Overview of the 2014 2015 alternate assessments apa science and dlm ela and math
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Overview of the 2014–2015 Alternate Assessments: APA Science and DLM ELA and Math. Administrator/Test Coordinator Training. Friendly Caution. This session does not cover PARCC testing. While some topics may be similar and/or the same, this information is for the alternate assessments only.

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Overview of the 2014–2015 Alternate Assessments: APA Science and DLM ELA and Math

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Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

Overview of the 2014–2015Alternate Assessments:APA Science and DLM ELA and Math

Administrator/Test Coordinator Training

2014-2015 NJ APA Administrators Training


Friendly caution

Friendly Caution

This session does not cover PARCC testing. While some topics may be similar and/or the same, this information is for the alternate assessments only.

2014-2015 NJ APA Administrators Training


Administrator training session

Administrator Training Session

  • This session is only for APA administrators designated the test coordinator.

  • Teachers maynot attend this session.

  • Districts are responsible for teacher training for the APA system and the DLM system.

2014-2015 NJ APA Administrators Training


Agenda

Agenda

  • General Information about the APA pages 6 - 9

  • APA Participation pages 10 - 28

  • Student Transfers, Medical Leave, and Excessive Absenteeism pages 29 - 38

  • Administrator Responsibilities pages 39 - 45

  • Material Survey, Pre-ID data, record changes, etc., pages 46- 57

  • APA Test Design pages 58 - 88

  • Common Errors and APA Revisions pages 89 - 92

  • Developing an Entry and Scoring Rubric Information pages 93 - 124

  • Sample Entry pages 125 - 129

  • Professional and Ethical Responsibility When Compiling and Submitting APA pages 130 - 138

  • Score Reports and Accountability pages 139 - 150

  • Administrator APA Review and Other Tasks pages 151 – 164

  • DLM Overview pages 165 - 174

  • DLM Roles and Responsibilities pages 175 - 184

  • Dynamic Learning Maps Information pages 185 - 197

  • DLM Technology Readiness pages 198 - 216

  • Additional Resources/Contact Information pages 217 - 222

2014-2015 NJ APA Administrators Training


Apa and dlm information

APA and DLM Information

  • Most of the APA info appears in the beginning and middle of the presentation.

  • Most of the DLM info is not addressed until the later part of the presentation.

    • Please be patient, I will address DLM.

  • A few topics may address both APA and DLM. I will point this out as necessary.

2014-2015 NJ APA Administrators Training


What is the purpose of an alternate assessment

What is the Purpose of an AlternateAssessment?

  • To measure performance of students with the most significant cognitive disabilities on the standards, 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

    • DLM in English Language Arts and Mathematics assesses the Common Core State Standards (CCSS)

    • APA in Science assesses the NJ Core Curriculum Content Standards (NJCCCS)

2014-2015 NJ APA Administrators Training


Which alternate assessments for 2014 2015 are to be administered

Which Alternate Assessments for 2014-2015 are to be administered?

  • APA is administered in grades 4, 8, and high school in science. The APA science test specifications are based on the NJ Core Curriculum Content Standards (NJCCCS) in Science.

    • Districts will decide during which high school year the student will receive biology instruction.

    • The year of instruction in biology becomes the year the student participates in the APA.

    • Biology instruction and assessment for all high school students is mandatory, even though it is not a graduation requirement.

2014-2015 NJ APA Administrators Training


Which alternate assessments for 2014 2015 are to be administered1

Which Alternate Assessments for 2014-2015 are to be administered?

  • The new Dynamic Learning Maps (DLM) assesses the Common Core State Standards (CCSS) in English Language Arts and Mathematics.

    • School instructional programs must address the DLM Essential Elements (skill statements) that derived from the CCSS.

    • Information about the administration of the DLM assessment is included later in the presentation.

2014-2015 NJ APA Administrators Training


What is the apa

What is the APA?

  • An alternate assessment that measures achievement of the NJ 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.

2014-2015 NJ APA Administrators Training


Who are the students who participate in the alternate assessments

Who are the Students who Participate in the Alternate Assessments?

  • 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

2014-2015 NJ APA Administrators Training


Participation decisions

Participation Decisions

Students with the most significant cognitive disabilities will participate in:

An alternate assessment in one/some content area(s) and the general assessment with accommodations in the other content area(s) or

The alternate assessment in all content areas (DLM ELA, DLM Math, and APA Science [when science is applicable]).

Note a student may nottake the general assessment and an alternate assessment in the same content area.

2014-2015 NJ APA Administrators Training


Determining who participates in the apa

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

      • Present Levels of Academic Achievement and Functional Performance/Goals and Objectives

      • Student Work Samples

2014-2015 NJ APA Administrators Training


Participation guidelines

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.

It is usually the sending school administrator, but if both sending and receiving school agree on the answers to the questions, then a receiving school administrator may sign the form. A teacher may not sign the form.

Access to the skill statements and sample items for the general assessment is necessary in order to complete the checklist correctly.

2014-2015 NJ APA Administrators Training


Ieps and participation guidelines

IEPs and Participation Guidelines

  • Most IEPs were updated last year for use in 2014 - 2015 school year.

  • Any reference to the APA and/or alternate assessment is acceptable; no direct reference to DLM is necessary for this year.

  • Use of the APA participation guideline questions and clarifying questions/statements would correctly classify students as eligible for any alternate assessment (APA and DLM).

    • Specific DLM participation guidelines will be in use for the 2015 - 2016 school year.

2014-2015 NJ APA Administrators Training


Participation criteria checklist

Participation Criteria Checklist

  • Is the nature of the student’s cognitive disability severe?

    • The student’s general level of cognitive functioning is significantly below the grade level expectations for his or her same aged peers and the student requires substantial modifications to the grade level curriculum.

    • The student requires more intensive direct instruction than his or her peers to acquire knowledge and skills in the grade level curriculum.

    • The student requires more extensive systems of support in order to participate in the grade level curriculum.

2014-2015 NJ APA Administrators Training


Participation criteria checklist1

Participation Criteria Checklist

  • 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 NJ CCCS for their grade level, students with more significant cognitive disabilities typically receive instruction in the knowledge and skills at a less complex level than that measured by the general statewide assessment.

    • Upon reviewing the sample test forms, if the student is NOT receiving ANY instruction at the same skill level, then the answer to this question is YES.

2014-2015 NJ APA Administrators Training


Participation criteria checklist2

Participation Criteria Checklist

  • Is the student’s cognitive disability so severe that the student cannot complete any of the types of questions on the general statewide assessment in the content area, even with accommodations and modifications?

    • Upon reviewing the sample test forms and questions for each content area of the general assessment, along with the state approved testing accommodations and modifications, if it is determined that the student is NOT able to complete any types of questions even with accommodations and supports, then the answer to this question is YES.

2014-2015 NJ APA Administrators Training


Participation criteria checklist3

Participation Criteria Checklist

  • Is the student’s Individualized Education Program (IEP) aligned with grade level NJ CCCS through modified expectations?

    • The student is receiving grade level instruction at a significantly modified and less complex level than their grade level peers.

    • The student may need more extensive systems of support, as identified in the IEP, in order to access the curriculum.

2014-2015 NJ APA Administrators Training


Participation criteria checklist4

Participation Criteria Checklist

  • The answer to all four questions must be YES in order to assess the student with an alternate assessment.

2014-2015 NJ APA Administrators Training


Apa guidelines in binder

APA Guidelines in Binder

A signed copy of the science participation guidelines checklist must be placed behind Divider 1 StudentInformation in the APA binder.

2014-2015 NJ APA Administrators Training


Participation decisions1

Participation Decisions

Students with the most significant cognitive disabilities may nottake the general assessment and the alternate assessment in the same content area.

A student may not take the PARCC assessment in ELA and the DLM ELA.

A student may not take the PARCC assessment in math and the DLM math.

A student may not take the NJASK/NJBCT assessment in science and the APA science.

2014-2015 NJ APA Administrators Training


What must be written in each student s iep for the alternate assessment

What Must Be Written in Each Student’s IEP for the Alternate Assessment?

  • If the student is taking the general assessment, list the assessment and the accommodations/modifications (from approved list) that will be provided.

  • All accommodations and modifications needed during instruction are listed in the IEP.

  • Specific instructional supports are also included, such as use of communication board, picture symbols, text read aloud to the student, etc.

  • For APA the teacher training details how to document supports and/or instructional modifications/accommodations on the evidence.

  • For DLM the training materials will describe which accessibility features, supports, etc. are available.

2014-2015 NJ APA Administrators Training


What must be written in each student s iep for the alternate assessment1

What Must Be Written in Each Student’s IEP for the Alternate Assessment?

If the student is taking the science general assessment you must list the assessment name and the accommodations and/or modifications (from approved list) that will be provided.

If the student is not taking the general assessment in science 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 an alternate assessment.

IEP model forms and information can be found on the DOE website http://www.state.nj.us/education/specialed/form/iep/ieptoc_sp.shtml

2014-2015 NJ APA Administrators Training


Assessment and nj cccs materials

Assessment and NJ CCCS Materials

Additional copies of all APA materials, including the teacher training materials, may be obtained on the Questar website: http://nj-servicepoint.

questarai.com/NJxx01_Documentation.aspx

Copies of the NJ Core Curriculum Content Standards, test specifications, and sample tests for the general assessments can be obtained on the DOE website: www.state.nj.us/education

2014-2015 NJ APA Administrators Training


What grades are assessed for science

What Grades Are Assessed for Science?

Students in grades 4 and 8 must 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 he/she is assessed in English language arts and math.

2014-2015 NJ APA Administrators Training


Assigned grade level

Assigned Grade Level

  • The grade level of the student must be marked on the APA Student Demographic Information Form 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 2015, 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 zero scores.

      • Please note that students in high school (grade 9, 10, 11, or 12) are tested on the grade 12 CPI Links.

2014-2015 NJ APA Administrators Training


Retained students

Retained Students

If a student is retained in a grade and must take the APA, you may not use any student work from the prior year.

All student work for an APA must be completed during the current school year within the collection periods.

2014-2015 NJ APA Administrators Training


Student transferred to nj district from another state after october 31 2014

Student Transferred to NJ District from Another State after October 31, 2014

Students who require an APA, and enter your school after October 31, 2014, transferring from out of state, have missed the cut-off date for the development of the APA assessment.

  • Submit a binder, a completed Student Demographic Information Form, an attendance record, and a letter from an administrator that indicates from which state the student transferred, the date of the transfer, and noting this as the justification for missing APA evidence.

  • The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant.

  • Failure to provide the required documentation will prevent the assignment of a Void for No Evidence, and the entries will be unscorable.

  • Please note that instruction related to the CCCS must still occur, regardless of the enrollment date.

