1. Florida Alternate Assessment Orientation Training: Putting It All Together Fall 2014

2. Overview of the Day  Welcome & Introductions  Question Activity  What’s New for 2014-2015?  Scavenger Hunt  Overview with Jill  Administration Manual Review & Activities  Allowable Adjustments and Accommodations  Sample Item Activities  Questions & Answers  Access Points

3. Question Activity  Take turns introducing yourselves in each group  As a group, brainstorm your top five questions concerning the Florida Alternate Assessment  We will review any unanswered questions at the end of the training

4. What’s New for 2015? Reading, Writing, and Math field test items have been written to Florida Standards Access Points Science field test items continue to be written to the NGSSS Access Points Student results on field test items will not be reflected in the student performance score Appendix IV lists the Florida Standards Access Points addressed in the assessment for each grade and content area

5. What’s New for 2015? Transition to an integrated ELA model ELA field tests items will be embedded in the Reading section of the 2015 FAA 4 reading for grades 3-10 4 writing for grades 3-10 Effort to reduce errors made when completing the Student Answer Sheet Common Errors When Completing the Scannable Student Answer Sheet Appendix V: Student Answer Sheet Review Checklist

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

8. ACCESS COURSES

9. Revisions in the Use of 7700, 7800, and 7900 Course Codes The 2013-2014 Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses may be used. The newly adopted language is: "Access courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A-1.0943. " March 26, 2010

10. 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.

11. Access Courses Briefing #16596

12. WHO ARE YOUR FLORIDA ALTERNATE ASSESSMENT STUDENTS?

13. 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 Florida Standards Access Points for all academic areas? YES Does the student require extensive direct instruction in academics based on Florida Standards Access Points in order to acquire, generalize, and transfer skills across settings? YES

14. 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

15. SPED EMS

16. PRACTICE MATERIALS

17. Practice Materials Practice Materials are provided in 3 separate kits –One kit will contain 2 sample items for each applicable content area in grades 3, 4, and 5 –One kit will contain 2 sample items for each applicable content area in grades 6, 7, and 8 –One kit will contain 2 sample items for each applicable content area in grades 9, 10, and 11

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

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

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

21. Training (New teachers only) November 4, 2014 Jackson Senior February 17, 2015 TBA

22. Update (for all teachers who have previously been trained) FLDOE Update Training Available starting October 27, 2014 through February 27, 2015 24/7 http://faa- training.measuredprogress.org Weekly Briefing #16603 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

23. Timelines 2014 Florida Alternate Assessment Shipment to SchoolsWeek of February 23, 2015 Administration WindowMarch 2, 2015, – return of testing materials Return of MaterialsApril 7 or 8, 2015 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.

24. Additional Materials Request additional materials by calling TDC at 305-995-3743 Have grade, subject and form (A or B) information ready Pick up materials on either Tuesday, March 10, 2015 or Tuesday, March 24, 2015 from 7:45am to 3:30 pm. at TDC

25. Testing Window Administrative Support March 2, 2015 to April 8, 2015 –Test Security –Space for Testing –Teacher Coverage –Classroom visits – Use form –Check Student Answer Sheets –All Students Tested

26. Administrator Checklist

27. Scaffolding at the Participatory Level –Reducing the response options for the student who is unable to respond correctly –Difficulty of the test item is reduced by removing or covering the incorrect selection(s) –The student’s incorrect response is either removed or covered with a piece of paper If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding Scoring Rubric & Directions

28. Scoring Rubric Flow Chart

29. Scannable Student Answer Sheet  Official Scores  Form A or Form B  Demographics  Check pre-identified information  If no pre-identified information is supplied, complete all areas of the scannable  Reasons not Assessed  Incorrect Information  Defective Answer Sheet

30. Sample Answer Sheets

31. Important Scoring Reminders  It is highly recommended that scores are recorded in the Test Booklet and then transferred to the Scannable Student Answer Sheet  Only certified teachers or other licensed professionals trained in administration procedures may transfer scores  Score as you go - Mark student’s scores after completing the administration of each item  The correct answer is listed in the Student will column of the Test Booklet and should not be in student’s direct line of sight

32. Common Errors  Multiple responses per item  No response bubbled in for an item  Incorrect content area completed for specified grade level  Writing is administered in grades 4, 8, and 10 only  Science is administered in grades 5, 8, and 11 only  Reading and Mathematics is administered to all students in grades 3-10  Grade level missing  Incorrect grade level recorded  Double check all Scannable Student Answer Sheets to avoid coding errors  Errors may result in a student receiving “NO SCORE”

