Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units

1. Rhode Island Alternate Assessment September 2010 Integrated Curriculum Units

2. 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

3. 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

4. The Instructional Process

5. 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

6. Description of Students at Three Ability Levels

7. Integrated Unit ExampleReading, Writing, & MathematicsCreating integrated units using adapted literature

8. 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.

9. 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

10. Reading AAGSEs

11. Writing AAGSEs

12. Mathematics AAGSEs

13. 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).

14. A Cricket In Times Square

16. 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

17. Reading: Higher Level Student LT 4.2 Answering simple questions about a story’s content newsstand?

18. 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.

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

20. 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

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

22. 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

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

24. 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.

25. Reading: Higher Level StudentLT 4.3 Retelling or ordering the key events in a story

26. 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

27. Reading: Middle Level StudentLT 4.3 Retelling or ordering the key events in a story

28. 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

29. Reading: Lower Level StudentLT 4.3 Retelling or ordering the key events in a story

30. Reading: Lower Level StudentLT 4.3 Retelling or ordering the key events in a story

31. 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)

32. Writing

33. 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.

34. Writing: Higher Level StudentLT 2.1a Identifying the title and author of the text

35. 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. 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

45. Mathematics

46. 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.

47. Mathematics: Higher Level Student NO 6.5 Identify the larger of two written numbers

48. 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.

49. Mathematics: Middle Level Student NO 6.5 Identify the larger of two written numbers

50. 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.