Transcript Slide 1

Florida Alternate Assessment
Orientation Training: Putting It All Together
Fall 2014
Overview of the Day

Welcome & Introductions

Question Activity

What’s New for 2014-2015?

Scavenger Hunt

Overview with Jill

Administration Manual Review & Activities

Allowable Adjustments and Accommodations

Sample Item Activities

Questions & Answers

Access Points
Question Activity

Take turns introducing yourselves in each group

As a group, brainstorm your top five questions
concerning the Florida Alternate Assessment

We will review any unanswered questions at the
end of the training
What’s New for 2015?
• Reading, Writing, and Math field test items
have been written to Florida Standards
Access Points
• Science field test items continue to be written
to the NGSSS Access Points
• Student results on field test items will not be
reflected in the student performance score
• Appendix IV lists the Florida Standards
Access Points addressed in the assessment
for each grade and content area
What’s New for 2015?
• Transition to an integrated ELA model
• ELA field tests items will be embedded in the
Reading section of the 2015 FAA
• 4 reading for grades 3-10
• 4 writing for grades 3-10
• Effort to reduce errors made when completing the
Student Answer Sheet
• Common Errors When Completing the Scannable
Student Answer Sheet
• Appendix V: Student Answer Sheet Review Checklist
Reminder
Scores for students
who take the
Florida Alternate Assessment
will now count toward
proficiency and growth!
ACCESS COURSES
Revisions in the Use of 7700, 7800,
and 7900 Course Codes
March 26, 2010
• The 2013-2014 Course Directory clearly
defines the students for whom the 7700,
7800, and 7900 courses may be
used. The newly adopted language is:
• "Access courses are intended only for students
with the most significant cognitive disabilities
who are eligible under IDEA and meet the Florida
Alternate Assessment criteria set forth in the
Florida Statutes and State Board of Education Rule
6A-1.0943. "
Cont’d Course Revisions
• To meet these new FLDOE compliance requirements, only
students with disabilities who meet exemption criteria from
the FCAT and are assessed using the Florida Alternate
Assessment may be enrolled in the 7700, 7800, and 7900
Access core courses.
• Students with disabilities who do not meet exemption criteria
from the FCAT or other state assessments may NOT be
enrolled in the 7700, 7800, and 7900 core courses. Core
courses include all math, reading, language arts, English,
science, and social studies courses.
Access Courses
Briefing #16596
Briefing ID #: 16596
ALL PRINCIPALS/APs: Important Information Regarding Students who are Accessing a Modified Curriculum
Category: For Your Information
Audience:
All Principals/APs
Due Date:
Meeting Date:
n/a
n/a
Attachment(s):
64662_Course_Codes_for_FAA.doc
The purpose of this weekly briefing is to disseminate important information regarding Access Points and Access Courses for students who are on a modified curriculum.
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General education should be the first consideration when determining placement for students with disabilities.
For students with disabilities who participate in state assessments (FCAT/EOCs) and DO NOT meet exemption criteria, general education course codes must be used for core subjects.
Access Points and Access Courses
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Access Courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment (FAA) criteria.
New Access Points for English Language Arts (ELA) and Math, aligned to the Florida Standards, have been developed by the Florida Department of Education (FLDOE) and have been infused
into the revised Access Courses.
Attached please find a list of all Access Courses by grade level, including course code numbers and links to the updated course descriptions.
Please ensure that all teachers instructing these students use these course descriptions as these are the standards that will be tested on this year’s FAA.
FLDOE has developed a webinar which provides an overview of the new access points and Access Courses which can be found at ese.dadeschools.net beginning September 1, 2014. It is highly
recommended that all teachers working with this population view this webinar.
Curriculum:
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For students on modified curriculum served in general education, the ESE teacher must review the goals on the IEP and collaborate with the general education teacher to determine appropriate
modifications to the curriculum, ensuring alignment with the access points.
For students on modified curriculum served in a resource setting, the ESE teacher must follow the access course description, modifying the curriculum as appropriate.
For students served in a self-contained setting, where all students are being instructed using Access Points, Unique Learning Systems published by N2Y Inc. is the appropriate curriculum. It is
recommended that teachers using this curriculum have access to an interactive white board (Smart board, Promethium board, etc.) or minimally an LCD projector for instructional purposes. A
printer supplied with ink and paper is also necessary.
Information regarding curriculum is available through the contact below.
Professional Development for Teachers:
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Two trainings regarding the implementation of the new access points have been scheduled for teachers serving students on modified curriculum.
These trainings will take place on November 4, 2014, at Miami Springs Senior High School in the auditorium from 9:00 a.m. – 1:00 p.m. and at South Miami Senior High School in the auditorium,
from 9:00 a.m. – 1:00 p.m.
