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Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units

Curriculum. Same for all students regardless of cognitive or academic abilityStudents experience the curriculum based on their individual strengths and needs.Determined by schools and districts and is most effective when aligned with GLEs/GSEsShould be age/grade appropriate. 2. 2. Integrated A

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Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units

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    2. Curriculum Same for all students regardless of cognitive or academic ability Students experience the curriculum based on their individual strengths and needs. Determined by schools and districts and is most effective when aligned with GLEs/GSEs Should be age/grade appropriate 2 Talk about the importance of understanding content. Reinforce that this should be in collaboration with general education teacher. Age appropriate!Talk about the importance of understanding content. Reinforce that this should be in collaboration with general education teacher. Age appropriate!

    3. Integrated Academic Unit Educational approach that teaches lifelong learning Process for developing abilities that promote future success Brings together various curriculum into meaningful associations Connects concepts by demonstrating the relationships between concepts 3

    4. The Instructional Process 4

    5. 5 Remember to mention: Not all classrooms will have students of 3 ability levels – you need to define for the classroom you are working with.Remember to mention: Not all classrooms will have students of 3 ability levels – you need to define for the classroom you are working with.

    6. Description of Students at Three Ability Levels 6 Can we call them beginning level learners?Can we call them beginning level learners?

    7. Integrated Unit Example Reading, Writing, & Mathematics Creating integrated units using adapted literature 7

    8. STEP 1 Choose the content areas that will be assessed for the unit. Identify the SPTs for the content areas. Identify the AAGSEs that can be used for students at 3 different ability levels. 8

    9. STEP 1 9

    10. Reading AAGSEs 10

    11. Writing AAGSEs 11 Remember to address the issues of As and Bs as an instructional decision verses an assessment issue.Remember to address the issues of As and Bs as an instructional decision verses an assessment issue.

    12. Mathematics AAGSEs 12

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    14. A Cricket In Times Square 14

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    16. Reading: Higher Level Student LT 4.2 Answering simple questions about a story’s content Modification 1. Using MJ pictures or text the student answers the question. What did Chester eat? Chocolate What did Chester drink? Soda What happened to the newsstand? Fire Assessment The student answers the questions by choosing an MJ picture or writing the answer on the book report. Data is taken on the student answering 3 questions. 16

    17. Reading: Higher Level Student LT 4.2 Answering simple questions about a story’s content 17

    18. Reading: Middle Level Learners LT 4.2 Answering simple questions about a story’s content Modification Use movie stills/scene photos to answer the questions Ideas for presentation: On a dry erase board with boxes drawn on it for a cue Felt board Put in a shoe box order Magnets On a book report form Assessment The student answers the question by choosing a photograph from a field of two photographs. Data is taken on the student answering 3 questions. 18

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    20. Reading: Lower Level Student LT 4.2 Answering simple questions about a story’s content Modification Object presentation of the questions and answers What did Chester eat? Q: Student touches: tactile question mark, cricket, spoon, tactile question mark A: chocolate, rock What did Chester drink? Q: Student touches: tactile question mark, cricket, cup/straw, tactile question mark A: soda can, sock What happened to the newsstand? Q: Student touches: tactile question mark, cricket, newspaper, tactile question mark A: hot packet/siren, block Assessment The student answers the question by choosing the object that represents the answer. Data is taken on the student answering 3 questions. 20

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    22. Reading: Lower Level Student with limited vision LT 4.2 Answering simple questions about a story’s content Modification Assessment The student correctly answers the question by choosing the object that represents the answer and places it in a defined bin. Data is taken on the student answering 3 questions. 22

    23. Reading: Lower Level Student LT 4.2 Answering simple questions about a story’s content 23

    24. Reading: Higher Level Student LT 4.3 Retelling or ordering the key events in a story Modification Using MJ pictures the student is provided with a predetermined number of items to order: Mario and Tucker met Chester. Chester ate chocolate. Chester met Harry. Assessment The student orders the key events by putting the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events. 24

    25. Reading: Higher Level Student LT 4.3 Retelling or ordering the key events in a story 25

    26. Reading: Middle Level Student LT 4.3 Retelling or ordering the key events in a story Modification Using MJ pictures the student is provided with a predetermined number of items to order: Mario Fire Bell Assessment The student correctly puts the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events. 26

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    28. Reading: Lower Level Student LT 4.3 Retelling or ordering the key events in a story Modification Object box for a student with vision. Present single objects to retell the events. What order did Chester meet people? Mario/Chester – plastic person, cricket Chester/Tucker – cricket, mouse Chester/Harry – cricket, cat Assessment The student orders the characters Chester met by putting the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events. 28

    29. Reading: Lower Level Student LT 4.3 Retelling or ordering the key events in a story 29

    30. Reading: Lower Level Student LT 4.3 Retelling or ordering the key events in a story 30

    31. Students Without Vision Objects for students without vision: Representing a.m.= placing morning events on a denim background Representing p.m.= placing evening events on a flannel background Chester (Cricket) – cricket with sound Chester (Cricket) eating chocolate – chocolate scented lotion (can be purchased at ULTA) 31

    32. Writing 32

    33. Writing: Higher Level Student LT 2.1a Identifying the title and author of the texts Modification Using MJ pictures the student is provided with book report form to fill out. Assessment The student puts the title and author of the text in appropriate place of the book report. Data is taken out of 2 opportunities. NOTE: Although there is more information on the book report, this AAGSE assesses only identifying author and title 33