33. Proficiency 9 Commended * STATUS: 12345678 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.

34. Scores

35. Student Reports Data Chats

36. What Should Teachers Use to Teach? Self Contained Modified Curriculum (ASD/IND) VE/Resource

37. Administration Manual Review  What’s New - Important administration changes, materials, and/or instructions  Scoring Rubric Flow Chart – Visual depiction of scoring procedures  Quick Reference Guide - Overall and content- specific administration information  Introduction  Assessment Participation Checklist

38. Assessment Components  Form A or Form B  Test Booklet  Response Booklet  Cards Packets and/or Strips Packets  Passage Booklet  Scannable Student Answer Sheet

39. Form A or Form B  All materials match the form of the assessment being administered  The correct form of the assessment must be marked on the Scannable Student Answer Sheet

40. Test Booklet  Is either Form A or Form B  Includes all content areas assessed at a grade level  The first page of each content area in the Test Booklet includes the following: Content Standards Addressed – A list of the content standards and benchmarks that are being measured for the grade level Teacher-Gathered Materials – A list of any teacher supplied materials that will be needed for the items

41. Test Booklet  Test Booklets includes the following information for each item: Materials needed The Access Point being assessed What the teacher sets up and says The correct answer A place to record the student’s score

42. Response Booklet  Is either Form A or Form B  Flip chart setup Reading and Mathematics are back to back Science is in a book by itself Pages are numbered for ease of use, for example: 3P-1 (grade 3, Participatory level, item number 1) Writing does not have a response booklet

43. Cards and/or Strips Packets  Is either Form A or Form B  All of Writing is provided in cards and strips  The back of cards and strips are labeled with: Grade Content area Item number Level of complexity

44. Passage Booklet  Is either Form A or Form B  Passage graphic is on the left side page with a brief caption underneath to be read aloud only to student with visual impairments  Passage text is on the right side page  Paired passages may use different presentation

45. Item Walk-Through

46. Materials Column  With the exception of Writing and a few minimal cutouts, materials are provided in a Response Booklet  Sometimes teachers may be asked to provide materials such as rulers, calculators, or generic counters  There are sample items and materials for each content area

47. Materials Column  Materials are listed in the order that they appear in the Response Booklets  For Writing and cutout items, follow the directions for laying out the item and place the cards and/or strips in the same order as they appear in the Materials column  Accommodations for materials are outlined in the Accommodations and Criteria for Use section of this manual

48. Access Point Column  Access Points are identified for each level of complexity: Participatory, Supported, and Independent

49. Teacher Will Column  Teacher will column outlines directions for the teacher.  Italicized text is to be read aloud verbatim to the student.

50.  “Show me/tell me” should be replaced for each student: Show me the card… Tell me the card… Sign to me the card… Point to the card… Look at the card… I will move my hand over each card; tell me when to stop at the card… Teacher Will Column

51.  The term “indicate” was specifically used to accommodate for the response mode for each student. Some examples of response modes: student picks up or points to the correct card student says “It’s the first one” student signs to indicate the correct card student indicates “stop” when the assessment administrator’s hand is over the correct card Student Will Column

52. Video Clip – Item Administration

53. Before Administration  Read the Administration Manual and refer to: Appendix IV: Access Point table Writing Open-Response topics  Review the List of Cards and/or Strips and Teacher-Gathered Materials by Item  Review the Object Exchange List (provided by early to mid-November)

54. Before Administration  Prepare! Consider student response mode, accommodations, assistive technologies Gather any required teacher-gathered materials Set up criteria of what engaged and disengaged look like Use the Practice Materials with the student to ensure that both the teacher and the student are familiar with the different components of the assessment Set up a location and time for the assessment

55. Before Administration/After Materials Arrive  Check to make sure all materials needed are present  Make sure materials are the same form (A or B)  Read the Test Booklet  Highlight the item script  Replace “show me/tell me”  Organize Cutouts  Gather any needed materials  Determine how to read any diagrams

56. Test Security  Security of all test materials must be maintained before, during, and after test administration Student specific security numbers are assigned for each secure document Under no circumstances is a student permitted to handle materials prior to administration Materials must be checked out and returned to the school’s secure area each day  Refer to the most recent Florida Alternate Assessment Procedural Manual for test security procedures: www.fldoe.org/asp/altassessment.aspwww.fldoe.org/asp/altassessment.asp

57. During Administration  Use the Scoring Rubric Flow Chart and directions  Make notes in the Test Booklet as needed  Score accurately Score each Access Point as it is completed Fill in only one bubble per item Only the highest score is recorded Make sure to fill in the correct content area  Stop and resume testing as needed

58.  Item Script Item script is the italicized text presented in the Teacher will column and is read verbatim to the student with the exception of the “show me/tell me” prompt Modify the “show me/tell me” prompt according to each student’s regular mode of communication Tell me the card… Point to the card… Sign the card… Accept any response mode the student utilizes to indicate a response Assessment Administration

