South Carolina Alternate Assessment

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South Carolina Alternate Assessment

• District Training
• Review and Updates
• for Experienced Teachers
• Spring 2009

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South Carolina Alternate Assessment

• Suzanne Swaffield
• South Carolina Department of Education
• Lynnett Wright
• American Institutes for Research
• Denise Vereen / Jean Morgan
• District Test Coordinator for Alternate
  Assessment

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Purpose of SC-Alt

• Capture and evaluate the performance of students
  who have traditionally been excluded from
  statewide testing programs
• Improve instruction for these students by
  promoting appropriately high expectations
• Inclusion of students in state accountability and
  AYP

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Who Takes SC-Alt

• SC-Alt should be administered to students who
  have been determined by the IEP team to meet all
  of the participation criteria for alternate
  assessment and were between the ages of 8 and 13
  or age 15 on September 1, 2008
• Include students age 16 who do not have an SC-Alt
  score from last year (spring 2008).

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• Administration Window
• March 9 April 30
• Test materials will arrive in the districts by
  Wed., February 25
• Materials will be delivered to schools on Thu.,
  Feb. 26 or Fri., Feb 27 (see courier schedule)
• Inventory materials within 24 hours of receipt
  and report any missing materials to Vicki Brantly
  at 488-6845 by Tue., March 3rd

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Test Administrator Requirements

• All Test Administrators must be trained
• Regional Workshops for new Test Administrators
• District Workshop for all Test Administrators
• Test Administrators must be a certified employee
  of the district or another individual who meets
  the criteria specified in the Test Administration
  Manual (TAM, p. 4) and approved by the DTC-Alt

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Test Administration Manual (TAM)

• The TAM is your procedural guide toSC-Alt
  administration refer to it during training and
  before, during, and after testing
• Read the TAM and understand the regulations and
  procedures for SC-Alt testing
• All procedures for receiving and returning
  materials and examples of all forms are in the
  TAM refer to it if you have questions

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Student Performance
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SC-Alt 2008 Participation by Primary Disability
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How Results Are Reported

• Scale Scores
• Achievement Levels

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ELA Performance for All Students2007 and 2008

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Math Performance for All Students2007 and 2008

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Science Performance for All Students2007 and
2008
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2008 Social Studies Performance by Achievement
Level
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Score Report Users Guide

• Provides an overview of the SC-Alt assessment and
  scoring
• Describes the types and expected uses of
• SC-Alt scores
• Includes descriptions of achievement levels
• Guides the reader through the interpretation of
  each type of score report

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Score Report Users Guide

• Copies have been distributed to each school (one
  hard copy per school so you will have to share or
  download a personal copy)
• A down-loadable copy is posted on the alternate
  assessment Web page
• http//ed.sc.gov/agency/Accountability/Assessment/
  old/assessment/programs/swd/documents/SCAAUsersGui
  de2008.pdf

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Descriptions of Achievement LevelsDALs

• Describe what students know and can do in
  relation to the Assessment Standards and
  Measurement Guidelines

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Descriptions of Achievement Levels (abbreviated
version)

• Level 4 demonstrate and apply academic skills
  and competencies
• Level 3 demonstrate increasing academic skills
  and competencies
• Level 2 demonstrate foundational academic
  skills and competencies
• Level 1 demonstrate emerging academic skills
  and competencies

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Descriptions of Achievement Levels

• Levels 3 and 4 are included in the proficiency
  calculations for AYP.
• Level 2 is counted in the Report Card
  calculations at the district level as the basic
  achievement level.

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Whats New for 2009

• Extended Standards in ELA and Mathematics replace
  ASMGs
• Extended Biology Standards replace physical
  science ASMGs
• Field testing

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Extended Standards Format

• Essence of the standard and indicator
• Link to communication levels of students in
  alternate assessment
• ELA
• Math
• Biology

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Communication Levels

• SYMBOLIC
• Abstract Symbolic
• Uses vocabulary of signs, pictures, words to
  communicate. Recognizes some sight words,
  numbers, etc. Some symbols are abstract (e.g.,
  yesterday, happy, 900)
• Concrete Symbolic Beginning to use pictures or
  other symbols to communicate primarily concrete
  symbols (e.g., eat, drink, outside, play, more)

• PRE-SYMBOLIC
• Pre-symbolic
• Communicates with gestures, eye gaze, purposeful
  moving to object, sounds communication is
  purposeful (e.g., holds up cup for drink)
• Awareness
• May communicate by crying, vocalizing
  communication may be difficult to interpret no
  clear cause and effect

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Example

• Revised ELA Standard
• Grade 3 Writing

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WRITINGProducing Written Communications in a
Variety of Forms

• Standard 3-5 The student will write for a
  variety of purposes and audiences.
• Indicators
• 3-5.1 Create written communications (for example,
  friendly letters that include a greeting, body,
  closing, and signature and invitations that
  include the time, date, and place of the event).
  
