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What Have Students With Significant Cognitive Disabilities Learned in Grade 7 Mathematics in New Ham

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New Hampshire Department of Education. Large Scale Assessment Conference ... The NH Alt Portfolio ... Appropriately Served in the NH Alternate Assessment ... – PowerPoint PPT presentation

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Title: What Have Students With Significant Cognitive Disabilities Learned in Grade 7 Mathematics in New Ham


1
What Have Students With Significant Cognitive
Disabilities Learned in Grade 7 Mathematics in
New Hampshire?
  • Gaye Fedorchak
  • New Hampshire Department of Education
  • Large Scale Assessment Conference
  • San Francisco, June 25, 2006

2
The NH Alt Portfolio
  • Work samples are collected during classroom
    activities for two entries based on NH
    mathematics standards.
  • 2 Entries (1 mandated, 1 choice of teacher)
  • Mandated Mathematics Entry Communications
    Connections (Standards 3-4) - Students will
    communicate their understanding of mathematics
    and recognize, develop and explore mathematical
    connections.
  • Choice Mathematics Entry any other standard
    from Standards 1, 5 - 17.

3
Portfolio Entries
  • Each entry should contain 6 work samples (2 per
    data collection period) depicting the application
    of the targeted skill within standard-based
    activities.
  • There are three data collection periods for each
    entry to demonstrate the progress made by the
    student over the year.

4
Mathematics Frameworks
  • The critical function is described for each
    mathematics standard. e.g.
  • Curriculum Standards 3-4 Student will
    communicate his or her understanding of
    mathematics and will recognize, develop, and
    explore mathematical connections.
  • Critical Function Student will use mathematical
    reasoning.

5
NH Alt Scoring Rubric2004/2005
6
Scoring Rubric (cont.)
7
Students taking NH AltEligibility Guidelines
  • The student has an IEP.
  • Evidence that the students demonstrated
    cognitive ability and adaptive behavioral skills
  • prevent him or her from demonstrating achievement
    of the proficiency standards described in the New
    Hampshire curriculum frameworks through
    participation in the general statewide assessment
    even with appropriate accommodations and
  • Require individualized instruction in multiple
    settings (school, work, home, and community
    environments) to acquire, generalize, and
    transfer skills necessary for functional
    application.
  • Historical data (current and longitudinal across
    multiple settings) confirms the individual
    student criteria listed above.

8
Characteristics of Students Appropriately Served
in the NH Alternate Assessment
  • Limited Communication The student may be
    considered non-verbal or have very limited
    expressive vocabulary and language skills. The
    student may use simple language structures to
    communicate and seldom acquires new communication
    skills through incidental learning and
  • Very Low Levels of Academic Achievement
    Performance in the subject matter of reading,
    writing, and mathematics is significantly below
    that of same aged peers, e.g., performance level
    expectations must be modified to a reduced or
    simpler level of performance from the curriculum
    standards set for general education or typical
    NH students. When typical general education peers
    are reading paragraphs and answering questions,
    the alternate assessment student might be
    matching objects, pictures, or symbols and when
    typical peers are writing and solving equations,
    the student might be using objects, symbol
    systems, or pictures to show more basic
    connections and

9
Characteristics of Students Appropriately Served
(cont.)
  • Highly Specialized Instruction The student
    generally requires systematic instruction with
    tasks broken into small steps. In addition, the
    student needs deliberate instruction to apply
    learned skills across multiple settings, e.g.,
    school, home, work, and other settings and
  • Ample Supports The student requires
    individualized instructional, technological, or
    interpersonal supports to make progress in
    learning. The student requires accommodations to
    demonstrate proficiency of even the modified
    performance expectation levels described above,
    such as modeling and repeated demonstration,
    physical hand-over-hand guidance, specially
    designed prompting procedures, alternate or
    augmented communication systems.

