1. ELA grade 7 - 31101
AGLI - listen to and follow one-step directions to perform a task or assignment
Task - 31101B listen to and follow one-step directions to perform a task or assignment by completing the worksheet after listening to the directions being read.
VE - Worksheet. Directions on the top say "Color the shapes". There is also a triangle on the top with the word "purple" underneath, a circle with "blue" and a hexagon with "orange". The shapes are all gray (not the color named underneath.)
The worksheet then has a picture made of circles, triangles and stars, which student colored the using the correct color for each shape.
Question 1- The AGLI /task is assessing listening to and following one step directions.... that have been read. However, the worksheet has printed directions that the student can read. Is this a problem? (student could have completed this worksheet by "reading" the preprinted directions, not by "listening")
What if there was an annotation (which there was not) indicating that the student was read the directions....however the directions were still there for the student to read? If yes - does it impact connections.... or only the independence level? (template) RESPONSE: IT IS OK FOR THE DIRECTIONS TO BE ON THE WORKSHEET BUT THE TEACHER NEEDS TO INCLUDE A NOTATION INDICATING THE STUDENT LISTENED TO THE DIRECTIONS TO COMPLETE THE WORKSHEET-THIS WOULD MAKE THE ALIGNMENT OF THE VE TO THE TASK CLEAR. THE DIRECTIONS ON THE WORKSHEET WOULD NOT BE CONSIDERED A PROMPT AND WOULD NOT AFFECT THE STUDENT’S LEVEL OF INDEPENDENCE.
Question 2 - The student is deaf, which the scorer may be able to ascertain since he attends a school for the deaf. Student communicates via sign language. Therefore, if the teacher selects a "listening task" (either this or any other listening task/AGLI) can info that was supposed to be "read" be signed instead? ("listening" is done via interpreting the sign language) RESPONSE: THE TEACHER MAY SIGN TO THE STUDENT—THAT IS HOW THE STUDENT “LISTENS”.
2. Math HS - 52103 display given data in a simple graph, list, or chart
No problem with connections. Student had to draw 4 bar graphs representing data s/he was given. However the teacher scored accuracy on 5 items - including the left axis of the bar graph where the student had to write in the numbers 1 to 10, with 10 being the highest number that had to be graphed. At collegial, the teacher reviewing questioned whether the axis could be included in the scoring in addition to each of the bars. RESPONSE: THE TEACHER MAY CHOOSE TO INCLUDE THE LABELING OF THE AXIS IN THE PERFORMANCE CALCUATION. AS OUTLINED IN THE ADMINISTRATION MANUAL ON PAGE 21 THE TEACHER SHOULD INCLUDE A NOTATION WHEN THE PERCENTAGE CALCUATION IS OTHER THAN THE OBVIOUS CORRET/INCORRECT.
3. Social Studies 8 - Phyllis raised this question with you previously. However, at the collegial today it was raised again by another teacher from a totally different district/building/program and others present also seemed confused.
AGLI - recognize a cultural development associated with the 1920s, e.g., The Harlem Renaissance, Prohibition, art, jazz, dance, literature, motion pictures, fads, fashions, etc.
Task - (modification of 16108B) - The student will recognize a cultural development associated with the 1920s by attending to music from the period. (art left out)
VE - DCS with 3 types of music (blues, ragtime & jazz) for the student to listen to.
Our feeling - Task connects - it is almost straight from the Frameworks, with a very minor modification. The VE provided models the one in the Frameworks, so it also connects. Bottom line for scoring..if from the Frameworks, it is okay to use.
However....There is some confusion, and questioning, as to why this SAT and datafolio contents example connects and why it was included in the Frameworks as written. The AGLI is asking for recognizing of a cultural development from the 1920s. The SAT and the VE example as currently worded seem to require attending to a cultural development from the 1920s, without demonstrating any understanding (or recognizing) that the music has anything to do with that period. There are no choices (distractors) given to the student that were from other periods where s/he could indicate which music was from the 1920s. RESPONSE: YOU ARE CORRECT IN THE CONNECTION, THE TASK LISTED ABOVE APPEARS TO BE APPROPRIATLY MODIFIED IN A WAY THAT IT IS STILL CONNECTED TO THE AGLI. ALL SAMPLE ASSESSMENT TASKS FROM THE FRAMEWORKS ARE CONSIDERED CONNECTED TO THE AGLI. THERE ARE SOME OF THE “RECONGIZE” AGLIS THAT HAVE ATTENDING AS HOW THE STUDENT IS GOING TO DEMONSTRATE HIS/HER KNOWLEDGE, SKILLS, AND UNDERSTANDING OF THE INTENT OF THE AGLI. THE FRAMEWORKS WERE DEVELOPED WITH THE AGLIS ON A COMPLEXITY CONTINUUM IN ORDER TO PROVIDE AN INDIVIDUALIZED ASSESSMENT FOR STUDENTS WITH SEVERE DISABILITIES. THE TEACHER HAS THE ABILITY TO SELECT AN AGLI AND DEVELOP A TASK THAT APPROPRIATELY ASSESES THE STUDENT. THE SAMPLE ASSESSMENT TASKS HAVE BEEN WITH THE STUDENTS IN MIND ALSO.
Thanks.
