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Rhode Island Alternate Assessment Fall Conference 2010 Science Basics. Agenda for Science Foundations of Science RIAA Science Model Review of the RIAA Manual Science Instruction Samples Grade Level Work How to Plan for RIAA Science The RIAA Documentation Requirements and Forms.

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Rhode island alternate assessment fall conference 2010 science basics l.jpg

Rhode IslandAlternate AssessmentFall Conference 2010Science Basics


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Agenda for Science

Foundations of Science

RIAA Science Model

Review of the RIAA Manual

Science Instruction

Samples

Grade Level Work

How to Plan for RIAA Science

The RIAA Documentation Requirements and Forms


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Science = INQUIRY + KNOWLEDGE


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RIAA Science

  • Assessed in grades 4, 8, and 11

  • 2 Entries

    • Inquiry - Students are assessed on one inquiry construct throughout the year.

    • Knowledge – students are assessed on one AAGSE from each science domain.

  • Includes Structured Performance Tasks (SPT)

  • Three collection periods -1 collection period for each science domain

    - Life Science

    - Earth Space Science

    - Physical Science


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Foundations of Science:INQUIRY CONSTRUCTS = SCIENCE INVESTIGATION

A science investigation is an unit of study in science that uses the science inquiry constructs of:

*Observation and Questioning

*Planning

*Conducting

*Analyzing


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Science Entry #1: Inquiry

  • Inquiry constructs are assigned by grade.

  • Teacher chooses the inquiry construct that best matches a student’s strengths and needs.

  • Once an inquiry construct is chosen, data is taken on this one construct in each of the three collection periods.

  • Science domains may be assessed in any order.

    The Inquiry Entry demonstrates student’s inquiry skills:

  • applied within a LS investigation (1 collection period)

  • applied within an ESS investigation (1 collection period)

  • applied within a PS investigation (1 collection period)


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RIAA Inquiry Constructs


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Grade 4Inquiry Construct

Teacher chooses OBSERVE/QUESTION

Make and describe observations in order to ask questions, and/or make predictions as related to the science investigation.


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Grade 4Inquiry Construct

Teacher chooses CONDUCTING

Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data.


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Grade 8Inquiry Construct

Teacher chooses PLANNING

Identify information/evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction.


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Grade 8Inquiry Construct

Teacher chooses CONDUCTING

Use data to summarize results.


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Grade 11Inquiry Construct

Teacher chooses CONDUCTING

Use accepted methods of organizing, representing and/or manipulating data.


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Grade 11Inquiry Construct

Teacher chooses ANALYZING

Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.


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Challenge #1: Which description best matches Grade 4 Inquiry Construct: Conducting?

  • Jenny was assessed on her ability to identify the tools needed for her life science investigation. She carefully reviewed the science tools, and accurately identified the three tools (thermometer, ruler, rain gauge) for her investigation of plant growth (100% accurate). Jenny required a tap prompt to select the rain gauge. Her independence was 66%. She then listed these tools on her lab report which she will use in her experiment.

  • Jenny followed a three step procedure in her life science investigation. The steps were: 1- gather the tools; 2- use the tools to measure air temperature; plant growth; amount of rain; 3- record data on the recording sheet. Jenny was accurate in 2/3 steps (66%). She needed verbal prompting to record her data. She was independent in the other two steps (66%).


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Challenge #2: Which description best matches Grade 8 Inquiry Construct: Planning ?

  • The class developed the hypothesis “Heavy cars move faster” for their physical science investigation. Jenny needed to decide what data needed to be recorded when she conducted the experiment. Jenny accurately and independently named “weight of car” and “time to complete the test track” and developed a recording sheet with this information included. She was 100% independent and 100% accurate in identifying the data.

  • Jenny recorded the weight of each car and time for each test track run. There were six cars of different weight used for her experiment. When the experiment was complete, Jenny needed to divide the cars into two categories (heavy and light) and compute the average weight and time for each category . Jenny was accurate in computing the average weight but not the average time resulting in 50% accuracy. She needed verbal prompting to average both the weight and time (0% independent).


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Grade 11Inquiry Construct

Teacher chooses CONDUCTING

Use accepted methods of organizing, representing and/or manipulating data.


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Challenge #3: Which description best matches Grade 11 Inquiry Construct: Conducting?

  • Jenny followed a three step procedure in her life science investigation. The steps were: 1- gather the tools; 2- use the tools to measure air temperature; plant growth; amount of rain; 3- record data on the recording sheet. Jenny was accurate in completing 2/3 steps (66%). She needed verbal prompting to record her data. She was independent in completing the other two steps (66%).

