Transcript Putting Alabama Extended Standards into Practice!

Alabama Extended Standards
DaLee Chambers, Ph.D.
Alabama Department of Education
July, 2012
Unless otherwise noted, reproductions of the slides
and/or information from the slides in this
PowerPoint related to
Alabama Extended Standards
should be credited to:
Alabama Department of Education,
Special Education Services
P.O. Box 302101
Montgomery, AL 36130
[email protected]
334.242.8114
ALABAMA
ALTERNATE
ASSESSMENT
Alabama Alternate Assessment
• Reading: Grades 3-8, 11
• Mathematics: Grades 3-8, 11
• Science: Grades 5, 7, 11
Types of Evidence
• Written Performance Summary
• Worksheet/Teacher Test
• Work Sample
• Photograph(s) (with captions/written summary)
• Audio (5 minutes or less with word-for-word
transcript)
• Video (5 minutes or less with word-for-word
transcript)
Reminder…
Worksheet/Teacher Test
Ten (10) items of related content
are required.
–Less than 10 items, invalid
–10 items, but some items do not match
content → unrelated items count against
the content mastery score (e.g., 10 items,
but 4 are unrelated, 60% content
mastery is most student can earn).
Reminder…
Work Sample
• Original student projects
• Student’s written work on a blank sheet of
paper,
or something that has been manipulated
(e.g., cut, pasted)
Rubric
• Alignment determined.
• Complexity — Points awarded based on the
complexity of the extended standard
• Level of Support — Points awarded based on the
level of assistance (Independently, with Prompting,
with Support)
• Content Mastery —
› 0 points for 0-24% mastery
› 1 point for 25-49% mastery
› 2 points for 50-74% mastery
› 3 points for 75-100% mastery
Assessment and Accountability, ALSDE, Regional
Workshops, Fall 2007
Levels of Complexity
• Complexity 4
• Complexity 3
• Complexity 2
• Complexity 1
Levels of Support
• Independently-the student performs the task without
prompting or support. The cognition of the task is performed
entirely by the student.
• Prompting-the student is provided cues by the teacher or aide
(oral cues, repeat or additional directions, and/or gestures that
initiate or sustain a task). The cognition of the task is performed
entirely by the student.
• Support-the student receives direct instruction to achieve the
skill. The cognition of the task is not performed by the student
alone; however, the task is not completed by the teacher. This
assistance is more than prompting.
Assessment and Accountability, ALSDE, Alabama Alternate Assessment Making a
Connection Workshop Handout, Fall 2009
Cover Sheet
• Complete one entry sheet for each piece of
evidence submitted.
• Ensure accuracy of the Student’s information so
all work can be scored appropriately.
• Verify “Evidence Complexity” & “Level of
Assistance” are completed correctly to
ensure student earns correct number of
points on the Rubric.
Cover Sheet, Task Summary
• TASK SUMMARY
–Required for all evidence types except written
performance summaries; should include criteria
for success.
Cover Sheet, Task Summary
• Criteria for Success
• Explain what occurred:
 If not attached, what book, materials,
worksheets, questions, or problems were
provided to the student?
 What the teacher said to the student?
 What the student did?
 Timeframe for completing activity, all in
one sitting or spread out over multiple
days, etc.?
Cover Sheet, Criteria for Success
• Be clear and specific.
• Examples:
John will attend to 2-3 letter blends and their
matching sounds while they are played on
the computer. He is attending if he XX.
Betty will imitate counting by 5’s to 100 by
saying the number after the teacher says the
number.
Cover Sheet, Criteria for Success
• Do not include trials!
Evidence should only include however many
times are necessary to meet minimum evidence.
No! 7.1(1)
When given a choice of 4 books, student will
correctly associate 3 certain characters with
their stories, by pointing to the correct book,
during 2/3 trials.
Written Performance Summary
• Setting
• Participants
• Materials
• Directions given to student
What the teacher said?
• Criteria for Success
• Describe in Detail Student’s
Performance
Written Performance Summary
• Describe in Detail Student’s
Performance
What the student said/did.
Which student responses/actions
were correct.
