Arkansas Alternate Portfolio Assessment for Grade 9 Mathematics ... · PDF fileArkansas...
Transcript of Arkansas Alternate Portfolio Assessment for Grade 9 Mathematics ... · PDF fileArkansas...
Arkansas Alternate Portfolio Assessment
forGrade 9
Mathematics Students with
Disabilities
Who qualifies for the Ninth Grade Math Portfolio?
1. Students with IEP in Grade 92. Student is not taking Algebra I or Geometry for HS credit
3. Must be in a Self-Contained or Resource Math setting (not inclusion in Algebra I or A/B)
P o l ic y a n d Q u e s t io n s — A r k a n s a s
D e p a r t m e n t o f E d u c a t io n
5 0 1 -6 8 2 - 4 5 5 8
Contact Informationpage 2
Questar Educational Systems—Arkansas Project Assistant
1-800-643-8547
DeadlinesPage 2
Receive Instructions February 2006School sends completed portfolios to
DTC—March 15, 2006
Shipping Deadline-
March 24, 2006May ship early!!!
Student Demographic Information Form
• In front plastic cover of black binder
• Fill out completely and accurately• Use pencil to complete information
• Do not hole punch or bend• Handle with Care
• Must use it-no copies Page 23
Page 23
Follow directions closely
Both IEP & LEP
First year in US
Electronic Forms
http://arksped.k12.ar.us
http://arkedu.state.ar.usACTAAP, then Student Assessment
SEAS Web
Strands
Page 25
CS and SLE
Electronic form-SLE description
Type as much as possible-box may not be large enough
Student ProfileBe accurate and include pertinent information
Page 27
Use only information that will help the scorers understand the students disability and abilities to function in the classroom
Be specific
Page 27
Need signatures
Verification of Evidence in Portfolio
Planning Page for the portfolio.
Do not send with the portfolio.
Use to track what has been done.
Use to avoid repeating the same SLE for math entries
Page 31 for 9th Grade Math
Use for a planning page to help not repeat SLE’s and keep a record of portfolio work that has been completed
Page 31
Exceptional Students Alternate Assessment
RosterStudents in exceptional situations who cannot participate because of circumstances beyond the control of the school
Examples: homebound, incarcerated, hospitalized
Requires signatures of Superintendent and District Test Coordinator
Need permission from ADE to use this form
Portfolio Organization
The portfolio consists of 1 entry for each Algebra I standard and 1 entry for each Geometry standard.
Organize the portfolio using the illustration on page 11 in the Administration Manual for Ninth-Grade Mathematics.
3 Pieces Evidence
Entry Slip
Data Interpretation and Probability
3 Pieces Evidence
Entry Slip
Non-linear Functions
3 Pieces Evidence
Entry Slip
Linear Functions
3 Pieces Evidence
Entry Slip
Solving Equations
and Inequalities
3 Pieces Evidence
Entry Slip
Language of Algebra
Algebra I
3 Pieces Evidence
Entry Slip
Coordinate Geometry and Transformations
3 Pieces Evidence
Entry Slip
Relationships between Two-
and Three-Dimensions
3 Pieces Evidence
Entry Slip
Measurement3 Pieces Evidence
Entry Slip
Triangles
3 Pieces Evidence
Entry Slip
Language of Geometry
Portfolio Checklist
Student Profile
Divider 1Student
Information
Page 111
2
Algebra IGeometry
3
Appendix A – OverviewThis portion of the Administration Manual
consists of:
7. Sample entries6. Glossary5. Scoring distribution4. Scoring rubric3. Nonscoreable codes2. Domain definitions1. A description of the scoring procedures
Appendix A –Scoring Procedures
All training materials consist of student entries that have been reviewed and scored by the Alternate Assessment Rangefinding Committee.
There are 2 Rangefinding committees: - one for grades 3-8 and 11 - one for grade 9 mathematics - consist of approximately 15 educators - meet each spring to review current portfolios - come to agreement on scores
Appendix A –Scoring Procedures
These scored entries are used to train the readers. The readers must qualify before they may begin scoring portfolios. Readers who do not qualify do not score the portfolios.