  • Jenny recorded the weight of each car and time for each test track run. There were six cars of different weights used for her experiment. Jenny was evaluated on how accurately and independently she recorded the data (placing the correct numbers in the correct place on her Experiment Data Chart). Jenny was accurate in representing data 8/12 times, resulting in 75% accuracy. She needed a point prompt to record data 6/12 times (50% independent).


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Data Matches Description

  • Describe the inquiry construct clearly

  • Convey how student was assessed

  • Ensure that description matches data


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Inquiry Description Matches Data Collection: Android

Overview of investigation:

Android conducted a scientific investigation on the external features of plants. After viewing a number of plant photographs, the class developed a hypothesis: All plants are green. The class went on a nature hike to collect specimens of plants for their investigation. Android used a magnifying glass and color chart to document color(s) of five plants. Android recorded his observations on a science data chart and analyzed his results after the experiment to decide if his hypothesis was correct.


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Inquiry Description Matches Data Collection: Android

Android was assessed on two aspects of analyzing: (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion. Android accurately identified that his hypothesis was incorrect and cited the three plants on his chart that were observed with red and yellow colors. His accuracy was 100%. He independently identified his hypothesis was incorrect, but needed verbal prompts to locate the data on his chart to support his conclusion (50% independence).


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Possible Data Collection for Android: Grade 11: Analyzing


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Example: Data does not match Inquiry Construct

Yon was assessed on two aspects of analyzing: (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion. Yon accurately identified that plant #3 had red colors and plant #5 had yellow colors. His accuracy was 100%. He needed verbal prompts to locate the where to place his observational data on his chart (0% independence).


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Challenge # 4: Identify the Inquiry Construct and Grade

Overview of investigation

Abdel’s class conducted a scientific investigation on the states of matter (solid, liquid, gas). The students observed items in different states and labeled them with solid, liquid or gas. The class developed the research question “Can water be a solid, liquid, and gas?” The class observed water in the three states and recorded their observations on a science data chart. The students then used their chart to answer their research question.


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Challenge #4: Identify the Inquiry Construct and Grade

Abdel completed three defined observations of the water . At each observation he was assessed on his ability to (1) describe what he observed (choosing the state of matter) and (2) record the data on his chart, providing six total points of assessment. Abdel was accurate in describing what he observed for two observations and accurate in placing his data on his chart for all three observations (5/6=83% Accuracy). Abdel needed verbal prompts for both describing observations and recording data (0% independence).


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Possible Data Collection for Abdel: Grade 4: Conducting


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Challenge #5: Identify the Inquiry Construct and Grade

Overview of investigation

The class conducted an investigation that focused on concepts of living and non-living things. The students researched the characteristics of living things (grow, move, reproduce), and non-living things by looking on the internet. The students observed videos of objects on a website and discussed the characteristics they observed. They planned the objects they would test and developed a chart to capture their findings. Students used manipulative cards and then converted these into a Lab Report Data sheet. After the experiment, the students analyzed their findings and discussed their reasoning for charting the object as "living" or "non-living". After completing the experiment, the students concluded if their hypothesis was correct or incorrect by reviewing their hypothesis chart and marking whether their hypothesis was correct or incorrect based on their evidence.


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John watched two videos of very active common living animals (A lion and a dog). John needed to describe what he observed using simple signs associated with MJ symbols. He had a field of 4 symbols to choose from to describe what he observed (move, breathe, swim, shop). John was given two opportunities to describe what he observed in the lion and dog videos. He then chose two observations he wanted to include in his hypothesis. And decided his hypothesis was “All animals move and breathe.” John was accurate in his observation in 75% of his opportunities (3/4). John needed 3 physical prompts and 1 verbal prompts to make and describe his observations, giving 0% independence.

Challenge # 5: Identify the Inquiry Construct and Grade


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Possible Data Collection for John


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Inquiry Student Work

Components of Student Work

  • Must match the Inquiry Construct selected

  • Accuracy

  • Independence

  • Work Product Label

  • Must be graded for Accuracy and LOA


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Student Work Product Label


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Does the description of conducting match the student work?

Description:

Emma was assessed on her ability to use the magnet wand correctly to test each of the 6 objects. She accurately used the wand in testing 6 out of 6 objects for an accuracy score of 100%.


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Does the description match the student work?


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Challenge # 6: Does the description match the student work?

Android was assessed on two aspects of analyzing: (1) identifying whether his hypothesis was correct/incorrect and (2) locating the data from his chart that supported his conclusion.

Android was accurate in indicating his hypothesis was incorrect and accurately identified the data that supported his conclusion by circling it on his chart. His accuracy was 100%. He independently indicated his hypothesis was incorrect but needed verbal prompts to circle the observational data that supported his conclusion (50% independence).


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AA

V

Ind


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Challenge # 7: Does the description match the student work?