Participants will receive 6 master plan points.
Teachers may register for either session on the Professional Development Portal under Session.
If you have any questions regarding the above information, please contact Ms. Jill Brookner, Instructional Supervisor, Division of Exceptional Student Education, at [email protected] or at the
contact number below.
Contact:
Department:
Jill Brookner ( 786-268-4757 )
Office of Exceptional Student Education & Student Support
WHO ARE YOUR
FLORIDA
ALTERNATE
ASSESSMENT
STUDENTS?
Assessment Participation
Guidelines
• Does the student have a significant cognitive disability? YES
• Is the student unable to master the grade level general state
content standards even with appropriate and allowable
instructional accommodations, assistive technology and/or
accessible instructional materials? YES
• Is the student participating in a curriculum based on Florida
Standards Access Points for all academic areas? YES
• Does the student require extensive direct instruction in
academics based on Florida Standards Access Points in
order to acquire, generalize, and transfer skills across
settings? YES
What is a Significant Cognitive
Disability??
Weekly
Briefing
#12885
• In the individual educational plan (IEP) team’s discussion to
the question: “Does the student have significant cognitive
disabilities”, all of the information should be considered
collectively for which the student’s IQ score is but one piece
of the data puzzle.
• The focal point for discussion should be on the impact of the
student’s cognitive disability. The impact should be
permanent, prominent, and pervasive; affecting all aspects
of the student’s academic, domestic, community living,
leisure and vocational activities.
SPED EMS
PRACTICE
MATERIALS
Practice Materials
• Practice Materials are provided in 3
separate kits
– One kit will contain 2 sample items for each
applicable content area in grades 3, 4, and 5
– One kit will contain 2 sample items for each
applicable content area in grades 6, 7, and 8
– One kit will contain 2 sample items for each
applicable content area in grades 9, 10, and
11
Practice Materials
• Arrived in September
• NOT Secure
• Includes Updated Manual
(or faa.dadeschools.net)
• Request Additional Materials at
[email protected]
The Florida Alternate Assessment:
Grades and Content Areas
Grade
Reading
Mathematics
3
X
X
4
X
X
5
X
X
6
X
X
7
X
X
8
X
X
9
X
X
10
X
X
11
Writing
Science
X
X
X
X
X
X
Who Should Administer the Florida
Alternate Assessment?
•
Student’s special education teacher
OR
• Certified teacher
WHO
• Knows student
AND
• Trained in assessment procedures
Training (New teachers only)
• November 4, 2014 Jackson Senior
• February 17, 2015
TBA
Update
(for all teachers who have previously
been trained)
FLDOE Update Training
Available starting October 27, 2014
through February 27, 2015
24/7
http://faatraining.measuredprogress.org
Weekly Briefing #16603
FLDOE will send list of participants to
districts for compliance checks.
Timelines
2014 Florida Alternate Assessment
Shipment to Schools
Week of February 23, 2015
Administration Window
March 2, 2015, – return of testing
materials
Return of Materials
April 7 or 8, 2015
RETURN TO TDC
8:00 am to 3:30 pm
You are responsible for the return of materials
even if you have no students being tested.
Additional Materials
• Request additional materials by calling TDC
at 305-995-3743
• Have grade, subject and form (A or B)
information ready
• Pick up materials on either
Tuesday, March 10, 2015 or
Tuesday, March 24, 2015
from 7:45am to 3:30 pm. at TDC
Testing Window
Administrative Support
• March 2, 2015 to April 8, 2015
– Test Security
– Space for Testing
– Teacher Coverage
– Classroom visits – Use form
– Check Student Answer Sheets
– All Students Tested
Administrator Checklist
Florida Alternate Assessment
Administrator Observation Form
District Name____________________________________
School Name___________________________________
Teacher’s Name_________________________________
Grade__________
Administrator’s Name_____________________________
Signature______________________________________
Content Area__________________
Date of Observation_____________________________
Directions: At a minimum, please observe two items being administered and then complete the checklist. An item consists of three parts and
encompasses at least one full page in the Test Booklet.
Yes
No
Administration Criteria
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1. Was the assessment individually administered to the student (only one
student assessed at a time)?
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2. Was the test administered in an area amenable to concentrating, - a
quiet area away from distractions?
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3. Did the teacher attempt to ensure that the student remained engaged in
the assessment process?
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4. Did the teacher have all materials accessible to the student (e.g.,
booklets, teacher-gathered items, counters)?
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5. Did the teacher record the student’s response (either in the Test Booklet
or on the Scannable Student Answer Sheet) during the test
administration?
Comments
Scoring Rubric & Directions
• Scaffolding at the Participatory Level
– Reducing the response options for the
student who is unable to respond correctly
– Difficulty of the test item is reduced by
removing or covering the incorrect
selection(s)
– The student’s incorrect response is either
removed or covered with a piece of paper
• If the student refuses to make any
selection, cover the incorrect answer
farthest to the left during scaffolding
Scoring Rubric Flow Chart

