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Re: Kentucky Alternate Portfolio
carrie

    On 11/21/06, Carrie Keown wrote:
    > On 11/19/06, Alexis Varney wrote:
    >
    >> If you have samples of any of your work I would greatly appreciate
    > your sharing the
    >> info. Am trying to provide support to my teachers as much as
    > possible. Many thanks in
    >> advance
    > I have 5th grade progress. I have delved into that pretty deeply and
    > probably can't help much in any other area. Some of the teacher's
    > editions and grade level practice books have the core content listed
    > in the table of contents or at least the topic that your core content
    > statement covers. For example, the 5th grade Treasures Practice O
    > book by Macmillan/McGraw-Hill has "Text Features:Photgraphs and
    > Captions.....pg.5" in the table of Contents. Page five is a very good
    > page that is easily adapted to use for content standard RD-05-5.0.3.
    > I am modifying that particular resource for my student because he is
    > at the progress level so I will have to find a way for him to answer
    > the question using pictures. I also will cut the picture from the
    > worksheet out and enlarged it for my student.If I had an attainment
    > student I would think that I might be able to use the worksheet as
    > is. I am using this resource as a student work sample for my student.
    >
    > Another resource that has been very useful to me is out fifth grade
    > health book,Your Health, by Harcourt Brace. Even though I am
    > assessing reading and math core content I am often using books from
    > other content areas to show that I am teaching "across the curriculum"
    > The great thing about our health book is that it gives a main idea
    > for each chapter. I am using that feature to teach main idea and
    > supporting details (Standard RD-05-3.0.4) to my student. I am using 4
    > pictures that represent details that can be arranged to best support
    > the main idea.
    > For that pre-test and those assessment probes I have developed a
    > scoring rubric.
    > So, look at the standard and read the intent statement that goes with
    > it. Try to find that standard in a grade level text to see how it is
    > taught or accessed at grade level and then ask yourself, "How can I
    > provide conditions and modify the work to teach and assess my
    > student? For documentation save information on or copies of the grade
    > level material that you are working from. This shows that you are
    > providing access to the grade level curriculum for your special needs
    > student.
    > Once you have activities and a pre-test worked up for your student go
    > back and reread the intent and core content statement. Ask yourself
    > if what your student is doing truly assesses the
    > measurable/observable skill. If not, stop and look at other
    > materials. It is amazing how quickly something that started out as
    > one thing is simplified to the point that it no longer truly relates
    > back to where you started. The math especially can become a matching
    > or a memory skill instead of what you intended to do.
    > I hope this helps. This is new for all of us. I am hoping that our
    > county will develope a task bank with what individual teachers are
    > developing for this year. It won't be so time consuming once we have
    > the materials that relate to the assessed items together and
    > accessable to each other. I am saving copies of everything that I do
    > and I am dating everything.