Florida Alternate Assessment

Orientation Training: Putting It All TogetherFall 2014

Overview of the Day

Welcome & Introductions

Question Activity

What’s New for 2014-2015?

Scavenger Hunt

Overview with Jill

Administration Manual Review & Activities

Allowable Adjustments and Accommodations

Sample Item Activities

Questions & Answers

Access Points

Question Activity

Take turns introducing yourselves in each group

As a group, brainstorm your top five questions concerning the Florida Alternate Assessment

We will review any unanswered questions at the end of the training

What’s New for 2015?

• Reading, Writing, and Math field test items have been written to Florida Standards Access Points

• Science field test items continue to be written to the NGSSS Access Points

• Student results on field test items will not be reflected in the student performance score

• Appendix IV lists the Florida Standards Access Points addressed in the assessment for each grade and content area

What’s New for 2015?

• Transition to an integrated ELA model

• ELA field tests items will be embedded in the

Reading section of the 2015 FAA

• 4 reading for grades 3-10

• 4 writing for grades 3-10

• Effort to reduce errors made when completing the

Student Answer Sheet

• Common Errors When Completing the Scannable

Student Answer Sheet

• Appendix V: Student Answer Sheet Review Checklist

Reminder

Scores for students

who take the

Florida Alternate Assessment

will now count toward proficiency and growth!

ACCESS COURSES

Revisions in the Use of 7700, 7800, and 7900 Course Codes

• The 2013-2014 Course Directory clearly defines the students for whom the 7700, 7800, and 7900 courses may be used.   The newly adopted language is:

• "Access courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment criteria set forth in the Florida Statutes and State Board of Education Rule 6A-1.0943. "

March 26, 2010

Cont’d Course Revisions

• To meet these new FLDOE compliance requirements, only students with disabilities who meet exemption criteria from the FCAT and are assessed using the Florida Alternate Assessment may be enrolled in the 7700, 7800, and 7900 Access core courses.

• Students with disabilities who do not meet exemption criteria from the FCAT or other state assessments may NOT be enrolled in the 7700, 7800, and 7900 core courses. Core courses include all math, reading, language arts, English, science, and social studies courses.

Access CoursesBriefing #16596

Briefing ID #: 16596

ALL PRINCIPALS/APs: Important Information Regarding Students who are Accessing a Modified Curriculum Category: For Your Information Audience: All Principals/APs Due Date: n/a Meeting Date: n/a Attachment(s): 64662_Course_Codes_for_FAA.doc

The purpose of this weekly briefing is to disseminate important information regarding Access Points and Access Courses for students who are on a modified curriculum.

General education should be the first consideration when determining placement for students with disabilities. For students with disabilities who participate in state assessments (FCAT/EOCs) and DO NOT meet exemption criteria, general education course codes must be used for core subjects.

Access Points and Access Courses

Access Courses are intended only for students with the most significant cognitive disabilities who are eligible under IDEA and meet the Florida Alternate Assessment (FAA) criteria. New Access Points for English Language Arts (ELA) and Math, aligned to the Florida Standards, have been developed by the Florida Department of Education (FLDOE) and have been infused

into the revised Access Courses. Attached please find a list of all Access Courses by grade level, including course code numbers and links to the updated course descriptions. Please ensure that all teachers instructing these students use these course descriptions as these are the standards that will be tested on this year’s FAA. FLDOE has developed a webinar which provides an overview of the new access points and Access Courses which can be found at ese.dadeschools.net beginning September 1, 2014. It is highly

recommended that all teachers working with this population view this webinar.

Curriculum:

For students on modified curriculum served in general education, the ESE teacher must review the goals on the IEP and collaborate with the general education teacher to determine appropriate modifications to the curriculum, ensuring alignment with the access points.

For students on modified curriculum served in a resource setting, the ESE teacher must follow the access course description, modifying the curriculum as appropriate. For students served in a self-contained setting, where all students are being instructed using Access Points, Unique Learning Systems published by N2Y Inc. is the appropriate curriculum. It is

recommended that teachers using this curriculum have access to an interactive white board (Smart board, Promethium board, etc.) or minimally an LCD projector for instructional purposes. A printer supplied with ink and paper is also necessary.

Information regarding curriculum is available through the contact below.

