1. NOTEBOOKS ACCEPTABLE or NOT?
Prompting and Cueing
NOTEBOOKS
ACCEPTABLE or NOT?
March 2009

2. THINGS TO REMEMBER Must be specific to the child.
Consistent with the needs of the individual student.
Personal and not generic.
Student initiated and not teacher initiated.
No content information shall be included.
March 2009

3. 
Provided is an example of a Venn Diagram. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. No content is available with this example that would not be developed by the student. Please see page 23 of the Inclusion document, found in block one located on the left side.
Examples
Can Be Used in the State Assessment
Graphic organizer (e.g. concept/comparison organizer or matrices, Venn diagrams, classification web, KWL chart, metaphor thinking organizer, an organizer for making predictions, flowcharts, sequence chains, web) that the child typically uses to construct responses routinely for assignments and classroom tests.
March 2009

4. Animal Habitats Habitats Water Land
Provided is an example of a Venn Diagram. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This example of the Venn Diagram offers content and it is not student generated. Please see page 23 of the Inclusions document, found in block one on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
A graphic organizer completed with content information comparing and contrasting the similarities and differences of geographic locations, a web of subsystems of a habitat, a Venn diagram illustrating relationships between specific human body systems, a timeline illustrating historical time periods of specific music, a web classifying animals by body structure, needs, habitat, and geographic locations, a completed prediction organizer about how the changing demographic patterns in the United States may impact business, natural resources, politics and education in 2075.
March 2009

5. 
Provided is an example of a student identifying steps to completion. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. There is no content provided only a mnemonic example. Please see page 24 of the Inclusion document, found in block five located on the left side.
Examples
Can Be Used in the State Assessment
Cue card or web with a mnemonic such as RAP (read, ask yourself a question, put it in your own words).
March 2009

6. 
Provided is an example of a student oriented description of Pythagorean theory. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. If this example was presented as a cue card and is student generated it provides only the formula with no more than one example. It would be appropriate to use in a notebook. Please see page 24 of the Inclusion document, found in block four located on the left side.
Examples
Can Be Used in the State Assessment
A cue card with mathematics formulas, properties, theorems, and right angle relationships (e.g., Grade 8 or 11 Mathematics Reference Sheets) or a cue card providing formulas with an example.
March 2009

7. Addition and Multiplication
2+2=4
4*4=16
5+5= = =9
4+4= = =9
3*3=9 4*3=12 16*1=16
5*2=10 2*1=2 4*1=4
Provided is an example of a cue card with addition and multiplication examples. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. The work is not student generated and it contains a large variety of examples representing the formula’s submitted. Please see page 24 of the Inclusions document, found in block four on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
A cue card with mathematics formulas including multiple examples of open-response mathematics problems.
March 2009

8.  MULTIPLICATION TABLE 1 2 3 4 5 6 7 8 9 10 11 12 14 16 18 20 22 24 151 2 3 4 5 6 7 8 9 10 11 12 14 16 18 20 22 24 15 21 27 30 33 36 28 32 40 44 48 25 35 45 50 55 60 42 54 66 72 49 56 63 70 77 84 64 80 88 96 81 90 99
108
100
110
120
121
132
144 
Provided is an example of a Multiplication Table. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. This form of multiplication table allows the student to provide a response based on aligning the correct numbers to receive an answer. This example would qualify as a mathematics reference sheet. Please see page 24 of the Inclusion document, found in block four located on the left side.
Examples
Can Be Used in the State Assessment
A cue card with mathematics formulas, properties, theorems, and right angle relationships (e.g., Grade 8 or 11 Mathematics Reference Sheets) or a cue card providing formulas with an example.
March 2009

9. 
Provided is an example of a sequence of procedure. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. This example provides only the steps or a checklist to an open response question. No content is provided. Please see page 24 of the Inclusion document, found in block two located on the left side.
Examples
Can Be Used in the State Assessment
Cue card with a checklist of the steps for editing, revision, or the writing process.
March 2009

10. BIOGRAPHY OF MOZART
Biography of Mozart Biography of a genius who wrote his name in the history of music. Mozart was a musical maestro who had his own unique style of composing music and presenting to the world... One of the most widely appreciated prominent musical maestro ever happened to live in the history, musical genius Mozart was born on 27 January 1756 in Salzburg, Austria to Leopold Mozart, a business-minded composer, violinist and an assistant concertmaster at the Salzburg court and Anna Maria Pertl. He was named Johannes Chrysostomus Wolfgangus Gottlieb Mozart in honor of his grandfather (maternal) and a Saint Johannes Chrysostomus with whom he shared his birth date. Being born and brought up in a family where music was in air, in life and in dreams of everyone, Mozart was naturally attracted towards music. From his childhood, Wolffanfus learned and developed immense interest in music. When he was just 5 years old, Mozart started composing small and beautiful melodious numbers. Looking at his children's musical talent, Mozart's father decided to use this opportunity to showcase the talent of his children (Wolfgangus and elder daughter Maria Anna "Nannerl") in front of the world. At the age of six (in mid 1763), Mozart and his elder sister performed in many concerts in European Courts (In Paris and London); they also gave performances at major cities where they met many music lovers. They also performed in front of the Bavarian elector, royal families and the Austrian empress. Wolfgangus and his sister played piano and violin and were more than successful to tie their audiences to the chairs. Soon, Wolfgangus wrote and published his first composition and when he was nine years old he started writing symphonies. Demand for his music show started increasing so much that only nine months after coming back from his tour in 1766, the Mozart family again set for yet another tour of Vienna. However, due to some problems Mozart could not perform in an opera in Vienna.
Provided is an example of a biography of Mozart. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This example provides the biography of a particular composer, it is not student generated and it is copied text. Please see page 24 of the Inclusions document, found in block one on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
A graphic organizer completed with content information comparing and contrasting the similarities and differences of geographic locations, a web of subsystems of a habitat, a Venn diagram illustrating relationships between specific human body systems, a timeline illustrating historical time periods of specific music, a web classifying animals by body structure, needs, habitat, and geographic locations, a completed prediction organizer about how the changing demographic patterns in the United States may impact business, natural resources, politics and education in 2075.
March 2009

