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South Carolina Department of EducationAmerican Institutes for Research
January 2012
Test Administrator Training
Suzanne SwaffieldDouglas Alexander
Anne MruzOffice of Assessment
Elizabeth StoutOffice of Exceptional Children
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Jennifer Chou, Project Director
Lynnett Wright, Alternate Assessment Specialist
Emma Hannon, OperationsMollie Sandberg, Operations
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Kim Thompson Richland School District 2
Jackie Hyatt Lexington School District 2
Emmy Lou Todd Lexington School District 2
Nancy Kramer Richland School District 1
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Mary Siegrist Richland School District 1
Jennifer Brucker Lexington School District 1
Anna Faust Lexington School District 1
Amber Weeks Lexington School District 1
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Alternate assessment based on alternate achievement standards.
For students with significant cognitive disabilities who cannot participate in PASS, EOCEP, or HSAP even with accommodations.
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• To ensure that these students have the opportunity to participate in a challenging standards-based curriculum, and
• To meet IDEA and ESEA (NCLB) requirements.
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• Series of performance tasks
• Linked to grade-level academic standards in grade bands 3–5, 6–8, and 10
• Specific script
• Scaffolded questions and answers
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Elementary School Form: ages 8–10
Middle School Form: ages 11–13
High School Form: age 15
(Age on September 1, 2011)
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Students who meet the participation criteria for alternate assessment
(TAM page 3)
and
Who were between the ages of 8-13 or 15 on September 1, 2011.
(See Age and Birth Date Reference Sheet, appendix B-1)
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• Significant cognitive disability and adaptive skills that result in performance that is substantially below grade level expectations;
• Access the state-approved curriculum standards at less complex levels and with extensively modified instruction; and
• Adaptive skills requiring extensive direct instruction and practice in multiple settings;
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• Inability to apply or use academic skills across natural settings when instructed solely or primarily through classroom instruction; and
• Inability to achieve state grade-level achievement expectations is not the result of excessive or extended absences or social, cultural, or economic differences.
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• Grade-level academic standards◦Less complex or prerequisite skill level
• Links to the grade-level academic standards◦Extended Academic Standards
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• English Language Arts
• Mathematics
• Science
• Social Studies
• High School Biology
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• Define how standards and indicators can be accessed on grade level (essence of the grade-level standards and indicators).
• Based on the academic standards in ELA, mathematics, social studies, science, and biology.
• Provide extensions for all standards and indicators not just those addressed by the SC-Alt.
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• Foundation for the development of assessment tasks and items.
• Basis for classroom instruction.
• Link to students’ communication level.
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SYMBOLICAbstract Symbolic: Uses
vocabulary of signs, pictures, words to communicate. Recognizes some sight words, numbers, etc. Some symbols are abstract (e.g., yesterday, happy).
Concrete Symbolic: Beginning to use pictures or other symbols to communicate; primarily concrete symbols (e.g., eat, drink, outside, play, more).
PRE-SYMBOLICPre-symbolic: Communicates
with gestures, eye gaze, purposeful movement 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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Science Academic Standard Grade 33.2 The student will demonstrate an
understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats.
Extended Standard: The student will demonstrate an understanding that organisms have special traits and characteristics that allow them to survive in their habitats throughout the stages of their life cycle.
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IndicatorEssential
KnowledgeAbstract Symbolic
Concrete Symbolic
Pre-Symbolic
3-2.1
Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Plants and animals go through life cycles. After pollination, seeds become seedlings and mature plants…
Compare life stages of organisms.
Illustrate life stages of an organism (e.g., sequence pictures of the life cycle).
Identify individual stages of an organism’s life cycle.
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• ELA
• Mathematics
• Science
• Biology
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• Revised Social Studies Academic Standards were adopted by the State Board of Education, August 2011.
• Social Studies Extended Standards are in process of development.
• Social Studies Literacy Skills for the 21st Century are the basis for SC-Alt tasks for 2012.
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http://ed.sc.gov/agency/programs-services/48/SC-AltExtendedStandards.cfm
www.ed.sc.govClick on:AgencyDivisionsAccountabilityAssessmentS.C. Alternate Assessment
http://ed.sc.gov/agency/programs-services/48/ • Sample Tasks• Support Guide • Examples of Instruction• Skills Progression Matrices for SC-Alt• Literacy Instruction for Students with Significant Cognitive Disabilities
More resources:• www.naacpartners.org • www.sc.edu/scatp
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Administration Window
March 5 - April 27
Testing materials will arrive in the districts by February 24th
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• Coordinates all aspects of the administration of SC-Alt at the district level.
