1. South Carolina Department of Education American Institutes for Research January 2012 Test Administrator Training

2. Suzanne Swaffield Douglas Alexander Anne Mruz Office of Assessment Elizabeth Stout Office of Exceptional Children 2

3. Jennifer Chou, Project Director Lynnett Wright, Alternate Assessment Specialist Emma Hannon, Operations Mollie Sandberg, Operations 3

4. Kim Thompson Richland School District 2 Jackie Hyatt Lexington School District 2 Emmy Lou Todd Lexington School District 2 Nancy KramerRichland School District 1 4

5. Teachers (cont.) Mary Siegrist Richland School District 1 Jennifer Brucker Lexington School District 1 Anna Faust Lexington School District 1 Amber Weeks Lexington School District 1 5

7. South Carolina Alternate Assessment (SC-Alt) Alternate assessment based on alternate achievement standards. For students with significant cognitive disabilities who cannot participate in PASS, EOCEP, or HSAP even with accommodations. 7

8. To ensure that these students have the opportunity to participate in a challenging standards-based curriculum, and To meet IDEA and ESEA (NCLB) requirements. 8

9. Series of performance tasks Linked to grade-level academic standards in grade bands 3–5, 6–8, and 10 Specific script Scaffolded questions and answers 9

10. Grade-Band Forms  Elementary School Form: ages 8–10  Middle School Form: ages 11–13  High School Form: age 15 (Age on September 1, 2011)  10

11. Students who meet the participation criteria for alternate assessment ( TAM page 3) and Who were between the ages of 8-13 or 15 on September 1, 2011. (See Age and Birth Date Reference Sheet, appendix B-1) 11

12. Significant cognitive disability and adaptive skills that result in performance that is substantially below grade level expectations; Access the state-approved curriculum standards at less complex levels and with extensively modified instruction; and Adaptive skills requiring extensive direct instruction and practice in multiple settings; 12

13. Inability to apply or use academic skills across natural settings when instructed solely or primarily through classroom instruction; and Inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural, or economic differences. 13

14. Grade-level academic standards ◦ Less complex or prerequisite skill level Links to the grade-level academic standards ◦ Extended Academic Standards 14

15. Content to be Assessed English Language Arts Mathematics Science Social Studies High School Biology 15

16. Extended Academic Standards Define how standards and indicators can be accessed on grade level (essence of the grade- level standards and indicators). Based on the academic standards in ELA, mathematics, social studies, science, and biology. Provide extensions for all standards and indicators not just those addressed by the SC-Alt. 16

17. Extended Academic Standards (cont.) Foundation for the development of assessment tasks and items. Basis for classroom instruction. Link to students’ communication level. 17

18. Examples of Communication Levels SYMBOLIC Abstract Symbolic: Uses vocabulary of signs, pictures, words to communicate. Recognizes some sight words, numbers, etc. Some symbols are abstract (e.g., yesterday, happy). Concrete Symbolic: Beginning to use pictures or other symbols to communicate; primarily concrete symbols (e.g., eat, drink, outside, play, more). PRE-SYMBOLIC Pre-symbolic: Communicates with gestures, eye gaze, purposeful movement to object, sounds; communication is purposeful (e.g., holds up cup for drink). Awareness: May communicate by crying, vocalizing; communication may be difficult to interpret; no clear cause and effect. 18

19. Example of Extended Standard Science Academic Standard Grade 3 3.2 The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. Extended Standard: The student will demonstrate an understanding that organisms have special traits and characteristics that allow them to survive in their habitats throughout the stages of their life cycle. 19

20. 20 Indicator Essential Knowledge Abstract Symbolic Concrete Symbolic Pre-Symbolic 3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. Plants and animals go through life cycles. After pollination, seeds become seedlings and mature plants… Compare life stages of organisms. Illustrate life stages of an organism (e.g., sequence pictures of the life cycle). Identify individual stages of an organism’s life cycle.

