DAKOTA STEPA

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DAKOTA STEP-A

• State Test of Educational
• Progress-Alternate
• 2009

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Dakota STEP-A Test Security
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Security of Materials

• It is important to follow ALL security measures
  before, during, and after the administration to
  ensure the integrity and validity of assessment.
• All assessment materials must be kept in a secure
  location except when being utilized by Special
  Education teachers and colleagues.

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Security of Materials

• Test security agreement/affidavits must be
  completed prior to the Dakota STEP-A
  administration.
• By signing these documents, you are agreeing to
• follow established procedures to ensure the
  security of the content of all materials

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Rater 2 Requirements

• Rater 2 must receive and sign that he/she has
  been trained
• Training can be completed by
• Attending assessment workshops by state or by
  representative from district who attended
  workshop
• By viewing Rater 2 presentation available on the
  web

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Dakota STEP-A Administration Directions
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STEP-A MATERIALS
2009
2009
Directions for Administering
Data Collection Form

• Grade-Specific Rating Forms
• Student Characteristics Survey
• Demographic Data Page

Score Resolution Worksheet
Indicates that forms are available on the web
and may be copied if necessary.
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Dakota STEP-A Components

• Supporting Evidence consisting of
• student work samples and documents to demonstrate
  the students abilities relative to specific
  Rating Form task/skills
• Data Collection Forms documents
• the supporting evidence collected for identified
  tasks
• Rating Forms composed of
• grade-specific tasks/skills (2 per student)
• Score Resolution Worksheets resolve
• the ratings of tasks with Supporting Evidence
  that are not rated identically by both Raters

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Where do we start?
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Who are the raters?

• Rater 1
• Required to be
• Students primary Special Education teacher
• Rater 2
• Colleague who knows and works with the student on
  a regular basis
• Cannot be the parent

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Basis of Ratings

• Rating is based on each raters knowledge of the
  students current performance level.

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Why two ratings?

• To ensure that assessment results provide the
  most accurate possible profile of the students
  achievement as observed and evaluated by
  educational professionals across multiple
  settings throughout the assessment time period.

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Beginning the Process

• Raters thoroughly review the DFA
• Raters review the Rating Forms for each content
  area and grade level
• Reading (grades 3-8 and 11)
• Mathematics (grades 3-8 and 11)
• Science (grades 5, 8, and 11 only)

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Demographic Data Page
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Demographic Data Page

• Rater 1 completes student information
• Preprinted labels will be provided for most
  students
• Can correct if information not accurate
• Can handwrite information
• Email best way to contact if information needs
  to be verified

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Demographic Data Page

• Position of rater must be identified.
• All raters must receive and sign that training
  has been received.

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Supporting Evidence (Samples of Student Work)
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Summary of Required Data Collection
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Minimum Requirements

• Must document at least three trials of skill
• Complete one Data Collection Form for each
  Supporting Evidence submission
• Must include evidence from one trial
• should best represent overall performance

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Data Collection Form
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Data Collection Form for Supporting Evidence

• Rater 1 completes one Data Collection Form for
  each submission of Supporting Evidence.
• Form is used to summarize and provide
  documentation of the student work sample and
  includes a narrative.
• Once completed, the form must be submitted with
  the Supporting Evidence.

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Data Collection Form for Supporting Evidence

• Demographic information
• Most students will have preprinted labels that
  can be affixed in this section
• Form available online if prefer to type

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Data Collection Form for Supporting Evidence

• Content Area
• Rating Form Item Number
• Dates Assessed and Number of Trials (must have at
  least three)
• Range of Scores Obtained
• Setting and Personnel

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Data Collection Form for Supporting Evidence

• Should document student performance throughout
  the testing window
• Provides the overall picture of student
  performance
• Must have at least three trials documented

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Data Collection Form for Supporting Evidence

• One Setting
• Same location
• Same materials
• Same personnel
• Multiple Settings
• Multiple locations
• Different areas in classroom
• Gen ed./community setting
• Variety of personnel

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Data Collection Form for Supporting Evidence Cont
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Data Collection Form for Supporting Evidence

• Type of Evidence Included
• Work sample
• Data Collection Form
• Media-photo, video, audio
• Other

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Data Collection Form for Supporting Evidence
Purpose of the Task and the Expected Student
Performance Need to include or attach a
NARRATIVE addressing each performance of the
piece of evidence.
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Narrative

• Must address each of the following for the piece
  of evidence
• Description of Activity
• Student Response
• Type and Level of Support
• Frequency
• Accuracy

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Example of Narrative

• Math 97 Analyzes data on a bar/line graph.

