ESC12/TAKS-Alt/November 2007/SpEd TAKS-Alt Kris Ward [email protected] 254-297-1186.

ESC12/TAKS-Alt/November 2007/SpEdESC12/TAKS-Alt/November 2007/SpEd

TAKS-AltTAKS-Alt

Kris WardKris Ward

[email protected]@esc12.net

254-297-1186254-297-1186

ESC12/TAKS-Alt/Novmeber 2007/SpEdESC12/TAKS-Alt/Novmeber 2007/SpEd

Welcome to Welcome to Even MoreEven More Training!Training!


Our mission:Our mission:

(NCLB says we have to accept it whether we want to or not)(NCLB says we have to accept it whether we want to or not)


Overview of TrainingOverview of Training Selecting the best prerequisite skillSelecting the best prerequisite skill Creating an appropriate activityCreating an appropriate activity Writing effective predetermined criteriaWriting effective predetermined criteria Writing quality observation notesWriting quality observation notes Scoring the assessment accurately Scoring the assessment accurately Documenting generalization of skillDocumenting generalization of skill


Training GoalsTraining Goals

Leave with a written Leave with a written activity including activity including predetermined criteriapredetermined criteria

Gain increased Gain increased confidence in scoring the confidence in scoring the assessmentassessment

Clarify all outstanding Clarify all outstanding questionsquestions


Essence Statements and Essence Statements and Prerequisite SkillsPrerequisite Skills


TEKS Curriculum FrameworkTEKS Curriculum Framework


Things You Need to Know About Things You Need to Know About Prerequisite SkillsPrerequisite Skills

Must be selected from TEKS Curriculum Must be selected from TEKS Curriculum Framework Framework for that essence statement, grade, for that essence statement, grade, and subjectand subject

Cannot be created by the teacher Cannot be created by the teacher Cannot be reworded or borrowed from other Cannot be reworded or borrowed from other

pages in the Curriculum Frameworkpages in the Curriculum Framework Can be repeatedCan be repeated with cautionwith caution


How do I determine which How do I determine which prerequisite skill to select?prerequisite skill to select?

Prerequisite Skills/Links to TEKS Vertical Alignment

Reading/Comprehension retell or act out the order of important events in stories establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained use prior knowledge to anticipate meaning and make sense of textsDeveloping knowledge of literary forms begin to predict what will happen next in a story begin to retell some sequences of events in storiesVerbal Expression begin to retell the sequence of a story


How do I determine which prerequisite How do I determine which prerequisite skill to select?skill to select?

Pick the most challenging skill that can most likely be accomplished with instruction

What is challenging for one student may not be for another

Can address only part of the prerequisite skill

You can focus on listening to be informed and not listening to follow directions or being entertained

Stay true to the essence statement and subject

Uses strategies to comprehend texts for basic understanding

• listen with increasing attention

Is the student using strategies to comprehend texts for basic understanding?

Does my activity still focus on reading skills at some level?


Subject/Grade

Essence Statement

Prerequisite Skill

Activity


The student will be read a children’s book entitled, “The Wheels On the Bus” pages 1-5. The teacher will point at the picture on each page. The teacher will present the student with a play school bus and stress that the book is about the school bus. The teacher will verbally instruct the student to touch or pick up the bus to identify the content of the story. The student will touch or pick up the school bus.

Uses strategies to comprehend texts for basic understanding

3rd Grade Reading

listen with increasing attention

Essence Statement:

Prerequisite Skill:

Activity:


The student will be given a play school bus to hold while the book entitled “The Wheels on the Bus” is read to the student. The teacher will start by pointing to and naming parts of pictures on the first page of the book as the student watches and points to each picture. On each page the teacher will read more and more text and point out more and more items until the entire page has been read on the final page. The student will be asked to identify what the book was about from a choice of two items, a play school bus and a ball.

Essence Statement: Uses strategies to comprehend texts for basic understandingPrerequisite Skill: listen with increasing attention

3rd Grade Reading

• Measures increasing attention

• Connects back to the essence statement through the prerequisite skill

• Student makes an authentic choice to display understanding


The student will be presented with 4 different textured cloths which will be used to play Peek-a-Boo. The teacher will open a cloth on one hand, place it in front of the student’s right hand, and tell the student, “Give me your hand.” The student will place her hand on the teacher’s hand. The teacher will wrap the student’s hand with the cloth as it is described to the student by the teacher. The student will slip her hand out. The same activity will be repeated on the student’s other hand with a different textured cloth. This process will be repeated with the other 2 cloths.

Essence Statement: Uses estimation, unit conversions, and measurement to solve problemsPrerequisite Skill: Cover an area with shapes (e.g., tiles) Prerequisite Skill Used: Cover an area with an object

6th Grade Math


The student will be presented with textured plastic tiles, all having the same size. The teacher will present a square baking pan to the student and a box of brownie mix and ask “How many brownies will we get when we cook the brownies in this pan?” The teacher will place the first 2 tiles in the pan side by side, explaining to the student that the tiles represent brownies and can help solve the problem. The student will place the remaining tiles in the pan. The teacher will adjust the tiles for the student to make sure that each tile is squarely lined up to the adjacent square. The student will touch each tile as the teacher counts from 1 to 9.

