014 Portfolios and Score Reports Questar Scoring Center staff scored the portfolios. Individual Student Reports and Student Stickers were shipped to districts in July. All other reports were posted online to ServicePoint, including copies of the Explanation Sheets when applicable, which note the error contained in the entry which resulted in a score of zero. Most portfolios will be returned in September. Portfolios designated as security breaches (Void 5) are in process. Information regarding the breach consequences will be forthcoming NJ APA Administrators Training

140 Contact Information For information on interpreting the 2013–2014 APA score reports, please review the Score Interpretation Manual on Questar’s website: For missing score reports please contact: Questar NJ Customer Service Team – For score report interpretation please contact: Jo-Lin Liang – NJ APA Administrators Training

141 What is Proficient? New cut scores were set in June 2009 which determine how the total score for each subject area is classified. Total scores may be classified as advanced proficient, proficient, or partially proficient. ◦ The cut scores were determined based on the grade-level linked skills and content being assessed; therefore, the same number of total points may be classified as advanced proficient in one subject area for a grade level, and classified as proficient for a different grade level, due to differences in the CPI Links and developmental demands of students in different grades. ◦ This mirrors the general assessments where each grade level and subject area cut scores are determined independently NJ APA Administrators Training

142 How is a Total Score Calculated? The scoring formula was determined by reflecting on the purpose of the APA, which is to: ◦ assess the district and school grade-level instructional program provided to the student, ◦ assess a student’s attainment of knowledge and skills of the CCCS, and ◦ encourage high but appropriate instructional standards for all students, while providing necessary supports to access the curriculum and foster the highest level of independence possible for the student. The scoring formula uses the three dimension scores that each entry receives: ◦ Complexity ◦ Independence ◦ Performance NJ APA Administrators Training

143 How is a Total Score Calculated? The total score for each content area is calculated by adding the scores for all three dimensions for each of the four entries. Each entry has a minimum possible score of zero and a maximum possible score of 16 points. The total score for science has a minimum score of 0 and a maximum score of 64 points NJ APA Administrators Training

144 How is a Total Score Calculated? Each scorable entry will receive a score of 0 – 4 for each dimension. ◦ Unscorable entries receive a zero for each of the three dimensions. Each entry is scored by a minimum of two people (readers). ◦ First person is reader one (R1) and second person is reader two (R2). The performance dimension score for any entry is the sum of the two reader scores (R1+R2). ◦ The addition of the two reader scores gives more weight to this dimension in the overall total score than the other two dimensions. The complexity dimension score for any entry is the average of R1 & R2. The independence dimension score for any entry is the average of R1 & R NJ APA Administrators Training

145 Student Independence The Performance dimension is weighted twice as much as the other two dimensions. ◦ This is to acknowledge student progress on acquisition of CPI link skills, even if the student needed prompting. No student is required to be independent on the first piece of evidence. ◦ Prompting can be faded for the final piece of evidence if appropriate NJ APA Administrators Training

146 Reviewing Score Reports and Entries Review the Explanation Report in the binder to determine why an entry received zero scores. See the Score Interpretation Manual for information regarding the assignment of zero scores. Utilize last year’s training documents when reviewing the materials in order to determine which error occurred in the Entry. You will need to review the applicable entry along with the scoring information. ◦ Use the student’s Individual Score Report to determine which entries and dimensions had zero scores.  If the entry received a score of zero for all three dimensions (Complexity, Performance, and Independence) then review the Explanation Report.  If the entry received less than three zero scores, review the Score Interpretation Manual and Chapter 7 of the Procedures Manual along with the portfolio entry to determine which error occurred NJ APA Administrators Training

147 Accountability APA test results will be combined with the results from the general assessment for accountability purposes for state and federal reports. For accountability purposes, the APA is both a student assessment, and a school/district program assessment. APA test results are included in the Final Accountability report NJ APA Administrators Training

148 Federal Results – 1% Cap The NCLB 1% cap limits the number of APA proficient and advanced proficient results that can be used in the accountability calculation. It does not limit the number of students who may participate in the APA. Districts legitimately testing more than 1% of the total grade population with the APA should apply for a waiver from the Office of Special Education. The waiver, if approved, allows proficient and advanced proficient results greater than 1% to be used in the accountability calculations. ◦ This form is usually mailed by the department to districts in the winter NJ APA Administrators Training

