JCPS Assessment Overview for New District Assessment Coordinators presentation

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Title: JCPS Assessment Overview for New District Assessment Coordinators

1
JCPS Assessment Overview for New District
Assessment Coordinators

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Overview of CATS Alternate Assessment

Kentuckys Alternate Assessment was revised to
meet NCLB and IDEA requirements
Aligned to KY Academic Expectations
(standards-based) and linked to grade level
expectations
Promotes access to general curriculum
Assesses in the same content areas and the same
grade levels as all general education students
Individual student scores by content area
Scores are configured into accountability just as
the scores are for any general education student
This is required by the Individuals with
Disabilities Education Improvement Act 2004 (IDEA
2004)

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CATS - Alternate Assessment

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CATS - Alternate Assessment

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CATS - Alternate Assessment

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CATS - Alternate Assessment

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Alternate Assessment Components
NEW 2007-08
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Performance Dimension A Attainment

Student uses verbal or written words, signs,
Braille, or language-based augmentative systems
to request, initiate, and respond to questions,
describe things or events, and express refusal
OR
Student uses intentional communication, but not
at a symbolic language level. Student uses
understandable communication through such modes
as gestures, pictures, objects/textures, points,
etc., to clearly express a variety of intentions

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Performance Dimension B Progress

Student communicates primarily through cries,
facial expressions, change in muscle tone but no
clear use of objects/textures, regularized
gestures, pictures, signs, etc., to communicate
AND
Student alerts to sensory input from another
person (auditory, visual, touch, movement) BUT
requires actual physical assistance to follow
simple directions. Or the students response to
sensory stimuli (e.g., sound/voice
sight/gesture touch movement smell) is
unclear.

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Performance Dimension B Progress

For a student who communicates as described
for Performance Dimension B Progress, the IEP
team MAY choose to assess that student using
Performance Dimension A Attainment.
If a Performance Dimension B student completes a
Dimension A portfolio, he or she will be scored
against the Dimension A requirements.

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Portfolio

The portfolio is a body of work that includes
both assessment and instructional samples that
are collected throughout the academic school year
and must include
An Entry Cover Sheet for each content area entry
An Assessment Targets Sheet for the appropriate
content, grade and Dimension (A or B) with
Condition and Demonstrators filled in
Dates and Scores of Assessment Targets filled in
Signed Code of Ethics sheet for each content area
entry
Must have one original and may use photocopies
for subsequent content area entries

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Portfolio (continued)

One student work sample per standard
The work sample should illustrate the highest
complexity level at which the student can still
demonstrate performance
Copy of highest scoring post-instruction
assessment probe per standard
For the Reading portfolio, documentation of the
grade level passage used
For specific details about portfolio development,
please review Fall Portfolio Training 2007 posted
on-line

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Attainment Tasks

Kentucky Department of Education provides
Attainment Tasks and scripts
The test administrator reviews and prepares the
task materials prior to administration
The task is administered in a one to one testing
environment
The student may work on the tasks at multiple
times throughout the day, but can not repeat any
portion of the task

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Attainment Tasks continued

The test administrator scores the task as he or
she is administering the assessment
All scores are either 0 (incorrect) or
1 (correct)
All tasks are considered secured testing
materials and must be treated as such
For specific details about Attainment Task
procedures, please review Fall Attainment Tasks
Training 2007 posted on-line

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Transition Attainment Record

The Transition Attainment Record (TAR) is a
checklist provided to districts
The TAR evaluates the students performance
The teaching team jointly rates student
performance as either a
0 (Does not demonstrate skill),
1 (Developing, Supported), or
2 (Independently Mastered)
The lead team member identifies where the
documentation for each item is located (IEP,
portfolio, etc.).

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Transition Attainment Record continued

Allows IEP team to design an assessment activity
to measure a specific skill when unsure of
students current performance.
Contains Teacher and Student Interviews.
Student interview information can be completed by
the team if the student is unable to respond to
the questions.
The Transition Attainment Record can be
administered as soon as the training is posted
and completed.
For specific details about Transition Attainment
Record procedures, please review Fall Attainment
Tasks Training 2007 posted on-line

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Qualifying Requirements

Every teacher administering the alternate
assessment must complete the following trainings
District/school trainings
Administration Code training
Inclusion Training
State training
Fall face to face training will be a How to
session
Assessment training modules (Portfolio,
Attainment Task, Transition Attainment Record)
Qualifying quiz
Print the results of your online qualifying quiz
and put one copy in the Alternate Assessment
Accountability Folder and bring one copy to the
face to face training.

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Contact Information

All questions should be addressed to
Kentucky Department of Education
Kevin OHair, Assessment Policy and Regulations

Phone at 502-564-4394 or email to
kevin.ohair_at_education.ky.gov
www.ihdi.uky.edu/kap

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