>> Welcome to our November webinar in the Alternate Eligible Content Fall/Winter Series 2016. Today's presentation is entitled "Alternate Eligible Content: Voices from the Field." If you are new to
Alternate Eligible Content and the Essentialization Process, please visit our PaTTAN website, www.pattan.net, and select the "Educational Initiative", "Students with Significant Cognitive
Disabilities." On the right-hand side of this page, you can select previously viewed webinars for additional information and handouts. Let's get started. We welcome your questions and comments. We
ask that you send your questions to the web address on the screen and reference today's date. Today, we're going to hear and include some feedback from teachers in the field. If you have any
questions for any of these teachers as well, please send them to us at alternateassessment@pattan.net. We will include answers to all the questions received in an FAQ posted with the recorded webinar
following this session. So, today, we get to hear from teachers in regard to the essentialized examples, remember, we shared those last month, and implementation of instruction using these examples
and the alternate eligible content. So we're going to look at the essentialized examples that were used, the grade level, the content. How did the teacher determine the student's current levels of
performance? So we're going to look at data. How did they determine their levels of performance during and after instruction? How did they measure the progress? What did they use? And what was most
important? What did the teachers have to do to incorporate the examples with their current instruction? How did they use them? What features worked really well? What features, maybe they needed a
little bit more support, some ideas for improvement? As well as some tips for you in the field. So we're going to start first and look at these essentialized examples. Last month, we were very
excited to open and show you that we finally had a group of them posted. Well, I am happy to share that we now even have more posted, and we have put them in a way that we believe, at this point, is
easier for you to navigate and to find and to use. And that's our goal, to make things as easy as possible. We know how busy and how very exciting things are happening in your classrooms, but things
are happening all the time. So we want to make this easy and easy for you to use. So, just like before, you're going to go to the PaTTAN home page, www.pattan.net, and you'll go to the tab at the
top, "Educational Initiatives." And when you open that tab up, you're going to scroll down and select "Students with Significant Cognitive Disabilities." And when you select that, this page will open
up. And this page probably looks familiar to many of you. Over on the right-hand side, you'll see where we show you the essentialized examples. And you can click on that and get to the examples.
Another way to get to the examples, and we shared this with you last month 'cause we're so proud of this group of teachers, at the bottom of this page, you'll get an idea of looking down at the
teachers who came in this summer and really worked on many of the examples that are available today out on the page. And, last month, we shared you those names as well as letting you know that you
could get to the essentialized examples at the bottom of the names. But this time, what we've done is we've put them right in there at the top. So it's another way, as you're looking through your
colleagues who very thoughtfully put together these examples, you can also easily get to the essentialized examples without having to scroll back to the top of the page. So when you click on either
at the top or the bottom of our page, this is what you'll get: a new page that's all about essentialized examples. We have a little introductory paragraph. And then, if you want to get general
information and take a look at the features of the examples, this will give you that information. It's also something that's nice to share with families, with colleagues, with your principal, with
your supervisor, so they also have an idea of what is all involved with the examples. We also then have it divided into two sections. There's an ELA/Reading section that's up at the top divided by
grades, and then there's a math section also on this same page. So let's take a look at this ELA section first. As you can see, it's divided by grades. And then under the grades are all of the
potential examples that are currently available. And what's exciting about this is, as you keep coming back and looking at this page, we anticipate these lists to be growing. So if you choose one,
and, in this case, we're going to look at a piece of third grade, and you click on that, you will see back where we started last month on this kind of apps page. But we've made this much friendlier
for you. Number one, the only thing you're going to see is that piece of content you just clicked on. And at the top of the page, it's going to tell you exactly what that content is. So if you
accidentally clicked on the wrong thing, you can just hit your back button and go back to the essentialized examples page. And, again, everything is available in Word and PDF for you to access and to
access the most easily that you can in order to use the examples. On that same page, back on the essentialization page, you can scroll down to math. And you can see already we have many more math
examples available. And, as before, you're going to see the grade and, underneath the grade, all the pieces of alternate eligible content that currently have examples assigned to them. So if we click
on a fourth-grade example ... If you remember last month, we talked about sometimes some pieces of content have more than one example. We figure multiple examples give you multiple ways to think
about the content and what might work best for your students as you think about putting this into your lessons and units of study. And in this particular piece of content, in identifying equivalent
fractions, there are two examples. But what we've done is we've written the entire piece of content out. And then each one is listed in the back, example one. And here's example one Word doc, example
one PDF and then example two Word doc, example two PDF. So we want to make it clear and very easy for you to use. So happy looking through the examples and finding what is going to work best in your
classroom. We're very, very excited about it. Now on to what we really want to hear today, our voices from the field. Today's presentation is really a compilation of a group of teachers who