Scannable Student Answer
Sheet
Official Scores

Form A or Form B

Demographics
 Check pre-identified information
 If no pre-identified information is supplied,
complete all areas of the scannable

Reasons not Assessed

Incorrect Information

Defective Answer Sheet
Sample Answer Sheets
Important Scoring Reminders
 It is highly recommended that scores are recorded in the Test
Booklet and then transferred to the Scannable Student Answer
Sheet
 Only certified teachers or other licensed professionals trained
in administration procedures may transfer scores
 Score as you go - Mark student’s scores after completing the
administration of each item
 The correct answer is listed in the Student will column of the
Test Booklet and should not be in student’s direct line of sight
Common Errors

Multiple responses per item
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No response bubbled in for an item
Incorrect content area completed for specified
grade level
 Writing is administered in grades 4, 8, and 10 only
 Science is administered in grades 5, 8, and 11 only
 Reading and Mathematics is administered to all
students in grades 3-10
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Grade level missing
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Incorrect grade level recorded
Double check all Scannable Student Answer
Sheets to avoid coding errors
Errors may result in a student receiving “NO
SCORE”
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Proficiency
STATUS:
GROWTH**:
Emergent
1
2
Achieved*
3
4
5
Commended*
6
7
8
9
* Considered Proficient
** Students who score level 4 or higher on the prior year assessment and maintained their
level or scored higher on the current year assessment are considered to have made growth.
Students who scored in level 1, 2 or 3 on the prior year assessment and score a minimum of
5 points higher on the current year assessment are considered to have demonstrated growth.
Scores
Student Reports
Data
Chats
What Should Teachers Use to
Teach?
Administration Manual Review

