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2. The Rhode Island Alternate Assessment (RIAA) Science September, 2014 Northern Rhode Island Collaborative, Lincoln, RI

3. Welcome & Introductions • Changes in the alternate assessment system • RIAA Science • Lunch • ProFile: creating accounts, registering students, giving access to administrators • Changes to graduation requirements • NCSC Pilot Test • PARCC overview Agenda

4. Changes in the Alternate Assessment Program

5. Change in Standards for All Tests Common Core State Standards GLEs and AAGSEs NCSC NECAP PARCC RIAA Core Content Connectors

6. Comparing RIAA and NCSC

7. Ways students participate in state assessments: • General education assessment without accommodations (PARCC/NECAP Science) • General education assessment with accommodations (PARCC/NECAP Science) • Alternate assessments (NCSC/RIAA Science)

8. Students with significant cognitive disabilities who meet the eligibility criteria Make up about 1% of the student population Disability impacts all domains of learning Who takes the alternate assessment?

9. Eligibility for the RIAA (page 5) • Eligibility should have already been determined by the start of RIAA Science testing. • IEP Team Guidance for Eligibility for the RIAA • Guidance was reviewed by teachers and special education directors. • For ALL members of the IEP Team. • No ONE person should be responsible for making eligibility decisions. • Guidance document was sent through the listserv.

10. The Structure of RIAA Science “doing” science; investigation Inquiry Entry “learning” science; content Knowledge Entry

11. Developed from Grade Span Expectations in Science assessed on NECAP science • Developed in cooperation with RI teachers • Knowledge and skills that students should know and be able to do. Alternate Assessment Grade Span Expectations in Science (AAGSEs)

12. Science Inquiry Entry Structure (page 15)

13. Science Knowledge Entry Structure (page 15)

14. AAGSE Entry Components Student Documentation Form (ESS)* Data Summary Sheet Student Work (can be any collection period) Student Documentation Form (LS)* Student Documentation Form (PS)* * Science domains can be assessed in any order as long as all three are covered over the course of the year.

15. How do I choose an AAGSEs to assess? (page 16) • Select the inquiry construct you want to assess first. • Select one AAGSE for each of the three science domains being assessed (Chapter 6 of your manual) • Earth and Space Science • Physical Science • Life Science • Make sure you understand the content!! • Make sure you have the resources and tools available to you to assess the standard appropriately. • Consider student strengths, needs, and interests.

16. Understanding InquiryConstructs: Page 16

17. Inquiry Constructs (page 18)

18. Step 1: Observing/Questioning (page 16) Make and describe observations in order to ask a question or make a prediction related to the science investigation. Students learn more about the subject: • Watch (observe) animals, the sun, the stars, ice to water which turns to steam,…plants grow, documentaries, movies, etc.… • Read books, articles, etc…

19. Step 2: Planning (page 16) Identify information or evidence that needs to be collected or tools to be used in order to answer a question or check a prediction. Tools to be used tangible items Information to be collected sources of information, times, frequency of data collection What they will collect number of something, temperature, people with a certain trait, etc.

20. Step 3: Conducting (page 17) • Grade 4: Follow procedures or use appropriate equipment or measurement devices accurately to record qualitative or quantitative data. • Procedures: How the student collected data • Equipment/measurement devices: How and what the student recorded the data on their datasheet • Others? • Grade 8: Use data to summarize results. • Numerical (quantitative data) • Observational (non-numerical data) • Grade 11: Use accepted methods of organizing, representing, or manipulating data. • Organizing: uses data sheets, groupings of observations. • Representing/manipulating: tables, graphs, pictures, etc.

21. Step 4: Analyzing (page 17) Use evidence to support and/or justify interpretations or conclusions or explain how the evidence refutes the hypothesis. • Involves looking at the data and making decisions. • Uses data to respond to the investigation question. • Analyzing is not recording data on the data sheet. • Analyzing is not answering questions about the data. • How many people in class have dogs?

22. Check your understanding Applying what you’ve learned

23. Answers • Correct answer is B. • Correct answer is A. • Correct answer is A. • What did you decide?

24. How to write up the Inquiry Entry Describe the inquiry construct clearly. Convey how the student was assessed. Ensure that description clearly shows how the data was collected.

25. One SDF for each collection period (3 total) • Collection Period 1: Life Science • Collection Period 2: Physical Science • Collection Period 3: Earth Space Science • Reflects how the student demonstrates his/her knowledge and is assessed on the Inquiry Construct Student Documentation Form (SDF): (page 30)

26. Whole-Class Description 1 Student-Level Description 2 3 4

27. 1: Describing the Science Investigation • Whole-class description • Clear and concise description of each of the four components of the investigation. • This section should be the same for both Inquiry and Knowledge entries (i.e., cut-and-paste).