volunteered to try these essentialized examples in their classrooms. So the teachers ranged across grade levels and included the range of student abilities. So you have students with lots of
different ways that they present and ways that they learn in the classroom. The one common denominator is that all students who had teachers using these examples in the classroom were all students
eligible for the alternate assessment. So each teacher, once they agreed to participate, received the ELA and Math examples within the grade levels that they requested. If they were a 3, 4, 5 teacher
and they said, "Well, I really want form five," because those are the students they were going to target in this kind of trial or in an effort to provide feedback, they just asked us for what they
wanted. And at that time, we just sent them directly to the teachers. And we also gave them a list of guiding questions to assist them as they thought about implementing, developing lessons, using
these examples to guide, embedding them in units of study as well as possibly how to incorporate that learning effectively to best support their students' learning of alternate eligible content. So
there were some different pieces to what it is that we wanted them to be thinking about and looking at while they were implementing these particular pieces of essentialized examples. So then each
teacher worked with us to determine the best way that they would like to provide feedback. Some teachers, you're going to hear them talking. Other teachers equally valuable who met and talked with
us, but, at this time, didn't want to be recorded. And we are very respectful of what is comfortable for each teacher, but yet what every teacher had to say was so valuable and from a different
perspective from different parts of our state and from different types of classrooms that we were very, very excited about their participation. We also had them pick a day and time that was best for
them to meet with us and provide that feedback. In your handouts today, along with your PowerPoint, we had an additional handout. And this handout, at the top it says Hand-Out One, November 16th,
2016, Alternate Eligible Content: Voices from the Field. So it references today's webinar. And there are some guiding questions for consideration as the teachers began using these examples in their
classroom. So we divided it into three salient pieces. And we wanted them to consider and focus around data, instruction and some suggestions. So with data, some sampling of what you're seeing on
your handout, we wanted to know how many students did you try the example with, what did they know about this piece of alternate eligible content before you started teaching, what did they know about
it after you taught it and, in some cases, how long did it take them to learn the content. You'll also see some other things we asked, and that's on your handout. How did you evaluate how they
understood the content? And we also were interested in thinking about the levels of complexity that the students typically, number one, are assessed when they take the PASA and also thinking about
that through instruction. We also wanted the teachers to think about instruction. And we wanted them to think about how did they use it with their instruction, how did they incorporate it. Different
teachers kind of approached it a little bit differently, and that's okay because there is no one way to use these examples. We asked them if they adapted it. How did they adapt it? And adapting,
meeting, did they just -- instead of boys, they used girls at a table. Or instead of using little blocks, they actually used some other kind of counter or manipulative. So we wanted to hear what
teachers were using. And did they adjust the complexity? We've told you over and over again. These examples are intended for you to meet the needs of your students. So if you have to reduce the
complexity, if you have to up the complexity, as long as it continues to line into that intent, that is exactly what we need you to do. So we want to hear from teachers how they used it. And were
there skills that they needed to teach to the students before they actually dug into the intent? 'Cause sometimes we need to be explicit in regard to vocabulary, explicit in regard to maybe some
other prior concepts, which is all part of teaching the alternate eligible content. We also wanted to get some suggestions from the teachers. We wanted to ask them which features were most effective
on these examples. How easy was it to incorporate it? And how much time did it take? 'Cause if it takes oodles of time, maybe it's something we need to rethink how to make it easier for teachers to
use. What advice would you give other teachers? And what suggestions would you have for improvement of examples? What training would you need to make you better at implementing and using the
examples? So we're going to hear from teachers in regard to those questions. And you might want to keep those close as we listen and move into our next section where we're going to be looking at our
voices from the field. And we're going to start with some of our teachers who teach students at the elementary level. We're going to start first with a third to fifth-grade life skill support
classroom. There's a teacher who is in an elementary school located within the Greensburg Salem School District named Allison Cox, who tried the examples and provided us some feedback. She agreed to
talk with us. So she allowed us to record her so we could share her thoughts and input with you. So my colleague, Jennifer Alicandri, met with Alli to record her responses. So you'll hear her on some
of these recordings as well. So on the screen, you see a math example. It's one of five examples that Alli operationalized in her classroom. She received four math and one ELA. The alternate eligible
content in this example that you're looking at right now is solving a one-step real-world problem involving numbers under 10 using addition or subtraction. Based upon the guiding questions, let's
listen into her conversation about data and data collection in regard to this content and the example provided.
>> What did your students know about solving real-world problems? This was a math problem, right?
>> Okay. What did they know about this content before you started teaching?
>> Yes.
>> Well, we've worked a lot on addition and addition with objects. We've done some subtraction with objects. So this one fell right in line with what we're learning in math right now.
