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RI Alternate Assessment 2008 2009 Introduction: Session 2 September 29, 2008

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Title: RI Alternate Assessment 2008 2009 Introduction: Session 2 September 29, 2008


1
RI Alternate Assessment 2008- 2009Introduction
Session 2September 29, 2008
2
Is This Acceptable Student Work?
2
3
Todays Agenda
  • Welcome and Introductions
  • Instructional Process
  • Scoring Rubric
  • Lunch
  • RIAA Science Assessment
  • Additional Resources

4
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5
What you will learn today
  • Instructional Process
  • How the scoring rubric is used in the RIAA
  • RIAA Science Assessment
  • The additional resources available

6
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7
Instructional Process
  • Assessment Student
  • Instruction

Content Strands GLEs/AAGSEs
Curriculum
8
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

9
Instructional Process
  • Assessment Student

Content Strands GLEs/AAGSEs
Curriculum
Instruction
10
Instruction
  • Standards-Based
  • Context Based
  • Structured Performance Tasks (SPT)
  • Acquisition vs. Application
  • Distinct Activities
  • Levels of Assistance

11
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.

12
RIAA Context Based Instruction
  • RIAA context based instruction utilizes
  • Structured Performance Tasks (SPTs)
  • Application activities
  • Distinct Activities

13
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 students needs.

14
Instructional Process
  • Student

Content Strands GLEs/AAGSEs
Curriculum
Assessment
Instruction
15
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.

16
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17
Instructional Planning
  • Structured Performance Task (SPT)
  • Choose AAGSEs
  • General Curriculum
  • Using standards-based activities occurring in the
    general curriculum
  • The student applies the AAGSE in a distinct
    standards-based activity within the context of
    the SPT
  • Take accuracy independence data to evaluate
    student performance

18
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 participate in
    classroom, school and/or community
    monetary activities.

19
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.

20
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21
Standards-Based Instruction
Structured Performance Task 35-1 for
Mathematics Content Strand Numbers and
Operations (NO) The student will participate in
classroom, school and/or community monetary
activities. (grades 3-5)
Targeted AAGSE NO 12.2 Numbers and
Operations Add like and unlike coin collections
together to dollar and cents notation (e.g., ten
dimes (1.00) or 5 quarters (1.25).
Description of the Standards-Based
Activity Fourth grade students run the school
store. They plan what to sell, order the
materials and work at the store. On Fridays,
this student is the school store cashier.
Fridays are the day students are asked to bring
in their extra change to make purchases. The
student cashier needs to add collections of like
and unlike coins to match the amount of the total
charge displayed on the cash register to make
sure that students are charged the correct
amount.
Page 127 in manual
22
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 .

23
Content Area Reading Content Strand Literary
Text Grades 6-8 SPT 68-5 The student will
respond in a variety of ways to literary texts,
including text read aloud by teachers or peers,
reading text independently or in a guided manner
AAGSE Stem Student demonstrates initial
understanding of elements of literary texts
(including text read aloud, reading text
independently, or in a guided manner) by AAGSE
LT 4.2. Responding to simple questions about a
storys content. Page
161 in manual
24
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?

25
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26
Planning Activity
27
Scoring Rubric
Page 93 94 in the manual
28
Scoring Four Dimensions
  • Connection to Content Strand
  • Student Progress
  • Level of Accuracy
  • Level of Independence

29
Scoring Rubric Dimension Connection to the
Content Strand
First Determine if the SDF reflects the AAGSE
that is being assessed.
30
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
    12 and 23.

31
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

32
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

33
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.asp
    x
  • Sherlock Center www.ric.edu/uap/AA.html
  • Measured Progress - www.measuredprogress.org

34
Rhode IslandAlternate AssessmentScience
35
Agenda for Science Foundations of Science RIAA
Science Model Review of the RIAA Manual Science
Instruction Samples Grade Level Work How to Plan
for RIAA Science The RIAA Documentation
Requirements and Forms
36
What you will learn today
  • Foundations of Science
  • The design of RIAA Science
  • Science instruction with RIAA Samples
  • How to plan for the RIAA Science
  • The RIAA documentation requirements and forms

37
Science INQUIRY KNOWLEDGE
38
Foundations of ScienceINQUIRY
39
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40
What is a Science Investigation?
  • A science investigation is a science
    unit/activity that uses the inquiry processes of
  • Observation and Questioning
  • Planning
  • Conducting
  • Analyzing

41
RIAA Science KNOWLEDGE
42
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43
RIAA Science Knowledge
  • Life Science
  • Earth Space Science
  • Physical Science

44
RIAA Science
  • Assessed in grades 4, 8, and 11
  • Includes Structured Performance Tasks (SPT)
  • 2 Entries
  • - Inquiry Construct
  • - Knowledge
  • Three collection periods
  • 1 collection period from each science domain
  • - Life Science
  • - Earth Space Science
  • - Physical Science

