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Florida Alternate Assessment

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Title: Florida Alternate Assessment


1
Florida Alternate Assessment
Orientation Training Putting It All
Together Fall 2013
2
Overview of the Day
  • Welcome Introductions
  • Question Activity
  • Scavenger Hunt
  • Overview with Jill
  • Administration Manual Review Activities
  • 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
(No Transcript)
5
Reminder
  • Scores for students
  • who take the
  • Florida Alternate Assessment
  • will now count toward proficiency and growth!

6
ACCESS COURSES
7
Revisions in the Use of 7700, 7800, and 7900
Course Codes
March 26, 2010
  • The 2012-2013 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. "

8
Contd 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.

9
Access Courses Briefing 11037/12652
10
Access Courses
  • Scope and Sequence
  • Old and New

11
Course Deletions
  • The following courses have
    been daggered since 2011-12 and are being deleted
    in 2013-14.
  • 7810010 Language Arts 68
  • 7812010 Math 68
  • 7820010 Science 68
  • 7810020 Reading 68
  • 7810030 Communications 68
  • 7821010 Social Studies 68
  • 7821020 Social Studies 68 Career Planning
  • 7863002 Social Personal Skills and Career
    Planning
  • 7855010 Academics 68
  • 7855030 Academic Skills 68
  • 7855032 Academic Skills 68 Career Planning
  • 7855050 Developmental Skills 68
  • 7880010 Exploratory Vocational 68

12
Access Reading Courses
  • There are no Access Reading courses. The reading
    standards were integrated into the Access
    Language Arts courses.
  • If the districts SPP requires a credit in both
    language arts and reading, students taking access
    courses may be scheduled into Access M/J Language
    Arts twice, taking consideration not to duplicate
    content.

13
HQT Requirements for ESE Courses
  • An ESE teacher teaching 7700, 7800 and 7900
    series core academic courses (access courses)
    must meet the HQT requirements for elementary
    education if the level of instruction is at the
    elementary level (K 6).
  • An ESE teacher teaching 7800 or 7900 (fundamental
    or access courses) series core academic courses
    must meet the HQT requirements for the core
    academic subject if the level of instruction is
    at grade 7 and above.
  • A chart outlining certification and HQT
    requirements for service delivery models can be
    found in the narrative section of the CCD.

14
Common Core State Standard Implementation
15
Timeline for Implementation
16
CCSS and Access Courses NCSC Update
  • The Core Content Connectors (CCCs) and the
    Essential Understandings (EUs) provide clear
    alignment to the Common Core State Standards for
    students with a significant cognitive disability.
  • The National Center and State Collaborative
    (NCSC) has been developing CCCs for math and
    English/Language Arts since 2011.
  • As NCSC completes this work, we have been
    updating our standards and courses.

17
Implications for Instruction in 2013-14
18
CCCs and Access Points Understanding the Shift
  • Core Content Connectors
  • Access Points
  • Aligned to general education standards
  • Build on increasing levels of understanding from
    concrete, to representational, to abstract
  • Aligned to general education standards
  • Structured on various levels of complexity
    participatory, supported, and independent