21. 21

22. ELA Mathematics Science Biology 22

23. Revised Social Studies Academic Standards were adopted by the State Board of Education, August 2011. Social Studies Extended Standards are in process of development. Social Studies Literacy Skills for the 21st Century are the basis for SC-Alt tasks for 2012. 23

24. Link to Extended Standards 24 http://ed.sc.gov/agency/programs-services/48/SC- AltExtendedStandards.cfm www.ed.sc.gov Click on:  Agency  Divisions  Accountability  Assessment  S.C. Alternate Assessment

25. Additional Resources http://ed.sc.gov/agency/programs-services/48/ Sample Tasks Support Guide Examples of Instruction Skills Progression Matrices for SC-Alt Literacy Instruction for Students with Significant Cognitive Disabilities More resources: www.naacpartners.org www.sc.edu/scatp 25

26. Administration Window March 5 - April 27 Testing materials will arrive in the districts by February 24 th 26

27. District Test Coordinator for Alternate Assessment - DTC-Alt Coordinates all aspects of the administration of SC-Alt at the district level. Your contact for any questions regarding the assessment. 27

28. The TAM is your procedural guide to the SC-Alt administration—review it thoroughly after the training. 28

30. Overview of SC-Alt Design Task Consists of set of four to eight related activities called items; Begins with an introductory statement that establishes the context of the task; Has clear progression from one item to the next; and Has scripted directions for administering and scoring. 30

31. Overview of SC-Alt Design (cont.) Cover page includes: Materials needed to administer each item; o Some are provided by the teacher Access limitations; and Adaptive instructions. 31

32. Access Limitations Clearly marked Do not administer A bubble is provided for all items marked as Access Limited (A) o Deaf o Blind o Blind/non-verbal 32

33. Item Information For each item: Directions for setup Script o Placement of manipulatives o Response cards o Scoring directions 33

34. Example of Item Script Say: We’re going to talk about ________. Do: Give the student the __________. OR Say: Show (tell) me which one means _______. This (indicate the response card), this (indicate the response card), or this (indicate the response card)? 34

35. Graphic Setup Tells where each of the materials is to be placed. Script is always on the left. Scoring scaffolding directions are always on the right. ™ ™ ™ 35

36. Item Format 36

37. Print manipulatives are printed and packaged as strips. Three picsyms are placed on each strip. Each strip is be associated with a particular item. 37

38. The strips do not need to be cut or torn apart unless you need this format for your student. Dotted lines are on the back for ease of separating cards if needed. The strips are in a stack in task and item order so that the top strip is the item you are administering. 38

39. Administer the item. If the answer is incorrect, cover the incorrect response and re-administer the item with the two remaining answer options. Remove the answer strip and the next item should be on the top of the stack. 39

40. 40

41.  Place  Tape  Velcro 41

42. 42

43. Some tasks require the use of manipulatives such as shapes, balls etc. These are included in the materials for each grade band assessment. Do Not Return physical manipulatives at the end of the assessment. 43

45. Replace Response Cards with Concrete Objects Similar in size, shape, color; Not change what is being measured; and Materials must be age & grade appropriate. 45

46. Picture Communication Symbols™ (PCS™) have been used throughout the tasks and items. If your student uses a different symbol for the same word, you may substitute that symbol for the one provided. For example: 46

47. Adapting and Accommodating Test Administrator can say the response option aloud. Test Administrator can point to all of the response options or concrete objects. Describe a chart or graph. Have student touch or hold the object. Place the objects in a specific location or orientation when the student has a limited visual field. Place on different background. 47

48. Braille response cards are provided for some response cards that include numbers, letters, and a single word and for some tactile graphics. Order Braille materials from your DTC-Alt. 48

49. Complete the Braille Materials order form (Appendix N). Give to your DTC-Alt. DTC-Alt will submit it via fax. Materials will be shipped as soon as order form is received. The shipment will include a list of tasks for which there are braille materials (teachers may also braille any materials that they think the student may need). Schedule administrations using these materials toward the middle or end of the assessment window. 49

50. South Carolina Interagency Deaf – Blind Project SCDeafBlind@scsdb.org www.scsdb.org American Printing House for the Blind www.aph.org SC Assistive Technology Program www.sc.edu/scatp TAM Appendix L 50