  • 2014-2015 NJ APA Administrators Training


    Student transferred from one nj district to another nj district

    Student Transferred from One NJ District to Another NJ District

    • Students who require an APA, and enter your school after October 31, 2014, transferring from out of state, have missed the cut-off date for the development of the science APA assessment.

    • Submit

      • a binder,

      • a completed APA Student Demographic Information Form, and a

      • letter from an administrator that indicates from which state the student transferred, the date of the transfer, and noting this as the justification for missing APA evidence.

    • The score report will indicate a Void 4, no portfolio evidence, when the student is a late registrant.

    • Please note that instruction related to state science standards must still occur throughout the year, regardless of the enrollment date.

    2014-2015 NJ APA Administrators Training


    Student transferred from one nj district to another nj district1

    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 school or district after July 1, 2014, the administrator may bubble on the APA Student Demographic Information “ Time In School” less than one year. This will remove the student’s results from the Accountability report.

    2014-2015 NJ APA Administrators Training


    Student transferred from one nj district to another nj district2

    Student Transferred from One NJ District to Another NJ District

    • If the student moves to another district you must send the portfolio to the district where the student is newly enrolled.

      • As long as a student is in your district, even for a limited time, you must begin instruction of the CPI Links, and begin collecting APA evidence.

    • Be sure to transfer the APA materials to the “new” district in a timely manner.

    • You, the “former” district, do not need to submit a binder or letter to the APA program since the “new” district will send in the portfolio.

    2014-2015 NJ APA Administrators Training


    Students moving out of state

    Students Moving Out-of-State

    Please note that if a student transfers out of New Jersey prior to the end of the second collection period (February 13, 2015), the portfolio does not need to be submittedfor scoring.

    It may be sent to the out-of-state school for use when reviewing the student’s educational program, or given to the parent.

    2014-2015 NJ APA Administrators Training


    Medical emergency

    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.

    2014-2015 NJ APA Administrators Training


    Medical emergency1

    Medical Emergency

    • When a student is out of school for an extended amount of time and notreceivinginstructiondue 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 information 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 you must:

      • include a letter on school letterhead from an administrator documenting the medical emergency.

      • include a formal district/school record of the student’s attendance and absences.

      • If all of these criteria are met then the portfolio will be voided due to extended illness during one or both collection period(s).

    2014-2015 NJ APA Administrators Training


    Record of absences

    Record of Absences

    • The record of absences must be a formal attendance record produced from the district’s record system. It must indicate all days school is open and which days school is closed for holidays, in addition to the student’s attendance status (absent, present, etc. ).

    • You may not submit an informal record of attendance such as a memo indicating the student was absent during the year.

      • District’s may not create an informal list of dates and note if the student was absent.

      • Contact the Office of Assessments with questions.

    2014-2015 NJ APA Administrators Training


    Medical emergency paperwork

    Medical Emergency Paperwork

    If the paperwork submitted in the APA binder does not include all necessary components as defined on the previous slides, a Void for Medical Emergency/Illness will not be granted.

    If a void code is not granted the student will receive zero scores for all entries.

    An administrator may contact the Office of Assessments with any questions on this topic.

    2014-2015 NJ APA Administrators Training


    Absenteeism non medical emergency

    Absenteeism – Non Medical Emergency

    • 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.

    • If it is determined that a Void for No Evidence is appropriate, two things must be submitted by an administrator in the APA binder:

      • a letter on letterhead indicating the reason for the excessive absenteeism (parent took student out of country, etc.)

      • a formal record of the student’s attendance/absences produced from the district’s record system.

    2014-2015 NJ APA Administrators Training


    Void codes

    Void Codes

    • If the paperwork submitted in the APA binder does not include all necessary components as defined on the previous slides, a Void code will not be granted.

      • This includes Void for Medical Emergency/ Illness and void codes for students with extended absences.

    • If a void code is not granted the student will receive zero scores for all entries.

    • If you have any questions about the required paperwork please contact Elizabeth Celentano.

    2014-2015 NJ APA Administrators Training


    Test coordinator s main responsibilities

    Test Coordinator’s Main Responsibilities

    • Ensure APA participation guidelines are used correctly by IEP teams.

      • Ensure IEP teams have all of the necessary information about the general assessments and the APA participation guidelines clarifying questions to ensure the decision is made based on the requirements.

      • Most of the IEPs were updated last year, but it is important to review them for accuracy.

    2014-2015 NJ APA Administrators Training


    Test coordinator s main responsibilities for apa

    Test Coordinator’s Main Responsibilities for APA

    • Ensure all APA teachers complete the teacher training modules and review all training materials including the Procedures Manual and Content Guide and Five Items Resource documents.

      • Have the teachers sign in to your district training and keep a record of attendance.

      • Ensure all teachers view all modules.

      • Ensure all teachers utilize the critical additional training materials listed above as the materials as a whole deliver the information necessary to successfully implement the APA.

    2014-2015 NJ APA Administrators Training


    Test coordinator s main responsibilities1

    Test Coordinator’s Main Responsibilities

    • Periodically review teacher’s APA process, use of test specifications and selected CPI Links, instructional lessons, APA evidence for each student, etc.

      • This review must occur at the beginning of each collection period, and at least once prior to the end of each collection period. Reviewing the materials before the cut off date allows time if necessary for production of additional/different APA evidence.

      • Ensure that only the 2014 – 2015 CPI Links documents are used.

    2014-2015 NJ APA Administrators Training


    Test coordinator s main responsibilities2

    Test Coordinator’s Main Responsibilities

    • Ensure registration of APA students, review and update district contact info, and submission of Student Pre-Identification file prior to the deadline.

    • Complete Student Demographic Information Form providing accurate data.

    • Complete final portfolio review prior to shipping.

    • Ensure timely shipment of portfolios.

    • Review APA record change rosters and correct/revise any inaccurate data.

      • Receiving districts will review record change data and submit changes to the sending district.

    2014-2015 NJ APA Administrators Training


    Servicepoint website

    ServicePoint™ Website

    • https://nj-servicepoint.questarai.com/Login.aspx

    • Districts will use ServicePoint to

      • Verify contact information and shipping information

      • Indicate when your district will be not be in session

      • Enter Material Survey quantities

      • Order additional materials

      • Upload APA student pre-ID files

      • Complete and submit Entry Cover Sheets online

      • Review and submit record changes

      • Review and print district and school score reports

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    ServicePoint™ Website

    • There are two sides to ServicePoint:

      • Public side

        • Available to all personnel involved in the NJ APA

        • Includes access to electronic files such as the PPT trainings, Procedures Manual, Table of Contents template, online Entry Cover Sheet, CPI Links, and Content Guide and Five Items Resource documents.

      • Private side

        • accessed with a district-specific login and password

        • Hosts district-specific information such as material orders, pre-ID files, record change rosters, and reports

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    ServicePoint™ Access to Private Info

    • District-specific logins and passwords were delivered via UPS to DTCs on September 2, 2014.

    • A CSA requiring the login and password will contact the DTC. If the DTC is not available, the CSA may call Questar Customer Support for the information.

    • Logins and passwords cannot be provided over the phone and will be sent to the DTC or CSA via e-mail.

    • Call Questar Customer Support at

      1-866-690-4733  or send an email to [email protected] assistance

    2014-2015 NJ APA Administrators Training


    Servicepoint address book materials survey

    ServicePoint™ Address Book:Materials Survey

    • The Materials Survey window will be open from September 2, 2014 through October 3, 2014.

    • DTCs from Sending districts are responsible for completing the Materials Survey information.

    2014-2015 NJ APA Administrators Training


    Materials survey registration of apa students and district information

    Materials Survey – Registration of APA Students and District Information

    • Register the number of APA students in your district no later than October 3, 2014.

      • Confirm/revise district address, emails, and contact information to ensure accurate delivery of information.

      • 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 as if they are in their home school.

      • If no APA students this year, then indicate 0 (zero) for the applicable grade level.

    2014-2015 NJ APA Administrators Training


    Students sent to an out of state school

    Students Sent to an Out-of-State School

    • The Sending District is responsible for communication to the out-of-state placement.

      • This includes providing training materials to the school and ensuring that the NJ CCCS is instructed and assessed.

      • This includes ensuring that the APA is in process, evidence is being collected, and that the APA will be completed and submitted to you prior to the return portfolio shipment deadline.

    • Portfolios must be sent from the out-of-state school to the sending district prior to February 13, 2015. The sending district includes these portfolios in the district’s shipment.

    • Registration of these students, completion of Student Demographic Information Forms, record changes, etc., is the responsibility of the sending district.

      • Include these students in the sending school APA enrollment counts.

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    ServicePoint™ Address Book:Pre-ID Upload of APA Student Information

    • The Pre-ID Upload window will be open from September 2, 2014 through December 19, 2014.

    • DTCs from Receiving districts are responsible for uploading pre-ID records.

    2014-2015 NJ APA Administrators Training


    Electronic pre id file submission

    Electronic Pre-ID File Submission

    • APA Pre-ID File for Science

      • This is the first opportunity to submit accurate student information/data.

      • Administrators will need to provide such info as student birth date, SE classification code, grade level, etc.

      • Student demographic information must be submitted electronically via the Questar website.

        • Pre-ID Instructions will be sent to your Chief School Administrator.

        • Pre-ID information will be printed on the APA Student Demographic Information Form in lieu of gridding the information.

    2014-2015 NJ APA Administrators Training


    Electronic pre id file

    Electronic Pre-ID File

    • Last date to submit pre-ID files is December 19, 2014.

      • Do not wait until the last day since you may find that the file is not accepted due to data errors.

      • Within the submission window you may submit a revised file when necessary.

      • Pre-ID information will be printed on the Student Demographic Information Form (SDIF) and sent with the Return Materials shipment in February 2015. Blank forms will also be provided.

      • Errors/omissions on the Pre-ID label must be corrected by gridding the info on the SDIF.

    2014-2015 NJ APA Administrators Training


    Apa student demographic information form

    APA Student Demographic Information Form

    • Student Demographic Information Forms (SDIF), along with directions for the completion, are shipped to districts in February.

    • This is the second opportunity for districts to submit accurate student information/data.

    • A county-district-school code (CDS) must be provided for the school the student is attending. This is either a Home (neighborhood) school or a Receiving school.

      • 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 SDIF.

      • The home or receiving school code is pre-gridded on the SDIF.

    • Don’t forget to bubble “Yes” the student is taking biology if the student is in high school and you are sending in an APA.

    2014-2015 NJ APA Administrators Training


    Apa student demographic information form1

    APA Student Demographic Information Form

    • If a Pre-ID file was submitted, review the preprinted information on the SDIF for accuracy.

      • You may correct information submitted in the Pre-ID file by gridding the correct information on the SDIF. The gridded information will override the preprinted information.

        • The only exception to this is changes to the student name, which may only be corrected during the record change process.

