2. Assessment Updates CD PST Meeting March 10, 2015

3. Overview General Assessment Updates PNP/First Contact Survey Practice Tests and Released Items Preparing for the Assessment Q and A

4. GENERAL ASSESSMENT UPDATES

5. Badger Assessment Resources http://oea.dpi.wi.gov/assessment/Smarter/resources Training http://oea.dpi.wi.gov/assessment/Smarter/trainings Accessibility http://oea.dpi.wi.gov/assessment/Smarter/accommo dations

6. AccommodationDescriptionRecommendations for Use Read Aloud (for ELA reading passages, all grades) For the 2014-2015 school year, text is read aloud to the student via an external screen reader or by a trained and qualified human reader who follows the administration guidelines provided in the Smarter Balanced Test Administration Manual and Read Aloud Guidelines. All or portions of the content may be read aloud. This accommodation is appropriate for a very small number of students (estimated to be approximately 1-2% of students with disabilities participating in a general assessment). One example is a student who is blind and is not yet proficient in Braille. Read aloud is available as an accommodation for students whose need is documented in an IEP or 504 plan. Reports can be run to indicate the percent of students who had access to read aloud on reading test passages. Readers should be provided to students on an individual basis – not to a group of students. A student should have the option of asking a reader to slow down or repeat text.

7. ACT Aspire New manuals for the Spring –Be sure to destroy old manual http://actaspire.pearson.com/http://actaspire.pearson.com/ or http://act.org/aap/wisconsin/aspire.html

8. DYNAMIC LEARNING MAPS

9. Personal Learning Profile Display Language & Braille Audio & Environment Other Supports Sensory characteristics Motor characteristics Computer access Communication Academics Attention Personal Needs and Preferences (PNP) First Contact

10. Completing the PNP

11. Completing the First Contact Survey

12. First Contact Survey used to collect background information about students Goes beyond basic demographics Includes questions on topics such as: –Communication –Assistive technology devices –Motor and sensory impairments –Academic performance Used to determine entry point in the assessment

15. Utilize the Practice Activities and Released Testlets

16. Technology-KITE Client

17. Practice Activities and Released Testlets

18. Practice Activities Separate practice activities for teachers and students Familiarize students with: –Question types –Navigation process –Procedures to end a testlet Check device compatibility

19. Released Testlets Similar to testlets used in operational test in look, feel and academic content New released testlets are added periodically

20. Released Testlets Initial Precursor – IP Target – T Distal Precursor – DPSuccessor – S Proximal Precursor – PP

21. Prepare for the Assessment Test administrators need the following when beginning an assessment: –Student username and password –Prescribed materials needed to test (some substitutions are allowed) following the TIPS pages

22. Planning and Scheduling- Testlet Information Pages (TIPS)

23. Test Tickets TIPs

24. Planning and Scheduling- Testlet Information Pages (TIPS)

25. TIP PDF provides specific information that is unique to each testlet, for example: Test form name Number of items Type of testlet: computer-delivered, teacher- administered, or hybrid Which Essential Elements are tested

26. Planning and Scheduling- Testlet Information Pages (TIPS) Materials needed, including: recommended substitute materials and important traits of substitute materials, names of texts for ELA assessments, appropriateness of calculator use in math Accessibility supports that may be recorded on a student’s PNP but are not allowed on this specific testlet Other comments or instructions Script for alternate text for each image, screen by screen

27. Planning and Scheduling- Manipulatives Optional supports for students: Find things that already exist in the classroom or are easily found somewhere in the building. Pick materials that are familiar to the student. Look at the whole list for each grade and find objects that can meet multiple purposes. What types of objects are mentioned more than once? Remember that in most cases it will be okay to substitute materials as long as they are like the ones on the list.

28. Planning and Scheduling-Test Times Each testlet contains items from one or more Essential Elements Math and Reading: –3-8 items + engagement activity Writing: –Structured activity with several steps –Single testlet

29. Planning and Scheduling- Number of Testlets Per Grade

30. Planning and Scheduling- Sample Schedule Day One: –8:30 – Administer Testlet 1 in ELA and Math –1:30- Administer Testlet 2 in ELA and Math Day Two: –8:30 – Administer Testlet 3 in ELA and Math –1:30- Administer Testlet 4 in ELA and Math Day Three: –8:30 – Administer Testlet 5 in ELA and Math –1:30- Administer Testlet 6 in ELA and Math Day Four: –8:30 –Administer Writing Testlet

31. Planning and Scheduling Designate testing location –Quiet area –Clear from distractions –Arrange the testing display device so that it is only accessible to the student being assessed –Set up accessibility devices as needed –Stage manipulatives as needed Evaluate student behavior

32. DO’s Provide flexibility in student access to item and materials Provide consistency in student interaction with the concept being measured

33. DO’s Breaks Student response mode Use of special equipment for positioning, for example: –Slant board –Velcro objects on a board Generic definitions

34. DON’TS Repeat the item activity again after a student has responded Use physical prompts or hand-over-hand guidance Remove answer choices Rearrange objects to prompt correct answer Change voice or inflection of tone

35. Resources DLM Wisconsin Webpage http://dynamiclearningmaps.org/wisconsin DLM Educator Resource Webpage http://dynamiclearningmaps.org/content/erp_ ye

36. Questions

37. DPI Contact Kristen Burton kristen.burton@dpi.wi.gov 608-267-3164