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Overview of the 2009-2010 Alternate Proficiency Assessment

Overview of the 2009-2010 Alternate Proficiency Assessment. Administrator, Coordinator, and Child Study Team Training. 2009-2010 NJ APA Administrator Training. 1. Agenda. APA Participation pages 3 – 19 Student Transfers, Medical Leave, and Excessive Absenteeism pages 20 – 24

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Overview of the 2009-2010 Alternate Proficiency Assessment

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  1. Overview of the 2009-2010Alternate Proficiency Assessment Administrator, Coordinator, and Child Study Team Training 2009-2010 NJ APA Administrator Training 1

  2. Agenda • APA Participation pages 3 – 19 • Student Transfers, Medical Leave, and Excessive Absenteeism pages 20 – 24 • Administrator Responsibilities including Pre-ID data submission, materials survey, etc., pages 25 – 31 • APA Test Design pages 32 – 65 • Common Errors and APA Revisions pages 66 – 70 • Scoring Rubric Information pages 71 – 105 • Sample Entry 106 – 112 • Professional and Ethical Responsibility When Compiling and Submitting APA page 113 • Score Reports and Universal Scoring Issues pages 114 – 125 • Administrator APA Review and Other Tasks pages 126 – 136 • Request for Teacher Assistance page 137 • Contact Information pages 138 - 141 2009-2010 NJ APA Administrator Training 2

  3. What is the Purpose of the APA? • To measure performance of students with the most significant cognitive disabilities on the CCCS – the knowledge and skills that ALL New Jersey students are learning • To ensure that ALL New Jersey students are included in the accountability system that is required by the No Child Left Behind Act 2009-2010 NJ APA Administrator Training 3

  4. What is the APA? • An alternate assessment that measures achievement of CCCS specifically designed for students with the most significant cognitive disabilities. • A portfolio of student work that demonstrates a student’s performance of knowledge and skills that are LINKED to grade level knowledge and skills. • This is a requirement of the USDOE. 2009-2010 NJ APA Administrator Training 4

  5. Who are the Students who Participate in the APA? Students with the most significant cognitive disabilities Decisions about who participates in the APA are not based on: Student’s disability category Student’s educational placement On which assessment the student is most likely to score highest 2009-2010 NJ APA Administrator Training 5

  6. Participation Decisions Students with the most significant cognitive disabilities will participate in: The APA in one/some content area(s) and the general assessment with accommodations in the other content area(s) or The APA in all content areas (LAL, Mathematics, and Science). 2009-2010 NJ APA Administrator Training 6

  7. Determining Who Participates In The APA • Decisions are made: • By the IEP team • Separately for each content area assessed by the general statewide assessment • Using information about the student and the assessments • Test Specifications/Sample Test forms • Present Levels of Academic Achievement and Functional Performance/Goals and Objectives • Student Work Samples 2009-2010 NJ APA Administrator Training 7

  8. How will student participate in statewide assessments? HSPA – IEP says student Is Expected to Pass- HSPA - IEP says Student Will Take HSPA but is Not Required to Pass for a Diploma – Student Takes APA Student participates in APA Student takes HSPA (No Further Assessment) HSPA (No Further Assessment) PASS? YES NO Student takes HSPA SRA High School Assessment 2009-2010 NJ APA Administrator Training

  9. Participation Guidelines Information on APA participation guidelines is provided in your training packet. This checklist must be completed in order to determine which students are eligible for the APA. An administrator must sign the form and include it in the APA binder. Access to the Directory of Test Specifications and Sample Test for the general assessment is necessary in order to complete the checklist correctly. 2009-2010 NJ APA Administrator Training 9

  10. Participation Criteria Checklist 1. Is the nature of the student’s cognitive disability severe? 2. Is the student’s cognitive disability so severe that the student is not receiving instruction in any of the knowledge and skills measured by the general statewide assessment? • While all students are to be instructed in the Core Curriculum Content Standards, not all students with significant cognitive disabilities are instructed at the same level of skills assessed by the general assessment. • Upon reviewing the test specifications and sample test forms, if the student is NOT receiving ANY instruction at the same skill levels, then answer YES to question 2. 2009-2010 NJ APA Administrator Training