          • We must maintain the same exact student name on the file in order to process the information until record changes. Only at that point can we make changes to the spelling of the student’s name.

    2014-2015 NJ APA Administrators Training


    Servicepoint address book record change

    ServicePoint™ Address Book:Record Change

    • The Record Change Window is the third and finalopportunity for districts to make corrections to student information prior to reporting.

    • Record change is completed within the Address Book section of ServicePoint.

    • Review the information for each student in your district and make updates as needed.

    • More detailed information regarding the Record Change process will be sent prior to the opening of the window.

    2014-2015 NJ APA Administrators Training


    Record change process

    Record Change Process

    • Districts will receive notification when the record change file is available to review online via ServicePoint.

    • For student’s who remain in their Home (neighborhood) school, the “Home” district must review and submit roster changes.

    • For student’s who have both a receiving and sending school, both districts must review the record change rosters for accuracy.

      • Receiving schools must submit any requested updates to the sending school several days prior to the record change closing date.

    • The Sending School, not the Receiving School, will submit the record changes to the vendor.

    2014-2015 NJ APA Administrators Training


    Record change process1

    Record Change Process

    • The SendingSchool/Home Schoolis responsible for correcting all student information that was provided on the SDIF.

      • The Receiving School must also review the roster, as errors (e.g. , CDS code, demographic information) may impact the student score reports.

        • Corrections and revisions to the data must be submitted to the student’s Sending School at least several days prior to the record change deadline. The Sending School must submit these changes to Questar during the record change timeframe.

    • This is your final opportunity to correct/revise the data. This includes the field Taking the General Assessment. The final record change roster data will be used for the accountability report. No changes will be made after this time.

    2014-2015 NJ APA Administrators Training


    Taking general assessment field

    Taking General Assessment Field

    • Detailed instructions are provided in the use of this field in the Pre-ID directions and the SDIF directions.

    • Only code this field when the student is NOT taking the APA, but IS taking the general assessment (NJASK or NJBCT) in science.

      • Remember, a student may take only the APA OR the general assessment, not both.

      • Marking the student as Taking the General Assessment will void all results for the APA.

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    APA

    What will this portfolio look like?

    What are the required components?

    2014-2015 NJ APA Administrators Training


    What is the format of the apa

    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 the district administrator submitted.

      • Science is included only in grades 4, 8, and high school.

    2014-2015 NJ APA Administrators Training


    What is the format of the apa1

    What is the Format of the APA?

    Entries relate to science content standards, grade-level CPIs, and CPI Links. The portfolio 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.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    APA Portfolio

    Table of Contents

    Science

    Entry 1

    Science

    Entry 2

    Science

    Entry 3

    Science

    Entry 4

    Entry Cover Sheet reflecting 1st Standard, Strand, CPI, and CPI Link

    Entry Cover Sheet reflecting 2nd Standard, Strand, CPI, and CPI Link

    Entry Cover Sheet reflecting 3rd Standard, Strand, CPI, and CPI Link

    Entry Cover Sheet reflecting 4th Standard, Strand, CPI, and CPI Link

    2 pieces of evidence

    2 pieces of evidence

    2 pieces of evidence

    2 pieces of evidence

    Test Design - Science

    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.

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    Page numbering

    Page Numbering

    • A Table of Contents that references page numbers in the portfolio must be included. The Table of Contents does not need a page number.

    • Evidence that is longer than one page should be numbered using a combination of page number and letters (for example, 2, 2a, 2b, 2c, etc.).

      • For example, a student was given an activity 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.

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    Table of contents

    Table of Contents

    A table of contents is required in every portfolio.

    Divider tabs are provided by Questar to separate the required forms (i.e. test security agreements, etc.) and each entry.

    A template for a table of contents can be found under the Documentation tab at https://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx

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    Entry cover sheet

    Entry Cover Sheet

    • The Entry Cover Sheet must be completedandsubmittedonline via ServicePoint.

      • Most fields use drop-down boxes to populate the form. This form will then be submitted online to Questar, and also saved to a district computer so that it can be printed for inclusion in the portfolio binder.

      • Teachers must still type in the activity descriptions and the student’s name on the form.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    To complete the Entry Cover Sheet online, you will be asked to select information from drop-down menus. After you have made your selections, the system will auto-populate the information into the Entry Cover Sheet form.

    The NJ APA online Entry Cover Sheet is found on the NJ APA Questar website at:

    http://nj-servicepoint.dev1.av.questarai.com/login.aspx?ReturnUrl=%2fCA%2fManageNJEntrySheets.aspx

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Teacher must type in an activity description for the initial and final activity. Once the Entry Cover Sheet is saved to the school computer, these descriptions may be revised if necessary.

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    Contents of the entry

    Contents of the Entry

    Each entry requires documentation (evidence) of student performance of the skill stated in the CPI Link.

    Two pieces of evidence is the requirement for an entry.

    Includes two different activities.

    One piece of evidence from the initial activity, and one piece of evidence from a different, “final” activity.

    Evidence may come from classroom work, community-based settings, or other places where student is working on grade-level CPI Links.

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    Contents of the entry1

    Contents of the Entry

    • 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 2 and November 14, 2014.

    • 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%.

    • Additional information on scoring the evidence is included later in the training.

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    Contents of the entry2

    Contents of the Entry

    • 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 8, 2014, and February 13, 2015.

      • More information on what makes a different activity is found in the Teacher Training Modules.

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    Evidence requirements

    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.

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    How are cpi links related to the nj cccs

    How are CPI Links Related to the NJ CCCS?

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    • 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.


    Cpi link

    CPI Link

    Matched

    Links

    Near Links

    Far Links

    Links

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    Using the cpi links for instruction

    Using the CPI Links for Instruction

    • 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 discrete Link but also within the Essence of the standard, strand, and CPI

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Evidence Must

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    • Assess ONLY one CPI Link

      • Remember, when reviewing the CPI Links in the APA Procedures Manual, a CPI Link is only one bullet.

      • Once the type of link to assess a student is determined (Matched, Near, or Far Link), then select only one bullet in that column.

    • Assess the entire CPI Link providing the necessary systems of support

    • 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.


    Acceptable format for the evidence

    Acceptable Format for the Evidence

    • Evidence must show the test items and student responses. Acceptable evidence includes

      • Samples of graded student work

      • Series of captioned photographs

        • Must evidence the student actually performing the skill

      • Snapshot of completed student work that documents student performance of the skills contained within the CPI Link

        • Must be a photo of a student work product that is too large or bulky to include in the portfolio (e.g., a poster, a written piece using objects or textured cues, etc.)

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    Acceptable evidence

    Acceptable Evidence

    What else is needed to make evidence acceptable?

    All evidence must include:

    • Student’s Name

    • Date of Activity Completion using Month, Day, and Year (must be within the collection windows to be valid)

    • The accuracy of each student response

      • Use + (plus) for correct and – (minus) for incorrect responses

  • The independence level of each response

    • I=Independent performance, V=Verbal prompt, G=Gestural prompt, M=Model prompt, P=Physical prompt (presented from least to most intrusive)

      • More information on use of prompting appears later in the presentation

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Acceptable Evidence

    2014-2015 NJ APA Administrators Training

    What else is needed to make evidence acceptable?

    All evidence must include:

    • A minimum of 5 items that assess the CPI Link

      • A piece of evidence must include at least 5 test items that assess the skills contained within the CPI Link.

        • For example

          • Identify predators and prey – must identify a minimum of five across both.

    • More information is found in Modules IV, V, and VI of the online training, in the 2014 – 2015 Procedures Manual, and in the Content Guide and Five Items Resource documents.


    Acceptable evidence1

    Acceptable Evidence

    • Student work samples serve as the best evidence to document all of the necessary components of the assessment activity.

      • This type of evidence includes the test items/questions, response options (if applicable), and student responses.

      • Teachers may need to scribe the student’s responses when necessary.

    • The use of videotape, audiotape, data charts, and most photographs are not acceptable evidence.

    • The use of Yes/No item formats and True/False item formats are nolongeracceptable. Use of these item formats will result in an unscorable entry.

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    Student work samples used as evidence may be

    Student Work Samples Used as Evidence May Be:

    • Computer screen printouts of student’s test item and response after hitting a switch.

      • Summary printouts where each response is not evidenced is unacceptable.

    • A worksheet completed by the student answering questions by using:

      • picture symbols,

      • a T-chart,

      • labels and pictures for matching,

      • a Bingo dauber to select the multiple-choice answer,

      • or using a variety of other supports.

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    Acceptable photographic evidence

    Acceptable Photographic Evidence

    • A series of captioned photographs that document the student performing the skills included in the CPI Link will be accepted only if:

      • Each item and the student’s response is clearly present in each photograph

        • Must include a description for each photo

        • Must include running record of the items performed

        • Must include accuracy and independence information for each item and include total percent scores for each dimension

        • Must meet the requirements for the Universal Scoring Rules

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Acceptable Photographic Evidence

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    • A photograph of a large or bulky completed project will be accepted only if the picture captures the evidence requirements for the activity.

    • A description of the activity must be included along with the documentation of the scoring, but the actual work must be clearly shown in the picture.

    • The Universal Scoring Rules requirements must be met.


    Scribing work samples

    Scribing Work Samples

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    Unacceptable evidence

    Unacceptable Evidence

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    • True/False format

    • Yes/No format

    • Data charts

    • Single photographs of student working on an activity

    • Photographs of student work that could have been included

    • Any work that is not completed by the student

      • Note, the student responses must be marked at the time of the activity, not at a later point in time, in order to be acceptable evidence.


    Unacceptable evidence1

    Unacceptable Evidence

    • Has fewer than 5 items/questions/task elements

    • Has no name, date, or incomplete date

    • Is scored using anything other than percentages

      • e.g., ratios (4/5), percent ranges (90-100%), letter grades (A, B+)

    • Has percent scores that can not be replicated by scoring staff

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Universal Scoring Rules must be met on two pieces of evidence for the entry to be scored based on the rubric. Otherwise, the entry will receive a score of zero for all dimensions.

    If any entry does not have at least two pieces of evidence OR has more than four pieces of evidence per entry, it will receive a score of zero.

    Two pieces of evidence are all that is required for APA.

    Evidence

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Universal Scoring Rules

    • The evidence must include the student’s name.

    • The evidence must include the complete date (month/day/year).

      • Verify that the dates fall within the appropriate collection period:

        • September 2, 2014 - November 14, 2014 for the first piece of evidence

        • December 8, 2014 - February 13, 2015 for the second piece of evidence

  • The evidence must be presented in the appropriate format.

  • The evidence must reflect the student’s mode of communication.

  • The evidence must include at least 5 items.

  • The evidence must show student responsesfor at least 5 items..

  • The evidence must assess the entire link while connecting to the essence of the CPI, standard, and strand.