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Example of Narrative Cont

• Frequency
• May or may not describe depending on how much
  support or how many times activity was performed
  with the attached piece of evidence.
• Examples of frequency statements
• Required prompting two separate times.
• Matched set of words to pictures three separate
  times during the lesson.

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Dakota STEP-A Rating Form
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Dakota STEP-A

• The Rating Form measures academic skills or tasks
  in
• Reading Gr. 3-8 11
• Mathematics Gr. 3-8 11
• Science Gr. 5, 8 11
• Writing Gr. 5, 7 10
• Ratings indicate the degree to which a student is
  able to perform each skill.
• Rate EVERY task, even if some skills or
  activities do not seem to apply to the student or
  are to difficult to rate.

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Steps to Completing Assessment

• The two raters independently complete a different
  Rating Form for each student.

Do not mark boxes for IEP and Submitting Evidence
Rater 1
Rater 2
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Rating Items
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Rating Form
For each content-based task (item), Rater 1
determines the performance level at which the
student is observed performing each task or skill
(item).
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Completing the Rating Form

• Evaluate each students performance according to
  the following performance levels
• Nonexistent
• Minimal
• Emerging
• Progressing
• Accomplished

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Rubric for Performance Levels and Descriptors
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Performance Level/Description
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Performance Level/Description
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Performance Level/Description
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Performance Level/Description
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Performance Level/Description
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Performance Descriptions Regarding Prompting
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Rating Student Performance

• If performance falls among several levels, use
  the level that meets most of the criteria
  however
• To perform at the higher level in the range, the
  student must meet all the criteria
• Accuracy should be considered in conjunction with
  independence if falling in multiple categories

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Practice Rating
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Rating Student Performance Using Supporting
Evidence
Skill Attends/responds to a story on a computer
or a tape.
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence

• Statements that relate performance on the
  evidence to overall performance will help second
  rater and independent rater see the full picture
• Multiple settings
• Average of 85 accuracy across all trials
• 75, 80, 100
• Responded to task, asked questions
• Student needed hardly any prompting
• Reworded questions
• Attended for 15 min., 100

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Rating Student Performance Using Supporting
Evidence
Skill Uses terms such as certain, likely,
unlikely, or impossible.
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence
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Rating Student Performance Using Supporting
Evidence

• Statements that relate performance on the
  evidence to overall performance will help second
  rater and independent rater see the full picture
• Multiple settings
• Average of 54 accuracy across all trials
• Willingly performed task
• Student needed lots of help
• Question and choices read several times

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Steps
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Rater 2 Steps to Complete the Assessment
1. Rater 1 gives the Supporting Evidence
collected to Rater 2 to review. 2. Rater 1
gives Rater 2 a second Rating Form to complete
on each student assessed in each content area
applicable.
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Rater 2 Steps to Complete the Assessment

• Rater 2 determines the performance level of ALL
  items on each Rating Form based on supporting
  evidence documentation and knowledge of the
  students abilities.
• Rater 2 should rate independently, can not have
  Rater 1 form to reference
• Supporting Evidence should not reflect rating

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Rater 2 Steps to Complete the Assessment

• Rater 2 submits the completed Rating Forms to
  Rater 1.
• Rater 2 returns the Supporting Evidence to Rater
  1.
• After rating is completed, Rater 2 may discuss
  anything that may have been unclear in Supporting
  Evidence

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Score Resolution
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Rater 1 Final Steps

• Rater 1 will review Rating Forms from both
  raters and determine which, if any, items require
  a score resolution.
• Any item with Supporting Evidence that was NOT
  rated identically requires a resolution.
• For all other items it is up to the discretion of
  Rater 1 as to whether a resolution should be
  made.
• Recommended if rating is not same or adjacent

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Score Resolution Worksheet

• Raters 1 and 2 should review the ratings and
  Supporting Evidence in order to reach consensus
  on a score.
• Ratings should not be changed on the Rating
  Forms.
• A Score Resolution Worksheet must be completed to
  document the agreed-upon score.

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Score Resolution

• Complete the Rater 1 and Rater 2 information as
  well as the student information.
• Identify the Rating Form task number(s) for which
  a consensus score is reached.
• Enter the rating(s) for each task listed by Rater
  1.
• Enter the rating(s) for each task listed by Rater
  2.
• Enter the Final Resolution Rating.

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South Dakota Contact Information