Florida Standards Alternate Assessment Performance Task Train-the-Trainer

Transcription

1 July 2016 Florida Standards Alternate Assessment Performance Task 2017 Train-the-Trainer

2 Florida Standards Alternate Assessment Performance Task Welcome and Introductions Presenters: Jennifer Quiet Kristen Cole Alicia Cuttle

3 Florida Standards Alternate Assessment Performance Task 2016 Year in Review

4 2016 FSAA-PT Performance Task Year in Review New assessment and standards New training New administration procedures New number of forms New open-response writing prompt New online registration procedures New response submission procedures

5 Florida Standards Alternate Assessment Performance Task Question Activity

6 Today s Training FSAA Overview Training Important Dates 2017 Highlights and Design Overview Assessment Components Administration Procedures Content Specific Directions Writing Assessment Before, During, and After Administration Practice Materials FSAA Online System Question Activity (part 2)

7 Florida Standards Alternate Assessment FSAA Overview

8 FSAA Performance Task Datafolio

9 2017 FSAA FSAA-Datafolio Overview Eligible students are those students with the most significant cognitive disabilities who typically do not have a formal mode of communication and are working at pre-academic levels. Designed to show student progress on a continuum of access toward academic content rather than mastery of academic content

10 2017 FSAA FSAA-Datafolio Overview For students being assessed via Datafolio, teachers submit student work samples across three collection periods throughout the school year Samples are teacher-developed from typical classroom activities/tasks that are aligned to Access Point Standards Student evidence from all three collection periods is submitted by the teacher via an online system and independently scored to determine the student s progress

11 Assessment Participation Checklist Who should be assessed with the FSAA? Individual IEP teams are responsible for determining whether students with disabilities will be assessed through administration of the general statewide standardized assessment or the FSAA IEP teams will use the Assessment Participation Checklist to make this determination

12 Assessment Participation Checklist

13 Assessment Participation Checklist

14 Assessment Participation Checklist

15 Assessment Participation Checklist

16 FSAA Assessment Planning Resource Guide

17 Florida Standards Alternate Assessment Performance Task Training

18 FSAA-PT Training Train the Trainer Model Attendees are responsible for training teachers in your district Today s presentation and additional training activities will be provided Additional resources will be provided by Measured Progress on the FSAA Portal

19 FSAA-PT Training Train the Trainer Model Who should administer the 2017 FSAA-PT? The student s teacher is responsible for administering the assessment. If this is not possible, the assessment administrator must be a certified teacher or other licensed professional who has worked extensively with the student and is trained in the current assessment procedures. Be aware of your training needs in your district!

20 Administration Training Requirements Teachers who have NOT been trained to administer the 2016 FSAA-PT REQUIRED: 1. Attend face-to-face training 2. Complete the FSAA Online System Training Module ALSO RECOMMENDED: Review the Administration Training Modules 1-3 Teachers who have been previously trained to administer the 2016 FSAA-PT REQUIRED: 1. Complete all Administration Training Modules (1-3) OR attend face-to-face training 2. Complete the FSAA Online System Training Module

21 FSAA-PT Training Resources Training Modules Administration Training Modules FSAA Online System Training Module 4 4

22 FSAA-PT Training Resources Training Tutorials Module Tutorials Target key topics covered in modules Short in length Optional available to supplement training

23 FSAA-PT Training Resources Administration Training Resources Administration Manual (TAM) Practice Materials Administration Training Modules (1-3) FSAA Online System Training Resources FSAA Online System User Guide Teacher and Administrator FSAA Online System Module (4)

24 FSAA-PT Training Resources Late September TAM (PDF) FSAA Portal Practice Materials (PDF) FSAA Portal Administration Training Resources FSAA Portal Late October TAM (printed) paper in districts Practice Material Kits (printed) paper in districts Administration Training Modules FSAA Portal Early-Mid February FSAA Online System Modules and FSAA Portal User Guides

25 FSAA-PT Training Accountability How will AACs account for teachers that participate in the online training modules? Teachers must enter demographic information into the online training system after participating in each online module. Teachers do not enter demographic information after participating in tutorials. Measured Progress will prepare and distribute district reports to AACs via A schedule of reports will be posted to the FSAA-PT AAC/District portal page

26 FSAA-PT Training Resources Trainer Resources Provided Today List of Materials TTT PowerPoint presentation Draft TAM Training Activities Session Flowcharts

27 FSAA-PT Training Accountability Measured Progress will not prepare and distribute a Certificate of Completion to teachers after participation in each module; AACs should refer to their district report to account for teacher training.