>> We are currently using the TouchMath curriculum.
>> Okay.
>> Okay. What did your students know after you taught it?
>> The students that did the most complex definitely had an understanding of repeated addition more so than they did prior to doing the activity.
>> Okay. Excellent. And how did you evaluate understanding of the alternate eligible content before and after instruction? What was your assessment process?
>> Well, it was mostly just informal assessments. I kind of already had an idea because we've been working on it in class. I already kind of had an idea as to what they would probably be able to do.
And after the instruction, kind of as part of the instruction, I had them each do a similar question on their own. So I gave them multiple questions and kind of would have, like, "Okay. It's
so-and-so's turn to complete this. It's John's turn to complete this." So ...
>> I kind of had them do an example on their own.
>> Excellent.
>> Okay. Great. Thank you. Okay. Were the students able to demonstrate mastering the targets you selected?
>> Yes.
>> Okay. How long did it take for the students to demonstrate mastery?
>> For this one, only a few minutes.
>> Oh, excellent.
>> Next, Alli spent some time sharing some of the ways she used the example to design her lessons and instruction. Alli?
>> How did you use the essentialization example in your instruction? Did you incorporate it into a lesson? Or did you approach it sort of separate and independently of the lesson?
>> So what I did for these, I actually did them prior to my math lesson. So, sorry. I apologize for the buses. They'll be done in a second.
>> That's okay.
>> Can you hear the intercom going?
>> I can. Left it on. Yeah.
>> But what I did was I, yeah, I kind of approached it as an intro to the lesson. So especially this one, since it fell right into my math lesson and what we were doing, I did it kind of as a
beginning activity. And I think that that was really helpful, and I think, or I'm hoping, that eventually I'm going to try to do that more. And I'm going to use the standard, especially for math, I
think, and kind of get a little bit of it in prior to whatever our lesson is that day.
>> Okay. So a segue [INAUDIBLE] ...
>> Especially if it falls right in line with that.
>> Got you. Okay. Did you adapt the examples? And if so, in what ways?
>> Yes. I did. So I used different objects. So I kind of just used whatever I had and right there available. And I always use stampers to stamp their lessons, just that they're awesome or whatever,
and I have a set of them. So I actually just used those for the lowest level of students, for the least complex level. Instead of using markers, I used stampers. And I did -- well, I guess that's the
next question. But I also had a student actually give out the stampers, just everyone in the classroom needs a marker. The teacher asked you to help give out the markers. So instead of making it like
the teacher asked you, I really did ask them. So I just kind of made it something that they were doing. And then I also used their names in the examples.
>> Okay. That's great.
>> So for the mid-level, yeah, the mid-level complexity was about this person had this many cookies at lunch, and this person had this many cookies at lunch. So I used their names and kind of threw
out all of these that I tried. I used other things that might be an example too. So this time, we really did use the cookies. And I used paper cookies that I had printed out. But I just kind of tried
to incorporate them into it as much as possible.
>> Great. So you were making it more relevant for them?
>> Yes.
>> Okay. Let's see. So you answered about adjusting the complexity, and you altered features of the example a little bit. It sounds like you used the cookies for this one. But for other examples, did
you alter any of the features?
>> So for just this standard, I also did do the most complex. So I kind of have my math groups broken up, and then they actually kind of fall into these categories, for the most part. And my lower
math group and my middle math group kind of fall hand in hand. But I do have a group that's a little bit faster, picks up on things a little bit more. And so I used the -- there's a cricket problem.
And it says, "Repeated addition." So as I was doing all of these [INAUDIBLE] ... As I was doing the examples, I would maybe do the example that was presented in there. But I would add different
amounts. And when the students were getting, I think it was 10 carnival tickets, and so each ride cost two tickets, I actually changed it to nine. So I made it more difficult. They had to figure out
and separate the tickets to figure out how many tickets they would need to ride a ride. And they picked up on it right away, which was great.
>> Oh, that's so exciting.
>> Yeah. It was cool. It was cool to see them do that.
>> Were there skills that you needed to teach prior to teaching the intent of the content?
>> Not really. No. They already have a general understanding of addition and counting things. So that's kind of what this -- in the large scheme of things, it kind of boiled down to that's what they
were doing. But with the higher level one, where they were using repeated addition, I did kind of have to show them how to separate things into groups. So if you're going to ride this ride, every
ride costs -- we have 10 tickets, every ride costs two tickets. And I showed them first how to split it apart, as part of my teaching. And then I would just kind of change it from there. Who was
riding? What ride were we riding? And then use either the same amount or a little bit less of tickets or a little bit more. But I never went past, I think, 12 tickets.
