Alabama Extended Standards & Alabama Alternate Assessment Alabama Department of Education Marla...

Alabama Extended Standards & Alabama Alternate Assessment

Alabama Department of Education

Marla Davis Holbrook & DaLee Chambers

Part 1 Outline

OverviewPutting Standards into PracticeUnderstanding the StandardsBlending Academic and Functional SkillsRecommendations for PracticeImportant Reminders

Change

Change has considerable impact on the human mind.

To the fearful change is threatening because things may get worse

To the hopeful change is encouraging because things may get better To the confident change is inspiring because they are challenged to make

things better!

(King Whitney Jr.)

Change and Challenge

The last decade has seen:NCLBReauthorization of IDEAState Accountability changed to align

curriculum and assessments Courses of Study, Curriculum Guides,

Extended Standards, and Revised AAA

Standards

Standards clearly communicate what students are expected to know and be able to do at each grade level.

For students with significant cognitive disabilities, standards also provide opportunities to access the knowledge and skills that Alabama has decided are important.

What are Extended Standards?

They are extensions of the state academic content standards for each grade level.

They are designed to allow students with significant cognitive disabilities to access the general education curriculum.

Extended Standardsfor Students with Significant Cognitive Disabilities

clear link to the content standards for the grade in which the student is

enrolled grade-level content may be

reduced in complexity or modified to reflect pre-requisite skills.

Extended Standards

NCLB requires reading and mathematics and in 2007-2008 science

Substantially different but not wholly independent of the state academic content standards

Extended Standards & General Education Curriculum

Academic Content Standards at each grade level make up the Alabama Courses of Study

Alabama Extended Standards are linked to the general education standards but areLess complexLess difficultDivided into four levels

What is Access to the General Curriculum?

General Curriculum broadly means… Overall educational

program and experiences students have in school

For students with disabilities this translates into… Opportunities to

participate in the same educational program and activities as typical students

General Curriculum specifically means… Content of learning Defined by state content

standards for the grade level

For Students with Disabilities this translates into… Grade appropriate

academic content instruction

(Diane Browder, 2006)

Why Access to General Curriculum?

Legal precedent IDEANo Child Left Behind

No research to support idea that functional skills are prerequisite to academic learning

Increased educational opportunityPotential unknown for students who have had

little instruction in this content (Diane Browder,

2006)

Comparison Between Traditional and

Standards-Based Learning Traditional

Learning ProcessStandards-BasedLearning Process

Compares students to students and/or scores on assessments (achievement tests).

Compares student to standards (learning expectations).

Focuses only on academic skills. Academic and functional skills are often blended.

Targets the average learner—teaches to the “middle.”

Assumes that all kids can learn and focuses on high expectations for all students.

Relies on lecture and seat work. Focuses on interactive group work.

Quality of student work is judged by teachers according to their own expectations.

Criteria for judging student work based on established expectations.

Teacher directs classroom. Students have choices and opportunities for self-direction.

No consensus regarding knowledge and skills that students need.

Consensus is reached on what students should know and be able to do at each grade level.

Putting Standards Into Practice

1. Read and study the extended standards.

2. Prioritize the standards.

3. Identify curricula that teach the standards.

4. Create and/or select classroom assessments that measure the standards.

5. Focus on student work.

Read and Study the Standards

This page was added to each version of the Alabama Extended Standards (Posted Summer 2007).

The page describes the organization of the document and clarifies each section.

Read and Study the Standards:Organization

Course of Study Extended Standard

Complexity

(4) Use strategies including summarizing passages to draw conclusions

(3) Draw conclusions about characters based on their actions

(2) Identify the actions of characters in a story.

General Education Standard 5.2: Use a wide range of strategies and skills including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth- grade literary/recreational materials in a variety of genres.

R. ES 5.2: Draw conclusions about characters based on their actions.

(1) Respond to the actions of characters in a story

Read and Study the Standards: Organization

COURSE OF STUDY EXTENDED STANDARD

Complexity

(4) Use strategies including summarizing passages to draw conclusions

(3) Draw conclusions about characters based on their actions

(2) Identify the actions of characters in a story.

General Education Standard 5.2: Use a wide range of strategies and skills including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade literary/recreational materials in a variety of genres.

R. ES 5.2: Draw conclusions about characters based on their actions.

(1) Respond to the actions of characters in a story

Read and Study the Standards

R. ES 7.1Relate literary elements and devices to each other including setting, characters, and supporting details.

Literary elements and devices-things writers do to make their writing more effective; common to most literary works (other than poems)Examples: conflict-man vs. machine; moral-lesson of the story.