11.  4 Column Method Chart Knowledge (KNOW) Processes (Do)
Level of Proficiency
Connections
What are we talking about?
What do I have to do?
What do I know that can answer these questions?
How can I make this answer better?
Provided is an example of a 4 Column Method Chart. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. Providing the process is not wrong, however including too much detail relatable to content is not recommended. This example would qualify as a graphic organizer. It only asks questions, no answers are revealed. Please see page 23 of the Inclusion document, found in block one located on the left side.
Examples
Can Be Used in the State Assessment
Graphic organizer (e.g. concept/comparison organizer or matrices, Venn diagrams, classification web, KWL chart, metaphor thinking organizer, an organizer for making predictions, flowcharts, sequence chains, web) that the child typically uses to construct responses routinely for assignments and classroom tests.
March 2009

12. MINI POSTERS
Provided is an example of a mini poster. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This example is not student generated and provides multiple examples of geometric angles. Please see page 24 of the Inclusions document, found in block four on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
A cue card with mathematics formulas including multiple examples of open-response mathematics problems.
March 2009

13.  STEP ONE STEP TWO STEP THREE STEP FOUR STEP FIVE
Provided is an example of a sequence of events. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment
CLICK
The correct answer is it would be acceptable for state assessment. When no content is provided it allows the student the opportunity to see the layout, but all responses must be developed on their own. Please see page 23 of the Inclusion document, found in block one located on the left side.
Examples
Can Be Used in the State Assessment
Graphic organizer (e.g. concept/comparison organizer or matrices, Venn diagrams, classification web, KWL chart, metaphor thinking organizer, an organizer for making predictions, flowcharts, sequence chains, web) that the child typically uses to construct responses routinely for assignments and classroom tests.
March 2009

14. 
Provided is an example of the order of operations provided by the student. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. This example provides the steps generated to complete the order of operations. It provides no specific relationship to a direct answer. It is also student generated. Please see page 24 of the Inclusion document, found in block four located on the left side.
Examples
Can Be Used in the State Assessment
A cue card with mathematics formulas, properties, theorems, and right angle relationships (e.g., Grade 8 or 11 Mathematics Reference Sheets) or a cue card providing formulas with an example.
March 2009

15. DEFINITIONS and EXAMPLES
Provided is an example of Definitions and Examples. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. Student’s providing definitions in their own words and handwriting would be allowed along with the formula and only one example. The definitions provided are not the actual definitions released in a text book. They are independent work of the student described the way they best understand it. Please see page 24 of the Inclusion document, found in block four located on the left side.
Examples
Can Be Used in the State Assessment
A cue card with mathematics formulas, properties, theorems, and right angle relationships (e.g., Grade 8 or 11 Mathematics Reference Sheets) or a cue card providing formulas with an example.
March 2009

16. DEFINITIONS and EXAMPLES
Associative Property-
A property of real numbers that state that the sum or products of a set of numbers are the same. It does not matter how the numbers are grouped.
A*(B*C) = (A*B)*C 2*( 3*2) = (2*3)*2
3*(2*1) = (3*2)*1 4*(5*3) = (4*5)*3
Commutative Property-
A property of addition or multiplication in which the sum or product stays the same when the orders of the addends or factors change.
A+B=B+A 2+1 = 1+2
2+3= = 4+5
Distributive Property-
A property which establishes a relationship between multiplication and addition such that multiplication distributes across the addition.
A (B+C) = AB + AC 3(2+1) = 3(2) + 3(1)
4(20+7) = (4*20) + (4*7) 5 (2+3) = 5(2) + 5(3)
Provided is an example of definitions and examples copied and distributed to students. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This definitions are typed from the text, the work is not student generated and multiple examples are given. Please see page 24 of the Inclusions document, found in block four on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
A cue card with mathematics formulas including multiple examples of open-response mathematics problems.
March 2009

17. KWL CHART 
Provided is an example of a KWL Chart. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would be acceptable for state assessment. This is a blank document that is accessible to student responses. It only serves as a data sheet for responses. Please see page 23 of the Inclusion document, found in block one located on the left side.
Examples
Can Be Used in the State Assessment
Graphic organizer (e.g. concept/comparison organizer or matrices, Venn diagrams, classification web, KWL chart, metaphor thinking organizer, an organizer for making predictions, flowcharts, sequence chains, web) that the child typically uses to construct responses routinely for assignments and classroom tests.
March 2009

18. WATER CYCLE
Provided is an example of the water cycle. Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This example demonstrates a significant amount of content and is reproduced text. Please see page 24 of the Inclusions document, found in block five on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
Cue card or graphic organizer with key concepts and content about the water cycle, human body systems, or Kentucky history.
March 2009

19. FOOD CHAIN (just one path of energy)
Provided is an example of a food chain (sequence of events). Based on rules regarding prompts and cues for assessment, would this particular example be allowed on the state assessment?
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The correct answer is it would not be acceptable for state assessment. This example provides a significant amount of content and the work is not student generated. Please see page 24 of the Inclusions document, found in block five on the right side.
Non-Examples
CANNOT Be Used in the State Assessment
Cue card or graphic organizer with key concepts and content about the water cycle, human body systems, or Kentucky history.
March 2009