2012 – 2013

2
Vision
All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce.
Mission
The mission of CDE is to shape, support, and safeguard a statewide education system that prepares students for success in a globally competitive world.

Students
Educators
Schools /
Districts
State
3
Goals
Successful students
Prepare students to thrive in their education and in a globally competitive workforce.

Ensure every student is on track to graduate postsecondary and workforce ready.

Increase achievement for all students and close achievement gaps.
 Ensure students graduate ready for success in postsecondary education and the workforce.

Increase national and international competitiveness for all students.
Great teachers and leaders
Ensure effective educators for every student and effective leaders for every school and district.
 Increase and support the effectiveness of all educators.

Optimize the preparation, retention, and effectiveness of new educators.

Eliminate the educator equity gap.
Outstanding schools and districts
Build the capacity of schools and districts to meet the needs of Colorado students and their families.

Increase school and district performance.

Foster innovation and expand access to a rich array of high quality school choices for students.
Build the best education system in the nation.

Lead the nation in policy, innovation, and positive outcomes for students.

Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.
 Attract and retain outstanding talent to CDE.

Driving
Questions
Students
Educators
Schools/
Districts
What do we want students, educators, schools, and districts to know and be able to do?
How will we know if expectations are met?
How will we respond when help is needed and to support continued growth?
Colorado Academic
Standards
Educator quality standards
Performance indicators
Assessments
Educator evaluations
• RTI
• PBIS
• Targeted interventions
• IEPs
• Induction
• Mentoring
• Professional development plans
• Remediation plans
School and district performance frameworks
• Unified planning
• Priority
• Turnaround
4

5
When we intentionally integrate…

Coherent and rigorous academic standards

Innovative and engaging learning options

Supported and effective educators

Aligned and meaningful assessments
 Statewide and district accountability
We can personalize learning and ignite the potential of every student.

6
In your folder

PowerPoint

Test Examiner’s Manual

LOI Protocol

Training Test Examiner Protocol

Training Student Materials

Feedback Form

7
Training Objectives

Alternate Assessment Timeline

Colorado State Assessment System Overview

Qualifying for the Alternate

CoAlt

Administration

Where have we been?
B e l i efs
1997
1980’s
1970’s
SWCD can learn basic literacy and numeracy skills.
SWSCD can learn functional skills.
Developmental goals built on prerequisite skills.
Prior to 1975
8
SWSCD are unable to learn.

Where have we been?
G e n e ra l p ra c t i c e s
1997
1980’s
1970’s
Prior to 1975
9
Reading and Math built on sight words, time and money skills.
IEP goals and instruction built on daily living and community activities.
IEPs were the course of instruction.
SWSCD were excluded from education.

Where have we been in
Colorado?
B e l i efs a n d p ra c t i c e
2006
2001
2000
1997
10
CSAP-A 1.0 administered in Grades 3 -10
Reading, Writing & Mathematics
Grades 5 & 8 Science.
CSAP-A 1.0 administered in Grade 4,
Reading and Writing Making schools accountable for SWSCD.
IEP goals and instruction must align to academic content standards.
(Expanded Benchmarks)
IDEA ’97 all students will have access to the general curriculum.

Where is
Colorado going?
A s s e s s m ent s fo r s t u d e nt s w i t h s i g n i f i ca nt co g n i t i v e d i s a b i l i t i e s
2013 - 2014
2012 - 2013
2011
2008
CoAlt 1.0 Reading, Writing &
Mathematics
CoAlt 2.0 in Science & Social Studies
Alternate Assessment revision begins in Science and Social
Studies to align to the EEOs.
Extended Evidence Outcomes adopted that will guide instruction.
Name change to CoAlt.
CSAP-A 2.0 administered in
Grades 3 -10 , Reading, Writing &
Mathematics
Grades 5, 8 & 10 Science
11