What’s New - Important administration changes,
materials, and/or instructions

Scoring Rubric Flow Chart – Visual depiction of
scoring procedures

Quick Reference Guide - Overall and contentspecific administration information

Introduction

Assessment Participation Checklist
Assessment Components
 Form A or Form B
 Test Booklet
 Response Booklet
 Cards Packets and/or Strips Packets
 Passage Booklet
 Scannable Student Answer Sheet
Form A or Form B
 All materials match the form of the assessment
being administered
 The correct form of the assessment must be
marked on the Scannable Student Answer Sheet
Test Booklet
 Is either Form A or Form B
 Includes all content areas assessed at a grade
level
 The first page of each content area in the Test
Booklet includes the following:
• Content Standards Addressed – A list of the
content standards and benchmarks that are
being measured for the grade level
• Teacher-Gathered Materials – A list of any
teacher supplied materials that will be needed
for the items
Test Booklet
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Test Booklets includes the following information
for each item:
• Materials needed
• The Access Point being assessed
• What the teacher sets up and says
• The correct answer
• A place to record the student’s score
Response Booklet
 Is either Form A or Form B
 Flip chart setup
• Reading and Mathematics are back to back
• Science is in a book by itself
• Pages are numbered for ease of use, for
example: 3P-1 (grade 3, Participatory level,
item number 1)
• Writing does not have a response booklet
Cards and/or Strips Packets
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Is either Form A or Form B
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All of Writing is provided in cards and strips
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The back of cards and strips are labeled with:
• Grade
• Content area
• Item number
• Level of complexity
Passage Booklet
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Is either Form A or Form B
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Passage graphic is on the left side page with a
brief caption underneath to be read aloud only
to student with visual impairments
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Passage text is on the right side page
 Paired passages may use different presentation
Item Walk-Through
Materials Column

With the exception of Writing and
a few minimal cutouts, materials
are provided in a Response
Booklet
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Sometimes teachers may be
asked to provide materials such
as rulers, calculators, or generic
counters
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There are sample items and
materials for each content area
Materials Column
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Materials are listed in the order
that they appear in the Response
Booklets
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For Writing and cutout items,
follow the directions for laying
out the item and place the cards
and/or strips in the same order
as they appear in the Materials
column
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Accommodations for materials
are outlined in the
Accommodations and Criteria for
Use section of this manual
Access Point Column
 Access Points are identified for
each level of complexity:
Participatory, Supported, and
Independent
Teacher Will Column
 Teacher will column
outlines directions for
the teacher.
 Italicized text is to be
read aloud verbatim to
the student.
Teacher Will Column

“Show me/tell me” should be
replaced for each student:
• Show me the card…
• Tell me the card…
• Sign to me the card…
• Point to the card…
• Look at the card…
• I will move my hand over
each card; tell me when to
stop at the card…
Student Will Column

The term “indicate” was specifically used to
accommodate for the response mode for
each student. Some examples of response
modes:
• student picks up or points to the correct
card
• student says “It’s the first one”
• student signs to indicate the correct card
• student indicates “stop” when the
assessment administrator’s hand is over
the correct card
Video Clip – Item Administration
Before Administration
 Read the Administration Manual and refer to:
• Appendix IV: Access Point table
• Writing Open-Response topics
 Review the List of Cards and/or Strips and
Teacher-Gathered Materials by Item
 Review the Object Exchange List
• (provided by early to mid-November)
Before Administration
 Prepare!
• Consider student response mode, accommodations,
assistive technologies
• Gather any required teacher-gathered materials
• Set up criteria of what engaged and disengaged
look like
• Use the Practice Materials with the student to
ensure that both the teacher and the student are
familiar with the different components of the
assessment
• Set up a location and time for the assessment
Before Administration/After Materials
Arrive

Check to make sure all materials needed are present
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Make sure materials are the same form (A or B)

Read the Test Booklet

Highlight the item script
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Replace “show me/tell me”
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Organize Cutouts
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Gather any needed materials
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Determine how to read any diagrams
Test Security
 Security of all test materials must be maintained
before, during, and after test administration
• Student specific security numbers are assigned
for each secure document
• Under no circumstances is a student permitted
to handle materials prior to administration
• Materials must be checked out and returned to
the school’s secure area each day
 Refer to the most recent Florida Alternate
Assessment Procedural Manual for test security
procedures: www.fldoe.org/asp/altassessment.asp
During Administration