• 3-5.2 Create narratives that include characters
  and setting and follow a logical sequence.
• 3-5.3 Create written descriptions about people,
  places, or events.

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Example

• Extended ELA Standard
• Grade 3 Writing

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Content Area ELAStandard 3-5 The student will
begin to write for a variety of
purposes.Extended Standard Same
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Biology Standard B-1 The student will
demonstrate an understanding of how scientific
inquiry and technological design, including
mathematical analysis, can be used appropriately
to pose questions, seek answers, and develop
solutions.Extended Standard The student will
demonstrate an understanding of how scientific
inquiry can be used to ask questions, seek
answers and develop solutions
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Link to Extended Standards

• http//www.ed.sc.gov/agency/Accountability/Assessm
  ent/old/assessment/programs/swd/SouthCarolinaAlter
  nateAssessmentSC-Alt.html

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Link to Revised ELA and Math Standards and
Support Guides

• http//www.ed.sc.gov/agency/
• Standards2Dand2DLearning/Academic2DStandards

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2009 Field Tests

• ELA and math tasks based on the new extended
  standards will be field tested during the 2009
  spring administration.
• Biology tasks based on the biology extended
  standards will be field tested in a special field
  test during the fall of 2009 for high school
  students only.
• Additionally, new science and social studies
  tasks based on the current ASMGs will be field
  tested during the 2009 spring administration.

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Biology replaces Physical Science as the high
school Science alternate assessment

• Spring 2010

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Assessment Standards and Measurement Guidelines
(ASMGs)

• Science
• Social Studies

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Link to the ASMGshttp//www.ed.sc.gov/agency/o
ffices/assessment/programs/SWD/SouthCarolinaAltern
ateAssessmentSC-Alt.html
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Assessment Standards and Measurement Guidelines
(ASMGs) and Extended Standards

• Link to grade-level content standards
• Foundation for the development of assessment
  tasks and items
• Basis for classroom instruction

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Spring 2009 Administration
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South Carolina Alternate Assessment (SC-Alt)
Spring 2009

• English Language Arts
• Mathematics
• Science
• Social Studies

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Review of SC-Alt Design

• Series of Performance Tasks
• Three form levels
• Elementary (ages 8-10)
• Middle School (ages 11-13)
• High School (age 15)
• Specific script
• Scaffolded questions and answers

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Assignment to Grade-Band Forms (Elementary,
Middle, High)

• Students are assigned to SC-Alt grade-band forms
  on the basis of their age as ofSeptember 1,
  2008, as pre-coded in the SASI data base
• For students who do not have a pre-assigned form,
  refer to the Age Reference Sheet in the TAM
• Contact Denise Vereen in the Office of Assessment
  if you enroll a new student that is not precoded
  for SC-Alt.

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Science and Social Studies Administration
Sampling

• For students of ages 8, 10, 11, and 13 on
  September 1
• Random assignment of 50 of students to science
  and 50 to social studies
• Precoded students will be pre-assigned, with
  science or social studies specified on the
  student roster
• Non-precoded students must be assigned by DTC-Alt
  using an assignment rule Contact Denise Vereen
  for assignment

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Administration Plan by Form and Grade-Age
TAM, p. 4
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Importance of Precoding

• Determines SC-Alt materials distribution, reduces
  additional material orders
• Reduces errors related to
• Student demographic coding
• SC-Alt form assignment
• Science and Social Studies participation will be
  pre-assigned for precoded students, preventing
  need for manual assignment by DTC-Alt

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Before Testing
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Before Testing

• Make sure that you have provided instruction
  based on IEP goals that directly link to the
  ASMGs
• Schedule a location in your school to administer
  the assessment
• Determine the accommodations that your student(s)
  will need
• Schedule an assistant to help you administer the
  assessment when testing a student with specific
  behavioral concerns
• Identify and train monitors
• Review test security regulations (TAM, Appendix A)

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Monitors are Required and Must Be Trained

