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RI Alternate Assessment 2010- 2011 Introduction: Session 2 September 27, 2010

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RI Alternate Assessment 2010- 2011 Introduction: Session 2 September 27, 2010

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    1. RI Alternate Assessment 2010- 2011 Introduction: Session 2 September 27, 2010

    2. Today’s Agenda Welcome Back Instructional Process Scoring Rubric Lunch RIAA Science Assessment Additional Resources 2 Introductions – 4 RI team members; MP – Jane Twombly, program assistant;; Sharon Houle, program manager; Niki Carr, program manager trainee; Susan Izard, assistant director of Special EducationIntroductions – 4 RI team members; MP – Jane Twombly, program assistant;; Sharon Houle, program manager; Niki Carr, program manager trainee; Susan Izard, assistant director of Special Education

    3. What you will learn today Instructional Process How the scoring rubric is used in the RIAA RIAA Science Assessment The additional resources available 3

    4. 4

    5. Instructional Process 5

    6. Curriculum Same for all students regardless of cognitive or academic ability Students experience the curriculum based on their individual strengths and needs. Determined by districts and is most effective when aligned with GLEs/GSEs Should be age/grade appropriate 6 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!

    7. Instructional Process 7

    8. Instruction Standards-Based Context Based Structured Performance Tasks (SPT) Acquisition vs. Application Distinct Activities Levels of Assistance 8 Bring this back to the fact that it is important and these are the components in the rubricBring this back to the fact that it is important and these are the components in the rubric

    9. Standards-Based Activities Are connected to the school and/or district curriculum. Provide opportunities for skill development for individual students based on the AAGSEs. Are age/grade appropriate. 9

    10. RIAA Context Based Instruction RIAA context based instruction utilizes: Structured Performance Tasks (SPTs) Application activities Distinct Activities 10 Talk about the SPT as the context in which the skills are taught. Instruction is provided to the students with application activities. Also talk here about age appropriate.Talk about the SPT as the context in which the skills are taught. Instruction is provided to the students with application activities. Also talk here about age appropriate.

    11. Levels of Assistance Define how much help the student requires to participate in an activity. Demonstrate movement towards independence. Are listed as a hierarchy: least to most assistance. Are individualized to meet the student’s needs. 11

    12. Instructional Process 12

    13. Assessment Shows what the student knows and is able to do. Provides information that helps teachers make instructional decisions. Plan instruction Evaluate instruction Refine instruction RIAA datafolio measures achievement during the academic year. 13

    14. 14

    15. 15

    16. Structured Performance Tasks (SPTs) Provide context in which standards-based activities occur. Are grade span specific. Example of a mathematics SPT for grades 3-5 Content Strand: Numbers and Operations SPT #35-1: The student will use number concepts to solve everyday problems.. 16

    17. Alternate Assessment Grade Span Expectations (AAGSEs) Targeted AAGSEs are paired with the Structured Performance Task (SPT). Teachers select AAGSEs for individual students. Students are assessed on 2 AAGSEs per SPT. 17

    18. 18

    19. Standards-Based Instruction 19

    20. What Data Will Be Taken On? Accuracy Data Correct vs. incorrect Correct = Student cashier correctly counts the total charge amount displayed on the cash register. Add coins correctly for 5 students = 5 opportunities Independence Data Did the child perform the skill alone? If no, what levels of assistance were needed for the student to complete the counting of the $. 20

    21. 21 Changed language in aagse asgChanged language in aagse asg

    22. What Data Will Be Taken On? Accuracy Data Correct vs. incorrect Correct = Student answers questions about the text. Student will answer 3 questions about the text. Independence Data Did the child perform the skill alone? If no, what levels of assistance were needed for the student to complete answering the questions? 22

    23. 23

    24. Planning Activity 24

    25. Scoring Rubric 25 Starting on page 91 in the manual Science – call it the expanded version.Starting on page 91 in the manual Science – call it the expanded version.

    26. Scoring: Four Dimensions Connection to Content Strand Student Progress Level of Accuracy Level of Independence 26

    27. Scoring Rubric Dimension: Connection to the Content Strand 27

    28. Scoring Rubric Dimension: Student Progress for Mathematics, Reading and Writing Increase in the Level of Accuracy, Increase in the Level of Independence or Decrease in the Levels of Assistance the student require to perform the skill Progress is shown between data collection periods 1&2 and 2&3. 28

    29. Scoring Rubric Dimension: Level of Accuracy for Mathematics, Reading and Writing 3rd collection period Straight rubric score Match the 3rd quarter average to the rubric 29

    30. Scoring Rubric Dimension: Level of Independence for Mathematics, Reading and Writing 3rd collection period Straight rubric score Match the 3rd quarter average to the rubric 30

    31. Resources Talk with a general education teacher for help in describing the skill the AAGSE is referring to. Use the additional resources provided to understand the intent of the AAGSE. Mathematics Resource Materials Glossaries for Reading, Writing and Science Alternate Assessment Instructional Terms Samples of student work on websites RIDE –www.ride.ri.gov/assessment/altassessment.aspx Sherlock Center –www.ric.edu/uap/AA.html Measured Progress - www.measuredprogress.org 31

    32. What You Learned Today Foundations of Science Conceptual design of the Science Model Science Instruction with RIAA Samples How to Plan for the RIAA Science The RIAA Documentation Requirements and Forms

    33. Contact Information Cynthia Corbridge: RIDE cynthia.corbridge@ride.ri.gov or 222-8497 Becky Wright: RIDE becky.wright@ride.ri.gov or 222-4693 Susan Dell: The Sherlock Center sdell@ric.edu or 456-8557 Amy Grattan: The Sherlock Center agrattan@ric.edu or 456-8072

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