Use the Scoring Rubric Flow Chart and
directions

Make notes in the Test Booklet as needed
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Score accurately
• Score each Access Point as it is completed
• Fill in only one bubble per item
• Only the highest score is recorded
• Make sure to fill in the correct content area

Stop and resume testing as needed
Assessment Administration

Item Script
• Item script is the italicized text presented in
the Teacher will column and is read
verbatim to the student with the exception
of the “show me/tell me” prompt
• Modify the “show me/tell me” prompt
according to each student’s regular mode of
communication
• Tell me the card…
• Point to the card…
• Sign the card…
• Accept any response mode the student
utilizes to indicate a response
Assessment Administration
 Cues and Prompting
• May be used if they occur during daily
instruction and may be verbal or non-verbal
• Include: redirection, refocus, and/or minimal
physical prompting
• May be provided to remind student if an item
requires more than one response
 Reinforcement/Encouragement
• Encourage the student to keep working
without indicating that the answer is right or
wrong
Assessment Administration
 Repeating Items
• Follow the administration directions in the Teacher
will column and read the item script to the student
• Allow wait time - If the student does not respond, or
if the student requests, repeat the item script and
wait for the student to respond
• Item script may be repeated up to two times, for a
total of three times
• Participatory Level of Complexity – If student
responds incorrectly or does not respond after item
script is read for third time, follow the scaffolding
procedures
Video Clip – Repeating Prompts
Assessment Administration

Reinforcement/Encouragement
• Encourage the student to keep working without
indicating that the answer is right or wrong

Cutout Cards and Strips
• Placement of cards MUST be in the order listed
in the Materials column of the Test Booklet
• Use organizational techniques to keep cards
and strips in order

Teacher-Gathered Materials
• May be placed on the blank page in the
Response Booklet
• Must be in student’s view and within reach if
manipulation is required
Laying Out Cards and Strips

Stimulus cards and strips should be placed
first on the work surface in the direct view of
the student in the exact order as they are
listed in the Materials column

Response cards and strips should be placed:
• Starting with the card or strip listed first
in the Materials column from left to right
• In either horizontal, vertical, or corner
placements based on daily instruction
practices
Horizontal Placement Example
Materials column
Word cards:
tree
cat
dog
tree
cat
STUDENT
dog
Vertical Placement Example
Materials column
Word cards:
tree
cat
dog
tree
cat
dog
STUDENT
Corner Placement Example
Materials column
Word cards:
tree
cat
dog
tree
cat
dog
STUDENT
Assessment Administration

Teachers should refer to detailed instructions,
along with examples, on how to read tables,
charts, graphs, and diagrams aloud to students

General guidelines include:
• Point to the areas of table, etc., as they are
read aloud
• Begin by reading title and key
• Read headings/labels/categories
• Read data or data points
• Supplemental information or interpretation of
data should NOT be provided
Reading a Table
Content-Specific Administration
Directions: Reading

Passage Booklet
• Passages are usually used for one or two
items
• Passages should be placed on work surface
close to student until item has been
completely administered
• Always read the title of the passage first
before reading the passage or passage
caption to the student
Content-Specific Administration
Directions: Reading

Passage Booklet
• Passage graphic captions are to be read
aloud ONLY for students with visual
impairments
• Passages for fluency items may be in the
Passage Booklet or directly in the Response
Booklet

Spell homonyms (e.g., right/write) each time
after it is pronounced for students with visual
impairments
Fluency Items –
Students with Hearing Impairments

