CSAPA Awareness2005

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Information about CSAPA Awareness2005
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Published on August 7, 2007

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CSAPA Awareness Training October 2005CDE CSAPA Core TeamJason Glass, Coordinator 303-866-6701Allison Layland, Literacy 303-866-6473Sri Srinivasan, Science 303-866-6732Gina Quintana, Math 303-866-6605Anne Bygrave, Administrative Support 303-866-6986:  CSAPA Awareness Training October 2005 CDE CSAPA Core Team Jason Glass, Coordinator 303-866-6701 Allison Layland, Literacy 303-866-6473 Sri Srinivasan, Science 303-866-6732 Gina Quintana, Math 303-866-6605 Anne Bygrave, Administrative Support 303-866-6986 Slide2:  Based on Colorado Standards Measures a student’s yearly progress toward standards Criterion-referenced assessment Developed with teaching community Administered in Spring each year Activity-based measure of performance Scored on level of support needed to complete each indicator Any adaptation necessary for student to perform the task is allowed 5 performance levels Based on Colorado Standards Measures a student’s yearly progress toward standards Criterion-referenced assessment Developed with teaching community Administered in Spring each year Paper and pencil measure of performance Scored on correct responses to multiple choice and constructed responses Standardized accommodations allowed 4 performance levels CSAP vs. CSAPA Slide3:  Students with disabilities must be included in general state and district-wide assessment programs Appropriate accommodations must be provided where necessary Alternate assessments must be developed for students who can not participate in the general assessment Results must be reported in the same frequency/detail as the general assessment The Individuals with Disabilities Education Act No Child Left Behind Act (NCLB) Students with disabilities must be included in general state and district-wide assessment programs Appropriate accommodations must be provided where necessary Students with disabilities who do not take the general assessment must be measured through the state’s alternate assessment that measures a student’s growth toward the state standards Student progress must be disaggragated and tracked via Adequate Yearly Progress (AYP) Determination of (AYP) must be made, monitored and reported All students with IEPs will take the CSAP or the CSAPA :  All students with IEPs will take the CSAP or the CSAPA IEP teams define how they will participate in the state assessment process; when considering, the starting point for participation should always be the CSAP. What You Should Know about Your Student and CSAP:  What You Should Know about Your Student and CSAP Does the student have the general test skills needed to access the CSAP? (e.g. specific vocabulary, counting paragraphs) Tools to Improve the Performance of Students' (http://www.cde.state.co.us/cdesped/download/pdf/CSAP_Tips.pdf) Released Items Does the student have skills that are assessed through the CSAP? Assessment Frameworks Grade-level Expectations Released Items Does the student require accommodations to participate successfully in the assessment? (remember there are documented and non- documented accommodations available) Standard Accommodations Nonstandard Accommodations Criteria for Selecting CSAPAccommodations:  Criteria for Selecting CSAP Accommodations Accommodations must be used during instruction in that content area for at least 3 months prior to the assessment Only accommodations the student requires for the specific content area may be selected Possible effects on the student by allowing accommodations must be considered. Students are allowed more than 1 accommodation. However, only 1 is documented. A student who is an English Language Learner is entitled to the same instructional and assessment accommodations as his/her English-speaking peers. Not all accommodations identified for instruction on the IEP are allowable for the state or district assessment Accommodations for the state assessment may vary by content being tested Slide7:  http://www.cde.state.co.us/cdeassess/csap/acc/index.htm Slide8:  http://www.cde.state.co.us/cdeassess/csap/acc/pages.pdf All students with IEPs will take the CSAP or the CSAPA :  All students with IEPs will take the CSAP or the CSAPA Every student taking the CSAP must have a CSAP booklet. Every student taking the CSAPA must have a CSAPA booklet. While the 'taking CSAPA' bubble will appear on the CSAP, completion of this is optional this year and will not appear at all on next year’s CSAP booklet. CSAP Test BookletTest Invalidation Codes:  CSAP Test Booklet Test Invalidation Codes Test deferred due to language Taking CSAPA Student withdrew before completion Parent refusal Test