Administrator Workshop Fall 2013

Reminder Scores for students who take the Florida Alternate Assessment count toward proficiency and growth!

What Do I Need To Do ?

ACCESS POINTS

What are Access Points? Expectations written for students with significant cognitive disabilities (SWSCD) to access the general education curriculum. Aligned directly to Sunshine State Standards. Reflect the “core intent” of the standards with reduced levels of complexity. Have three levels of complexity: participatory, supported, and independent with the participatory level being the least complex.

Who are access points designed for? Only students with significant cognitive disabilities Students who meet criteria for alternate assessment Other students with disabilities should be working on the regular CCSS/NGSSS with accommodations as necessary

Choose grade level Where are Access Points?

Pick subject area

What do you need?

Choose standard

Choose resource

ACCESS COURSES

Revisions in the Use of 7700, 7800, and 7900 Course Codes The Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses may be used. The newly adopted language is: "Access courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A " March 26, 2010

Cont’d Course Revisions To meet these new FLDOE compliance requirements, only students with disabilities who meet exemption criteria from the FCAT and are assessed using the Florida Alternate Assessment may be enrolled in the 7700, 7800, and 7900 Access core courses. Students with disabilities who do not meet exemption criteria from the FCAT or other state assessments may NOT be enrolled in the 7700, 7800, and 7900 core courses. Core courses include all math, reading, language arts, English, science, and social studies courses.

Access Courses Briefing # 11037/12652

Access Courses Scope and SequenceOld and New

Course Deletions The following courses have been daggered since and are being deleted in – Language Arts: 6–8 – Math: 6–8 – Science: 6–8 – Reading: 6–8 – Communications: 6–8 – Social Studies: 6–8 – Social Studies: 6–8 & Career Planning – Social Personal Skills and Career Planning – Academics: 6–8 – Academic Skills: 6–8 – Academic Skills: 6–8 & Career Planning – Developmental Skills: 6–8 – Exploratory Vocational: 6–8

Access Reading Courses There are no Access Reading courses. The reading standards were integrated into the Access Language Arts courses. If the district’s SPP requires a credit in both language arts and reading, students taking access courses may be scheduled into Access M/J Language Arts twice, taking consideration not to duplicate content.

HQT Requirements for ESE Courses An ESE teacher teaching 7700, 7800 and 7900 series core academic courses (access courses) must meet the HQT requirements for elementary education if the level of instruction is at the elementary level (K – 6). An ESE teacher teaching 7800 or 7900 (fundamental or access courses) series core academic courses must meet the HQT requirements for the core academic subject if the level of instruction is at grade 7 and above. A chart outlining certification and HQT requirements for service delivery models can be found in the narrative section of the CCD.

Common Core State Standard Implementation

Timeline for Implementation Drafts of the Core Content Connectors are available on CPALMS. Math Access Courses are being revised to include the Core Content Connectors. For the school year, access courses based on the NGSSS will prepare students for the FAA.

CCSS and Access Courses: NCSC Update The Core Content Connectors (CCCs) and the Essential Understandings (EUs) provide clear alignment to the Common Core State Standards for students with a significant cognitive disability. The National Center and State Collaborative (NCSC) has been developing CCCs for math and English/Language Arts since As NCSC completes this work, we have been updating our standards and courses.

Implications for Instruction in The draft Core Content Connectors on CPALMS that have Essential Understandings have been identified as priority standards (targeted for assessment in 14-15). By comparing the CCCs and EUs to the existing access points, teachers can see how instruction will be changing under the CCSS. Teachers of students with significant cognitive disabilities are encouraged to join a Community of Practice through the ACCESS Project to learn more.

CCCs and Access Points: Understanding the Shift Core Content Connectors Aligned to general education standards Build on increasing levels of understanding from concrete, to representational, to abstract Access Points Aligned to general education standards Structured on various levels of complexity: participatory, supported, and independent

CCCs and Access Points: Example NGSSS/Access Points MA.3.A.2.4 Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence. Access Points MA.3.A.2.In.a Represent half and whole using area and sets of objects. MA.3.A.2.In.b Identify the relationship between half and whole. MA.3.A.2.Su.a Recognize part and whole using area and sets of objects. MA.3.A.2.Pa.a Recognize parts of whole objects and parts of sets of objects. CCSS/Core Content Connectors MACC.3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Core Content Connector MACC.3.NF.1.CCC.1d Identify the fraction that matches the presentation (rectangles and circles; halves, fourths, thirds, and eighths). Concrete Understandings: Identify part and whole when item is divided. Count the number of the parts selected (3 of the 4 parts; have fraction present but not required to read ¾). Representational Understandings: Understand how parts to whole can be expressed as fractions using numbers. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. Ability to recognize that fraction bars of equal lengths can be divided into different numbers of equal parts/units. Understand a fraction a/b as the quantity formed by a parts of size 1/b. Ability to recognize that the more equal parts, the smaller the part. Understand concepts, symbols, and vocabulary: numerator, denominator, _/_.

Access Courses: Future Developments Core Content Connectors will continue to be developed. Full implementation of Core Content Connectors in both reading and math to take place in Access points will continue to be used in science, social studies and other content areas.