Sign the letter, instead of making the sound

The student must indicate the written letter - the
student cannot just sign the letter back
Fluency Items –
Students with Hearing Impairments
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Use the sign for the word “six” instead of finger
spelling
Student must select the word “six” or finger spell
the word
Braille must be used for students with visual
impairments for fluency items
Content-Specific Administration
Directions: Mathematics

Calculators, number lines and counting blocks
may be made available to students on ALL
items, regardless of whether or not they are
specified within the item IF the student uses
them during daily instruction

It is imperative that for items where the
materials are specifically noted that they be
available to the student on the work surface
Content-Specific Administration
Directions: Writing

Spelling Items - misspelled words should be
pronounced as if spelled correctly

Open-Response Items – require student to
independently compose a response (response
options are not provided)
• Refer to open-response topics
• Student’s usual mode of communication
should be used to relay a response
• A response may come in a variety of forms:
written response, a verbal response, a
response using assistive technology (e.g.,
DynaVox or a computer, PECS symbols)
Logical Response Items

Some items have “Any logical response is
acceptable” in the Student will column

In order to determine if a response is correct or
incorrect:
• Identify what the Access Point is measuring
• Read the Teacher will portion carefully and
ascertain what it is looking for
• Look at the Student will portion to see if any
other parameters are outlined
Logical Response Items - Example
Open-Response Writing Item
Materials – Stimulus sentence strip: I had fun when I went _______.
Access Point – Independent: Write narratives about events or experiences that include a
main idea, descriptive details, characters, sequence of events, and plot.
Teacher will –
Place the stimulus sentence strip on the work surface.
Here is a sentence. It is the first sentence in a story about somewhere you went that was
fun. The story can be about any place you thought was fun.
Read the stimulus sentence strip to the student.
Show me/tell me some words to complete this sentence. Then, show me/tell three more
sentences that follow.
Student will – Indicate three sentences that tell about a fun place.
Any logical response is acceptable.
Logical Response Item – Responses
Sample Logical Response
I had fun when I went to the mall. I was with friends. I shopped. I bought a
shirt.
Sample Incomplete Response
I had fun when I went to the mall. I was with friends. I shopped.
 Includes only two sentences. Prompt student to provide one more
response.
Sample Incorrect Response
I had fun when I went to the mall. I was with friends. I went to the zoo. I
saw animals.
 All three sentences do not relate to the main idea – having fun at
the mall.
Open-Response Items

A list of topics for open-response writing items
are provided in order to prepare students prior
to the assessment window

Prior to the assessment window:
• Introduce words and/or phrases into the
student’s vocabulary related to provided
topics
• Prepare these words and/or phrases in a
mode of communication that is appropriate
to the student
• Provide students with activities during daily
instruction that deal with the open-response
topics
Open-Response Items

Provide the programmed device during the
assessment administration

Preparing full sentences as a response is NOT
allowed

Students must be independently composing his
or her own thought
Scoring Rubric
Scoring Rubric & Directions
 Scaffolding at the Participatory Level
• Reducing the response options for the
student who is unable to respond correctly
• Difficulty of the test item is reduced by
removing or covering the incorrect
selection(s)
• The student’s incorrect response is either
removed or covered with a piece of paper
 If the student refuses to make any selection,
cover the incorrect answer farthest to the left
during scaffolding
Scoring Rubric Flow Chart
Video Clip – Scaffolding
Scannable Student Answer Sheet

Official Scores

Form A or Form B

Demographics
• Check pre-identified information
• If no pre-identified information is supplied,
complete all areas of the scannable

Reasons not Assessed

Incorrect Information

Defective Answer Sheet
Important Scoring Reminders
Student Answer Sheet
Review Task
1.





Check all preidentified information to be sure correct:
Name
DOB
District/school
Grade
Exceptionality
1.
If student not assessed, be sure reason is indicated.
1.
If preidentified information is incorrect, be sure correct information has been
provided in the corrections section.
1.
No. 2 pencil has been used to fill out sheet.
1.
Correct Form (A or B) has been indicated.
1.




