Administrator Workshop
Fall 2013
Reminder
Scores for students
who take the
Florida Alternate Assessment
count toward proficiency and
growth!
What Do I Need To Do ?
ACCESS
POINTS
What are Access Points?
• Expectations written for students with
significant cognitive disabilities (SWSCD) to
access the general education curriculum.
• Aligned directly to Sunshine State Standards.
• Reflect the “core intent” of the standards with
reduced levels of complexity.
• Have three levels of complexity: participatory,
supported, and independent with the
participatory level being the least complex.
Who are access points
designed for?
• Only students with significant cognitive
disabilities
• Students who meet criteria for alternate
assessment
• Other students with disabilities should
be working on the regular
CCSS/NGSSS with accommodations as
necessary
Where are Access Points?
www.cpalms.org
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 # 11037/12652
Access Courses
• Scope and Sequence
• Old and New
7000 Course Numbers for
SPED Students on the Florida Alternate Assessment
for 2011-2012
Scope and Sequence of Courses for Middle Schools
The following courses have been designed for students whom the IEP team has decided that a modified curriculum
(Access Points for Students with Significant Cognitive Disabilities) is appropriate to serve their academic needs.NOTE: The 2011-2012
Comment #48 must be checked on the report card to indicate that the student is working on a modified curriculumnumbers below.
as well as an indication on the IEP (Check Sunshine State Standards Access Points). Opportunities must be given to
students to participate in the general curriculum with the appropriate supports upon decisions by the IEP team.
Grade (s)
Grade Level Course number Course Name
6th Grade
781001101
Access M/J Language Arts 1
1757,1
7812015
Access M/J Mathematics 1
1760,1
7820015
Access M/J Comprehensive Science 1
782102201
Access M/J World History
*Electives
7880010
Exploratory Vocational: 6-8
7815010
Physical Education: 6-8 (at least .5 credit)
7821030
Career Education: 6-8
7863000
Social Personal: 6-8
*Any other electives offered within the general
education program
7th Grade
781001201
7812020
7820016
*Electives
8th Grade
*Electives
782102101
7880010
7863000
7815010
781001201
7812030
7820017
7821025
7880010
7863000
7815010
Subject
Language Arts
Social Studies
EL Language Arts
Art
Reading
EL Reading
Mathematics
Music
Physical Education
Science
Advanced Academics
Old Course Number
7710010B1 – Language Arts Kindergarten
7721010B1 - Social Studies Kindergarten
7710010B2 – EL Language Arts Kindergarten
New Course Number
7710011B1 – Access Language Arts
7721011B1 – Access Social Studies
7710011B2 – EL Access Language Arts
7701010B1 – Art: Kindergarten
7710020B1 – Reading: Kindergarten
7710020B2 – EL Pre-Reading/Reading Kg
7712015B1 – Access Mathematics Grade Kg
7713010B1 – Music Grade Kindergarten
7715010B1 – Physical Education: Kindergarten
7720015B1 – Access Science Grade Kg
7755040B1 – Advanced Academics Kg
7710010C1 – Language Arts Grade 1
7721010C1 - Social Studies K-5
7710010C2 – EL Language Arts Grade 1
Grade 1
Language Arts
Social Studies
EL Language Arts
Art
Reading
EL Reading
Mathematics
Music
Physical Education
Science
Advanced Academics
7710012C1 – Access Language Arts
7721012C1 – Access Social Studies
7710012C2– EL Access Language Arts
7701010C1 – Art: Grade 1
7710020C1 – Reading: Grade 1
7710020C2 – EL Pre-Reading/Reading Grade 1
7712020C1 – Access Mathematics Grade1
7713010C1 – Music Grade 1
7715010C1 – Physical Education: Grade 1
7720020C1 – Access Science Grade 1
7755040C1 – Advanced Academics Grade 1
7710010D1 – Language Arts Grade 2
7721010D1 - Social Studies K-5
7710010D2 – EL Language Arts Grade 2
Grade 2
Language Arts
Social Studies
EL Language Arts
Art
Reading
EL Reading
Mathematics
Music
Physical Education
Science
Advanced Academics
7710013D1 – Access Language Arts
7721013D1 – Access Social Studies
7710013D2 – EL Access Language Arts
7701010D1 – Art: Grade 2
7710020D1 – Reading: Grade 2
7710020D2 – EL Pre-Reading/Reading Grade 2
7712030D1 – Access Mathematics Grade 2
7713010D1 – Music Grade 2
7715010D1 – Physical Education: Grade 2
7720030D1 – Access Science Grade 2
7755040D1 – Advanced Academics Grade 2
Grade 3
Language Arts
Social Studies
EL Language Arts
Art
7710010E1 – Language Arts Grade 3
7721010E1 - Social Studies K-5
7710010E2 – EL Language Arts Grade 3
7710014E1 – Access Language Arts
7721014E1 – Access Social Studies
7710014E2 – EL Access Language Arts
7701010E1 – Art: Grade 3
Kindergarten
Access M/J Language Arts 2
Access M/J Mathematics 2
1758,1
1761,1
Access M/J Comprehensive Science 2
Access M/J Civics
Exploratory Vocational: 6-8
Social Personal: 6-8
Physical Education: 6-8 (at least .5 credit)
*Any other electives offered within the general
education program
Elementary School Academic Program codes have already been replaced with the new access course
Access M/J Language Arts 2
1759,1
Access M/J Mathematics 3
Access M/J Comprehensive Science 3
Access M/J US History
Exploratory Vocational: 6-8
Social Personal: 6-8
Physical Education: 6-8 (at least .5 credit)
*Any other electives offered within the general
education program
*Students are required to take Physical Education in grades 6-8.