>> Alli was asked about the ease of incorporating the examples into her lessons. This is a math sample that was really one of the four math essentialized examples that Alli tried. It contains content
that should indicate to you that was not familiar to her students. And this piece of fourth-grade math content is demonstrate understanding of multiplication or division of small sets. Let's listen
to her thoughts about incorporating this new information as well as more familiar information into lesson planning and instruction.
>> Question - How easy was it to incorporate these particular examples into your instruction?
>> It was pretty easy. The only one that was really, really kind of difficult or more foreign to them was the multiplication one. There was one that I did that was multiplication. And it was a little
more foreign to them. They've never seen a multiplication sign. But they need to see it. So it was good that I did it. And I think it did help me to kind of start entering that into their vocabulary.
So that was a little bit more difficult. I don't even know if I answered your question now.
>> No. You did. Yeah. You did. Basically, I think I hear you saying that you were able to -- unless it was new vocabulary or foreign concept, then it was pretty easy to incorporate the examples.
>> And then you had to do some pre-teaching for anything that was not familiar to them.
>> Yes.
>> Pretty much. Yeah. That was how it was. And it did make a really good entrance into whatever our next part of our math lesson was. So all of it kind of fell right in line or would also, I think,
serve as a good review for students as well.
>> Excellent.
>> This is an example of an essentialization sample that Alli used with her students. It's third-grade ELA, identify literal and non-literal meaning of a word or phrase. So what you're seeing on the
screen is part of the example. It's the most complex level, in addition to the alternate eligible content and the background information such as connecting PA core standard, eligible content and,
again, the text that's being used that you'll see in the ELA examples. On this page is the same example, but it's the mid-complex and least complex level. Features such as the graphics used,
differing levels, considerations for instructional delivery -- so you may change some of the visuals and may use objects instead of pictures --as well as the samples for assessment were part of the
feedback that we asked from the teachers. So let's listen to what Alli shares from her experience with the example and the features of the example.
>> So in terms of suggestions, how effective was the essentialization example when you provided it to your students?
>> I think it was good. The only suggestion I had, and I had this for all of them, and I think it would be really good if we could do something like this, but I went through and used the clip art
pieces that are there, set up as an example are great, but it would almost be nice, and especially with the language arts lesson that I did, to have those samples at the end of the document. So I had
to go through ... I went through and found a cookie picture and then put it in. Or for the language arts ones, I actually copied and pasted right from the document, the essentialization standard
document ...
>> Uh-huh.
>> But I kind of had to create those items sort of on my own. Does that make sense? So I was thinking, I thought one really helpful thing to have teachers actually use this in their room is to already
have that in there for them to try it out. And since we're already finding the pictures to put on the example, it probably isn't going to be all that difficult to just piece it in at the end of the
document as well.
>> Okay. I see what you're saying. Yeah. That's a good idea.
>> I think having the example really helps. I think it helps to see that it's not ... I think when you read the eligible content, it seems so vague. Now that I've worked with it a good bit, it's not
really that way to me anymore. But I know that, prior to doing all of this work with it, it was overwhelming to look at. So I think being able to have an example and see, "Oh, that's pretty simple,"
I think that's what a lot of people will see, that it's really not something that's so difficult. It's actually stuff that you're already doing. And it gives you kind of a way to give it in a
different format or a format similar to what they're going to see down the road.
>> Another teacher tried this essentialized example using literature. And though she wasn't recorded, she did provide some feedback that we can share. This piece of alternate eligible content was
identify characters and what they do during events in the story. So she shared that she incorporated this into a lesson on elements of a story. So she was focusing on sequencing, characters and
details. And she did have to do some pre-teaching of skills such as sequencing and some of the different elements of the story. And, of course, what you're seeing on the slide is the alternate
eligible content, the background information, the text that was used, the connection to the standards and the most complex level. Here's the mid-complex and least complex level of the same piece of
content. So the teacher shared she had to provide more visual supports for students at the least complex level in order to ensure understanding. And she did say that providing examples at varying
levels of complexity was really an effective feature for her and her instruction in the classroom. An elementary life skill support teacher tried one of these fifth-grade math examples. She also
chose not to be recorded but was very willing to provide us some valuable, valuable feedback. And she used this example with two students. And this piece of content works with multiplying a fraction
by a whole number less than 10. So some of the prior knowledge that her students had 'cause they had already had some involvement with measuring. And they had some knowledge of numbers and
operations. She reviewed the example and the task and did some assessment before starting, without digits, to determine what her students knew about the content. And since they had been involved with