Description of Grade 8 Planning:

Zachary was assessed on identifying the tools needed to conduct the experiment related to weather. Zachary identified a thermometer and a rain gauge as the 2 tools needed for this experiment. He was 100% accurate and needed 50% physical prompt to complete this task.


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Student Work Product


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Knowledge Entry

  • Three Science Domains

    • Life Science (LS)

    • Earth and Space Science (ESS)

    • Physical Science (PS)


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Knowledge Entry

Select Science AAGSEs that match student strengths and needs


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Knowledge Entry

AAGSE# LS 1.1.1 Description: Distinguish between living and non-living organisms

  • Jane was presented with two organisms (rock and kitten). Jane was evaluated on whether she correctly distinguished (by touching) the living organism. Jane touched both the living and non-living organism. She was then was asked to “touch the living organism”.

  • This process was then repeated with two additional organisms (pencil, kitten).


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Does the description match the AAGSE?

Data was taken on the Jane's performance in touching the requested organism during two trials. Jane was accurate in 1 out of 2 trials in touching the living organism resulting in 50% accuracy. Jane was independent in touching the living organism in 50% of her trials (1 out of 2 trials), but needed physical assistance for 1 trial.


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Possible Data Collection for Jane


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Challenge # 8: Does the description match the AAGSE?

AAGSE: PS 1.1.2b Describe physical changes.

  • The class is conducting a science investigation on physical changes that occur to paper as part of an investigation on chromatography, describing what happens to paper when it is exposed to colored liquids.


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Challenge # 8: Does the description match the AAGSE?

  • Fredrik identified the procedures needed for this experiment. He identified five of the six procedures correctly, yielding an accuracy level of 83%. He was independent in listing all procedures (100% independent).


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Science SPT

  • Student will demonstrate the concept within a science investigation, which includes observing/questioning, planning, conducting and analyzing.


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Four Inquiry Constructs

Observing/Questioning:

  • describes learning more about the subject or observing to gain knowledge to prepare a research question or hypothesis


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Four Inquiry Constructs

Planning:

  • describes preparing for the investigation which might include gathering materials, developing a data collection sheet, deciding how to conduct the investigation (listing the procedures). The planning should be relevant to planning the science investigation.

    Examples of planning that are not related to science:

  • Planning whom to work with or what to write with

  • Planning the party after the science investigation

  • Choosing what color bin to put the science tools in


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Four Inquiry Constructs

Conducting:

  • describes implementing the investigation. This might involve following procedures to take data; recording data, or observing someone conduct experiments that are dangerous for students to implement.

  • Some investigations might involve the internet/book investigation in subjects that cannot be investigated within school at one point in time (e.g. ESS1.2.13c Describe each season)


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Four Inquiry Constructs

Analyzing

  • Typically this inquiry construct occurs after the experiment. It involves looking at the data and making decisions beyond just reading the data. Data is reviewed to answer the research question or confirm a hypothesis.


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Connection to SPT:Challenge # 9: Locate the inquiry constructs within the description below:

Android conducted a scientific investigation on the external features of plants. After viewing a number of plant photographs, the class developed a hypothesis: All plants are green. Android used a magnifying glass and color chart to document color(s) of five plants. Android recorded his observations on a science data chart. He analyzed his results and determined that his hypothesis was incorrect because some plants were red or yellow.


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Connection to SPTChallenge # 10: Locate the inquiry constructs within the description below:

The class conducted an investigation that focused on concepts of living and non-living things. Students used manipulative cards and then converted these into a Lab Report Data sheet. After the experiment, the students analyzed their findings and discussed their reasoning for charting the object as "living" or "non-living". After completing the experiment, the students reviewed their hypothesis chart and concluded if their hypothesis was correct or incorrect based on their evidence.


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Science Data Collection

SPT: Science Investigation

Inquiry Construct Entry

Data Summary Sheet

Knowledge Entry

Data Summary Sheet

Collection Period 1

Collection Period 2

Collection Period 3

Collection Period 1

Collection Period 2

Collection Period 3

Chosen Inquiry Construct

SDF of student knowledge of

LS*

AAGSE

SDF of student knowledge of

ESS*

AAGSE

SDF of student knowledge of

PS*

AAGSE

SDF

Applied Within a

LS* AAGSE

SDF

Applied Within an

ESS* AAGSE

SDF

Applied Within a

PS* AAGSE

  • *LS/ESS/PS can be in any order

  • 1Student Work for Inquiry AAGSE Entry and 1 Student Work for Knowledge Entry

  • Progress will be scored on the Inquiry Construct only.

