Alternate Benchmark Alignment Panel

Introductions

Please give your name, your district and town, and say something about your experience with the ALT

Alignment TeamWe want to learn about you, the panel members

Orientation

Daily Schedule

• 7:30 Continental Breakfast

• 8:30 Convene a.m. session• 10:00 Morning Break

• 10:15 Continue a.m. session• 12:15 noon Lunch Break

• 1:00 Convene p.m. session• 3:00 Afternoon Break

• 3:15 Continue p.m. session• 5:00 ADJOURN!

Schedule for 3 Days

Time Monday Tuesday Wednesday Morning

Orientation Training, Begin Alignment

Continue Alignment

Complete Alignment

Lunch Afternoon

Continue Alignment

Continue Alignment

ADJ OURNED

What will we do here?

• Compare the Content of ALT– Data Collection of Student Work– Performance Events– Teacher Observation of Academic Skills

• With the Content of the Alternate Benchmarks in– Reading– Writing– Mathematics

Why?

To:• Conduct a professional review by experts

(you)• Use a structured and credible process• Evaluate the strength of the link between

the alternate assessment and the alternate benchmarks

• Produce a report that summarizes the findings

We have Two Purposes

(1) Good Assessment Practice: An Alignment Study Helps Document Validity Of Score Interpretations.

making sure all students benefit from policy decisions

(2) Meet USDOE requirements to document quality of assessment for “Peer Review” purposes.

& Ultimately to

Improve achievement for students with significant cognitive disabilities by aligning

• Academic standards

• Instruction, and

• Assessment

Content Alignment

Content Standards

_ _

Standards direct assessment content

Standards direct curriculum and

instruction

_ Alternate Assessment

_ _

Provides opportunity to learn

_ Curriculum & Instruction

Training Introduction

What is involved in training?

Learn criteria for making judgments

Become consistent (reliable) in making them

Two fundamental judgments

Content Alignment

Identify content match (link)

between AA items and alternate benchmarks?

Complexity

Rate the level of complexity of AA items against a common rubric

Becoming Reliable

• Practice to establish consistent judgments

• Compare ratings on practice items

• Discuss reasons

Training

Depth of Knowledge

Typically judged at four levels: (a) recall of fact, information, or procedure; (b) skill in using information or procedures of two

or more steps; (c) strategic thinking, reasoning, developing a plan

or sequence of steps, complexity, more than one possible answer, requiring less than 10 minutes to do

(d) extended thinking, requiring an investigation, time to think and process multiple conditions

DOK: Levels of Complexity for this Panel—Expanded Lower End

Code Label1 Attention2 Memorize/Recall3 Performance4 Comprehension5 Application6 Analysis, Synthesis, EvaluationX Too vague

Examples for Codes 1 & 2Attention (1)

touch, look, vocalize, respond, attend, recognize

• Observe others using measurement language (inch, foot, mile, longer shorter).

• Purposefully touch literacy-related materials.

• Attend to reading of words or pictures/symbols/objects.

Memorize/Recall (2)list, describe, identify, state,

define, label

• Identify specific facts or ideas/opinions to include.

• Identify first and last.• Describe attributes of

shapes (e.g., points, sides, edges, etc.).

• Label coins/bills and their values.

Examples for Codes 3 & 4

Performance (3)

perform, demonstrate, follow,

choose, count, locate

• Choose the correct operation for the situation.

• Use a picture dictionary to look up a word.

• Locate details in passage to support opinion.

Comprehension (4)explain, conclude, group,

restate, review, translate

• Explain difference between combinations.

• Group objects in sets of tens up to 100.

• Review other sources for supportive details and write notes.

Examples for Codes 5 & 6Application (5)

compute, organize, collect, apply, classify, construct, solve, operate, use,

generalize

• Organize information while reading (e.g., use graphic organizers, take notes, underline or highlight).

• Construct two- and three-dimensional shapes.

• Generalize use of familiar words, pictures/symbols/objects to communicate meaning.

Analysis, Synthesis, Evaluation (6)take apart, combine, differentiate, divide, isolate, dissect,

pattern, analyze, experiment, test, compare, contrast, diagram, compose, predict, extend, hypothesize,

create, modify, connect, plan, design, defend, verify, conclude, value, assess, rate, judge, appraise,

evaluate

• Differentiate right angles from other angles.

• Create growing patterns by attribute and number.

• Select and evaluate text on personal criteria.

• Predict how change in one element may change the other element

X = Too vague

• Behavioral expectation is unclear; can’t code

• Appreciate literature• Grasp literary

techniques• Focus on task• Apply critical thinking• Understand temporal

concepts

DOK: Reading & Math Example(All Together)

• Demonstrate use of variety of texts (e.g., send an email, read the news, seek information).

• Recognize coins and bills when given label.

• Use a computer, newspaper, menus, etc., and demonstrate the ability to find information in the sources.