51. Reword instructions in any format or language to enable student to understand the task.  The item itself cannot be reworded or translated Special test preparation may be provided to orient student to test format and expectations. See the TAM Appendix M for additional information on including LEP students with disabilities in the SC-Alt. 51

52. 52

53. Lessons Learned 53

54. Lessons Learned Follow the directions exactly. Do not improvise. You can always re-read a passage or page. Do not teach the skill while administering the task. Provide breaks as needed. Be careful not to read the “say” statements too fast. Be careful with “Show/Tell.” Only say one or the other, not both. 54

55. Scoring SC-Alt

56. One of the key features of the SC-Alt is that the test administrator scores student responses to each item. Scoring TAM page 11 56

57. The teacher (Test Administrator) scores the assessment as it is administered. Scores are recorded on a scannable answer document, not in the test book. An optional scoring worksheet is provided for use during test administration. (TAM Appendix G) The answers must be transferred to the scannable answer document in order to be scored. Scoring Procedures 57

58. Key Features Score points vary from item to item. At each level, the teacher follows directions to guide a score decision. All scoring directions are on the right side of the script. Scoring is scaffolded downward until directions for assigning a score of zero or N (i.e., no response). TAM page 12 Item Scoring Overview 58

59. TRY 1 If the student answers correctly, record the score and move to the next item. If the student answers incorrectly, remove the incorrect response option and move to TRY 2. If the student does not respond, remove the designated response option and move to TRY 2. Scaffolding 59

60. TRY 2 If the student answers correctly, record the score and move to the next item. If the student answers incorrectly, remove the incorrect response option and move to TRY 3. If the student does not respond, remove the designated response option and move to TRY 3. Scaffolding (cont.) 60

61. Example of Scaffolded Scoring 61

62. 3-point items allow three tries (very few items) 2-point items allow two tries 1-point items allow one try Engagement items are scored on a 4-point rubric Scoring and Scaffolding 62

63. Provides evidence that the student is ready to engage in the task of extended focus and persistence. Teacher makes a judgment using the scoring rubric. Scoring Rubric for Engagement Items 63

64. Summary of Scoring Rubric for Engagement Items Score 4 Sustained involvement Score 3 Generally maintained involvement Score 2 Intermittent/irregular involvement Score 1Fleeting awareness with little or no involvement Score NNo Response (Does not demonstrate awareness) TAM Page 14 64

66. Read a complete task. In groups of two or three, administer the task to each other with one being the administrator and the other the student. 66

67. 67 Grades: 3 – 5 Summer Train Grades: 6 – 8 Ecosystems Grade: HS Conservation

68. The points vary from item to item. Sometime it does not state that a paragraph or passage can be re-read, but you always can. Because of the variances' in our students you may administer the same item to student A different than student B. 68

69. 69

70. Determining the Starting Tasks

71. Pre-Assessment determines the most appropriate starting point. Uses 12–15 “can do” statements addressing student skills and knowledge based on teacher’s prior knowledge. Allows maximum opportunity for student to demonstrate his/her skills without prolonging the assessment. Student Placement Questionnaire (SPQ) 71

72. SPQ is designed to identify the most appropriate starting task for each student. Teachers complete a series of questions regarding student knowledge of the content in each content area. Based on responses, they compute a score to determine most appropriate starting task in the test form. Student Placement Questionnaire (SPQ) 72

73. The SPQ for each content area is located in the Student Answer Form. Use the SPQ to determine the starting task. o Directions for calculating the SPQ total score to determine the starting task are on the SPQ form. The detailed directions for using the SPQ are located in the TAM, pages 18 - 21 Student Placement Questionnaire (SPQ) 73

74.  Step 1 - Bubble in your responses to the SPQ questions.  Step 2 - Count the number of bubbles you marked in each of the first three columns and write the totals in the blocks under each column. 74 Identifying the starting task for a student in each content area. Step 1

75.  Step 3 - In section 3 at the bottom of the page: o Write the column totals in the appropriate blocks, o Multiply each total by the specified multiplier and write the resulting totals in the blocks to the right, and o Add the three totals to obtain the total SPQ score. Write the SPQ score into the blocks and bubble in the SPQ score. 75 Step 3