19
CCCs and Access Points Example
  • NGSSS/Access Points
  • CCSS/Core Content Connectors
  • MA.3.A.2.4 Use models to represent equivalent
    fractions, including fractions greater than 1,
    and identify representations of equivalence.
  • Access Points
  • MA.3.A.2.In.a
  • Represent half and whole using area and sets of
    objects.
  • MA.3.A.2.In.b
  • Identify the relationship between half and whole.
  • MA.3.A.2.Su.a
  • Recognize part and whole using area and sets of
    objects.
  • MA.3.A.2.Pa.a
  • Recognize parts of whole objects and parts of
    sets of objects.
  • MACC.3.NF.1 Understand a fraction 1/b as the
    quantity formed by 1 part when a whole is
    partitioned into b equal parts understand a
    fraction a/b as the quantity formed by a parts of
    size 1/b.
  • Core Content Connector
  • MACC.3.NF.1.CCC.1d
  • Identify the fraction that matches the
    presentation (rectangles and circles halves,
    fourths, thirds, and eighths).
  • Concrete Understandings
  • Identify part and whole when item is divided.
  • Count the number of the parts selected (3 of the
    4 parts have fraction present but not required
    to read ¾).
  • Representational Understandings
  • Understand how parts to whole can be expressed as
    fractions using numbers.
  • Understand a fraction 1/b as the quantity formed
    by 1 part when a whole is partitioned into b
    equal parts.
  • Ability to recognize that fraction bars of equal
    lengths can be divided into different numbers of
    equal parts/units.
  • Understand a fraction a/b as the quantity formed
    by a parts of size 1/b.
  • Ability to recognize that the more equal parts,
    the smaller the part.
  • Understand concepts, symbols, and vocabulary
    numerator, denominator, _/_.

20
Access Courses Future Developments
21
  • WHO ARE YOUR FLORIDA ALTERNATE ASSESSMENT
    STUDENTS?

22
Assessment Participation Guidelines
  • Does the student have a significant cognitive
    disability? YES
  • Is the student unable to master the grade level
    general state content standards even with
    appropriate and allowable instructional
    accommodations, assistive technology and/or
    accessible instructional materials? YES
  • Is the student participating in a curriculum
    based on State Standards Access Points for all
    academic areas (where applicable)? YES
  • Does the student require extensive direct
    instruction in academics based on access points
    in order to acquire, generalize, and transfer
    skills across settings? YES

23
What is a Significant Cognitive Disability??
Weekly Briefing 12885
  • In the individual educational plan (IEP) teams
    discussion to the question Does the student
    have significant cognitive disabilities, all of
    the information should be considered collectively
    for which the students IQ score is but one piece
    of the data puzzle.
  • The focal point for discussion should be on the
    impact of the students cognitive disability. The
    impact should be permanent, prominent, and
    pervasive affecting all aspects of the students
    academic, domestic, community living, leisure and
    vocational activities.

24
SPED EMS

25
  • PRACTICE
  • MATERIALS

26
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

27
Practice Materials
  • Arrived in September
  • NOT Secure
  • Includes Updated Manual
  • (or faa.dadeschools.net)
  • Request Additional Materials at
    efields_at_dadeschools.net

28
The Florida Alternate Assessment Grades and
Content Areas
Grade Reading Mathematics Writing Science
3 X X
4 X X X
5 X X X
6 X X
7 X X
8 X X X X
9 X X
10 X X X
11 X
29
Who Should Administer the Florida Alternate
Assessment?
  • Students special education teacher
  • OR
  • Certified teacher
  • WHO
  • Knows student
  • AND
  • Trained in assessment procedures

30
Training (New teachers only)
  • November 8, 2013 Miami Springs Senior
  • December 12, 2013 Miami Springs Senior

31
Update (for all teachers who have previously been
trained)
FLDOE Update Training Available starting October
21, 2013 through February 21, 2014 24/7 http//faa
-training.measuredprogress.org Weekly Briefing
14693 FLDOE will send list of participants to
districts for compliance checks.
Teachers who do not participate in the update
training will not be permitted to administer the
assessment
32
Timelines
2014 Florida Alternate Assessment 2014 Florida Alternate Assessment
Shipment to Schools Week of February 14, 2014
Administration Window February 24, 2014 return of testing materials
Return of Materials April 7 or 8, 2014 RETURN TO TDC 800 am to 330 pm
You are responsible for the return of materials
even if you have no students being tested.
33
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 4, 2014 or
  • Tuesday, March 18, 2014
  • from 745am to 330 pm. at TDC

34
Testing Window Administrative Support
  • February 24, 2013 to April 4, 2014
  • Test Security
  • Space for Testing
  • Teacher Coverage
  • Classroom visits Use form
  • Check Student Answer Sheets
  • All Students Tested