DOC: Mathematics—Diads

A. Student demonstrates fluency in computing and estimating

B. Demonstrates use of clock, daily schedule, calendar

C. Student demonstrates understanding of concepts and processes of measurement

D. Counts money.

E. Label coins/bills and their values

DOK: Reading—Diads

A. Demonstrate understanding that pictures/symbols/objects hold meaning.

B. Demonstrate understanding of environmental print, pictures/ symbols/ objects.

C. Integrate an unfamiliar word/symbol into current vocabulary.

D. Demonstrates understanding of the letters of the alphabet by name/sign.

DOK: Writing—Diads

A. Use intentional movement to produce graphic representation (e.g., make marks on page, arrange pictures/symbols, hit keys).

B. Write in word strings or simple sentence patterns.

C. Demonstrate understanding of simple mechanics

D. Use graphic representations to represent ideas (e.g., write, dictate, select, point/touch, order picture/symbols).

Understanding Alignment

Grade Level or Alternate Standards

Alternate Assessment Classroom Instruction

Student Learning

This weeks’ project

Does the AA task match (align) with the Expanded Benchmark?

AA Reading Performance Task

• Read the article. After you read the sentence with the unfamiliar word, stop reading and ask

• “Which word in this sentence is a new word for you?”

• The student independently identifies an unfamiliar word.

Expanded Benchmark• Organize information

while reading (e.g., use graphic organizers, take notes, underline or highlight)

Yes

No

Student Work Entry—Sight Words

fish cat home

fish

• Match picture to printed word

• Match Printed word to picture

Use picture/context cues to determine unknown words.

Integrate an unfamiliar word/symbol into current vocabulary.

Expanded Benchmark

Does the AA task match (align) with the Expanded Benchmark?

AA Mathematics

Performance Task• Place the five sticks and

ten cubes randomly on the workspace and say

• “Sort these.”• The student sorts the

mathematics materials without assistance.

Expanded Benchmark• 2.1.20(B) Sort collections

of items (e.g., attribute blocks).

Yes

No

Which expanded benchmark does the task match?

AA Mathematics Performance Task

• Review the map and features of the park with the student and place the park area options on the workspace.

• Say “You need to choose a topic for your poster. Your poster will be about a place in the park that you would like to visit.”

• “Choose a topic to write about.”

• The student independently selects a topic.

Choose a topic.

Use graphic representations to represent ideas (e.g., write, dictate, select, point/touch, order picture/symbols).

Expanded Benchmark

Process & Procedures

Applying DOK to Alternate Benchmarks

Linking to Alternate Benchmarks & Rating Level of Complexity

What will we do now?

Compare the Content of ALT

• Performance Events• Data Collection of

Student Work• Teacher Observation

of Academic Skills

With the Content of the Alternate Benchmarks in

• Mathematics• Reading• Writing

Alternate Assessment Formats

Alternate Benchmarks

GRADE 7

CONTENT STANDARD 1. READING

Students use the reading process to demonstrate understanding of literary and informational texts. ALTERNATE CONTENT STANDARD

1. READING Students demonstrate understanding of literary and informational texts.

BENCHMARK GRADE 7

ALTERNATE BENCHMARK

ALTERNATE BENCHMARKS Levels of Complexity

Level IV Students consistently and independently perform in unfamiliar settings using natural supports. Students explain how pictures, stories, or ideas are different or the same using appropriate vocabulary. Level III Students consistently perform in several familiar settings. Students use vocabulary to describe or compare or contrast to build an appropriate vocabulary. Ex. Given two events from a story (one that is happy and one that is sad), students use vocabulary to compare the events.

1. Students use the reading process to apply a variety of comprehension strategies before, during, and after reading. A. Students use analogies,

idioms, similes, and metaphors to develop vocabulary.

B. Students understand

grade-level appropriate technical and subject-specific vocabulary.

1. Students understand that text has meaning. 7.A.R.1.1 Students use

vocabulary to describe or compare or contrast to build an appropriate vocabulary.

Level II Students require external support and multiple prompts in limited familiar settings. Students recognize a difference or similarity between two pictures using appropriate vocabulary. Ex. Students pair a representation of large to the elephant when presented with a picture of an elephant and a mouse.

3 Judgments per ALT Item

1. Which alternate benchmark is this item linked to as the primary match? Required

2. Are there any alternate benchmarks that this item is linked to as a secondary match? If you identify added links.

3. What is the level of complexity DOK for this item? Required

Rating Forms—Same Information

EXAMPLE:

Coding Form: PAWS-ALT Performance Event Items to Alternate Benchmarks

Subject Grade Rater ID Circle One

Reading Writing Mathematics

Circle One

3 4 5 6 7 8 11

15

Primary Required

Secondary (as many secondary hits as you identify)

Item No. Context AA Bmk Bmk 2 Bmk 3 Bmk 4 Bmk 5

Required

DOK

1 main idea 7.A.R.1.2 2

2 baseball 7.A.R.1.2 1

3 pitcher 7.A.R.1.2 7.A.R.2.1 3

Data Collection of Student Work

Data Collection Form

Teacher Observation of Academic Skills

Roles for Triads

Content Teachers• Teacher 1: Rate all

items independently• Teacher 2: Also rate

all items independently

• Both look to Sp. Ed. Teacher for clarification

Special Educ. Teacher• Participate in ratings

by reviewing AA items and describing special education practices

• When differences need to be reconciled, participates in resolving differences

Role Play Demonstration

Teacher 1

Teacher 2

Sp. Ed. Teacher

Questions?