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Alternate Performance Task Assessment APTA

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Calculators, abacus, or arithmetic. tables may be used on math test ... and/or Abacus (in all content areas) ACCOMMODATIONS. Optimal time selected for testing ... – PowerPoint PPT presentation

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Title: Alternate Performance Task Assessment APTA


1
Alternate Performance Task Assessment APTA
Test Coordinator Training April 2, 2009
2
DATES
  • April 15 Additional Accommodations Requests to
    Donna Miller
  • April 16 APTA Delivered to Schools
  • April 17 Donna Must Have Additional Requests to
    WVDE
  • April 27 May 8 Testing Window
  • May 14 Testing Materials Returned to Chrissy
    Coffinberger
  • May 22 Chrissy Must Have Materials to WVDE

3
APTA
  • Given to students with significant cognitive
    disabilities according to IEPs
  • Grades 3 8 and 11 - Math R/LA
  • Grades 4, 6, and 11 - Science

4
  • Test Administration Procedures

5
  • Test Coordinator
  • Responsibilities

6
Prior to Testing
  • Use examiners manual as a step-by-step test
  • administration guide.
  • Give one examiners manual and one IPPC to
  • every teacher administering APTA
  • Be sure examiners have proper manipulatives
  • Inform parents of testing dates
  • Verify that all test booklets and examiners
  • manuals have been delivered.

7
During Testing
  • Store test materials in a locked, secure,
  • central location
  • Distribute materials on testing days
  • Collect and secure materials immediately
  • following testing sessions
  • Prepare Security Checklist and verify that
  • it is properly used
  • Document untested students and reasons

8
During Testing
  • Prepare .326 report and give to
  • examiners
  • Report testing violations to Donna
  • immediately
  • Regularly monitor testing sessions

9
After Testing
  • Return to Chrissy by May 14
  • Test booklets
  • APTA Security Checklists Keep 1 in
  • your file
  • Scribe Forms
  • Two copies of .326 report

10
IMPORTANT !!!

Follow all instructions listed on page 16 of the
Examiners Manual
11
Examiners
  • Must be a currently employed educator
  • with a valid teaching license
  • Should be the teacher of record
  • Must be trained prior to test administration

12
Examiners
  • Must provide IEP accommodations
  • Should be same person throughout testing
  • Should give testing schedule to test coordinator
  • Should work with principal to eliminate
    distractions during test

13
STANDARD CONDITIONS
  • Students or Examiners may record
  • answers in book
  • Students have 4 opportunities to respond
  • Examiners choose appropriate scripts to
  • be read or signed verbatim
  • Examiners may not provide feedback on
  • correct / incorrect responses

14
STANDARD CONDITIONS
  • Examiners may access information to
  • program communication or assistive
  • technology devices
  • Calculators, abacus, or arithmetic
  • tables may be used on math test

15
ASSISTIVE TECHNOLOGY
  • May be used for APTA if routinely used
  • for classroom instruction
  • Student page may be replicated, but must
  • 1- copied images/pages must be same size
    and color
  • 2- no additional information is allowed
  • 3- pictures must remain black and white
  • All replicated materials must be returned with
  • students test booklet
  • The Assistive Technology Teacher Verification
    Form
  • (appendix 4) must be returned with student
    test booklet

16
PRESENTATION
  • Use of these are allowed
  • Visual Magnifying Equipment
  • Audio Amplification Equipment
  • Place Markers to Mark Place
  • Communication Devices or other
  • Assistive Technology Devices
  • Picture Symbols

17
RESPONSE
  • Graph Paper to Align Work
  • Template to Maintain Place
  • Underline/Circle key words or Phrases
  • Color Visual Overlays
  • Scratch Paper, Line Guide, Slate,
  • and/or Abacus (in all content areas)

18
ACCOMMODATIONS
  • Optimal time selected for testing
  • Use Braille or other tactile form of print
  • Have directions paraphrased as long as
  • the same message is given
  • Indicate responses to a scribe
  • Provide physical support
  • Provide more breaks
  • Use electronic translator or bilingual
    dictionary
  • for directions, stimulus material, questions,
    answer choices