* It is recommended that students take 1 credit of Social Personal.
Course Deletions
The following courses have been daggered since 2011-12 and
are being deleted in 2013-14.
–
–
–
–
–
–
–
–
–
–
–
–
–
7810010
7812010
7820010
7810020
7810030
7821010
7821020
7863002
7855010
7855030
7855032
7855050
7880010
Language Arts: 6–8
Math: 6–8
Science: 6–8
Reading: 6–8
Communications: 6–8
Social Studies: 6–8
Social Studies: 6–8 & Career Planning
Social Personal Skills and Career Planning
Academics: 6–8
Academic Skills: 6–8
Academic Skills: 6–8 & Career Planning
Developmental Skills: 6–8
Exploratory Vocational: 6–8
Access Reading Courses
• There are no Access Reading courses. The
reading standards were integrated into the
Access Language Arts courses.
• If the district’s SPP requires a credit in both
language arts and reading, students taking
access courses may be scheduled into
Access M/J Language Arts twice, taking
consideration not to duplicate content.
HQT Requirements for ESE
Courses
• An ESE teacher teaching 7700, 7800 and 7900 series
core academic courses (access courses) must meet
the HQT requirements for elementary education if the
level of instruction is at the elementary level (K – 6).
• An ESE teacher teaching 7800 or 7900 (fundamental
or access courses) series core academic courses
must meet the HQT requirements for the core
academic subject if the level of instruction is at grade 7
and above.
• A chart outlining certification and HQT requirements
for service delivery models can be found in the
narrative section of the CCD.
Common Core State
Standard Implementation
Timeline for Implementation
For the 2013-14 school year, access
courses based on the NGSSS will
prepare students for the FAA.
Math Access Courses are being
revised to include the Core Content
Connectors.
Drafts of the Core Content
Connectors are available on
CPALMS.
CCSS and Access Courses:
NCSC Update
• The Core Content Connectors (CCCs) and the
Essential Understandings (EUs) provide clear
alignment to the Common Core State Standards
for students with a significant cognitive disability.
• The National Center and State Collaborative
(NCSC) has been developing CCCs for math
and English/Language Arts since 2011.
• As NCSC completes this work, we have been
updating our standards and courses.
Implications for Instruction in
2013-14
The draft Core Content Connectors on
CPALMS that have Essential Understandings
have been identified as priority standards
(targeted for assessment in 14-15).
By comparing the CCCs and EUs to the
existing access points, teachers can see how
instruction will be changing under the CCSS.
Teachers of students with significant cognitive
disabilities are encouraged to join a
Community of Practice through the ACCESS
Project to learn more.
CCCs and Access Points:
Understanding the Shift
Core Content Connectors
• Aligned to general
education standards
• Build on increasing levels
of understanding from
concrete, to
representational, to
abstract
Access Points
• Aligned to general
education standards
• Structured on various
levels of complexity:
participatory, supported,
and independent
CCCs and Access Points: Example
NGSSS/Access Points
CCSS/Core Content Connectors
MA.3.A.2.4
Use models to represent
equivalent fractions, including fractions
greater than 1, and identify
representations of equivalence.
MACC.3.NF.1 Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned into b equal
parts; understand a fraction a/b as the quantity formed by
a parts of size 1/b.
Access Points
MA.3.A.2.In.a
Represent half and whole using area and
sets of objects.
Core Content Connector
MACC.3.NF.1.CCC.1d
Identify the fraction that matches the presentation (rectangles
and circles; halves, fourths, thirds, and eighths).
