slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units PowerPoint Presentation
Download Presentation
Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units

Loading in 2 Seconds...

play fullscreen
1 / 60

Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units - PowerPoint PPT Presentation


  • 406 Views
  • Uploaded on

Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units Curriculum Same for all students regardless of cognitive or academic ability Students experience the curriculum based on their individual strengths and needs.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units' - Philip


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Rhode Island

Alternate Assessment

September 2010

Integrated Curriculum Units

curriculum
Curriculum

Same for all students regardless of cognitive or academic ability

Students experience the curriculum based on their individual strengths and needs.

Determined by schools and districts and is most effective when aligned with GLEs/GSEs

Should be age/grade appropriate

2

integrated academic unit
Integrated Academic Unit
  • Educational approach that teaches lifelong learning
  • Process for developing abilities that promote future success
  • Brings together various curriculum into meaningful associations
  • Connects concepts by demonstrating the relationships between concepts
slide5

Planning for integrated units

Choose the content area(s) that your student is assessed in.

Reading

Writing

Mathematics

Science

  • Identify the activities within the general education curriculum that allow the student to work on the selected AAGSEs.
  • Make the appropriate accommodations and modifications for each of the three levels of students.
  • Define how data will taken for each AAGSE selected for individual students.
    • Define the number of opportunities
    • Define an accurate answer
    • Define the levels of assistance

Reading

Data

Writing

Data

Mathematics

Data

Science

Data

slide7
Integrated Unit ExampleReading, Writing, & MathematicsCreating integrated units using adapted literature
step 1
STEP 1
  • Choose the content areas that will be assessed for the unit.
  • Identify the SPTs for the content areas.
  • Identify the AAGSEs that can be used for students at 3 different ability levels.
step 19
STEP 1

35-3: The student will respond in a variety of ways to literary text

04-4: The student will develop a writing piece in response to literary text

35-1: The student will use number concepts to solve everyday problems.

Reading

Writing

Mathematics

slide13

Description of the Standards-Based Lesson:

Students will read A Cricket in Times Square. Students will apply reading AAGSEs after reading/listening to each chapter. After key chapters, students will apply writing AAGSEs to create a book report. Students extended their learning in an extension activity that involved everyday problems involving school store purchases of specially stocked key items in the story (newspapers, soda, cricket house, and mulberry leaves).

reading higher level student lt 4 2 answering simple questions about a story s content
Reading: Higher Level Student LT 4.2 Answering simple questions about a story’s content

Modification

Assessment

The student answers the questions by choosing an MJ picture or writing the answer on the book report. Data is taken on the student answering 3 questions.

1. Using MJ pictures or text the student answers the question.

  • What did Chester eat? Chocolate
  • What did Chester drink? Soda
  • What happened to the newsstand? Fire
reading higher level student lt 4 2 answering simple questions about a story s content17
Reading: Higher Level Student LT 4.2 Answering simple questions about a story’s content

newsstand?

reading middle level learners lt 4 2 answering simple questions about a story s content
Reading: Middle Level LearnersLT 4.2 Answering simple questions about a story’s content

Modification

Use movie stills/scene photos to answer the questions

Ideas for presentation:

On a dry erase board with boxes drawn on it for a cue

Felt board

Put in a shoe box order

Magnets

On a book report form

Assessment

The student answers the question by choosing a photograph from a field of two photographs. Data is taken on the student answering 3 questions.

slide19

Reading: Middle Level Student LT 4.2 Answering simple questions about a story’s content

reading lower level student lt 4 2 answering simple questions about a story s content
Reading: Lower Level StudentLT 4.2 Answering simple questions about a story’s content

Modification

Assessment

The student answers the question by choosing the object that represents the answer. Data is taken on the student answering 3 questions.

Object presentation of the questions and answers

What did Chester eat?

Q: Student touches: tactile question mark, cricket, spoon, tactile question mark

A: chocolate, rock

What did Chester drink?

Q: Student touches: tactile question mark, cricket, cup/straw, tactile question mark

A: soda can, sock

What happened to the newsstand?

Q: Student touches: tactile question mark, cricket, newspaper, tactile question mark

A: hot packet/siren, block

slide21

Reading: Lower Level StudentLT 4.2 Answering simple questions about a story’s content

slide22
Reading: Lower Level Studentwith limited visionLT 4.2 Answering simple questions about a story’s content

Modification

Assessment

The student correctly answers the question by choosing the object that represents the answer and places it in a defined bin. Data is taken on the student answering 3 questions.