149 Accountability Reports Student data is collected on the APA Student Demographic Information Form. This data is submitted to districts for verification. All requested revisions to student data must be made during the record change process. No changes may be submitted after this time frame. Accountability reports are produced based on the student data on file as of the close of the record change process. Reports for sending districts include students assessed out of district, out of state, and in district NJ APA Administrators Training

150 Information – Title I Office Up-to-date information on the calculation of Accountability Reports can be obtained on the Department of Education’s website ◦ Review the information provided from the Office of Title I. The Accountability Workbook provides specific details. If you have questions after reviewing the online information, please call the Office of Title I at NJ APA Administrators Training

151 Main Responsibilities Complete APA Student Demographic Information Form in February ◦ Work directly with administrators from the child’s sending or receiving school to ensure accurate information. Errors on the APA Student Demographic Information Form may affect your Accountability Report calculations. Collect portfolios from teachers by end of day on February 13, ◦ Administrators may choose to collect them earlier in order to complete portfolio review process when high number of portfolios are produced. Review final student data and submit record change rosters. This is the last opportunity to make data changes NJ APA Administrators Training

152 Final Administrator Review Test Design Review ◦ Did the evidence address the required components?  Prescribed standards and grade-level CPIs  Correct amount and type of evidence  Meets the Universal Scoring Rules ◦ Conducting this review periodically allows you to find and correct errors during the collection period NJ APA Administrators Training

153 Security Breach Review ◦ Is white out being used to change information? ◦ Were prompt levels changed to independent performance? ◦ Were dates on the evidence changed or post dated? ◦ Were wrong answers changed to correct answers? ◦ Were wrong answers marked correct? ◦ Are the percentage scores accurate? ◦ Are the open-ended responses across students extremely similar or the exact same responses? ◦ Are the wrong answers exactly the same from student to student? ◦ Is there a pattern of performance that is unlikely across all entries and/or all students?  For example all first pieces of evidence are 0% accurate and all final pieces of evidence are 100% accurate? ◦ Are there other indications of inauthentic information? NJ APA Administrators Training Final Administrator Review

154 Review portfolios for accuracy and authenticity by February 22, ◦ Review the portfolios in light of the student’s assigned grade level. ◦ Review the portfolios in light of the current CPI Links. ◦ Review the portfolios in light of the test design requirements. ◦ Review the portfolio to ensure all evidence is authentic. Reminder that portfolios must be reviewed multiple times within each collection period. ◦ Doing so helps you identify errors early, giving enough time to produce new evidence without errors prior to the end of the collection period NJ APA Administrators Training Final Administrator Review

155 Shipment of Portfolios The shipment process will be communicated to districts at a later time. Portfolios must be shipped between February 23 and March 13, ◦ Any portfolio shipment dated after March 13, 2015 will not be accepted for scoring. ◦ Portfolios must be submitted on time in order to be processed. ◦ Shipping materials and instructions will arrive in the Chief School Administrator’s office in February NJ APA Administrators Training

156 Administrator/Coordinator Activities General Responsibilities When information is sent to you, pass it on to district and school administrators and teachers. Review the time lines and request APA information from your chief school administrator when it is scheduled to be delivered. Review participation guidelines carefully. Ensure that all students who need to be assessed are identified (both in-district and out-of-district) NJ APA Administrators Training

157 Administrator/Coordinator Activities General Responsibilities (continued) Review school educational programs and ensure alignment with dimensions of the scoring rubric. Ensure that the APA teachers participate in the online teacher training sessions. Review the APA Procedures Manual. Pass along questions and concerns to NJDOE or contractor NJ APA Administrators Training

158 Before Assessment Identify a School Coordinator for each school. Register number of students participating in APA and update mailing addresses using Material Survey. Create a teacher training schedule for your school, identify teachers required to participate, and implement training. ◦ Ensure all materials are downloaded prior to the selected training day(s). ◦ Have a sign in sheet for all teachers to verify attendance and completion of the training. ◦ Utilize all APA training materials, including the Content Guide and Five Items Resource documents, in addition to the Teacher Training Modules and Procedures Manual. Distribute materials to schools/teachers NJ APA Administrators Training Administrator/Coordinator Activities