CoAlt assessment revision
H o w ca n y o u b e co m e i nv o l v e d ?
•
August 2012 – Colorado Educators began writing items for Science and Social
Studies
•
November 12 – 13, 2012 – Content validity and alignment review
•
Spring 2013 – Field Testing
District decision
Internet access
Students in grades 4, 5 or 7, 8 and Once in High
School
contingent upon legislative approval, the science and social studies assessments will be administered to high school students in the fall of 12 th grade.
•
Late Spring 2013 – Item writing
•
Late Spring 2013 – Data review
12

13
What law mandates that ALL students must have access to, be involved in and make progress in the general curriculum?
1) Common Core State Standards
2) American with Disabilities Act
3) Individuals with Disabilities Education
Act

14
What describe the knowledge and skills that students should attain as the result of their educational experience?
1) Individualized education program
2) Colorado academic standards
3) Statewide assessments (TCAP and
CoAlt)

15
What are statements of skills and knowledge that are reduced in complexity from the grade-level standards?
1) Colorado Alternate Assessment
2) Expanded Benchmarks / Extended
Evidence Outcomes
3) Individualized education program

16
What will be the basis for the development of Colorado’s NEW Alternate Assessment?
1) Extended Evidence Outcomes
2) Individual student IEP goals
3) Common Core Standards

17
Office of Student Assessment
Academic Achievement
• Transitional Colorado Assessment Program (TCAP)
• Colorado Alternate Assessments (CoAlt)
College Entrance
• Colorado ACT (COACT)
• 11 th grade Alternate
National and State Trends
• NAEP
English Language Proficiency
• ACCESS for ELLs
• W-APT

Communication Protocol
CTB /
McGraw Hill
Test Proctor
School
Assessment
Coordinator
DAC
CDE
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19
CoAlt Questions
Assessment
Unit
• Test administration
• Test materials
• Allowable accommodations
• Logistics
Exceptional
Student
Services Unit
• Eligibility
• Instructional guidance
• Data interpretation
• IEP documentation

CoAlt
Website
20 http://www.cde.state.co.us/assessment/CoAltAssess.asp

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Alternate Standards and Assessment
Eligibility Criteria Worksheet
 Eligibility is determined by the IEP team
 1 st Determine Academic
Standard
 2 nd Determine Assessment

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Eligibility

Available in the Colorado
Accommodations Manual
 or on the Website

Must meet all criteria

Each content area must be looked at individually

For questions regarding eligibility please contact Linda
Lamirande in ESSU lamirande_l@cde.state.co.us
303.866.6863

CoAlt

Standards-based assessment

Measures students progress towards the
Expanded Benchmarks

Provides a picture of student performance
23

Indicates individual student progress towards the academic content areas of
Reading, Writing, Mathematics and
Science

24
Preparing students for the CoAlt
Academic Content Standards
Extended Standards
Curriculum Instruction and Practices
Alternate Assessment

Designed specifically for students with significant cognitive disabilities who are instructed on alternate standards.
Learner
Centered
25
Interactive Flexible

26
Standardized
This means…
 all students will have the same test content, resources, directions, testing conditions, and rating procedures
 one score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado

There is flexibility in the assessment within the standardization through the use of CoAlt Expanded
Accommodations

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Data
Scores can show an overview of student progress.

28
GRT

GRT data shows Levels of Independence.
•
Can be used for measures of support needed for student as considerations for classroom instruction

29
2012 – 2013 Test Window

February 6 – March 22

Grades 3-10 Reading/Writing and Math

Grades 5, 8 and 10 Science

Scheduling
 Read through Examiner’s Manual

Preparation of Expanded Accommodations
― Read through Item Presentation Protocol
― Student materials are available electronically to DACs via CTB Navigator – late January
 Individual administration

No time limits or restrictions on time

Allow time for breaks
30

Is there a minimum time for CoAlt?
Students must be provided adequate time to have all items presented following the testing protocol.
If a student answers right away to all items, the assessment will take less time than a student who has a lower Level of
Independence.
31

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Environment

Space for giving the assessment
 Not disrupted by other students/staff

Limited distractions

Space for storing accommodations

These are secure materials

33
Test Security
The following items must be secured:

Item Protocols

Student Materials

Accommodated student materials

Rating Forms
Any electronic student materials or student answers must be securely removed from technology used.

