11th gradetrainingwithaudio

11th Grade Alternate Assessment

for Colorado ACT

Training for Test Examiners

Linda LamirandeExceptional Student Services Unit

Assessment & Accommodations Senior ConsultantSpring 2012 Administration

Training Topics• Skills assessed by the 11th Grade Alternate

Assessment

• Eligibility Criteria for Alternate Assessments– CoAlt– 11th Grade Alternate for Colorado ACT

• Expanded Accommodations

• Assessment Materials

• Test Administration Procedures

What is the 11th Grade Alternate?

• An alternate assessment for 11th Grade students who meet eligibility requirements for alternate assessments

• An alternate assessment based on alternate academic achievement standards– Colorado Academic Standards/ Extended

Evidence Outcomes (Expanded Benchmarks)

Purpose of the Assessment

• Yield information useful to teachers in developing transition goals related to post-secondary workforce readiness– Communication– Employment skills– Independent living

• Satisfies participation requirement for Colorado ACT

Testing WindowThe 11th Grade Alternate Assessment 2011-

2012Administration for all content areas (reading, writing, and mathematics)

April 2, 2012- April 27, 2012

ADE Data Collection Window

April 30, 2012 - May 4, 2012

* Students are required to take either the Colorado ACT or, if eligible, the 11th Grade Alternate Assessment

Alternate Assessment Eligibility Criteria

In order for a student to be considered eligible

to take an alternate assessment in Colorado

(CoAlt, 11th Grade Alternate, district

alternates, etc.) all of the following criteria

must be met for each content area separately

and considered on an annual basis:

The IEP Team considers:•evaluation reports and data •adaptive behavior •a body of evidence to document that the student meets the following requirements:

Alternate Assessment Eligibility Criteria Worksheet Page 9 2011-12 Colorado Accommodations Manual

http://www.cde.state.co.us/assessment/documents/coalt/2011_CO_Accom_Manual.pdf

Criterion #1: • Does the student have an

Individualized Education Program (IEP)?


Criterion #2: Evidence of a Significant

Cognitive Disability• The student exhibits a significant cognitive disability as

determined through empirical evidence (educational testing results, evaluation team results, etc.) and it is documented on the IEP. Students who qualify will have significant cognitive impairments, commensurate abilities in the content areas, and adaptive behavior impairments.

* Note: Students with overall cognitive and/or adaptive behavior abilities within the average range are not considered significantly cognitively disabled.


Criterion #3:• Is the student working on alternate

academic achievement standards?– Extended Evidence Outcomes

(EEOs) / Expanded Benchmarks

Colorado Academic Standards with EEOshttp://www.cde.state.co.us/cdesped/

CSAPAEligibility.asp


http://www.cde.state.co.us/cdesped/CSAPAEligibility.asp


Criterion #4:• Did the IEP Team meet to review

annual assessment data and determine the student’s eligibility for each content area? – Reading/Writing– Mathematics– Science


Training for Test Examiners

Components of the AssessmentStudent Data Collection Sheet

Instructions for Test Examiners

Level of Independence rubric

Assessment Task Procedures

Materials

Adaptations to testing forms

Assessment Scoring Worksheet

11th Grade Alternate Assessment• Evaluates the student’s skills related to the

content areas of Reading, Writing, and

Mathematics in a task-based format

• The scoring of this assessment is based on

scaffolding the student with the supports

necessary to get the answer correct

• The test examiner scores the student’s

response based on the Level of

Independence rubric

Expanded Accommodations• For this assessment you may use

any expanded accommodation the student regularly uses to access an assessment

• Access versus “doing better”

• You may refer to Section 8 of the Accommodations Manual – Pages 84-87

Administration• The person who knows the student

best may administer this assessment

• Typically , there are no picture symbols or cut-outs

• You may use the optional materials provided in the test packet, materials students are familiar with, or real materials/objects

Materials • Materials/equipment for written response

which the student typically uses• Coins and bills (real or printed)• Coupon (e.g., grocery store coupon)• Phonebook or access to the Internet

Optional materials:• USDA food plate - optional (blank plate

included)• Internet access

Sample• Task

Student will prepare for a job interview by selecting appropriate clothing to wear.

• Procedure• Student will select

an appropriate job type according to individual interests

• Student will choose from actual clothing or pictures from a newspaper ad, Internet etc.

Select a job type

Veterinary Technician Automotive mechanic

Which clothing is appropriate to wear to an interview?

Task ProceduresThe Task Procedures column provides

guidance for testing materials. There

are Optional Worksheets provided in

the testing packet.

The materials are suggestions

Teachers may use their own forms or

real forms from work sites and the

community.

Task ProceduresMaterials may be adapted and/or

accommodations used to assist the student in accessing the material based on his/her IEP.

Other materials may be substituted as long as they align with the core concept being assessed and correspond appropriately with student response boxes on the scoring worksheet

Testing materials are to be destroyed after testing

Level of Independence 5

• The student performs the indicator without assistance

• The student responds correctly to the

item when presented as it is written in the protocol with the necessary materials for the student to access the activity

Level of Independence 4

• The student performs the indicator with a repetition of cues or refocusing

• If student does not respond independently or responds incorrectly to initial presentation of items when given adequate wait time, the teacher repeats the cues as written in the protocol and/or refocuses the attention of the student

Level of Independence 3• The student performs the indicator

with general prompts If student does not respond or responds

incorrectly to additional cues when given adequate wait time, the teacher provides additional information or prompts about the expected response from the student, such as

– Elaborating or providing additional clarifying

information, directions or expected response, or

– Demonstrating a like response, such as "This is a picture of a dog. Show me the picture of the cat."

Level of Independence 2• The student performs the indicator

with specific prompts If the student does not respond or responds

incorrectly to general prompts when given adequate wait time, the teacher provides specific prompts to direct student’s correct response, such as: – providing specific directions– asking specific yes/no questions– modeling exact response– providing a forced choice– providing physical guidance - using models or templates for writing such as name or word stamps,

dot to dot word forms

Level of Independence 1• The student does not perform the indicator

with any level of instructional support • The student does not respond correctly with specific

prompts or refuses participation

– There is no evidence that the student understands the concept even when given the exact response

– The student does not attempt to engage in the activity even when hand over hand guidance is provided

– The student does not complete enough of the item to score the related indicator

Scoring Worksheet

Part I, Part II, and Part IIITask- What is being assessed?

• Note the R1, W1, M1

• Write the level of independence for each task in the box

Transition Goals

• Although test materials are to be handled in a secure manner, teachers are allowed to consider the student’s responses when developing goals and objectives for post-secondary workforce readiness

Data Submission• When Text Examiners are finished and

the Scoring Worksheet is completed, turn the entire test packet in to your District Assessment Coordinator

• Test results will be released to the districts in the summer at the same time as the Colorado ACT results

• The DAC is responsible to download the results and provide to teachers for the student’s file

Linda LamirandeAssessment & Accommodations Sr. Consultant

Exceptional Student Services UnitColorado Department of Education

303-866-6863 [email protected]


You are welcome to call or email with questions!

mailto:[email protected]