10
Students taking NH-Alt2004/2005
11
Calculation of dimension scores for AYP
achievement levels
12
Achievement Level Results Grade 7 Mathematics
04/05
  • 17 Substantially Below Proficient
  • Student demonstrates little or no progress in any
    targeted content skills using the modified
    content materials and/or activities presented.
    Student is not accessing modified content
    materials that are linkied to general education
    curriculum activities.
  • Opportunities to practice content skills in
    various settings are limited. Opportunities for
    self determination and typical peer interaction
    are rare or not present.
  • Redesigned instructional supports, team supports,
    and/or task structure are necessary for this
    student to access modified grade linked content
    materials and/or activities in a manner that
    promotes skill progress, generalization of
    performance, and self determination.

13
Grade 7 Mathematics 04/05 (cont.)
  • 35 - Partially Proficient
  • Student is demonstrating some progress in
    targeted content skills using the modified
    content materials and/or activities presented.
    Student has some access to modified content
    materials that are linked to general education
    curriculum activities.
  • Opportunities to practice content skills in
    various settings are somewhat limited.
    Opportunities for self determination are
    inconsistent. Typical peer interactions are
    inconsistent.
  • Redesigned instructional supports, team supports,
    and/or task structure may be necessary for this
    student to attain modified grade-linked content
    materials and/or activities in a manner that
    promotes skill progress, generalization of
    performance, and self determination.

14
Grade 7 Mathematics 04/05 (cont.)
  • 28 at Level 3 - Proficient
  • Student is successfully demonstrating moderate
    progress that is consistent with the intended
    goals in targeted content skills. Student has
    access to and is using a variety of modified
    content materials that are linked to general
    education curriculum activities.
  • Opportunities to practice content skills are
    offered in varied settings, or consistently
    within a general education or other natural
    setting. Opportunities for self determination
    and interaction with typical peers are
    consistent.
  • Instructional supports, team supports, and/or
    task structure are adequate for this student to
    access modified grade-linked content materials
    and/or activities in a manner that promotes skill
    progress, generalization of performance, and self
    determination.

15
Grade 7 Mathematics 04/05 (cont.)
  • 20 - Proficient with Distinction
  • Student is successfully demonstrating extensive
    progress in targeted content skills. Student has
    access to and is using a variety of modified
    content materials that are linked to general
    education curriculum activities.
  • Opportunities to practice content skills are
    offered in varied settings and include naturally
    embedded supports, or this student is included
    full time in the general education classroom.
    Opportunities interaction with typical peers and
    different adults are extensive. Opportunities
    for self determination are consistent and include
    all required components.
  • Instructional supports, team supports, and task
    structure are effective and allow this student to
    successfully access modified grade-linked content
    materials and/or activities in a manner that
    promotes skill progress, generalization of
    performance, and self determination.

16
Profile of Performance by Dimension Student
Progress
17
Profile of Performance by Dimension
Connection/Access to General Curriculum
18
Selection of Portfolio Examples
  • 26 portfolios selected based on Student Progress
    (SP) and Connection/Access to the General
    Curriculum (GC).
  • n4 at Level 1 the student shows limited
    progress with limited access to the general
    curriculum (SP1-2, GC1-2)
  • n9 at Level 2 the student shows progress and
    access to the general curriculum in one entry
    (SP1.5-2.5, GC2-3)
  • n7 at Level 3 the student shows progress and
    access to the general curriculum in both entries
    (SP2.5-3.5, GC2.5-3.5)
  • n6 at Level 4 the student shows extensive
    progress and access to the general curriculum in
    both entries (SP3.5-4, GC4)
  • 51 entries reviewed

19
Categorical Concurrence
20
Depth of Knowledge(Webb designations applied to
alternate assessment)
21
Samples of the knowledge, skills, and abilities
of students in grade 7 mathematics
  • related to Curriculum Standards and Critical
    Functions (CF)

22
3. Numbers, Numeration, Operations, and Number
Theory
  • CF Develop number sense, understand concepts of
    number operation, and use a variety of ways to
    compute solutions to problems.
  • number sentence

