Hello Kelly:
A second question following today's training specific to prompts.
A student is not familiar with the vocabulary related to story elements so the teacher is looking to phrase the question in a way that the student would recognize. The student however does know "who", "where". If the teacher is looking to phrase the questions about story elements as follows:
Who is the character in the story?
Where is the setting of the story?
From the discussion, the intentof the use of "who" and "where" is to make up for a lack of knowledge of the story element vocabulary and provide a prompt so the student would have success. The recommendation to the teacher was made to phrase the question, "Identify the character in the story?"; "Identify the setting of the story".
Could you please confirm one way or the other if "who" and "where" within the question related to story elements "character" and "setting" would be a prompt or not.
Thank you.
From: Maureen
Hi Maureen,
Your recommendation to the teacher is appropriate. It is important for the teacher to use the vocabulary from the AGLI in the assessment task and in the verifying evidence. During instruction the teacher should be teaching what the story elements mean and then during assessment assess the student on his/her knowledge, skills, and understanding of the story elements. There are a few places to refer a teacher to in the Administration Manual for information related to this question:
· Page 10, Review and select an AGLI: Teachers select the AGLIs most appropriate for a student. The vocabulary contained in the AGLI relates specifically to the knowledge, skills, and understanding being assessed and needs to be used in the assessment task and verifying evidence. Many terms from the AGLIs are defined in the content area glossaries. Teachers should use the glossary to ensure the AGLI is being assessed properly.
· Page 11, Assessment Task: meet the intent of the AGLI, including the vocabulary from the AGLI, and document both Accuracy and Independence based on 100 percent performance levels.
Page 14, Verifying Evidence: Teachers should ask themselves: “Does the verifying evidence show what the assessment task outlined as the student action?” and “Does the verifying evidence include the vocabulary from the assessment task?”
Please let us know if you have further questions.
Thank you,
Kelly Ickes
NYSAA Project Manager & Special Education Specialist II
Measured Progress
1-800-431-8901 x-2219
1-877-604-9417 (NYSAA toll free number)
1-866-283-2197 (toll free fax number)
ickes.kelly@measuredprogress.org