159 During Assessment Distribute materials to schools/teachers. Binders and manuals will be shipped to district/receiving school. Copies of the APA training materials may be downloaded as of September 2, 2014, from Questar’s website servicepoint.questarai.com/NJxx01_Documentation.aspx servicepoint.questarai.com/NJxx01_Documentation.aspx NJ APA Administrators Training

160 Administrator/Coordinator Activities During Assessment (continued) Gather information on students’ sending/receiving status and collect student demographic info. ◦ Work with the receiving/sending school to confirm student data. Check periodically that teachers are working on the APA NJ APA Administrators Training

161 Administrator/Coordinator Activities After Assessment Notify teachers of timeframe for returning the completed APA portfolios. Collect and review all APA portfolios for accuracy and authenticity of information and inclusion of all required components. ◦ Be sure to review the portfolios for adherence to the universal scoring rules. Review the SDIF information to ensure accuracy of all data NJ APA Administrators Training

162 Administrator/Coordinator Activities After Assessment (continued) Package the APA materials securely and label them according to instructions. Contact the designated carrier for return of the portfolios to arrange pickup of the materials. Ensure all portfolios are submitted to Questar Assessment by March 13, 2015 deadline. ◦ Portfolios not received by shipping carrier by March 13, 2015 will not be accepted for scoring NJ APA Administrators Training

163 District Directed Teacher Training for the Science APA Teacher training for the APA science alternate assessment is available on the Questar website servicepoint.questarai.com/NJxx01_Documentation.aspxhttp://nj- servicepoint.questarai.com/NJxx01_Documentation.aspx ◦ An administrator must ensure that all teachers participate in the training sessions. ◦ Teachers may be trained immediately, but every effort must be taken to ensure all teachers are trained prior to October 1, ◦ If a student enrolls after October 1, and a teacher needs training, train the teacher as quickly as possible. The modules will be available all year, though it is recommended that you download these modules and retain them in your district NJ APA Administrators Training

164 We Need Teachers… In March 2015, we will need teachers to assist in scoring some of the current APA binders. This is done in a central location and takes one week. Please submit the name of an educator that is interested in participating. It is an interesting process and your input is valuable NJ APA Administrators Training

165 The New Alternate Assessment – Dynamic Learning Maps (DLM) The 2014 – 2015 English Language Arts and Mathematics is a new, online assessment called the Dynamic Learning Maps (DLM) assessment created by the University of Kansas and a consortium of states supported by a federal grant. This assessment is across the consortium states shared and is delivered online for students with the most significant cognitive disabilities. Administration, technical, and other manuals and test materials will be obtained directly from the DLM website NJ APA Administrators Training

166 Dynamic Learning Maps (DLM) English Language Arts Mathematics Common Core State Standards Grades 3 – 8 and11 Online assessment System provides the test items Computer Adapted Assessment Fall field test will not adapt NJ is using the Year End model, not the embedded model The DLM replaces the APA in ELA and math NJ APA Administrators Training166

167 DLM vs. APA DLM Training Modules range from minutes each along with a post test Testing Periods: ◦ Two field testing windows - October 13 to 31,2014 and November 10 to December 20, 2014 ◦ Spring Testing information to follow Computer Generated assessment linked to the Common Core State Standards (CCSS). ◦ Teacher does not design the assessment activities/test items. No Prompting APA Training Modules that do not require post tests Collection Periods: ◦ Initial: September 2 – November 14, 2014 ◦ Final: December 8, February 13, 2015 Portfolio based Assessment linked to the NJCCCS and CPI links and activities are chosen by the teacher Prompting based on the Prompting Hierarchy *For more information, see Assessment at a glance on the NJDLM site NJ APA Administrators Training 167

168 Instructional Program Preparation The DLM assesses the Common Core State Standards (CCSS) and is the alternate assessment companion to the new PARCC assessment. School program staff must review the Essential Elements (EEs) and Learning Map provided on the DLM website and implement individualized instruction related to the EEs. ◦ The Essential Elements are skill statements written to reflect the CCSS at an appropriate linkage level for students with significant cognitive disabilities ◦ Review of the DLM skill statements in light of the test blueprint will guide the selection of appropriate skills for each student within the specific conceptual areas assessed NJ APA Administrators Training