  11. Participation Criteria Checklist (continued) 3. Is the student’s cognitive disability so severe that the student cannot complete any of the types of questions on the assessment in the content area, even with accommodations and modifications? 4. Is the student’s Individualized Education Program (IEP) aligned to grade level New Jersey Core Curriculum Content Standards through modified expectations? 2009-2010 NJ APA Administrator Training

  12. Participation Criteria Checklist (continued) • The answer to all four questions must be YES in order to assess the APA for a content area. • A school or district administrator must sign the checklist as confirmation that the checklist process was done correctly. A teacher may not sign the form. A signed copy must be placed in the APA binder. 2009-2010 NJ APA Administrator Training 12

  13. Assessment and CCCS Materials Additional copies of all APA materials, including the teacher training materials, may be obtained on the Pearson website: http://pem.ncspearson.com/nj/apa Copies of the Core Curriculum Content Standards, curriculum frameworks, test specifications, and sample tests for the general assessments can be obtained on the DOE website: www.state.nj.us/education Copies can be ordered for a fee by calling the DOE publications office at 609-984-0905. 2009-2010 NJ APA Administrator Training 13

  14. What Must Be Written in Each Student’s IEP? • If the student is taking the general assessment, list the assessment and the accommodations/modifications (from approved list) that will be provided. • If the student is not taking the general assessment in one or more content areas, include a rationale for this decision. • If the student is not taking the general assessment for LAL, Math, and/or Science, list that he/she will be participating in the APA. • IEP model forms and information can be found on the DOE website http://nj.gov/education/specialed/iep_form_ann.pdf 2009-2010 NJ APA Administrator Training

  15. What Grades and Subjects Are Assessed? Students in grades 3 – 8 and 11 must be assessed in language arts literacy and mathematics. Students in grades 4 and 8 must also be assessed in science. Students in high school must be assessed in science the year they receive instruction in biology (grade 9, 10, 11, or 12). High school students may have an APA submitted for science in a different year than the year the APA is submitted for language arts and math. 2009-2010 NJ APA Administrator Training 15

  16. Grade 12 Students • If a senior is new to the state this year and has not participated in either the APA or the HSPA, the IEP team must determine which assessment is appropriate and the student must participate in this assessment. • Students who were juniors last year and should have participated in the APA, but did not, must participate in the APA this year. 2009-2010 NJ APA Administrator Training 16

  17. Retained Students 2009-2010 NJ APA Administrator Training If a student has been retained in a grade due to poor academic performance the student must be reassessed in that grade. • Students who remain in the same assigned grade twice due to reasons not related to academic performance must be assessed only once in that assigned grade, except for the circumstances described below. If a student received a score report with a void for illness or a void for no evidence provided in a subject area, and the student is retained in that grade, the student must be assessed again. • If a student in 11th grade received a void for illness or void for no evidence in language arts literacy or mathematics, the student must be assessed again in these content areas, either in 11th grade if they remain in that grade, or as a 12th grader.

  18. Assigned Grade Level 2009-2010 NJ APA Administrator Training The grade level of the student must be marked on the Demographic Scan Sheet that is included in the portfolio. This is the assigned grade level used during scoring of the APA. • If a record change for the student’s grade level is submitted in April 2010, the APA assigned grade level becomes the grade level provided during record changes. The assigned grade level will be matched against the grade level of the CPI Links selected for assessment during the scoring process. • If the grade level of the CPI Links does not match the assigned grade level provided during data collection, the entry will receive a zero score. • Please note that students in high school (grade 9, 10, 11, or 12) are tested on the grade 12 CPI Links.

  19. LEP LAL Exemption If a student has entered the United States after July 1, 2009, AND is currently enrolled in a language assistance program, this student is EXEMPT from the LAL assessment. The APA scan sheet delivered to districts in February 2010 must indicate the LEP LAL exemption. 2009-2010 NJ APA Administrator Training 19

  20. Student Transferred toNJ District fromOut of State after October 30, 2009 • Students who require an APA, and enter your school after October 30, 2009, transferring from out of state, have missed the cut-off date for the development of the APA assessment. • Submit a binder, a completed scan sheet, and a letter from an administrator that indicates from where the student transferred, the date of the transfer, and noting this as the justification for no APA evidence. • The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant. 2009-2010 NJ APA Administrator Training