• Your contact for any questions regarding the assessment.
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The TAM is your procedural guide to the SC-Alt administration—review it thoroughly after the training.
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Task• Consists of set of four to eight related activities
called items;
• Begins with an introductory statement that establishes the context of the task;
• Has clear progression from one item to the next; and
• Has scripted directions for administering and scoring.
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Cover page includes:
• Materials needed to administer each item;o Some are provided by the teacher
• Access limitations; and
• Adaptive instructions.
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• Clearly marked
• Do not administer• A bubble is provided for all items marked as Access Limited (A)
oDeafoBlindoBlind/non-verbal
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For each item:• Directions for setup• Scripto Placement of manipulativeso Response cardso Scoring directions
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Say: We’re going to talk about ________.Do: Give the student the __________.
OR
Say: Show (tell) me which one means _______. This (indicate the response card), this (indicate the response card), or this (indicate the response card)?
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• Tells where each of the materials is to be placed.
• Script is always on the left.
• Scoring scaffolding directions are always on the right.
™ ™ ™
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• Print manipulatives are printed and packaged as strips.
• Three picsyms are placed on each strip. • Each strip is be associated with a particular
item.
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• The strips do not need to be cut or torn apart unless you need this format for your student. Dotted lines are on the back for ease of separating cards if needed.
• The strips are in a stack in task and item order so that the top strip is the item you are administering.
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• Administer the item.
• If the answer is incorrect, cover the incorrect response and re-administer the item with the two remaining answer options.
• Remove the answer strip and the next item should be on the top of the stack.
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Place
Tape
Velcro
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• Some tasks require the use of manipulatives such as shapes, balls etc.
• These are included in the materials for each grade band assessment.
• Do Not Return physical manipulatives at the end of the assessment.
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• Similar in size,
shape, color;
• Not change what is being measured; and
• Materials must be age & grade appropriate.
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Picture Communication Symbols™ (PCS™) 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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• Test Administrator can say the response option aloud.
• Test Administrator can point to all of the response options or concrete objects.
• Describe a chart or graph.
• Have student touch or hold the object.
• Place the objects in a specific location or orientation when the student has a limited visual field.
• Place on different background.
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• Braille response cards are provided for some response cards that include numbers, letters, and a single word and for some tactile graphics.
• Order Braille materials from your DTC-Alt.
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• Complete the Braille Materials order form (Appendix N).
• Give to your DTC-Alt.
• DTC-Alt will submit it via fax.
• Materials will be shipped as soon as order form is received.
• The shipment will include a list of tasks for which there are braille materials (teachers may also braille any materials that they think the student may need).
• Schedule administrations using these materials toward the middle or end of the assessment window.
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South Carolina Interagency Deaf – Blind [email protected]
American Printing House for the Blindwww.aph.org
SC Assistive Technology Programwww.sc.edu/scatp
TAM Appendix L
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• Reword instructions in any format or language to enable student to understand the task.The item itself cannot be reworded or translated
• Special test preparation may be provided to orient student to test format and expectations.
• See the TAM Appendix M for additional information on including LEP students with disabilities in the SC-Alt.
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• Follow the directions exactly.• Do not improvise.• You can always re-read a passage or page.• Do not teach the skill while administering
the task.• Provide breaks as needed.• Be careful not to read the “say” statements
too fast.• Be careful with “Show/Tell.” Only say one or
the other, not both.
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One of the key features of the SC-Alt is that the test administrator scores student responses to each item.
TAM page 1156
• The 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 for use during test administration.(TAM Appendix G)
• The answers must be transferred to the scannable answer document in order to be scored.
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Key Features• Score points vary from item to item.
• At each level, the teacher follows directions to guide a score decision.
• All scoring directions are on the right side of the script.
• Scoring is scaffolded downward until directions for assigning a score of zero or N (i.e., no response).
TAM page 1258
TRY 1If the student answers correctly, record the score and move to the next item.
If the student answers incorrectly, remove the incorrect response option and move to TRY 2.
If the student does not respond, remove the designated response option and move to TRY 2.