Professional Development for Teachers:

Two trainings regarding the implementation of the new access points have been scheduled for teachers serving students on modified curriculum. These trainings will take place on November 4, 2014, at Miami Springs Senior High School in the auditorium from 9:00 a.m. – 1:00 p.m. and at South Miami Senior High School in the auditorium,

from 9:00 a.m. – 1:00 p.m. Participants will receive 6 master plan points. Teachers may register for either session on the Professional Development Portal under Session.

If you have any questions regarding the above information, please contact Ms. Jill Brookner, Instructional Supervisor, Division of Exceptional Student Education, at jbrookner@dadeschools.net or at the contact number below.

Contact: Jill Brookner ( 786-268-4757 ) Department: Office of Exceptional Student Education & Student Support

WHO ARE YOUR FLORIDA

ALTERNATE ASSESSMENT STUDENTS?

Assessment Participation Guidelines

• Does the student have a significant cognitive disability? YES• Is the student unable to master the grade level general state

content standards even with appropriate and allowable instructional accommodations, assistive technology and/or accessible instructional materials? YES

• Is the student participating in a curriculum based on Florida Standards Access Points for all academic areas? YES

• Does the student require extensive direct instruction in academics based on Florida Standards Access Points in order to acquire, generalize, and transfer skills across settings? YES

What is a Significant Cognitive Disability??

• In the individual educational plan (IEP) team’s discussion to the question: “Does the student have significant cognitive disabilities”, all of the information should be considered collectively for which the student’s IQ score is but one piece of the data puzzle.

• The focal point for discussion should be on the impact of the student’s cognitive disability. The impact should be permanent, prominent, and pervasive; affecting all aspects of the student’s academic, domestic, community living, leisure and vocational activities.

Weekly Briefing #12885

SPED EMS

PRACTICE

MATERIALS

Practice Materials• Practice Materials are provided in 3

separate kits– One kit will contain 2 sample items for each

applicable content area in grades 3, 4, and 5

– One kit will contain 2 sample items for each applicable content area in grades 6, 7, and 8

– One kit will contain 2 sample items for each applicable content area in grades 9, 10, and 11

Practice Materials

• Arrived in September• NOT Secure• Includes Updated Manual

(or faa.dadeschools.net)• Request Additional Materials at

jbrookner@dadeschools.net

The Florida Alternate Assessment: Grades and Content Areas

Grade Reading Mathematics

Writing Science

3 X X

4 X X X

5 X X X

6 X X

7 X X

8 X X X X

9 X X

10 X X X

11 X

Who Should Administer the Florida Alternate Assessment?

• Student’s special education teacher

OR•Certified teacher

WHO•Knows student

AND•Trained in assessment procedures

Training (New teachers only)

• November 4, 2014 Jackson Senior

• February 17, 2015 TBA

Update(for all teachers who have previously

been trained)FLDOE Update Training

Available starting October 27, 2014 through February 27, 2015

24/7

http://faa-training.measuredprogress.org

Weekly Briefing #16603FLDOE will send list of participants to

districts for compliance checks.

Teachers who do

not participate in

the update training

will not be

permitted to

administer the

assessment

Timelines

2014 Florida Alternate Assessment

Shipment to Schools Week of February 23, 2015

Administration Window March 2, 2015, – return of testing materials

Return of Materials April 7 or 8, 2015RETURN TO TDC8:00 am to 3:30 pm

You are responsible for the return of materials even if you have no students being tested.

Additional Materials

• Request additional materials by calling TDC at 305-995-3743

• Have grade, subject and form (A or B) information ready

• Pick up materials on either

Tuesday, March 10, 2015 or

Tuesday, March 24, 2015

from 7:45am to 3:30 pm. at TDC

Testing WindowAdministrative Support

• March 2, 2015 to April 8, 2015– Test Security– Space for Testing– Teacher Coverage– Classroom visits – Use form– Check Student Answer Sheets– All Students Tested

Administrator ChecklistFlorida Alternate Assessment

Administrator Observation Form

District Name____________________________________ School Name___________________________________ Teacher’s Name_________________________________ Grade__________ Content Area__________________ Administrator’s Name_____________________________ Signature______________________________________ Date of Observation_____________________________ Directions: At a minimum, please observe two items being administered and then complete the checklist. An item consists of three parts and encompasses at least one full page in the Test Booklet.

Yes No Administration Criteria Comments

□ □ 1. Was the assessment individually administered to the student (only one student assessed at a time)?

□ □ 2. Was the test administered in an area amenable to concentrating, - a quiet area away from distractions?