cooking and measurement in the past, she recognized what some of the students may have needed and some of the additional supports and made those adjustments. Some of her feedback in regard to this,
and what you're looking at on the screen, again, with math, it's your alternate eligible content, the connection to the standard, the intent statement. You're going to see the most complex level and
the mid-complex level. She talked about valued having models in this example really helped her understand what it is that she needed to include and what the content was really all about. She said she
found it really easy to incorporate the lesson into an example. And she was really grateful for the examples because she's working without a specific curriculum, and she's using the alternate
eligible content as her curriculum and for support. Here is the least complex level of that same piece of content. And she did adapt this for one student. Interestingly enough, she had to add a
digit, a number three. And she said the student immediately understood what they needed to do. So we would certainly recommend that you evaluate each student individually. Just because one student
you need to adapt it and provide a certain support, that doesn't mean all the students may need that same support. The student appeared to have the skills but wasn't making the connection. So that is
what could indicate a need to back up, reteach some initial skills to mastery or adjust your teaching sequence or provide more sequential practice. So the teacher also talked about she adjusted the
lesson. And this is really an adaptation of that. After she used the popcorn first, she then changed it to brown sugar. So then the students were having some opportunity to generalize. And she did
say that the least complex level really provided a workable format for her with some of her students in the classroom. We're now moving into our secondary teacher. And Melissa McMichael teaches high
school life skills support in the Penn Manor School District and has agreed to share her experience with the essentialized examples. She received four examples, two in math and two in ELA. One of my
colleagues, a consultant for the Pennsylvania Department of Education, Linda Francok, was with Melissa to ask her some questions. You'll hear both of them on the audio. Here, Melissa shares a bit
about math and reading content currently taught in her classroom.
>> [INAUDIBLE], but there's also an instruction program to be used. So that as well, we have [INAUDIBLE] skills [INAUDIBLE] as well as worksheets that they work on, depending on their level, and
[INAUDIBLE] instruction.
>> Let's listen in as Melissa shares some information about the essentialized examples and what her students knew before she used the examples.
>> In general, what did your students know about the selected alternate eligible content before you started teaching? Was it something that they had some prior knowledge of? Or was it new information?
>> I would say, for my level A students, I would say there was prior information and probably for most of the B level as well. The C level was definitely more of a challenge for my students. And I
believe that was something that would need additional teaching.
>> Now let's hear Melissa talk about her experiences with the students after using the examples.
>> What did your students know after you taught it? So you pulled out this content. You developed lessons around it. And then how did you feel after you taught it, what your students knew afterward?
>> [INAUDIBLE] definitely the most challenging and definitely more abstract, which is [INAUDIBLE] concrete subjects. So there's an abstractness about it, especially the math [INAUDIBLE] difficult for
>> Okay.
them.
>> This essentialized example is a math example. And the alternate eligible content is convert between fractions and decimals in a real-world situation. Melissa will describe for you how she used this
example with instruction as well as how it was adapted for her students. Let's listen in to Linda and Melissa.
>> How did you use the essentialized example in instruction? Did you incorporate it into the lesson? Or did you approach it independently?
>> Well, [INAUDIBLE] approach it more independently. Some students [INAUDIBLE] if I knew they were [INAUDIBLE] content or [INAUDIBLE] example. However, it mostly was presented independently.
>> Okay. Did you have to adapt as to the example that was provided? And if you ...
>> The only ones I would say that -- there was two that I really had to adapt. Let's see. One was having to convert the fraction into the decimal.
>> Right.
>> [INAUDIBLE].
>> Yeah.
>> That's how I gave them some examples of what -- maybe example one was the most complex level, the one that I gave them [INAUDIBLE]. And then [INAUDIBLE] had three answers that they could choose
from for the mid-level. And the students, once I would show them that bottom part, they got it.
>> Okay.
>> It was just converting it from one quarter to a decimal and then [INAUDIBLE]. So I just kind of gave them an adaption by showing them some examples there.
>> Here is another piece of math content that Melissa tried in her classroom. This piece of content is determine the missing coordinates in a table. Melissa will share with us how effective the
examples were with her students. So Linda, Melissa?
>> So in all, how effective was the essentialized example that you provided for your students? Do you feel like it was helpful to have that example along with the alternate eligible content statement?
>> I do because -- and let me tell you why I feel this way. Last year, when I gave the PASA, the PASA changed extremely last year [INAUDIBLE] alternate eligible content, I don't think [INAUDIBLE], but
I felt like the reading was not extremely different. But the math was a totally different world to my students. And it was kind of like [INAUDIBLE] seminars before about the PASA, and I didn't
understand the complexity of [INAUDIBLE] ...
>> Uh-huh.
>> Prior to actually seeing it.
>> And I think seeing these examples and understanding [INAUDIBLE] probably may have never heard [INAUDIBLE] a question for a missing variable. I would say [INAUDIBLE] blank. I would never have
>> Okay.
necessarily called it Y. That would confuse [INAUDIBLE] prior to this.