169 Instructional Programs The DLM website offers specific information on the use of the EEs and the specified academic targets which clarifies how to reach a specified standard. Collection of EE related skills at various levels called nodes identify critical junctures on the path toward the standards. ◦ These linkage levels (nodes) are represented on the map and are accessible for a broad range of students NJ APA Administrators Training

170 Use of the Learning Map The map is a network of sequenced targets that show a learning landscape in which multiple skills are related to many other skills. Use of the learning map, the Essential Elements (skill statements related to the map), and the Year End test blueprint will guide instruction, assist in selecting individualized targeted skills related to the CCSS, and help prepare students for the DLM assessment. ◦ The Essential Elements documents have been available on the NJ DOE and DLM websites since last year. See DLM Required Training Module1 Overview of the DLM Alternate System NJ APA Administrators Training170

171 DLM Module 1 Graphic NJ APA Administrators Training

172 DLM Linkage Levels NJ APA Administrators Training Linkage levels consist of: Initial Precursor Distal Precursor Proximal Precursor Target Successor

173 School Preparation School program staff and district curriculum specialists will assist in the development of a school instructional plan and interpretation of the learning map and test blueprint. Teachers will provide instruction that aligns with CCSS and the Essential Elements DLM professional development modules support the design and delivery of this instruction NJ APA Administrators Training173

174 Obtaining Necessary Information Information about the DLM assessment is obtained directly from the website ◦ This site is updated often and contains information related to test features, timelines, and project updates.  Various topics include:  Accessibility features  Test design  DLM KITE (the online system interface and application)  Educator Portal (application where you manage data, retrieve student test tickets, and access training modules)  User Guides for State and District staff including the Test Coordinator, Technology Steward, Data Steward, and Teacher NJ APA Administrators Training

175 Dynamic Learning Maps NJ will maintain a webpage with state specific information on the DLM website ◦ Educator training module review is required. ◦ Professional development modules are available. ◦ Please check both the main DLM site and the NJ DLM folder on this site often to obtain further information about the new assessment.  See website in order to sign up for DLM updates delivered to your inbox NJ APA Administrators Training

176 Educator Information for DLM DLM developed self-directed learning modules to help support the transition to the new alternate assessment and Common Core State Standards instruction. Some of the modules include: ◦ Common Core Overview ◦ DLM Essential Elements ◦ DLM Claims and Conceptual Areas ◦ Composing, Decomposing, and Comparing Numbers ◦ Writing: Text Types and Purposes The learning modules provide significant information on the background, purpose, and design of the assessment as well as guidance on providing instruction on the CCSS, the DLM conceptual areas, EEs, and nodes NJ APA Administrators Training176

177 Roles and Responsibilities There are four specific roles for district educators in the DLM testing process: ◦ Assessment Coordinator  Point of contact for the field test activity  Oversees and assists teachers in their roles  See DLM site for required training manual ◦ Technology Steward  Oversees computer and other technology device components to ensure district technology readiness and implementation (IT staff)  See DLM site for required training manual ◦ Data Steward  District administrator who collects and delivers all necessary data files to DLM and maintains accurate records for others use  See DLM site for required training manual ◦ Classroom Teacher  Individual teacher administers assessments to students and assists in the selection of accessibility features and necessary supports  See DLM site for required training manual NJ APA Administrators Training177

178 Who is Responsible? Tasks required before testing IEP Team/ Administrator Teacher Assessment Coordinator Data Steward Technical Steward Student Participation Guidelines (IEP) KITE icon on all iPads, PC, Laptop, or chrome book. Prepare all computer technology and software for DLM implementation and provide technical assistance to other involved in DLM Watch DLM videos and pass test prior to the start of field tests (link in Administrator training) * see DLM website. Watch professional development modules before NJ teacher training (self-directed learning modules) *see DLM website List of Scheduling dates - PNP and First Contact dead lines Student's First contact completed and relay to the Data Steward of data input PNP Survey completed online Student user name & password – (student ticket) Entered Student user name & password – (student ticket) Received Gather items of possible manipulatives Document forms - irregularity report (teacher comments) Assessments at a Glance – Chart comparing the APA vs DLM Security Breach Agreement This form is in process and will be available soon. Districts will be notified when this form is posted on the NJ DLM page NJ APA Administrators Training178