Essence Statement: Uses estimation, unit conversions, and measurement to solve problemsPrerequisite Skill: Cover an area with shapes (e.g., tiles)

6th Grade Math

• Uses an appropriate prerequisite skill

• Measures “covering an area with a shape”

• Provides a context that is motivating to the student

• Connects back to the essence statement

• Student performs the skill and not the teacher


The teacher will place a green sheet of paper (labeled “Living Things”) and a black sheet of paper (labeled “Non-Living Things”) on the table. The teacher will then present 9 laminated pictures printed from the internet: 3 plants (tree, flower, cactus), 3 animals (dog, giraffe, fish), and 3 non-living things (paper clip, telephone, clock). The teacher will select the picture of the dog and ask “Is this a living thing?” If the student responds incorrectly the teacher will ask “Does it need air? Does it need water?”

Once the student has identified the animal as a living thing the teacher will point to the green sheet and ask him to “Put the dog with the Living Things”. The teacher will repeat this for the picture of the tree and the picture of the paper clip. The student will then be asked to sort the remaining 6 cards independently.

When all 9 pictures have been correctly sorted onto the sheets the teacher will ask the student to find all the pictures of plants and the pictures of animals. The student will be asked to tell if plants and animals are living things or non-living things.

Essence Statement: Knows that taxonomy is used to group organisms based on their similarities and differencesPrerequisite Skill: identify animals and plants as living things

Exit Level Science

• Uses an appropriate prerequisite skill

• Measures “identifying animals and plants as living things”

• Connects back to the essence statement (grouping organisms by their similarities)


Following a lesson about living things, the teacher will present a microscope and discuss how all living things are composed of cells.

The teacher will then present a paper clip, a plant, and 2 microscope slides. The teacher will discuss how the microscope can help people to see the smallest parts of things. The teacher will take a leaf of the plant and place it on the slide. The teacher will also take a swab of the student’s cheek and place it on the other slide.

The teacher will demonstrate how to look through the microscope. The student will be asked to repeat the procedure with both slides and the paper clip. The teacher will lead a discussion about cells. The student will complete a worksheet which identifies the cells of living things.

Essence Statement: Knows that all living things are composed of cells that perform life processesPrerequisite Skill: identify animals and plants as living things

Exit Level Science

• Uses a repeated prerequisite skill for a different essence statement

• Measures “identifying animals and plants as living things”• Connects back to the essence statement (knows that all living

things are composed of cells)


Activity DevelopmentActivity Development


AssessmentAssessment activities. . .activities. . .

Should be developedShould be developed AFTER AFTER instructioninstruction Must be specific and detailedMust be specific and detailed Must include Must include allall needed supportsneeded supports Must be checked carefully to ensure they Must be checked carefully to ensure they

measure what they are supposed to measuremeasure what they are supposed to measure


Assessment activities should be Assessment activities should be developeddeveloped AFTERAFTER instruction.instruction.

This is IMPORTANT!


Assessment activities must be Assessment activities must be specific and detailed.specific and detailed.

Someone else who is not familiar with the student Someone else who is not familiar with the student should be able to duplicate the activity in the exact should be able to duplicate the activity in the exact same way as the teachersame way as the teacher

Must state what the teacher is going to do and sayMust state what the teacher is going to do and say Must state how the student is expected to respondMust state how the student is expected to respond Must identify or describe the materialsMust identify or describe the materials


The student will be given a puzzle with 3 geometric shapes. He will complete the puzzle.

3rd Grade Math

Is it specific and detailed? Could I duplicate it in the same way as the teacher?

Does it state what the teacher will do?

Does it state how the student will respond?

Does it identify or describe the materials?


The teacher will read a short text, show 2 videos and provide visual/tactile representations that reflect settings. The student will be asked several questions regarding the text and videos’ characters, setting, and main idea. With guidance from the teacher the student will independently answer questions regarding the text and videos.

10th Grade Reading

Is it specific and detailed? Could I duplicate it in the same way as the teacher? Does it state what the teacher will do? Does it state how the student will respond? Does it identify or describe the materials?


Sam will be seated in front of his light box and will be asked to “Look at the light box.” The teacher will then place 3 orange squares on the top section of the light box one at a time repeating the series (pattern) as “orange, orange, orange.” The teacher will then place a green square and an orange square on the bottom section of the light box and ask “Which one is next?” The teacher will support Sam’s wrist by placing her hand under his wrist and moving it to a location between the 2 squares. Sam will wiggle his fingers in the direction of the orange square to indicate his choice. The teacher will then take Sam’s hand and help him move the orange square to the top of the light box. The teacher will repeat the series (pattern) as “orange, orange, orange, orange”, and then ask “Is it right?” Sam will vocalize that his selection was correct. The process will be repeated for 2 additional trials using different colored squares. The teacher will switch the placement of the orange square for each new trial.