45
Science Data Collection
SPT Science Investigation
Inquiry Construct Entry Data Summary Sheet
Knowledge Entry Data Summary Sheet
Collection Period 1
Collection Period 2
Collection Period 3
Collection Period 3
Collection Period 1
Collection Period 2
Chosen Inquiry Construct
SDF of student knowledge of LS AAGSE
SDF of student knowledge of ESS AAGSE
SDF of student knowledge of ESS AAGSE
SDF Applied Within a LS AAGSE
SDF Applied Within an ESS AAGSE
SDF Applied Within a PS AAGSE
  • LS/ESS/PS can be in any order
  • 1Student Work for Inquiry AAGSE Entry and 1
    Student Work for Knowledge Entry
  • Progress will be scored on the Inquiry Construct
    only.
  • The AAGSEs chosen for Inquiry must be the same as
    those chosen for Knowledge
  • (Page 7 in the manual)

46
Science SPT
  • Student will demonstrate the concept within a
    science investigation, which includes
    observing/questioning, planning, conducting and
    analyzing.

47
Describing the students involvement in the SPT
04-5
48
RIAA Inquiry Constructs
Grade 4 Choose One Take data on the students
skills in the chosen Inquiry Construct
49
Grade 4Inquiry Construct
  • Teacher chooses CONDUCTING
  • Follow procedures, using equipment or
    measurement devices accurately as appropriate,
    for collecting and/or recording qualitative or
    quantitative data.
  • Student will be assessed on this Inquiry
    Construct in LS and PS and ESS

50
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51
Inquiry Construct within an ESS investigation of
rocks/minerals
Conducting
Describes how Emma is assessed on the conducting
inquiry construct (following procedures)
Describes Emmas accuracy and independence
performance in the selected inquiry construct.
52
Conducting
Inquiry Construct within an PS investigation of
magnets
Describes the Emmas accuracy and independence
performance in the selected inquiry construct
(following procedures)
Describes how Emma is assessed on the conducting
inquiry construct (following procedures)
53
Inquiry Construct within a LS investigation of
what plants need to grow and survive
Conducting
Describes Emmas accuracy and independence
performance in the selected inquiry construct
(follow procedures)
Describes how Emma is assessed on the conducting
inquiry construct.
54
Knowledge Entry
  • Three Science Domains
  • Life Science (LS)
  • Earth and Space Science (ESS)
  • Physical Science (PS)

55
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56
Same as Inquiry
Describes Emmas knowledge in the ESS AAGSE
Describing rocks and minerals using their
physical property (10 opportunities). Was she
correct or incorrect? What assistance did she
need?
Describes how Emma is assessed on describing
rocks and minerals using physical properties
(AAGSE).
57
Same as Inquiry
Describes Emmas knowledge in the AAGSE
identifying objects that are/are not attracted to
magnets (6 questions). Was she
correct or incorrect? What assistance did she
need?
Describes how Emma is assessed using her
recording sheet on magnetism.
58
Same as Inquiry
Describes Emmas knowledge in the LS AAGSE
Recognizing that plants need certain things in
order to grow and survive (6 opportunities). Was
she correct or incorrect? What assistance did
she need?
Describes how Emma is assessed on describing that
plants need certain things in order to grow and
survive during report out.
59
Student Work
60
Science EntryStudent Work
  • One piece of student work is required for the
    Inquiry Construct entry demonstrates the
    students skills in the Inquiry Construct.
  • One piece of student work is required for the
    Knowledge Entry demonstrates the students
    skills in the targeted Science AAGSE.

61
Science EntryStudent Work
  • Student work must
  • 1 - Demonstrate the students skills in the
    Inquiry Construct for the Inquiry Entry or
    demonstrate the students skills in the targeted
    AAGSE for the Knowledge Entry
  • 2 - Convey that the student work was done within
    a science investigation related to the chosen
    AAGSE and
  • 3-Coordinate with the information provided on the
    Student Documentation Form.

62
Emmas Student Workfor the Inquiry Construct
Emma Collection Period 2 Date 1/19 Inquiry
Construct Description CONDUCTING Follow
procedures, using equipment or measurement
devices accurately as appropriate, for collecting
and/or recording qualitative or quantitative
data. WITHIN AAGSE PS3.2.1a Description
Identify objects that are or are not attracted to
magnets.
63
1- Does this student work demonstrate the
students skills in the Inquiry Construct for the
Inquiry Entry follow procedures, using equipment
or measurement devices accurately as appropriate,
for collecting and/or recording qualitative or
quantitative data? YES
64
2- Does the student work convey that the student
work was done within a science investigation
related to the chosen AAGSE PS3.2.1a Identify
objects that are or are not attracted to
magnets.? YES
65
  • 3- Does the student work coordinate with the
    information provided on the Student Documentation
    Form?
  • Percentages?
  • Description of Data?
  • Name?
  • Date?
  • Evaluation?
  • YES
  • Does it have the teachers initials?
  • YES

66
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67
Emmas Science Knowledge EntryStudent Work
Emma Collection Period 2 Date 1/18 AAGSE
PS3.2.1a Description Identify objects that are
or are not attracted to magnets.
68
2- Does the student work convey that the student
work demonstrate Emmas skills in the chosen
AAGSE PS3.2.1a Identify objects that are or are
not attracted to magnets.? YES
69
  • 3- Does the student work coordinate with the
    information provided on the Student Documentation
    Form?
  • Percentages?
  • Description of Data?
  • Name?
  • Date?
  • Evaluation?
  • YES
  • Does it have the teachers initials?
  • YES

70
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71
Reminders for Student Work
  • Ensure that student work supports the entry in
    which it is submitted (Inquiry Construct or
    Knowledge Entry).
  • Check that dates on the student work match with
    the dates on the accompanying SDF.
  • Verify that the percentages and description on
    the SDF match the student work.
  • Submit one piece of student work for the Inquiry
    Construct
  • Submit one piece of student work for the
    Knowledge Entry.