Correct academic areas have been completed for the grade level assessed:
Reading: grades 3-10
Math: grades 3-10
Writing: grades 4,8,& 10 only
Science: grades 5,8,& 11 only
1.
Only one response has been bubbled per item.
1.
Each item has a response bubbled.
1.
Stray pencil marks removed.

Allowable Adjustments

For all students as needed:
• Real object substitution
• One-sided Response Booklets
• Use of magnification equipment
• Use of augmentative communication devices
• Assistive Technology

All adjustments must align with those used on a
daily basis, including assistive technology

One-sided booklets can be requested through
[email protected]
Students with Limited Physical Ability
and/or Mobility

Criteria
• The use of hand over hand technique, a
physical support, is allowable to steady the
student. The use of physical guidance to the
correct answer is ONLY allowable during the
final stage of scaffolding at the Participatory
Level

Accommodations
• Extended wait times
• Hand over hand to steady student
• Teacher assistance in the manipulation of
objects
Students with Limited Physical Ability
and/or Mobility: Example Item

Teacher assistance is required in order for the
student to use the ruler
Accommodations & Criteria for Use

Students with Visual Impairments
• Criteria: Students that have been found
eligible to receive special education services
under the Visually Impaired program and/or
students with visually related
accommodations noted on their current
Individual Educational Plan
Accommodations & Criteria for Use

Students with Visual Impairments
•
Accommodations
• Request Braille/Tactile Graphics version
if student uses on a regular basis
• Adapted tools (e.g., rulers, calculators)
• Substitute real objects for the picture
cards (refer to Object Exchange List)
• Describe stimuli and response options by
reading aloud the labels in the Materials
column
Accommodations & Criteria for Use

Students with Visual Impairments
•
Accommodations cont.
• Read aloud additional descriptive text in
the Materials column for some items
(appears in parentheses)
• Script for passage graphic in Passage
Booklet
• See Appendix III for detailed instructions
for adapting the assessment
administration for students with a visual
impairment
Video Clip – Visual Impairments
Accommodations & Criteria for Use

Students with Hearing Impairments
• Criteria: Students that have been found
eligible to receive special education services
under the Deaf/Hard of Hearing program
and/or students with auditory-related
accommodations noted on their current
Individual Educational Plan
Accommodations & Criteria for Use

Students with Hearing Impairments
• Accommodations
• Use American Sign Language, manually
coded English and/or total
communication
• When using sign language to administer
an item, finger spell words that do not
have a sign, or the sign for the word is
unknown IF the item does not measure
spelling
Accommodations & Criteria for Use

English Language Learners (ELL)
• Criteria: The ELL student is an individual
who was not born in the United States and
whose native language is a language other
than English
Accommodations & Criteria for Use

English Language Learners
• Accommodations
• Items must be administered in English only
• Mathematics, Science and Writing- may
answer questions in heritage language about
specific word or phrase
• Reading- may answer questions in heritage
language about general assessment
Sample Item Activities
Administration Demonstration
Sample Item Activity (Thinking of a Student)
Administration Pairing Activity
Manual Sample Items

One per content area
• Reading, grade 3
• Mathematics, grade 8
• Writing, grade 8
• Science, grade 5

Includes item and response page or cutouts
Questions?
Helpful links
• FLDOE Alternate Assessment Site
– http://www.fldoe.org/asp/altassessment.asp
• FAQs
– http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf
• Teacher Brochure
– http://www.fldoe.org/asp/pdf/Teachers-BrochureEnglish-Web.pdf
• Parent Brochure
– http://www.fldoe.org/asp/pdf/Parent-Brochure-EnglishWeb.pdf
Contact Information
• Jill Brookner, Alternate Assessment Coordinator
[email protected]
• Martha Berman, CSS
•
[email protected]
• Tami Valdes, CSS
•
[email protected]
• Liz Velez, CSS
•
[email protected]