WHO ARE YOUR FLORIDA ALTERNATE ASSESSMENT STUDENTS?

Assessment Participation Guidelines Does the student have a significant cognitive disability? YES Is the student unable to master the grade level general state content standards even with appropriate and allowable instructional accommodations, assistive technology and/or accessible instructional materials? YES Is the student participating in a curriculum based on State Standards Access Points for all academic areas (where applicable)? YES Does the student require extensive direct instruction in academics based on access points in order to acquire, generalize, and transfer skills across settings? YES

What is a Significant Cognitive Disability?? In the individual educational plan (IEP) team’s discussion to the question: “Does the student have significant cognitive disabilities”, all of the information should be considered collectively for which the student’s IQ score is but one piece of the data puzzle. The focal point for discussion should be on the impact of the student’s cognitive disability. The impact should be permanent, prominent, and pervasive; affecting all aspects of the student’s academic, domestic, community living, leisure and vocational activities. Weekly Briefing #12885

PF 18 (ISIS) T0503P85-01 SI91-93-X8DOADDITIONAL ESE INFORMATION10/06/ STUDENT ID_______ FLA STU ID STATUS SEX ETHNIC NAME: LASTFIRSTMIDDLEAPP CURRENT SCHOOL GRADE HR SECT DATE ENTERED / / PRIMARY EXCEPTIONALITY _ STANDARD DIPLOMA _ GIFTED PROGRAM _ ALTERNATE ASSESSMENT: MM / DD / YY YES, NO, PARTIAL _ TEST ACCOMMODATIONS: _ EARLY INTERVENTION _ _ _ _ _ _ _ CHILD FIND: EVAL DTE MM / DD / YY NUM ______ _ FLA INSTRUCTIONAL MATERIALS CENTER _ POSTSCHOOL OUTCOME AREA __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ MINIMUM PERFORMANCE STANDARDS MASTERED FOR GRADUATION PURPOSES: DATE MM DD YY TIME, TOTAL SCHOOL WEEK (IN MINUTES): ____ TIME WITH NON-DISABLED PEERS (IN MINUTES): ____ LAST TRANS: / /

35 SPED EMS

PRACTICE MATERIALS

Practice Materials Arrived in September NOT Secure Includes Updated Manual (or faa.dadeschools.net) Request Additional Materials at

Take A Look

Item

Administration and Scoring Process Flowchart

OPERATIONAL TEST

Procedures Manual or

The Florida Alternate Assessment: Grades and Content Areas GradeReadingMathematicsWritingScience 3XX 4XXX 5XXX 6XX 7XX 8XxXX 9XX 10XXX 11X

Who Should Administer the Florida Alternate Assessment? Student’s special education teacher OR Certified teacher WHO Knows student AND Trained in assessment procedures

Training (New teachers only) November 8, 2013 Miami Springs Sr. December 12, 2013 Miami Springs Sr.

Update (for all teachers who have previously been trained) FLDOE Update Training Available starting October 21, 2013 through February 21, /7 training.measuredprogress.org Weekly Briefing #14693 FLDOE will send list of participants to districts for compliance checks. Teachers who do not participate in the update training will not be permitted to administer the assessment

Timelines 2014 Florida Alternate Assessment Shipment to SchoolsWeek of February 14, 2014 Administration WindowUpon receipt of assessment materials– return of assessment materials Return of MaterialsApril 7 or 8, 2014 RETURN TO TDC 8:00 am to 3:30 pm You are responsible for the return of materials even if you have no students being tested.

Additional Materials Request additional materials by calling TDC at Have grade, subject and form (A or B) information ready Pick up materials on either Tuesday, March 4, 2014 or Tuesday, March 18, 2014 from 7:45am to 3:30 pm. at TDC

Testing Window February 19, 2013 to April 4, 2014 –Test Security –Space for Testing –Teacher Coverage –Classroom visits – Use form –Check Student Answer Sheets –All Students Tested

Administrator Checklist

Common Errors on Answer Sheets –Multiple responses per item –No response bubbled in for an item –Incorrect content area completed for specified grade level Writing is administered in grades 4, 8, and 10 only Science is administered in grades 5, 8, and 11 only –Content area left blank –Reading and Mathematics is administered to all students in grades 3-10 –Did not enter Form A or B

Sample Answer Sheets

Document Count Summary Form

Scores - SPI

Student Performance Indicators

Proficiency 9 Commended * STATUS: Emergent Achieved * GROWTH ** : * Considered Proficient ** Students who score level 4 or higher on the prior year assessment and maintained their level or scored higher on the current year assessment are considered to have made growth. Students who scored in level 1, 2 or 3 on the prior year assessment and score a minimum of 5 points higher on the current year assessment are considered to have demonstrated growth.

Scores

Student Reports Data Chats

What Should Teachers Use to Teach? Training October 29, 2013

Helpful links FLDOE Alternate Assessment Site – FAQs – Teacher Brochure – English-Web.pdfhttp:// English-Web.pdf Parent Brochure – Web.pdfhttp:// Web.pdf

Contact Information Jill Brookner, Alternate Assessment Coordinator ext

Questions and Answers