179 Assessment Coordinator Responsibilities Includes but not limited to : ◦ Schedules training for teachers and is the direct liaison for teacher questions ◦ Ensures the correct students are assessed ◦ Assists in scheduling students for testing ◦ Interacts with District Data Steward and Technology Steward to ensure all tasks are completed ◦ Utilizes DLM website, reviews materials, and disseminates information to staff ◦ Reviews DLM Handbook and any other required documents ◦ Contacts DLM help desk when DLM documents do not provide clear answers to district questions ◦ District point of contact for field test activities NJ APA Administrators Training179

180 Technology Steward Responsibilities Includes but not limited to: ◦ Is responsible for the infrastructure (network, hardware and devices), software applications and technical support as well as understanding how the hardware, software, policies, and procedures fit together in the big picture of the district’s technology implementation. ◦ Ensures district technology readiness and implementation (IT staff) ◦ Interacts with Assessment Coordinator, District Data Steward, and Teachers as necessary to ensure successful completion of testing ◦ Utilizes DLM website, reviews materials, and disseminates information to staff ◦ Reviews DLM Handbook and any other required documents ◦ Contacts DLM technology specific help desk when DLM documents do not provide clear answers to technology issues NJ APA Administrators Training180

181 DLM Technology NJ APA Administrators Training181

182 DLM Technology Operational System Requirements are being revised and should be available mid-August. Check the web site frequently for technology updates/revisions NJ APA Administrators Training182

183 DLM Technology NJ APA Administrators Training183

184 DLM Technology NJ APA Administrators Training184

185 Data Steward Responsibilities Includes but not limited to: ◦ Interacts with Assessment Coordinator, Technology Steward, and Teachers as necessary to ensure successful completion of testing ◦ Creates and uploads data files including:  the Users file (opens DLM user accounts for testing)  Enrollment file  Class roster files ◦ Assigns roles to users which generates user login IDs ◦ Understand and utilize IT/technical expressions contained in the System Start-Up Manual in order to prepare files correctly according to specifications ◦ Utilize consistent and appropriate naming conventions and provide clean data for data files in order to successfully upload files as outlined by the DLM User Guide for State and District Staff (Data Steward) ◦ Utilizes DLM website, reviews materials, and disseminates information to staff ◦ Reviews DLM Handbook, System Start-Up Manual, and any other required documents ◦ Contacts DLM help desk when DLM documents do not provide clear answers to user account issues, data file upload errors, etc NJ APA Administrators Training185

186 Classroom Teacher Responsibilities Includes but not limited to: ◦ Provide instruction throughout the year related to the CCSS, EEs, nodes, etc. ◦ Assist in the completion of the First Contact and PNP surveys. ◦ Activate educator portal user ID in KITE ◦ Schedule students for fall field test and gather needed supports such as manipulatives ◦ Reviews DLM Staff and District Manual, reviews the accessibility features of the DLM system, completes required training modules, and reviews DLM website for any other required documents/necessary information ◦ Contacts District/School Test Coordinator with any questions or issues NJ APA Administrators Training186

187 General Information All staff fulfilling the four staff roles for DLM will need to activate their educator portal account. All staff must review and follow the instructions in the applicable DLM User Guide (Handbook or Manual) to fulfill their responsibilities successfully, and when required complete the training modules for their area. Access to each students field test items is given via the receipt of a computer generated student username and password for each student. ◦ This Student Ticket is accessible by the classroom teacher as defined in the roster data file. ◦ Each ticket should be printed out and retained by the classroom teacher for use during field testing NJ APA Administrators Training187

188 Accessibility Features DLM offers a variety of accessibility tools and supports during assessment. Some of these are delivered through the KITE system, which are determined by responses to the First Contact and Personal Needs Profile (PNP) survey. Other supports, such as teacher read aloud, is provided by the school NJ APA Administrators Training

189 Accessibility Features Some of the accessibility features available are ◦ Magnification ◦ Inverted color choice ◦ Synthetic Text to speech including graphic descriptions if desired ◦ Use of switch systems See the DLM website for additional information on available features. Reminder that supports needed during instruction should determine selection of accessibility features; these are decided by the IEP team and classroom teacher NJ APA Administrators Training

