Wyoming Alternate Assessment Wy-ALT

Transcription

1 Wyoming Alternate Assessment Wy-ALT Test Administration Training Wyoming Department of Education American Institutes for Research Purpose of Training 2 The purpose of today s training is to provide you with the skills to: Administer the Wy-ALT Test Design Test Accessibility and Accommodations Practice administering Student Placement Score the Wy-ALT Practice scoring 1

2 Training Objectives 3 Know what you must do to prepare for the Wy-ALT administration; be familiar with the testing materials and know what is allowed and not allowed during administration. Accurately score the items in a task by applying the scoring criteria. You will watch several videos of teachers administering tasks to students. Understand how to determine where your students will begin the assessment. Understand the process for entering student scores in the online data collection system called the Data Entry Interface (DEI). When Is the Wy-ALT Administered? 4 February 29 March 25,

3 Wy-ALT Assignment by Grade 5 Form Grades 3 5 Grades 6 8 High School Student Grade Content Areas to Be Administered to Each Student 3 ELA and Mathematics 4 ELA, Mathematics, and Science 5 ELA and Mathematics 6 ELA and Mathematics 7 ELA and Mathematics 8 ELA, Mathematics, and Science 9-11 ELA, Mathematics, and Science Who Takes the Wy-ALT? 6 The reauthorized Individuals with Disabilities Education Act (IDEA, 2004) reflects the intent to extend educational accountability and reform to all students, including those with disabilities. This legislation, along with the federal Elementary and Secondary Education Act, (formerly NCLB), mandates that all students with disabilities be included in general state and district-wide assessment programs. 3

4 7 Students with Disabilities Assessment Participation 1. General assessment without accommodations (most students) 2. General assessment with allowable accommodations (many students with disabilities) 3. Wy-ALT Alternate Assessment (small number of students with the most significant cognitive disabilities) Participation Criteria 8 The student has a significant cognitive disability. The student is learning content linked to (derived from) the Wyoming Content and Performance Standard Extensions. The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the grade- and age-appropriate curriculum. The student cannot participate in the general statewide assessment with or without accommodations, as appropriate, based on his/her IEP. 4

5 9 Participation in the Wy-ALT is NOT BASED on: A disability category or label Poor attendance or extended absences Native language, social, cultural, or economic difference Expected poor performance on the general education assessment Academic and other services student receives Educational environment or instructional setting Percent of time receiving special education services Test Security 10 Security is vital for future administrations as well as the current administration. You are responsible for ensuring the security of the content of all materials. Your responsibility for the security of test questions and materials does not end when materials are returned. 5

6 Ethical Use of Tests 11 Is this activity or behavior an ethical practice? Yes No Making a copy of the alternate assessments and/or preparing a student study guide based on the alternate assessments. Preparing students for the alternate assessments by using live test items for test preparation activities X X Changing a student s response. Hinting to a student to reconsider any answers given on a test. Providing teachers and counselors with information they need to interpret test results. Revealing the test scores of one student to another student. X X X X 12 Task/Item Information 6

7 What Are Tasks and Items? 13 A task is a collection of items and materials organized around a theme (e.g., a story, a math activity). There are 12 tasks per content area and grade band. Each task has 4 to 6 items. Task Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Wy-ALT Tasks 14 Materials include printed response cards, physical manipulatives and reading passages. Almost all materials are provided in a manipulatives kit. 7

8 Task Information 15 Each setup page includes: The materials needed to administer each item Some are provided by the Test Administrator Special adaptive instructions Access limitations Item Set-Up 16 Each item has a set up image that shows what is needed to administer that item. Passage Response Options 8

9 Item Scripting 17 Opening statement: We are going to read about a. Say statement: Show (tell) me, how many. Do instructions: Indicate the flag card 18 Types of Response Options Picture symbols and word cards: Three or four picture symbols, words, or numbers on each strip Each strip is associated with a particular item. Cards may be separated if needed. 9

10 Types of Response Options (cont.) 19 Sentence Strips Each strip is associated with a particular item. Cut apart. You do not need to cut around each strip. Physical Manipulatives 20 Some tasks require the use of manipulatives such as shapes for mathematics items. These are included in the materials for each grade-band assessment. Do not return physical manipulatives at the end of the assessment. 10

11 Tips 21 Follow the directions exactly. Do not improvise. 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. Say only one or the other, not both. The Wy-ALT is administered individually, not in a group. The design of the assessment requires that the tasks be administered in order. 22 Tips (cont.) Prepare by reading through the tasks and items Pay careful attention to items that are access limited Write yourself a note or flag the items that need special attention 11

