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!!!

Arkansas Department of Education

Charlotte Marvel

cmarvel@arkedu.k12.ar.us

501-682-4551