23
3. Numbers, Numeration, Operations, and Number
Theory (cont.)
  • checkbook

24
4. Geometry, Measurement, and Trigonometry
  • CF Have exposure in two-dimensional geometry,
    develop spatial sense, and develop understanding
    of measurement
  • shapes

25
4. Geometry, Measurement, and Trigonometry (cont.)
  • map grid

26
5. Data Analysis, Statistics, and Probability
  • CF Gather, organize, and use information to
    make decisions/predictions
  • data map

27
5. Data Analysis, Statistics, and Probability
(cont.)
  • weather chart

28
6. Functions, Relations, and Algebra
  • CF Recognize, extend, complete, create, and
    describe patterns
  • Wind chill

29
What we know about students achievementin
mathematics
  • Alternately assessed students are usually given
    opportunities to demonstrate knowledge, skills,
    and abilities in mathematics concepts related to
    two content strands
  • Number Operations and/or Geometry
    Measurement.
  • Data, Statistics Probability as well as
    Functions Algebra are attempted much less
    often.
  • In the 2 content strands most often assessed,
    most students are showing progress, but for those
    students (20) who did not show progress the
    reasons vary. Teachers still choose targets too
    low for some of their students. This forces
    baseline performance to be so high that
    significant progress cannot be seen across the
    year. In this way, student potential is being
    underestimated and under reported.

30
What weve seen
  • As a teachers experience with portfolio
    assessment grows, they begin to adjust their
    expectations for most students upward. This is
    usually seen first in field requests for help in
    charting increasingly complex skills.
  • Recognition of skill underestimate occurs
    midyear.
  • When teachers develop engaging activities using
    grade level activities, students can and do
    demonstrate skills at higher levels of cognitive
    complexity.
  • Teachers need support to develop better
    assessment strategies for measuring the baseline
    academic skills of their students.

31
Issues and challenges
  • Identify support the mathematical conceptual
    and teaching skills of the teachers working with
    alternately assessed students. How can we help
    them get beyond conventions to determine
    students mathematical thinking, misconceptions,
    and application possibilities?
  • Encourage creation of activities that allow
    students to show us more clearly how they make
    sense of mathematical ideas. We must move beyond
    worksheets.
  • Design activities that allow meaningful sensory
    access to mathematical ideas and skills in a form
    useful to the student. We need to build
    multi-sensory alignment of content. This
    requires cognitive research and mapping.
  • Support teachers to teach academic self
    determination in a way that builds independent
    problem solving in alternately assessed students.

32
Next steps for NH-Alt
  • Complete production of first prototype NH
    Alternate Assessment Technical Manual and, based
    on information developed with NHEAI grant
    partners, create disseminate Users Guide and
    Support Materials for general development of alt
    assessment technical manuals
  • This summer Conduct first year descriptive
    research on the sensory skill characteristics
    (receptive expressive) of NHs Alt Assessment
    Students (The Sensory Access Form)
  • This fall Develop of new statewide regional
    support structure for 1. Increasing use of
    instructional technology with NH-Alt students,
    and 2. Improving content linkage to instructional
    activities for alternately assessed students

33
Long Term
  • 2006-2007 NH begins a long term planning and
    re-tooling process for NH Alternate Assessment.
  • This will be a 5-10 year project involving -
  • Alignment of NH-Alternate achievement Standards
    to NH academic Grade Level Expectations. Long
    Term Goal is to work toward development of
    cognitively-based content alignment maps that
    bridge the continuum of general and alternate
    achievement standards.
  • Based on the work of key RD projects the
    Colorado Enhanced Assessment Grant, the NHEAI
    Technical Adequacy project, and NH Sensory Access
    descriptive work, NH will work with stakeholders
    to identify structural design changes needed in
    NH-Alt.
  • NH will engineer the needed structural changes to
    incorporate ongoing evaluation measures to help
    inform continuous growth.

34
Contact Information
  • Gaye Fedorchak
  • GFedorchak_at_ed.state.nh.us
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