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Alabama Extended Standards DaLee Chambers, Ph.D. Alabama Department of Education July, 2012.

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Presentation on theme: "Alabama Extended Standards DaLee Chambers, Ph.D. Alabama Department of Education July, 2012."— Presentation transcript:

1 Alabama Extended Standards DaLee Chambers, Ph.D. Alabama Department of Education July, 2012

2 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 Montgomery, AL

3 ALABAMA ALTERNATE ASSESSMENT

4 Reading: Grades 3-8, 11 Mathematics: Grades 3-8, 11 Science: Grades 5, 7, 11 Alabama Alternate Assessment

5 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) Types of Evidence

6 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… Worksheet/Teacher Test

7 Original student projects Student’s written work on a blank sheet of paper, or something that has been manipulated (e.g., cut, pasted) Reminder… Work Sample

8 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 % mastery Assessment and Accountability, ALSDE, Regional Workshops, Fall 2007 Rubric

9 Levels of Complexity Complexity 4 Complexity 3 Complexity 2 Complexity 1

10 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 Levels of Support

11 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.

12 TASK SUMMARY –Required for all evidence types except written performance summaries; should include criteria for success. Cover Sheet, Task Summary

13 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, Task Summary

14 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

15 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. Cover Sheet, Criteria for Success

16 Setting Participants Materials Directions given to student  What the teacher said? Criteria for Success Describe in Detail Student’s Performance Written Performance Summary

17 Describe in Detail Student’s Performance  What the student said/did.  Which student responses/actions were correct.  Which student responses/actions were incorrect. Written Performance Summary

18 Cover Sheet/Written Performance Summary Criteria for Success Practice Activity

19 AAA Minimum Evidence 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”

20 R. ES 3.2 (3) 3 pieces of evidence with at least 2 different letter blends per piece of evidence. AAA Minimum Evidence

21 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. AAA Minimum Evidence

22 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.

23 If the extended standard says “mimic,” the teacher must give the student something to mimic. “Mimic”

24 Teacher defines and describes participation. Answering correctly is not necessary… involvement in the specified activity is what is required. “Participate”

25 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. Avoid Questionable Tactics

26 READING

27 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

28 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 Reading Materials

29 MATHEMATICS

30 Pattern of 3 Shapes Make your own worksheets or activities and use geometric shapes students have learned. M. ES 3.3 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 (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…

31 M. ES 3.2, 5.2, 6.1, 7,1, 8.1 No calculator, touch math, or preprinted counters. Touch Math Counters Calculator

32 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 one- by-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 skip- counting by fives in order to get your students familiar with multiples of five M. ES 6.4

33 Organize Pictures Tally Charts & Graphs M. ES 6.4

34 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

35 Organize Pictures Tally Charts & Graphs

36 M. ES 7.1 & 8.1 Regrouping Students must show their work to demonstrate the regrouping.

37 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

38 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.” Customary vs. Non Customary Units M. ES 7.4

39 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 Customary vs. Non Customary Units

40 Placing Geometric Shapes M. ES 11.2 dishwasher lunchbox cupboard dish drain packing box No Pre-marked Spaces!

41 SCIENCE

42 Chemical Change 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 Please do not confuse chemical changes with physical changes.

43 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

44 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

45 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

46 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 _abiotic#ixzz1zkkdVj79 _abiotic#ixzz1zkkdVj79 SCI. ES 7.2

47 INSTRUCTION

48 Teacher and/or Student Made Stories

49 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!) 

50 Teacher- and Student-Made Stories Microsoft  Word Microsoft  PowerPoint Microsoft  Publisher

51 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

52 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

53 Teacher and/or Student Made Materials

54 Worksheet Work Sample

55 Work Sample

56 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.

57 20Foldables.pdf Foldables 3 dimensional interactive graphic organizers that students create Can be used as a self- check study guide Can be used at any level and with any subject area Learning/Assessment tools

58 MATERIALS AVAILABLE FOR PURCHASE

59 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

60 R_CAP * Commercial Content: Materials You Can Purchase

61 * Commercial Content: Apps You Can Purchase “It's easy to find the right skills to practice for your state's standards! All of IXL's dynamic math practice skills are aligned to your standards, including: Common Core All 50 states and D.C.”

62 Interactive Activities Whole Class Instruction or Individual Computer * Commercial Content: Materials You Can Purchase

63 * Commercial Content: Materials You Can Purchase Books eBooks Audio Interactive

64 * Commercial Content: Materials You Can Purchase

65 Scholastic’s System 44 combines the best practices in researched- based phonics instruction with state-of-the art adaptive technology. System 44 is a powerful solution for our most challenged readers, those with Lexile® scores in the BR to 400 range. It is designed to help these students master the foundational phonics and decoding skills they need to become readers. * Commercial Content: Materials You Can Purchase

66 * Commercial Content: Materials You Can Purchase READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development proven to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers.

67 APPS AVAILABLE FOR PURCHASE

68 PC, iPad, Android Apps Performance Summary Video

69 “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. Katharina I. Boser, Ph.D. Autism Apps Wiki https://autismapps.wikispaces.com/

70 * Commercial Content: Apps You Can Purchase BrainParade A Learning Celebration™

71 * 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

72 Academic Apps Appaboo The App Academy Apps for Children with Special Needs * Commercial Content: Apps You Can Purchase

73 Academic Apps Mobile Education Store Super Duper Publications (Materials and Apps) * Commercial Content: Apps You Can Purchase

74 Communication Aids Locabulary TalkBoard * Commercial Content: Apps You Can Purchase

75 Create and Share Illustrated Stories Book Creator for iPad for-ipad/id ?mt=8 for-ipad/id ?mt=8 Creative Book Builder builder/id ?mt=8 builder/id ?mt=8 Picturebook k/ k/ * Commercial Content: Apps You Can Purchase

76 eReading Apps Storia™ eBooks /servlet/LandingPageView?storeId=10052&cata logId=10051&jspStoreDir=SSOStore&pageNam e=storia/home /servlet/LandingPageView?storeId=10052&cata logId=10051&jspStoreDir=SSOStore&pageNam e=storia/home * Commercial Content: Apps You Can Purchase

77 Social Skills The Social Express Wonkidos * Commercial Content: Apps You Can Purchase

78 Visual Schedules First Then Visual Schedule then-visual-schedule.html then-visual-schedule.html Turn Taker Sharing Tool Tool+and+Social+Story.aspx Tool+and+Social+Story.aspx * Commercial Content: Apps You Can Purchase

79 Questions??


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