28 FSAA-PT Training Participation Reports Variables on each district report: AAC s name and Date the report was pulled Teacher name Module status Completed is listed for modules that have been reviewed in entirety A blank space will appear for any non-completed modules District number and name School name Grade span

29 FSAA-PT Training AACs are responsible for tracking teacher participation for both online and face-to-face FSAA Performance Task administration trainings AACs/trainer must provide full face-to-face training at the school/district level for all teachers who are still in need of training prior to administering the Performance Task assessment in spring 2017

30 Florida Standards Alternate Assessment Performance Task Important Dates and Resources

31 FSAA-PT Important Dates -Elementary and Middle School Elementary and Middle School (Grades 3-8) and Access Civics End of Course Testing Schedule Materials in Districts February 17 23, 2017 Student Testing Window February 27 April 14, 2017 Student Responses Entered into Online System Return of Test Materials to Piedra Data Services No later than 11:59 PM EST on April 14, 2017 No later than May 12, 2017

32 FSAA-PT Important Dates - High School High School (Access ELA 1 and 2) and Access Algebra 1, Access Geometry, Access Biology 1, and Access U.S. History End of Course Testing Schedule Materials in Districts March 13 17, 2017 or March 20 24, 2017 Student Testing Window Upon receipt of materials through April 28, 2017 Student Responses Entered into Online System Return of Test Materials to Piedra Data Services No later than 11:59 PM EST on April 28, 2017 No later than May 12, 2017

33 FSAA-PT Important Dates - Resources Resources Accommodated Materials Ordering Window Uncontracted Braille/Tactile Graphic Materials Contracted Braille/Tactile Graphic Materials One-Sided Response Booklet Ordering September 15 November 4, 2016 End of Course Materials Ordering Window Access Algebra 1 Access Biology 1 Access Civics Access Geometry Access U.S. History Administration Training Modules Window Late October, 2016 March 31, 2017 FSAA Online System Modules and User Guides Early-Mid February, 2017 Distribution of Object Exchange List and List of Cards and/or Strips and Teacher-gathered Materials No later than January 13, 2017

34 FSAA Portal Home Page* Performance Task Datafolio Announcements/ Schedules Teacher AAC/District FSAA Online System * measuredprogress.org/

35 Measured Progress Service Center Standard Hours: Monday-Friday 8:00am-5:00pm EST Extended Hours available February 15 May 5, 2017 Monday-Friday 7:00am-8:30pm EST Phone:

36 Florida Standards Alternate Assessment Performance Task 2017 Highlights

37 2017 Mode of Administration 2017 FSAA-PT will be administered in a paper-based format only Teacher will continue to record student responses in the Test Booklet and enter the responses online following administration

38 2017 FSAA-PT What s New? Session 1 Item sets 1-16 Adaptive Session 2 Item sets 1-3 Non-adaptive Session 3 Writing Prompts 1 and 2 All tests will be separated into sessions as indicated * With the exception of Social Studies

39 2017 FSAA-PT What s New? Session 1 Item sets 1-16 Adaptive Session 2 Item sets Non-adaptive Session 3 Writing Prompts 1 and 2 Increase the number of item sets administered adaptively from 10 to 16 in 2017

40 2017 FSAA-PT What s New? Session 1 Item sets 1-16 Adaptive Session 2 Item sets 1-3 Non-adaptive Session 3 Writing Prompts 1 and 2 Decrease the number of item sets administered nonadaptively from 9 to 3 in 2017

41 2017 FSAA-PT What s New? Session 1 Item sets 1-16 Adaptive Session 2 Item sets 1-3 Non-adaptive Session 3 Writing Prompts 1 and 2 Students will continue to be administered both SR and OR Writing Prompts

42 2017 FSAA-PT What s New? FSAA-PT Administration Changes The teacher will now read the question to the student before the response options

43 2017 FSAA-PT What s New? Content changes Social Studies End of Course Exams Civics US History Grade 7 High School ELA and Mathematics development Selected item sets written to grade spans