19
ACCOMMODATIONS
  • Additional Requests due to Donna by 4/17
  • Students name, school, county, WVEIS
  • Specific requested accommodation
  • Rationale for request
  • Verification that student receives this on
    regular basis during instruction/assessment
  • Impact on student if request not granted

20
TRANSCRIBING
  • Scribe must be trained
  • Must be proficient in signing if necessary
  • Mark students response in test booklet
  • Write constructed items in test booklet
  • Do not change punctuation, capitalization,
  • or spelling errors
  • Write unintelligible if necessary
  • Complete and sign scribe verification form

21
HOMEBOUND STUDENTS
  • If possible, test in the school
  • Examiner must be trained
  • Security must be maintained
  • All test security procedures and schedules
  • must be followed

22
MEDICALLY FRAGILE STUDENTS
  • For medically, physically, or mentally
  • fragile students
  • Original forms and signatures must be
  • sent to Donna keep a copy at the school

23
ALTERNATIVE STUDENTS
  • Test booklets must be sent to Alternative
  • School by April 21
  • Test booklets will be sent back to home
  • school for forwarding to Chrissy.

24
  • Test Examiner
  • Responsibilities

25
SCHEDULING
  • Schedule at optimum testing times for
  • students
  • An entire section must be completed in
  • one day unless there is a medical or
  • behavioral crisis

26
Materials / Preparation
  • Prepare manipulatives on list before
  • testing window begins
  • Provide an adequate workspace for
  • student and teacher
  • Complete demographic information page
  • Have a heavy paper to cover items on student
  • page when it is used to answer multiple items

27
TEST ADMINISTRATION
  • Books must be secure at all times when not
  • being used to assess student
  • Complete information on front of book,
  • and biogrid information on inside cover

28
Biogrid Information (check one for each)
  • Race/Ethnicity (Asian/Pacific Islander Black
    Hispanic American Indian/Alaskan Native White
    Other)
  • Student IEP Status (LEP Migrant SwD Low SES
    504 Title I)
  • Accommodations (Braille Signing Use of
    Translator Use of Computer)
  • Primary Disability Diagnosis (Mild Moderate
    Severe Profound Autism)
  • Secondary Disability Diagnosis (Speech
    Impairment Hearing Impaired Partially Sighted
    Blind Deaf Deaf and Blind Orthopedic
    Traumatic Brain Injury Other Health or Multiple
    Disabilities)
  • Special Education Instruction (21 of School Day
    21-60 of School Day 61-100 of School Day
    Separate Schooling)

29
TEST ADMINISTRATION
  • Student and / or examiner will record answers in
  • test booklet
  • Choose script and read it verbatim
  • Give student 4 chances to respond to each item
  • Examiner may redirect student (ex tap book to
  • refocus)
  • Praise only at end of a testing section
  • Do not provide feedback on correct / incorrect
  • responses (no verbal, body, or facial
    language)

30
Test Booklet Format
  • The student page faces the student
  • The Examiners Page faces the examiner
  • The examiner asks the student the question
  • The student responds independently or
  • The examiner provides prompting if the student
  • does not independently provide an answer
  • Book in large print Braille and tactile graphics
  • available

31
PROMPTS
  • Independent - Give student verbal script
  • to facilitate a response to test item
  • Partial Use tactile cues that do not guide
  • student to correct answer to facilitate a
  • response
  • Full-Physical Use hand over/under hand
  • to guide student to the correct response

32
READING COMPREHENSION
  • Independent Level Student understands
  • or reads question and chooses answer
  • (Student reads the passage)
  • Partial Level Examiner redirects student
  • to focus student chooses answer
  • (Student reads the passage)
  • Full Level Examiner reads / signs item
  • and student and examiner choose answer
  • (Teacher reads the passage)

33
SCORE DESIGN
  • The level of assistance and the correct response
    determine the student score for MC (multiple
    choice) and CR (constructed response) items
  • MC Items CR Items (Rubric)
  • I 3 Points 5-6 Points
  • P 2 Points 3-4 Points
  • F 1 Point 1-2 Points
  • NR/Unscorable 0 Points
  • Incorrect Response 0 Points

34
Examiners Page
35
Student Page
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