Alabama Extended Standards & Body of Evidence

1. Alabama Extended Standards& Body of Evidence Marla Davis Holbrook & Susan Skipper Fall Leadership Conference August 17, 2006

2. Federal Legislation & State Response • Federal legislation mandates: • State content standards • Access to the general curriculum for all students • Participation of all students in state assessments

3. Federal Legislation & State Response • State response: • Content standards listed in Alabama Courses of Study • All content standards must be taught and tested • State assessments measure achievement of content standards • For students with significant cognitive disabilities • Teacher task force developed the Alabama Extended Standards (linked to state content standards) • Alabama Alternate Assessment measures achievement of the Alabama Extended Standards

4. Student Achievement & Accountability

5. Changes in Curriculum & Assessment

6. Alabama Extended Standards • The Alabama Extended Standards are the courses of study for students with significant cognitive disabilities who participate in the Alabama Alternate Assessment.

7. Teaching Alabama Extended Standards • All Alabama Extended Standardsfor the student’s grade of enrollment must be taught and tested. • Materials used for teaching Alabama Extended Standards and documenting performance should be age appropriate. • Materials are age appropriate if a same age peer without a disability would use something similar.

8. Monitoring Student Progress • Student performance should be continuously measured. • Classroom instruction should be driven by the results of ongoing student progress monitoring.

9. Body of Evidence • A variety of evidence must be collected on each Alabama Extended Standard throughout the academic year. • Teachers will select the items most representative of student performance for inclusion in the body of evidence.

10. Body of Evidence • The Body of Evidence includes a variety of products that illustrate student achievement on each Alabama Extended Standard for the grade level of enrollment. • A Body of Evidence may include actual student work, captioned photographs, videotapes, audiotapes, data charts, and graphs.

11. Documenting Student Performance • Evidence must document the student’s demonstration of knowledge and skills while attempting a given task. • Teacher lesson plans, teaching materials, and classroom schedules DO NOT document student performance. • Entries into the body of evidence that document only when and/or how a skill was taught will be given a score of zero.

12. Collecting Evidence • Documentation must be clear, readable, and easily interpreted by a third party. • Record the date, standard, and a brief description as each piece of evidence is collected. • Evidence should not include unidentifiable materials, inaudible tapes, or unreadable copies.

13. Collecting Evidence • Evidence must clearly relate to the standard. • The link between the evidence and the extended standard must be clear. For example, tracing and coloring measure fine motor skills, and are not evidence of academic performance.

14. Submitting the Body of Evidence • The body of evidence will be sent to a third party for evaluation. • The evidence alone will determine the scores on the AAA. • Teachers will not have an opportunity to explain or clarify evidence once it is submitted.

15. Submitting the Body of Evidence • Documentation submitted as part of the body of evidence must stand on its own. • Evidence stands on it own if persons unfamiliar with the student can look at the submitted documentation and draw consistent conclusions related to student performance.

16. EXAMPLES

17. R.ES.1.2 Match Sounds and LettersComplexity 3 John Student listens to the letter sounds and selects the letter from the keyboard using Reader Rabbit.

18. R.ES.8.2 Identify mood of a story based on story details Complexity 1 A story is read to Susie Student. The appropriate characters are moved and the sound the character makes in the story is repeated.

19. R.ES.4.5 Decode words with consonant blends and letter combinationsComplexity 1 With a switch, John Student operates the computerized reading program to learn blends and medial vowel sounds.

20. Turkey R.ES 5.2 Draw conclusions about characters based on a story. Complexity 1 With the aid of a switch, Susie Student listens as the characters are identified by sound.

21. M.ES 5.3 Count like coins up to $1.00Complexity 2 John Student matches coins to pictures, names each coin, and states the coin value.

22. M.ES.5.2 Add two digit numbers without regrouping.Complexity 3 Using Touch Math, Susie Student adds two/three digits without regrouping.

23. M. ES 5.1 Identify time to the half-hour using analog and digital clocks. Complexity 3 Following practice with an analog clock, John Student can identify time to the half hour.

24. M. ES Geo.B6 Read a circle graph with three or more variables. Complexity 1 Susie Student can correctly identify a circle when given three shapes.

25. R. ES 10.3 Follow directions in textual informational and functional materials to produce an outcome Complexity 3 John Student separates the eggs. John Student combines the dry ingredients. John Student combines the wet and dry ingredients. John Student heats the skillet to cook the pancakes. http://www.visualrecipes.com/

26. R.ES. 6.3 Use strategies including locating information in informational and functional materials. Complexity 3 Susie Student answers questions about labels on medicines, cleaning products, and first aid supplies.

27. From: Roxanna Carpenter [mailto:RCarpenter@bcbe.org] Sent: Saturday, August 26, 2006 8:43 AMTo: Richardson Crystal; Holbrook MarlaSubject: AAA Crystal and Marla, I have been working on the training for the AAA.  My first thought was to require a notebook for the body of evidence, but the more I worked in Power Point on the examples, I became convince Power Point could be a great medium.  You may need paper products to show data collection to accompany the Power Point, but overall, it could work.  What do you think?  Roxanna I think there is potential for the use of CDs for bodies of evidence. We will know a lot more about what and how we will need to gather information after the vendor is selected and they meet with us to tell us the requirements. The bid is supposed to be received mid September and we will meet with them late Sept./early Oct. As long as the evidence is being collected at this point, that is the important thing. I suspect there may be paper required to accompany a CD (so there is a standard format) but we won’t know until we talk with the vendor.