11th Grade Math


6th Grade ReadingThe teacher will present Maria with the book “The Incredible Journey” and discuss its cover and what the book will be about. As a summary of chapter 1 is read, the teacher will present Maria with photos of these elements from the chapter: characters, setting, season. The teacher will hand each photo to Maria and ask her to place it on a storyboard. At the end of the summary, the teacher will lay 6 photos of characters on the table (3 characters from the chapter and 3 characters from a different story) and ask “Who was the story about?” Maria will point to or touch the correct characters and the teacher will confirm her answer by pairing the photo to the matching photo on the storyboard. The teacher will repeat the question (“Who else was the story about?”) if Maria does not point to or touch all 3 characters initially. The teacher will then place 4 photos of settings (1 correct and 3 incorrect) on the table and ask “Where did the chapter take place?” Maria will point to or touch the correct setting and the teacher will confirm her answer by pairing the photo to the correct photo on the storyboard.


Assessment activities must Assessment activities must include include ALLALL needed supports. needed supports.

Accommodations or modifications used on Accommodations or modifications used on a regular basis (Refer to a regular basis (Refer to Example Example Instructional Delivery/Response MethodsInstructional Delivery/Response Methods document.)document.)

NOTNOT cueing and prompting termscueing and prompting terms

NOT NOT what the student might need what the student might need


Example Instructional Delivery/Response

Methods


What supports are appropriate in a TAKS-Alt activity?

Appropriate

Not

AppropriateThe teacher will tell the student to “Touch the switch” to turn each page/screen of a story as it is displayed on the computer.

With teacher assistance the student will write a sentence

about a recent field trip.

The teacher will sign all directions to the student.


What supports are appropriate in a TAKS-Alt activity?Appropriat

e Not

AppropriateThe teacher may provide the

student with any of the followingwhen needed: verbal directions, pointing, and physical gestures.

Using an adaptive keyboard anda template with 2 choices, the

student will complete a sentenceabout a recent field trip.

The teacher will present the student with tactile

representations of each of the 5 food groups.


Sam will be seated in front of his light box and will be asked to “Look at the light box.” The teacher will then place 3 orange squares on the top section of the light box one at a time repeating the series (pattern) as “orange, orange, orange.” The teacher will then place a green square and an orange square on the bottom section of the light box and ask “Which one is next?” The teacher will support Sam’s wrist by placing her hand under his wrist and moving it to a location between the 2 squares. Sam will wiggle his fingers in the direction of the orange square to indicate his choice. The teacher will then take Sam’s hand and help him move the orange square to the top of the light box. The teacher will repeat the series (pattern) as “orange, orange, orange, orange”, and then ask “Is it right?” Sam will indicate by vocalizing that his selection was correct. The process will be repeated for 2 additional trials using different colored squares. The teacher will switch the placement of the orange square for each new trial.

11th Grade Math

Did you identify these supports?


6th Grade ReadingThe teacher will present Maria with the book “The Incredible Journey” and discuss its cover and what the book will be about. As a summary of chapter 1 is read, the teacher will present Maria with photos of these elements from the chapter: characters, setting, season. The teacher will hand each photo to Maria and ask her to place it on a storyboard. At the end of the summary, the teacher will lay 6 photos of characters on the table (3 characters from the chapter and 3 characters from a different story) and ask “Who was the story about?” Maria will point to or touch the correct characters and the teacher will confirm her answer by pairing the photo to the matching photo on the storyboard. The teacher will repeat the question (“Who else was the story about?”) if Maria does not point to or touch all 3 characters initially. The teacher will then place 4 photos of settings (1 correct and 3 incorrect) on the table and ask “Where did the chapter take place?” Maria will point to or touch the correct setting and the teacher will confirm her answer by pairing the photo to the correct photo on the storyboard.

Did you identify these supports?


Assessment activities must measure the essence statement and prerequisite skill.Essence Statement: Understands properties and attributes of functions.Prerequisite Skill: Begin to predict what comes next when patterns are extended.

Sam will be seated in front of his light box and will be asked to “Look at the light box.” The teacher will then place 3 orange squares on the top section of the light box one at a time repeating the series (pattern) as “orange, orange, orange.”. . .

Does it check out?


Does it check out?

Essence Statement: Uses strategies to comprehend texts for basic understanding.Prerequisite Skill: Practice different kinds of questions and tasks, including test-like comprehension questionsThe teacher will present Maria with the book “The Incredible Journey” . . . At the end of the summary, the teacher will lay 6 photos of characters on the table (3 characters from the chapter and 3 characters from a different story) and ask “Who was the story about?”. . .


Review your essence statement and prerequisite skill

Brainstorm activity ideas with colleagues

Write your own activity

Ask for help and answers to questions

Take some time now to. . .


Writin

g Predetermi

nedCriteria


Questions to Ask When Writing Questions to Ask When Writing Predetermined CriteriaPredetermined Criteria

Are the criteria observableAre the criteria observable?? Do they identify what the student will do? Do they identify what the student will do?