not completed Extreme frustration Nonstandard Accommodation/Modification Misadministration CODING FOR PARTICIPATION:  If parent refusal occurs for a student taking the CSAPA, it will be coded at the time of the test on the CSAPA materials CODING FOR PARTICIPATION The CSAPA:  The CSAPA Press Release Video Schedule of 2006 CSAPA Administration(* indicates new test):  Schedule of 2006 CSAPA Administration (* indicates new test) Who should take the CSAPA?:  Who should take the CSAPA? Only about 1% of the tested population of students will require the alternate assessment Slide15:  http://www.cde.state.co.us/cdesped/download/pdf/CSAPA_Guidelines.pdf Guidelines for Determining Eligibility for the CSAPA The following guidelines are intended to assist IEP teams when determining appropriateness of the CSAPA for students with the most unique learning needs. Determination of significant cognitive challenges due to the student’s disability 2. Student performance on the general CSAP 3. Student curriculum 4. Eligibility checklist 5. Response access to the CSAP administration 6. Grade-level assignment Prior to Determining Eligibility, Consider the Following::  Prior to Determining Eligibility, Consider the Following: Has the student been given access to the content being assessed? (e.g. has the student been taught to use strategies to solve calculation problems rather than using a calculator) Have all needed accommodations been considered or used during instruction and assessment? Is there a change in the scale score from year to year to indicate any progress? Slide17:  Students who are not able to take the general CSAP because of the nature of the test and the intensity of their disabilities Students who are working on expanded benchmarks which include underlying access skills or key components of the content standards Students who have a variety of intense learning needs and who require different instructional and technological supports to progress in their learning Prior to Determining Eligibility, Consider the Following: Slide18:  If students can perform a majority of the advanced indicators on the CSAPA including the indicators provided on the CSAPA Eligibility Checklists, then the IEP team should consider having the student take the CSAP. Eligibility Checklists for Revised and New Tests will be available via the CDE website the week of November 12. Case Study 1: Should Michael take the CSAP or the CSAPA?:  Case Study 1: Should Michael take the CSAP or the CSAPA? Michael: 4th grade student Cognitive disability; reading at 1st grade level Receives 1 hour of pull out daily Participates in literature-based instruction in general classroom Understands expository text better than fictional when it is read to him Writes in journal daily with prompt; uses simple noun-verb-noun format, numerous spelling errors; written work is illegible Needs extra time to complete work Likes math andamp; does well when concepts explained in concrete terms; has story problems read to him Performs simple calculations with manipulatives Last year, did 3rd grade CSAP in reading/writing-scored 230 in reading, 192 on writing-no accommodations Unsatisfactory range: 150-392 Slide20:  Lauren: 5th grade student, 11 years old Cognitive disability with multiple physical challenges Participates in recess, lunch, music andamp; art with grade-level peers, but other periods with special needs teacher Non-verbal, using augmentative communication systems with eye gaze Enjoys looking at books and magazines, being read to. Watches videos, listens to books on tape if material of interest Uses scanning device on computer to scan pictures, letters andamp; numbers with 95% accuracy Demonstrates counting scanning across numbers 1-50; locates numbers when given 4 options By scanning andamp; eye gaze, demonstrates knowledge of math concepts (shapes, patterns) Performs simple addition and subtraction when teacher enters for her Has not taken CSAP or CSAPA previously Case Study 2: Should Lauren take the CSAP or the CSAPA? Online Student Performance Task:  Online Student Performance Task What is Online CSAPA? 