Object presentation of the questions and answers

What did Chester eat?

Q: Student touches: tactile question mark, cricket (with sound), spoon, tactile question mark

A: M&Ms or chocolate-scented lotion, rock

What did Chester drink?

Q: Student touches: tactile question mark, cricket, cup/straw, tactile question mark

A: soda can, sock

What happened to the newsstand?

Q: Student touches: tactile question mark, cricket, newspaper, tactile question mark

A: hot packet/siren (with sound), block

Presentation of objects is important and individualized

slide23

Reading: Lower Level StudentLT 4.2 Answering simple questions about a story’s content

reading higher level student lt 4 3 retelling or ordering the key events in a story
Reading: Higher Level StudentLT 4.3 Retelling or ordering the key events in a story

Modification

Assessment

The student orders the key events by putting the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events.

Using MJ pictures the student is provided with a predetermined number of items to order:

  • Mario and Tucker met Chester.
  • Chester ate chocolate.
  • Chester met Harry.
reading middle level student lt 4 3 retelling or ordering the key events in a story
Reading: Middle Level StudentLT 4.3 Retelling or ordering the key events in a story

Modification

Assessment

The student correctly puts the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events.

Using MJ pictures the student is provided with a predetermined number of items to order:

  • Mario
  • Fire
  • Bell
reading lower level student lt 4 3 retelling or ordering the key events in a story
Reading: Lower Level StudentLT 4.3 Retelling or ordering the key events in a story

Modification

Assessment

The student orders the characters Chester met by putting the pictures in the correct order. Data is taken on the student retelling or ordering 3 key events.

Object box for a student with vision. Present single objects to retell the events.

What order did Chester meet people?

  • Mario/Chester – plastic person, cricket
  • Chester/Tucker – cricket, mouse
  • Chester/Harry – cricket, cat
students without vision
Students Without Vision

Objects for students without vision:

  • Representing a.m.= placing morning events on a denim background
  • Representing p.m.= placing evening events on a flannel background
  • Chester (Cricket) – cricket with sound
  • Chester (Cricket) eating chocolate – chocolate scented lotion (can be purchased at ULTA)
writing higher level student lt 2 1a identifying the title and author of the texts
Writing: Higher Level StudentLT 2.1a Identifying the title and author of the texts

Modification

Assessment

The student puts the title and author of the text in appropriate place of the book report. Data is taken out of 2 opportunities.

NOTE: Although there is more information on the book report, this AAGSE assesses only identifying author and title

Using MJ pictures the student is provided with book report form to fill out.

writing higher level student 2 1a identifying the title and author of the text
Writing: Higher Level Student2.1a Identifying the title and author of the text

Modification

Assessment

Data is taken on the student writing the author and title on the book report. Data is taken on the student identifying the title and author (2 opportunities).

Student points to the author and title on the book and then copies the information onto the adapted book report form.

writing higher level student 2 1a identifying the title and author of the text36
Writing: Higher Level Student2.1a Identifying the title and author of the text

Note: Actual Student Work submitted for Alternate Assessment must show the student applying the AAGSE.

writing middle level student 2 1a identifying the title and author of the text
Writing: Middle Level Student 2.1a Identifying the title and author of the text

Modification

Assessment

Data is taken on the student writing the author and title on the book report. Data is taken on the student identifying the author and title (2 opportunities).

Student uses an adapted book cover remove the title and author and place it on their modified book report.

writing middle level student 2 1a identifying the title and author of the text38
Writing: Middle Level Student 2.1a Identifying the title and author of the text

Note: Actual Student Work submitted for Alternate Assessment must show the student applying the AAGSE.

writing lower level student 2 1a identifying the title and author of the text
Writing: Lower Level Student 2.1a Identifying the title and author of the text

Modification

Assessment

Data is taken on the student writing (using objects) the author and title on the book report. Data is taken on the student identifying the author and title (2 opportunities).

The student has a choice between a cricket on a book (representing The Cricket in Times Square) and a blank note card to identify the title.

The student has a choice between a plastic person with the name George Seldon on him and a blank note card to identify the author.

slide40

Writing: Lower Level Student 2.1a Identifying the title and author of the text

Note: Actual Student Work submitted for Alternate Assessment must show the student applying the AAGSE.

writing higher level student lt 2 1b describing content ideas events characters and or settings
Writing: Higher Level StudentLT 2.1b Describing content/ideas, events, characters and/or settings

Modification

Assessment

Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters using MJ pictures.

