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VIEWS: 5 PAGES: 43

									Understanding The Rhode Island
 Alternate Assessment Grade
 Span Expectations (AAGSEs)
         September 2008
         Session Objectives
• Learn a process for understanding
  AAGSEs and how to assess them for the
  RIAA

• Learn how to utilize various resources to
  support this process
     Instructional Process
         Understand the AAGSEs


          Think about Curriculum

Instructional planning, including individual
student accommodations & modifications

               Assessment
             The Process
First: Read the AAGSE

Then: Find context by reading the stem

Next: Question - What does the AAGSE
 require the student to do?
 What resources can help me understand what
 the student actually does?
Example 1
          Read the AAGSE
Example: #1
Content Area: Writing

WC 9.1b Spelling his/her own first and last
 name, using correct capitalization.




                         Page 139 in the manual
 Find Context: Read the Stem
Read the AAGSE within the context of
  the AAGSE.
Stem: In independent writing, a student
  demonstrates command of appropriate
  English convention by
AAGSE WC 9.1 Recognizing and spelling
  his/her own name correctly.

                       Page 139 in the manual
What Does the AAGSE Require the
Student to do?
For more information refer to the following
  resources:
• Other targeted AAGSEs under the same stem
   – Note the distinction between AAGSEs listed as A & B
• Reference the AAGSE Glossary that is provided
• Review the Alternate Assessment Instructional Terms
  (See Appendix E in the manual.)
• Language arts textbooks
• Content area teachers
• Classroom teachers and special educators
What Does the AAGSE Require the
Student to do?
Stem: In independent writing, a student
  demonstrates command of appropriate English
  convention by

WC 9.1b Spelling his/her own first and last name,
 using correct capitalization.

What resource do we need to access to understand what
 the child is supposed to do?

          Other Targeted AAGSEs
     Other Targeted AAGSEs
AAGSE WC 9.1 Recognizing and spelling his/her
 own name correctly.

 WC 9.1a Recognizing and reproducing his/her
 own first and last name.

 WC 9.1b Spelling his/her own first and last
 name, using correct capitalization.
     What do we know now?
• Other targeted AAGSEs: recognize first
  and last name, reproduce name

• Stem: independent writing

• AAGSE: spelling first and last name,
  using correct capitalization
What does the student need to do?
• Create an independent writing piece

• Spell his or her first and last name

• Use correct capitalization
    Standards Based Activities

• Signing a letter

• Putting his or her name on any piece of
  student work

• Signing a journal entry
               Instructional Activity
• A student work product

• Opportunity for the student to spell his/her
  first and last name



* Reminder:    Instructional activities must also occur within the context
  of the SPT
                      The Data
WC 9.1b Spelling his/her own first and last name, using
 correct capitalization.

Data will be taken on how the student spelled his/her first
  and last name with correct capitalization.

Example:
Rachel signed her name using letter stamps to spell her
  first and last name. R-a-c-h-e-l R-a-y-e

       Accuracy Data – taken on whether the student
          spelled her first and last name correctly with
          appropriate capitalization.
       Independence Data – taken on how much
          assistance the student required to spell her
          name.
         Data Is Not Taken On
• The student using a full name stamp

• The student’s first name only

• The student’s last name only

• Someone scribing the student’s name

• The student choosing his or her name out of a field of
  two choices
Example 2
     First: Read the AAGSE
Example #2
Content Area: Reading

AAGSE IT 8.3 Recognizing simple causes
 and effects within the text.



                        Page 137 in the manual
 Find Context: Read the Stem
Stem: Student analyzes and interprets
  informational text, citing evidence as
  appropriate by

AAGSE IT 8.3 Recognizing simple causes
 and effects within the text.


                          Page 137 in the manual
What Does the AAGSE Require the
Student to do?
For more information refer to the following
  resources:
• Other targeted AAGSEs under the same stem
   – Distinction between AAGSEs listed as a & b
• Reference the AAGSE Glossary that is provided
• Review the Alternate Assessment Instructional Terms
  (See Appendix E in the manual.)
• Language arts textbooks
• Content area teachers
• Classroom teachers and special educators
What Does the AAGSE Require the
Student to do?
Stem: Student analyzes and interprets informational text,
  citing evidence as appropriate by

AAGSE IT 8.3 Recognizing simple causes and effects
  within the text.

What resource do we need to access to understand what
 the child is supposed to do?

Alternate Assessment Instructional Terms
Alternate Assessment Instructional
              Terms
Recognizing: see Identify/Indicate
Identify/Indicate: give an appropriate response by
  showing, naming, giving or selecting through the
  child’s mode of communication.

This information is found on pages
    3 & 4 of the RI AAGSEs for Reading Alternate
      Assessment Instructional Terms and
    258-260 in the RIAA manual
     What do we know now?
• Alternate Assessment Instructional Terms:
  give an appropriate response in a child’s
  mode of communication

• Stem: analyzes and interprets
  informational text

• AAGSE: recognizes causes and effects
What does the student need to do?
• Read a piece of informational text.

• Analyze and interpret information from the
  text.

