The Rhode Island Alternate Assessment (RIAA) Science September, 2015 Northern Rhode Island Collaborative, Lincoln, RI.

The Rhode Island Alternate Assessment (RIAA)

ScienceSeptember, 2015

Northern Rhode Island Collaborative, Lincoln, RI

Agenda• Welcome & Introductions

• Website (www.ride.ri.gov )

• Alternate Assessment Grade Levels

• NCSC/MSAA

• Eligibility for alternate assessment

• RIAA Science

▫ Understanding science inquiry

▫ Understanding AAGSEs

▫ Putting it all together

• ProFile: creating accounts, registering students, giving access to administrators

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The RI Alternate Assessment Program

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Grade RIAA Science NCSC/MSAA(ELA/Math)

2 NA NA

3 NA Yes - Required

4 Yes - Required Yes - Required

5 NA Yes - Required

6 NA Yes - Required

7 NA Yes - Required

8 Yes - Required Yes - Required

9 NA NA

10 NA NA

11 Yes - Required Yes - Required

12 NA NA

Test Window October 5 – April 29 March – May

MSAA Updates•Standard setting occurred over the

summer.▫Score reports will be mailed to districts at

the end of September.▫Webinar dates to go over the data will be

announced through the listserv.•MSAA: RI partnered with AZ, AR, CNMI,

Guam, ME, MD, MT, SD, and TN to create the Multi-state Alternate Assessment.▫Currently reviewing bids for test vendor

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Ways students participate in state assessments:

1.General education assessment without accommodations (PARCC/NECAP Science)

2.General education assessment with accommodations (PARCC/NECAP Science)

3.Alternate assessments (MSAA/RIAA Science) Make up about 1% of the student population Students with significant cognitive disabilities

who meet the eligibility criteria Disability impacts all domains of learning

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Participation Criteria (page 10 of the IEP Team Guidance Document)

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Eligibility for the Alternate Assessment

• Eligibility should be determined before the start of the school year.

• 2015-16 IEP Team Guidance for Eligibility▫The 2015-16 eligibility form must be used

for all IEPs that will be reviewed this year. ▫For ALL members of the IEP Team.▫Review pages 11 – 12 to understand which

evidence and data are appropriate to use for eligibility determinations.

The Structure of RIAA Science

Investigation

Content Standard (AAGSE)

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Inquiry Entry“doing” science

Knowledge Entry

“learning” science content

1. Observe or Question

2. Plan3. Conduct4. Analyze

1. Life Science2. Earth and Space

Science3. Physical Science

The Inquiry Entry (entry 1)

Investigation1. Observe or

Question2. Plan3. Conduct4. Analyze

Step 1: Observing/Questioning (page 17)

Make and describe observations in order to ask a question or make a prediction related to the science investigation.

Students learn about the content in the AAGSE:

• Watch (observe) animals, the sun, the stars, ice to water which turns to steam,…plants grow, documentaries, movies, etc.…

• Read books, articles, etc…

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Step 2: Planning (page 17)

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.

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Step 3: Conducting (page 18)

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Grade 4: Follow procedures or use appropriate equipment or measurement devices accurately to record qualitative or quantitative data.1. Procedures: How the student collected data2. Equipment/measurement devices: How and what the

student recorded the data on their datasheet3. Others?

Grade 8: Use data to summarize results.4. Numerical (quantitative data)5. Observational (non-numerical data)

Grade 11: Use accepted methods of organizing, representing, or manipulating data.6. Organizing: uses data sheets, groupings of observations.7. Representing/manipulating: tables, graphs, pictures, etc.

Step 4: Analyzing (page 18)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 answer the investigation question.▫ The arctic hare changes from brown in summer to white in winter.

This means that animals can respond to changes in season.

•Analyzing is not recording data on the data sheet.

•Analyzing is not answering questions about the data.▫ How many people in class have dogs?

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Putting it Together

Mapping out the science investigation

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ESS1.2.1a: Identify the forms of water in the water cycle

Observe/Question:• Watch a video to learn about the water cycle.• Watch evaporation happen and identify condensation

▫ https://www.youtube.com/watch?v=U80LVjVX75k▫ http://serc.carleton.edu/eslabs/weather/2a.html

• What observations will students make? Observe the water in the glass; observe the water evaporating when the light is turned on. Observations will be recorded on their observation sheet.

• Question: Is water always liquid or does it change into something else?

Planning:• Tools needed for investigation: bowl/measuring cup, plastic wrap, water, desk lamp,

observation sheet• How will the investigation get set up?

Conducting (steps of investigation):1. Fill measuring cup with water2. Cover with plastic wrap3. Shine desk lamp on measuring cup filled with water4. Record what you see on the observation sheet

Analyzing:• After the student records what they observed, answer the questions:

▫ Is water always liquid or does it change into something else? Answer: __________▫ What observations did you make that tell you water can change from one form to another?