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TRY 2If the student answers correctly, record the score and move to the next item.
If the student answers incorrectly, remove the incorrect response option and move to TRY 3.
If the student does not respond, remove the designated response option and move to TRY 3.
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• 3-point items allow three tries (very few items)
• 2-point items allow two tries
• 1-point items allow one try
• Engagement items are scored on a 4-point rubric
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• Provides evidence that the student is ready to engage in the task of extended focus and persistence.
• Teacher makes a judgment using the scoring rubric.
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Score 4 Sustained involvement
Score 3 Generally maintained involvement
Score 2 Intermittent/irregular involvement
Score 1 Fleeting awareness with little or no involvement
Score N No Response (Does not demonstrate awareness)
TAM Page 1464
Read a complete task.
In groups of two or three, administer the task to each other with one being the administrator and the other the student.
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Grades: 3 – 5Summer Train
Grades: 6 – 8Ecosystems
Grade: HSConservation
• The points vary from item to item.
• Sometime it does not state that a paragraph or passage can be re-read, but you always can.
• Because of the variances' in our students you may administer the same item to student A different than student B.
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• Pre-Assessment determines the most appropriate
starting point.
• Uses 12–15 “can do” statements addressing student
skills and knowledge based on teacher’s prior
knowledge.
• Allows maximum opportunity for student to demonstrate
his/her skills without prolonging the assessment.
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• SPQ is designed to identify the most appropriate starting task for each student.
• Teachers complete a series of questions regarding student knowledge of the content in each content area.
• Based on responses, they compute a score to determine most appropriate starting task in the test form.
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• The SPQ for each content area is located in the Student Answer Form.
• Use the SPQ to determine the starting task.o 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 the TAM, pages 18 - 21
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Step 1 - Bubble in
your responses to the SPQ questions.
Step 2 - Count the number of bubbles you marked in each of the first three columns and write the totals in the blocks under each column.
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Identifying the starting task for a student in each content area.
Step 1
Step 3 - In section 3 at the bottom of the page:oWrite the column totals in the appropriate blocks,oMultiply each total by the specified multiplier and write
the resulting totals in the blocks to the right, andoAdd the three totals to obtain the total SPQ score.
Write the SPQ score into the blocks and bubble in the SPQ score.
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Step 3
Please check your work and complete the bubble grids for the total SPQ score.
Step 4 - Find the total SPQ score in section 4 to determine the starting task for the student.
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Step 4
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Step 1
Step 2
Step 3Step 4
The SPQ provides the initial starting point for a student’s administration. The minimum number of tasks and specific tasks that must be administered to each student for each starting level are specified below:
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Starting Task Administer all items in at least these tasks is required
Task 1 1-7
Task 3 3-11
Task 7 7-15
Do: • complete all items on
the SPQ for each student in each content area.
• follow the instructions carefully.
Don’t:• assume that all
students will begin the assessment with the same task
• assume that a given student will start at the same point in each content area.
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• It is important to follow the directions for completing the SPQ accurately.
• All items on the SPQ must be completed.
• The SPQ for each content area must be completed. Failure to do so will result in a non-valid administration and the student will not be counted as tested.
• The student’s teacher or test administrator must complete the SPQ
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• Determine if your student will begin the assessment at task 1, 3, or 7 based on the SPQ score.
• If the student scores less than a total of 3 points on the designated starting task, drop back to the next target level.◦Starting task 3 - will drop back to task 1◦Starting task 7 – will drop back to task 3
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• If a student gets at least three total points on all of the items in the beginning task, the student has responded successfully and the starting task is appropriate.
• If a student does not obtain at least total three points in the beginning task, the student did not respond successfully and the TA must drop back to the beginning of the previous group of tasks to begin the administration.
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Responding successfully means that the student
receives at least a combined total of three points for all the items in a task.
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If the student does not respond successfully on Task 1,
◦No downward adjustment is possible,◦The administration must progress through Tasks 1 – 7.
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If the student does not respond successfully on Task 3,
◦Restart the student at Task 1, ◦Continue the administration,◦After Task 2, do not re-administer Task 3,◦Administer Tasks 4 - 7.
If the student does not respond successfully on Task 7,◦Restart the student at Task 3, ◦Continue the administration,◦After task 6, do not re-administer Task 7,◦Administer Tasks 8 - 11.