  • Both pieces of evidence must assess the same CPI Link and skills.

  • The evidence must not include more than the skills contained within the CPI Link.

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    Activities errors to avoid

    Activities – Errors to Avoid

    The first piece of evidence should not include a more difficult application/context of the skill than the final activity/evidence.

    Examples of this type of error (a more difficult initial activity) are below:

    • The initial activity has longer test items with more complex steps (e.g., open-ended essay questions vs. multiple-choice) than the final activity.

    • The initial activity has multiple-choice test items where no correct answers are offered as options.

    • Fewer additional supports (steps, formulas, pictures, application, calculators, etc.) are given in the initial activity than the final activity.

    • No explanation of what to do is given for the initial activity, but directions are given for the final activity. Note: directions should ALWAYS be given during an activity.

    • No prompts on the first piece of evidence with no answers written, or all answers are clearly off topic (answers are not at all related to concept).

    • The initial activity is not in the student’s mode of communication, but the final activity is.

    2014-2015 NJ APA Administrators Training


    Common mistakes found in 2013 2014 assessments

    Common Mistakes found in 2013–2014 Assessments

    Assessing the skills contained in the CPI Link without connection to the critical essence, intent or big idea of the content and concepts of CPI, Strand, and/or Standard

    Assessing the skills contained within the CPI Link without correct understanding of the Content or concepts of CPI, Strand, and/or Standard

    Assessing more than one CPI Link in an entry

    Assessing different parts of a CPI Link in each piece of evidence

    Assessing only part of the CPI Link

    2014-2015 NJ APA Administrators Training


    Common mistakes found in 2013 2014 assessments1

    Common Mistakes found in 2013–2014 Assessments

    Failure to mark all test items with accuracy and/or independence/prompt information

    Not utilizing the clarifications in the Content Guide and Five Items Resource documents.

    Marking the student as taking the General Assessment and submitting a portfolio.

    2014-2015 NJ APA Administrators Training


    Changes for 2014 2015

    Changes for 2014 – 2015

    • Districts must use the updated CPI Links when assessing a standard, strand, and CPI for the APA.

      • Many CPIs were deleted based on the survey which collected the most frequently used links.

      • A few CPI Links were revised to make them more clear.

      • The asterisk following a link is a reminder that there is a sample test item available in the Five Items document.

    • Important CPI Link clarifications are included in the Content Guide and Five Items Resource documents. Be sure to read all of the relevant grade-level materials thoroughly.

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    Content guide and five items resource revision

    Content Guide and Five Items Resource Revision

    Some curriculum issues have been identified and must be avoided in the future. Some evidence contained errors in the instruction of the skills.

    There are many new sample items in this year’s Content Guide and Five Items Resource documents.

    The format has been improved and it is easier to use.

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    Developing standards based entries

    Developing Standards-Based Entries

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Developing an Entry

    • Step 1: Select a CPI and one related CPI Link to be assessed.

    • Step 2: Plan instruction and assessment relating to the CPI and CPI Link.

    • Step 3: Design activities that will be used to assess the CPI Link.

    • Step 4: Assess the student to get an initial piece of evidence for APA purposes.

    • Step 5: Implement instruction.

      • Ensure instruction reflects the essence of the CPI, strand, and standard.

      • Ensure the instruction is age- and grade-level appropriate.

      • Retain a working folder of instructional activities and classroom-based assessments implemented between the activities that generate the initial and final pieces of APA assessment evidence.

    • Step 6: Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes.

    • Step 7: Based on the student’s accuracy score and level of prompt information on the “final” activity, determine if additional instruction and collection of evidence needs to occur for the entry.

    • Step 8: Review APA evidence to ensure that all information related to test design requirements is included.

    2014-2015 NJ APA Administrators Training


    How is the apa scored

    How is the APA Scored?

    Each portfolio entry is scored based on specific scoring criteria described in the APA scoring rubric found in the Procedures Manual.

    The criteria are grouped into three categories called dimensions.

    2014-2015 NJ APA Administrators Training


    Apa scoring rubric

    APA Scoring Rubric

    Scoring Dimensions

    Complexity Link

    Match, near, or far link selection

    Performance

    Percentage of accuracy when performing skill

    Independence

    Percentage of time skill was performed independently

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    Scoring dimensions

    Scoring Dimensions

    2014-2015 NJ APA Administrators Training


    Scoring rubric and apa forms

    Scoring Rubric and APA Forms

    The APA Scoring Rubric found on the previous slide is also found in the 2014 –2015 APA Procedures Manual.

    Don’t forget to review the Procedures Manual, which includes the APA Scoring Rubric, scoring clarifications, and other topics.

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    Complexity dimension

    Complexity Dimension

    Evaluates the CPI Link assessed and how closely the complexity and difficulty (Matched, Near, Far) links to the NJ Core Curriculum Content Standards (NJ CCCS) and grade-level cumulative progress indicators (CPI).

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Complexity Dimension

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    Complexity score of 2 3 or 4

    Complexity Score of 2, 3, or 4

    • A score of 2, 3, or 4 is obtained if the CPI Link is assessed correctly and a differentactivity is used for the initial and final piece of evidence.

      • A score of 2 is obtained when a Far Link is assessed correctly.

      • A score of 3 is obtained when a Near Link is assessed correctly.

      • A score of 4 is obtained when a Matched Link is assessed correctly.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    What Makes an Activity Different?

    2014-2015 NJ APA Administrators Training

    • Two activities are required when submitting evidence for an entry.

      • Both of these activities must assess the same CPI Link.

      • The two activities must be different activities in order to address the Universal Scoring Rules.

    • An activity is considered to be different than another when the context of the instruction of the CPI Link is different.

    • An activity is also considered to be different from another when the application of the skill in the CPI Link is different.


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    What Makes an Activity Different?

    2014-2015 NJ APA Administrators Training

    • While the skills assessed and the supports needed to perform the skills remain the same, an activity is considered different:

      • With a different context in which the framework or events within which the student is demonstrating the skill changes

      • With a different application in which the types of questions used, or the way in which the student demonstrates the skill changes


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    What Makes an Activity Different?

    2014-2015 NJ APA Administrators Training

    Examples of two activities with different context:

    • The student is working on comparing and contrasting internal and external characteristics of two animals from different classes in the animal kingdom

      • By answering multiple-choice questions about a frog and a bear

      • By answering multiple-choice questions about a shark and a bird

        Examples of two activities with different applications:

    • The student is working on classifying planets and other objects in our solar system as terrestrial (rocky) or gaseous

      • by using a graphic organizer

      • by matching


    Teachers must think about the two activities in conjunction

    Teachers Must Think about the Two Activities in Conjunction

    As you plan for instruction, you should not think about the initial and final activity in isolation.

    Things to think about:

    What type of activities might be easier and harder for the student? Do not use the easier activity as the final activity.

    What type of prompt, if any, might the student need on the final activity? Do not use a more intrusive prompt level on the final activity than was used on the initial activity.

    How can I keep the student engaged in the various activities? How will the initial activity be different than the final activity and still engage the student?

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Complexity Score of 1: Major Flaws

    • An entry that demonstrates work in a CPI Link but has a major flaw will score a 1 in Complexity.

    • A major flaw includes

      1. Assessing the same activity for both pieces of evidence

      2. Assessing only part of the CPI Link

      • This may be found in the work sample, and both pieces of evidence must be assessing the same part of the link.

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    Complexity score of zero

    Complexity Score of Zero

    When the Universal Scoring Rules are not adhered to, the entry will receive a score of zero for Complexity, Performance, and Independence.

    Please review Teacher Training Module VII: Universal Scoring Rules for more information.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    This dimension measures the student’s accuracy performing the skills represented in the CPI Links identified within the portfolio.

    Performance Dimension

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Performance Dimension

    • Each item must be marked as correct (+) or incorrect (–).

    • The score for accuracy should be expressed as a percentage.

    • Any item for which the student received a physical prompt should be marked as incorrect (–P).

    • The second piece of evidence should not include a more intrusive prompt than was used on the first piece of evidence.

    • The student’s accuracy score on the first piece of evidence should not exceed 39%.

    • The first piece of evidence should not be more difficult than the second piece of evidence.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Performance Dimension

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Scoring Student Evidence for Accuracy

    2014-2015 NJ APA Administrators Training

    • Each item must be marked as correct (+) or incorrect (–).

      • The score for accuracy should be expressed as a percentage.

    • Scoring the activity for accuracy requires a consistent understanding of when to mark an answer right or wrong.

      • Certainly, if the student performed the skill independently, the answer is either correct or incorrect.

      • But what about when the student receives a prompt? How do you score the item correct or incorrect?


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Scoring Student Evidence for Accuracy

    2014-2015 NJ APA Administrators Training

    • Understanding the difference between the following provisions will help ensure that the scoring information on the evidence is accurate:

      • providing task directions

      • providing supports

      • providing indirect prompts (verbal, model, and gestural)

      • providing physical prompts

      • providing the answer (directly prompting the student using a verbal, model, or gestural prompt to correctly answer the question)


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Scoring Student Evidence for Accuracy

    • If the student performs the item independently, then

      • Score as correct (+) any item the student performs correctly.

      • Score as incorrect (–) any item the student performs incorrectly.

      • Any system other than +/– must include a key.

        • If you used a different scoring system, such as ✗ equals incorrect and ✓ equals correct, you must explain that clearly on the evidence.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Scoring Student Evidence for Accuracy

    2014-2015 NJ APA Administrators Training

    • If the student received an indirect verbal, gestural, or model prompt when performing the skill, then

      • Score as correct (+) any item the student answered correctly.

      • Score as incorrect (–) any item the student answered incorrectly.

      • Remember to mark next to each item the prompt level used: V, G, or M (e.g., +V means that an indirect verbal prompt was given and that the student answered the item correctly.)


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Scoring Student Evidence for Accuracy

    2014-2015 NJ APA Administrators Training

    • Any item for which the student received a physical prompt should be marked as incorrect (–P).

      • A physical prompt is a direct prompt whereby the teacher physically guides the student to the correct answer (e.g., hand over hand).

      • However, if the student receives a physical prompt when performing the skill, then

        • Score the item as incorrect (–P).

        • Note anytime the teacher gives the student the answer it must be marked (–P).


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Total accuracy score must be in the form of a percent.

    The number of items correct divided by the total number of items multiplied by 100 equals the total accuracy score.

    Scoring Student Evidence for Accuracy

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Performance

    2014-2015 NJ APA Administrators Training

    • The second piece of evidence should not include a more intrusive prompt than was used on the first piece of evidence.

      Prompting can affect the reliability of the performance score if not implemented correctly.

      • Therefore, it is important to adhere to the prompt level hierarchy described in your 2014–2015 Procedures Manual.