76. Please check your work and complete the bubble grids for the total SPQ score.  Step 4 - Find the total SPQ score in section 4 to determine the starting task for the student. 76 Step 4

77. 77 Step 1 Step 2 Step 3 Step 4

78.  The SPQ provides the initial starting point for a student’s administration. The minimum number of tasks and specific tasks that must be administered to each student for each starting level are specified below: 78 Starting Task Administer all items in at least these tasks is required Task 11-7 Task 33-11 Task 77-15

79. Do: complete all items on the SPQ for each student in each content area. follow the instructions carefully. Don’t: assume that all students will begin the assessment with the same task assume that a given student will start at the same point in each content area. 79

80. Lessons Learned 80

81. It is important to follow the directions for completing the SPQ accurately. All items on the SPQ must be completed. The SPQ for each content area must be completed. Failure to do so will result in a non-valid administration and the student will not be counted as tested. The student’s teacher or test administrator must complete the SPQ Lessons Learned SPQ 81

82. Determine if your student will begin the assessment at task 1, 3, or 7 based on the SPQ score. If the student scores less than a total of 3 points on the designated starting task, drop back to the next target level. ◦ Starting task 3 - will drop back to task 1 ◦ Starting task 7 – will drop back to task 3 Starting the Assessment 82

83. If a student gets at least three total points on all of the items in the beginning task, the student has responded successfully and the starting task is appropriate. If a student does not obtain at least total three points in the beginning task, the student did not respond successfully and the TA must drop back to the beginning of the previous group of tasks to begin the administration. 83

84. Responding successfully  means that the student receives at least a combined total of three points for all the items in a task. 84

85.  If the student does not respond successfully on Task 1, ◦ No downward adjustment is possible, ◦ The administration must progress through Tasks 1 – 7. 85

86. 86  If the student does not respond successfully on Task 3, ◦ Restart the student at Task 1, ◦ Continue the administration, ◦ After Task 2, do not re-administer Task 3, ◦ Administer Tasks 4 - 7.

87.  If the student does not respond successfully on Task 7, ◦ Restart the student at Task 3, ◦ Continue the administration, ◦ After task 6, do not re-administer Task 7, ◦ Administer Tasks 8 - 11. 87

88.  If the student responds successfully (at least a combined total of three or more points for all the items in a task) on a concluding task, continue on to the next task using the following directions. 88

89. Students who are administered Tasks 1 – 7 and respond successfully to task 7  Administer Task 8 ◦ If the student does not respond successfully on Task 8, conclude the administration, ◦ If the student responds successfully on Task 8, administer all items in Task 9, ◦ If the student does not respond successfully on Task 9, conclude the administration, ◦ If the student responds successfully on Task 9, administer all items in Task 10, ◦ Continue until the student can no longer respond successfully to a task. 89

90. Students who are administered Tasks 3 – 11 and respond successfully to task 11  Administer Task 12 ◦ If the student does not respond successfully on Task 12, conclude the administration, ◦ If the student responds successfully on Task 12, administer all items in Task 13, ◦ If the student does not respond successfully on Task 13, conclude the administration, ◦ If the student responds successfully on Task 13, administer all items in Task 14. Students who are administered tasks 7 – 15 ◦ The assessment is concluded. 90

91.  If the entire last task in the set is access limited for an individual student, skip the task and go to the next task to allow the student the opportunity to continue on in the assessment.  Follow the same rules for concluding the assessment when the student no longer responds successfully. 91

92.  Starting at task 1  Starting at task 3  Starting at task 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 3 4 5 6 7 8 9 10 11 12 13 14 15 7 8 9 10 11 12 13 14 15 92

93. Concluding the Assessment From Start Point 1 Task 7 3 points Go to task 8 Task 8 3 points Go to task 9 Task 8 0-2 points STOP Task 9 3 points Go to task 10 Task 9 0-2 points STOP 93

94. All tasks in a given set must be administered regardless of whether the student is responding successfully. If you start too high (the student is unsuccessful) and do not drop back to task 1 or 3, the administration will be considered non-valid and the student will not be counted as tested. If you do not continue administering tasks as long as the student is responding successfully, the administration will be considered non-valid and the student will not be counted as tested. 94