• Responsibilities
• Observe all student test administration sessions
• Sign the Agreement to Maintain Test Security and
  Confidentiality (TAM, Appendix D)
• Read and sign the Test Administrator Security
  Affidavit to verify the use of proper procedures
  and that student responses are authentic (TAM,
  Appendix E1 E2)
• Assist in recording session start and ending
  times, if needed
• Assist with logistics, if needed

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Test Security Regulations

• SC-Alt is subject to SC Test Security
  Regulations
• Test books and materials are secure
• Materials must be kept in secure place when not
  in use
• Test books may not be copied or reproduced
• All test administrators and monitors must sign
  Agreement to Maintain Test Security and
  Confidentiality (TAM, Appendix A)

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Administration and Scoring Fidelity

• 10 of test administrations will be videotaped
• Random sample (Teachers selected have already
  been notified via email)
• Each teacher identified to videotape will receive
  materials and instructions with their regular
  materials (box 1).
• DTC-Alt will receive
• the a copy of all teacher videotaping rosters
• A copy of the directions for reference

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Receiving Test Materials
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School Box 1

• Student Roster
• School Packing List
• School Security Checklist
• Test Administrator Security Affidavit
• Precoded Bar Code Labels
• Linking Bar Code Labels
• Do Not Score Labels
• Answer Folder
• Scoring Worksheet
• Teacher Comment Form

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Additional Boxes

• Test Booklets/ManipulativesColor coded by form
  level
• Elementary Green
• Middle Blue
• High Gray
• Physical Manipulatives Kit
• The kit contains physical manipulatives for all
  content areas and forms.

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Test Materials

• See the TAM Appendices C-I for information about
  the materials that you will receive.
• Delivered to school on February 26 or 27,
  depending on your courier schedule. Inventory
  within 24 hours and notify Vicki (488-6845) of
  any discrepancies.
• Complete the School Packing List as you inventory
  (using the check in column) your materials.
  Initial the check in column for each row and fax
  the completed form to the Office of Assessment at
  488-6847.

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Lessons Learned
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Lessons Learned - Materials

• Verify that you have the correct test booklets
  for students that you will assess
• Make sure that you have organized all the
  materials that you need before you get started

• Clip the response cards to each task
• Place them in plastic bags

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Lessons Learned - Materials

• Rehearse the administration and scoring
  procedures
• Make sure you understand what the student is
  being asked to do
• Your classroom assistant can help you organize
  the materials (remember test security)
• Practice, practice, practice

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Starting the Administration
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Starting the SC-Alt

• The SPQ for each content area is located in the
  Student Answer Form
• Use the SPQ to determine the starting task
• Directions for calculating the SPQ total score to
  determine the starting task are on the SPQ form
• The detailed directions for using the SPQ are
  located in Appendix N (N1 N3)

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Starting Rules

• Determine if your student will begin the
  assessment at task 1, 3, or 6
• If the student scores less than a total of 3
  points on the starting task, drop back to the
  previous target level.
• Starting task 3 - will drop back to task 1
• Starting task 6 will drop back to task 3

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Student Placement Questionnaire cont

• Possibilities
• Starting at task 1

1 2 3 4 5 6 7 8 9 10 11 12
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Student Placement Questionnaire cont

• Possibilities
• Starting at task 3

3 4 5 6 7 8 9 10 11 12
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Student Placement Questionnaire cont

• Possibilities
• Starting at task 6

6 7 8 9 10 11 12
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Student Placement Questionnaire cont

• Possibilities
• Starting at task 1
• Starting at task 3
• Starting at task 6

1 2 3 4 5 6 7 8 9 10 11 12
3 4 5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
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Concluding Rules

• If your student receives a total of three or more
  points on the last task assigned to his/her
  starting level, proceed to the next task.
• Stop if your student does not receive at least
  three points on the last task.

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Stop and Start Example(Starting Task 1)
Note If the student does not score 3 or more
points on task 5, stop.
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Lessons Learned
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Lesson Learned SPQ

• Must be completed by the teacher or test
  administrator
• Follow the directions for completing the SPQ
  accurately
• Failure to follow the SPQ rules can result in a
  non-valid administration
• Not dropping back if student is unsuccessful with
  beginning task

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Special Rules for Administering Field Test Tasks
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Rules for Field Test Administration

• After concluding the administration of the
  operational tasks (tasks 1-12), administer the
  additional 2 or 3 field test tasks located at the
  end of the test booklet
• You may schedule a separate session for the field
  test tasks
• Administer all field test tasks to all students
  if possible but you may stop if the student does
  not receive at least three points on a field test
  task