44 2017 FSAA-PT What s New? Four forms: A, B, C, and D

45 Florida Standards Alternate Assessment Performance Task Design Overview

46 2017 Design FSAA-PT is fully aligned to Florida Access Courses All items sets are aligned to: Florida Standards Access Points and Essential Understandings Next Generation Sunshine State Standards Access Points

47 Item Set Design

48 Writing Prompt Design Writing prompts are designed to assess a students ability to compose a product in response to text All students in grades 4-10 are presented with: A selected response writing item set consisting of five questions (Writing Prompt 1) An open-response item (Writing Prompt 2)

49 Writing Prompt Design

50 Contents Assessed Grade Level ELA Math Science ELA 1 ELA 2 Algebra 1 End of Course Geometry End of Course Biology 1 End of Course Civics End of Course US History End of Course 3 X X 4 X X 5 X X X 6 X X 7 X X X 8 X X X High School X X X X X X

51 Florida Standards Alternate Assessment Performance Task Assessment Components

52 FSAA-PT Components Test Booklet Response Booklet Passage Booklet Cards Packet and Strips Packet

53 Test Booklet Content Standard Pages Item Tables Administration Instructions Color coded by Grade

54 Response Booklet Each content has own booklet Stimulus and response options will include a combination of pictures, words, numbers and symbols.

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56 Passage Booklet Includes passages and passage graphics Passages will be needed for selected item sets in ELA including Writing

57 Cutout Cards and Strips Indicated as Cutout in item table Although pre-cut, the materials may need some organization before administration

58 Florida Standards Alternate Assessment Performance Task Item Set Design

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63 Materials Column All materials needed to administer an item will be located in the materials column

64 Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated

65 Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated Cutout cards or strips will be indicated

66 Materials Column All materials needed to administer an item will be located in the materials column Page of Response Booklet will be indicated Cutout cards or strips will be indicated Teacher-gathered materials will be indicated

67 Materials Column Alternative text to describe pictures will be enclosed in parentheses Read aloud only to students with visual impairments

68 Materials Column Page in Passage Booklet and title of passage will be indicated

69 Teacher Script Column Contains instructions for the teacher on how to administer a task

70 Teacher Script Column Contains instructions for the teacher on how to administer a task All boldface italicized text is spoken to the student and must be read verbatim

71 Teacher Script Column Contains instructions for the teacher on how to administer a task All boldface italicized text is spoken to the student and must be read verbatim Teacher will be directed to read stimulus or response options

72 Teacher Script Column Here is a bar graph. It shows four games and the number of students who like each game. It is titled Favorite Type of Game. Five students like video games, three students like dice games, eight students like card games, and twelve students like board games. Contains scripts for the teacher on how read tables, charts, graphs and diagrams to the student

73 Student Response Column All response options listed in the Student Response column

74 Student Response Column All response options listed in the Student Response column Correct answer is boldfaced

75 Student Response Column All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response

76 Student Response Column All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response Important to record responses as each is administered

77 Student Response Column All response options listed in the Student Response column Correct answer is boldfaced Teacher will fill in bubble to indicate student response Important to record responses as each is administered No Response option included

78 Student Response Column Task 1 only Student responds incorrectly and teacher records in top section in the Student Response column

79 Student Response Column Task 1 Example: student responds incorrectly and teacher records in top section in the Student Response column

80 Student Response Column Task 1 Example: student responds incorrectly or provides no response: teacher records response in top section in the Student Response column Teacher presents item again with scaffolding and records the student s second response in the bottom section of the Student Response column

81 Student Response Column The two correct answers are boldfaced Task with more than one correct answer

82 Student Response Column Description of the correct response

83 Florida Standards Alternate Assessment Performance Task 2017 Administration

84 2017 FSAA-PT Session Administration Session 1 Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 (Writing only) Writing Prompts 1 and 2 Each student is administered all five questions and the openresponse writing prompt. Administration of each task is not dependent upon performance on the previous task.

85 2017 FSAA-PT Session Administration Session 1 Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 (Writing only) Writing Prompts 1 and 2 Each student is administered all five questions and the openresponse writing prompt. Administration of each task is not dependent upon performance on the previous task.

86 2017 FSAA-PT Session Administration Session 1 Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 (Writing only) Writing Prompts 1 and 2 Each student is administered all five questions and the openresponse writing prompt. Administration of each task is not dependent upon performance on the previous task.