      • If the second piece of evidence includes a more intrusive prompt level than the first piece of evidence, a score of 1(one) will be assigned for the Performance dimension.


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Performance

    2014-2015 NJ APA Administrators Training

    The initial piece of evidence should not be more difficult than the final piece of evidence.

    • If a support (e.g., an experiment or anatomy model) is provided in the final piece of evidence, it must also be provided in the initial piece of evidence. Otherwise, the initial piece of evidence would be more difficult.

    • Supports provided in the initial piece of evidence do not have to be present in the final piece; they can be faded if no longer needed by the student.

    • The final piece of evidence can be of the same difficulty level as the initial piece of evidence, or it can be more difficult.

    • The student should be given enough task directions, supports, and prompting (if needed) on the initial piece of evidence to elicit on-topic responses, even if incorrect.


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Independence evaluates the extent to which the student completed items/tasks independently.

    Independence Dimension

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Supports vs. Prompts

    2014-2015 NJ APA Administrators Training

    Not all direction is considered a prompt. Some direction is simply a support, which does not need to be indicated, tracked, or part of the score. Examples of supports:

    Redirecting the student to stay on task is not a prompt; it is a support.

    Reading directions with the student is a support.

    Restating the directions for the student is a support.

    Scribing for the student is a support.

    Providing accessible materials (large print, textured paper, manipulatives, etc.) is a support.

    Supports are not included when calculating the independence score for the student’s work.


    Examples of general supports

    Examples of General Supports

    • Reading initial task directions to the student

    • Redirecting the student to stay on task

      • “you need to finish your science problems now”

        If a student requires supports, he/she must be given supports for both the first and second piece of evidence.

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Independence Dimension

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Teacher Scoring for Independence

    • A prompt level must be documented next to each item performed by the student.

      • I = independent

      • V = verbal

      • G = gestural

      • M = model

      • P = physical

      • If some other system is used there must be a key.

        • Remember, if your prompt hierarchy is not the same as the one above, you must explain your prompt hierarchy clearly, giving the names of the prompts, hierarchical order, and letter key for the prompts.

  • Even if the student performs with 100% independence, each item must be marked with an I.

  • Independence scores must be summarized as a percent.

  • Reviewers must be able to recreate the score. If the score is not replicable, the dimension can not be scored and will receive zero for Independence.

  • 2014-2015 NJ APA Administrators Training


    Scoring evidence for independence

    Scoring Evidence for Independence

    • The total Independence score must be in the form of a percent.

      • Take the number of items completed independently divided by the total number of items multiplied by 100 to calculate the total Independence score.

    • When scoring for Independence, the information does not include accuracy.

    2014-2015 NJ APA Administrators Training


    4 th grade science

    Sample Entry

    Melissa

    4th Grade Science

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Evidence 1

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Evidence 2

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    2014-2015 NJ APA Administrators Training


    Professional and ethical responsibility

    Professional and Ethical Responsibility

    • The Alternate Proficiency Assessment is intended to assess the academic progress of students with significant cognitive disabilities toward the standards established by the state of New Jersey.

    • The format of the APA requires teachers administering this assessment to develop assessment activities appropriate for each participating student and to provide appropriate documentation of how the activities were used to assess students on what they gained from instruction.

    • Instruction is the key. Assessments should never be used as the instruction. Instruction should take place first, and then assessments should be designed to reflect what was taught.

      • The first piece of APA evidence is based on the initial introduction of the skill, which usually occurs prior to implementing extensive instruction.

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Professional and Ethical Responsibility

    2014-2015 NJ APA Administrators Training

    • Teachers are to follow the steps for the development of an entry described in the teacher training materials.

      • All training materials must be reviewed and portfolio requirements adhered to. Failure to review the materials does not alleviate one of the responsibility associated with producing accurate, authentic, and truthful portfolio evidence.


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Professional and Ethical Responsibility

    2014-2015 NJ APA Administrators Training

    • Teachers must keep copies of the completed activities that are being included in the student’s portfolio AND copies of student work related to the instruction of the CPI Links that were not included in the portfolio.

      • The folder of student work that includes the completed student activities related to the CPI Links may be reviewed by a district administrator, can be reviewed during a DOE site visit, and will be required to be presented for review during a security breach investigation.

      • The folder provides further proof that the student received instruction on the CPI Links and was given opportunities to practice and show what he/she was taught prior to the final assessment activity.


    Professional and ethical responsibility1

    Professional and Ethical Responsibility

    • Each assessment presented to the student should be unique, meaning that the student should not have previously seen the assessment.

    • The following practices are not allowed:

      • Teaching students to memorize answers for an assessment.

      • Giving students the same assessment (activity) over and over until they complete the assessment satisfactorily.

      • Allowing students to see the assessment and its test questions ahead of time.

      • Allowing someone else to complete work for a student. Remember, there are guidelines for scribing that must be followed if a student needs assistance documenting their answer.

      • Giving an assessment when no instruction has occurred.

      • Giving the students a task response and having them copy it and submitting it as their own work.

      • Leaving the date blank on a completed activity and adding a date later.

      • Changing the date on a completed activity.

      • Any other practice that results in misleading information regarding what the student was taught and has learned.

    2014-2015 NJ APA Administrators Training


    Professional and ethical responsibility2

    Professional and Ethical Responsibility

    • Some students may not be able to complete an entire assessment activity all at once. It is acceptable to administer assessment items one or two at a time, as appropriate for the student, but when doing so, the student should only be presented with the item or items that he/she will be expected to complete at that time.

      • It is acceptable to mask the remaining items on the page until they are completed by the student.

    • If a student becomes sick during an assessment or cannot complete an assessment at the time it is given, that assessment should be used as practice and a new assessment should be given at a better time.

    • Remember that the APA has two rather long testing windows that should help address most special testing conditions that may arise for students participating in the APA.

    2014-2015 NJ APA Administrators Training


    Professional and ethical responsibility3

    Professional and Ethical Responsibility

    The APA is NOT a group assessment, and all work must be done individually using a unique assessment that the student has not been exposed to before.

    You may not create a group response to a task and then have the students use this information to write a response.

    You may not ask the students to work together on an assessment activity, nor can you ask the students to answer the questions out loud in a group to develop/use the responses.

    Students may be assessed on the same CPI Links but the work must be done separately. Be certain to provide the individual supports needed for each student to ensure they have access to the curriculum.

    2014-2015 NJ APA Administrators Training


    Professional and ethical responsibility4

    Professional and Ethical Responsibility

    • It is the professional and ethical responsibility of all contributors to a student’s portfolio to ensure that any and all documentation reflect authentic, accurate, and truthful information.

      • Reminder, it is not appropriate to manipulate the date the evidence was created, the prompt/independence levels, the student’s work, or the scoring percentages.

      • Include only evidence that reflects the student’s actual performance, even if the student did not make as much progress as you expected.

      • APA portfolios may not be removed from the school/district buildings.

      • Follow all APA guidelines when administering the assessment.

    2014-2015 NJ APA Administrators Training


    Professional and ethical responsibility5

    Professional and Ethical Responsibility

    • Any student portfolio that is found to contain inauthentic documentation may result in professional consequences for school and district staff.

      • All contributors to a portfolio must sign and submit the assessment security form verifying that the APA was conducted properly and in accordance with all directions and training materials. District administrators will provide this form.

    • It is important that administrators review the teacher training modules to ensure you know what is acceptable, and not acceptable, regarding APA assessment. Remember that this is an individual assessment, not a group assessment.

    2014-2015 NJ APA Administrators Training


    Test security agreement

    Test Security Agreement

    • Give the teachers the agreement this fall so that they can see what they will sign and submit when they turn in the portfolio.

      • Every teacher that produces APA evidence must submit a signed Test Security Agreement to be placed in the binder under Divider 1.

      • If teachers worked on only one subject, they may write that on the agreement.

        • They should specify for which pages of evidence they were responsible.

    2014-2015 NJ APA Administrators Training


    Status of 2013 2014 portfolios and score reports

    Status of 2013–2014 Portfolios and Score Reports

    Questar Scoring Center staff scored the portfolios.

    Individual Student Reports and Student Stickers were shipped to districts in July. All other reports were posted online to ServicePoint, including copies of the Explanation Sheets when applicable, which note the error contained in the entry which resulted in a score of zero.

    Most portfolios will be returned in September.

    Portfolios designated as security breaches (Void 5) are in process. Information regarding the breach consequences will be forthcoming.

    2014-2015 NJ APA Administrators Training


    Contact information

    Contact Information

    • For information on interpreting the 2013–2014 APA score reports, please review the Score Interpretation Manual on Questar’s website:

      http://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx

    • For missing score reports please contact:Questar NJ Customer Service Team – 866-690-4733

    • For score report interpretation please contact:Jo-Lin Liang – 609-633-6884

    2014-2015 NJ APA Administrators Training


    What is proficient

    What is Proficient?

    • New cut scores were set in June 2009 which determine how the total score for each subject area is classified. Total scores may be classified as advanced proficient, proficient, or partially proficient.

      • The cut scores were determined based on the grade-level linked skills and content being assessed; therefore, the same number of total points may be classified as advanced proficient in one subject area for a grade level, and classified as proficient for a different grade level, due to differences in the CPI Links and developmental demands of students in different grades.

      • This mirrors the general assessments where each grade level and subject area cut scores are determined independently.

    2014-2015 NJ APA Administrators Training


    How is a total score calculated

    How is a Total Score Calculated?

    • The scoring formula was determined by reflecting on the purpose of the APA, which is to:

      • assess the district and school grade-level instructional program provided to the student,

      • assess a student’s attainment of knowledge and skills of the CCCS, and

      • encourage high but appropriate instructional standards for all students, while providing necessary supports to access the curriculum and foster the highest level of independence possible for the student.

    • The scoring formula uses the three dimension scores that each entry receives:

      • Complexity

      • Independence

      • Performance

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    How is a total score calculated1

    How is a Total Score Calculated?

    The total score for each content area is calculated by adding the scores for all three dimensions for each of the four entries.

    Each entry has a minimum possible score of zero and a maximum possible score of 16 points.

    The total score for science has a minimum score of 0 and a maximum score of 64 points.

    2014-2015 NJ APA Administrators Training


    How is a total score calculated2

    How is a Total Score Calculated?

    • Each scorable entry will receive a score of 0 – 4 for each dimension.

      • Unscorable entries receive a zero for each of the three dimensions.

    • Each entry is scored by a minimum of two people (readers).

      • First person is reader one (R1) and second person is reader two (R2).

    • The performance dimension score for any entry is the sum of the two reader scores (R1+R2).

      • The addition of the two reader scores gives more weight to this dimension in the overall total score than the other two dimensions.

    • The complexity dimension score for any entry is the average of R1 & R2.

    • The independence dimension score for any entry is the average of R1 & R2.