Which student responses/actions
were incorrect.
Cover Sheet/Written Performance Summary
Criteria for Success
Practice Activity
AAA Minimum Evidence
• www.alsde.edu
• Click on Office
• Click on Office of Student Learning
• Click on Assessment
• Click on Publications
• Scroll over and select AAA Information
– “AAA Minimum Evidence Per Extended Standard
Reading Grades 3-8 and 11 Updated 2011.pdf”
– “AAA Minimum Evidence Per Extended Standard
Mathematics Grades 3-8 and 11 Updated 2011.pdf”
– “AAA Minimum Evidence Per Extended Standard
Science Grades 5 7 and 11 Updated 2011.pdf”
AAA Minimum Evidence
R. ES 3.2 (3)
3 pieces of evidence with at least 2 different letter blends
per piece of evidence.
AAA Minimum Evidence
M. ES 3.2 (3)
3 pieces of evidence adding and subtracting at least 10
different addition and 10 different subtraction problems
across the pieces of evidence.
Concerns
• Students who are clearly too high for AAA…
–Work submitted is more on the level of
general education standards than extended
standards.
• Student work vs. Teacher work
–Adult handwriting on pages; or adult and
child handwriting on pages with no
notation for scribe.
“Mimic”
• If the extended standard says
“mimic,” the teacher must give the
student something to mimic.
“Participate”
• Teacher defines and describes
participation.
• Answering correctly is not
necessary… involvement in the
specified activity is what is required.
Avoid Questionable Tactics
Examples:
•Student is supposed to identify main
character: main character is the one word
story title in all pieces of evidence.
•Correct answer is always in same location
(e.g., 10 multiple choice questions with
correct answer always on left).
•Performance Summaries across multiple
students with the same wording, same
exact student responses, etc.
READING
Reading Materials
• Passage or story must consist of at least
three (3) sentences.
• Different stories are required across the
three pieces of evidence. Give the name of
the story used each time so the scorer can
verify a different story was used.
Reading Materials
• Complexity 3 & 4 (Grades 2 & Above)
 Student must read the passage or story
independently
• Complexity 2 & in some cases
Complexity 1
 Student can read with assistance, or the teacher
can read the passage or story
MATHEMATICS
Pattern of 3 Shapes
Make your own worksheets or activities and use
geometric shapes students have learned.
M. ES 3.3 (4) Create a pattern of three or more shapes using the
terms first, next, last…
M. ES 3.3 (3) Continue an existing pattern of three shapes using the
terms first, next, last…
Students must use the terms first, next, last in the lesson.
Note: hearts, clovers, crosses, etc. are not considered
geometric shapes.
M. ES 3.3
M. ES 3.2, 5.2, 6.1, 7,1, 8.1
• No calculator,
touch math, or
preprinted
counters.
Touch Math
Counters
Calculator
Organize Pictures
Tally Charts & Graphs
•
•
•
•
Tally charts help people count.
Each tally mark in a tally chart represents one
object. For example, to count three apples, you
make three tally marks in the chart.
Tally marks are grouped in sets of five, which
facilitates counting. Instead of counting marks oneby-one, you can skip-count by fives and add on any
remaining marks.
Have students practice counting objects in class or
home by using tally marks. Then practice skipcounting by fives in order to get your students
familiar with multiples of five
M. ES 6.4
Organize Pictures
Tally Charts & Graphs
M. ES 6.4
Organize Pictures
Tally Charts & Graphs
• A picture graph uses pictures or symbols to show
data.
• One picture sometimes stands for more than one
item so a key is often necessary to understand
the symbols.
M. ES 6.4
Organize Pictures
Tally Charts & Graphs
M. ES 6.4
M. ES 7.1 & 8.1
Regrouping
•
Students must show their work to
demonstrate the regrouping.
Customary vs. Non Customary Units
•
If the standard specifies customary units make
sure actual measurements for weight, length,
capacity, etc. are utilized.
•
If the standard specifies non customary units
measure with paperclips, pieces of paper, etc for
length; and use a balance, eyeball it, or hold it
for weight.