12 23 Test Design Accessibility 24 Accessibility 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: 12

13 Accessibility (cont.) 25 Test Administrator indicates each response option aloud. Test Administrator indicates the concrete objects. Test Administrator may use photographs used in instruction. Have student touch or hold the object. Place the picture symbol or objects in a specific location or orientation when the student has a limited visual field. Place response options on color background. 26 Accessibility (cont.) Calculators and scrap paper are allowed unless otherwise noted. Read passage aloud. Take breaks as needed (Test Administrator or student). o Do not re-administer any items when you return. Substitute concrete objects when appropriate even if it not listed in the adaptive instructions. Reread passage (do not lead student to correct answer). Read answer options aloud. 13

14 Accessibility (cont.) 27 Laminate materials if needed (remember all materials are secure). Allow student to use the AAC that is used during daily communication. Add texture to lines, graphs, pictures, etc. Refocus and repeat as needed. Access Limitations 28 Clearly marked Do not administer item 1 to students who are blind. Administer items 2, 3, 4, 5, 6 to all students. Note what items are Access Limited when you are reviewing the tasks/items prior to the assessment. A bubble is provided for all items marked Access Limited (A). 14

15 Video Clip 29 Let s watch as a task is administered. All About the Flag Elna Pg Getting Ready 15

16 31 Test Administrator Responsibilities Read the Directions for Administration Manual. The TA must score and enter the student responses in the DEI. This information is located in DEI User Guide. Where to Begin 32 Organize your assessments by grade band and content area. 16

17 Location Tips 33 The Wy-ALT is administered orally in a one-to-one situation. Determine whether you need to administer the assessment in a room other than your classroom. Students may perform better in a quiet location, but they may need time to get accustomed to a new environment. Determine whether you will need to arrange to have any special equipment (seating, table) moved to the assessment location. Conference tables may not be at the proper height for optimal student performance. Consider the student s optimal time of day. Before Test Day 34 Schedule a location in your school to administer the assessment. Determine the accommodations that your student(s) will need. Schedule an assistant to help you manage behaviors when testing students with specific behavioral concerns. 17

18 35 Test Administrator Provided Materials Materials typically used in instruction Not significantly different Age and grade appropriate Dry erase markers or any erasable marker Advance Preparations 36 Read through each task. Determine which teacher-provided materials you will need. Organize these materials to ease assessment administration. Consider administering one content area to all your students and then moving to the next content area. 18

19 37 Other Preparations Before test administration, determine whether any of the students assistive technology devices need special programming. Practice. Practicing will make the test administration go more smoothly. Consider administering the assessment first to a student with minimal challenges. 38 Suggestions Clip the printed response cards to each task. Place your manipulatives in plastic bags or small baskets. Place a fastener on the printed manipulatives and place them on fabric strips. Non-trained staff cannot help prepare materials. 19

20 39 Scoring the Wy-ALT Scoring 40 One of the key features of the Wy-ALT is that the Test Administrator scores student responses to each item

21 Scoring Procedures 41 Test Administrator scores the assessment as it is administered. Scores can be recorded online or on the optional scoring worksheet but not in the test booklet. An optional scoring worksheet is provided to assist during test administration. Scaffolding 42 If the student answers Correctly on Try 1, record 2, and move to the next item. If the student answers incorrectly or does not respond, remove, and move to Try 2. Then follow the Try 2 scoring procedures. 21

22 Scoring Rubric 43 Engagement Provide evidence that the student is engaged in the task; and that the student shows extended focus and persistence. The Test Administrator makes a judgment using a scoring rubric. Engagement Rubric 44 Score 4: Score 3: Score 2: Score 1: Sustained involvement Generally maintained involvement Intermittent/irregular involvement Fleeting awareness with little or no involvement No response: Does not demonstrate engagement in the task 22

23 Video Clip 45 Let s watch the administration of another task: Shapes Julianne Pg Practice Administering Wy-ALT 23

24 Reminders 47 For each item: Pay close attention to the script Placement of manipulatives and other stimuli Response cards Scoring directions Appropriate Encouragement 48 What do you usually do to praise or encourage the student? High five Great! Way to go! Awesome! Caution: Do not lead the student to the correct answer for the next item. 24

25 Administration Tips 49 Administer all tasks in the order of presentation in the test booklet. Do allow time for the student to answer. The assessment is not timed. Do follow the script exactly. Do present the answer options in the order listed in the test booklet. Do repeat the question as stated in the script until the student answers. Administration Tips (cont.) 50 Do take breaks as needed. Do be careful with show/tell. Say only one or the other, not both. Do administer the assessment in a one-to-one situation (one Test Administrator with one student). 25