95. 95

96. 96 Mathematics, English Language Arts, Social Studies, Science, and Biology

97. All students take ELA and math. All high school students take ELA, math, and biology. Science and social studies are sampled in some grades. 97

98. Students are assigned to SC-Alt grade-band forms on the basis of their age as of September 1, 2011, as pre-coded in the PowerSchool data base. For students who do not have a pre-assigned form, refer to the Age and Birth Date Reference Sheet in the TAM (Appendix B) or on the SCDE website to determine the correct form. 98

99. Science and Social Studies Administration (Elementary and Middle School Forms) Students ages 9 or 12 on September 1 st ◦ take both science and social studies.  Students ages 8, 10, 11, and 13 ◦ Random assignment of 50% of students to science and 50% to social studies ◦ Precoded students will be pre-assigned, with science or social studies specified on the student roster. 99

100. Science/Social Studies Assignment Non-Precoded Students The student’s age and answer folder number will be used by the test administrator to determine science and/or social studies participation. Students ages 9 or 12 take both science and social studies. Students ages 8, 10, 11, or 13 ◦ even answer folder security number – science ◦ odd answer folder security number – social studies. TAM page 6 100

101. 101

102. SC-Alt Form Student Age Content Tests Administered Elementary School 8ELA, Math, Science, or Social Studies 9ELA, Math, Science, and Social Studies 10ELA, Math, Science, or Social Studies Middle School 11ELA, Math, Science, or Social Studies 12ELA, Math, Science, and Social Studies 13ELA, Math, Science, or Social Studies High School15ELA, Math, and Biology Administration Plan (TAM page 5) 102

104. SC-Alt is subject to SC Test Security Regulations (Appendix A). Test booklets and all materials are secure materials. Materials must be kept in secure place when not in use. 104

105. Test booklets, answer folders, 2 nd rater forms may not be copied or reproduced. All test administrators and monitors must sign Agreement to Maintain Test Security and Confidentiality (Appendix D). Testing Irregularity Form (Appendix F). 105

106. Test Administrator Requirements A certified employee of the district. An employee of the district who is a critical-needs teacher and has a letter of eligibility, an interim certificate, or a critical-needs certificate. Someone who is not certified but has been employed by the school district in an instructional capacity and has been approved by the DTC-Alt as a qualified test administrator. 106

107. Test Administrator Requirements (cont.) Test administrators may not administer the assessment to close relatives (e.g., children, grandchildren). If a test is administered in a location other than the school, the test administrator must meet the criteria specified in the TAM page 6-7. 107

108. Training Requirements Test Administrators (generally the student’s teacher) who will administer the SC-Alt must attend a South Carolina Department of Education or district test administration training session. 108

109.  SC-Alt is administered and scored by the test administrator.  Fidelity of administration and scoring is monitored using a second rater to verify that in a sample of administrations all procedures were followed. 109

110. The Second-Rater Procedure Replaces videotaping for capturing administration and scoring fidelity for the 2012 administration. A sample of teachers/students will participate using the same sampling procedure used previously with videotaping. Math is the only content area requiring a second rater. 110

111. For the teacher and student sampled, an SC-Alt trained teacher or other staff member (the “second rater”) must observe the mathematics administration. The second rater scores the student responses at the same time as the TA and records the scores on a separate Second Rater Answer Folder. The TA scoring is the official scoring record; the second rater scoring is collected to compute scoring consistency. 111

112. Second Rater Sampling Procedures All districts are sampled. Sampling is implemented by teacher and student. Teachers are sampled according to the proportion of students in the district. One student per sampled teacher will receive a second-rater administration in the area of mathematics only. Approximately 1/3 of teachers and 10% of students will be sampled. 112

113. The second-rater procedure was piloted by 48 teachers in 25 districts during the spring 2011 administration. The test administrators, second-rater observers, and DTCs-Alt all provided positive feedback and a preference for using the second-rater procedure over videotaping. 113

114. Teachers reported the procedure to be less stressful than videotaping. The procedure was less distracting to students than videotaping. Logistical and technical problems associated with videotaping equipment and return of tapes/CD media are eliminated. 114