87 2017 FSAA-PT Session Administration Session 1 Item sets 1-16 Adaptive: Each student is administered Task 1. Task 2 and Task 3 are administered only if the student continues to respond correctly without scaffolding. Session 2 Item sets 1-3 Non-adaptive: Each student is administered Task 1, Task 2, and Task 3 in each item set. Administration of each task is not dependent upon performance on the previous task. Session 3 (Writing only) Writing Prompts 1 and 2 Each student is administered all five questions and the openresponse writing prompt. Administration of each task is not dependent upon performance on the previous task.

88 Session 1 Item sets 1-16 Adaptive Continue to administer tasks in an item set only if the student responds correctly without scaffolding

89 Session 2 Item sets 1-3 Non-adaptive Administer all three tasks in an item set, regardless of whether the student answers each task correctly, incorrectly, or provides no response

90 Session 3 Writing Prompts 1 and 2 Writing Prompt 1: Selected Response Writing Prompt 2: Open-Response Session 3 will include Writing content only Teachers will administer both writing prompts to all students

91 All sessions will be indicated in the Test Booklet:

92 Additional instructions will be included at the top of all Session 2 item sets ADMINISTER ALL THREE TASKS IN THIS ITEM SET TO THE STUDENT

93 Scaffolding at Task 1 Task 1 is re-presented with only two response options Incorrect response is covered or removed (if no response cover the first incorrect option in the Materials column) Cover response option with paper or remove do NOT cover with hand Only applied in Session 1 and 2

94 Scaffolding at Task 1: Example A Teacher will present the task as indicated in the teacher script What is used to carry things?

95 Scaffolding at Task 1: Example A Student selects flower which is the incorrect option

96 Scaffolding at Task 1: Example A The teacher will cover or remove the incorrect option and re-present the teacher script with the two remaining options

97 Scaffolding at Task 1: Example A

98 Scaffolding at Task 1: Example B Teacher will present the task as indicated in the teacher script What is used to carry things?

99 Scaffolding at Task 1: Example B THE STUDENT DOES NOT RESPOND

100 Scaffolding at Task 1: Example B The teacher will cover or remove the first incorrect option in the Materials column and re-present the teacher script with the two remaining options

101 Scaffolding at Task 1: Example B THE STUDENT DOES NOT RESPOND

102 Repeating the Teacher Script

103 Sequence of Administration Elementary, Middle School, and EOCs Teachers may use their discretion and administer content areas in the order that is best for the student For example, a teacher may choose to administer Science before ELA Teachers MUST administer all sessions within a content area in the same order they are presented in the Test Booklet For example, Session 1 must be completed before Session 2 and 3

104 Reading the Teacher Script Contains instructions for the teacher on how to administer a task

105 Reading the Teacher Script Read the boldfaced italicized text verbatim to the student All directions to describe graphic features are embedded in the Teacher Script column Underlined text will specify test administration instructions: Accept any response mode the student uses to indicate a response

106 Redirection and Reinforcement Redirection strategies may be used if: consistent with the cues used during daily instruction for redirection and refocusing only; they should not cue the correct answer to the student Some items require the student to give more than one response That s one sentence. Now you need to give me one more.

107 Redirection and Reinforcement Pointing May be used to direct student s attention Should not indicate the correct answer Should point to each part of a table, chart, or graph as read aloud to student On some occasions, direction to point to is required and will be embedded in the teach script

108 Redirection and Reinforcement Pointing

109 Redirection and Reinforcement Reinforcement to encourage the student to keep working is allowed Should not cue whether the student s response is correct or incorrect Should be consistent with methods used during daily instruction

110 Cutout Cards and Strips

111 Cutout Cards and Strips

112 Cutout Cards and Strips

113 Cutout Cards and Strips

114 Teacher-gathered Materials Some items will require the teacher to provide objects to administer a task Indicated in the Materials column and on the Content standards page Place objects on the blank page in Response Booklet Response Booklet will note:

115 Florida Standards Alternate Assessment Performance Task Content Specific Directions

116 Social Studies Civics and US History are being field tested in Spring 2017 Will require a different administration procedure

117 Social Studies Text providing context for a chart is introduced before reading the chart.

118 Mathematics and Science Calculators, number lines, generic counters, scratch paper, and pencils may be set out if the student uses them during daily instruction. At the end of each task, the teacher should say to the student, You may use the to help you answer the question. Some items specifically require the use of these tools and will be indicated in the Materials column as teachergathered. All students must be offered the tool.