    2014-2015 NJ APA Administrators Training


    Student independence

    Student Independence

    • The Performance dimension is weighted twice as much as the other two dimensions.

      • This is to acknowledge student progress on acquisition of CPI link skills, even if the student needed prompting.

    • No student is required to be independent on the first piece of evidence.

      • Prompting can be faded for the final piece of evidence if appropriate.

    2014-2015 NJ APA Administrators Training


    Reviewing score reports and entries

    Reviewing Score Reports and Entries

    • Review the Explanation Report in the binder to determine why an entry received zero scores.

    • See the Score Interpretation Manual for information regarding the assignment of zero scores.

    • Utilize last year’s training documents when reviewing the materials in order to determine which error occurred in the Entry. You will need to review the applicable entry along with the scoring information.

      • Use the student’s Individual Score Report to determine which entries and dimensions had zero scores.

        • If the entry received a score of zero for all three dimensions (Complexity, Performance, and Independence) then review the Explanation Report.

        • If the entry received less than three zero scores, review the Score Interpretation Manual and Chapter 7 of the Procedures Manual along with the portfolio entry to determine which error occurred.

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    Accountability

    Accountability

    • APA test results will be combined with the results from the general assessment for accountability purposes for state and federal reports.

    • For accountability purposes, the APA is both a studentassessment, and a school/district program assessment.

      • APA test results are included in the Final Accountability report.

    2014-2015 NJ APA Administrators Training


    Federal results 1 cap

    Federal Results – 1% Cap

    • The NCLB 1% cap limits the number of APA proficient and advanced proficient results that can be used in the accountability calculation. It does not limit the number of students who may participate in the APA.

    • Districts legitimately testing more than 1% of the total grade population with the APA should apply for a waiver from the Office of Special Education. The waiver, if approved, allows proficient and advanced proficient results greater than 1% to be used in the accountability calculations.

      • This form is usually mailed by the department to districts in the winter.

    2014-2015 NJ APA Administrators Training


    Accountability reports

    Accountability Reports

    Student data is collected on the APA Student Demographic Information Form. This data is submitted to districts for verification.

    All requested revisions to student data must be made during the record change process. No changes may be submitted after this time frame.

    Accountability reports are produced based on the student data on file as of the close of the record change process.

    Reports for sending districts include students assessed out of district, out of state, and in district.

    2014-2015 NJ APA Administrators Training


    Information title i office

    Information – Title I Office

    • Up-to-date information on the calculation of Accountability Reports can be obtained on the Department of Education’s website www.state.nj.us/education

      • Review the information provided from the Office of Title I. The Accountability Workbook provides specific details.

    • If you have questions after reviewing the online information, please call the Office of Title I at 609-943-4283.

    2014-2015 NJ APA Administrators Training


    Main responsibilities

    Main Responsibilities

    • Complete APA Student Demographic Information Form in February 2015.

      • Work directly with administrators from the child’s sending or receiving school to ensure accurate information. Errors on the APA Student Demographic Information Form may affect your Accountability Report calculations.

    • Collect portfolios from teachers by end of day on February 13, 2015.

      • Administrators may choose to collect them earlier in order to complete portfolio review process when high number of portfolios are produced.

    • Review final student data and submit record change rosters. This is the last opportunity to make data changes.

    2014-2015 NJ APA Administrators Training


    Final administrator review

    Final Administrator Review

    • Test Design Review

      • Did the evidence address the required components?

        • Prescribed standards and grade-level CPIs

        • Correct amount and type of evidence

        • Meets the Universal Scoring Rules

      • Conducting this review periodically allows you to find and correct errors during the collection period.

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Final Administrator Review

    2014-2015 NJ APA Administrators Training

    • Security Breach Review

      • Is white out being used to change information?

      • Were prompt levels changed to independent performance?

      • Were dates on the evidence changed or post dated?

      • Were wrong answers changed to correct answers?

      • Were wrong answers marked correct?

      • Are the percentage scores accurate?

      • Are the open-ended responses across students extremely similar or the exact same responses?

      • Are the wrong answers exactly the same from student to student?

      • Is there a pattern of performance that is unlikely across all entries and/or all students?

        • For example all first pieces of evidence are 0% accurate and all final pieces of evidence are 100% accurate?

      • Are there other indications of inauthentic information?


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Final Administrator Review

    • Review portfolios for accuracy and authenticity by February 22, 2015.

      • Review the portfolios in light of the student’s assigned grade level.

      • Review the portfolios in light of the current CPI Links.

      • Review the portfolios in light of the test design requirements.

      • Review the portfolio to ensure all evidence is authentic.

    • Reminder that portfolios must be reviewed multiple times within each collection period.

      • Doing so helps you identify errors early, giving enough time to produce new evidence without errors prior to the end of the collection period.

    2014-2015 NJ APA Administrators Training


    Shipment of portfolios

    Shipment of Portfolios

    • The shipment process will be communicated to districts at a later time. Portfolios must be shipped between February 23 and March 13, 2015.

      • Any portfolio shipment dated after March 13, 2015 will not be accepted for scoring.

      • Portfolios must be submitted on time in order to be processed.

      • Shipping materials and instructions will arrive in the Chief School Administrator’s office in February 2015.

    2014-2015 NJ APA Administrators Training


    Administrator coordinator activities

    Administrator/Coordinator Activities

    General Responsibilities

    • When information is sent to you, pass it on to district and school administrators and teachers. Review the time lines and request APA information from your chief school administrator when it is scheduled to be delivered.

    • Review participation guidelines carefully.

    • Ensure that all students who need to be assessed are identified (both in-district and out-of-district).

    2014-2015 NJ APA Administrators Training


    Administrator coordinator activities1

    Administrator/Coordinator Activities

    General Responsibilities (continued)

    • Review school educational programs and ensure alignment with dimensions of the scoring rubric.

    • Ensure that the APA teachers participate in the online teacher training sessions.

    • Review the APA Procedures Manual.

    • Pass along questions and concerns to NJDOE or contractor.

    2014-2015 NJ APA Administrators Training


    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    Administrator/Coordinator Activities

    2014-2015 NJ APA Administrators Training

    Before Assessment

    • Identify a School Coordinator for each school.

    • Register number of students participating in APA and update mailing addresses using Material Survey.

    • Create a teacher training schedule for your school, identify teachers required to participate, and implement training.

      • Ensure all materials are downloaded prior to the selected training day(s).

      • Have a sign in sheet for all teachers to verify attendance and completion of the training.

      • Utilize all APA training materials, including the Content Guide and Five Items Resource documents, in addition to the Teacher Training Modules and Procedures Manual.

    • Distribute materials to schools/teachers.


    Administrator coordinator activities2

    Administrator/Coordinator Activities

    During Assessment

    • Distribute materials to schools/teachers. Binders and manuals will be shipped to district/receiving school.

    • Copies of the APA training materials may be downloaded as of September 2, 2014, from Questar’s website http://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx

    2014-2015 NJ APA Administrators Training


    Administrator coordinator activities3

    Administrator/Coordinator Activities

    During Assessment (continued)

    • Gather information on students’ sending/receiving status and collect student demographic info.

      • Work with the receiving/sending school to confirm student data.

    • Check periodically that teachers are working on the APA.

    2014-2015 NJ APA Administrators Training


    Administrator coordinator activities4

    Administrator/Coordinator Activities

    After Assessment

    • Notify teachers of timeframe for returning the completed APA portfolios.

    • Collect and review all APA portfolios for accuracy and authenticity of information and inclusion of all required components.

      • Be sure to review the portfolios for adherence to the universal scoring rules.

    • Review the SDIF information to ensure accuracy of all data.

    2014-2015 NJ APA Administrators Training


    Administrator coordinator activities5

    Administrator/Coordinator Activities

    After Assessment (continued)

    • Package the APA materials securely and label them according to instructions.

    • Contact the designated carrier for return of the portfolios to arrange pickup of the materials.

    • Ensure all portfolios are submitted to Questar Assessment by March 13, 2015 deadline.

      • Portfolios not received by shipping carrier by March 13, 2015 will not be accepted for scoring.

    2014-2015 NJ APA Administrators Training


    District directed teacher training for the science apa

    District Directed Teacher Training for the Science APA

    • Teacher training for the APA science alternate assessment is available on the Questar website http://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx

    • An administrator must ensure that all teachers participate in the training sessions.

    • Teachers may be trained immediately, but every effort must be taken to ensure all teachers are trained prior to October 1, 2014.

    • If a student enrolls after October 1, and a teacher needs training, train the teacher as quickly as possible. The modules will be available all year, though it is recommended that you download these modules and retain them in your district.

    2014-2015 NJ APA Administrators Training


    We need teachers

    We Need Teachers…

    In March 2015, we will need teachers to assist in scoring some of the current APA binders. This is done in a central location and takes one week. Please submit the name of an educator that is interested in participating. It is an interesting process and your input is valuable.

    2014-2015 NJ APA Administrators Training


    The new alternate assessment dynamic learning maps dlm

    The New Alternate Assessment – Dynamic Learning Maps (DLM)

    The 2014 – 2015 English Language Arts and Mathematics is a new, online assessment called the Dynamic Learning Maps (DLM) assessment created by the University of Kansas and a consortium of states supported by a federal grant.

    This assessment is across the consortium states shared and is delivered online for students with the most significant cognitive disabilities.

    Administration, technical, and other manuals and test materials will be obtained directly from the DLM website www.dynamiclearningmaps.org

    2014-2015 NJ APA Administrators Training


    Dynamic learning maps dlm

    Dynamic Learning Maps (DLM)

    • English Language Arts

    • Mathematics

    • Common Core State Standards

    • Grades 3 – 8 and11

    • Online assessment

      • System provides the test items

    • Computer Adapted Assessment

      • Fall field test will not adapt

    • NJ is using the Year End model, not the embedded model

    • The DLM replaces the APA in ELA and math

    2014-2015 NJ APA Administrators Training


    Dlm vs apa

    DLM vs. APA

    DLM

    • Training Modules range from 20 - 45 minutes each along with a post test

    • Testing Periods:

      • Field Testing from October 20, 2014 – November 14, 2014 (will confirm dates soon)

      • Spring Testing information to follow

    • Computer Generated assessment linked to the Common Core State Standards (CCSS).

      • Teacher does not design the assessment activities/test items.

    • No Prompting

    APA

    • Training Modules that do not require post tests

    • Collection Periods:

      • Initial: September 2 – November 14, 2014

      • Final: December 8, 2014 - February 13, 2015

    • Portfolio based Assessment linked to the NJCCCS and CPI links and activities are chosen by the teacher

    • Prompting based on the Prompting Hierarchy

    *For more information, see Assessment at a glance on the NJDLM site

    2014-2015 NJ APA Administrators Training


    Instructional program preparation

    Instructional Program Preparation

    • The DLM assesses the Common Core State Standards (CCSS) and is the alternate assessment companion to the new PARCC assessment.