115. In some cases the second rater was able to observe some administration problems related to teacher preparation. In these instances, the procedure provides information about the need to improve training for test administrators. 115

116. Must be a certified teacher or administrator (e.g., teacher, school administrator, district level special education consultant or other administrator). Must meet the regular SC-Alt test administrator training criteria. 116

117. A teaching assistant may not serve as a second rater. The second rater may serve as the testing monitor for the second-rater administration. The DTC-Alt must approve the selection of the second rater and may select second raters based on the district’s particular needs or availability of staff. 117

118. Most districts have already notified teachers who were selected in the sample. If you were selected, you will receive specific instructions a the district level training. 118

120. Schedule a location in your school to administer the assessment. Identify monitor(s). Determine the accommodations that your student(s) will need. Schedule an assistant to help you administer the assessment when testing a student with specific behavioral concerns. 120

121. Monitors are required and must be trained. Purpose o Observe test session procedures o Authenticate student responses o Verify the use of proper procedures. Parents, guardians, grandparents, foster parents, or other family members may not serve as monitors. Monitors must sign the Agreement to Maintain Test Security and Confidentiality. (Appendix D) TAM page 7 121

122. Observe administrations. ◦ May assist in recording session start and stop time, if needed. ◦ May assist with logistics, if requested. Sign the Test Administrator Security Affidavit (Appendix E) to verify adherence to procedures. 122

123. Schedule Testing Location Will you need to administer the assessment in a room that is not your classroom? Will you need to arrange to have any special equipment (seating, table, assistive devices) moved to the testing location? 123

124. 124

125. Students may perform better in a quiet location, but they may need time to get accustomed to a new environment; Conference tables may not be at the proper height for optimal student performance; and Check assistive technology devices to make sure that they are working properly prior to assessment. 125

127. Nancy Kramer Interview 127

128. Read through each task. Determine which teacher-provided, age and/or grade level appropriate materials you will need. Arrange them in an organized manner to ease assessment administration. Consider administering one content area to all of your students, then move to the next content area. 128

129. Teacher Provided Materials Objects familiar to the student: ◦ Book ◦ Pencil ◦ Ruler Other objects: ◦ Ball ◦ Ice cube ◦ Leaves TAM Appendix P 129

130. Start collecting early. The list is in the TAM, appendix P. Must be grade/age appropriate. Must be similar in size, shape, etc. unless this is what is being measured. 130

131. Determine if any of the students’ assistive technology devices need special programming. ◦ Complete this task prior to test administration. Practice administering the assessment. ◦ It will make the administration much smoother if you practice again. 131

132. Score as you go. Take breaks as needed. You may reread the item. If you take a break you may review the last item completed prior to taking a break, but do not rescore. Do not re-administer or rescore an item. TAM page 17 132

133. Make sure that you have all the materials that you need before you get started. Verify that you have the correct test booklets for students you will assess. Verify that you have completed the SPQ correctly and all bubbles are filled in. Get test materials organized and ready. Make sure you understand what the student is being asked to do. Practice, practice, practice. 133

134. 134

135. Scoring Practice Video Clips 135

137. Test Booklets Print Manipulatives Physical Manipulatives Reading Passages 137

138. Packaging of Test Materials All test materials for each grade band will be bundled into one Test Administrator Kit. Each kit will contain a serial number. This number will also be on the School Packing List and Teacher Security Checklist. If you have more than one grade-level to administer, you will receive a kit for each grade band. 138

139. Items Packed by Teacher Not Included in Test Administration Kits Teacher Security Checklist Student Rosters Answer Folders o by grade-band form, color coded Scoring Worksheets Precoded Bar Code Labels 139

140. Test Administrator Security Affidavits Are included in the student answer folder. No pre-code or linking labels will be needed. Must be signed by the teacher and by the assessment monitor for each content area administration and validated by the principal. See example TAM page E-1 140

141. Complete during the assessment administration. Use to record the length of sessions. Code this information to the session information grid on the answer folder. Complete all signatures. Failure to complete the Test Administrator Security Affidavit will result in an invalid administration. 141