□ □ 3. Did the teacher attempt to ensure that the student remained engaged in the assessment process?

□ □ 4. Did the teacher have all materials accessible to the student (e.g., booklets, teacher-gathered items, counters)?

□ □ 5. Did the teacher record the student’s response (either in the Test Booklet or on the Scannable Student Answer Sheet) during the test administration?

• Scaffolding at the Participatory Level– Reducing the response options for the

student who is unable to respond correctly – Difficulty of the test item is reduced by

removing or covering the incorrect selection(s)

– The student’s incorrect response is either removed or covered with a piece of paper

• If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding

Scoring Rubric & Directions

Scoring Rubric Flow Chart

Scannable Student Answer Sheet

Official Scores

Form A or Form B

Demographics Check pre-identified information If no pre-identified information is supplied,

complete all areas of the scannable

Reasons not Assessed

Incorrect Information

Defective Answer Sheet

Sample Answer Sheets

Important Scoring Reminders

It is highly recommended that scores are recorded in the Test Booklet and then transferred to the Scannable Student Answer Sheet

Only certified teachers or other licensed professionals trained in administration procedures may transfer scores

Score as you go - Mark student’s scores after completing the administration of each item

The correct answer is listed in the Student will column of the Test Booklet and should not be in student’s direct line of sight

Common Errors Multiple responses per item

No response bubbled in for an item Incorrect content area completed for specified

grade level Writing is administered in grades 4, 8, and 10

only Science is administered in grades 5, 8, and 11

only Reading and Mathematics is administered to all

students in grades 3-10

Grade level missing

Incorrect grade level recorded Double check all Scannable Student Answer

Sheets to avoid coding errors Errors may result in a student receiving “NO

SCORE”

Proficiency

9

Commended*STATUS:

1 2 3 4 5 6 7 8

Emergent Achieved*

GROWTH**:

* Considered Proficient** Students who score level 4 or higher on the prior year assessment and maintained their level or scored higher on the current year assessment are considered to have made growth. Students who scored in level 1, 2 or 3 on the prior year assessment and score a minimum of 5 points higher on the current year assessment are considered to have demonstrated growth.

Scores

Student Reports

Data Chats

What Should Teachers Use to Teach?

Self Contained

Modified Curriculum

(ASD/IND)

VE

/Res

ourc

e

Administration Manual Review

What’s New - Important administration changes, materials, and/or instructions

Scoring Rubric Flow Chart – Visual depiction of scoring procedures

Quick Reference Guide - Overall and content-specific administration information

Introduction

Assessment Participation Checklist

Assessment Components

Form A or Form B

Test Booklet

Response Booklet

Cards Packets and/or Strips Packets

Passage Booklet

Scannable Student Answer Sheet

Form A or Form B

All materials match the form of the assessment being administered

The correct form of the assessment must be marked on the Scannable Student Answer Sheet

Test Booklet

Is either Form A or Form B

Includes all content areas assessed at a grade level

The first page of each content area in the Test Booklet includes the following:

• Content Standards Addressed – A list of the content standards and benchmarks that are being measured for the grade level

• Teacher-Gathered Materials – A list of any teacher supplied materials that will be needed for the items

Test Booklet

Test Booklets includes the following information for each item:

• Materials needed

• The Access Point being assessed

• What the teacher sets up and says

• The correct answer

• A place to record the student’s score

Response Booklet

Is either Form A or Form B

Flip chart setup

• Reading and Mathematics are back to back

• Science is in a book by itself

• Pages are numbered for ease of use, for example: 3P-1 (grade 3, Participatory level, item number 1)

• Writing does not have a response booklet

Cards and/or Strips Packets

Is either Form A or Form B

All of Writing is provided in cards and strips

The back of cards and strips are labeled with:

• Grade

• Content area

• Item number

• Level of complexity

Passage Booklet

Is either Form A or Form B

Passage graphic is on the left side page with a brief caption underneath to be read aloud only to student with visual impairments

Passage text is on the right side page

Paired passages may use different presentation

Item Walk-Through

Materials Column

With the exception of Writing and a few minimal cutouts, materials are provided in a Response Booklet

Sometimes teachers may be asked to provide materials such as rulers, calculators, or generic counters

There are sample items and materials for each content area

Materials Column

Materials are listed in the order that they appear in the Response Booklets

For Writing and cutout items, follow the directions for laying out the item and place the cards and/or strips in the same order as they appear in the Materials column

Accommodations for materials are outlined in the Accommodations and Criteria for Use section of this manual

Access Point Column

Access Points are identified for each level of complexity: Participatory, Supported, and Independent

Teacher Will Column

Teacher will column outlines directions for the teacher.