    • School program staff must review the EssentialElements (EEs) and Learning Map provided on the DLM website and implement individualized instruction related to the EEs.

      • The Essential Elements are skill statements written to reflect the CCSS at an appropriate linkage level for students with significant cognitive disabilities

      • Review of the DLM skill statements in light of the test blueprint will guide the selection of appropriate skills for each student within the specific conceptual areas assessed.

    2014-2015 NJ APA Administrators Training


    Instructional programs

    Instructional Programs

    • The DLM website offers specific information on the use of the EEs and the specified academic targets which clarifies how to reach a specified standard.

    • Collection of EE related skills at various levels called nodes identify critical junctures on the path toward the standards.

      • These linkage levels (nodes) are represented on the map and are accessible for a broad range of students.

    2014-2015 NJ APA Administrators Training


    Use of the learning map

    Use of the Learning Map

    • The map is a network of sequenced targets that show a learning landscape in which multiple skills are related to many other skills.

    • Use of the learning map, the Essential Elements (skill statements related to the map), and the Year End test blueprint will guide instruction, assist in selecting individualized targeted skills related to the CCSS, and help prepare students for the DLM assessment.

      • The Essential Elements documents have been available on the NJ DOE and DLM websites since last year.

    2014-2015 NJ APA Administrators Training


    School preparation

    School Preparation

    School program staff and district curriculum specialists will assist in the development of a school instructional plan and interpretation of the learning map and test blueprint.

    Teachers will provide instruction that aligns with CCSS and the Essential Elements

    DLM professional development modules support the design and delivery of this instruction.

    2014-2015 NJ APA Administrators Training


    Obtaining necessary information

    Obtaining Necessary Information

    • Information about the DLM assessment is obtained directly from the website http://dynamiclearningmaps.org/

      • This site is updated often and contains information related to test features, timelines, and project updates.

        • Various topics include:

          • Accessibility features

          • Test design

          • DLM KITE (the online system interface and application)

          • Educator Portal (application where you manage data, retrieve student testtickets, and access training modules)

          • User Guides for State and District staff including the Test Coordinator, Technology Steward, Data Steward, and Teacher

    2014-2015 NJ APA Administrators Training


    Dynamic learning maps

    Dynamic Learning Maps

    • NJ will maintain a webpage with state specific information on the DLM website

      • Educator training module review is required.

      • Professional development modules are available.

      • Please check both the main DLM site and the NJ DLM folder on this site often to obtain further information about the new assessment.

        • See website in order to sign up for DLM updates delivered to your email inbox.

    2014-2015 NJ APA Administrators Training


    Educator information for dlm

    Educator Information for DLM

    • DLM developed self-directed learning modules to help support the transition to the new alternate assessment and Common Core State Standards instruction.

    • Some of the modules include:

      • Common Core Overview

      • DLM Essential Elements

      • DLM Claims and Conceptual Areas

      • Composing, Decomposing, and Comparing Numbers

      • Writing: Text Types and Purposes

    • The learning modules provide significant information on the background, purpose, and design of the assessment as well as guidance on providing instruction on the CCSS, the DLM conceptual areas, EEs, and nodes.

    2014-2015 NJ APA Administrators Training


    Roles and responsibilities

    Roles and Responsibilities

    • There are fourspecific roles for district educators in the DLM testing process:

      • Assessment Coordinator

        • Point of contact for the field test activity

        • Oversees and assists teachers in their roles

        • See DLM site for required training manual

      • Technology Steward

        • Oversees computer and other technology device components to ensure district technology readiness and implementation (IT staff)

        • See DLM site for required training manual

      • Data Steward

        • District administrator who collects and delivers all necessary data files to DLM and maintains accurate records for others use

        • See DLM site for required training manual

      • Classroom Teacher

        • Individual teacher administers assessments to students and assists in the selection of accessibility features and necessary supports

        • See DLM site for required training manual

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    Who is responsible

    Who is Responsible?

    This form is in process and will be available soon. Districts will be notified when this form is posted on the NJ DLM page.

    2014-2015 NJ APA Administrators Training


    Assessment coordinator responsibilities

    Assessment Coordinator Responsibilities

    Includes but not limited to:

    • Schedules training for teachers and is the direct liaison for teacher questions

    • Ensures the correct students are assessed

    • Assists in scheduling students for testing

    • Interacts with District Data Steward and Technology Steward to ensure all tasks are completed

    • Utilizes DLM website, reviews materials, and disseminates information to staff

    • Reviews DLM Handbook and any other required documents

    • Contacts DLM help desk when DLM documents do not provide clear answers to district questions

    • District point of contact for field test activities

    2014-2015 NJ APA Administrators Training


    Technology steward responsibilities

    Technology Steward Responsibilities

    Includes but not limited to:

    • Is responsible for the infrastructure (network, hardware and devices), software applications and technical support as well as understanding how the hardware, software, policies, and procedures fit together in the big picture of the district’s technology implementation.

    • Ensures district technology readiness and implementation (IT staff)

    • Interacts with Assessment Coordinator, District Data Steward, and Teachers as necessary to ensure successful completion of testing

    • Utilizes DLM website, reviews materials, and disseminates information to staff

    • Reviews DLM Handbook and any other required documents

    • Contacts DLM technology specific help desk when DLM documents do not provide clear answers to technology issues

    2014-2015 NJ APA Administrators Training


    Dlm technology

    DLM Technology

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    2014-2015 NJ APA Administrators Training


    Dlm technology1

    DLM Technology

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    Operational System Requirements are being revised and should be available mid-August.

    Check the web site frequently for technology updates/revisions.

    2014-2015 NJ APA Administrators Training


    Dlm technology2

    DLM Technology

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    2014-2015 NJ APA Administrators Training


    Dlm technology3

    DLM Technology

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    2014-2015 NJ APA Administrators Training


    Data steward responsibilities

    Data Steward Responsibilities

    Includes but not limited to:

    • Interacts with Assessment Coordinator, Technology Steward, and Teachers as necessary to ensure successful completion of testing

    • Creates and uploads data files including:

      • the Users file (opens DLM user accounts for testing)

      • Enrollment file

      • Class roster files

    • Assigns roles to users which generates user login IDs

    • Understand and utilize IT/technical expressions contained in the System Start-Up Manual in order to prepare files correctly according to specifications

    • Utilize consistent and appropriate naming conventions and provide clean data for data files in order to successfully upload files as outlined by the DLM User Guide for State and District Staff (Data Steward)

    • Utilizes DLM website, reviews materials, and disseminates information to staff

    • Reviews DLM Handbook, System Start-Up Manual, and any other required documents

    • Contacts DLM help desk when DLM documents do not provide clear answers to user account issues, data file upload errors, etc.

    2014-2015 NJ APA Administrators Training


    Classroom teacher responsibilities

    Classroom Teacher Responsibilities

    Includes but not limited to:

    • Provide instruction throughout the year related to the CCSS, EEs, nodes, etc.

    • Assist in the completion of the First Contact and PNP surveys.

    • Activate educator portal user ID in KITE

    • Schedule students for fall field test and gather needed supports such as manipulatives

    • Reviews DLM Staff and District Manual, reviews the accessibility features of the DLM system, completes required training modules, and reviews DLM website for any other required documents/necessary information

    • Contacts District/School Test Coordinator with any questions or issues

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    General information

    General Information

    • All staff fulfilling the four staff roles for DLM will need to activate their educator portal account.

    • All staff must review and follow the instructions in the applicable DLM User Guide (Handbook or Manual) to fulfill their responsibilities successfully, and when required complete the training modules for their area.

    • Access to each students field test items is given via the receipt of a computer generated student username and password for each student.

      • This Student Ticket is accessible by the classroom teacher as defined in the roster data file.

      • Each ticket should be printed out and retained by the classroom teacher for use during field testing.

    2014-2015 NJ APA Administrators Training


    Accessibility features

    Accessibility Features

    DLM offers a variety of accessibility tools and supports during assessment.

    Some of these are delivered through the KITE system, which are determined by responses to the First Contact and Personal Needs Profile (PNP) survey.

    Other supports, such as teacher read aloud, is provided by the school.

    2014-2015 NJ APA Administrators Training


    Accessibility features1

    Accessibility Features

    • Some of the accessibility features available are

      • Magnification

      • Inverted color choice

      • Synthetic Text to speech including graphic descriptions if desired

      • Use of switch systems

    • See the DLM website for additional information on available features.

    • Reminder that supports needed during instruction should determine selection of accessibility features; these are decided by the IEP team and classroom teacher.

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    Online student surveys

    Online Student Surveys

    • Personal Needs Profile (PNP)

      • PNP online survey must be completed for each individual student being tested for DLM.

      • Once PNP is completed, a summary will be generated.

      • This profile collects information on the students support needs and current level of instruction.

    • First Contact

      • Online survey completed by ELA and Math classroom teachers. A copy of the student’s IEP is needed as a reference when answering the questions.

      • This survey helps identify the student’s academic levels in order to establish a baseline for the selecting test items.

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    Fall field test for districts

    Fall Field Test for Districts

    • Field testing for the Year End model occurs in mid-October to mid-November 2014.

    • This field test will gather statistical information on each test item and performance by students across the state.

      • No student level data is disseminated for field testing.

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    Fall field test for districts1

    Fall Field Test for Districts

    • It is expected that all “APA” students will participate in the fall field test.

      • This may not be possible for students receiving instruction at home and/or in a medical facility.

    • Participation by all students ensures that the statistical review of the test items is informed by the variability of the population of students with the most significant cognitive disabilities.

    • Field test administration is also a good way to ascertain if the accessibility and support features in use are appropriate for the student, and if they need to be revised for future online testing.

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    General field test information

    General Field Test Information

    • A tentative schedule of testing for each classroom should be determined.

      • Adjustments to the schedule may be made as necessary.

    • Most students will need one-to-one testing with the teacher.

    • Use of the school’s computer room, classroom computer, library computer area, and administrator offices are acceptable settings for testing.

      • Consider the student’s needs, noise level of the setting, engaged accessibility features (e.g. computer read-aloud of texts and graphics, etc.), availability of computer, etc.

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    General field test information1

    General Field Test Information

    • A list of math manipulatives needed for each grade level is available on the Educator Portal.

      • Appropriate substitutions may be made if necessary based on the EEs and node descriptions.

    • Practice test items are available and should be utilized in order to:

      • confirm that the accessibility features engaged are appropriate for the student

      • give the student experience with the online test experience prior to answering live field test questions

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    District directed teacher training

    District Directed Teacher Training

    • Teacher training for the DLM alternate assessment is available on the website www.dynamiclearningmaps.org

    • A school test administrator must ensure that all teachers participate in the required DLM training sessions.