All entries are scored twice. If the scores given by 2 readers are nonadjacent, those entries are scored a third time.
Appendix A –Scoring Procedures
We have designated readers to assign nonscoreable codes. Entries are flagged that appear to be nonscoreable. It is the responsibility of the designated readers to determine if the entry is nonscoreable.
Score Reports- 2 Student Reports-one for school records and one to send home
- 2 School Roster Reports-one for district and one for school
- 2 School Summary Reports-one for district and one for school
- 2 District Summary Reports-one for district and one for school
- Report Interpretation Guide Sheet-2 copies per grade per school and 2 for district
- Raw to Scale Score Conversion Tables
Reading Score Reports
• Individual Student Reports-detailed information
• Raw to Scale Score Conversion Chart
• Report Interpretation Guide
• School Reports-group information
• District Reports-group information
Scoring Domains
PerformanceLevels Scale Scores
NonscoreableCodes
Strands
ProficiencyLevel
Appendix A – Scoring RubricDomain Definitions-Performance: student’s demonstration of skill while attempting a given task. 57%
Page 39
-Level of Assistance: the degree of independence demonstrated in the student’s performance. 14%
-Context: the degree to which the tasks are age appropriate and allow the student to use age-appropriate materials, provide a realistic challenge for the student, and reflect meaningful, real-world activities. 29%
Page39
Amount of help
Evidence
Context
Page40
Nonscoreable Codes
NS-Not to Standard-Not grade appropriate or multiple SLEs used
Nonscoreable entries receive a ZERO
LE-Lacks Evidence-insufficient evidence of performance or answer cannot be verified
ES-Entry Slip-missing or wrong information included
MP-Missing Piece-not included or repeated SLE in math
Avoid Nonscoreable EntriesES – Entry Slip
Use the 2005-2006 forms in the blackbinders.Complete the Entry Slip correctly. See the example on the next page.
It is a great idea to have someone elsereview the entry slips.
Strand
CS & SLE
DescribeTask
Amount of help
Page 16
Avoid Nonscoreable Entries –LE – Lacks Evidence
Make sure that the evidence you include in the entry shows what you have stated in the task.
Be careful about the way you word the task. Do not state that the student will pay for his lunch and count his change to make sure that he receives the correct change if he is not going to count the change.
Avoid Nonscoreable Entries –LE – Lacks Evidence
Include a key for scoring or include in the caption enough information for scoringInclude correct measurements
Include data information
Data sheets with no other evidence get ZEROOOOO!!!
Avoid Nonscoreable Entries –NS – Not to Standard
Wrong grade level SLE
Wrong Content Standard
Task not related to SLE
Avoid Nonscoreable Entries –MP – Missing Piece
Student work not included in the portfolio
Repeated the SLE –2nd time does not count
Defective media –
Include script
Avoid Nonscoreable EntriesBe sure to include 1 entry for each Algebra I Content Standard and 1 entry for each Geometry Content Standard –10 entries total.
Make sure that the tasks support the selected SLE.
Use an SLE only one time.
Avoid Nonscoreable Entries
Provide scripts to accompany videotapes and audiotapes. Sometimes the media cannot be viewed; if the script is there, it will contribute to the student’s score.
Make sure that the correctness of the student responses can be verified. Provide an answer key – anything necessary to show that the student work is correct. (You may score the student’s work.)
Avoid Nonscoreable EntriesInclude very specific information in the captions for photographs.
Entries that consist of only data sheets, observations, and anecdotal records will be scored LE (Lacks Evidence).
Avoid Nonscoreable EntriesUse the new Algebra I and Geometry frameworksthat are in the 2005-2006 Administration Manual. Write the entire number and description and make sure they match.
