Alabama Alternate Assessment Making A Connection

1. Alabama Alternate AssessmentMaking A Connection Nannette Pence Alabama State Department of Education Assessment and Accountability

2. Alabama Alternate Assessment • Portfolio performance assessment • Reading Grades 3-8 and 11 • Mathematics Grades 3-8 and 11 • Science Grades 5, 7, and 11 • Designed for students with significant cognitive disabilities

3. Levels of Assistance • 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.

4. Levels of Assistance • 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.

5. Evidence Alignment • The evidence must be aligned to the extended standard. • The activity must relate to the extended standard. Evidence that does not relate/not aligned to the standard will be given a score of “zero”. The link between the evidence and the extended standard must be clear.

6. Student will read graph. Student will compare and contrast information from the graphs. Example: The graph tells or shows that 35 cookies were eaten in Mrs. Lee’s class and 50 cookies were eaten in Mr. Clay’s class. Both classes were eating cookies (compare) and Mr. Clay’s class ate more cookies than Mrs. Lee’s class (contrast). Example: The graph tells or shows that 35 cookies were eaten in Mrs. Lee’s class and 50 cookies were eaten in Mr. Clay’s class. Student will identify the classroom graph . Must be a graph not a calendar. Student responds as teacher updates graph or chart. Teacher defines “respond.”

7. Aligned and Valid

8. Aligned and Valid

9. Aligned and Valid

10. Aligned and Valid

13. R. ES 5.1 Identify words with more than one meaning. Use multiple meaning words in sentences Participate in an activity matching pictures of multiple meaning words with at least 10 different words in sentences across the pieces of evidence Identify words with more than one meaning Student reads word and associates the word with meaning. ( bat- flies, bat- baseball) with at least 10 different words across the pieces of evidence Match pictures of multiple meaning words Student is asked to find the pictures that match the word the teacher gives them. ( bat- flies and bat-baseball ) with at least 10 different matches across the pieces of evidence Student participates by watching another student match pictures and multiple meaning words Participate in an activity matching pictures of multiple meaning words with a different activity per piece of evidence

14. SUPPORT

15. INDEPENDENT

16. TOUCH MATH

17. Show Work

18. Group Time

20. Aligned and Not Valid

22. Aligned and Not Valid

24. Not Aligned and Not Valid

25. Not Aligned and Not Valid

26. Aligned and Valid

28. Aligned and Not Valid

30. Aligned and Not Valid

32. ALIGNED and NOT VALID

34. ALIGNED and VALID

35. Scoring Rubric • Alignment determined—Yes, evidence is scored • Complexity – one to four points based on the complexity • of the extended standard • Assistance— one to three points based on the level of • assistance given • Content Mastery • 0 points given for 0-24% mastery • 1 point given for 25-49% mastery • 2 points given for 50-74% mastery • 3 points given for 75-100% mastery

36. Scoring • Student 1 • Complexity Level 3 • Assistance (Support) • Mastery 25-50% • Total Scoring • Student 2 • Complexity Level 2 • Assistance (Independently) • Mastery 75-100% • Total Scoring 3 points 1 point 1 point 5 points 2 points 3 points 3points 8 points

38. Alabama Alternate Assessment YEA!!!!!