119 English Language Arts Passages and passage graphics are provided in the Passage Booklet. The specified passage must be read each time the directions indicate to do so. If the directions do not indicate to read the passage to the student, the passage may not be read in that part of the item set. Some tasks only require a portion of the passage to be read. The paragraphs are numbered to facilitate administration.

120 Florida Standards Alternate Assessment Performance Task Content Specific Directions Writing

121 English Language Arts Writing Design Components Scribing Protocol Annotation Protocol Upload of student responses Scoring of student responses Activity

122 Writing Prompt 1 Selected-Response Five selected-response questions in response to a passage Writing Prompt 2 Open-Response Standardized scripted series of steps that allow students to create a product in response to a passage Writing Prompt 1: Selected Response Writing Prompt 2: Open-Response

123 Writing Prompt 1 Selected-Response Administer all 5 questions No scaffolding

124 Writing Prompt 2 Open Response

125 Writing Prompt 2 Open Response

126 Writing Prompt 2 Open Response

127 Writing Prompt 2 Open Response

128 Writing Prompt 2 Open Response Student Response Template Official record of student s response

129 Writing Prompt 2 Open Response Student Response Template Official record of student s response Must be cut out of test booklet by teacher

130 Writing Prompt 2 Open Response Student Response Template Official record of student s response Must be cut out of test booklet by teacher Sections are numbered

131 Writing Prompt 2 Open Response Student Response Template Official record of student s response Must be cut out of test booklet by teacher Sections are numbered Secure document

132 Writing Prompt 2 Open Response High School Student Outline and Student Response Template

133 Writing Prompt 2 Open Response Grade Span Type Student Response Includes Grades 4-5 Grades 5-8 Grades 8-10 Informative Persuasive Informative and Persuasive Title Introduction Details from the Passage that Support the Topic Conclusion Title/Greeting Introduction Reasons from the Passage that Support the Claim Conclusion Title/Greeting Introduction Details from the Passage that Support the Topic or Reasons from the Passage that Support the Claim Conclusion

134 Writing Prompt 2 Open Response Student Preparation One topic per grade! Vocabulary provided to give all students the opportunity to respond Teachers are provided two resources to help prepare for the open response writing prompt 1. Topic and General Vocabulary List 2. Grade Specific Vocabulary List

135 Writing Prompt 2 Open Response Topic and General Vocabulary List High level topics and common vocabulary Topics and vocabulary should be introduced to students prior to administration Non-secure and posted to the FSAA-PT Portal 2017 Topic and General Vocabulary List Grades 3-5 Topic Animals at Night General Vocabulary and are because can in it is some that they want you

136 Writing Prompt 2 Open Response Topic preparation that is allowable introduce words/phrases that deal with provided topics use the students mode of communication to introduce new vocabulary provide activities around provided topics Topic preparation that is non-allowable providing full sentences for which the student only needs to select a sentence

137 Writing Prompt 2 Open Response Grade Specific Vocabulary List Vocabulary specific to the prompt on each grade level form Should not be pre-taught. Allows teacher to prepare materials to provide students with the opportunity to respond Secure and included in the back in the test booklet

138 Writing Prompt 2 Open Response Open-Response Writing Prompt Vocabulary Guidelines 1. Is the presentation consistent with what the student uses to respond during daily instruction? 2. Does the presentation allow for the student to select a response in a manner consistent with daily instruction? 3. Does the presentation allow for the student to compose a product? 4. Does the presentation allow for the student to compose an incorrect product?

139 Writing Prompt 2 Open Response Scribing Protocol May be used with a student if: This method is used during daily instruction and/or They are unable to record a handwritten or typed response IEP documentation of scribing protocol is not necessary for a student to use this allowable support during administration

140 Writing Prompt 2 Open Response Scribing Protocol Who can serve as a scribe? Any certified, licensed or non-licensed district employee if: They have received district provided training on Proctoring They have completed the Test Administration and Security Agreement and Test Administrator Prohibited Activities Agreement They are familiar with the student and with the student's mode of communication

141 Writing Prompt 2 Open Response Scribing Protocol Student Primary Response Mode Verbal Gestural Sign language AAC device What the student response may look like. Student verbalizes his/her response Student points to/touches/ or looks at his/her response Student signs his or her response Student indicates a response utilizing his or her primary AAC system or device Scribing Protocol The scriber will record the student s verbal response verbatim onto the Student Response Template and/or Student Outline. The scriber will record the interaction with the words/pictures/objects as observed onto the Student Response Template and/or Student Outline. The scriber will record the student s signed response verbatim on the Student Response template and/or Student Outline. The scriber will record the student s interaction with the AAC system or device as observed onto the Student Response Template and/or Student Outline.