28. 2: What did the student do his/herself during the investigation? Describe, using specific examples, how the individual student demonstrated his or her inquiry construct skills during the investigation. • Description of what the student did • Clear and concise

29. 3 & 4: Evaluate the student’s Accuracy and Independence • Accuracy: Clear description of the student’s correct and incorrect answers related to the Inquiry Construct. • Independence: Clear description of the assistance provided to the student for each answer related to the Inquiry Construct.

30. How to write up the Knowledge Entry Describe the AAGSE activity clearly. Convey how the student was assessed. Ensure that the description clearly shows how the data was collected.

31. Knowledge Entry Three Science Domains • Life Science (LS) • Physical Science (PS) • Earth and Space Science (ESS)

32. Whole-Class Description 1 Student-Level Description 2 3 4

33. 1: Describing the Science Investigation • Whole-class description • Clear and concise description of each of the four components of the investigation. • This section should be the same for both Inquiry and Knowledge entries (i.e., cut-and-paste).

34. 2: What did the student do him/herself during the investigation? Describe, using specific examples, how the individual student demonstrated the AAGSE during the investigation. • Description of what the student did • Clear and concise

35. 3 & 4: Evaluate the student’s Accuracy and Independence • Accuracy: Clear description of the student’s correct and incorrect answers related to the AAGSE. • Independence: Clear description of the assistance provided to the student for each answer related to the AAGSE.

36. Science Investigation Activity: Select an Inquiry Construct Choose an AAGSE and plan an investigation .

37. Select at least one of the AAGSEs below (or from the list in the back of your manual) and outline an investigation using the worksheet. • ESS 1.1.3: Compare different soils to each other using their physical properties • ESS 2.1.1: Identify the major effects the sun has on the earth. • LS 1.1.1: Distinguish between living and non-living things. • PS 1.1.1: Distinguish the physical properties of matter. • PS 1.3.1: Demonstrate an understanding of mass.

38. How to Complete the Data Summary Sheet (DSS)

39. Data over the year in the following categories: • Level of Accuracy • Level of Independence • Levels of Assistance • Data points • Three data points in each collection period • Each data point is from a different day • One data point is a narrative written on the Student Documentation Form (SDF). Data Summary Sheet Includes:

40. Least to Most Assistance

41. Accuracy, Assistance, and Independence

42. Example: # of times the skill is correct #of times the skill is attempted “James was given 2 opportunities to show that the data he collected showed that living things breathe. He was correct 1 out of 2 times for an accuracy rate of 50%.” 1/2 = 50% Level of Accuracy

43. Example: “The student performed [the skill; what is being measured] independently 1 out of 5 opportunities.” 1 out of 5 independently 1/5 = 20% Level of Independence

44. Are prompt hierarchies/instructional prompts • Facilitates the completion of a task • Individualized for each student • Fade and/or modify as a student progresses toward independence Levels of Assistance

45. Examples of Levels of Assistance

46. Entering the Level of Assistance Choose three prompts for each student and arrange them from least invasive to most when you enter them into ProFile. Verbal prompt (VP) Wrist prompt (PPP) HOH prompt (FPP)

47. 1 out of 5 opportunities independent 1/5 = 20% • 0 out of 5 with verbal prompts 0/5 = 0% • 2 out of 5 with partial physical prompts 2/5 = 40% • 2 out of 5 with full physical prompts 2/5 = 40% 100%* *Must add up to 100%. Connection between Levels of Independence and Assistance

48. Choosing and Submitting Student Work

49. completed by the student. • graded and initialed by the teacher. • Graded in a way that is clear what is and is not correct. Scorers will not spend time trying to figure out how a teacher graded something. • ONE piece of student work should be submitted for the science knowledge entry and one for the inquiry entry. If more than one is submitted, the first student work product will be used for scoring. • Examples of work products include drawings or writings, worksheets, journal entries, projects, lab reports, and data sheets. Student Work Product Criteria: (page 35)

50. A photograph of the student participating in the science investigation, not a picture of the student standing next to the finished product, is the only acceptable photograph. • Multiple photographs are acceptable. • An explanation of the student’s participation must be included on the Photograph Evidence Documentation form. This form can be found in ProFile. To activate the form, click the box under the heading on the SDF. Activate the form on each SDF for each collection period if you are unsure which piece of evidence to submit. This way you will have access to the form, whether or not you need it. NOTE: If you didn’t activate the form and you would like to include student work for that collection period, you may type or hand-write a description and include it with the photograph. This is the ONLY part of the datafolio that can be hand-written. Photograph Criteria: (page 35)