Read and Study the Standards(Across the Subjects)

Look for opportunities to connect

standards across content areas.

SCI. ES 7.3

Identify inherited traits, (e.g. hair, eye color, and height).

R. ES 7.3

Gain information from graphs

M. ES 6.4

Organize pictures into data displays

including tally charts and graphs.

SCI. ES 6.1

Identify weather conditions using an

instrument or technology (e.g., wind

direction and speed, temperature).

Read and Study the Standards(Across the Subjects)

Read and Study the Standards(Across the Grades)

R. ES 7.1Relate literary elements and devices to each other including setting, characters, and supporting details

R. ES 8.2Identify mood of a story based on story details

R. ES 9.1Identify plot in short stories and dramas

R. ES 10.1 Identify characters’ attitudes

R. ES 11.1Identify setting, mood, and plot in short stories and drama

Complexity

(4) Explain the mood of a story using story

details

(3) Identify mood of a story based on story details

(2) Identify the mood of a character

(1) Express a range of emotions appropriate for given situations

Read and Study the Standards(Across the Complexities)

R. ES 8.2

Prioritize the Standards

All standards must be taught and tested. However, all standards are not equally important for all students.

Standards that are prioritized are referred to as power standards.

Prioritize the Standards

Questions to ask regarding prioritiesDo these skills help students in more

than one area of study?Are these skills necessary for the next

level of study?Will the student use these skills in

years to come?

Identify Curricula

Identify Curricula that meet the standards.Focus on skills taught in the standards!Standards are required, all else is optional.

Organize lessons using Big Ideas and/or instructional topicsExamples:Reading: 5 Big IdeasMath: Counting, telling time, money

Identify Curricula

Best Practice includes collaborating to share materials, ideas, lesson plans, and classroom assessments.

Internet is a rich source for ideas. Key words (literary elements and devices)Content clarification (Newton’s First Law)Sample lessonsScience experiments

ALEX will have a special education web page.Major InitiativesExtended StandardsCurriculum GuidesCurriculum ResourcesSample IEPsLesson Plans

Identify Curricula

Volunteer to serve on the Extended Standards Instructional Strategies task forceLink resources to standardsShare activities, ideas, and teaching

strategiesCreate lesson plans and activities based on

standards

Identify Curricula

Create and Select Classroom Assessments

How do we know if a standard has been met?Objective Evidence “Begin with the end in mind.”

Decide on the criteriaDetermine the student’s present level of

performance on a standardPretest, teach, monitor progress, reteach,

and document achievement.

Focus on Student Work

Use student work to decide what needs to be taught.

Look for errors. Is there a pattern? If so, what skills does the student need? What has he/she learned and practiced that is incorrect?

Look for strengths. What skills/interests does the student have that I can build on?

Understanding the Standards

R. ES 5.1

Identify words with more than one meaning.

Multiple Meaning Words are words that have

several meanings depending upon how they

are used in a sentence.

Examples: pen, light, bat

Here are examples of how bat can be used in

a sentence:

1. I watched the bat flitting through the trees.

2. Raymond gripped the bat tightly as he waited for the pitch.

Understanding the StandardsR. ES 5.1


R. ES 12.1

Identify persuasive techniques in functional

and informational materials.

Functional Textual/Informational

Advertisements, flyers, directions/how to manuals, recipes

Magazines, newspapers, online information


M. ES 3.3Continue an existing pattern of three shapes using the terms first, next, last.

Which part of the standard hasn’t been addressed in this example?

Understanding the Standards M. ES 3.3

Continue an existing pattern of three

shapes using the terms first, next, last.

Which shape is first?

Which shape is next?

Which shape is last?


M. ES 9.2

Represent functional relationships by solving

number sentences (e.g., 8 + 4 = 5 + ,

or 8 + = 12 and 5 + = 12).

In a number sentence, the student must fill in the

empty box with a number that will make the

sentence true.


SCI. ES 4.2Identify ways that a plant and an animal help each other.

This standard is about the interdependence of plants and animals. Students must identify ways plants help animals and animals help plants. Example: Plants are a food source for animals. Animals eat the young shoots, leaves, and twigs of

plants creating additional space for plants to grow. This keeps the dominant plants from taking over which would kill off the less dominant ones.


