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Grade 7

NYSAA » Extension/AGLI Questions & Explanations » Grade 7
Grade 7:

Q:Can the task be assessed with 2 different topics for each VE?  The example stated one topic

AT 70421 states, " The student will identify the main idea and supporting detail in diverse media, when presented with two or more formats (e.g., the student identifies the main idea and supporting detail, when presented  with a newspaper, radio, and Internet blog on the same topic). (AT74121)"

A: It would be acceptable to demonstrate the specified skill using different topics. Please be reminded that the information following the "e.g." is provided as an example of what the evidence might look like. It is not required.

Q:Grade 7, ELA SL 7.2 (74111), can a main idea be represented in a singe picture from a set of two choices.  Specific example, a newspaper article about a weather, the choices were weather conditions "sunny, rainy, etc".  The student would select the picture which represents the main idea or weather condition discussed in the newspaper article.

I do not believe the selection of the weather condition alone meets the intent of the Extension but wanted to check. I think the student is selecting the topic of the weather article but not main idea.  Am I looking at this too strictly.

A:AT74111 states, " The student will recognize the main idea, when presented with two or more media formats on the same topic (e.g., the student recognizes the main idea from a set of choices, when presented with two advertisements for the same product from different media). (AT74111)". The evidence you have described above does not appear to meet the intent of the Extension and Assessment Task. The student would be expected to recognize the main idea when presented with a choice of at least two media formats. Formats could include newspaper, internet resources, radio, TV, etc.

Q: Can calculators be used at Grade 7 where calculation skills are required?  Specifically Grade 7, 7EE (70831) solve equations.  I do not believe this is permitted but I was asked to confirm.

A:  As indicated on page 23 of the NYSAA manual, we do not allow the use of a calculator nor arithmetic tables for grades 3-5, however it would be allowed for grade 7 math. This brings NYSAA into alignment with the Grade-3-8 general math assessments

Q: Math AT50311B states, “the student will represent a fraction as a division problem using a model” It appears the evidence described would meet the intent of the Extension and Assessment Task

Would it be acceptable for a student to choose a shape meeting the defined conditions e.g. a shape with four equal sides and four 90• angles from a selection containing rectangles and other shapes or does the student  have to physically create it by drawing or building it with blocks etc. ? We are questioning what the word "produce" requires. When we look at the essence of the cluster it seems to support accepting recognition of the characteristics more than requiring physical creation.

A:AT70511A states, "The student will produce a geometric shape based on a given condition. (AT70511A)" Please refer to the guidelines for "compose" in the ELA glossary.

Q:Grade 7, mathematicsAT70711A and AT70721A These tasks appear identical except for the examples. We note that the example for AT70721A is more complex since it includes a mix of fractions and decimals. Is such a mix required by this task or is it simply "an example" of one possible way?

A: Please refer to the examples give with each Extension. The intent of Extension 70711 (and the Assessment Tasks aligned to it) was to add and/or subtract fractions to fractions, decimals to decimals, etc. The intent of 70721 (and the Assessment Tasks aligned to it) was to add and/or subtract across fractions, decimals and percentages – bringing the conversion piece into the skill.

Q: extension 70521 in 7th grade, assessment task 70521B (Page 19).  The task reads “the student will identify a relationship between two or more closed geometric figures (e.g. given a set of shapes, the student identifies which two shapes are congruent) Are we asking the student to identify the congruent shapes/figures, or is it necessary for the student to tell us the relationship (that the shapes/figures are congruent).  We had one teacher that wanted to give a student an array of shapes/figures to choose the congruent ones.  We had another teacher that wanted to give the student a set of shapes/figures and ask are these congruent

A:intent of this AT is for the student to identify the relationship. So in other words, given a set of geometric figures the student identifies what relationship they have. The example (e.g.) uses congruent, but other relationships could be used as well.

Q: grade 7 math: ·The student will produce a geometric shape based on a given condition. (AT70511A)What does given condition mean?

A: Please refer to the examples (e.g.) provided for the Assessment Tasks. The given conditions would be the side lengths (dimensions) or number of angles (measurement of angles).

Q: ELA, RI.7.1 and RI.7.8 On the seventh grade ELA, RI 7.1 and RI 7.8 both explicitly list text in them.  The examples all use visual items, such as pictures or text.  Can we also use auditory information, like e-books or CDs?

     The teacher who works with these kids is worried, because her understanding, after the training, was that they had to use text.  Some of my kids can't see pictures or text well enough to comprehend them and they can't read braille due to physical issues, like CP.  They are auditory learners and have this stated in their IEPs and in their functional vision assessments.

A: Text does not need to be actual print words, images, or braille. When an Extension or AGLI requires the use of text, the text can be presented to the student in his/her typical method of interacting with a text.

Q: Grade 7 ELA, SL.7.2, AT74111Recognize main idea in diverse media formats (74111).  Can Scholastic News and  News 2 You be considered media formats?

A: If the format of Scholastic News and News 2 vary enough, they could be used. However, if they are both considered newspapers it would not meet the intent of the Extension for “two or more media formats”

 

 

 

 

Q: ELA AT73211A - verbal students:  What was your point of view on this book?

I felt..., I thought...., I liked...

 Nonverbal student able to make 2 choice inconsistently (lowest NYSAA level):  same question, choice of "I felt"  or "I liked" if I felt, give 2 emotion choices (the book made me happy, the book made me scared) if assessing “I liked”, give parts of story for choice.

 Also,  how do we do  math 7 pg 19 - produce a geometric shape - for those very low students  who are only able to identify or choose.

A: The student’s method of response remains flexible in the new NYSAA. A teacher can set up an activity in a manner that allows the student to select a response from a set of choices. This is how the student can “produce”.  Your suggestions are on track for adjusting the presentation of the task in a way that is appropriate for the student.

 Q: ELA AT73211A Worksheet presented to student includes question “Did you like this book?”. Does this VE connect to the task?

A: In order to ensure a clear connection between the Verifying Evidence and the Assessment Task, we would recommend using the vocabulary from the task in what the student is being asked. In other words, instead of asking “did you like this book” the student should be asked what their personal point of view about the book was. They might respond, “I felt the book was …” or “I thought the book was…”

 Q:

Grade 7 ELA, AT74131A

The student will explain how the detail supports and/or clarifies the main idea. Would it be probable for the teacher to pose a list of various details, identify the main idea and then pose the question as listed (see below)?

1.  Supporting Details:

  • Gasoline
  • Brakes
  • Driver’s Seat
  • Passenger’s Seat
  • Steering Wheel
  • Gas Pedal
  • Windshield Wipers
  • Seatbelts
  • Radio
  • Rear View Mirror

Main Idea:  Car (Automobile)

How did the list of supporting details of the car help you to understand the main idea?  _______________________

Is this too guiding to the student, and should the question be posed in an alternate manner? Any suggestions as to how to improve alignment to the task would be greatly appreciated.

A:This would be fine for some students. The intent is getting the student to determine how all the details come together in a certain way to reach the main idea

 

 Q:

Grade 7, Math, AT71011A, When predicting probability, can the question be a yes/no question?  Example – when given one purple marble and two red marbles, can you draw 2 purple marbles? Yes or No?

A: yes

 

Q:

Grade 7, 7.NS, Extension 70711 and 70721  have a question about 7th grade math, number system.  The student is supposed to add fractions, decimals, and/or percentages.  Can the student use a calculator to add decimals and can the decimals be prices for items the student will purchase?

A: Yes.  The use of a calculator is not allow for grades 3-5, but students assessed at grade 7 are allowed to use a calculator

 

 

 

 

 

 

 




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