((""The student will . . .The student will . . ."")) Do they list an action that Do they list an action that can be seencan be seen? ?

Are the criteria measurable?Are the criteria measurable? Do they tell you what the student has to do to Do they tell you what the student has to do to

show mastery? show mastery? Do they list Do they list only one actiononly one action??

Do the criteria contribute to the student’s Do the criteria contribute to the student’s access to the grade-level curriculum?access to the grade-level curriculum?

Do they link to the subject through the Do they link to the subject through the essence statement and/or prerequisite skill?essence statement and/or prerequisite skill?

Do they reflect age-appropriate content?Do they reflect age-appropriate content?


In order for each criterion to

be suitable for TAKS-Alt, the answer to all three

questions must be "YES":

Is the criterion observableIs the criterion observable??

Is the criterion measurable?Is the criterion measurable?

Does the criterion contribute Does the criterion contribute to the student’s access to to the student’s access to the grade-level curriculum?the grade-level curriculum?


Let’s write predetermined Let’s write predetermined criteria for Sam.criteria for Sam.

Sam will be seated in front of his light box

and will be asked to “Look at the light

box.” The teacher will then place 3

orange squares on the top section of the

light box one at a time repeating the

series (pattern) as “orange, orange,

orange.”. . .


The teacher will seat Sam in front of a light box.

Is the criterion observable?

No. This predetermined criterion lists what the teacher will do, not what the student is expected to do.

Is the criterion measurable?

No. An observer would only see what the teacher can do instead of identifying what the student must do to be successful.

Does the criterion contribute to the student’s access to the grade-level curriculum?

No. This criterion does not allow for the student to actively interact with the 11th grade curriculum. The student’s access to the curriculum is restricted because the focus of this criterion is on the teacher and on a skill unrelated to the 11th grade curriculum.

Predetermined Criterion 1:


Sam will visually track the series (pattern) on the light box as the teacher identifies it for 3 of 4 opportunities.


Yes. “Visually tracking” the series (pattern) is an action that can be seen.


Yes. In the activity the student will have 4 opportunities to visually track the series (pattern) on the light box. To be successful on this criterion, he will need to track the series at least 3 of the 4 times.


Yes. The student will need to first observe the series on the light box in order to make predictions about what comes “next.” This criterion leads the student toward demonstrating the prerequisite skill.



Sam will attend to the task when the teacher presents two different colored squares.


No. “Attending” is difficult to observe and could be interpreted differently by different observers.


No. It is not clear what the student must do to be successful.


No. “Attending” to instruction is an important skill for all students. This skill should not, however, be listed as a criterion to be assessed and scored on TAKS-Alt. For this student, this skill could be addressed through informal classroom management strategies and inclusion in his IEP or behavior plan.



Sam will wiggle his fingers in the direction of the orange square to identify it as being “next” in the series (pattern) on 2 of 3 opportunities.


Yes. “Wiggling his fingers” is an action that can be seen.


Yes. To be successful the student will need to wiggle his fingers toward the orange square on 2 of 3 opportunities.


Yes. In this particular instance, Sam is interacting with the math curriculum through the prerequisite skill of identifying what comes next in a pattern.



Sam will move the orange square to the top of the light box with physical assistance.


No. An observer would not be able to see what the student can do. Hand-to-hand assistance is considered the most invasive prompt. The terms listed in the “Hierarchy of Cueing and Prompting” document should not appear in predetermined criteria.


No. There are 3 opportunities for this skill listed in the activity description. The number of squares he needs to move to the top of the light box in order to be successful has not been identified.


No. While the activity addresses the 11th grade curriculum, the student is not expected to interact with the materials according to this criterion. Hand-to-hand assistance does not allow the student to demonstrate his ability to predict what comes next in a pattern.



Sam will vocalize in response to the question “Is it right?” on 2 of 3 opportunities.


Yes. An observer could hear the student’s vocalizations.


Yes. To be successful the student will need to vocalize on 2 of 3 opportunities.


Yes. In this particular instance, the student’s vocalizations are his way of confirming his prediction in the series (pattern). This criterion leads the student toward demonstrating the prerequisite skill.



Now let’s write Now let’s write predetermined criteria predetermined criteria

for Maria.for Maria.


Maria will listen to the summary of chapter 1 for at least 5 minutes.


No. “Listening”, like attending, is difficult to observe and could be interpreted differently by different observers.


Yes. The criterion identifies mastery as listening “for at least 5 minutes”.


Yes. In order to answer comprehension questions about the selection, the student needs to hear the summary being read.



Maria will place 6 of 6 photos from the story onto the storyboard when asked.


Yes. An observer could see Maria placing the photos on the storyboard.


Yes. To be successful the student will need to place all 6 photos on the storyboard.


Yes. In order to answer comprehension questions about the selection, the student needs to hear the summary being read. This criterion allows the student to interact with the text to ensure comprehension leading the student toward demonstrating the prerequisite skill.



Maria will not get up from the table while the summary is being read.


Yes. . .However, even though the student could be seen “not getting up,” predetermined criteria should identify what the student will do rather than what the student will not do.