_______________________

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PS 3.2.1a Identify objects that are or are not attracted to magnets.Observe/Question:• Watch a video to learn about magnets

▫ https://www.youtube.com/watch?v=Tc8mOuCJtrk▫ https://www.youtube.com/watch?v=j8XNHlV6Qxg (Teachers)▫ https://www.youtube.com/watch?v=MZtTVsIOA9c (Teachers)

• Observe: What kinds of objects do magnets stick to?• Test: Do bigger magnets attract more paperclips than smaller magnets?

Planning:

• Tools needed for investigation: 2 magnets (one big and one small), paperclips (or a lot of something magnetic), paper and pencil to record data

• How can the investigation be set up?

Conducting (steps of investigation):1. Take one magnet and hold it over the paperclips2. Move the magnet away from the paperclips to make sure they stick and it can hold as much as

possible.3. Take all of the paperclips off the magnet and count them.4. Record how many paperclips magnet #1 holds5. Repeat the steps with magnet #2

Analyzing:• After recording how many paperclips the magnet holds, answer the questions:

▫ Which magnet holds the most paperclips? __________▫ Is the bigger or smaller magnet more powerful? _______________________▫ If you had an even bigger magnet, do you think you would be able to pick up more paperclips?

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LS 1.1.1 Distinguish between living and non-living things.Observe/Question:• Watch a webcam of a favorite animal(s)• Watch animals in the classroom, at home, in the park, etc.

▫ https://www.youtube.com/watch?v=CuDyEUwnG18 ▫ http://www.aquariumofpacific.org/exhibits/webcams▫ http://www.neaq.org/education_and_activities/blogs_webcams_videos_and_more/webcams/giant_ocean_t

ank_webcam/index.php▫ http://www.montereybayaquarium.org/animals-and-experiences/live-web-cams

• Any animals in the classroom, service dogs, therapy dogs, etc.• Observe: What does the student notice about the things in the classroom and on the webcams?• Question: What do all living things have in common?

Planning:• Develop a checklist of living attributes to decide if something is alive or not.• Pick 10 objects to test. They are:…..

Conducting (steps of investigation):1. Observe the webcams and animals, people, and other objects in the classroom2. Select one of the objects (list is above) and answer each question on the checklist3. Based on the answers to the questions, is the object living or non-living?4. Repeat the steps with next object

Analyzing:• After completing the checklist to determine what makes something alive, answer the

question: what do all living things have in common? How do you know?

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Assessing Inquiry (page 16)• Page 58: ESS 1.2.1a: Identify the forms of water

in the water cycle▫Observe/Question▫Conducting

• Page 60: PS 3.2.1a Identify objects that are or are not attracted to magnets.▫Observe/Question▫Conducting

• Page 56: LS 1.1.1. Distinguish between living and nonliving things▫Observe/Question▫Conducting

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Science Inquiry Entry Structure

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Did the student complete all of the steps in the investigation?

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WATER CYCLE:Conducting (steps of investigation):1. Fill measuring cup with water2. Cover with plastic wrap3. Shine desk lamp on measuring cup filled with water4. Record what you see on the observation sheet

LIVING and NON-LIVING:Conducting (steps of investigation):1. Observe the webcams and animals, people, and other objects in the classroom2. Select one of the objects (list is above) and answer each question on the

checklist3. Based on the answers to the questions, is the object living or non-living?4. Repeat the steps with next object

MAGNETS: Conducting (steps of investigation):1. Take one magnet and hold it over the paperclips2. Move the magnet away from the paperclips to make sure

they stick and it can hold as much as possible.3. Take all of the paperclips off the magnet and count them.4. Record how many paperclips magnet #1 holds5. Repeat the steps with magnet #2

Collection Period 1

Collection Period 2

Collection Period 3

The Knowledge Entry (entry 2)Assessing the content of the AAGSEs.

Content Standard (AAGSE)

1. Life Science2. Earth and Space

Science3. Physical Science

Our example so far:

CP 1

Entry 1: Inquiry

Conducting

Entry 2:Knowledge

ESS1.2.1a: Identify the

forms of water in the water cycle.

CP 2Entry 1: Inquiry

Conducting

Entry 2:KnowledgePS 3.2.1a

Identify objects that are or are not attracted to

magnets.

CP 3

Entry 1: Inquiry

Conducting

Entry 2:Knowledge

LS 1.1.1 Distinguish

between living and non-living

things.

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Science Knowledge Entry Structure (page 16)

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ESS1.2.1a: Identify the forms of water in the water cycle

LS 1.1.1 Distinguish between living and non-living things.

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

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Assesses the AAGSE

How to write up the Inquiry Entry

Describe the science investigation clearly.Convey how the student was assessed.Ensure that description clearly shows what the data was collected on.

Datafolio Forms for Inquiry

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Data Summary

Sheet

Student Documentation

Form (LS)*

Student Documentation

Form (ESS)*

Student Work(can be any domain –

Water/Magnets/Living)

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.

SDF:Conducting

(Water Cycle)

SDF:Conducting(Magnets)

SDF:Conducting(Living/non-

living)

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Description of InvestigationStudent-Level Description

SDF for Inquiry (page 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.