>> So being able to see that this was the expectation now kind of makes me rethink things, how to add things into the curriculum. Does that make sense?
>> Okay.
>> Sure. It does. It does. And those examples were helpful in showing that? Or how you would do that? Is that what you're saying?
>> Well, I [INAUDIBLE] I do think they were just [INAUDIBLE] showing me how to do that. I don't think they showed me exactly what that alternate eligible content really means.
>> Okay.
>> [INAUDIBLE] language, when we're talking about standards and things like that and kind of [INAUDIBLE] any other [INAUDIBLE] ...
>> Yeah.
>> [INAUDIBLE] supposed to be focusing on that. I get that that's what the expectation is. So ...
>> Okay. All right. So basically, what you're saying is they clarified the expectation of what you are to be teaching toward.
>> Yes.
>> Okay.
>> Melissa refers to the mid and most complex level of this example. But we also want to remind everyone that each example also provides another level of possible achievement, though at any time you
can adjust the complexity and remind you that you're still able to align to the intent of the alternate eligible content. Stay aligned to that intent and you're still going to be able to adjust these
any way that best meet the needs of your student. So what you're seeing on the slide is the least complex level of the example Melissa just talked about with Linda. Here is an ELA example that
Melissa used. Identify main idea/central ideas and concepts in US documents of historical or political significance. She discussed the examples and some of the adaptations she needed to make sure her
students understand as she embedded these within her lessons. So let's listen to Melissa and how she worked with this example.
>> Also for one of the [INAUDIBLE] below [INAUDIBLE] in charge of. And [INAUDIBLE] that had two pictures ...
>> Mm-hmm.
>> And then the next one said [INAUDIBLE] I'm sorry.
>> That's okay.
>> [INAUDIBLE] agreement.
>> And because the first one under A had two pictures under it ...
>> Mm-hmm.
>> Yeah.
>> [INAUDIBLE] ...
>> Sorry.
>> Because they [INAUDIBLE] two.
>> Okay.
>> [INAUDIBLE].
>> Okay. So [INAUDIBLE] you're saying [INAUDIBLE] two question.
>> So they selected that one, even though it was correct and because it had two pictures.
>> Yeah.
>> Correct.
>> Okay.
>> And [INAUDIBLE] answers were either [INAUDIBLE] responsibilities are. And there should be A and B. But a lot of them just answered A because there was two pictures there.
>> Melissa also describes how she used the examples and combined pieces of levels to support students' achievement from one level to a more complex level. Remember, you can alter and use these
examples to best meet the needs of your students. And Melissa, we so appreciate your feedback in regard to how these appeared to your students because that's really where the rubber hits the road.
And we want to make these accessible and effective for your instruction in the classroom. So let's listen about how she used these to kind of bridge some of the levels. It's very, very interesting
input in how she used this. So listen in to Melissa.
>> Basically, what you're saying is you used parts of B to [INAUDIBLE] ...
>> [INAUDIBLE].
>> Okay. So you used it as a ...
>> [INAUDIBLE] ...
>> So you used that reduction in complexity to help with the ... Okay.
>> And also for the one about the responsibilities of the president, the level C [INAUDIBLE] highest level, the most complex level, [INAUDIBLE] responsibilities of the President of the United States.
And initially, there was no A, B or C choices initially [INAUDIBLE] text. And then they were able to pull it out. [INAUDIBLE] example of just [INAUDIBLE] in terms of [INAUDIBLE] ...
>> Yeah.
>> [INAUDIBLE] give them the option.
>> This is the least complex level of the example Melissa was discussing. Again, you see the text has been reduced even further with complexity. And there's a reduction when you consider the criteria
for demonstrating mastery aligned to the intent. So again, you can adjust these to make these meaningful for your students, to make sense, to bridge between the levels as Melissa was discussing,
because it was maybe too abstract for her students to just see a one, two and three, that they needed more prompting and maybe more supports. And that's okay. Another ELA essentialized example that
Melissa was provided. And in this particular example, what the alternate eligible content addresses is determining the meaning of general academic and domain-specific words or phrases related to the
text. Now notice that the examples use similar context, which could be part of individual lessons or a unit of study. So some of these were designed particularly by the group of teachers that their
names appear on our PaTTAN website, two interconnect. So while you could use any general academic and domain-specific words or phrases related to text, they decided to really build upon the example
that you just previously saw. So Melissa very honestly discusses some of the challenges for students with more complex content and how she approached it to ensure that they could understand and
learn. So let's listen in to Melissa once again.
>> Did you feel there were other skills that could have been taught prior to teaching to the intent of the content on the example? Were there other things that you did include in your lesson prior to
attacking that particular piece of content? Or did you go straight to kind of looking at that example?