Yes. The student will need to remain seated at the table for the entire reading of the summary.


No. Staying seated is important for classroom management and could be addressed during the activity and/or in the student’s IEP. It should not, however, be listed as a skill to be assessed and scored on TAKS-Alt since it is not linked to the 6th grade reading curriculum.



Maria will identify 2 of the 3 main characters (animals) in the story from a choice of 6 photos by touching or pointing to the correct photos.


Yes. “Touching” and “pointing” are actions that can be seen.


Yes. To be successful the student will need to touch or point to 2 of 3 photos.


Yes. This criterion directly assesses the prerequisite skill of practicing “different kinds of questions. . .” as well as the essence statement of using “strategies to comprehend texts for basic understanding.”



Maria will touch the correct pictures to answer the questions, look at the teacher while she confirms the answer, and remove the photos from the storyboard.Is the criterion observable?

Yes. “Touching”, “looking”, and “removing” are actions that can be observed.


No. There are too many actions listed. The student would be successful only if all of these actions are performed with 100% accuracy.





Maria will identify the setting from a choice of 4 photos by touching or pointing to the correct photo.


Yes. “Touching” and “pointing” are actions that can be seen.


Yes. To be successful the student will need to touch or point to the one correct photo for setting. This is a logical mastery level for this criterion since the task occurs only one time in the activity.





Is there anything else to consider Is there anything else to consider when writing Predetermined when writing Predetermined

Criteria? Criteria?

Activities should be asActivities should be as meaningful for the student as meaningful for the student as possiblepossible.. You might also want to consider:You might also want to consider:

Do the criteria include the skills and materials that Do the criteria include the skills and materials that naturally occur during the student’s day?naturally occur during the student’s day?

Will the skills be useful in other settings (for example, at Will the skills be useful in other settings (for example, at home, in the community, at a jobsite, in other classes, home, in the community, at a jobsite, in other classes, when “hanging out” with peers)?when “hanging out” with peers)?

Is the student interacting with content that is interesting Is the student interacting with content that is interesting and motivating?and motivating?


Predetermined criteria Predetermined criteria should be. . .should be. . .

ObservableObservable MeasurableMeasurable

Accessing grade-level curriculumAccessing grade-level curriculum MeaningfulMeaningful

Use the following template as a guide Use the following template as a guide when creating predetermined criteria. . .when creating predetermined criteria. . .


+ + + =“The student will” [action verb] [mastery level][grade level/

age-appropriate]

OBSERVABLE

Sample action verbs:

point to placetouch

pick upmatchanswer

sortreadsolvetypetracecopy

ME

AS

UR

AB

LE

Sample mastery levels:

4 out of 7 pages2 times within 5 seconds of request

5 of 9 questionsat least 8 times within 10 minutes

3/5 trials2 of 3 opportunities

Sample materials:

grade-level modified materials - text - maps - charts - tables

video clips related to subject

website related to the subject

Newspaper

Suitable criterion for TAKS-Alt


Observation NotesObservation Notes


Quality observation notes Quality observation notes should. . . should. . .

Provide sufficient information for scoring Provide sufficient information for scoring BOTHBOTH Demonstration of Skill and Level of Demonstration of Skill and Level of SupportSupport

Specifically address the student’s performance Specifically address the student’s performance on on EACHEACH of the predetermined criteriaof the predetermined criteria

Use cueing and prompting terms from the Use cueing and prompting terms from the Hierarchy of Cueing and PromptingHierarchy of Cueing and Prompting


Observation notes should provide sufficient data for Observation notes should provide sufficient data for scoring scoring BOTHBOTH

Demonstration of Skill and Level of Support.Demonstration of Skill and Level of Support.PREDETERMINED CRITERIA DATE OF OBSERVATION: 09-17-2007

The student will look through magazines and select 5 pictures of non-living things.

The student needed 2 physical gestures to get her to focus on and continue the task.DOS = LOS =

The student will look through magazines and select 5 pictures of living things.

Done.

DOS = LOS =

The student will verbally state 2 characteristics of living things (eat, grow, etc).

Student said “eat” but needed a verbal indirect cue for “grow”.DOS = LOS =

Look at the notes for each predetermined criterion.

Do they address the student’s Demonstration of Skill?

Do they address the Level of Support needed?

??? ???


Observation notes should specifically address the Observation notes should specifically address the student’s performance on student’s performance on EACHEACH of the of the

predetermined criteria.predetermined criteria.

PREDETERMINED CRITERIA DATE OF OBSERVATION: 09-17-2007

The student will correctly identify 8 numbers written on each of 10 envelopes.

Student correctly identified 5 out of 5 numbers through verbal responding.

The student will count the correct number of pennies to match each of the numbers on the envelopes 4 out of 5 times.

Placed 4/5 independently; adult modeling needed on the last trial

The student will point to the envelope with the highest value from a field of 5 envelopes.

Student counted out 10 pennies.

Look at each predetermined criterion.

Do the observation notes directly address each one?