M. ES 7.4 & 12.1
Customary vs. Non Customary Units
• M. ES 7.4 (3) Compare weight of objects using
customary units.
– In the United States, the ounce, pound and
ton are commonly used to measure weight.
• M. ES 7.4 (2) Compare weight of familiar objects
using non-customary units.
–Example: “The book
weighs the same as 6 slices
of bread.”
M. ES 7.4
Customary vs. Non Customary Units
•
Customary Units: Capacity
– The most common customary measures for both liquid
and dry ingredients in the United States (and many
other countries) are the teaspoon, tablespoon and cup,
along with pounds, ounces, fluid ounces.
•
Non Customary Units: Capacity
– Any unmarked, informal scoop or container for
measuring such as spoons, cups, coffee scoops, lids.
Example: “This bottle holds 5 coffee cups of liquid.”
M. ES 12.1
Placing Geometric Shapes
No Pre-marked
Spaces!
lunchbox
packing box
cupboard
dish drain
dishwasher
M. ES 11.2
SCIENCE
Chemical Change
Please do not confuse chemical changes with
physical changes.
• A physical change in a substance doesn't change what the
substance is. In a chemical change there is a chemical
reaction, a new substance is formed and energy is either
given off or absorbed.
• For example, if a piece of paper is cut up into small pieces it
still is paper. This would be a physical change in the shape
and size of the paper. If the same piece of paper is burned, it
is broken up into different substances that are not paper.
SCI. ES 5.1
Chemical Change
• Physical changes can be reversed, chemical changes cannot be
reversed with the substance changed back without
extraordinary means, if at all. For example, a cup of water can
be frozen when cooled and then can be returned to a liquid
form when heated.
• If one decided to mix sugar into water to make sugar water,
this would be a physical change as the water could be left out
to evaporate and the sugar crystals would remain. However, if
one made a recipe for a cake with flour, water, sugar and
other ingredients and baked them together, it would take
extraordinary means to separate the various ingredients out
to their original form.
SCI. ES 5.1
Chemical Change
Examples of Chemical Changes:
• Burning a log of wood
• Cooking examples: popcorn, cake, pancakes, eggs, toast,
caramel icing
• Rotting of fruit
• Explosion of fireworks
• Lighting a match
• Digesting food
• Rusting nail
• Roasting a marshmallow
SCI. ES 5.1
Distinguish Between Living and
Nonliving Factors
• Biotic Factors
Biotic, meaning of or related to life, are living factors.
Plants, animals, fungi, protist and bacteria are all biotic
or living factors.
• Abiotic Factors
Abiotic, meaning not alive, are nonliving factors that
affect living organisms. Environmental factors such as
habitat (pond, lake, ocean, desert, mountain) or weather
such as temperature, cloud cover, rain, snow, hurricanes,
etc. are abiotic factors.
SCI. ES 7.2
Distinguish Between Living and
Nonliving Factors
What examples of abiotic?
• Basically anything in an environment that isn't living.
(Living things include all plants and animals.)
– Temperature
– Rocks
– Rain
http://wiki.answers.com/Q/What_are_some_examples_of
_abiotic#ixzz1zkkdVj79
SCI. ES 7.2
INSTRUCTION
Teacher and/or Student
Made Stories
Creating Stories
• Teacher- or Student-made paper copy
 Created by hand
 Created on computer
• Teacher- or Student-made digital copy
 PC, iPad, Android Apps
• Free Storybook Program (Student Publishing, Excite
Students to Write!)
 http://www.studentpublishing.com/c/makeBooks.php
Teacher- and Student-Made Stories
• Microsoft Word
• Microsoft PowerPoint
• Microsoft Publisher
Creating Stories with Microsoft Publisher
•
•
•
•
•
Publication type: Greeting Card
Select a design
Greeting Card Options: Change Page Size
Select “Side Fold Card, 5.5 X 8.5
Highlight to edit wording, or to delete items on page you
don’t need
• Add a picture and title on cover
• Add pictures and text to pages …you can have a picture
and words on each page; or you can stagger words and
pictures between the pages
• Print: Booklet, side-fold; Two-sided
Creating Stories with Microsoft Publisher
• To add pictures:
 Insert/Picture/Clip Art → type in name of picture you
want and scroll and select
 Copy and paste pictures from Google Images, etc.
