Alabama Extended Standards Grades 5-12: Assessment and Accountability Overview

1. Alabama Extended Standards, Grades 5 – 12 DaLee Chambers, Ph.D. Alabama Department of Education July, 2011

2. Reproductions of the slides and/or information from the slides in this PowerPoint related to Alabama Extended Standards, Grades 5 - 12should be credited to: Alabama Department of Education, Special Education Services P.O. Box 302101 Montgomery, AL 36130 speced@alsde.edu 334.242.8114

3. Students learn when the teacher knows… “What a teacher knows and does influences what a student learns” Teachers’ content knowledge determines not only what a teacher teaches, but also how. National Staff Development Council, www.nsdc.org

4. Q&A: Extended Standards • www.alsde.edu • Click on Sections • Click on Special Education • Click on Standards • Select “Q&A - Alabama Extended Standards.pdf”

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

6. Alabama Alternate Assessment • 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 75-100% mastery Assessment and Accountability, ALSDE, Regional Workshops, Fall 2007

7. Level of Support • 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

8. Types of Evidence • 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)

9. Written Performance Summary Explain exactly what occurred: • What books? • What problems? • What materials/computer programs/games? • What questions?

10. Written Performance Summary Describe exactly what happened: • Expectations for success. • What the teacher said/did. • What the student said/did. • Which student responses/actions were correct. • Which student responses/actions were incorrect.

11. Worksheet/Teacher Test 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).

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

13. AAA Minimum Evidence • www.alsde.edu • Click on Sections • Click on Assessment and Accountability • Click on Publications • Scroll over and select AAA Information • “AAA Minimum Evidence Per Extended Standard Reading Grades 3-8 and 11.pdf” • “AAA Minimum Evidence Per Extended Standard Mathematics Grades 3-8 and 11.pdf” • “AAA Minimum Evidence Per Extended Standard Science Grades 5 7 and 11.pdf”

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

15. AAA Minimum Evidence M. ES 3.2 (3) 3 pieces of evidence with at least 10 different addition and 10 different subtraction problems across the pieces of evidence.

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

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

18. Expectations for Success • Be clear and specific. • 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. Yes! ???

19. Avoid Questionable Tactics 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.

20. READINGGrades 5-12

21. Reading Materials • 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.

22. Reading Materials • Complexity 3 & 4 • 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

23. Hi Lo Books for Reluctant Readers • High Interest • Low Vocabulary http://childrensbooks.about.com/od/toppi cks/tp/hi_lo_books.htm

24. Words with More than One Meaning • Multiple Meaning Words are words that have several meanings depending upon how they are used in a sentence. • We use context clues to help us figure out which meaning is correct. 5.1

25. Words with More than One Meaning • Sign • Watch • Scale • Row • Right • Saw • Pit • Pupil • Game • Raise • Dance • Break • Store • Bowl • Examples: • Trip • Light • Check • Show • Bank • Play • Can 5.1

26. Characters’ Actions • Every action a character performs influences something else in the story.  • Perhaps it's simply that character's next action, or it could be a plot complication, or the arc of the story.  • Each action can have consequences that ripple through the entire story. 5.2

27. Phonetic Skills Use a range of strategies and skills including phonetic skills to read unfamiliar and/or multi-syllable words. 5.3

28. Fiction / Non Fiction • Fiction (Latin: fictum, "created") is a branch of literature which deals, in part or in whole, with events that are not true at the time of writing. • In contrast to this is non-fiction, which deals exclusively in factual events (e.g., biographies, histories). Books that are non-fiction, or true, are about real things, people, events, and places. 6.1

29. Main Idea Main Idea The central topic of a piece of writing. It is what the writing is all about. 6.2

30. Grasping the Main Idea Ask yourself the question, "What is this paragraph about?" To answer, say to yourself in your mind, "The author keeps talking about XX and XX. This must be the topic – ." http://academic.cuesta.edu/acasupp/as/308.HTM 6.2

31. Locate Information in Informational & Functional Materials • Use strategies including locating information in informational and functional materials. 6.3