Italicized text is to be read aloud verbatim to the student.

“Show me/tell me” should be replaced for each student:

• Show me the card…

• Tell me the card…

• Sign to me the card…

• Point to the card…

• Look at the card…

• I will move my hand over each card; tell me when to stop at the card…

Teacher Will Column

The term “indicate” was specifically used to accommodate for the response mode for each student. Some examples of response modes:

• student picks up or points to the correct card

• student says “It’s the first one”

• student signs to indicate the correct card

• student indicates “stop” when the assessment administrator’s hand is over the correct card

Student Will Column

Video Clip – Item Administration

Before Administration

Read the Administration Manual and refer to:

• Appendix IV: Access Point table

• Writing Open-Response topics

Review the List of Cards and/or Strips and Teacher-Gathered Materials by Item

Review the Object Exchange List• (provided by early to mid-November)

Before Administration

Prepare!

• Consider student response mode, accommodations, assistive technologies

• Gather any required teacher-gathered materials

• Set up criteria of what engaged and disengaged look like

• Use the Practice Materials with the student to ensure that both the teacher and the student are familiar with the different components of the assessment

• Set up a location and time for the assessment

Before Administration/After Materials Arrive

Check to make sure all materials needed are present

Make sure materials are the same form (A or B)

Read the Test Booklet

Highlight the item script

Replace “show me/tell me”

Organize Cutouts

Gather any needed materials

Determine how to read any diagrams

Test Security

Security of all test materials must be maintained before, during, and after test administration

• Student specific security numbers are assigned for each secure document

• Under no circumstances is a student permitted to handle materials prior to administration

• Materials must be checked out and returned to the school’s secure area each day

Refer to the most recent Florida Alternate Assessment Procedural Manual for test security procedures: www.fldoe.org/asp/altassessment.asp

During Administration

Use the Scoring Rubric Flow Chart and directions

Make notes in the Test Booklet as needed

Score accurately • Score each Access Point as it is completed• Fill in only one bubble per item • Only the highest score is recorded• Make sure to fill in the correct content area

Stop and resume testing as needed

Item Script

• Item script is the italicized text presented in the Teacher will column and is read verbatim to the student with the exception of the “show me/tell me” prompt

• Modify the “show me/tell me” prompt according to each student’s regular mode of communication• Tell me the card…• Point to the card… • Sign the card…

• Accept any response mode the student utilizes to indicate a response

Assessment Administration

Assessment Administration

Cues and Prompting

• May be used if they occur during daily instruction and may be verbal or non-verbal

• Include: redirection, refocus, and/or minimal physical prompting

• May be provided to remind student if an item requires more than one response

Reinforcement/Encouragement

• Encourage the student to keep working without indicating that the answer is right or wrong

Assessment Administration

Repeating Items

• Follow the administration directions in the Teacher will column and read the item script to the student

• Allow wait time - If the student does not respond, or if the student requests, repeat the item script and wait for the student to respond

• Item script may be repeated up to two times, for a total of three times

• Participatory Level of Complexity – If student responds incorrectly or does not respond after item script is read for third time, follow the scaffolding procedures

Video Clip – Repeating Prompts

Assessment Administration

Reinforcement/Encouragement• Encourage the student to keep working

without indicating that the answer is right or wrong

Cutout Cards and Strips• Placement of cards MUST be in the order

listed in the Materials column of the Test Booklet

• Use organizational techniques to keep cards and strips in order

Teacher-Gathered Materials• May be placed on the blank page in the

Response Booklet• Must be in student’s view and within reach if

manipulation is required

Stimulus cards and strips should be placed first on the work surface in the direct view of the student in the exact order as they are listed in the Materials column

Response cards and strips should be placed:• Starting with the card or strip listed first

in the Materials column from left to right • In either horizontal, vertical, or corner

placements based on daily instruction practices

Laying Out Cards and Strips

Materials columnWord cards:

tree

cat

dog

STUDENT

tree cat dog

Horizontal Placement Example

STUDENT

tree

cat

dog

Materials columnWord cards:

tree

cat

dog

Vertical Placement Example

STUDENT

tree cat

dog

Materials columnWord cards:

tree

cat

dog

Corner Placement Example

Assessment Administration

Teachers should refer to detailed instructions, along with examples, on how to read tables, charts, graphs, and diagrams aloud to students