  21. Student Transferred from One NJ District to Another NJ District • The district that has the student during any part of a collection period must compile the portfolio. Once the student transfers within NJ, the district must send the portfolio to the new district. The new district must complete the portfolio and submit it for scoring. • If a student is enrolled in a district after July 1, 2009, the administrator may bubble on the scan sheet Time In School and Time In District less than one year. This will remove the student’s results from the AYP report. • If the student transfers out of the state prior to the end of the second collection period, the portfolio does not need to be submitted for scoring. It may be sent to the out-of-state school for use when reviewing the student’s educational program. 2009-2010 NJ APA Administrator Training

  22. Medical Emergency • Medical emergency is the occurrence of a severe medical or psychiatric condition or episode which requires medical attention or supervision during which time the student is not able to participate in state assessments. • APA students who are not receiving instruction due to a medical emergency may be eligible for a Void Code due to Medical Emergency when there is not enough APA evidence. • APA uses the term extensive sick leave/hospitalization interchangeably with the term medical emergency. Note that no other definition may be used when determining a void due to medical emergency. • See the requirements for this void on the next slide. 2009-2010 NJ APA Administrator Training

  23. Medical Emergency 2009-2010 NJ APA Administrator Training • When a student is out of school for an extended amount of time and not receiving instruction due to extensive sick leave or hospitalization, the portfolio may be eligible to receive a Void 1 (medical emergency code). Eligibility is based only on the info below. • If the student is receiving instruction for 10 days or less during a collection period, and • The student has an extended hospitalization or leave due to illness and is not receiving instruction, and • An official record documenting the student absences is available, then • Include a letter from an administrator documenting the medical emergency. You must also include a record of the student’s absences. The portfolio will be voided due to extended illness during the collection period. • A district administrator can call the Office of State Assessments if additional clarification is needed on the use of this exemption.

  24. Absenteeism - Non Medical Emergency 2009-2010 NJ APA Administrator Training If a student is receiving instruction for 10 days or less in a collection period (excessive absenteeism), and the reason for absence is unrelated to a medical emergency/extensive illness, then the school administrator should contact the Office of Assessments.

  25. Test Coordinator Main Responsibilities • Ensure APA participation guidelines are used correctly by child study teams. • Ensure registration of APA students and Submission of Pre-ID file by the deadline. • Periodically review teacher’s APA process, use of test specifications and links, etc. • Complete Scan sheet (similar to front of test book) • Complete Final portfolio review prior to shipping • Ensure Timely shipment of portfolios • Review APA record change rosters and correct/revise as needed 2009-2010 NJ APA Administrator Training 25

  26. Materials Survey – Registration of APA Students • Register the number of APA students in your district no later than October 2, 2009. • Failure to register your students will result in a failure of delivery of APA materials to your district. • Survey should be completed online (see memo). • Do not register out of district students that are assessed in New Jersey. The receiving district will register these children. • Register students that are sent by your district to an out-of-state placement. 2009-2010 NJ APA Administrator Training

  27. Online Registration • http://ncsschoolhouse.com • Log On Using the User ID and Password Provided (blue sheet with Material Survey) • Select Enrollments and Follow the Prompts (Select APA, etc.) • Any questions? Please call our NJ APA Customer Service team at 888-705-9416 2009-2010 NJ APA Administrator Training 27

  28. NJ Students Sent Out of State • The sending district is responsible for communication to the out-of-state placement. This includes providing training materials to the school, ensuring that the CCCS is instructed and assessed, etc. • Portfolios must be sent to the sending district. The sending district includes this portfolio in the district’s shipment. • Registration of these students, completion of scan sheets, etc., is the responsibility of the sending school. 2009-2010 NJ APA Administrator Training 28

  29. Electronic Pre-ID File • Pre-ID File • Student demographic information can be submitted electronically using the Pre-ID tab on the Pearson’s SchoolHouse web site http://ncsschoolhouse.com • Pre-ID Instructions were sent with the Materials Survey in August. • Pre-ID information is printed on the scan sheet in lieu of gridding the information. • Pre-ID information will be printed on scan sheets for those participating districts and sent with the Return Materials shipment in February 2010. Blank scan sheets will also be provided. • Errors/omissions on the Pre-ID label may be corrected by gridding the info on the scan sheet. 2009-2010 NJ APA Administrator Training