190 Online Student Surveys Personal Needs Profile (PNP) ◦ PNP online survey must be completed for each individual student being tested for DLM. ◦ Once PNP is completed, a summary will be generated. ◦ This profile collects information on the students support needs and current level of instruction. First Contact ◦ Online survey completed by ELA and Math classroom teachers. A copy of the student’s IEP is needed as a reference when answering the questions. ◦ This survey helps identify the student’s academic levels in order to establish a baseline for the selecting test items NJ APA Administrators Training190

191 Fall Field Test for Districts Field testing for the Year End model occurs October 13 to October 31, 2014, and November 10 to December 20, It is expected that each student participate in one of the field test windows. ◦ Each student is administered 2 – 4 testlets for ELA and Math. ◦ Each testlet is approximately 10 – 15 minutes. The field test will gather statistical information on each test item and performance by students across the state. ◦ No student level data is disseminated for field testing NJ APA Administrators Training

192 Fall Field Test for Districts It is expected that all “APA” students will participate in the fall field test. ◦ This may not be possible for students receiving instruction at home, out-of-state, and/or in a medical facility. Participation by all students ensures that the statistical review of the test items is informed by the variability of the population of students with the most significant cognitive disabilities. Field test administration is also a good way to ascertain if the accessibility and support features in use are appropriate for the student, and if they need to be revised for future online testing NJ APA Administrators Training

193 Students In Need of Braille Form Students in need of a braille test will participate in field testing from January 5 to March 6, More information on this field test will be delivered by mid-November NJ APA Administrators Training

194 General Field Test Information A tentative schedule of testing for each classroom should be determined. ◦ Adjustments to the schedule may be made as necessary. Most students will need one-to-one testing with the teacher. Use of the school’s computer room, classroom computer, library computer area, and administrator offices are acceptable settings for testing. ◦ Consider the student’s needs, noise level of the setting, engaged accessibility features (e.g. computer read-aloud of texts and graphics, etc.), availability of computer, etc NJ APA Administrators Training 194

195 General Field Test Information A list of math manipulatives needed for each grade level is available on the Educator Portal. ◦ Appropriate substitutions may be made if necessary based on the EEs and node descriptions. Practice test items are available and should be utilized in order to: ◦ confirm that the accessibility features engaged are appropriate for the student ◦ give the student experience with the online test experience prior to answering live field test questions NJ APA Administrators Training 195

196 District Directed Teacher Training Teacher training for the DLM alternate assessment is available on the website ◦ A school test administrator must ensure that all teachers participate in the required DLM training sessions. ◦ Teachers may be trained immediately, but every effort must be taken to ensure all teachers are trained prior to October 3,  Please note that all data file uploads must be complete no later than October 1, 2014 in order to administer the field test in October. ◦ Administrators may select either the Facilitated Group Training or Self-Directed Training formats for teacher training sessions,.  Either selection requires an Administrator to track and ensure completion of training modules.  All educators participating in training must successfully complete the post-test for each module in order to be approved for administration of the testlets NJ APA Administrators Training

197 Teacher Training Teachers are required to watch training modules in order to understand the Common Core State Standards and their application to students with significant cognitive disabilities. Each of the interactive modules is short ( minutes on average) and focuses on a single topic and are self -directed. Districts may choose to arrange group training sessions or individual self-directed training. ◦ Either way an administrator should monitor the completion of training by all required staff. Note Taking is suggested NJ APA Administrators Training197

198 Result of Module Post Test Following each module, a post test is given and teachers must receive an 80% or better in order to administer the test. ◦ Teachers may watch the module again and retake the post test when necessary. After the post test is completed print the page that indicates successful completion; an from DLM will provide a certificate indicating the achievement NJ APA Administrators Training198

199 Helpful Teacher Resources Forms for district use are in process and will be disseminated when finalized. These include: ◦ Roles and Responsibilities ◦ DLM Checklist ◦ PNP/FC Teacher Guide ◦ Guidance for Scheduling ◦ Teacher Observation All forms will be accessible on the NJ DLM website by mid-October NJ APA Administrators Training199

200 Guidance for Scheduling Student/ Username PasswordGrade Subject (ie. ELA, Math) Classification/ IEP Headset Computer Read Teacher Read Color / Reverse Contrast Magnification (ie. 2x, 3x, 4x, 5x) One to One Switch One to One Testing Small Group Setting Teacher Scribe Manipulatives Modifications not supported in one- to- one testing (ie. Braille, Sign Language, Switch, auto scanning, Tactile Graphics) *For more information, see Guidance for Scheduling chart on the NJDLM site This form is in process and will be available soon. Districts will be notified when this form is posted on the NJ DLM page NJ APA Administrators Training200