SCI. ES 8.2(4) Describe an object in motion staying in motion or

an object at rest staying at rest (3) Identify Newton’s first law of motion. (2) Identify the effect of securing or not securing an

object in motion (e.g., identify what happens when not wearing a seatbelt in a car that stops suddenly)

(1) Participate in an activity demonstrating an effect of Newton’s first law of motion

Newton's first law of motion is often stated as an object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Understanding the StandardsSCI. ES 8.2


Materials: hard-boiled egg and a raw egg

1. Spin the hard-boiled egg on its side.

2. When it's going fast, gently put your fingers down on it to stop the spinning and move your fingers immediately when it stops.

3. Spin the raw egg. Stop it in the same way you did with the hard-boiled egg. After you let go, what happens?


Results: The egg should start to turn again. This is because the motion of the liquid within the egg is still going; the force you exerted was not enough to stop both the inertia of the shell and the inertia of the liquid inside of it. If you held the egg longer, enough force would have been exerted to stop the egg completely.

The results of the experiment fit in with the Law of Inertia: an object will continue to remain in one state until sufficient outside force acts upon it, either to put it in motion or to bring it to rest.

Blending Academic and Functional Skills

1. Become familiar with the knowledge and skills students need to know and be able to do at each grade level

2. Identify places in the standards that can be associated with functional skills

3. Plan blended lessons/activities that include both academic and functional skills

4. Provide opportunities for practice in multiple situations and settings


R. ES 7.2Apply strategies to determine the purpose of reading materials.

Daily living / CommunicationStudent will look up information in a

variety of materials (e.g., newspaper, recipe book, phone book, dictionary).


R. ES 10.1

Identify characters’ attitudes.

Employment Student will use video clips, stories, or role

play situations to identify the mood of boss and/or co-workers in a work setting.

M.ES 5.4Analyze data collected to determine the amount of time required for familiar activities.

Daily Living/Classroom Routines Student will collect data on the classroom schedule

or student’s individual schedule and analyze according to length of time spent in each activity.

Student will time other students participating in a PE activity (e.g., sack races on field day) and compare data.



M. ES 7.4Compare weights of objects using customary units.

Social Skills Student will cooperate, take turns, and encourage.

Assign each student a partner to weigh a variety of objects using scales. As partners weigh the objects, one student records the weight and the other student identifies which objects are the heaviest/lightest. The two students complete one worksheet that is signed by each student.


SCI. ES 1.3

(4) Identify reasons for recycling

(3) Identify items to be recycled

(2) Sort items that can be recycled(example: paper & cans)

(1) Participate in recycling activities

Blending Academic and Functional SkillsSCI. ES 1.3

Daily Living / Teamwork Activities Student will organize a school wide recycling

program. Student will distribute recycling boxes to

various places in the school (e.g., lunchroom, library, teacher work room).

Student will create poster showing items to be recycled.

Student will collect boxes and sort recycled items.

READING: Recommendations for Practice

Address all components of reading.Use age/grade-appropriate literature and

social supports for story reading. Associate images with words when

presenting new vocabulary.Present new words in a variety of

contexts.

MATH: Recommendations for Practice

Demonstrate the concept and have the student show you how to solve at least two problems/equations successfully.

Vary the instructional methods.Draw pictures of the problems.Use manipulatives.Use software resources.

SCIENCE: Recommendations for Practice

Involve students in active learning through hands-on activities.

Assign a “lab buddy” to facilitate participation in hands-on science activities.

Clearly label or color code equipment, tools, and materials for enhanced visual recognition.

SCIENCE: Recommendations for Practice

Make available cue cards, labels, or audio tapes designating the steps of an experiment.

Encourage students to ask questions, make discoveries, and test those discoveries.

Important Reminders

Ensure the current version of standards is being used.

Know the standards! If you have a question about the content or need clarification, ask a content person and/or find the answer in additional resources such as the Internet.

Important Reminders

The Alabama Alternate Assessment (AAA) is a measurement of student performance on Extended Standards, not a measurement of progress on the IEP.

Although the IEP is based on the Extended Standards, the goals are not verbatim copies of the standards.

Progress on benchmarks is not sufficient evidence to demonstrate mastery of the standard on the AAA.

Important Reminders

Read the standards carefully to ensure all parts of the standard are taught and evidence collected.

Note: Many standards are compound; be sure to include all parts in standards with the word “and.”

Teach the standard; reteach if necessary; collect and submit three unique pieces of evidence to demonstrate mastery.

How to Access the Extended Standards

www.alsde.eduClick on “Sections” and scroll down to

select “Special Education”Click on “Standards”Scroll down and select:

Extended Standards MATHExtended Standards READINGExtended Standards SCIENCE

Marla Davis Holbrook ([email protected])

DaLee Chambers ([email protected])

334-242-8114

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