34
What arrives at the District from CTB

Math Manipulatives

Test Examiner Protocol

Student Supplemental

One Box per Student

35
Test Examiner
 Test examiner must be a certified educator

Test examiner should be the person who knows the student best

Test examiners must be trained annually

Para professionals may be present but may not administer the assessment

(anyone in the assessment environment should be trained)

36
Assessment accommodations can not change what is being assessed
 Math, Writing and
Science can be read to this student.
 Reading of the Reading
Test is not allowed because that would assess oral comprehension
(understanding what you hear).

CoAlt is designed to support students with significant cognitive disabilities. Mathematics,
Science and Reading assessments do not require students to write.
The writing assessment is for students to produce a product independently.
A student may not use a
Scribe on the writing assessment because that would assess verbal communication.
37

Expanded Accommodations
 CoAlt Expanded
Accommodations

Physical tools used by the student and/or teacher to provide greater access to the content or in facilitating student responses.
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For each item the test examiner must be aware of the indicator being assessed.

39
Expanded Accommodations

The Colorado Accommodations
Manual provides some indications of common
Expanded Accommodations for
CoAlt.
 Material Size

Contrast Levels

Concrete objects

Cutting the pictures apart

AT devices
Expanded accommodations must not cue students to the correct answer.

40
Expanded Accommodations

Accommodations for CoAlt
 Don’t Read the Reading Test

Don’t Translate the Reading Test into a language other than English

Don’t Write the Writing Test
 Don’t Translate a student’s writing from a language other than English on the Writing Test
 Don’t Reduce the number of answer choices
41

42
Remember

43
Options for CLD students w/D
CoAlt Spanish
Reading and Writing Grades 3 and 4

Identified as English Learner (NEP or LEP)

Receiving instruction in Spanish, this year or last

Student in ELA program 3 years or less (preschool and
Kindergarten do not count)

Documented on IEP
 Not a Spanish Literacy assessment

44
Options for CLD students w/D

Presentation in students native language:
 Allowed: writing, math and science

NOT Allowed: reading

Response in students native language:
 Allowed: reading, math and science

NOT Allowed: writing
CoAlt Expanded Accommodations that provide the linguistic support the student needs and do not invalidate what is being assessed.

45
Documentation of Accommodations on the student data grid
 Must be used in instruction 90 days prior to assessment

None
 Assistive technology

Braille
 Eye gaze

Modified picture symbols
 Objects

Sign Language
 Translated into student’s native language

Other
 Must be documented on the student ’s IEP

More than one may be bubbled on the data grid

If no accommodations are used
NONE must be bubbled

If an accommodation is used that is not listed OTHER must be bubbled

46
IEP Documentation
Accommodations used during instruction and on assessments must be specifically documented on the students IEP, and based on use and effectiveness in the appropriate sections.
“All allowable accommodations”
- What does this mean?

47
All Allowable Accommodations
Braille
Objects
Low Vision
Devices
Eye Gaze
Math
Manipulatives
Sign Language
Large Print
Audio
Amplification
Assistive
Technology
Preferred
Writing Tool
Change of
Location
Native Language
Color Overlays
Modified Picture
Symbols
Underlining/
Highlighting
Noise Buffers

48
CoAlt is what type of assessment?
1) College Entrance
2) English Language Proficiency
3) Academic Achievement

49
Who should Test Examiners call if they have questions related to CoAlt?
1) Mira Monroe
2) School Assessment Coordinator
3) BFF from another district