59.  Cues and Prompting May be used if they occur during daily instruction and may be verbal or non-verbal Include: redirection, refocus, and/or minimal physical prompting May be provided to remind student if an item requires more than one response  Reinforcement/Encouragement Encourage the student to keep working without indicating that the answer is right or wrong

60. Assessment Administration  Repeating Items Follow the administration directions in the Teacher will column and read the item script to the student Allow wait time - If the student does not respond, or if the student requests, repeat the item script and wait for the student to respond Item script may be repeated up to two times, for a total of three times Participatory Level of Complexity – If student responds incorrectly or does not respond after item script is read for third time, follow the scaffolding procedures

61. Video Clip – Repeating Prompts

62. Assessment Administration  Reinforcement/Encouragement Encourage the student to keep working without indicating that the answer is right or wrong  Cutout Cards and Strips Placement of cards MUST be in the order listed in the Materials column of the Test Booklet Use organizational techniques to keep cards and strips in order  Teacher-Gathered Materials May be placed on the blank page in the Response Booklet Must be in student’s view and within reach if manipulation is required

63.  Stimulus cards and strips should be placed first on the work surface in the direct view of the student in the exact order as they are listed in the Materials column  Response cards and strips should be placed: Starting with the card or strip listed first in the Materials column from left to right In either horizontal, vertical, or corner placements based on daily instruction practices Laying Out Cards and Strips

64. Materials column Word cards:treecatdog STUDENT treecatdog Horizontal Placement Example

65. STUDENT tree cat dog Materials column Word cards:treecatdog Vertical Placement Example

66. STUDENT treecat dog Materials column Word cards:treecatdog Corner Placement Example

67. Assessment Administration  Teachers should refer to detailed instructions, along with examples, on how to read tables, charts, graphs, and diagrams aloud to students  General guidelines include: Point to the areas of table, etc., as they are read aloud Begin by reading title and key Read headings/labels/categories Read data or data points Supplemental information or interpretation of data should NOT be provided

68. Reading a Table

69. Content-Specific Administration Directions: Reading  Passage Booklet Passages are usually used for one or two items Passages should be placed on work surface close to student until item has been completely administered Always read the title of the passage first before reading the passage or passage caption to the student

70. Content-Specific Administration Directions: Reading  Passage Booklet Passage graphic captions are to be read aloud ONLY for students with visual impairments Passages for fluency items may be in the Passage Booklet or directly in the Response Booklet  Spell homonyms (e.g., right/write) each time after it is pronounced for students with visual impairments

71. Fluency Items – Students with Hearing Impairments  Sign the letter, instead of making the sound  The student must indicate the written letter - the student cannot just sign the letter back

72. Fluency Items – Students with Hearing Impairments  Use the sign for the word “six” instead of finger spelling  Student must select the word “six” or finger spell the word  Braille must be used for students with visual impairments for fluency items

73. Content-Specific Administration Directions: Mathematics  Calculators, number lines and counting blocks may be made available to students on ALL items, regardless of whether or not they are specified within the item IF the student uses them during daily instruction  It is imperative that for items where the materials are specifically noted that they be available to the student on the work surface

74. Content-Specific Administration Directions: Writing  Spelling Items - misspelled words should be pronounced as if spelled correctly  Open-Response Items – require student to independently compose a response (response options are not provided) Refer to open-response topics Student’s usual mode of communication should be used to relay a response A response may come in a variety of forms: written response, a verbal response, a response using assistive technology (e.g., DynaVox or a computer, PECS symbols)

75. Logical Response Items  Some items have “Any logical response is acceptable” in the Student will column  In order to determine if a response is correct or incorrect: Identify what the Access Point is measuring Read the Teacher will portion carefully and ascertain what it is looking for Look at the Student will portion to see if any other parameters are outlined

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

77. Sample Logical Response I had fun when I went to the mall. I was with friends. I shopped. I bought a shirt. Sample Incomplete Response I had fun when I went to the mall. I was with friends. I shopped.  Includes only two sentences. Prompt student to provide one more response. Sample Incorrect Response I had fun when I went to the mall. I was with friends. I went to the zoo. I saw animals.  All three sentences do not relate to the main idea – having fun at the mall. Logical Response Item – Responses

78. Open-Response Items  A list of topics for open-response writing items are provided in order to prepare students prior to the assessment window  Prior to the assessment window: Introduce words and/or phrases into the student’s vocabulary related to provided topics Prepare these words and/or phrases in a mode of communication that is appropriate to the student Provide students with activities during daily instruction that deal with the open-response topics

79. Open-Response Items  Provide the programmed device during the assessment administration  Preparing full sentences as a response is NOT allowed  Students must be independently composing his or her own thought

80. Scoring Rubric

81.  Scaffolding at the Participatory Level Reducing the response options for the student who is unable to respond correctly Difficulty of the test item is reduced by removing or covering the incorrect selection(s) The student’s incorrect response is either removed or covered with a piece of paper  If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding Scoring Rubric & Directions