2006 – 10th grade Science The 11th Grade Alternate Assessments will be given to those students who are eligible to take an alternate assessment but there is not one available at their grade level in 2006. The OSPT will be one piece of evidence for the District Body of Evidence (District Alternate). There will be a simple performance-based activity with 10-12 indicators in each content area. The ‘ADE’ system:  The ‘ADE’ system https://ade.cde.state.co.us/ Jinitiator Software  Password request demonstration Two sets of passwords Elementary Reading/Writing Activity:  Elementary Reading/Writing Activity READING letter recognition language and beginning reading skills reading activities such as attending to reading material answering comprehension questions about reading WRITING planning and organizing ideas for a written product completing a product to share with an audience   High School Math Activity:  High School Math Activity Grade 10 Demonstrate an understanding of: Number concepts Counting Pre-algebra Graphing Patterns Geometry Measurement Middle School Science Activity:  Middle School Science Activity (8th Grade) Collect, graph and analyze information about weather to make predictions Conduct an experiment and make predictions about outcomes based on knowledge of physical properties Intended Systemic Outcomes of CSAPA:  Intended Systemic Outcomes of CSAPA Provide a standards-based curriculum for students who are unable to take the general CSAP Demonstrate the modification of age-appropriate classroom activities Increase teacher and student knowledge of use of assistive technology for instruction and assessment Enhance understanding of how to instructionally support student learning through scaffolding ADAPTATIONS WHICH HELP THE STUDENT TO ACCESS THE ACTIVITIES OF THE CSAPA ARE ALLOWED AND ENCOURAGED:  ADAPTATIONS WHICH HELP THE STUDENT TO ACCESS THE ACTIVITIES OF THE CSAPA ARE ALLOWED AND ENCOURAGED Adaptations for Reading:  Reading Pen Text to Speech Programs Write: Out Loud Adaptations for Reading Denham, 2004 Text using Symbols Reading with…:  Reading with… …pictures … objects …tactile cues …tactile materials. Denham, 2004 Slide30:  Community Ring TechTalk Talking Photo Album Communication Book Message Mate Graphics from the University of Louisville 'Assistive Technology and Kentucky Schools.' Anne Denham, 2003 Adaptations for Speaking Make Use of Technology Websites:  Make Use of Technology Websites Get more information about technology that can support your student’s learning Learn about different computer functions that are available or currently on your computer to make them more accessible Download free shareware, literacy activities and overlays Access an array of digital books for use on the computer or to print off HOW IS PERFORMANCE MEASURED ON THE CSAPA?:  HOW IS PERFORMANCE MEASURED ON THE CSAPA? Levels of Independence:  Levels of Independence The teacher scores the performance across 5 levels to demonstrate how much support a student needs to be successful on each indicator Scaffolding includes…:  Scaffolding includes… Repeating cues or directions Providing general information to guide student’s successful response Giving specific prompts, such as forced choice, modeling or physical guidance, to guide student to appropriate response Slide35:  Scoring on the CSAPA no assistance provided with repetition of cues or refocusing of attention with general prompts such as additional information Level 5 Level 4 Level 3 Slide36:  Level 2 Student performs the indicator with specific prompts such as modeling exact response Level 1 Student unable to perform indicator with any level of support Scaffolding Video:  Scaffolding Video Slide38:  Prepare: Use the shapes to make the following patterns and arrange them on a blank paper in front of the student along with a pencil. Place two triangles in front of the student. Scoring: Level 5: Student correctly points to the square with the two triangles, when given the item prompt. Level 4: Redirect student’s attention to the task. Say/sign, 'Point to/ eye gaze to the shape you can make with these triangles.' Level 3: Remove the two rectangles. Say/sign, 'You can move the rectangles together to make a big square. Point to/eye gaze to the shape you can make with these two triangles.' Level 2: Remove the rectangle/circle shape. Arrange the two triangles with the bases together in front of the student. Point to the square shape on the blank paper. Say/sign, 'You can make this square with these two triangles.' Move the two triangles back in front of the student. Say/sign, 'Point to/eye gaze to the shape you can make with these two triangles.' Level 1: Remove all but the two triangles say/sign, 'You can make a square with these two triangles (make a square for the student).' 7th Grade Math SAY/SIGN, 'Point to/eye gaze to the shape you can make with these triangles.' Places shapes together to make another shape      5 4 3 2 1 Performance Rubric A Set of Skills is defined within each category that best describes a student’s overall performance on an activity:  Inconclusive (no information) Exploring Emerging Developing Novice (highest level) Performance Rubric A Set of Skills is defined within each category that best describes a student’s overall performance on an activity CSAPA Assessment Frameworks, Critical Concepts, and Expanded Benchmarks to the Colorado Content StandardsVisit…http://www.cde.state.co.us/cdesped/StuDis-Sub2.aspThese will be helpful in providing focus for the instructional programs and curriculum of students