Observation notes shouldObservation notes should

use cueing and prompting use cueing and prompting

terms from theterms from the Hierarchy of Hierarchy of

Cueing and Prompting.Cueing and Prompting.


Hierarchy of Cueing and PromptingHierarchy of Cueing and Prompting


CUEINGCUEING


PROMPTINGPROMPTING


SUPPORTSSUPPORTS and and

routinely usedpreplanneddescribed in activityare terms from the Example Instructional Example Instructional Delivery/Response Delivery/Response MethodsMethods document documentdoesn’t affect scoring when described in activity

may or may not occur

cannot be preplanned

recorded in notesare terms from the Hierarchy of Cueing Hierarchy of Cueing

and Prompting and Prompting documentdocument

does affect scoringdoes affect scoring

So, what’s the difference So, what’s the difference between. . .between. . .

CUES/PROMPTS


Cue or Prompt?

Cue – Visual Cue

Following instruction, Daniel began working on this activity. The thick frame around the correct answer choices was a preplanned support. Daniel still struggled so the teacher limited the answer choices by crossing off 3 incorrect options.


Cue or Prompt?

Daniel was still unable to complete the task. The teacher wrote the numbers in the boxes and gave Daniel this additional page.

Prompt – Visual Graphic


Cue or Prompt?Cue or Prompt?■ The student has just entered an addition problem into the calculator but has not The student has just entered an addition problem into the calculator but has not

attempted to hit the “equal” key. The teacher points toward the “equal” key and the attempted to hit the “equal” key. The teacher points toward the “equal” key and the student then touches it. student then touches it.

Cue - PointingCue - Pointing

■ The student is entering an addition problem into the calculator. The teacher must The student is entering an addition problem into the calculator. The teacher must point to each key on the calculator in order for the student to enter the problem. point to each key on the calculator in order for the student to enter the problem.

Prompt - Gesture AssistPrompt - Gesture Assist

■ The student has an addition problem on an index card in front of the calculator. He The student has an addition problem on an index card in front of the calculator. He is looking at the calculator but has not begun to enter the problem. The teacher is looking at the calculator but has not begun to enter the problem. The teacher touches his hand and he begins entering the problem.touches his hand and he begins entering the problem.

Cue - Physical GestureCue - Physical Gesture

■ The student is at the computer with an addition problem on an index card. The The student is at the computer with an addition problem on an index card. The computer is set up with a large calculator on a touch screen. The student is supposed computer is set up with a large calculator on a touch screen. The student is supposed to enter the problem into the calculator. The student is not responding, so the to enter the problem into the calculator. The student is not responding, so the teacher takes the student’s hand and together they enter the problem into the teacher takes the student’s hand and together they enter the problem into the calculator. calculator.

Prompt - Physical AssistPrompt - Physical Assist


Cue or Prompt?Cue or Prompt? ““Look at the photos. . . Look at this one. . . now look at this Look at the photos. . . Look at this one. . . now look at this

one. . . now look at this one. . . think about the story. . . touch one. . . now look at this one. . . think about the story. . . touch the photo that goes with the story. . .”the photo that goes with the story. . .”

Prompt - Verbal DirectionPrompt - Verbal Direction

““Think about where the animals went in the story.”Think about where the animals went in the story.” Cue - Verbal Indirect CueCue - Verbal Indirect Cue

““Touch the photo that goes with the story.” Touch the photo that goes with the story.” Cue - Verbal Direct CueCue - Verbal Direct Cue


Check these observation notes for proper Check these observation notes for proper recording of recording of cueing and prompting.cueing and prompting.


The student will “go” when teacher says “kinetic energy” 4 out 7 times.

Student complied 3 out of 7 times; needed 2 prompts of “What do you think you should do?”

The student will “stand still” when the teacher says “potential energy” 4 out of 7 times.

Student complied 4 out of 7 times independently.

The student will point to one object in the room that has potential energy.

Student performed successfully after teacher showed the student 3 choices in the room.


Now look at these observation notes Now look at these observation notes for for all 3 key points.all 3 key points.


The student will orally read 6 of 10 words when each word is presented on an individual card.

For 2 of the words, the student needed a visual cue of highlighting the first letter of the word, pointing on 3 other words, and read the remaining words independently.

The student will orally state whether 6 of the 10 words represents an action, a person, a place, or a thing.

Student needed help at the beginning of the task to remember what an “action” word is. Student was then able to identify 4 of 6 words by category.

The student will sort 6 of the 10 words in the appropriate column.

Student needed verbal direction to complete the task.


OK. Let’s check out the notes Sam’s OK. Let’s check out the notes Sam’s teacher recorded.teacher recorded.



Sam was able to track the series 4 of the 4 opportunities independently.


Sam successfully moved his fingers toward the orange square on 2/3 trials with verbal direct cues and the last trial with verbal direction.


Sam vocalized on all opportunities without any cueing or prompting.


Did Maria’s teacher also record Did Maria’s teacher also record quality notes for scoring?quality notes for scoring?