Content Standard 1: Students will develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates.LG.1.G.2 Represent points, lines, and planes pictorially with proper identification, as well as basic concepts derived from these undefined terms, such as segments, rays, and angles
Entry Problems
Language of AlgebraLA.1.A1.3 Evaluate algebraic expressions, including radicals, by applying the order of
operations.
Entry slip-Wrong SLE #
MP-repeated SLE
Strand: Solving Equation and Inequalities
Content Standard 2
SLE: SEI.2.AI.8: Communicate real world problems graphically, algebraically, numerically and verbally.
Task: Looking at a menu, the student will decide which menu item shecan get and stay within a $9.00 budget.
Not the rightkind of
evidence
Steven completed the computerized activity of recognizing the pattern and using reasoning to complete the missing piece. 9/21/05
LG.1.G.6: Give justification for conclusions reached by deductive reasoning.SLE does
not match evidence
Captioning PhotographsWhen captioning photographs, make sure that it describes the activities in which the student is engaged, the location of the activity, and an evaluation of student performance. You can include materials used, the date, and support, if any, that was provided to the student.
Changes for the 9th grade Mathematics Portfolio
Framework changes for High School
Must use these 2 documents for Content Standard and SLE’s
New Content Standards for Algebra and Geometry
Algebra and Geometry Framework
Must use the complete number for the SLELA.1.AI.1
Evaluate algebraic expressions, including radicals, by applying the order of operations
1 – Organizational number
AI – Algebra I1 - Content Standard Number
LA – Language of Algebra - Strand
Resource Guide to the Arkansas Curriculum
Framework for Students with Disabilities for Ninth Grade
Mathematics
Developed by High School Mathematics Teachers and Special Education Teachers
Based on the Algebra I and Geometry Framework
Tips for Teachers
You must use the new Arkansas Curriculum Framework for Algebra I and Geometry for 2005-2006.
Page 14
Throw away the manual from last year.
Use the material from 2005-2006 Manual only.
Resource Guide to the Arkansas Curriculum Framework for
Students with Disabilities for Ninth Grade Mathematics
Algebra Content Standards
•Language of Algebra
•Solving Equations and Inequalities
•Linear Functions
•Non-Linear Functions
•Data Interpretation and Probability
SLE
Content Standard
essence
Resource Guide to the Arkansas Curriculum Framework for
Students with Disabilities for Ninth Grade Mathematics
Geometry Content Standards
•Language of Geometry
•Triangles
•Measurement
•Relationships between two- and three-dimensions
•Coordinate Geometry and Transformations
Strategies to Collect Evidence
Think of the student first –then decide what task will show access to the SLE and the best way to show that student’s performance.
Provide appropriate tasks that present a realistic challenge for the student.
Include the student’s best work.
Strategies to Collect EvidenceInclude 3 pieces of evidence for each entry.
Third piece - Photographs of the student working at the school store collecting the correct amount of money for supplies.
Second piece - Cutting out ads from the paper of what the student could buy at the store with $10.00.
First piece - Pay for lunch in the cafeteria with the correct amount of money.
Include 3 different tasks that all relate to the SLE.
Strategies to Collect EvidenceDo not include the same worksheet completed on different days.
Use only 1 entry slip for the 3 tasks – not a separate entry slip for each task in the entry.
They must be different tasks that address the same SLE.
Do not include 3 different types of evidence documenting the same task.
Strategies to Collect EvidencePhotographs should be 3 x 3 in size.
Write the date on each piece of evidence.
Include scripts with videotapes and audiotapes.
Include very specific captions for the photographs.
Mount them on a sheet of paper.
Do not place them in a bag.
Strategies to Collect EvidenceStudent work samples are the appropriate type of evidence for the majority of the grade 9 students assessed (resource math students).
Provide appropriate tasks that present a realistic challenge for the student.
Include the student’s best work.
The same types of entries that are appropriate for students in grades 3-8 and 11 may be appropriate for your grade 9 student. Think of the best way to show what your student knows
Appendix A: Scoring Student Portfolios
The sample student entries with scoring explanations has, in the past, been distributed to teachers in a document called the Teacher Handbook. This year, that information is incorporated into the Administration Manual – Appendix A – so that all information could be found in one resource.