>> I [INAUDIBLE] I think [INAUDIBLE] the ones [INAUDIBLE] I think had a lot to do with that [INAUDIBLE].
>> So additional comprehension, even any [INAUDIBLE] that were even their C level, just the whole comprehension of understanding without more explanation [INAUDIBLE] I think I've noticed just when I
>> Uh-huh.
was doing this, my students depend a lot on further explanation of things, more additional prompting in order to answer the question. So I don't think it's necessarily [INAUDIBLE] additional content.
It would be just working more, sort of picking up [INAUDIBLE] information, so more comprehension [INAUDIBLE].
>> Okay. All right. So [INAUDIBLE], having more understanding of the concept would help them apply the information.
>> Right.
>> We asked Melissa some thoughts on the features of the essentialized examples. What you're seeing on the screen is the least complex level of the content from the previous page. And Melissa shares
what she thought about the features and the features as it related to her students and complexity. So Melissa?
>> Maybe features of the examples that were most effective or helpful for you? When you look at that document in its entirety, are there parts that you felt like, "This was really helpful to have
piece of information"?
>> [INAUDIBLE] really. Understanding the significance [INAUDIBLE] B and C, there's a huge jump that goes from B to C. And I feel like a [INAUDIBLE] in the [INAUDIBLE] I'm thinking -- I'm sorry. I'm
saying B and C, but I most the most to the mid-complex [INAUDIBLE] ...
>> That's okay. I understood what you meant.
>> But I see that there is such a [INAUDIBLE] significance difference between the mid-complex to the most complex. And I see that it was [INAUDIBLE] the questions that [INAUDIBLE] I see that reducing
complexity is not a horrible thing to do. But I'm not going to bombard my students with [INAUDIBLE], you know?
>> You have some examples. And it's maybe giving them those choices is not such a horrible thing to do.
>> Yeah.
>> Okay. Okay. So the scaffolding and maybe working up towards ...
>> You're saying using B, maybe entering it B and then scaffolding toward the concepts at a more complex level.
>> Correct.
>> So our final section examines some of the feedback the teachers wanted to explicitly share with you and to also get you thinking about maybe what could best meet the needs for you and your
classroom while utilizing essentialized examples as you use some of the guide instruction of alternate eligible content. So here's some suggestions from all of the teachers, what they have shared as
possibilities for the examples themselves or for getting information and training for teachers. So one suggestion, could you provide a template for lesson planning around some of these examples? And
these may be things that you're thinking of as well. Could you create some videos? Show us how you create and how you implement some of these examples. I want to see it. I love hearing about it, but
I want to see it. Can you develop a scope and sequence for the alternate eligible content? Is there a way that you can help me organize that with my instruction? And then, what are some training
ideas that you could provide? Once again, we're going to listed to Melissa first. And then we're going to listen to Alli, as they share some of their ideas. Melissa?
>> Do you have anything in mind that you would like to see more training on?
>> [INAUDIBLE] think of [INAUDIBLE] especially [INAUDIBLE] I think the math portion just worked. I [INAUDIBLE] with [INAUDIBLE] students with significant cognitive disabilities or just ...
>> Okay. So maybe some examples of how to teach toward those pieces that are more complex?
>> Yeah. Not only teach the material [INAUDIBLE] ...
>> Yeah. Having some materials.
>> Yeah.
>> Alli?
>> I guess one final question, how would you suggest that this be rolled out to teachers across the state?
>> Yeah. I was thinking about that. I really think something like the SAS website, how they have where you could just go in and pick the standard, and then you can choose the unit or lesson. I was
looking at the website that we have right now with the essentialization examples on it and how it's listed under the webinars. I just think something like that, like, "Okay. The unit, the samples we
have, this is the standard." It's almost like if you could choose the standard and then find that sample, whether you wanted to use the sample of not, at least you would be able to go and look at it
to see, "Oh, this is kind of what they're thinking for this one." So I think a website would be good. I think a webinar, an e-mail and I also was kind of thinking trainings. I know that our
intermediate unit did some trainings based off of the webinars. Maybe if there was a way that some of us could do a training for district or for just teachers.
>> We also received some advice from teachers, advice for you from those folks who really kind of rolled up their sleeves and thought about trying out these examples. So some of the things that were
suggested were, first of all, you need a working knowledge of the Alternate Eligible Content for your students' grades. Become familiar with it. Don't be afraid to try them. They will help your kids.
That is a quote. I loved it. No downside! Another quote. Before the examples, we had nothing. Take time to prepare the lesson ahead of time. Look for ways to move students between levels. So we'll
hear from Alli first. And then we're going to hear from Melissa.
>> Based on that, then, what advice would you give other teachers as they begin to use the examples?