in literacy, math, and science.:  CSAPA Assessment Frameworks, Critical Concepts, and Expanded Benchmarks to the Colorado Content Standards Visit… http://www.cde.state.co.us/cdesped/StuDis-Sub2.asp These will be helpful in providing focus for the instructional programs and curriculum of students in literacy, math, and science. Slide41:  http://www.cde.state.co.us/cdesped/StuDis-Sub2.asp Is the CSAPA a Valid and Reliable Assessment?:  Is the CSAPA a Valid and Reliable Assessment? Validity (Does the CSAPA measure what its supposed to measure?): Content experts were involved in the development of indicators and items Expert panel review and initial administration was conducted by content experts and experienced field educators The CSAPA Advisory Committee reviews subsequent administrations of the CSAPA to continually work towards improved validity Reliability (Does the CSAPA measure student performance consistently?; internal consistency and inter-rater reliability): CDE commissioned a Reliability Study on the 2005 CSAPA that revealed overall high reliability. The Reliability Study also identified some administration concerns that the CDE is addressing through the January Administration Trainings. The CDE is considering commissioning further studies on this issue for the 2006 CSAPA Administration. How Are Results of the CSAPA Reported?:  How Are Results of the CSAPA Reported? Slide44:  STUDENT PERFORMANCE WILL BE REPORTED AT THE... State District Building Individual Student Adequate Yearly Progress Slide45:  Slide46:  For the Purposes of AYP Reporting:  For the Purposes of AYP Reporting These will reported as Proficient… Emerging Developing Novice These will be reported as Not Proficient… Exploring Inconclusive 1% Cap on CSAPA Proficient Reported for AYP:  1% Cap on CSAPA Proficient Reported for AYP The IEP team may identify any student with a disability for the CSAPA if that student is considered within the eligibility guidelines. For AYP purposes, if the number of students who take the CSAPA and score proficient (emerging, developing, novice) exceed 1% of the general student population tested, the number of scores that exceed that cap will be converted to not proficient. Districts may appeal this decision if they can demonstrate they have rationale for greater numbers and than training has been provided. Preparing for the CSAPA:  Preparing for the CSAPA CSAPA: Things to Remember:  CSAPA: Things to Remember What literacy, numeracy and science-based activities does the student currently participate in? What material management system is in place for student’s reading, writing and math skills? IEP teams need to identify students who will take the CSAPA. DAC’s are responsible for getting these kids on the October Count Register students through the October Count and Pre-Coded labels process 'Important Dates to Remember' document Attend training in January-participants can register online with CDE starting November 15, 2005 USEFUL TOOLS AND RESOURCES:  USEFUL TOOLS AND RESOURCES Standards/Expanded Benchmarks and CSAP grade level expectations Assessment Frameworks CSAP Released Items andamp; Item Maps, and Procedures Manual Accommodation video and TIPS Related Fast Facts for Accommodations, CSAP and Administration of CSAPA URL Direct Links: http://www.cde.state.co.us/ (home) http://www.cde.state.co.us/index_stnd.htm (standards) http://www.cde.state.co.us/cdeassess/csap/index.htm (administration andamp; procedures) http://www.cde.state.co.us/cdeassess/csap/acc/index.htm (accommodations) http://www.cde.state.co.us/cdeassess/csap/as_dac.asp (DACs) http://www.cde.state.co.us/cdesped/StuDis-Sub2.htm (CSAPA andamp; eligibility criteria) Slide52:  Hold These Dates for Administration Training January 10-12 Denver Metro Area January 18 Grand Junction January 25-26 Colorado Springs !!!Check the CDE Website in November for Specific Locations!!! CSAPA Video Taping:  CSAPA Video Taping We need experienced teachers ASAP who are willing to be videotaped for administering the CSAPA Reading/Writing tests in grades 4, 7, 9, and 10; Math grades 3 and 4; and Science grades 5 and 8. Teachers will need to be in the Metro area. Please call in or email names and contact information to Anne Bygrave by Friday October 7 at 303-866-6986. Bygrave_A@cde.state.co.us CSAPA Standard Setting:  CSAPA Standard Setting We will need teachers for Literacy Grades 4th, 7th, and 10th, Math 3rd and 4th grades, and Science 5th grade to help set cut scores and performance categories for the final scoring for the CSAPA. We will ask for these teachers at January Administration trainings. Standard Setting will take place in June 2006. Slide55:  The End! Please contact any of the CSAPA Core Team members if you have questions or concerns. We are here to help…

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