32. Textual/Informational Materials • Informational/textual reading materials are generally read for information, such as materials containing charts or graphs and materials found in encyclopedias, textbooks, lab manuals, essays, and news magazines. • Literary/recreational reading materials are generally read for pleasure, such as magazine articles, poetry, novels, and short stories. (Alabama Reading and Mathematics Test Item Specifications for Reading) 6.3 9.2 10.3 12.1 12.2

33. Functional Materials • Functional reading materials are generally read for a precise action, such as directions, maps, schedules, menus, catalogues, instructions, and other materials generally encountered in everyday life beyond the classroom. (Alabama Reading and Mathematics Test Item Specifications for Reading) 6.3 9.2 10.3 12.1 12.2

34. Setting The time and location in which a story takes place is called the setting.  For some stories the setting is very important, while for others it is not.  There are several aspects of a story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story). http://hrsbstaff.ednet.ns.ca/engramja/elements.h tml#SETTING 7.1 11.1

35. Aspects of Setting • Place - geographical location.  Where is the action of the story taking place? • Time - When is the story taking place? (historical period, time of day, year, etc) • Weather conditions - Is it rainy, sunny, stormy, etc? http://hrsbstaff.ednet.ns.ca/engramja/elements.html#SETTING 7.1 11.1

36. Aspects of Setting • Social conditions - What is the daily life of the characters like? Does the story contain local color (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)? • Mood or atmosphere - What feeling is created at the beginning of the story?  Is it bright and cheerful or dark and frightening? http://hrsbstaff.ednet.ns.ca/engramja/elements.html#SETTING 7.1 11.1

37. Characters / Main Character Character An imaginary person represented in a work of fiction (play or film or story) Main Character Main characters are the major protagonists - generally the ones that the action or story revolves around and follows. Minor or secondary characters are ones that are necessary to populate the story believably. They play a supporting role rather than a central role in the story. 4.4 7.1

38. Important Details / Supporting Details Supporting Details and Facts The materials (examples, facts, ideas, illustrations) used by the writer to explain, expand on, and develop the more general main idea. http://www.oakdale.k12.ca.us/teachers-and- staff/ELAContinuum/Glossaries/02Glossary.htm 4.4 7.1

39. Important Details / Supporting Details The main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. 4.4 7.1

40. Purpose of Reading Material • Reading is an activity with a purpose. A person may read in order to gain information or for enjoyment. The purpose(s) for reading guide the reader's selection of material. • You can make this specific and functional by having students determine the purpose of materials such as newspapers, bus schedules, instructions, recipes, or phone books. 7.2

41. Graphs • A diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship. Also called plot. • A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. http://www.answers.com/topic/graph 7.3

42. Sample Line Graph 7.3

43. Sample Bar Graph 7.3

44. Predictions Foretelling of a future event. Predictions are probabilistic estimates of future occurrences based upon many different estimation methods, including past patterns of occurrence and statistical projections of current data. http://www.answers.com/topic/prediction 8.1

45. Predicting: The Box in the Barn By Barbara Eckfeld Conner Jason heard his mom calling him. Instead of answering her, he slipped deeper into the tall weeds behind his house. He closed his eyes, thinking of what he had done. He had gotten up that morning in a good mood. Raspberry pancakes were on the table when he walked into the kitchen rubbing his eyes and yawning. 8.1

46. Predicting: The Box in the Barn “After breakfast, Jason, I want you to go into town with me,” Mom said quietly. “It’s your sister’s birthday, and we need to shop for her gifts.” Jason was eager to go, even if the gifts weren’t for him. Buying presents was always fun. As they drove to town, Jason couldn’t help but ask the question that had been on his mind since yesterday when Aunt Nancy came. “What’s in the big box that Dad took to the barn, 8.1

47. Predicting: The Box in the Barn Mom? Is it something Aunt Nancy bought for Megan’s birthday?” “It’s a surprise, Jason, and I don’t want you going near that barn today. Do you hear me?” 8.1

48. Mood Mood The feeling, or atmosphere, that a writer creates for the reader. The writer’s use of connotation, imagery, and figurative language, as well as sound and rhythm, develops the mood of a selection. 8.2

49. Examples of Mood 8.2

50. Context Clues Context clues are the hints provided in text, which lead the reader to meanings of words. http://www.flanaganhighschool.com/fcatstrat/CONT EXT%20CLUES.shtml 3.4 8.3