  • The AAGSEs chosen for Inquiry must be the same as those chosen for Knowledge

  • (Page 9 in the manual)


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RIAA Science Documentation

  • Data Summary Sheet (DSS)

  • Student Documentation Forms (SDF)

  • Student Work Product


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Student Documentation Form

  • Review of the form

  • Adding information on Connection to SPT

  • Assessing the Inquiry Construct

  • Evaluation of accuracy and independence


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Inquiry Construct within an ESS investigation of rocks/minerals

Conducting

Describes how Emma is assessed on the conducting inquiry construct (following procedures)

Describes Emma’s accuracy and independence performance in the selected inquiry construct.


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Same as Inquiry

Describes Emma’s knowledge in the ESS AAGSE: Describing rocks and minerals using their physical property (10 opportunities). Was she correct or incorrect? What assistance did she need?

Describes how Emma is assessed on describing rocks and minerals using physical properties (AAGSE).


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Student Work


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Science Entry:Student Work

  • One piece of student work is required for the Inquiry Construct entry. The student work must demonstrate the student’s skills in the Inquiry Construct.

  • One piece of student work is required for the Knowledge Entry. The student work must demonstrate the student’s skills in the targeted Science AAGSE.


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Science Entry:Student Work

Student work must:

  • 1 - Demonstrate the student’s skills in the Inquiry Construct for the Inquiry Entry or demonstrate the student’s skills in the targeted AAGSE for the Knowledge Entry;

  • 2 - Convey that the student work was completed within a science investigation related to the chosen AAGSE; and

  • 3- Reflect the information provided on the Student Documentation Form.


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2- Does the student work demonstrate Emma’s skills in the chosen AAGSE PS3.2.1a: Identify objects that are or are not attracted to magnets.? YES


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Reminders for Student Work

  • Ensure student work supports the entry in which it is submitted (Inquiry Construct or Knowledge Entry).

  • The dates on the student work must match the dates on the accompanying SDF.

  • Verify the percentages and description on the SDF match the student work.

  • Submit one piece of student work for the Inquiry Construct that is graded for accuracy & LOA

  • Submit one piece of student work for the Knowledge Entry that is graded for accuracy & LOA


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Planning for Science


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Selecting the Inquiry Construct and Structured Performance Task

  • The RIAA Science assessment uses an SPT as the context for the Inquiry Construct and Knowledge AAGSE for each science domain.

  • The Inquiry Constructs to be assessed vary by grade.

  • Teachers select one of two Inquiry Constructs to be assessed at grades 4, 8, and 11.


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How do I choose a targeted AAGSEs to assess?

  • One AAGSE is chosen from the list of targeted AAGSEs in the selected SPT for each of the science domains (LS, ESS, PS).

  • The AAGSE should be chosen to best match the student’s strengths and needs.


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SPT 04-5


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SPT 04-5


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How do I plan for Science?


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Inquiry Construct:

Q P CA

Science Domain:

LS ESS PS

Inquiry Construct:

Conducting: Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data.

Knowledge AAGSE:

PS 3.2.1a Identify objects that are or are not attracted to magnets.

Planning for Rhode Island Alternate Assessment Science

Science Investigation Description:

The fourth grade will be working on a unit on the exploration of magnets.

OBSERVE/QUESTION:Students will develop a research question (list the question)

PLAN:The students will identify the objects made of different materials to test and

gathered the objects.

CONDUCT: Students will follow procedures to test the objects and record their data on

a recording sheet (list the procedures)

ANALYZE:Students will discuss their common findings and will answer their research

question.


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Description of Inquiry Construct:

Emma will be assessed on how well she follows the procedures to use the magnet wand (equipment) to test each of her six objects and record her data.

Application of AAGSE:

Emma will be assessed on the number of correct responses about her object’s magnetism (using the investigation recording sheet).

  • Data Taken on Inquiry Construct:

  • Accuracy

  • For each object, data will be taken on whether Emma followed procedures (+) or did not follow procedures (-) for each of her six objects.

  • Independence

  • For each object, data will be taken on the level of prompting Emma will need to complete each test:

    • Independent

    • Auditory Prompt

    • Visual Prompt

    • Physical Prompt

Data Taken on AAGSE:

Accuracy

Using Emma’s investigation recording sheet, Emma will be assessed on whether she correctly identified attract/ did not attract for each of her six objects.

Independence

For each object, data will be taken on the whether Emma was independent in completing the attract/did not attract section of the investigation recording sheet.

Emma independently followed procedures for five of the six objects. Emma needed auditory prompting to test one of six objects. Her independence was 83%.

INQUIRY

KNOWLEDGE


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Contact Information

  • Cynthia Corbridge: RIDE

    [email protected] or 222-8497

  • Becky Wright: RIDE

    [email protected] or 222-8404

  • Susan Dell: The Sherlock Center

    [email protected] or 456-8557

  • Amy Grattan: The Sherlock Center

    [email protected] or 456-8072


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