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Getting Ready
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Where to begin

• Schedule monitors
• Verify that you have the correct form for your
  students
• Organize your assessments by forms if you will
  administer two or more forms
• Gather the teacher provided materials you will
  need (be sure the materials you select are age
  and/or grade level appropriate)
• The list of teacher provided materials is in the
  TAM, Appendix M

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Test Administrator Provided Materials

• Objects familiar to the student
• Book
• Pencil
• Ruler
• Other objects
• Ball
• Dirt
• Leaves
• Rock (size is important)
• Cups (similar in color and type)

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Advance Preparations

• Practice administering each task
• Arrange materials in an organized manner to ease
  assessment administration
• Consider administering one content area to all of
  your students then move to the next content area.

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Important Things to Remember

• Score as you go
• Take breaks as needed
• You may reread the item
• You may reread the story or poster
• If you take a break you may review the last item
  completed prior to taking a break, but do not
  rescore
• Do not re-administer or rescore an item

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Adapting and Accommodating to Meet Student Needs
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Accommodations

• Should be the same as those used in routine
  instruction
• If you are going to use an accommodation (for
  example a slant board) use it throughout the task

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Allowable Accommodations

• Code use of these specific accommodations on the
  student answer folder
• Enlargement of materials
• Use of Braille materials
• Substitution of objects for pictures or picture
  symbols
• Signed administration
• Use of augmentative communication devices or
  assistive technology devices
• ESOL/LEP accommodations
• Other accommodations specified in the TAM

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Allowable Accommodations

• Mayer-Johnson pic syms have been used
  throughout the tasks and items.
• If your student uses a different symbol for the
  same word, you may substitute that symbol for the
  one provided. For example

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Replace response cards with concrete objects

• Similar in size, shape, color
• Not change what is being measured
• Materials must be age grade appropriate

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Presentation Accommodations

• Say the response option aloud
• Point to all of the response options or concrete
  objects
• Provide the directions and response options in
  sign language

• Have student touch or hold the object
• Place the objects in a specific location or
  orientation when the student has a limited visual
  field
• Change the background

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Customized Materials

• Braille response cards are provided for some
  response cards (mostly numbers, letters and
  single words). Teachers may braille other
  materials as needed. Tactile graphics are
  provided for some tasks.

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Ordering Braille Materials

• The Braille Materials Order Form can be found in
  the appendices of the TAM
• Test Administrators complete the form and return
  to the DTC-Alt
• Braille materials will arrive in the district
  after the other materials
• Return all braille materials after testing

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Accommodations for LEP Students

• Reword instructions in any format or language to
  enable student to understand the task
• The TASK itself cannot be reworded or translated
• Special test preparation may be provided to
  orient student to test format and expectations
• See the TAM, Appendix O, for additional
  information on including LEP students with
  disabilities in the SC-Alt.

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Access Limitations

• Clearly marked
• Do not administer
• A bubble is provided for all items marked as
  Access Limited (AL)
• Blind
• Blind and non-verbal
• Deaf

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Administering SC-Alt
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Lesson Learned Test Day

• Follow the directions exactly
• Do not improvise
• Do not teach the skill while administering the
  task
• Provide breaks as needed

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Lessons Learned (cont)

• Be careful not to read the say statements too
  fast
• Be careful with Show/Tell. Only say one or the
  other, not both.
• Use show me if using cards or manipulatives /
  tell me if student responding verbally

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Lessons Learned
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Appropriate Encouragement

• What do you usually do to praise or encourage the
  student?
• High five
• Great!
• Way to go ______!
• Awesome!

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ScoringSC-Alt
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Scoring Procedures

• Teacher (Test Administrator) scores the
  assessment as it is administered
• Scores are recorded on a scannable answer
  document not in the test book
• An optional scoring worksheet is provided to
  assist with this process

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Reminder

• Failure to transfer scoring notes from the
  worksheet to the scannable answer folder will
  result in an invalid administration.

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Item Scoring - Overview

• Key features
• Score points vary from item to item
• All scoring directions are on the right side of
  the script
• Scoring is scaffolded downward until directions
  for assigning a score of zero or NR (i.e., no
  response)

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Engagement Items

• Engagement items are scored using a rubric that
• Indicates that the student is ready to engage in
  the task
• Assesses the students extended focus and
  persistence with regard to the activity
• Engagement rubric TAM, p. 15 Does not have to
  include all bullets within a category

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Lessons Learned
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Lessons Learned Scoring

• Do not use the monitor to record the students
  score unless the monitor is also a trained test
  administrator
• If necessary, cover or reposition your TA manual
  so that the student does not see the correct
  answer. You could place the book in your lap.