General guidelines include:• Point to the areas of table, etc., as they are

read aloud• Begin by reading title and key• Read headings/labels/categories• Read data or data points• Supplemental information or interpretation

of data should NOT be provided

Reading a Table

Content-Specific Administration Directions: Reading

Passage Booklet

• Passages are usually used for one or two items

• Passages should be placed on work surface close to student until item has been completely administered

• Always read the title of the passage first before reading the passage or passage caption to the student

Content-Specific Administration Directions: Reading

Passage Booklet

• Passage graphic captions are to be read aloud ONLY for students with visual impairments

• Passages for fluency items may be in the Passage Booklet or directly in the Response Booklet

Spell homonyms (e.g., right/write) each time after it is pronounced for students with visual impairments

Fluency Items – Students with Hearing Impairments

Sign the letter, instead of making the sound

The student must indicate the written letter - the student cannot just sign the letter back

Fluency Items –Students with Hearing Impairments

Use the sign for the word “six” instead of finger spelling

Student must select the word “six” or finger spell the word

Braille must be used for students with visual impairments for fluency items

Content-Specific Administration Directions: Mathematics

Calculators, number lines and counting blocks may be made available to students on ALL items, regardless of whether or not they are specified within the item IF the student uses them during daily instruction

It is imperative that for items where the materials are specifically noted that they be available to the student on the work surface

Content-Specific Administration Directions: Writing

Spelling Items - misspelled words should be pronounced as if spelled correctly

Open-Response Items – require student to independently compose a response (response options are not provided)• Refer to open-response topics

• Student’s usual mode of communication should be used to relay a response

• A response may come in a variety of forms: written response, a verbal response, a response using assistive technology (e.g., DynaVox or a computer, PECS symbols)

Logical Response Items

Some items have “Any logical response is acceptable” in the Student will column

In order to determine if a response is correct or incorrect:• Identify what the Access Point is measuring

• Read the Teacher will portion carefully and ascertain what it is looking for

• Look at the Student will portion to see if any other parameters are outlined

Open-Response Writing Item

Materials – Stimulus sentence strip: I had fun when I went _______.

Access Point – Independent: Write narratives about events or experiences that include a main idea, descriptive details, characters, sequence of events, and plot.

Teacher will – Place the stimulus sentence strip on the work surface.

Here is a sentence. It is the first sentence in a story about somewhere you went that was fun. The story can be about any place you thought was fun.

Read the stimulus sentence strip to the student.

Show me/tell me some words to complete this sentence. Then, show me/tell three more sentences that follow.

Student will – Indicate three sentences that tell about a fun place. Any logical response is acceptable.

Logical Response Items - Example

Sample Logical ResponseI had fun when I went to the mall. I was with friends. I shopped. I bought a shirt.

Sample Incomplete ResponseI had fun when I went to the mall. I was with friends. I shopped.

Includes only two sentences. Prompt student to provide one more response.

Sample Incorrect ResponseI had fun when I went to the mall. I was with friends. I went to the zoo.

I saw animals. All three sentences do not relate to the main idea – having fun at

the mall.

Logical Response Item – Responses

Open-Response Items

A list of topics for open-response writing items are provided in order to prepare students prior to the assessment window

Prior to the assessment window:• Introduce words and/or phrases into the

student’s vocabulary related to provided topics

• Prepare these words and/or phrases in a mode of communication that is appropriate to the student

• Provide students with activities during daily instruction that deal with the open-response topics

Open-Response Items

Provide the programmed device during the assessment administration

Preparing full sentences as a response is NOT allowed

Students must be independently composing his or her own thought

Scoring Rubric

Scaffolding at the Participatory Level• Reducing the response options for the

student who is unable to respond correctly • Difficulty of the test item is reduced by

removing or covering the incorrect selection(s)

• The student’s incorrect response is either removed or covered with a piece of paper

If the student refuses to make any selection, cover the incorrect answer farthest to the left during scaffolding