50
Where is the best place to give the CoAlt?
1) In a quiet location where there is no disturbance
2) In the hallway
3) In the back of the classroom during instruction

51
For students identified as CLD, which sessions may be translated in grades 5 - 10?
1) The test is provided in Spanish
2) Math and Science Only
3) Math, Science and Writing

52
On what date in 2013 can the CoAlt be administered?
1) January 31
2) February 2
3) March 22

Prepare your Practice Cards
53
Find your elbow partner and introduce yourself. Between the two of you, create one set of practice cards by taking
3x5 cards and labeling them:
LOI 1 – No
Response
LOI 3 –
Incorrect
LOI 3 –
Correct
LOI 4 –
Incorrect
LOI 4 –
Correct
LOI 2 –
Correct
LOI 2 –
Incorrect

Introduction

Preparing to Test Activity
 Take the Test Examiner ’s manual out of your folder.
 Read pages 3 – 5.

Highlight something you think is a really good reminder for teachers.
 Be prepared to share with group.

Preparing to Test Activity
 Take the Test Examiner ’s manual out of your folder.
 Read pages 6 - 13.

Highlight a material that is teachers will need to bring from their classroom.
 Be prepared to share with group.

Using the Item Presentation Protocol
Training Item Procedure 1
(Math)
PROMPT:
Look at these pictures of coins.
Indicator Assessed
Recognize coins and bills when given label
Prepare: Place Coins in front of student. Do not describe.
PROMPT:
Show me the coin that is a quarter .
Student Response:
__ A. indicates dime
__ B. indicates quarter*
__ C. indicates nickel
__ D. indicates penny
__ E. other
__ F. no response
Level of Independence:
___ Level 4
___ Level 3
___ Level 2
___ Level 1

Test Administration
Test Examiners record two pieces of information:
Student Response:
__ A. indicates dime a B. indicates quarter*
__ C. indicates nickel
__ D. indicates penny
__ E. other
__ F. no response
Level of Independence: a Level 4
___ Level 3
___ Level 2
___ Level 1


Look at these pictures of coins.
Show me the coin that is a quarter.
Other

Cat.

No Response

No Response (NR)

Assumes non engagement

Must have LOI 1 filled in

Level of Independence

4 Levels o Level Four – Independent o Level Three – Partial Independence o Level Two – Limited Independence o Level One – No Response
The level of support needed to engage the student in the assessment task

Level 4
Protocol:

Follow the item prompt on the Examiner ’s Page, using the student’s usual mode of expressive communication.
 If the student does not respond to the prompt:
 repeat the same item prompt, or
 simplify***
1.
Mark Level 4
2.
Mark Student Response

(Incorrect or Correct)
OR
1.
GO ON to Level 3 if student is unable to respond/complete the task

Simplify
*** Simplify- unfamiliar terminology used in the item prompt using synonyms which provide the student opportunity to demonstrate skill/understanding without invalidating the construct
This may be used for LOI 4 only.

Simplify

Did you see the critters having a hootenanny in the hollow by the creek?

Did you see the raccoons fooling around in the tree by the stream?

Level 4
Protocol:

Follow the item prompt on the Examiner ’s Page, using the student ’s usual mode of expressive communication.

If the student does not respond to the prompt:
 repeat the same item prompt, or
 simplify***
1.
Mark Level 4
2.
Mark Student Response

(Incorrect or Correct)
OR
1.
GO ON to Level 3 if student is unable to respond/complete the task

Level 3
Protocol:
 provide the student with additional information to encourage engagement in the task OR ask questions which encourage the student to think further about the task
1.
Mark Level 3
2.
Mark Student Response

(Incorrect or Correct)
OR
1.
GO ON to Level 2 if student is unable to respond/complete the task

Engage

Jason you save money in your piggy bank at home.

Look at these pictures of coins.
Show me the coin that is a quarter.