Students can describe content/ideas, events, characters and/or settings using MJ pictures.

writing middle level students lt 2 1b describing content ideas events characters and or settings
Writing: Middle Level StudentsLT 2.1b Describing content/ideas, events, characters and/or settings

Modification

Assessment

Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters using MJ pictures

Students can describe content/ideas, events, characters and/or settings using movie stills or photographs with a distracter picture added.

writing lower level students lt 2 1b describing content ideas events characters and or settings
Writing: Lower Level StudentsLT 2.1b Describing content/ideas, events, characters and/or settings

Modification

Assessment

Data is taken on the student describing two characters with two attributes each. The student has 4 opportunities to correctly describe two characters.

Mario – brown yarn (1), plastic boy person (2)

Harry – whiskers (3), fur (4)

Student describes characters using objects:

  • Mario – brown yarn, plastic boy person
  • Tucker – tail, small mouse, mouse mask, long nose
  • Cricket – wings, violin, “hard” symbol
  • Harry – whiskers, fur, cat mask, small nose, furry tail.
writing lower level students lt 2 1b describing content ideas events characters and or settings44
Writing: Lower Level StudentsLT 2.1b Describing content/ideas, events, characters and/or settings

Modification

Assessment

Data is taken on the student describing two events with three attributes each. The student has 4 opportunities to correctly describe two events.

EVENT 1:Chester sleeping

Describes event by selecting the following objects:(1) Cricket object, (2) dollar

EVENT 2:Chester traveled to the city Describes event by selecting the following objects: (1) Cricket object, (2)suitcase or train

Student describes events using objects. Ideas for objects:

  • Travel – suitcase, train
  • Cleaning the newsstand – sponge
  • Listening to the radio – radio, iPod
  • Chester using money for a blanket – dollar, blanket
mathematics higher level student aagse no 6 5 identify the larger of two written numbers
Mathematics: Higher Level StudentAAGSE: NO 6.5 Identify the larger of two written numbers

Modification

Using a purchasing template, a student writes the prices of key items to purchase at the school store and circles the larger of each pair of numbers.

Assessment

The student is assessed on his/her ability to identify (by circling) the larger of two written number for 3 opportunities.

mathematics middle level student aagse no 6 5 identify the larger of two written numbers
Mathematics: Middle Level StudentAAGSE: NO 6.5 Identify the larger of two written numbers

Modification

Using a purchasing template with MJ symbols, a student takes the price of the 6 items (available next to the items at the school store) and tapes them next to the corresponding items on the student’s template. The student then circles the larger of the two numbers within each box and purchases the item with the smaller cost.

Assessment

The student is assessed on his/her ability to identify (by circling) the larger of two written number for 3 opportunities.

mathematics lower level student no 5 1 demonstrate how to make more and less of a quantity
Mathematics Lower Level StudentNO 5.1 Demonstrate how to make more and less of a quantity.

Modification

At the school store, the student will be give two items in a bowl with identical items located on the store counter. They will be prompted to feel the bowl, its contents, and the additional items on the counter. They will be prompted to feel the items in the bowl and will be asked to make MORE (perhaps being prompted with the “more” sign also).

Assessment

After student is asked to make more, the student is assessed on his/her ability to add additional items to the bowl using the following task analysis: 1- Reach for additional item; 2-pick up an item; 3- place additional items in the bowl. Data is taken out of 2 opportunities to make more.

group work task 1
Group Work Task 1
  • At your table’s grade span, work collaboratively with members of your table to create an integrated unit for students at your table’s grade span.
  • Start by completing either a science integrated unit or a literature based integrated unit.
  • Document your work on the blank templates provided.
  • Be prepared to report out in 20 minutes.
individual group task 2
Individual/Group Task 2
  • Using the developed integrated unit, plan specifically for the students in your class
  • Document your work on the blank templates provided.
  • Be prepared to report out in 20 minutes.
more riaa resources
More RIAA Resources
  • RIAA Websites:
    • Rhode Island Department of Education: www.ride.ri.gov/assessment/Altassessment.aspx
    • Measured Progress ProFile:

www.measuredprogress.org/assessments/clients/rhodeisland.html

    • Sherlock Center:

www.ric.edu/uap/resourcelib.html