35
Administrator Checklist
36
Scoring Rubric Directions
  • 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 students 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

37
Scoring Rubric Flow Chart
38
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

39
Sample Answer Sheets
40
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

41
Proficiency
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.
42
Scores
43
Student Reports
Data Chats
44
What Should Teachers Use to Teach?
Self Contained Modified Curriculum (ASD/IND)
VE/Resource
45
Administration Manual Review
  • Whats 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

46
Assessment Components
  • Form A or Form B
  • Test Booklet
  • Response Booklet
  • Cards Packets and/or Strips Packets
  • Passage Booklet
  • Scannable Student Answer Sheet

5-7
47
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

5
48
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

5-6
49
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 students score

5-6
50
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

6
51
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

7
52
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

7
53
Scannable Student Answer Sheet
  • Mark as either Form A or Form B
  • Scoring can be done in the Test Booklet and
    transferred or may be done directly on the
    scannable
  • Only TRAINED certified teachers or other licensed
    professionals may transfer scores
  • It is recommended that scannables and transfers
    of scores be verified to avoid errors

7
54
Video Clip Item Administration
55
Before Administration
  • Read the Administration Manual and refer to
  • Appendix IV CCSS table (page108)
  • Writing Open-Response topics (page 34)
  • List of Cards and/or Strips and Teacher-Gathered
    Materials by Item (provided by early to
    mid-November)
  • Object Exchange List (provided by early to
    mid-November)

8
56
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

8
57
Before Administration/After Materials Arrive
  • Check to make sure all materials needed are
    present
  • Test Booklets
  • Response Booklets
  • Scannable Student Answer Sheets
  • Make sure materials are the same form (A or B)
  • Read the Test Booklet
  • Gather any needed materials
  • Highlight the item script
  • Replace show me/tell me as appropriate for
  • each student

8-9
58
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
    schools secure area each day
  • Refer to the most recent Florida Alternate
    Assessment Procedural Manual for test security
    procedures www.fldoe.org/asp/altassessment.asp

59
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

9
60
Assessment Administration
  • Item Script and Repeating Items
  • Item script is the italicized text presented in
    the Teacher will column and is read verbatim to
    the student
  • Item script may be repeated up to two times, for
    a total of three times
  • In Reading, the passage is not considered a part
    of the item script
  • If scaffolding occurs modify the prompt, for
    example say here are two words, then here is
    one word

11
61
Assessment Administration
  • Cues and Prompting
  • May be used if they occur during daily
    instruction
  • May be verbal or non-verbal and used to begin a
    task or refocus on a task
  • Include redirection, refocus, and/or minimal
    physical prompting
  • May be provided to remind student if an item
    requires more than one response

11-12
62
Video Clip Repeating Prompts
63
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 students view and within reach if
    manipulation is required

12-13
64
Item Walk-Through
14-18
65
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

15
66
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

15
67
Access Point Column
  • Access Points are identified for each level of
    complexity Participatory, Supported, and
    Independent
  • On some occasions, the Access Point text will be
    shared across all three levels of complexity

16
68
Teacher Will Column
  • In some items and in Writing, the directions in
    the Teacher will column will ask you to place the
    precut cards and/or strips on the work surface
  • When stating Here is a picture/word direct the
    students attention

17
69
Teacher Will Column
  • The teacher is most often directed to read word
    cards to the student
  • Even if the student can read the card
    independently, cards/strips MUST be read aloud
    unless the directions specifically indicate not
    to
  • The portion in italics MUST be stated exactly as
    written

17
70
Teacher Will Column
  • Show me/tell me may be replaced as appropriate
    for the student
  • Show me the card
  • Tell me the card
  • Sign to me the card
  • Point to the card
  • Touch the card
  • Look at the card
  • I will move my hand over each card tell me when
    to stop at the card