82. Scoring Rubric Flow Chart

83. Video Clip – Scaffolding

84. Scannable Student Answer Sheet  Official Scores  Form A or Form B  Demographics Check pre-identified information If no pre-identified information is supplied, complete all areas of the scannable  Reasons not Assessed  Incorrect Information  Defective Answer Sheet

85. Important Scoring Reminders Student Answer SheetReview Task  1.Check all preidentified information to be sure correct:  Name  DOB  District/school  Grade  Exceptionality 1.If student not assessed, be sure reason is indicated. 1.If preidentified information is incorrect, be sure correct information has been provided in the corrections section. 1.No. 2 pencil has been used to fill out sheet. 1.Correct Form (A or B) has been indicated. 1.Correct academic areas have been completed for the grade level assessed:  Reading: grades 3-10  Math: grades 3-10  Writing: grades 4,8,& 10 only  Science: grades 5,8,& 11 only 1.Only one response has been bubbled per item. 1.Each item has a response bubbled. 1.Stray pencil marks removed.

86.  For all students as needed: Real object substitution One-sided Response Booklets Use of magnification equipment Use of augmentative communication devices Assistive Technology  All adjustments must align with those used on a daily basis, including assistive technology  One-sided booklets can be requested through jbrookner@dadeschools.net jbrookner@dadeschools.net Allowable Adjustments

87. Students with Limited Physical Ability and/or Mobility  Criteria The use of hand over hand technique, a physical support, is allowable to steady the student. The use of physical guidance to the correct answer is ONLY allowable during the final stage of scaffolding at the Participatory Level  Accommodations Extended wait times Hand over hand to steady student Teacher assistance in the manipulation of objects

88. Students with Limited Physical Ability and/or Mobility: Example Item  Teacher assistance is required in order for the student to use the ruler

89. Accommodations & Criteria for Use  Students with Visual Impairments Criteria: Students that have been found eligible to receive special education services under the Visually Impaired program and/or students with visually related accommodations noted on their current Individual Educational Plan

90.  Students with Visual Impairments Accommodations Request Braille/Tactile Graphics version if student uses on a regular basis Adapted tools (e.g., rulers, calculators) Substitute real objects for the picture cards (refer to Object Exchange List) Describe stimuli and response options by reading aloud the labels in the Materials column Accommodations & Criteria for Use

91.  Students with Visual Impairments Accommodations cont. Read aloud additional descriptive text in the Materials column for some items (appears in parentheses) Script for passage graphic in Passage Booklet See Appendix III for detailed instructions for adapting the assessment administration for students with a visual impairment Accommodations & Criteria for Use

92. Video Clip – Visual Impairments

93.  Students with Hearing Impairments Criteria: Students that have been found eligible to receive special education services under the Deaf/Hard of Hearing program and/or students with auditory-related accommodations noted on their current Individual Educational Plan Accommodations & Criteria for Use

94.  Students with Hearing Impairments Accommodations Use American Sign Language, manually coded English and/or total communication When using sign language to administer an item, finger spell words that do not have a sign, or the sign for the word is unknown IF the item does not measure spelling Accommodations & Criteria for Use

95.  English Language Learners (ELL) Criteria: The ELL student is an individual who was not born in the United States and whose native language is a language other than English Accommodations & Criteria for Use

96.  English Language Learners Accommodations Items must be administered in English only Mathematics, Science and Writing- may answer questions in heritage language about specific word or phrase Reading- may answer questions in heritage language about general assessment Accommodations & Criteria for Use

97. Administration Demonstration Sample Item Activity (Thinking of a Student) Administration Pairing Activity Sample Item Activities

98. Manual Sample Items  One per content area Reading, grade 3 Mathematics, grade 8 Writing, grade 8 Science, grade 5  Includes item and response page or cutouts

99. Questions?

100. Helpful links FLDOE Alternate Assessment Site –http://www.fldoe.org/asp/altassessment.asphttp://www.fldoe.org/asp/altassessment.asp FAQs –http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdfhttp://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf Teacher Brochure –http://www.fldoe.org/asp/pdf/Teachers-Brochure- English-Web.pdfhttp://www.fldoe.org/asp/pdf/Teachers-Brochure- English-Web.pdf Parent Brochure –http://www.fldoe.org/asp/pdf/Parent-Brochure-English- Web.pdfhttp://www.fldoe.org/asp/pdf/Parent-Brochure-English- Web.pdf

101. Contact Information Jill Brookner, Alternate Assessment Coordinator jbrookner@dadeschools.net Martha Berman, CSS mberman@dadeschools.net Tami Valdes, CSS t.valdes@dadeschools.net Liz Velez, CSS lizvelez@dadeschools.net