PREDETERMINED CRITERIA DATE OF OBSERVATION:

Maria will place 6 of 6 photos from the story onto the storyboard when asked.

Did 5/6 with pointing and 1/6 with a physical gesture.


She correctly touched the picture of the dog and became fixated on it. She was given physical gestures but continued to focus only on the dog. She also did not respond to any escalated prompting.


She refused to look at any of the setting pictures even when cued and prompted.


ANYONE ANYONE SHOULD BE ABLE TO SHOULD BE ABLE TO

USE THE OBSERVATION NOTES USE THE OBSERVATION NOTES AND AND

OBTAIN THE SAME OBTAIN THE SAME ACCURATE SCOREACCURATE SCORE


How many observations do I How many observations do I need to do?need to do?


Only Only ONEONE observation is observation is required.required.

However,However,

the teacher will need to the teacher will need to decide ifdecide if

it was it was FAIR.FAIR.


To determine if another To determine if another observation is needed, observation is needed,

CONSIDER. . .CONSIDER. . .

■ The amount of instruction previously providedThe amount of instruction previously provided■ The amount of time allotted for the activityThe amount of time allotted for the activity■ The attentiveness of the studentThe attentiveness of the student■ The environmental conditions during the The environmental conditions during the

observationobservation■ The level of cueing and promptingThe level of cueing and prompting■ If the student earned the opportunity to generalizeIf the student earned the opportunity to generalize


Important ReminderImportant Reminder

If you record more than one observation on If you record more than one observation on a single data sheet, place an a single data sheet, place an

ASTERISK ASTERISK

next to the date of the observationnext to the date of the observation

that will be scored and submitted to the state that will be scored and submitted to the state at finalization.at finalization.


Accurate Accurate ScoringScoring


Why is accurate scoring important?Why is accurate scoring important?

Provides a fair representation of the student’s Provides a fair representation of the student’s performance and level of independenceperformance and level of independence

Determines the student’s eligibility to generalize Determines the student’s eligibility to generalize the skill and earn an additional score pointthe skill and earn an additional score point

Affects the district’s AEIS rating and AYPAffects the district’s AEIS rating and AYP

Additionally, parents will receive Additionally, parents will receive Confidential Student Reports (CSRs).Confidential Student Reports (CSRs).


The TAKS-Alt RubricThe TAKS-Alt Rubric


The TAKS-Alt RubricThe TAKS-Alt Rubric

IncludesIncludes

TWO DimensionsTWO Dimensions

that MUST be Scoredthat MUST be Scored

SEPARATELYSEPARATELY


Dimension 1: Dimension 1: Demonstration of SkillDemonstration of Skill

Determine if the student performed Determine if the student performed

each criteria as expected.each criteria as expected.

Did the student do it or not?Did the student do it or not?

Don’tDon’t look at how much help the student received!look at how much help the student received!


Demonstration of SkillDemonstration of Skill

If studentIf student attemptedattempted but didn’t performbut didn’t performas stated, student receives aas stated, student receives a (1)(1)

If student performed onlyIf student performed only oneone of the of the criteria as stated, student receives acriteria as stated, student receives a (2)(2)

If student performedIf student performed two or threetwo or three of of the the criteria as stated, student receives criteria as stated, student receives aa (3)(3)

Look at the predetermined criteria.


APPLY THE RUBRIC APPLY THE RUBRIC CAREFULLY! CAREFULLY!

The score points assigned to each performance The score points assigned to each performance level, Demonstrated (3), Developing(2), and level, Demonstrated (3), Developing(2), and

Emerging (1)Emerging (1)

≠

THE NUMBER OF CRITERIA THE STUDENT PERFORMED

SUCCESSFULLY


Dimension 2: Dimension 2: Level of SupportLevel of Support

Evaluate cueing and promptingEvaluate cueing and promptingacross the across the ENTIREENTIRE activity.activity.

What level of support did the student need?What level of support did the student need?

Supports described in the activity Supports described in the activity don’tdon’t count count . .


Level of SupportLevel of Support

If student performed all three criteriaIf student performed all three criteria independentlyindependently, student receives a, student receives a (3)(3) If student receivedIf student received only cueingonly cueing, student , student receives areceives a (2)(2) If student receivedIf student received any promptingany prompting, , student student receives areceives a (1)(1)

Look across the observation notes for ALL three predetermined criteria.


one prompt

multiple cues

OneOne prompt outweighsprompt outweighs

any and all cueingany and all cueing

and results in an Emerging (1)and results in an Emerging (1)

Level of Support score.Level of Support score.


Don’t look at overall student Don’t look at overall student ability and how well you ability and how well you thoughtthought

the student did.the student did.

USE THE RUBRIC!USE THE RUBRIC!


Let’s try scoring Sam’s activity.Let’s try scoring Sam’s activity.PREDETERMINED CRITERIA DATE OF OBSERVATION: 01-08-2007







How many predetermined criteria did he do?

So, what’s his score for Demonstration of Skill?

3

3


What about Sam’s Level of Support?What about Sam’s Level of Support?








What cueing and prompting did Sam need?

