Understanding The Rhode Island Alternate Assessment Grade Span Expectations AAGSEs

1
Understanding The Rhode IslandAlternate
Assessment Grade Span Expectations (AAGSEs)

• September 2008

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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

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Instructional Process
Understand the AAGSEs
Think about Curriculum
Instructional planning, including individual
student accommodations modifications
Assessment
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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?

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Example 1
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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

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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

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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

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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
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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.

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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

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What does the student need to do?

• Create an independent writing piece
• Spell his or her first and last name
• Use correct capitalization

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Standards Based Activities

• Signing a letter
• Putting his or her name on any piece of student
  work
• Signing a journal entry

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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

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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.

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Data Is Not Taken On

• The student using a full name stamp
• The students first name only
• The students last name only
• Someone scribing the students name
• The student choosing his or her name out of a
  field of two choices

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Example 2
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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

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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

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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

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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
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Alternate Assessment Instructional Terms

• Recognizing see Identify/Indicate
• Identify/Indicate give an appropriate response
  by showing, naming, giving or selecting through
  the childs 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

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What do we know now?

• Alternate Assessment Instructional Terms give an
  appropriate response in a childs mode of
  communication
• Stem analyzes and interprets informational text
• AAGSE recognizes causes and effects

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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.

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Standards Based Activities

• Read a newspaper article
• Read a magazine article
• Read a factual Web article

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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

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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?

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Data Is Not Taken On

• The students ability to read the words
• The student identifying the main character
• The student answering questions about the
  articles setting

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Example 3
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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

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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.)

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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

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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
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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

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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

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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).

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Examples of Standards Based Activities of
Probability Events

• Spinning a spinner
• Rolling a die
• Flipping a coin

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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.

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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.

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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.

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AAGSE Activity
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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)

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AAGSE Activity (continued)

• Use the provided resources to complete the AAGSE
  Activity worksheet.
• Report Out on AAGSE Activity
• Questions?