Appendix A –Sample Entries
The purpose of including samples of scored entries is to provide teachers with examples of correctly completed forms, tasks that are clearly described, and responses that document student performance.
Appendix A – Sample EntryAlgebra I – Solving Equations and InequalitiesContent Standard 2: Students will write, with and without appropriate technology, equivalent forms of equations, inequalities, and systems of equations and solve with fluency.SLE SEI.2.AI.8: Communicate real world problems graphically, algebraically, numerically, and verbally.
Evidence #1
Evidence #2
Evidence#3
Appendix A – Sample EntryGeometry – Relationships Between Two- and Three-DimensionsContent Standard 4: Students will analyze characteristics and properties of 2- and 3-dimensional geometric shapes and develop mathematical arguments about geometric relationships.SLE R.4.G.2: Solve problems using properties of polygons: *sum of the measures of the interior angles of a polygon *interior and exterior angle measure of a regular polygon or irregular polygon *number of sides or angels of a polygon
Evidence #1
Evidence#2
Evidence #3
Student’s NeedsStudent’s Needs
Arkansas FrameworkContent standards for
Algebra I &Geometry
Educational Activities(Instructional Activities)
Context and Activity
Linkage for the Portfolio
Griffis-Martin, Ayres, & Springfield, (2002)
Steven15 year old served in a self-contained roomDiagnosis of TBIVision impairmentDifficulty retaining informationMath skills extremely limited; mostly working on functional math activities
Linear Functions
Content Standard 3: Students will analyze functions by investigating rates of change, intercepts, and zero.
SLE: LF.3.AI.5 Interpret the rate of change/slope and intercepts within the context of everyday life.
09/20/05 Steven was provided with a worksheet to decide which football team had the most representation. He used a CCTV which magnified the worksheet where he could see it. He also used a number line, which you can see in the second picture, to help him count which team had more and which team had less representation. As he decided if the Chicago Bears had more representation than the Dallas Cowboys he manipulated the number line. Steven completed this activity successfully.
09/23/05 During snack time, Steven helped to distribute potato chips to his classmates. In the first picture, he is demonstrating which napkin contains the largest quantity of chips. In the next picture, he is showing which napkin contains the least number of chips. Due to Steven’s visual impairment, he has a difficult time seeing the difference between the most and the least number of items. Steven required physical prompting due to his vision. He completed this activity successfully.
SLE
Content Standard
Idea starters
First piece of evidence
Second piece of evidence
Third piece of evidence
Content standard
SLE
Language of GeometryContent Standard 1: Students will develop the language of geometry including specialized vocabulary, reasoning, and application of theorems, properties, and postulates.
LG.1.G.1: Define, compare and contrast inductive reasoning and deductive reasoning for making predictions based on real world situations
Venn DiagramsMatrix LogicConditional Statements (statement, inverse, converse, and contrapositive)
Steven was asked to separate items by geometric shape. Each sheet that he was given had a model of the shape he was to find. For example, if he was to find the triangles, his worksheet had an example of a triangle at the top to serve as a visual model. Because of his visual impairment he uses shapes and tactile labels to help him organize his materials and things. He needs some prompting to take his time and check his work. He completed this activity successfully. 9/23/05
Steven was asked to use a silverware tray to sort knives, spoons and forks. He practices this skill in the classroom and during times when the class cooks in the kitchen area. He is successful with this activity by using touch and his residual vision. 9/13/05
brothers sistersboth
neither
First piece of evidence
Place known information in the correct circle
10,000 – 3800 – 2700 – 1200 = 2300 neither
5000 – 3800 = 1200 CD only
6500 – 3800 = 2700 tape only
3800 contain both- overlap
38002700 1200
Neither=2300
Second piece of evidence
Third piece of evidence
Questions &
AnswersEvaluations
Sign-Out Please!!!