17
71
Student Will Column
  • The term indicate was specifically used to
    accommodate for the response mode for each
    student
  • Show me the card - student picks up or points to
    the correct card
  • Tell me the card - student says Its the first
    one
  • Sign to me the card -student signs to indicate
    the correct card
  • I will move my hand over each card tell me when
    to stop at the card -student indicates stop
    when the assessment administrators hand is over
    the correct card

18
72
Laying Out Cards and Strips
  • 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

19-20
73
Horizontal Placement Example
Materials column Word cards tree cat dog
tree
cat
dog
STUDENT
19
74
Vertical Placement Example
Materials column Word cards tree cat dog
tree
cat
dog
STUDENT
20
75
Corner Placement Example
Materials column Word cards tree cat dog
STUDENT
20
76
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

21-27
77
Reading a Table
21
78
Reading Tables, Charts, Graphs Diagrams Activity
79
Administration Manual Review
  • Administration Directions
  • Overall
  • Reading
  • Mathematics
  • Writing

28-33
80
Content-Specific Administration Directions
Overall
  • Response Booklet and Writing cards and strips
  • Repeating of item script
  • Scaffolding at the Participatory Level
  • Prompting
  • Cueing for more than one response
  • Reading tables, charts, graphs, and diagrams
  • Signing items

28
81
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

29-30
82
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

29-30
83
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

29-30
84
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

29-30
85
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

31
86
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 on page 34
  • Students 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)

32-35
87
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

32-33
88
Logical Response Items - Example
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.
32-33
89
Logical Response Item Responses
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.
32-33
90
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 students
    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

34-35
91
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

34-35
92
Scoring Rubric
36-38
93
Scoring Rubric Directions
  • 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 students 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

36-38
94
Scoring Rubric Flow Chart
39
95
Video Clip Scaffolding
96
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

40-48
97
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

49-83
98
Allowable Adjustments
  • 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 September 9
    through October 11, 2013

85-88
99
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

87-88
100
Students with Limited Physical Ability and/or
Mobility Example Item
  • Teacher assistance is required in order for the
    student to use the ruler

87-88
101
Students with Limited Physical Ability and/or
Mobility Example Item
  • Determine from Teacher will column what the
    student is being asked to perform (identify the
    longest side, place the ruler correctly, and
    determine the length of the side)
  • For each side of the shape, ask Is this the side
    to measure?
  • Once the student indicates the side, he or she
    must know how to use a ruler
  • Place the ruler next to the side in an offset
    manner (0 set below the start of the side to be
    measured) and say, Tell me when the ruler is
    where you want it.
  • Slide the ruler until the student indicates to
    stop
  • Then read the number cards to the student

87-88
102
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

89-90
103
Accommodations Criteria for Use
  • 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

89-90
104
Accommodations Criteria for Use
  • 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

89-90
105
Video Clip Visual Impairments
106
Accommodations Criteria for Use
  • 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

91
107
Accommodations Criteria for Use
  • 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

91
108
Accommodations Criteria for Use
  • 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

91-92
109
Accommodations Criteria for Use
  • 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

91-92
110
Sample Item Activities
Administration Demonstration Sample Item Activity
(Thinking of a Student) Administration Pairing
Activity
111
Questions?
112
Helpful links
  • FLDOE Alternate Assessment Site
  • http//www.fldoe.org/asp/altassessment.asp
  • FAQs
  • http//www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf
  • Teacher Brochure
  • http//www.fldoe.org/asp/pdf/Teachers-Brochure-Eng
    lish-Web.pdf
  • Parent Brochure
  • http//www.fldoe.org/asp/pdf/Parent-Brochure-Engli
    sh-Web.pdf

113
Contact Information
  • Jill Brookner, Alternate Assessment Coordinator
  • jbrookner_at_dadeschools.net
  • Martha Berman, CSS
  • mberman_at_dadeschools.net
  • Tami Valdes, CSS
  • t.valdes_at_dadeschools.net
  • Liz Velez, CSS
  • lizvelez_at_dadeschools.net
  • t
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