Level 3
Protocol:
 provide the student with additional information to encourage engagement in the task OR ask questions which encourage the student to think further about the task
1.
Mark Level 3
2.
Mark Student Response

(Incorrect or Correct)
OR
1.
GO ON to Level 2 if student is unable to respond/complete the task

Level 2
Protocol:

Direct the student to the answer by modeling the correct response, such as using a:
 verbal prompt; OR
 gestural prompt; OR
 physical prompt

The student must then independently provide a response
(correct or incorrect).
1.
Mark Level 2
2.
Mark Student Response
 (Incorrect or Correct)
OR
1.
GO ON to Level 1 if student is unable to respond/complete the task


Jason this is a quarter.
Modeling

Look at these pictures of coins.
Show me the coin that is a quarter.

Level 2
Protocol:

Direct the student to the answer by modeling the correct response, such as using a:
 verbal prompt; OR
 gestural prompt; OR
 physical prompt

The student must then independently provide a response
(correct or incorrect).
1.
Mark Level 2
2.
Mark Student Response

(Incorrect or Correct)
OR
1.
GO ON to Level 1 if student is unable to respond/complete the task

Level 1
Mark this only when the student is unable to respond or complete the task even after
Level 2.
1.
Mark Level 1
2.
Mark “No Response”
Student Response:
__ A. indicates dime
__ B. indicates quarter*
__ C. indicates nickel
__ D. indicates penny
__ E. other a F. no response
Level of Independence:
__ Level 4
___ Level 3
___ Level 2 a Level 1

Practice

Using the training materials provided, and your cards practice scoring responses.

The “student ” draws a combo card, and does not show the “teacher.”

The teacher presents the item, and the student answers based on the combo card.

Return the card to the mix.

Continue until you have gone through each item and then switch roles.
LOI 1 – No
Response
LOI 3 –
Incorrect
LOI 3 –
Correct
LOI 4 –
Correct
LOI 4 –
Incorrect
LOI 2 –
Correct
LOI 2 –
Incorrect


All assessments are scored by CTB

Each student must receive two data points for a valid score
Scoring

Accurate scores o Accurate transfer

Once the forms have left the district, there is not another opportunity to “fix” invalid combinations

No Scores
If more than 15% of responses are marked as invalid, the student receives a
“no score”
An @ on the GRT indicates an invalid test combination.

Invalid Combination
Invalid Combination : Student response of “Other” and an LOI of 1

Invalid Combination
Invalid Combination : Student Response and LOI is blank

Invalid Combination
Invalid Combination: No response is marked along with an LOI of 2, 3, or 4

At what Level of Independence may the test examiner repeat the prompt without changing LOI?
1) Level 4
2) Level 3
3) Level 2

Quiz
If the student provides a wrong answer at a level 4, the test examiner should:
1) Repeat the prompt
2) Provide additional information
3) Record the student’s response

Quiz
At Level of Independence 3, the test examiner may do what additional activity?
1) Provide additional information to engage the student
2) Stop testing to provide time for the student to engage in testing
3) Repeat the prompt with simplified language

Quiz
When should the test examiner go on to the next level of independence?
1) The student is tired
2) The student gives the wrong answer
3) The student does not respond

Quiz
After presenting Level of Independence 2, what should the test examiner do if the student does not respond?
1) Gain the student’s attention and repeat the prompt
2) Use gestures to direct the student’s attention to the item
3) Mark the student’s Level of Independence as level 1

Who to call first:

Assessment Materials and Shipping

CTB/McGraw-Hill Help Desk
800-994-8557

Assessment Administration Questions

Office of Student Assessments
(303) 866-6929( Margo)

Contacts at CDE
Program and instruction for students with disabilities
11 th grade Alternate
Linda Lamirande, ESSU lamirande_l@cde.state.co.us
303-866-6863
CoAlt administration
Mira Monroe, OSA monroe_m@cde.state.co.us
303-866-6709