26 Administration Tips (cont.) 51 Do encourage your student to begin working and stay on task. Do record A (Access Limited) when applicable for your student. Omitting these items will not affect your student s score. Do determine which answer option you will accept prior to administering the assessment (what the student says or points to). Practice Administration 52 You will administer a task. Think about how you would administer this task to your student(s). Think about how you would use assistive technology with an item. Record your scores on the optional scoring worksheet. In groups of two or three, administer the task to each other with one being the administrator and another the student. 26

27 Practice Administration (cont.) 53 In groups of two or three, administer the task to each other with one being the administrator and another the student. Administer these two tasks to each other: 1. Water Is a Compound page Houses page 9 54 Scoring Practice 27

28 55 Scoring Practice Content Area Task Approx. complexity level Grade Band Science Classes in the Animal Kingdom Moderate 9-11 Math Shapes Low 3 5 Scores 56 Task Shapes Scores Item 1 4 points Item 2 4 points Item 3 1 points Item 4 1 point Item 5 1 point Item 6 1 point 28

29 57 Determining the Starting and Concluding Tasks Starting Point Student Placement Questionnaires 29

30 59 Starting Points Table Students tested during the Spring 2015 administration: Only applies to ELA and math scores for grade bands 3-5 and 6-8. Use the student s previous score from the spring administration (found in the Online Reporting System). Once you have retrieved the student s score, use the Starting Points Table (found in the DFAM) to determine the starting point for each student. Starting Points Table (cont.) Starting tasks based on spring 2015 Wy-ALT scale score Starting Tasks for ELA Grade Band Grade 3 5 Grade 6 8 If the Student s Spring 2015 ELA Score Was in This Range Then Start the Student at Task Task Task Task Task Task 6 30

31 Starting Points Table (cont.) Starting tasks based on spring 2015 Wy-ALT scale score Starting Tasks for Math Grade Band Grade 3 5 Grade 6 8 If the Student s Spring 2015 Mathematics Score Was in This Range Then Start the Student at Task Task Task Task Task Task 6 62 Student Placement Questionnaire (SPQ) The Student Placement Questionnaire (SPQ) is designed to identify the most appropriate starting task for each student in ELA, mathematics, and science for the Wy-ALT. The SPQ will be used for all students. The TA is to answer each SPQ item as accurately as possible, based on their classroom experience with the student. 31

32 SPQ Steps Summary 63 Step 1 Step 2 Step 3 Step 4 SPQ Dos and Don ts 64 Do complete all items on the SPQ for each student in each content area; follow the instructions carefully; and complete the SPQ as soon as you receive your Wy-ALT materials. 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; and wait until the last minute to complete each student s SPQ. 32

33 Summary 65 The Starting Points Table and the Student Placement Questionnaire (SPQ) provide 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 point are specified below: Starting Task Administer all items in at least these tasks is required Task Task Task Summary (Cont.) 66 Starting at Task 1: Tasks 1 5, 6, 7, Starting at Task 3: Tasks 3 9, 10, 11, Starting at Task 6: Tasks

34 67 Starting Point Adjustments Entry Points Starting Task 68 Determine where to begin the assessment Task 1, 3, or 6 If a student gets at least 3 total points on all of the items in the beginning task, the starting task is appropriate. If the student scores less than a total of 3 points on the designated starting task, drop back to the next starting level. Starting Task 3: drop back to Task 1 Starting Task 6: drop back to Task 3 34

35 Starting Rule 69 Fewer than 3 points on starting task, adjust back (if applicable) 3 points or more on starting task, move to next task 70 Concluding Tasks 35

36 Concluding Task If the student does earn six or more points for all the items in a task on a concluding task, continue on to the next task using the following directions. Ending Point Summary 72 Possibilities Successful on Task Successful on Task Successful on Task

37 Stopping Rule 73 Fewer than 6 points on concluding task, end administration 6 points or more on concluding task, move to next task 74 Scoring Fidelity and Second Scorers 37

38 Scoring Fidelity 75 The Wy-ALT is administered and scored by the Test Administrator. Fidelity of administration and scoring is monitored by using a second scorer to verify, through a sampling of administrations, that all procedures were followed. A sampling of teachers and students will participate. What Is the Second Scorer Procedure? 76 For the teacher and student sampled, a trained teacher or other certified staff member (the second scorer) observes the assessment administration. The second scorer scores the student responses at the same time as the Test Administrator and independently enters his/her scores into the DEI. The Test Administrator s score is the official scoring record; the second scorer scoring is collected to compute scoring consistency. 38