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If the student responds successfully (at least a combined total of three or more points for all the items in a task) on a concluding task, continue on to the next task using the following directions.
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Students who are administered Tasks 1 – 7 and respond successfully to task 7
Administer Task 8◦ If the student does not respond successfully on Task 8,
conclude the administration,◦ If the student responds successfully on Task 8,
administer all items in Task 9,◦ If the student does not respond successfully on Task 9,
conclude the administration,◦ If the student responds successfully on Task 9,
administer all items in Task 10, ◦Continue until the student can no longer respond
successfully to a task.
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Students who are administered Tasks 3 – 11 and respond successfully to task 11
Administer Task 12◦ If the student does not respond successfully on Task 12,
conclude the administration,◦ If the student responds successfully on Task 12,
administer all items in Task 13,◦ If the student does not respond successfully on Task 13,
conclude the administration,◦ If the student responds successfully on Task 13,
administer all items in Task 14.Students who are administered tasks 7 – 15 ◦The assessment is concluded.
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If the entire last task in the set is access limited for an individual student, skip the task and go to the next task to allow the student the opportunity to continue on in the assessment.
Follow the same rules for concluding the assessment when the student no longer responds successfully.
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Starting at task 1
Starting at task 3
Starting at task 7
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3 4 5 6 7 8 9 10 11 12 13 14 15
7 8 9 10 11 12 13 14 1592
Task 7 3 points
Go to task 8
Task 8 3 points
Go to task 9
Task 8 0-2 points
STOP
Task 9 3 points
Go to task 10
Task 9 0-2 points
STOP93
• All tasks in a given set must be administered regardless of whether the student is responding successfully.
• If you start too high (the student is unsuccessful) and do not drop back to task 1 or 3, the administration will be considered non-valid and the student will not be counted as tested.
• If you do not continue administering tasks as long as the student is responding successfully, the administration will be considered non-valid and the student will not be counted as tested.
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Mathematics, English Language Arts, Social Studies, Science, and Biology
• All students take ELA and math.
• All high school students take ELA, math, and biology.
• Science and social studies are sampled in some grades.
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• Students are assigned to SC-Alt grade-band forms on the basis of their age as ofSeptember 1, 2011, as pre-coded in the PowerSchool data base.
• For students who do not have a pre-assigned form, refer to the Age and Birth Date Reference Sheet in the TAM (Appendix B) or on the SCDE website to determine the correct form.
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• Students ages 9 or 12 on September 1st ◦ take both science and social studies.
Students ages 8, 10, 11, and 13◦ 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.
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• The student’s age and answer folder number will be used by the test administrator to determine science and/or social studies participation.
• Students ages 9 or 12• take both science and social studies.
• Students ages 8, 10, 11, or 13◦even answer folder security number – science◦odd answer folder security number – social
studies. TAM page 6
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SC-Alt Form
Student Age
Content Tests Administered
Elementary School
8 ELA, Math, Science, or Social Studies
9 ELA, Math, Science, and Social Studies
10 ELA, Math, Science, or Social Studies
Middle School
11 ELA, Math, Science, or Social Studies
12 ELA, Math, Science, and Social Studies
13 ELA, Math, Science, or Social Studies
High School 15 ELA, Math, and Biology
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• SC-Alt is subject to SC Test Security Regulations (Appendix A).
• Test booklets and all materials are secure materials.
• Materials must be kept in secure place when not in use.
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• Test booklets, answer folders, 2nd rater forms may
not be copied or reproduced.
• All test administrators and monitors must sign
Agreement to Maintain Test Security and
Confidentiality (Appendix D).
• Testing Irregularity Form (Appendix F).
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• A certified employee of the district.
• An employee of the district who is a critical-needs teacher and has a letter of eligibility, an interim certificate, or a critical-needs certificate.
• Someone who is not certified but has been employed by the school district in an instructional capacity and has been approved by the DTC-Alt as a qualified test administrator.
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• Test administrators may not administer the assessment to close relatives (e.g., children, grandchildren).
• If a test is administered in a location other than the school, the test administrator must meet the criteria specified in the TAM page 6-7.
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Test Administrators (generally the student’s teacher) who will administer the SC-Alt must attend a South Carolina Department of Education or district test administration training session.
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SC-Alt is administered and scored by the test administrator.
Fidelity of administration and scoring is monitored using a second rater to verify that in a sample of administrations all procedures were followed.