>> Well, one thing that I noted on my paper was that I would definitely review and prepare the lesson a little bit ahead of time. The preparation itself was maybe only 10 to 15 minutes, and I did a
bunch of these lessons. So it really doesn't take a lot of time, but it's being familiar with exactly what you want to say and do, which I think, for some of us, because we teach life skills, if we
have a curriculum that's direct instruction, you don't always have to prepare as much. We prepare things, but not always. You really have to kind of think through, ahead of time, what exactly you're
going to say when you present it and in what format you're going to present it. So that was one thing I would definitely advise another teacher to do.
>> Melissa?
>> Melissa, what advice would you give other teachers as they begin to use these essentialized examples?
>> I think it's important for teachers to take [INAUDIBLE] examples and think about [INAUDIBLE] between the lowest level and the mid level, but between the mid-level and the most complex level and
think of ways that you can scaffold those students to reach that most complex level.
>> Okay. Wonderful. And did you feel that it took you a lot of time to review these essentialized examples or the alternate eligible content for this student grade levels that you were looking at?
>> I [INAUDIBLE] something that we're used to having.
>> So it did take a little bit of time for me to kind of wrap my head around it, but once I kind of reviewed it and thought about it, took some time just to kind of think about [INAUDIBLE] time to
>> Okay.
actually put together.
>> Right. And since the content isn't changing from year to year and assuming that you're doing your standard grade levels, do you feel like, the next time you go to look at these for students, it
will be easier as you go?
>> I agree. Definitely.
>> Yeah. Because you're not having to relearn something. You already know what the content is. You've already taught it. You can expand on what you've already been doing with it and develop ...
>> [INAUDIBLE] get them to understand the language a little bit better in these alternate examples as well, understanding [INAUDIBLE] of them 'cause you are [INAUDIBLE] how do I get my students to
show that they can do this? But seeing the examples, kind of an ah-ha moment, like, "Oh, okay. Now I get what they're trying to do."
>> Here's some final thoughts from the field, which was kind of exciting. Students were able to learn the content. The essentialized examples, in all intent and purpose, were easy to use and adapt.
Using the examples and trying them really helps to understand the content. And it supports student learning for students who are not just getting their instruction in a life skills classroom or other
MDS classroom, autistic support or other self-contained classroom, but also for students who are included.
>> Yeah. I think that, overall, the experience was great. I think that I feel a lot more comfortable with the standards. I feel a lot more comfortable using them in my classroom. I think I understand
more. And I am more willing to try and make it work in my classroom where it doesn't seem so foreign. And I also see the need for us to be pushing them harder than we did before. My students are a
little bit higher level than some other teachers that will be working with the same standards. But I really pushed my students more into inclusion this year, and it's really working. And so, in here,
now, we're really trying to incorporate our alternate standards for language arts and for math so that everybody's kind of getting that higher-level thinking, just in a modified, adapted way.
>> Thanks, Alli. And thank you, Melissa, for your willingness to share your comments, and to all the teachers for their very valuable feedback we were able to share through our slides or through audio
today. Just a reminder of where to find these essentialized examples on that PaTTAN web page and the "Students with Significant Cognitive Disabilities." So a round of applause for our teachers who
went out in the front line and tried these examples and provided the feedback that you heard today. So if you're near one of these teachers, reach out and thank them. If you have any questions,
please make sure you send them to alternateassessment@pattan.net. We would encourage any of you out there listening or wanting to provide us your feedback with the examples or to even think about
designing some of your own examples to please contact us, either through alternateassessment@pattan.net or either myself, Sharon Leonard or Audrey Kappel. You'll see our contact information at the
end of this particular webinar or sign up on our LISTSERV. We could be contacting you. You have the list of feedback questions that are currently in the list of what we're gathering. So it will help
you, guide you as you try out these examples in your classroom. And your feedback will greatly improve examples, and we'll be seeking many examples from teachers in the classroom in the future.
Reminder, our final webinar of our Fall/Winter Series will be on December 14th, and we're going to be taking a look at the draft writing alternate eligible content. So you don't want to miss this.
Also, we want to put out on the radar for you that the Students with Significant Cognitive Disabilities PaTTAN web page will have a link for a survey for our Winter/Spring topics. We'll probably also
send it out through our LISTSERV. If you take just a few minutes to review some of the topics and let us know what you want to know in regard to alternate eligible content and essentialization for
you and your students for our Winter/Spring Series, please take the time to sign up for that. And later in December, you'll see the announcement for that series that you can sign up for. Don't forget
also to sign up, if you have not already, for our LISTSERV to get the most up-to-date information about alternate eligible content and essentialization. So we heard from teachers today, and we hope
to hear from you in the near future. Thank you very much for joining us and for listening in to our voices from the field.
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