MA.3.A.2.In.b
Identify the relationship between half and
whole.
Concrete Understandings:
MA.3.A.2.Su.a
Recognize part and whole using area and
sets of objects.
•
•
Representational Understandings:
•
•
MA.3.A.2.Pa.a
Recognize parts of whole objects and parts
of sets of objects.
Identify part and whole when item is divided.
Count the number of the parts selected (3 of the 4 parts; have
fraction present but not required to read ¾).
•
•
•
•
Understand how parts to whole can be expressed as fractions using
numbers.
Understand a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts.
Ability to recognize that fraction bars of equal lengths can be divided
into different numbers of equal parts/units.
Understand a fraction a/b as the quantity formed by a parts of size
1/b.
Ability to recognize that the more equal parts, the smaller the part.
Understand concepts, symbols, and vocabulary: numerator,
denominator, _/_.
Access Courses: Future
Developments
Core
Content
Connectors
will continue
to be
developed.
Full
implementation
of Core Content
Connectors in
both reading and
math to take
place in 2014-15.
Access
points will
continue to
be used in
science,
social
studies and
other content
areas.
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 State
Standards Access Points for all academic areas (where
applicable)? YES
• Does the student require extensive direct instruction in
academics based on 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.
PF 18 (ISIS) T0503P85-01
SI91-93-X8DO
ADDITIONAL ESE INFORMATION
10/06/08 17.45.34
STUDENT ID
_______ FLA STU ID
STATUS SEX ETHNIC
NAME: LAST
FIRST
MIDDLE
APP
CURRENT SCHOOL
GRADE
HR SECT
DATE ENTERED / /
PRIMARY EXCEPTIONALITY _ STANDARD DIPLOMA _ GIFTED PROGRAM _
--------------------------------ALTERNATE ASSESSMENT: MM / DD / YY YES, NO, PARTIAL _
TEST ACCOMMODATIONS: _
--------------------------------EARLY INTERVENTION _ _ _ _ _ _ _ CHILD FIND: EVAL DTE MM / DD / YY NUM ______ _
FLA INSTRUCTIONAL MATERIALS CENTER _
---------------------------------
POSTSCHOOL OUTCOME AREA __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
MINIMUM PERFORMANCE STANDARDS MASTERED FOR GRADUATION PURPOSES: DATE
MM DD YY
TIME, TOTAL SCHOOL WEEK (IN MINUTES):
____
TIME WITH NON-DISABLED PEERS (IN MINUTES):
____
SPED EMS
35
PRACTICE
MATERIALS
Practice Materials
• Arrived in September
• NOT Secure
• Includes Updated Manual
(or faa.dadeschools.net)
• Request Additional Materials at
jbrookner@dadeschools.net
Take A Look
Item
Administration and Scoring
Process Flowchart
OPERATIONAL
TEST
Procedures Manual
www.faa.dadeschools.net
or
http://fl-alt.com/materials
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 8, 2013 Miami Springs Sr.
• December 12, 2013 Miami Springs Sr.
Update
(for all teachers who have previously
been trained)
FLDOE Update Training
Available starting October 21, 2013
through February 21, 2014
24/7
http://faatraining.measuredprogress.org
Weekly Briefing #14693
FLDOE will send list of participants to
districts for compliance checks.
Timelines
2014 Florida Alternate Assessment
Shipment to Schools
Week of February 14, 2014
Administration Window
Upon receipt of assessment materials–
return of assessment materials
Return of Materials
April 7 or 8, 2014
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 4, 2014 or
Tuesday, March 18, 2014
from 7:45am to 3:30 pm. at TDC
Testing Window
• February 19, 2013 to April 4, 2014
– 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
February 25 – April 1, 2013
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
□
□
1. Was the assessment individually administered to the student (only one
student assessed at a time)?
□
□
2. Was the test administered in an area amenable to concentrating, - a
quiet area away from distractions?
□
□
3. Did the teacher attempt to ensure that the student remained engaged in
the assessment process?
□
□
4. Did the teacher have all materials accessible to the student (e.g.,
booklets, teacher-gathered items, counters)?
□
□
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
Common Errors on
Answer Sheets
– Multiple responses per item
– 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
– Content area left blank
– Reading and Mathematics is administered to
all students in grades 3-10
– Did not enter Form A or B
Sample Answer Sheets
Document Count Summary
Form
Scores - SPI
Student Performance Indicators
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?
Training
October 29,
2013
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
• 786-268-4757 ext. 2048
• jbrookner@dadeschools.net
Questions and Answers