201 DLM Technology Readiness The following slides provide additional information about technology readiness. Please review and share with appropriate staff NJ APA Administrators Training 201

202 Framing the Conversation NJASK and HSPA are being replaced by the PARCC Assessments – which are online The APA is being replaced by Dynamic Learning Maps (DLM) – also online So therefore, NJ students will be assessed online! NJ APA Administrators Training202

203 Framing the Conversation So how does this impact you? You need to be able to administer DLM as needed Technology Readiness is important NJ APA Administrators Training203

204 What is Technology Readiness? Technology Readiness is more than devices and online assessments! ◦ It’s digital learning, which includes assessments ◦ It’s using technology to achieve positive life outcomes All technology is “assistive” ◦ Not just for present needs ◦ Also for future possibilities Online assessments ◦ Not just what is known ◦ Thinking process used to answer ◦ Levels of understanding ◦ This can inform instruction - impact learning/future NJ APA Administrators Training204

205 Strategic Planning Strategic Planning: –There needs to be an overarching implementation plan that is aligned to curricular and infrastructure needs to: Ensure that students and staff have the necessary resources for digital learning and online assessments Provide a unified vision and implementation for all schools within the district – everyone has a role Ensure that the logistics, environments and technical support services are components of the implementation plan –A strategic planning tool, such as a technology plan is necessary to assist with this process NJ APA Administrators Training205

206 Planning Strategic Planning Considerations: Bandwidth Devices Locations Technical Support Technological Proficiency for students and staff Professional Development Planning revolves around student learning, not just assessments. Curriculum drives technology purchases NJ APA Administrators Training206

207 Bandwidth Readiness What is the current bandwidth for each student/user on the network/Internet? ◦ How many students can be on the network/Internet at the same time when it is at full capacity? ◦ What would the upload and download speeds be for each student? ◦ Does this amount of bandwidth and speed support teaching, learning and online assessments?  If not – what is the plan to address this? NJ APA Administrators Training207

208 Device Readiness What devices will be used for online assessments? ◦ How many students will these devices serve at one time? ◦ Where are these devices located? Keyboard, mouse/touchpad, headset, and microphone purchases What is the cleaning and sanitization process? If using devices with batteries – what is the plan for charging the devices? Are more batteries/charging stations needed? Do schools have electrical/power concerns? NJ APA Administrators Training208

209 Location Readiness – How many students would these locations accommodate at one time? – Are there locations that can be temporarily set up for administering online assessments? Who would do it and how would it be done? What devices would be used for the online assessments? How much would it cost to set up and break down the location and devices? How much time is needed for set up and break down? What could be done ahead of time to prepare the location and devices? NJ APA Administrators Training209 What locations would be used for online assessments?

210 Technical Support Is there sufficient technical support for digital learning as well as for online assessments? Includes deployment, installation and maintenance of devices/equipment What are the protocols for teachers to get technical support during the assessments? What level of troubleshooting is expected from the people in the classroom? What kind of professional development and hands on experiences will be offered to staff as well as students? NJ APA Administrators Training210

211 Student Online Readiness Involves student technological proficiency Students have necessary skills and experience to learn and be assessed online. ◦ This will vary according to the needs/abilities of each student ◦ To the largest extent possible, students use educational technology to actively learn content and to demonstrate understanding of the content. ◦ It involves using educational technology to not only gather, remember and understand information but to also analyze, evaluate and create information incorporating what was learned NJ APA Administrators Training211

212 Student Online Readiness Students are technologically proficient - which means students have an understanding of how technology devices and programs operate and students can use them comfortably as part of their learning. ◦ Being comfortable with a device or a program takes time and practice. ◦ Students have to use the device or program on a regular basis in order to get to a certain comfort level. ◦ Students should use the same type of device for the DLM assessments that they use for learning NJ APA Administrators Training212

213 Student Online Readiness Students have access to educational technology and the Internet. ◦ By access, we do not intend that students occasionally use educational technology to do a project or presentation. ◦ Students should be able to use educational technology to learn throughout their day. ◦ They should also have sufficient Internet and network bandwidth so that they can access the information and online media that they need NJ APA Administrators Training213