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• Replaces videotaping for capturing administration and scoring fidelity for the 2012 administration.
• A sample of teachers/students will participate using the same sampling procedure used previously with videotaping.
• Math is the only content area requiring a second rater.
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• For the teacher and student sampled, an SC-Alt trained teacher or other staff member (the “second rater”) must observe the mathematics administration.
• The second rater scores the student responses at the same time as the TA and records the scores on a separate Second Rater Answer Folder.
• The TA scoring is the official scoring record; the second rater scoring is collected to compute scoring consistency.
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• All districts are sampled.• Sampling is implemented by teacher and
student.• Teachers are sampled according to the
proportion of students in the district.• One student per sampled teacher will receive a
second-rater administration in the area of mathematics only.
• Approximately 1/3 of teachers and 10% of students will be sampled.
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• The second-rater procedure was piloted by 48 teachers in 25 districts during the spring 2011 administration.
• The test administrators, second-rater observers, and DTCs-Alt all provided positive feedback and a preference for using the second-rater procedure over videotaping.
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• Teachers reported the procedure to be less stressful than videotaping.
• The procedure was less distracting to students than videotaping.
• Logistical and technical problems associated with videotaping equipment and return of tapes/CD media are eliminated.
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• In some cases the second rater was able to observe some administration problems related to teacher preparation.
• In these instances, the procedure provides information about the need to improve training for test administrators.
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• Must be a certified teacher or administrator (e.g., teacher, school administrator, district level special education consultant or other administrator).
• Must meet the regular SC-Alt test administrator training criteria.
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• A teaching assistant may not serve as a second rater.
• The second rater may serve as the testing monitor for the second-rater administration.
• The DTC-Alt must approve the selection of the second rater and may select second raters based on the district’s particular needs or availability of staff.
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• Most districts have already notified teachers who were selected in the sample.
• If you were selected, you will receive specific instructions a the district level training.
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• Schedule a location in your school to administer the assessment.
• Identify monitor(s).
• 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.
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Monitors are required and must be trained.• Purpose
o Observe test session procedureso Authenticate student responseso Verify the use of proper procedures.
• Parents, guardians, grandparents, foster parents, or other family members may not serve as monitors.
• Monitors must sign the Agreement to Maintain Test Security and Confidentiality. (Appendix D)
TAM page 7
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• Observe administrations.
◦May assist in recording session start and stop time, if needed.
◦May assist with logistics, if requested.
• Sign the Test Administrator Security Affidavit (Appendix E) to verify adherence to procedures.
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• Will you need to administer the assessment in a room that is not your classroom?
• Will you need to arrange to have any special equipment (seating, table, assistive devices) moved to the testing location?
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• Students may perform better in a quiet location, but they may need time to get accustomed to a new environment;
• Conference tables may not be at the proper height for optimal student performance; and
• Check assistive technology devices to make sure that they are working properly prior to assessment.
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Nancy Kramer Interview
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• Read through each task.
• Determine which teacher-provided, age and/or grade level appropriate materials you will need.
• Arrange them 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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• Objects familiar to the student:◦ Book◦ Pencil◦ Ruler
• Other objects:◦ Ball◦ Ice cube◦ Leaves
TAM Appendix P
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• Start collecting early.
• The list is in the TAM, appendix P.
• Must be grade/age appropriate.
• Must be similar in size, shape, etc. unless this is what is being measured.
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Determine if any of the students’ assistive technology devices need special programming. ◦Complete this task prior to test administration.
Practice administering the assessment. ◦It will make the administration much smoother
if you practice again.
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• Score as you go.
• Take breaks as needed.
• You may reread the item.
• 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.
TAM page 17
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• Make sure that you have all the materials that you need before you get started.
• Verify that you have the correct test booklets for students you will assess.
• Verify that you have completed the SPQ correctly and all bubbles are filled in.
• Get test materials organized and ready.
• Make sure you understand what the student is being asked to do.
• Practice, practice, practice.
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• Test Booklets
• Print Manipulatives
• Physical Manipulatives
• Reading Passages
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Packaging of Test Materials
• All test materials for each grade band will be bundled into one Test Administrator Kit.
• Each kit will contain a serial number. This number will also be on the School Packing List and Teacher Security Checklist.
• If you have more than one grade-level to administer, you will receive a kit for each grade band.