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Scoring Practice
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Scoring Practice

• Score the video clip of Bailey
• Task Plant Life Cycle
• Record student response to each item in the video
  on the score worksheet
• Listen to the teacher comments

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Scoring Practice

• Score the video clip of Sammy
• Task Numbers and Shapes
• Watch carefully
• Record student response to each item in the video
  on the score worksheet

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Complete Scoring

• Compare your scores with those of the test
  administrator
• Item 1 Score 1
• Item 2 Score 0
• Item 3 Score 2
• Item 4 Score 0
• Item 5 Score 1
• Turn in your score worksheet to the District Test
  Coordinator

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After Testing
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After Testing

• Return all test materials to your DTC-Alt
• materials with a bar code
• student generated products
• all response cards including cards that you have
  modified
• Keep all physical manipulatives

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Return the Following

• Completed School Security Checklist (top)
• Completed Test Administrator Security Affidavits
• Completed Student Answer Folders
• Unused Student Answer Folders Including Those
  With Do Not Score Labels
• Completed Teacher Comment Forms
• Student Rosters
• Student Scoring Worksheets
• Test Booklets
• Used and Unused Printed Manipulatives

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Return Procedures

• Follow directions in TAM (Appendices J and K
  -Modified per DTC)
• TA (teacher) will verify that all materials are
  packed correctly using the SSC.
• Notify DTC of any missing materials.
• Place white copy of SSC on top of box / send
  canary copy in a separate interoffice envelope to
  Denise Vereen in the Office of Assessment.
• Make or keep a copy of the SSC for your records.
• Seal you box(es) using clear packing tape.
• Attach return label provided in your folder
  (Return to Assessment Center).

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Return Procedures

• Return your materials to the Office of Assessment
  at the completion of all testing.
• The last day of testing is April 30th. Materials
  must be returned no later than 1200 noon on May
  5th.
• If you send materials back via the district
  courier, apply the return label and place your
  sealed boxes in the shipping / receiving area in
  your school. Boxes must be in the shipping /
  receiving area when the courier stops at your
  school he wont track them down.

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Lessons Learned
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Lessons Learned Returning Materials

• Make sure that the scoring worksheet information
  is transferred to the Answer Folder
• Affix labels to the Student Answer Folder and the
  Test Administrator Security Affidavit
• Make sure that the Test Administrator Security
  Affidavit is packed in the school box with the
  Answer Folder
• Make sure that the Answer Folder is in the school
  box and not in the videotape return envelope

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Lessons Learned Returning Materials

• Make sure bar code labels are affixed to the
  Answer Folder and the Test Administrator Security
  Affidavit
• Precoded
• Linking
• Only use the Do Not Score Label if the entire
  answer folder is not to be scored
• If only one or more content areas are not to be
  scored, contact your DTC-Alt for return procedures

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Lessons Learned Returning Materials

• Do not attach sticky notes to answer folder
• Report any unusual situations to your DTC-Alt for
  assistance
• Do not seal the school box when returning to the
  DTC-Alt

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Reminder

• Failure to return the Test Administrator
  Security Affidavit will result in a non-valid
  administration

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Non-Valid Administrations

• Assessment of student with wrong form
• Assessment of student beginning with wrong
  starting task (not following drop back rule if
  student does not respond successfully to starting
  task)
• Failure to transfer item scores from the
  worksheet to the answer folder
• Misplacement of answer folder in return materials
  resulting in lost document
• Errors in administration procedures and scoring

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Final Important Dates

• Last day of testing is April 30
• Materials must be returned to the Assessment
  Center by May 5th.

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HCS Contact Information

• Denise Vereen
• dvereen_at_horrycountyschools.net
• 488-6841
• Jean Morgan
• jmorgan_at_horrycountyschools.net
• Vicki Brantly
• vbrantly_at_horrycountyschools.net
• 488-6845

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Contact Information Administration Procedures

• American Institutes for Research
• Lynnett Wright
• Alternate Assessment Specialist
• lwright_at_air.org
• 866-532-8686 (toll free voice)
• 866-236-4285 (toll free fax)

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South Carolina Department of EducationOffice of
Assessment

• Suzanne Swaffield
• sswaffie_at_ed.sc.gov
• 803-734-8274

• Douglas Alexander
• dgalexan_at_ed.sc.gov
• 803-734-3923

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