rhode island alternate assessment planning for students with severe profound disabilities 2009 2010 n.
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Students with severe/profound disabilities may experience

Students with severe/profound disabilities may experience

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Students with severe/profound disabilities may experience

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  1. Rhode IslandAlternate Assessment:Planning for Students with Severe/Profound Disabilities2009 - 2010

  2. Students with severe/profound disabilities may experience • significant cognitive challenges • mobility and movement difficulties • limited vision and/or hearing • learning through concrete means only • progress at slow rates in small increments of gain • health challenges

  3. Students with severe/profound disabilities are not too lowfor RIAA • Access to RIAA comes by expanding ideas in different curriculum experiences • RIAA provides student opportunities to demonstrate an understanding of different materials, textures, people, concepts, sights, smells, and sounds • Students understand information at different levels • Expanded definitions allow access to reading, writing, mathematics, and science

  4. Modified materials for students with severe/profound disabilities • Counting blocks • Tactile “text” as words • Name stamps with textures & photos • Modified graphs

  5. Modified materials for students with severe/profound disabilities • NO 1.6 Use the counting sequence to demonstrate one-to-one correspondence between objects and counting words/symbols and to demonstrate that the final number is the quantity of the set. • Counting block as an alternative to numerals alone in activities involving mathematics 2

  6. Modified materials for students with severe/profound disabilities • Comparing quantities using multiple counting blocks with textured symbols • NO 18.1 Estimate the size of a collection, up to 100, without counting 0 10

  7. How does a student read • Letters and words might be too complex • “Ih’qieliu”= has no meaning • Reading text is expanded to include readingpictures, symbols, objects, actions, words to gain meaning.

  8. Options for text

  9. Tactile “text” • Buy (purchase) • Grocery Shopping = buy Grocery shopping

  10. Tactile Names • Name symbols are consistent objects, textures, jewelry, or markers consistently worn by people to indicate their name. • Name symbols should be introduced to the student at the beginning of each interaction.

  11. Name stamps with textures & photos • Some students with severe/profound disabilities can read words • Other students need other cues to identify their name • Remember to place a photo, texture and/or written word to help a student identify his or her name stamp.

  12. Modified graphs • For students who are not successful with paper and pencil graphs, consider a shoe box graph. • When graphing favorite books, have students place the collected data (real books) in the boxes 4 3 2 1 Stacked Shoeboxes

  13. Rethinking words • Graph = box graph • Name = name symbol • Number = tactile number symbol • Tactile punctuation = raised symbol in a question mark/exclamation mark shape • Write = convey a meaning using objects that results a tangible product • Read = read objects for a purpose

  14. Data collectionCapturing ACCURACY • Accuracy captures whether the student was correct in their response. • If assessing a student using choice, there must be two (or more) choices to determine whether the student is accurate.

  15. Options for Choices • Correct choice and a FOIL • Correct choice and non-preferred choice • Correct choice and an incorrect choice • Two correct choices and an incorrect choice

  16. Choosing with Physical or Sensory Limitations Providing structure in choices helps students make choices A choice board provides this structure • Starting point • Access to two choices • Divided sections for each choice

  17. Choice Board Foil

  18. Concept of Two Choices • WID 1.1a Identifying pictures/symbols/objects/ words that represent self and others • Sarah touched her name stamp and that of a classmate. When asked to find her name, accuracy captures whether she selected the right name. • If Sarah needed Hand over Hand prompt, she most likely was 100% accurate.

  19. Assessing Accuracy An student’s accurate response might be: • Picking up a correct choice • Moving his/her hand toward the choice without picking it up • Stroking the correct choice • Eye gaze to the correct choice • Making a noise when a helper moves the student’s hand to the correct choice

  20. Levels of Assistance Prompt levels • Independent • Verbal prompt • Tap prompt • Physical prompt A student is given a Verbal prompt for one trial and nothing happens; then the student is given a Tap prompt. The student responds, record the greater level of prompting in your data. For this trial, record Tap prompt. Most to least

  21. Levels of Assistance Each teacher decides the progression of student prompting and lists the prompts from most to least. Common abbreviations: HOH = hand over hand HUH = hand under hand TP = tap prompt VIP = visual prompt PP = physical prompt AUD = auditory prompt VP = verbal prompt

  22. Levels of Assistance and Students with More Significant Disabilities • Elbow prompt • Wrist prompt • Hand over Hand Some students might require levels of assistance with finite difference to demonstrate progress

  23. Prompting Ideas A student with a lot of resistance to touch/touching new things might be assessed by: • HOH 1:Prompting with some student involvement • HOH 2:Complete prompting without student resistance • HOH 3:Complete prompting with student resistance

  24. Data collectionCapturing Independence LOA captures the prompts the student needed to participate in the skill. WID 1.1a Identifying pictures/symbols/objects/words that represent self and others Sarah touched her name stamp and that of a classmate. When asked to find her name, level of independence captures the prompts Sarah needed to demonstrate her AAGSE skill. If Sarah needed Hand over Hand prompt, she was not independent.

  25. Example, Examples, and More Examples

  26. What You Learned Today • Who are students with severe/profound disabilities • Ideas for modifying materials for students with severe/profound disabilities • Rethinking words • Data collection: Capturing level of accuracy, level of independence, and levels of assistance • Examples, examples, and more examples

  27. Contact Information • Cynthia Corbridge: RIDE or 222-8497 • Phyllis Lynch: RIDE or 222-4693 • Susan Dell: The Sherlock Center or 456-8557 • Amy Grattan: The Sherlock Center or 456-8072