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Items Packed by Teacher Not Included in Test Administration Kits
• Teacher Security Checklist• Student Rosters• Answer Folders
o by grade-band form, color coded• Scoring Worksheets• Precoded Bar Code Labels
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Test Administrator Security Affidavits
• Are included in the student answer folder.
• No pre-code or linking labels will be needed.
• Must be signed by the teacher and by the assessment monitor for each content area administration and validated by the principal.• See example TAM page E-1
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• Complete during the assessment administration.• Use to record the length of sessions.• Code this information to the session information
grid on the answer folder.• Complete all signatures.• Failure to complete the Test Administrator
Security Affidavit will result in an invalid administration.
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Use of Do Not Score Label
• Use for answer folders with precode labels attached or partially completed folders that you do not want to be scored.
• Place the label over the designated label box or over previously placed pre-code labels.
• Use only if the entire answer folder is not to be scored.
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Other Procedures
• Do not put sticky notes on answer folders or include other notes about why a student was not tested.
• When an enrolled student was not tested, provide documentation on the Students Not Tested Report (Office of Data Management and Analysis).
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• Check in your materials carefully.
• Verify that you have the correct forms for your students.o Be sure to use the same grade-band form for
each student for all content areas.
• Organize your assessments by forms if you have two or more forms.
• Notify the DTC-Alt immediately if you are missing any materials.
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• Affix the student pre-coded bar code label.
• Code the student’s last name, first name, and middle initial even though the student’s name is already on the precode file.
• Use pencil only (no ink pen).
• Code medical home bound, home schooled, as applicable.
• Code accommodations, if applicable.
• Code teacher name; see TAM (Appendix I).
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• Enlargement of materials
• Use of braille materials
• Substitution of objects for pictures or picture symbols
• Signed administration
• Use of augmentative communication devices or other assistive technology
• ESOL/LEP accommodations (Appendix M)
• Other accommodations specified in the TAM
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• Transfer the scores from the Scoring Worksheet to the Student Answer Folder.
o Failure to do so will result in the assessment not being scored and the student counted as not tested.
• Complete the session information fields in the answer folder.
• For students without pre-coded bar code labels, code all fields on the front of the answer folder and teacher name. (Appendix I)
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• Obtain signatures of;◦ Test Administrator ◦ Assessment Monitor◦ Principal
• Complete administration session time information; and
• Remember, absence of completed affidavit will result in invalid administration.
Appendix E
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Do not return physical manipulatives.
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• Verify that all materials are accounted for and returned. Initial “packaged for return” line for each item.
• Sign and date.
• Place in box on top of contents and return box to DTC-Alt.
• Do not seal box.
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• Details of the procedures will be reviewed at the district training.
• See page 22-23 in the TAM and Appendices J and K for details.
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Optional form to use as a checklist to ensure that all students have been assessed in all areas and all materials are returned.
TAM Appendix O
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Scale Scores (260-740)
Achievement Levels
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Describe what students know and can do in relation to the Assessment Standards Extended Academic Content Standards.
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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; or
Level 1: demonstrate emerging academic skills and competencies.
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Levels 3 and 4 are included in the proficiency calculations for AYP at the school and district levels.
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Individual Student Report◦Suggested ideas to support learning
Parent Brochure
Score Report Users Guide
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• Provides an overview of the SC-Alt assessment and scoring;
• Includes descriptions of achievement levels;
• Copies have been distributed to each school and DTCs-Alt; and
• A down-loadable copy is posted on the alternate assessment web page.
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1. Failure to transfer item scores from the worksheet to the answer folder;
2. Failure to complete Test Administrator Security Affidavit;
3. Failure to complete the SPQ;
4. Assessment of student with wrong form;
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5. Assessment of student beginning with wrong starting task (not following drop back rule if student does not respond successfully to starting task);
6. Misplacement of the answer folder in the return materials, resulting in a lost answer folder; or
7. Errors in administration procedures and scoring.
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• Last day of testing is April 27, 2012.
• Materials must be delivered to the contractor by May 4, 2012.
Your District Test Coordinator for Alternate Assessment will tell you when to return all your materials.
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Anna FaustAmber Weeks
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For additional training prior to administering the assessment, contact your District Test Coordinator for Alternate Assessment (DTC-Alt).
165
Questions about:
• Ordering materials
• Receiving materials
• Returning materials
• Administering the test
166
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