  30. Scan Sheet • Student demographic scan sheets, along with directions on the completion of the sheet, are shipped to districts in February. • Administrators will need to provide such info as student birth date, SE classification code, grade level, etc. • A county district school code (CDS) must be provided for the home school or school student is attending. • If the student is in a receiving school, a CDS code for the sending school must also be provided. The sending school must provide this code to the receiving school for inclusion on the scan sheet. • If a Pre-ID file was submitted, check the preprinted information on the scan sheet for accuracy. • You may correct information submitted in the Pre-ID file by bubbling in the correct information on the scan sheet. The only exception to this is the student name, which may only be corrected during the record change process. 2009-2010 NJ APA Administrator Training

  31. Record Change Process • A roster of APA student demographic information is shipped to all districts in April 2010. • Both receiving and sending schools must review this information for accuracy. • The receiving school or home school is responsible for correcting/revising all student demographic information that was provided on the scan sheet. • A sending school must also review this information as errors (e.g. CDS code of sending school) will impact the sending school AYP report. • Corrections and revisions to the data must be submitted to the student’s receiving school at least several days prior to the record change deadline. The receiving school must submit these changes to Pearson during the record change timeframe. 2009-2010 NJ APA Administrator Training

  32. APA What will this portfolio look like? What are the required components? 2009-2010 NJ APA Administrator Training 32

  33. What is the Format of the APA? • Portfolio: Paper based, submit in a 3-ring binder • Binders are mailed to districts in October, based on the APA registration counts your administrator submitted in September. • Content Areas: Mathematics, Language Arts Literacy, and Science • Science is included only in grade 4, 8, and high school. 2009-2010 NJ APA Administrator Training

  34. What is the Format of the APA? • Entries relate to content standards, grade-level CPIs, and CPI Links. Each subject area will have four entries, each one reflecting the assessment of one CPI Link. • Evidence documents educational instruction and student performance of skills. The instructional activity used at the beginning and at the end of the CPI Link instruction is submitted as the assessment evidence. 2009-2010 NJ APA Administrator Training

  35. Test Design NOTE: NO entry should contain more than four pieces of evidence. This graphic represents a student who is being assessed in all three subjects with the APA. Not all portfolios will include all three subjects. 2009-2010 NJ APA Administrator Training

  36. Test Design Example - Language Arts (Same Structure for Each Content Area) NOTE: NO entry should contain more than four pieces of evidence. An entry containing more than four pieces of evidence will result in zero scores for all dimensions. 2009-2010 NJ APA Administrator Training

  37. Page Numbering 2009-2010 NJ APA Administrator Training A table of contents that references page numbers in the portfolio must be included Page numbering for evidence that is longer than one page should be numbered using a combination of page number and letters (i.e. 2, 2a, 2b, etc.) • For example, a student was given a reading comprehension test (matches the CPI Link) with 8 test items. The test was two pages long, but it is one activity/piece of evidence. The pages might be numbered page 3 and 3a. Entry Cover sheets get their own page numbers.

  38. When Do I Collect Evidence? Dates on the evidence must include month, day, and year Be sure to plan early in the year when you will instruct and assess each CPI Link and content area. All students will need to be assessed on an initial activity within the correct time frame above, even if the majority of instruction will not occur until the winter. 2009-2010 NJ APA Administrator Training 38

  39. Four Entries per Content Area Entry One Entry Two Entry Three Entry Four Based on Standard And Strand 1 Based on Standard and Strand 2 Based on Standard and Strand 3 Based on Standard and Strand 4 Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results One Piece of Evidence from September 1 - November 13, 2009 One Piece of Evidence from September 1 - November 13, 2009 One Piece of Evidence from September 1 - November 13, 2009 One Piece of Evidence from September 1 - November 13, 2009 One Piece of Evidence from December 14, 2009 - February 19, 2010 One Piece of Evidence from December 14, 2009 - February 19, 2010 One Piece of Evidence from December 14, 2009 - February 19, 2010 One Piece of Evidence from December 14, 2009 - February 19, 2010 2009-2010 NJ APA Administrator Training 39