    34. Writing: Higher Level Student LT 2.1a Identifying the title and author of the text 34

    35. Writing: Higher Level Student 2.1a Identifying the title and author of the text Modification Student points to the author and title on the book and then copies the information onto the adapted book report form. Assessment Data is taken on the student writing the author and title on the book report. Data is taken on the student identifying the title and author (2 opportunities). 35

    36. Writing: Higher Level Student 2.1a Identifying the title and author of the text 36

    37. Writing: Middle Level Student 2.1a Identifying the title and author of the text Modification Student uses an adapted book cover remove the title and author and place it on their modified book report. Assessment Data is taken on the student writing the author and title on the book report. Data is taken on the student identifying the author and title (2 opportunities). 37

    38. Writing: Middle Level Student 2.1a Identifying the title and author of the text 38

    39. Writing: Lower Level Student 2.1a Identifying the title and author of the text Modification The student has a choice between a cricket on a book (representing The Cricket in Times Square) and a blank note card to identify the title. The student has a choice between a plastic person with the name George Seldon on him and a blank note card to identify the author. Assessment Data is taken on the student writing (using objects) the author and title on the book report. Data is taken on the student identifying the author and title (2 opportunities). 39

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    41. Writing: Higher Level Student LT 2.1b Describing content/ideas, events, characters and/or settings Modification Students can describe content/ideas, events, characters and/or settings using MJ pictures. Assessment Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters using MJ pictures. 41

    42. Writing: Middle Level Students LT 2.1b Describing content/ideas, events, characters and/or settings Modification Students can describe content/ideas, events, characters and/or settings using movie stills or photographs with a distracter picture added. Assessment Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters using MJ pictures 42

    43. Writing: Lower Level Students LT 2.1b Describing content/ideas, events, characters and/or settings Modification Student describes characters using objects: Mario – brown yarn, plastic boy person Tucker – tail, small mouse, mouse mask, long nose Cricket – wings, violin, “hard” symbol Harry – whiskers, fur, cat mask, small nose, furry tail. Assessment Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters. Mario – brown yarn (1), plastic boy person (2) Harry – whiskers (3), fur (4) 43

    44. Writing: Lower Level Students LT 2.1b Describing content/ideas, events, characters and/or settings Modification Student describes events using objects. Ideas for objects: Travel – suitcase, train Cleaning the newsstand – sponge Listening to the radio – radio, iPod Chester using money for a blanket – dollar, blanket Assessment Data is taken on the student describing two events with three attributes each. The student has 4 opportunities to correctly describe two events. EVENT 1: Chester sleeping Describes event by selecting the following objects:(1) Cricket object, (2) dollar EVENT 2: Chester traveled to the city Describes event by selecting the following objects: (1) Cricket object, (2)suitcase or train 44

    45. Mathematics 45

    46. Mathematics: Higher Level Student AAGSE: NO 6.5 Identify the larger of two written numbers Modification Using a purchasing template, a student writes the prices of key items to purchase at the school store and circles the larger of each pair of numbers. Assessment The student is assessed on his/her ability to identify (by circling) the larger of two written number for 3 opportunities. 46

    47. Mathematics: Higher Level Student NO 6.5 Identify the larger of two written numbers 47

    48. Mathematics: Middle Level Student AAGSE: NO 6.5 Identify the larger of two written numbers Modification Using a purchasing template with MJ symbols, a student takes the price of the 6 items (available next to the items at the school store) and tapes them next to the corresponding items on the student’s template. The student then circles the larger of the two numbers within each box and purchases the item with the smaller cost. Assessment The student is assessed on his/her ability to identify (by circling) the larger of two written number for 3 opportunities. 48

    49. Mathematics: Middle Level Student NO 6.5 Identify the larger of two written numbers 49

    50. Mathematics Lower Level Student NO 5.1 Demonstrate how to make more and less of a quantity. Modification At the school store, the student will be give two items in a bowl with identical items located on the store counter. They will be prompted to feel the bowl, its contents, and the additional items on the counter. They will be prompted to feel the items in the bowl and will be asked to make MORE (perhaps being prompted with the “more” sign also). Assessment After student is asked to make more, the student is assessed on his/her ability to add additional items to the bowl using the following task analysis: 1- Reach for additional item; 2-pick up an item; 3- place additional items in the bowl. Data is taken out of 2 opportunities to make more. 50

    51. Integrated Unit Template 51

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    58. Group Work Task 1 At your table’s grade span, work collaboratively with members of your table to create an integrated unit for students at your table’s grade span. Start by completing either a science integrated unit or a literature based integrated unit. Document your work on the blank templates provided. Be prepared to report out in 20 minutes. 58

    59. Individual/Group Task 2 Using the developed integrated unit, plan specifically for the students in your class Document your work on the blank templates provided. Be prepared to report out in 20 minutes. 59

    60. More RIAA Resources RIAA Websites: Rhode Island Department of Education: www.ride.ri.gov/assessment/Altassessment.aspx Measured Progress ProFile: www.measuredprogress.org/assessments/clients/rhodeisland.html Sherlock Center: www.ric.edu/uap/resourcelib.html 60

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