72
Selecting the Inquiry Construct and Structured
Performance Task
  • The RIAA Science assessment uses an SPT as the
    context for the Inquiry Construct and Knowledge
    AAGSE for each science domain.
  • The Inquiry Constructs to be assessed vary by
    grade.
  • Teachers select one of two Inquiry Constructs to
    be assessed at grades 4, 8, and 11.
    (See
    page 47 of manual for RIAA Science Inquiry
    Constructs.)

73
How do I choose a targeted AAGSEs to assess?
  • One AAGSE is chosen from the list of targeted
    AAGSEs in the selected SPT for each of the
    science domains (LS, ESS, PS).
  • The AAGSE should be chosen to meet the needs of
    the student.

74
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75
SPT 04-5
76
SPT 04-5
77
How do I plan for Science?
78
  • Planning for Rhode Island Alternate Assessment
    Science

Inquiry Construct Q P C A
Science Domain LS ESS PS
Inquiry Construct Conducting Follow
procedures, using equipment or measurement
devices accurately as appropriate, for collecting
and/or recording qualitative or quantitative data.
Knowledge AAGSE PS 3.2.1a Identify objects
that are or are not attracted to magnets.
Science Investigation Description The fourth
grade is working on a unit on the exploration of
magnets. OBSERVE/QUESTION Students developed
the research question What objects attract or
stick to
magnets? PLAN The
students identified objects made of different
materials to test and
gathered the
objects. CONDUCT Students
followed procedures to test the objects and
record their data on
a recording sheet ANALYZE
Students discussed their common findings
(what objects attracted?).
79

Description of Inquiry Construct Emma was
assessed on how well she followed the procedures
to use the magnet wand (equipment) to test each
of her six objects and record her data.
Application of AAGSE Emma was assessed on the
number of correct responses about her objects
magnetism (using the investigation recording
sheet).
  • Data Taken on Inquiry Construct
  • Accuracy
  • For each object, data was taken on whether Emma
    followed procedures () or did not follow
    procedures (-) for each of her six objects.
  • Independence
  • For each object, data was taken on the level of
    prompting Emma needed to complete each test
  • Independent
  • Auditory Prompt
  • Visual Prompt
  • Physical Prompt

Data Taken on AAGSE Accuracy Using Emmas
investigation recording sheet, Emma was assessed
on whether she correctly identified attract/ did
not attract for each of her six
objects. Independence For each object, data was
taken on the whether Emma was independent in
completing the attract/did not attract section of
the investigation recording sheet.
Emma independently followed procedures for five
of the six objects. Emma needed auditory
prompting to test one of six objects. Her
independence was 83.
INQUIRY
KNOWLEDGE
80
Planning Activity
  • Work for 20 minutes to
  • Identify the Inquiry Construct and targeted
    Knowledge AAGSEs for one of your students.
  • Plan a science investigation for the Inquiry
    Construct and targeted AAGSEs.
  • Plan how you will evaluate the students accuracy
    and independence for both the Inquiry Construct
    and the targeted AAGSE.

81
Science EntryFredrik
82
RIAA Documentation and Forms
83
RIAA Science Documentation
  • Table of Contents
  • 2 Entries
  • Inquiry Construct
  • Knowledge AAGSE
  • Each entry includes
  • 1Data Summary Sheet (DSS) with 1 data
  • collection period for each Science domain.
  • 3 Student Documentation Forms (SDF) 1 for each
    Science domain
  • 1Student Work Product

  • Page 58 of the manual

84
Science Documentation
85
Important Dates
  • Collection period 1
  • October 6 November 14, 2008
  • Collection period 2
  • - January 12 February 6, 2009
  • Collection period 3
  • - March 16 April 9, 2009

86
Upcoming Professional Development
  • December Training
  • December 10th and 11th
  • Location Crowne Plaza at the Crossings
  • Drop In Dates
  • - Tuesday, Oct. 14th and Wednesday, Oct.15th
  • - Wednesday, Jan. 28th and Thursday, Jan.29th
  • Tuesday, March 24th and Wednesday, March 25th
  • Location Winman Junior High School, Warwick

87
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

88
Contact Information
  • Cynthia Corbridge RIDE
  • cynthia.corbridge_at_ride.ri.gov or 222-8497
  • Phyllis Lynch RIDE
  • phyllis.lynch_at_ride.ri.gov or 222-4693
  • Susan Dell The Sherlock Center
  • sdell_at_ric.edu or 456-8557
  • Amy Grattan The Sherlock Center
  • agrattan_at_ric.edu or 456-8072
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