Scoring Rubric & Directions

Scoring Rubric Flow Chart

Video Clip – Scaffolding

Scannable Student Answer Sheet

Official Scores

Form A or Form B

Demographics • Check pre-identified information• If no pre-identified information is supplied,

complete all areas of the scannable

Reasons not Assessed

Incorrect Information

Defective Answer Sheet

Important Scoring Reminders

Student Answer Sheet Review Task

1. Check all preidentified information to be sure correct: Name DOB District/school Grade Exceptionality

1. If student not assessed, be sure reason is indicated.

1. If preidentified information is incorrect, be sure correct information has been provided in the corrections section.

1. No. 2 pencil has been used to fill out sheet.

1. Correct Form (A or B) has been indicated.

1. Correct academic areas have been completed for the grade level assessed: Reading: grades 3-10 Math: grades 3-10 Writing: grades 4,8,& 10 only Science: grades 5,8,& 11 only

1. Only one response has been bubbled per item.

1. Each item has a response bubbled.

1. Stray pencil marks removed.

For all students as needed:

• Real object substitution

• One-sided Response Booklets

• Use of magnification equipment

• Use of augmentative communication devices

• Assistive Technology

All adjustments must align with those used on a daily basis, including assistive technology

One-sided booklets can be requested through jbrookner@dadeschools.net

Allowable Adjustments

Students with Limited Physical Ability and/or Mobility

Criteria• The use of hand over hand technique, a

physical support, is allowable to steady the student. The use of physical guidance to the correct answer is ONLY allowable during the final stage of scaffolding at the Participatory Level

Accommodations• Extended wait times• Hand over hand to steady student• Teacher assistance in the manipulation of

objects

Students with Limited Physical Ability and/or Mobility: Example Item

Teacher assistance is required in order for the student to use the ruler

Accommodations & Criteria for Use

Students with Visual Impairments

• Criteria: Students that have been found eligible to receive special education services under the Visually Impaired program and/or students with visually related accommodations noted on their current Individual Educational Plan

Students with Visual Impairments

• Accommodations

• Request Braille/Tactile Graphics version if student uses on a regular basis

• Adapted tools (e.g., rulers, calculators)

• Substitute real objects for the picture cards (refer to Object Exchange List)

• Describe stimuli and response options by reading aloud the labels in the Materials column

Accommodations & Criteria for Use

Students with Visual Impairments

• Accommodations cont.

• Read aloud additional descriptive text in the Materials column for some items (appears in parentheses)

• Script for passage graphic in Passage Booklet

• See Appendix III for detailed instructions for adapting the assessment administration for students with a visual impairment

Accommodations & Criteria for Use

Video Clip – Visual Impairments

Students with Hearing Impairments

• Criteria: Students that have been found eligible to receive special education services under the Deaf/Hard of Hearing program and/or students with auditory-related accommodations noted on their current Individual Educational Plan

Accommodations & Criteria for Use

Students with Hearing Impairments

• Accommodations

• Use American Sign Language, manually coded English and/or total communication

• When using sign language to administer an item, finger spell words that do not have a sign, or the sign for the word is unknown IF the item does not measure spelling

Accommodations & Criteria for Use

English Language Learners (ELL)

• Criteria: The ELL student is an individual who was not born in the United States and whose native language is a language other than English

Accommodations & Criteria for Use

English Language Learners

• Accommodations

• Items must be administered in English only

• Mathematics, Science and Writing- may answer questions in heritage language about specific word or phrase

• Reading- may answer questions in heritage language about general assessment

Accommodations & Criteria for Use

Administration Demonstration

Sample Item Activity (Thinking of a Student)

Administration Pairing Activity

Sample Item Activities

Manual Sample Items

One per content area

• Reading, grade 3

• Mathematics, grade 8

• Writing, grade 8

• Science, grade 5

Includes item and response page or cutouts

Questions?

Helpful links

• FLDOE Alternate Assessment Site– http://www.fldoe.org/asp/altassessment.asp

• FAQs– http://www.fldoe.org/asp/pdf/FlaAltAFAQ.pdf

• Teacher Brochure– http://www.fldoe.org/asp/pdf/Teachers-Brochure-English

-Web.pdf• Parent Brochure

– http://www.fldoe.org/asp/pdf/Parent-Brochure-English-Web.pdf

Contact Information

• Jill Brookner, Alternate Assessment Coordinator

jbrookner@dadeschools.net

• Martha Berman, CSS• mberman@dadeschools.net

• Tami Valdes, CSS• t.valdes@dadeschools.net

• Liz Velez, CSS• lizvelez@dadeschools.net