Datafolio Forms for Knowledge

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Data Summary

Sheet

Student Documentation

Form (LS)*

Student Documentation

Form (ESS)*

Student Work(can be any domain –

Water/Magnets/Living)

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.

SDF:AAGSE

Water Cycle

SDF:AAGSE

Magnets

SDF:AAGSE

Living/non-living

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Copy/Paste from Inquiry

Student-Level Description

SDF for Knowledge (page 30)

How to Complete the Data Summary Sheet (DSS)

Data Summary

Sheet

Student Documentation

Form (LS)*

Student Documentation

Form (ESS)*

Student Work(can be any collection

period)

Student Documentation

Form (PS)*

Data Summary Sheet Includes: (Page 28)

• One Data Summary Sheet for Inquiry and one for Knowledge

• 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).

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Least

Most

Accuracy, Assistance, and Independence

Level of Accuracy

Example:# of times the student is correct

#of opportunities the student the student has

“James was given 2 opportunities to select the animals that breathe. He was correct 1 out of 2 times for an accuracy rate of 50%.”

1/2 = 50%

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Level of Independence

Example:

“The student performed [the skill; what is being measured] independently 1 out of 5 opportunities.”

1 out of 5 independently 1/5 = 20%

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Levels of Assistance

• 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

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Examples of Levels of Assistance Gestural Prompt (GP) Prompts of a nonverbal nature that help students respond

and provides them with cues related to the content of the activity.

Verbal Prompt (VP) Spoken statements that help students respond and provides them with cues related to the content of the activity.

Model (M) Requires the teacher to demonstrate a desired behavior in order to prompt an imitative response.

Partial Physical Prompt (PPP)

Physically guides the students through the target skill/task, but at a less intrusive level (hand-over-wrist, elbow, shoulder)

Full Physical Prompt (FPP) Requires the teacher to place his/her hand on top of student's hand and physically guide the student through the target behavior/task (hand-over-hand). The teacher, rather than the student, exerts the effort, which minimizes errors.

Entering the Level of Assistance

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Choose three prompts for each student and arrange them from least invasive to most when you enter them into ProFile.

1.Verbal prompt (VP)

2.Wrist prompt (PPP)

3.HOH prompt (FPP)

What if the student doesn’t require a Level of Assistance?

• In ProFile:▫ Leave prompts blank and N/A▫ Select 100% for level of Independence.

• This must be completed in order for calculations to be correct.

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Connection between Levels of Independence and Assistance

• 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%.

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Choosing and Submitting Student Work

Student Work Product Criteria:• 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 for an entry, 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.

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Photograph Criteria: (page 36) • 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 kind of photograph.

• Multiple photographs are acceptable.• An explanation of the student’s participation must be

included on the Photograph Evidence Documentation form. ▫ To activate the form in ProFile, 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.

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Student Work Product Label: (page 36)

• The optional Student Work Product Label was designed as a reminder to include the required data for student work. Some things to keep in mind:▫ It is a tool to ensure all information is included; it is NOT

required to submit student work.▫ If a Student Work Product Label is used, that information

must correspond to the graded student work attached. ▫ One sheet of labels will be shipped to schools with binder

materials. ▫ More labels can be printed from the RIDE website at

www.ride.ri.gov/RIAA and click on the “RIAA” tab.▫ Measured Progress will not ship additional labels to you.

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Student Work Product Label

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*The student work product must clearly show incorrect/correct answers in addition to accuracy calculation.

Correcting Mistakes (page 33)

• No white out for whole sentences• No tape, glue, etc.• Page X for an example…just cross out and

write above.

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Other Forms

Table of Contents Checklist – Page 37FERPA Form – Page 38 & 39Affirmation of Test Security – Page 40

ProFile

Creating your account – Page 24Registering Students – Page 42Transferring students – Page 48Contacting the Help Desk – Inside CoverContacting RIDE – Inside Cover

RIAA Science Calendar (inside front cover)

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Student Registration

September 14  ProFile Open for Student

Registration

February 12   Registration closes for 2015-16

February 12

 Last Day to Remove Students from Class Lists. Only transfer students

processed after 2/12.

April 1  Last Day to Submit State-Approved Special Considerations and Waivers

for MSAA

Materials Shipments

March 14  Binders & Return Materials

Shipped to Schools

April 29   UPS Pickup

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Assessment Dates 2015 - 16

Collection Period 1

October 5 – November 13   Collection Period 1: Assessment

November 13 – December 4   Wrap-Up and Administrative Review

December 4   ProFile locks at midnight

Collection Period 2

January 4 – February 12   Collection Period 2

February 12 – 26   Wrap-Up and Administrative Review

February 26   ProFile locks at midnight

Collection Period 3

February 29 – April 8   Collection Period 3

April 8 – April 29   Wrap-Up and Administrative Review

April 29   ProFile locks at midnight

RIAA Assessment Dates (inside front cover)

•https://www.research.net/r/2015RIAASurvey

•Participation Certificates will be distributed via email after the survey has been completed.

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RIAA Administration Training Survey