142. Use of Do Not Score Label Use for answer folders with precode labels attached or partially completed folders that you do not want to be scored. Place the label over the designated label box or over previously placed pre-code labels. Use only if the entire answer folder is not to be scored. 142

143. Other Procedures Do not put sticky notes on answer folders or include other notes about why a student was not tested. When an enrolled student was not tested, provide documentation on the Students Not Tested Report (Office of Data Management and Analysis). 143

144. Lessons Learned 144

145. Lessons Learned Check in your materials carefully. Verify that you have the correct forms for your students. o Be sure to use the same grade-band form for each student for all content areas. Organize your assessments by forms if you have two or more forms. Notify the DTC-Alt immediately if you are missing any materials. 145

147. Affix the student pre-coded bar code label. Code the student’s last name, first name, and middle initial even though the student’s name is already on the precode file. Use pencil only (no ink pen). Code medical home bound, home schooled, as applicable. Code accommodations, if applicable. Code teacher name; see TAM (Appendix I). 147

148. Enlargement of materials Use of braille materials Substitution of objects for pictures or picture symbols Signed administration Use of augmentative communication devices or other assistive technology ESOL/LEP accommodations (Appendix M) Other accommodations specified in the TAM 148

149. Transfer the scores from the Scoring Worksheet to the Student Answer Folder. o Failure to do so will result in the assessment not being scored and the student counted as not tested. Complete the session information fields in the answer folder. For students without pre-coded bar code labels, code all fields on the front of the answer folder and teacher name. (Appendix I) 149

150. Obtain signatures of; ◦ Test Administrator ◦ Assessment Monitor ◦ Principal Complete administration session time information; and Remember, absence of completed affidavit will result in invalid administration. Appendix E 150

151. Do not return physical manipulatives. Reminder 151

152. Verify that all materials are accounted for and returned. Initial “packaged for return” line for each item. Sign and date. Place in box on top of contents and return box to DTC-Alt. Do not seal box. 152

153. Details of the procedures will be reviewed at the district training. See page 22-23 in the TAM and Appendices J and K for details. 153

154. Optional form to use as a checklist to ensure that all students have been assessed in all areas and all materials are returned. TAM Appendix O 154

155. How Results Are Reported Scale Scores (260-740) Achievement Levels 155

156. Descriptions of Achievement Levels DALs Describe what students know and can do in relation to the Assessment Standards Extended Academic Content Standards. 156

157. of Achievement Levels Descriptions of Achievement Levels Level 4: demonstrate and apply academic skills and competencies; Level 3: demonstrate increasing academic skills and competencies; Level 2: demonstrate foundational academic skills and competencies; or Level 1: demonstrate emerging academic skills and competencies. 157

158. Descriptions of Achievement Levels Levels 3 and 4 are included in the proficiency calculations for AYP at the school and district levels. 158

159.  Individual Student Report ◦ Suggested ideas to support learning  Parent Brochure  Score Report Users Guide 159

160. Score Report User’s Guide Provides an overview of the SC-Alt assessment and scoring; Includes descriptions of achievement levels; Copies have been distributed to each school and DTCs-Alt; and A down-loadable copy is posted on the alternate assessment web page. 160

161. Top Seven Reasons for Non-Valid Administrations 1. Failure to transfer item scores from the worksheet to the answer folder; 2. Failure to complete Test Administrator Security Affidavit; 3. Failure to complete the SPQ; 4. Assessment of student with wrong form; 161

162. Non-Valid Administrations (cont.) 5. Assessment of student beginning with wrong starting task (not following drop back rule if student does not respond successfully to starting task); 6. Misplacement of the answer folder in the return materials, resulting in a lost answer folder; or 7. Errors in administration procedures and scoring. 162

163. Last day of testing is April 27, 2012. Materials must be delivered to the contractor by May 4, 2012. Your District Test Coordinator for Alternate Assessment will tell you when to return all your materials. 163

164. Anna Faust Amber Weeks 164

165. For additional training prior to administering the assessment, contact your District Test Coordinator for Alternate Assessment (DTC-Alt). Need More Training? 165

166. Contact your DTC-Alt Questions about: Ordering materials Receiving materials Returning materials Administering the test 166

167. 167