214 Student Online Readiness Students need experience with online assessments. ◦ Taking an online assessment is different than watching an online video, playing an online game or working with online programs. ◦ Students need practice in taking online assessments. Being comfortable in navigating and using an online assessment will assist in allowing students to stay focused as they take the assessment NJ APA Administrators Training214

215 Teacher Online Readiness Teachers have similar needs as the students. Teachers have necessary skills and experience. ◦ Use educational technology so students can actively learn the content and demonstrate understanding of the content. ◦ Use educational technology to assess student learning and to inform instruction. ◦ Be comfortable with a classroom of students using devices…includes ability to assist with troubleshooting ◦ Have technological proficiency ◦ Have access to technology and the Internet ◦ Have experience with online assessments NJ APA Administrators Training215

216 Administrator Online Readiness Administrators facilitate online readiness. ◦ Facilitate conversations with stakeholders (community, Board, families) ◦ Actively participate in the development of an overarching implementation plan that is aligned to curricular and infrastructure needs  Ensure that students and staff have the necessary resources for digital learning and online assessments  Provide a unified vision and implementation for all schools within the district – everyone has a role  Ensure that the logistics, environments and technical support services are components of the implementation plan NJ APA Administrators Training216

217 Professional Development –How to integrate technology into the curriculum so that students are actively using technology to learn as well as to demonstrate knowledge –How to address the various levels of technological proficiency among students and staff –Provide hands on experiences related to digital learning and online assessments –These types of PD experiences take time and are not just one day, one time sessions NJ APA Administrators Training217

218 DLM Technology NJ APA Administrators Training218

219 Technology Guidelines for DLM DLM technology guidelines and other information is found on the following DLM weblink: NJ APA Administrators Training 219

220 Where To Get More Information? DLM has various customer support contact information depending on the issue. It is imperative that: Only those individuals serving as Assessment Coordinator, Technology Steward, and Data Steward contact DLM. You contact DLM support only after reviewing all pertinent manuals, handbooks, and modules. You use the specific contact info listed in the applicable manual to ensure your question is directed to the correct individuals. You provide in your your CDS code (known to DLM as your “Organization”), your name and which of the three positions above you hold, and detail the specific issue/error you encountered. ◦ Questions directed to DLM Support and when necessary NJ DOE must be from either the Assessment Coordinator, Technology Steward, and the Data Steward.  Questions from other district staff including teachers must be directed to one of the following individuals noted above NJ APA Administrators Training

221 Where To Get More Information? DLM has various customer support contact information depending on the issue. General questions about the project should be directed to: PHONE: FAX: For questions regarding KITE or Educator Portal, or for additional assistance, please contact the Help Desk PHONE: (toll free) Additional phone numbers and addressed may be available based on the topic so please use the DLM contact information found in their manuals and materials. For example to reset a password you contact a different group NJ APA Administrators Training

222 Where To Get More Information? Assessment Coordinators with general questions about test design, training, general test administration, etc., contact: Elizabeth Celentano Office of Assessments Data Stewards with questions about APA and DLM student data file uploads, Pre-ID, SDIF, record changes, score interpretation, and other data file issues etc., contact: Jo-Lin Liang Office of Assessments Please contact DLM support for assistance prior to the Office of Assessments in order to facilitate a timely response NJ APA Administrators Training

223 Where To Get More Information? Technology Stewards with questions about technology readiness and other technology issues contact: Linda Carmona-Bell Office of Assessments Joseph Seaman Office of Assessments Please contact DLM support for assistance prior to the Office of Assessments in order to facilitate a timely response NJ APA Administrators Training

224 Where To Get More Information? Office of Special Education (general special education questions) New Jersey Department of Education Department of Education website: NJ APA Administrators Training

225 DLM Information Updates Educators may sign up for automatic DLM notifications of updates through the website erational-testing Key documents include the System Start-Up Manual, User Guides for State and District Staff (related to your role), and the Guide to DLM Required Training and Professional Development Visit the DLM website often to check for news and updates NJ APA Administrators Training225

226 NJ APA Administrators Training Thank You Thank you for taking time to attend this session. Transitions to new assessment systems are challenging so if you have not had all of your questions answered, please see one of the presenters for more information.


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