142 Writing Prompt 2 Open Response Annotation of a Student Response Ensures that the response is interpretable and meaningful to a novel reader such as a scorer Does not alter the intent of the student s original response

143 Writing Prompt 2 Open Response Annotated Student Response Annotated notes included directly on the student s response

144 Writing Prompt 2 Open Response Annotated Student Response Written in a different color ink than the student s response Written above or below the student s words, pictures, symbols, or objects so as not to cover any part of the student s response

145 Writing Prompt 2 Open Response Annotated Student Response Annotated notes may also be included directly in the teacher s entry of the student s response into the online system

146 Writing Prompt 2 Open Response Some students may not provide a response to all or some of the parts of the product Teachers will record No Response directly onto the Student Response Template if this occurs animals no Response cat Eat food no Response

147 Writing - Open Response Scoring Rubric Components Title/Greeting Introduction Supporting Details/Reasons that Support Claim Conclusion Students will NOT be scored on language conventions including spelling, punctuation, or grammar.

148 Florida Standards Alternate Assessment Performance Task Writing Open Response Activity

149 Florida Standards Alternate Assessment Performance Task Before, During, and After Administration

150 Test Security Security of all test materials must be maintained before, during, and after test administration Students are not permitted to handle secure material before or after administration A security number is used to account for each secure document Refer to the most recent 2017 Florida Standards Alternate Assessment Procedural Manual posted on the FLDOE Web site

151 Before Administration: Preparation Before Materials Arrive Read the FSAA-PT Performance Task Administration Manual

152 Before Administration: Preparation Before Materials Arrive Teacher considerations: How will he/she access the assessment tasks? What accommodations and support will be needed? Does he/she utilize assistive technology? How will I evaluate student engagement? What is an appropriate wait time for this student to respond? When and where does this student engage best?

153 Before Administration: Preparation of Assessment Materials Check to make sure all materials are present Test booklet (one for each student) Passage booklets, Response booklets and Cards and Strips Packets (each grade and content area) Check to ensure components are for the same form Read the Test Booklet Review set up procedures Highlight Teacher Scripts Organize cutouts

154 Before Administration: Preparation of Materials In January 2017 List of Cards and/or Strips and Teacher- Gathered Materials Also in January 2017, the Object Exchange List with be available for students who benefit from the use of real objects

155 During Administration Accurate administration is important Account for necessary materials Record student responses directly into the Test Booklet Take notes in the Test Booklet to include in the online survey about the 2017 FSAA-PT Security is paramount

156 During Administration: Take Breaks When? Signs of fatigue Lack of engagement At the end of an item set Teachers know their students best! The FSAA-PT is an untimed assessment, ample breaks are allowed.

157 After Administration: Student Response Entry Teachers enter responses online when administration is complete Jane Smith

158 After Administration: Student Response Entry The FSAA Online System: Presents tasks in the same order as the test booklet Automatically adapts for the tasks in Session 1 Automatically scaffolds for incorrect selections at Task 1 Allows for teachers to review responses before submitting The Writing Prompt 2 submission: 1. Upload a digital copy of the student response template 2. Type the student s response into the text box(s)

159 After Administration: Student Response Entry Common errors identified when teachers attempted to enter responses Wrong form assigned Wrong student selected Writing product not submitted Be sure to avoid these errors! Once submitted, the form-based-test cannot be accessed. It is strongly recommended that all teachers review all responses before submitting a test. This will ensure that all responses entered are accurate.