    • Teachers may be trained immediately, but every effort must be taken to ensure all teachers are trained prior to October 3, 2014.

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    Teacher training

    Teacher Training

    • Teachers are required to watch training modules in order to understand the Common Core State Standards and their application to students with significant cognitive disabilities. Each of the interactive modules is short (30 - 45 minutes on average) and focuses on a single topic and are self -directed.

    • Districts may choose to arrange group training sessions or individual self-directed training.

      • Either way an administrator should monitor the completion of training by all required staff.

    • Note Taking is suggested

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    Result of module post test

    Result of Module Post Test

    • Following each module, a post test is given and teachers must receive an 80% or better in order to administer the test.

      • Teachers may watch the module again and retake the post test when necessary.

    • After the post test is completed print the page that indicates successful completion; an email from DLM will provide a certificate indicating the achievement.

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    Helpful teacher resources

    Helpful Teacher Resources

    • Forms for district use are in process and will be disseminated when finalized. These include:

      • Roles and Responsibilities

      • DLM Checklist

      • PNP/FC Teacher Guide

      • Guidance for Scheduling

      • Teacher Observation

    • All forms will be accessible on the NJ DLM website by mid-October

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    Guidance for scheduling

    Guidance for Scheduling

    This form is in process and will be available soon. Districts will be notified when this form is posted on the NJ DLM page.

    *For more information, see Guidance for Scheduling chart on the NJDLM site

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    Overview of the 2014 2015 alternate assessments apa science and dlm ela and math

    DLM Technology ReadinessThe following slides provide additional information about technology readiness. Please review and share with appropriate staff.

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    Framing the conversation

    Framing the Conversation

    NJASK and HSPA are being replaced by the PARCC Assessments – which are online

    The APA is being replaced by Dynamic Learning Maps (DLM) – also online

    So therefore, NJ students will be assessed online!

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    Framing the conversation1

    Framing the Conversation

    So how does this impact you?

    You need to be able to administer DLM as needed

    Technology Readiness is important

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    What is technology readiness

    What is Technology Readiness?

    • Technology Readiness is more than devices and online assessments!

      • It’s digital learning, which includes assessments

      • It’s using technology to achieve positive life outcomes

    • All technology is “assistive”

      • Not just for present needs

      • Also for future possibilities

    • Online assessments

      • Not just what is known

      • Thinking process used to answer

      • Levels of understanding

      • This can inform instruction - impact learning/future

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    Strategic planning

    Strategic Planning

    Strategic Planning:

    • There needs to be an overarching implementation plan that is aligned to curricular and infrastructure needs to:

      • Ensure that students and staff have the necessary resources for digital learning and online assessments

      • Provide a unified vision and implementation for all schools within the district – everyone has a role

      • Ensure that the logistics, environments and technical support services are components of the implementation plan

    • A strategic planning tool, such as a technology plan is necessary to assist with this process

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    Planning

    Planning

    • Strategic Planning Considerations:

      • Bandwidth

      • Devices

      • Locations

      • Technical Support

      • Technological Proficiency for students and staff

      • Professional Development

    • Planning revolves around student learning, not just assessments.

      • Curriculum drives technology purchases

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    Bandwidth readiness

    Bandwidth Readiness

    • What is the current bandwidth for each student/user on the network/Internet?

      • How many students can be on the network/Internet at the same time when it is at full capacity?

      • What would the upload and download speeds be for each student?

      • Does this amount of bandwidth and speed support teaching, learning and online assessments?

        • If not – what is the plan to address this?

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    Device readiness

    Device Readiness

    • What devices will be used for online assessments?

      • How many students will these devices serve at one time?

      • Where are these devices located?

    • Keyboard, mouse/touchpad, headset, and microphone purchases

      • What is the cleaning and sanitization process?

    • If using devices with batteries – what is the plan for charging the devices?

      • Are more batteries/charging stations needed?

    • Do schools have electrical/power concerns?

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    Location readiness

    Location Readiness

    What locations would be used for online assessments?

    • How many students would these locations accommodate at one time?

    • Are there locations that can be temporarily set up for administering online assessments?

      • Who would do it and how would it be done?

      • What devices would be used for the online assessments?

      • How much would it cost to set up and break down the location and devices?

      • How much time is needed for set up and break down?

      • What could be done ahead of time to prepare the location and devices?

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    Technical support

    Technical Support

    • Is there sufficient technical support for digital learning as well as for online assessments?

      • Includes deployment, installation and maintenance of devices/equipment

    • What are the protocols for teachers to get technical support during the assessments?

    • What level of troubleshooting is expected from the people in the classroom?

      • What kind of professional development and hands on experiences will be offered to staff as well as students?

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    Student online readiness

    Student Online Readiness

    • Involves student technological proficiency

    • Students have necessary skills and experience to learn and be assessed online.

      • This will vary according to the needs/abilities of each student

      • To the largest extent possible, students use educational technology to actively learn content and to demonstrate understanding of the content.

      • It involves using educational technology to not only gather, remember and understand information but to also analyze, evaluate and create information incorporating what was learned.

    2014-2015 NJ APA Administrators Training


    Student online readiness1

    Student Online Readiness

    • Students are technologically proficient - which means students have an understanding of how technology devices and programs operate and students can use them comfortably as part of their learning.

      • Being comfortable with a device or a program takes time and practice.

      • Students have to use the device or program on a regular basis in order to get to a certain comfort level.

      • Students should use the same type of device for the DLM assessments that they use for learning.

    2014-2015 NJ APA Administrators Training


    Student online readiness2

    Student Online Readiness

    Students have access to educational technology and the Internet.

    • By access, we do not intend that students occasionally use educational technology to do a project or presentation.

    • Students should be able to use educational technology to learn throughout their day.

    • They should also have sufficient Internet and network bandwidth so that they can access the information and online media that they need.

    2014-2015 NJ APA Administrators Training


    Student online readiness3

    Student Online Readiness

    Students need experience with online assessments.

    • Taking an online assessment is different than watching an online video, playing an online game or working with online programs.

    • Students need practice in taking online assessments. Being comfortable in navigating and using an online assessment will assist in allowing students to stay focused as they take the assessment.

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    Teacher online readiness

    Teacher Online Readiness

    • Teachers have similar needs as the students.

    • Teachers have necessary skills and experience.

      • Use educational technology so students can actively learn the content and demonstrate understanding of the content.

      • Use educational technology to assess student learning and to inform instruction.

      • Be comfortable with a classroom of students using devices…includes ability to assist with troubleshooting

      • Have technological proficiency

      • Have access to technology and the Internet

      • Have experience with online assessments

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    Administrator online readiness

    Administrator Online Readiness

    Administrators facilitate online readiness.

    • Facilitate conversations with stakeholders (community, Board, families)

    • Actively participate in the development of an overarching implementation plan that is aligned to curricular and infrastructure needs

      • Ensure that students and staff have the necessary resources for digital learning and online assessments

      • Provide a unified vision and implementation for all schools within the district – everyone has a role

      • Ensure that the logistics, environments and technical support services are components of the implementation plan

    2014-2015 NJ APA Administrators Training


    Professional development

    Professional Development

    Professional Development

    • How to integrate technology into the curriculum so that students are actively using technology to learn as well as to demonstrate knowledge

    • How to address the various levels of technological proficiency among students and staff

    • Provide hands on experiences related to digital learning and online assessments

    • These types of PD experiences take time and are not just one day, one time sessions

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    Dlm technology4

    DLM Technology

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    2014-2015 NJ APA Administrators Training


    Technology guidelines for dlm

    Technology Guidelines for DLM

    http://dynamiclearningmaps.org/moreinfo/technology_kite_educator_portal.html/

    DLM technology guidelines and other information is found on the following DLM weblink:

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    Where to get more information

    Where To Get More Information?

    DLM has various customer support contact information depending on the issue. It is imperative that:

    • Only those individuals serving as Assessment Coordinator, Technology Steward, and Data Steward contact DLM.

    • You contact DLM support only after reviewing all pertinent manuals, handbooks, and modules.

    • You use the specific contact info listed in the applicable manual to ensure your question is directed to the correct individuals.

    • You provide in your email your CDS code (known to DLM as your “Organization”), your name and which of the three positions above you hold, and detail the specific issue/error you encountered.

      • Questions directed to DLM Support and when necessary NJ DOE must be from either the Assessment Coordinator, Technology Steward, and the Data Steward.

        • Questions from other district staff including teachers must be directed to one of the following individuals noted above.

          [email protected]

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    Where to get more information1

    Where To Get More Information?

    DLM has various customer support contact information depending on the issue.

    General questions about the project should be directed to:

    PHONE: 785-864-7093FAX: 785-864-3566E-MAIL: [email protected]

    For questions regarding KITE or Educator Portal, or for additional assistance, please contact the Help Desk

    PHONE: 1-855-277-9751 (toll free)

    Email [email protected]

    Additional phone numbers and email addressed may be available based on the topic so please use the DLM contact information found in their manuals and materials.

    For example to reset a password you contact a different group.

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    Where to get more information2

    Where To Get More Information?

    Assessment Coordinators with general questions about test design, training, general test administration, etc., contact:

    Elizabeth Celentano

    Office of Assessments

    609-984-0107

    [email protected]

    Data Stewards with questions about APA and DLM student data file uploads, Pre-ID, SDIF, record changes, score interpretation, and other data file issues etc., contact:

    Jo-Lin Liang

    Office of Assessments

    609-633-6884

    [email protected]

    Please contact DLM support for assistance prior to the Office of Assessments in order to facilitate a timely response.

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    Where to get more information3

    Where To Get More Information?

    Technology Stewards with questions about technology readiness and other technology issues contact:

    Linda Carmona-Bell

    Office of Assessments

    609-292-1414

    [email protected]

    Joseph Seaman

    Office of Assessments

    609-292-8407

    [email protected]

    Please contact DLM support for assistance prior to the Office of Assessments in order to facilitate a timely response.

    2014-2015 NJ APA Administrators Training


    Where to get more information4

    Where To Get More Information?

    Office of Special Education (general special education questions)

    New Jersey Department of Education

    609-292-0147

    http://www.nj.gov/education/specialed/

    Department of Education website:

    www.state.nj.us/education

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    Dlm information updates

    DLM Information Updates

    Educators may sign up for automatic email DLM notifications of updates through the website

    http://www.dynamiclearningmaps.org/content/operational-testing

    Key documents include the System Start-Up Manual, User Guides for State and District Staff (related to your role), and the Guide to DLM Required Training and Professional Development 2014-15.

    Visit the DLM website often to check for news and updates

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    Thank you

    Thank You

    Thank you for taking time to attend this session.

    Transitions to new assessment systems are challenging so if you have not had all of your questions answered, please see one of the presenters for more information.

    2014-2015 NJ APA Administrators Training


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