 Note: Drag the corners of the picture to increase or
decrease size
• To add text:
 Insert/Text box → Drag mouse to create text box on
the page
 Note: Highlight and adjust the font, size, and/or color
Teacher and/or Student
Made Materials
Worksheet
Work Sample
Work Sample
Work Sample
Foldables
• “A Foldable is a 3-D, student-made, interactive graphic
organizer based upon a skill. Making a Foldable gives
students a fast, kinesthetic activity that helps them
organize and retain information.” ~Dinah Zike
• Foldables can be used for any subject and have many
different uses. They give students an opportunity to
create something that they can then refer back to.
Foldables can be as simple or as complicated as you want
them to be.
http://www.teachhub.com/teacher-foldable-fun
Foldables
3 dimensional interactive
graphic organizers that
students create
Can be used as a selfcheck study guide
Can be used at any level
and with any subject area
Learning/Assessment
tools
http://www.csun.edu/~krowlands/Content/Academic_Resources/Foldables/Basic%
20Foldables.pdf
MATERIALS
AVAILABLE FOR
PURCHASE
Commercial Content: Materials
and Apps
I am not endorsing these items. These are a few
of the materials & Apps I have been able to
preview. I am sure there are other materials &
Apps that are also worthy of your consideration.
I wanted to share to share with you items I have
become aware of, and would welcome
information on any other items you think would
be helpful to teachers who teach Alabama
Extended Standards.
dalee.chambers
http://www.capstonepub.com/category/LIB_PUBLISHE
R_CAP
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Interactive Activities
Whole Class Instruction or
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Audio
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APPS AVAILABLE FOR
PURCHASE
PC, iPad, Android Apps
• Performance Summary
• Video
“Parents and teachers come
to my talks to learn the best
tools for their students. While
the focus is on those apps
that help students with
Autism, many students with
special needs can be helped
by some of these listed.”
~Katharina I. Boser, Ph.D.
https://autismapps.wikispaces.com/
BrainParade
A Learning Celebration™
* Commercial Content: Apps You Can Purchase
•Prepositions interactive book
•Number Sets interactive game
•All About Apples matching
activity
•Halloween: Adjective or Noun
matching activity
•Word Family “at” phonics+
•Coin Activities print activities
•Identical Letter Match
matching activity
•Initial Sound: “f” or “s” sorting
•Word Problems interactive book
•Job Words Spelling phonics+
•What Do They Do? interactive
game
•What is Dirty? interactive book
•Final Sounds interactive game
http://www.monarchteachtech.com/vizzle/
* Commercial Content: Apps You Can Purchase
Academic Apps
• Appaboo
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• The App Academy
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• Apps for Children with Special Needs
• http://a4cwsn.com/
* Commercial Content: Apps You Can Purchase
Academic Apps
• Mobile Education Store
• http://mobile-educationstore.com/
• Super Duper Publications (Materials and
Apps)
• http://www.superduperinc.com/
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Communication Aids
• Locabulary
• http://locabulary.com/
• TalkBoard
• http://www.mashley.net/talkboard.php
* Commercial Content: Apps You Can Purchase
Create and Share Illustrated Stories
• Book Creator for iPad
• http://itunes.apple.com/us/app/book-creatorfor-ipad/id442378070?mt=8
• Creative Book Builder
• http://itunes.apple.com/us/app/creative-bookbuilder/id451041428?mt=8
• Picturebook
• http://www.maplekeycompany.com/pictureboo
k/
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eReading Apps
• Storia™ eBooks
• http://store.scholastic.com/webapp/wcs/stores
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Social Skills
• The Social Express
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• Wonkidos
• http://www.wonkido.com/
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Visual Schedules
• First Then Visual Schedule
• http://www.goodkarmaapplications.com/firstthen-visual-schedule.html
• Turn Taker Sharing Tool
• http://touchautism.com/Turn+Taker+Sharing+
Tool+and+Social+Story.aspx
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Questions??
 [email protected]