160 Florida Standards Alternate Assessment Performance Task Practice Materials

161 Practice Materials Available in two formats PDFs versions for printing FSAA Portal Supplementary administration support documents related to practice tests will be posted Paper-based kits shipped to districts

162 Practice Materials Elementary Kit Grades 3-5 ELA 2 items per grade Mathematics 2 items per grade Science 2 items grade 5 Writing 2 writing prompts per grade span Middle School Kit Grades 6-8 ELA 2 items per grade Mathematics 2 items per grade Science 2 items grade 8 Writing 2 writing prompts per grade span Middle School Social Studies Kit Civics 2 items

163 Practice Materials High School ELA Kit ELA 1 and 2 2 items Writing 2 writing prompts per grade span High School Science Kit Biology 1 2 items High School Mathematics Kit Algebra 1 Geometry 2 items 2 items High School Social Studies Kit U.S. History 2 items

164 Practice Materials Teacher Training Provide teachers the opportunity to become familiar with: Assessment materials Administration of the assessment Type of preparation needed

165 Practice Materials Student Preparation Provide students the opportunity to interact with assessment components to Ensure familiarity with task design Identify the appropriate mode of responding Determine appropriate pacing Identify accommodations Teachers should administer all 3 levels of an item set to students to provide maximum exposure

166 Florida Standards Alternate Assessment Performance Task Practice Materials Activity

167 Florida Standards Alternate Assessment Performance Task FSAA Online System Overview

168 General was a year of new processes for the FSAA- Performance Task assessment Collected feedback on system, functionality, and processes Currently reviewing recommended system changes, evaluating each, and determining which will move forward to the programmer level Early stages of work with the programmers laying out plans for Information shared today will be very high level

169 FSAA Online System FSAA Online System Assessment Registration Tool (ART) Student Response Entry

170 System Improvement Possibilities Under Review Create a School Level Coordinator (SLC) role Can be assigned by an AAC to manage schools within a district Permissions will mirror the AAC permissions but will be restricted to the school(s) that are assigned to that user Districts may opt not to use this role type

171 System Improvement Possibilities Under Review (continued) Develop an Add New User interface Will allow system administrators to add single users rather than requiring an import file System will still accept a CSV import if more than one user needs to be added and System administrators do not want to add new users one at a time. School Level Coordinators (SLC) would add new teachers and students using the import or Add New User interface Alternate Assessment Coordinators would add new SLCs, teachers, and students using the import or Add New User interface

172 System Improvement Possibilities Under Review (continued) Improve how requests for updates in the system are completed, submitted, and processed Improve the Assign Form functionality Force a choice selection before moving forward Providing a confirmation dialogue box that will ask teachers to verify the student name, assessment grade, course assignment and form assignment selection.

173 System Improvement Possibilities Under Review (continued) Improve process for submitting a test with responses as FINAL Change End Test button text is to Submit Clicking Submit triggers a confirmation dialogue box asking the teacher to confirm that the test is ready to be submitted and informing the teacher that they will not be able to access the test again after it is submitted

174 System Improvement Possibilities Under Review (continued) Implement Back button to allow movement back and forth between items in launched test. Note: Evaluating impacts on scaffolded items AACs identified need for better tracking abilities within the ART to measure progress towards meeting submission requirements. Possibilities could include: Student-based visual indicators for status details such as: No Assignments, Not Started, In Progress, Complete CSV export with student-based status details for each assignment such as: Not Started, In Progress, Complete

175 FSAA Online System Timelines AAC live webinars related to role and responsibilities will take place: For this topic, we will plan a 1 hour live webinar to cover process, best practices, and timelines for the FSAA. The first 30 minutes will be our presentation followed by a 30 minute Q and A. Early January 2017 This will be followed by tutorials on using the system at the AAC/SLC level. February 2017

176 AAC/SLC activities FSAA Online System Timelines Early February (AACs) o imports/adds School Level Coordinators (SLC) o Communicate with SLC and AAC regarding any necessary changes. o Manage transfers Mid-February (SLCs) o Import teachers o Add new students o Make student course assessments-teacher connections o Communicate any changes to AAC

177 FSAA Online System Timelines (continued) Late February-Early March (teachers) o Verify roster o Verify students have correct course assignments o Communicate any changes to SLC Mid March: Course assessment become active, teacher may submit responses Late April: student response submission window ends

178 Florida Standards Alternate Assessment Performance Task FSAA-PT Question Activity Part 2

179 Florida Standards Alternate Assessment Performance Task Contact Information

180 Measured Progress Service Center Standard Hours: Monday-Friday 8:00am-5:00pm EST Extended Hours available February 15 May 5, 2017 Monday-Friday 7:00am-8:30pm EST Phone:

181 Florida Department of Education Contact Information Policy level questions please contact: Angela Nathaniel Standard Hours: Monday-Friday 8:00am-4:30pm EST Phone: Fax: