Module V

1. Module V Steps to Developing an Entry Part Two 2014-2015 NJ APA Teacher Training - Module V. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE. 1

2. Developing an Entry • Step 1: Select a CPI and one related CPI Link to be assessed. • Step 2: Plan instruction and assessment relating to the CPI and CPI Link. • Step 3: Design activities that will be used to assess the CPI Link. • Step 4: Assess the student to get an initial piece of evidence for APA purposes. • Step 5: Implement instruction. • Ensure instruction reflects the essence of the CPI, strand, and standard. • Ensure the instruction is age- and grade-level appropriate. • Retain a working folder of instructional activities and classroom-based assessments implemented between the activities that generate the initial and final pieces of APA assessment evidence. • Step 6: Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes. • Step 7: Based on the student’s accuracy score and level of prompt information on the “final” activity, determine if additional instruction and collection of evidence needs to occur for the entry. • Step 8: Review APA evidence to ensure that all information related to test design requirements are included. 2014-2015 NJ APA Teacher Training – Module V

3. Assess the student to get an initial piece of evidence for APA purposes. Step 4: • The student’s accuracy score must be 39% or below in order to use this link for APA assessment. • Must be completed within the first assessment window: • September 2, 2014 – November 14, 2014 • Instructional supports and directions must be provided to the student. • Please remember that if the student is unable to independently elicit responses related to the task, be sure to consider the use of prompting. 2014-2015 NJ APA Teacher Training – Module V

4. Initial Activity—Score Too High 5.5.4A1 Far Link: Identify the type of food herbivores, carnivores, and omnivores eat 2014-2015 NJ APA Teacher Training – Module V

5. If the Student Scores Above 39% Accuracy on Initial Activity You should: • Reassess the student using a less intrusive prompt or independence • e.g., if the student was provided model prompts during the activity, reassess the CPI Link using a less intrusive prompt level OR • Choose a more complex CPI Link • e.g., select a Matched Link instead of a Near Link OR • Choose a different CPI for the Strand 2014-2015 NJ APA Teacher Training – Module V

6. Step 5: Implement Instruction • Provide instruction on the CPI and CPI Link. • Ensure instruction reflects the essence of the CPI, strand, and standard. • Ensure the instruction is age- and grade-level appropriate. • Retain a working folder of instructional activities and classroom-based assessments implemented between the activities that generate the initial and final pieces of APA evidence. • This folder must be retained and may be reviewed during an NJDOE site visit. 2014-2015 NJ APA Teacher Training – Module V

7. Step 6 Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes. 5.5.4A1 Near Link: Label primary producers and consumers within a food web 2014-2015 NJ APA Teacher Training – Module V

8. Step 7: Based on the student’s accuracy score and level of prompt information on the “final” activity, determine if additional instruction and collection of evidence needs to occur for the entry. • Determine if additional instruction is necessary. • If the accuracy or independence scores are not as high as expected, provide additional instruction. • Reassess the CPI Link. • Collect the final piece of evidence from the very last activity on which the student was assessed within the second collection period. • The final piece of evidence should not be at a more intrusive prompt level than the initial piece of evidence. 2014-2015 NJ APA Teacher Training – Module V

9. Step 8: Review APA evidence to ensure that all information related to test design requirements are included. • Important! • Be sure to utilize the information discussed in Module VI: Teacher Instructional Resources as you plan instruction and assessment activities. The resources will help clarify the content of the standards, strands, CPIs, and CPI Links. • Be sure to consider all of the information in Modules VII, VIII, IX, and X when preparing evidence for inclusion in the APA portfolio. Those modules include further information that will help prevent zero scores. • Be sure to carefully consider the “Tips” section of Module IV as well as the additional information provided in the Score Interpretation Manual 2014-2015. 2014-2015 NJ APA Teacher Training – Module V

10. Checklist for APA Evidence Did you provide the student with rich instruction and design activities that clearly assess the skill(s) of the chosen CPI Link? Did you complete an Entry Cover Sheet for each entry and complete the activity descriptions? Did you include two pieces of evidence for each entry? Does EACH piece of evidence have the student’s name? Does EACH piece of evidence have a date (mm/dd/yy)? Did the date on the initial piece of evidence fall within the first collection period? Did the date on the final piece of evidence fall within the second collection period? Was the student assessed using at least five items/questions/task elements for each activity in science? 2014-2015 NJ APA Teacher Training – Module V

11. Did you calculate the student’s score for accuracy as a percentage? Did you clearly mark EACH response that required prompting using the first letter of the prompt ( V, G, M, P ) or with an I when the item was completed independently? Did you clearly mark EACH response as correct or incorrect using a plus (+) or minus (-)? Did you calculate the number of independent student responses as a percentage? Do ALL initial pieces of evidence have accuracy scores no higher than 39%? Did you include two DIFFERENT instructional activities as evidence in each entry? Checklist for APA Evidence (continued) 11 2014-2015 NJ APA Teacher Training – Module V

12. Review Information to answer the following review questions is found throughout Module IV and Module V of the training. You may go back to any part of the training or to the 2014-2015 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly. 2014-2015 NJ APA Teacher Training – Module V

13. Review – Modules IV and V • Should you include the Entry Planning Tool in the portfolio? • What should you consider when selecting a CPI Link to use to assess your student? • What can you do if the student scores above 39% on the first assessment? • Are the CPI Links to be used as the curriculum? • What three tips were mentioned to help design assessment activities? • Why is it important to always present instruction and assessment activities in the student’s mode of communication? 2014-2015 NJ APA Teacher Training – Module V

14. Answers – Modules IV and V • No. It is for your use only. • Decisions concerning which CPI Link to use to assess the student should be based on the student’s grade, how quickly the student learns new information, high expectations for the student, the initial level of prompts (if any) needed for the student to succeed, and how well the student performs on the initial activity. • You may reassess the student using a less intrusive prompt, choose a different Link, or choose a different CPI. • No. The CPI Links are used for assessment. Curriculum and instruction should be built on the grade-level standards. • The three tips were: make the activities clear, set up each item so that each of the student’s responses will be evident, and when giving answer choices, make sure they are discernable, fair, and plausible but not obvious. • Presenting instruction and assessments in the student’s mode of communication ensures the student can access the materials and express what he/she has learned. 2014-2015 NJ APA Teacher Training – Module V