• Give an appropriate response regarding
  causes and effects found while analyzing
  the text.
   Standards Based Activities

• Read a newspaper article

• Read a magazine article

• Read a factual Web article
              Instructional Activity
• A student reads an article in the newspaper.
• The student identifies facts/information in
  the text.
• The student analyzes/interprets the
  information.
• The student makes connections between
  the facts and the information.
* Reminder:   Instructional activities must also occur within the context of
  the SPT
                     The Data
AAGSE IT 8.3 Recognizing simple causes and effects
  within the text.

Data will be taken on the student giving an appropriate
  response based on the connection between causes and
  effects from the information obtained in the text.

Example: After discussion of the newspaper article and
  identifying two events (Tom Brady injured and Tom
  Brady out for the season), the student identifies that Tom
  Brady being injured is the cause and Tom Brady being
  out for the season is the effect.
       Accuracy data: was this response correct?
       Independence data: did the student require
       assistance to make this connection?
       Data Is Not Taken On

• The student’s ability to read the words

• The student identifying the main character

• The student answering questions about
  the article’s setting
Example 3
           Read the AAGSE
Example: #3
Content Area: Mathematics

DSP 5.3 Justify a conclusion based on data from
 the sample space. (e.g., Show how you got the
 possible combinations.)



                            Page 157 in the manual
   Find Context: Read the Stem
Read the AAGSE within the context of the
 AAGSE.
Stem: For a probability event in which the sample
  space may or may not contain equally likely
  outcomes, determine the likelihood of the
  occurrence of an event.

DSP 5.3 Justify a conclusion based on data from
 the sample space. (e.g., Show how you got the
 possible combinations.)
What does the AAGSE require the
student to do?
For more information refer to the following
  resources:
• Other targeted AAGSEs under the same stem
  – Note the distinction between AAGSEs listed as a & b
• Reference the AAGSE glossary provided
• Review the Alternate Assessment Instructional
  Terms (See Appendix E in the manual.)
• Mathematics textbooks
• Content area teachers
• Classroom teachers and special educators
What Does the AAGSE Require the
Student to do?
Stem: For a probability event in which the sample space
  may or may not contain equally likely outcomes,
  determine the likelihood of the occurrence of an event.
DSP 5.3 Justify a conclusion based on data from the
  sample space. (e.g., Show how you got the possible
  combinations.)
What resource do we need to access to understand what
  the child is supposed to do?


AAGSEs Mathematics Resource Materials
  AAGSEs Mathematics Resource
          Materials

Sample space: Set of all possible outcomes for an
  experiment (e.g. 1, 2, 3, 4, 5, 6 are the sample
  space for rolling a single die.)




Page 15 in the AAGSEs Mathematics Resource Materials
     What do we know now?
• AAGSE Mathematics Resource Materials:
  a set of possible outcomes from an
  experiment

• Stem: a probability event, determine the
  likelihood of the occurrence of an event

• AAGSE: Justify a conclusion based on
  data
What does the student need to do?
• Some RIAA students will be able to
  – Participate in a probability event and
  – Take data on that event.
• Other RIAA students will use given data.
• This AAGSE asks all students to
  – Use the data to determine the likelihood of the event
    happening.
  – Justify or show how the answer was calculated
    (explain their work).
   Examples of Standards Based
   Activities of Probability Events

• Spinning a spinner

• Rolling a die

• Flipping a coin
            Instructional Activity
• Activity includes:
   – Spinning a spinner that has three yellow quarters and
     one blue quarter 20 times.
   – Taking data on the number of times the spinner lands
     on a yellow quarter.
   – Using the data to determine the probability of the
     event happening, e.g., number of times that the
     spinner lands on a yellow quarter out of the number of
     spins, e.g., 15 yellows out of 20 spins.
   – Explain, using the data, how the likelihood of the
     occurrence (answer) was justified.
   – * Reminder:   Instructional activities must also occur within
     the context of the SPT.
                       The Data
DSP 5.3 Justify a conclusion based on data from the sample
  space. (e.g. Show how you got the possible
  combinations.)
Data will be taken on how the student used the probability
  data to justify the answer.

Example:
The student makes the statement “I arrived at the answer by
  spinning a spinner 20 times. 15 out of 20 times the
  spinner landed on a yellow quarter so I know that it is
  more likely that the next time I spin the spinner, it will land
  on a yellow quarter”.

       Accuracy Data – Percentage of statements that are correct
       Independence Data – Assistance the student
                        required to make the statement.
       Data Is Not Taken On
• The number of times the student spun the
  spinner.

• The accuracy of how the student collected
  the data.

• How much assistance the student required
  to spin the spinner or take the data.
AAGSE Activity
        Choose One AAGSE
Reading V 3.7 Identifying homonyms and
 homophones (page 162 in the manual)



Mathematics FA 1.5 Create a simple
 growing pattern with concrete or semi-
 concrete representation (page 188 in the
 manual)
       AAGSE Activity (continued)
• Use the provided resources to complete
  the AAGSE Activity worksheet.

• Report Out on AAGSE Activity

• Questions?

								
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