  40. Entry Cover Sheet 2009-2010 NJ APA Administrator Training 40

  41. Contents of the Entry Each entry requires documentation (evidence) of student performance of the skill stated in the CPI Link. Includes two different instructional activities. Two pieces of evidence is the requirement for an entry. One piece of evidence from each instructional activity. Evidence may come from classroom work, community based instructional settings, or other places where student is working on grade-level CPI Links. 2009-2010 NJ APA Administrator Training 41

  42. Contents of the Entry (continued) • The first piece of evidence documents the initial, or very early, performance of the CPI Link. This evidence must capture what the student does/does not know related to the CPI Link. • This evidence must reflect the entire CPI Link in one activity, and be collected between September 1 and November 13, 2009. • In order for the CPI Link to be eligible for the student’s APA entry, the accuracy score on the activity can not be above 39%. 2009-2010 NJ APA Administrator Training

  43. Contents of the Entry (continued) • The second piece of evidence documents final performance of the CPI Link. This evidence should capture what the student has learned related to the CPI Link. • This evidence should assess the same CPI Link using a different instructional activity, and be collected between December 14, 2009, and February 19, 2010. 2009-2010 NJ APA Administrator Training

  44. Evidence Requirements Evidence must document the entire CPI Link noted on the Entry Cover Sheet. Evidence should relate only to the CPI Link, not assess other skills as well. Providing evidence that documents multiple skills (skills not part of the selected CPI Link), or less than the entire CPI Link, will result in a low scoring entry. Have at least 5 items/questions/task elements included in each activity 2009-2010 NJ APA Administrator Training 44

  45. How are CPI Links Related to the CCCS? 2009-2010 NJ APA Administrator Training Grade-level CPIs are the building block. Content Centrality establishes what concept must be assessed. • Intent/Essence of the CPI Performance Centrality directs the level of skill statement. • Complexity/difficulty • APA CPI Link can be less complex than the grade-level CPI and/or less difficult • Three types of links––Matched, Near, and Far––reflect the degree of complexity/difficulty when compared to the grade-level CPI. 45

  46. CPI Link Grade Level CPI Near Links Far Links Essence Matched Links Links Links Links 2009-2010 NJ APA Administrator Training 46

  47. Using the CPI Links for Instruction 2009-2010 NJ APA Administrator Training CPI Links should not be used in isolation. Read the Standard and Strand for the overall concept. Read the CPI and Essence. Make sure instruction is within the Essence of the Standard, Strand, and CPI. • Evidence of instruction on CPI Link will be scored not only on the narrow Link but also within the Essence of standard and CPI • For example, 3.1.3G3 is a reading standard with a Matched Link that states “Interpret information from graphs, charts, and/or diagrams found in text”. The evidence must assess the student’s interpretation of graphs/charts/diagrams within the context of reading text and not within the mathematical context of data analysis.

  48. Each Piece of Evidence Must: • Include the student’s name • Include the full date (month, day, year) • Be reflective of the student’s communication mode • Assess one CPI Link completely and exclusively • Include a percent score for performance (accuracy) • Include a percent score for the number of items/questions/task elements the student completed independently • Include a key (if acronyms, abbreviations, or symbols are used when scoring student work, explain what they mean) 2009-2010 NJ APA Administrator Training

  49. Evidence Must 2009-2010 NJ APA Administrator Training Include the student’s name Include the full date (month, day, year) Include a percentage score for accuracy Indicate the accuracy of each response • Use + for correct and – for incorrect responses Include a percentage score for independence Indicate the independence level of each response • I=Independent performance, V=Verbal prompt, G=Gestural prompt, M=Model prompt, P=Physical prompt Include a minimum of 5 test items that assess the complete CPI Link 49

  50. Evidence Must 2009-2010 NJ APA Administrator Training Assess ONLY one CPI Link • Remember, when viewing the CPI Links in the APA Procedures Manual, a CPI Link is only one bullet. Once you select the type of link you want the student to work on, i.e. Matched, Near, or Far Link column, then select only one bullet in that column. Assess the entire CPI Link Include the student’s response to the test item • Must be completed in the student’s mode of communication • Ensures that the student can review his own work • This is a good way to “test” if the evidence documentation includes the necessary components, but it is not a requirement that you document the student’s actual review of the work. 50

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