39 Second Scorer Assignments 77 Second scorer assignments were published in TIDE December 21, Make sure to check before starting the administration. See the TIDE User Guide for directions to locate second scorer assignments in TIDE. 78 What You Will Receive 39

40 Building Materials 79 School Box Range Sheet School Packing List Wy-ALT BC Kit containing: Building Coordinator s Manual Directions for Administration Manual UPS Return Labels Secure Materials Resolution Form Test Administrator Materials 80 Test Administration Kit: Test booklets Reading passage booklet for ELA Bag of printed manipulatives specific to each content area Physical manipulatives (if applicable) A list of test materials to be provided by the TA TA Kit memo and checklists Directions for Administration Manual 40

41 Other Materials 81 Optional Scoring Worksheets: Located in the Directions for Administration Manual appendix B Used to record students scores Scores must be transferred into the DEI If used, do return with all printed materials 82 Returning Materials 41

42 Returning Materials Return test materials to the Building Coordinator according to school procedures. Follow the instructions in the DFAM for reassembling the TA kits. All printed materials must be returned in the kits. Physical manipulatives may be kept. Directions for Administration Manual may be kept. Use the TA Kit memo checklists to verify that all materials were received and returned. Return the memo with the kit. 84 Online Data Entry 42

43 Wy-ALT Online Systems System Test Information Distribution Engine (TIDE) for online administrations Data Entry Interface (DEI) Online Reporting System (ORS) Description Student identification (name, WISER ID, grade, etc.) Materials ordering (for BCs) Resets and invalidations (for BCs) User management (for BCs) All student scores must be entered into the online DEI by the conclusion of the test window Test Management Center access available to all user roles track the status of data entry and test submission Score Reports access available to select user roles real-time student results, downloadable data, PDF score reports Wy-ALT Online System User Roles 86 Test Coordinator (DTC, BC) Test Administrator Second scorer Viewing Student Information in TIDE X X X Data Entry Interface X X X Online Reporting Test Management Center (Participation Reports) X X X Online Reporting System Score Reports X 43

44 User Accounts 87 Test coordinators (DTCs or BCs) are responsible for creating all TA and SS user accounts. Users can only view student information and submit scores for students in their associated schools. Be sure your user account is associated with the school and district where your students are preidentified. Users can have different roles in different schools and districts. For example, a person can be a TA in School A and a SS in School B. The same address should be used to add users to multiple schools or districts. Contact your BC to request an account in advance of the test window. User Accounts (cont d) 88 When a BC creates a user account, the new user will receive an activation containing a temporary password. Your address will serve as your username. The user MUST log in using the temporary password and establish a new password within 30 days of receiving the . If user fails to do so, he/she will need to contact the help desk to receive a new temporary password. The will come from WyAlt-DoNotReply@airast.org Do not share your username and password with anyone! 44

45 Data Entry Interface 89 The Data Entry Interface (DEI) is the online scoring site that authorized Test Administrators and Second Scorers must log into in order to electronically submit scores for students who have completed the alternate assessment. Data Entry Interface 90 Access the DEI via the Wy-ALT Portal ( All Test Administrators and Second Scorers must submit scores no later than 11:59 pm March 25, Please do so in a timely manner. No paper materials will be scored. There will be no extensions. 45

46 Data Entry Interface 91 DEI Tutorial 92 Confirming Test Submission in the Online Reporting System (ORS) All user roles should use ORS to confirm test submission. Log into ORS via the portal. Navigate to the Test Management Center tab and click Plan and Manage Testing. Generate a report for students who have completed the assessment (see ORS User Guide). o Each student s content area will be listed individually. o Submitted tests will have a status of Reported when successfully submitted. 46

47 Important Final Dates 93 Last day of testing is March 25, Materials must be returned to AIR on or before April 1, Contact Information 94 For questions about test administration or receiving or returning materials: Wy-ALT Help Desk

48 Alternate Assessment Portal 95 For more information: Visit the Wy-ALT Portal at Note: No username or password is required to access the portal itself. Access online systems Find resources FAQs Contact Information 96 For questions regarding the Wyoming Alternate Assessment, please contact: Wy-ALT Help Desk Emily Brantz Assessment Consultant Michelle Carroll Assessment Consultant 48

49 Contact Information 97 For questions regarding the Wyoming Alternate Assessment, please contact: Jessica Steinbrenner Assessment Supervisor Deb Lindsey Assessment Division Director Path to Success Read all manuals Plan for administration Read do s and don ts Happy practicing Contact us if you have questions Have a safe trip home! 98 49