So, what’s his score for Level of Support? 2


Now score Maria’s assessment on your own.Now score Maria’s assessment on your own.PREDETERMINED CRITERIA DATE OF OBSERVATION:

Maria will place 6 of 6 photos from the story onto the storyboard when asked.

Did 5/6 with pointing and 1/6 with a physical gesture.


She correctly touched the picture of the dog and became fixated on it. She was given physical gestures but continued to focus only on the dog. She also did not respond to any escalated prompting.


She refused to look at any of the setting pictures even when cued and prompted.

What’s Maria’s score on Demonstration of Skill?What’s her score on Level of Support?

2

1


No Response ObservedNo Response Observed

Can be used if the student is unable Can be used if the student is unable to display any observable or to display any observable or

purposeful change in affect or purposeful change in affect or movement due to an ongoing medical movement due to an ongoing medical

condition or the severity of the condition or the severity of the student’s disability.student’s disability.


To Use No Response ObservedTo Use No Response Observed

All essence statements must be selectedAll essence statements must be selected One activity must be completely written and One activity must be completely written and

locked for at least one essence statement per locked for at least one essence statement per subjectsubject

No activities can be scoredNo activities can be scored No documentation needs to be attachedNo documentation needs to be attached

This option is This option is not not for the for the uncooperative student!uncooperative student!


GeneralizationGeneralization


When should I offer the When should I offer the opportunity?opportunity?

If the student earns a score withIf the student earns a score with any combination of any combination of Demonstrated and/or DevelopingDemonstrated and/or Developing, , then a generalization then a generalization opportunityopportunity must be given.must be given.


How should I offer the How should I offer the opportunity?opportunity?

Create another opportunity (new context)

Observe the skill as it naturally occurs

SelectSelect at least one criterion that was performed at least one criterion that was performed successfullysuccessfully in the primary observationin the primary observation

thatthat relates to subject/essence/prerequisite relates to subject/essence/prerequisite skillskill, , not to attending or unrelated behavior.not to attending or unrelated behavior.

ANDAND

OROR


Types of ContextsTypes of Contexts

A different location within the school, classroom, or community

Different materials than originally used

Different personnel working with the student

A different time of day

A different physical position

The context(s) chosen should The context(s) chosen should bebe challengingchallenging for the for the student.student.


What does successful What does successful generalization look like?generalization look like?

■ The student performs the skill at theThe student performs the skill at the same (or same (or higher) expectation levelhigher) expectation level as identified in the as identified in the predetermined criteriapredetermined criteria

ANDAND

■ The student performs the skill with theThe student performs the skill with the same (or same (or less) cueingless) cueing as recorded in the primary as recorded in the primary observationobservation


What should I record on the data What should I record on the data collection form?collection form?

■ Student performance as related to the Student performance as related to the criterion criterion

■ Any cuesAny cues needed needed ■ New dateNew date■ Change in context (drop down box)Change in context (drop down box)


Remember Sam. . .Remember Sam. . .

Sam scored:Sam scored:

Demonstration on Skill:Demonstration on Skill: Demonstrated (3)Demonstrated (3)

Level of Support:Level of Support: Developing (2)Developing (2)

Does he earn the opportunity to generalize?

Yes


Did Sam Generalize the Skill?Did Sam Generalize the Skill?PREDETERMINED CRITERIA

DATE OF OBSERVATION: 01-08-2007

DATE OF OBSERVATION:

01-14-2007*Sam will visually track the series (pattern) on the light box as the teacher identifies it for 3 of 4 opportunities


Working with the occupational therapist, Sam tracked a series of school mascot stickers (4 of 4 opportunities)



Sam wiggled his fingers toward the school mascot sticker with verbal indirect cues (3 of 3 opportunities)




Remember Maria. . .Remember Maria. . .

Maria scored:Maria scored:

Demonstration on Skill:Demonstration on Skill: Developing (2)Developing (2)

Level of Support:Level of Support: Emerging (1)Emerging (1)

Does she earn the opportunity to generalize?

No


TAKS-Alt ContactsTAKS-Alt ContactsTEA TAKS-AltTEA TAKS-Alt http://tea.state.tx.us/student.assessment/resources/taksalt http://tea.state.tx.us/student.assessment/resources/taksalt

Phone (512)463-9536 (Pat Otto, Debbie Owens, Janet Borel)Phone (512)463-9536 (Pat Otto, Debbie Owens, Janet Borel)E-mail [email protected] [email protected]

Training Center (Modules)Training Center (Modules) https://pearson.learn.com https://pearson.learn.com

Phone (800)627-0225Phone (800)627-0225E-mail [email protected] [email protected]

Online System (for entering and scoring activities)Online System (for entering and scoring activities) https://www.taksalt.com https://www.taksalt.com

Phone (877)TAKS-Alt (1-877-825-7258)Phone (877)TAKS-Alt (1-877-825-7258)E-mail [email protected] [email protected]

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ESC12/TAKS-Alt/November 2007/SpEd TAKS-Alt Kris Ward [email protected] 254-297-1186.

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