APA

NJ APA Teacher Training 2 What is the Purpose of the APA? To measure performance of students with the most significant cognitive disabilities on the CCCS – the knowledge and skills that ALL New Jersey students are learning To measure performance of students with the most significant cognitive disabilities on the CCCS – the knowledge and skills that ALL New Jersey students are learning To ensure that ALL New Jersey students are included in the accountability system that is required by the No Child Left Behind Act To ensure that ALL New Jersey students are included in the accountability system that is required by the No Child Left Behind Act

What does this mean? EVERYONEMUSTTEACHNJCCCS

Who does what? 3 rd Grade 4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade MathXXXXXX LALXXXXXX ScienceXX

MATH STANDARD 4.1 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 4.2 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 4.3 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 4.4 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT

LANGUAGE ARTS STANDARD 3.1 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 3.1 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 3.2 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 3.2 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT

SCIENCE 4 TH GRADE STANDARD 5.5 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.6 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.8 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.9 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT

SCIENCE 8 TH GRADE STANDARD 5.5 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.6 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.7 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT STANDARD 5.9 ENTRY 1 PRE- ASSESSEMENT ENTRY 2 POST- ASSESSMENT

Entry Sheet

Grade Level CPI Essence Near Link Links Far Link Links Matched Link CPI Link

Each Piece of Evidence Must: Include the student’s name Include the student’s name Include the full date (month, day, year) Include the full date (month, day, year) Be reflective of the student’s communication mode Be reflective of the student’s communication mode Assess one CPI Link completely and exclusively Assess one CPI Link completely and exclusively Include a percent score for performance (accuracy) Include a percent score for performance (accuracy) Include a percent score for the number of items/questions/task elements the student completed independently Include a percent score for the number of items/questions/task elements the student completed independently Include a key (if acronyms, abbreviations, or symbols are used when scoring student work, explain what they mean) Include a key (if acronyms, abbreviations, or symbols are used when scoring student work, explain what they mean)

Acceptable Evidence Student work samples serve as the best evidence to document all of the necessary components of the assessment activity. Student work samples serve as the best evidence to document all of the necessary components of the assessment activity. This type of evidence includes the test items/questions, response options (if applicable), and student responses. This type of evidence includes the test items/questions, response options (if applicable), and student responses. Teachers may need to scribe the student’s responses when necessary. Teachers may need to scribe the student’s responses when necessary.

Unacceptable Work Samples  Does not use student ’ s communication mode  E.g., a teacher scribes the answers for a student who uses picture symbols to communicate but no pictures are included in the work sample or scribed answer  A work sample that does not assess the entire CPI Link  A work sample that assesses more skills/concepts than those found in the CPI Link  A work sample that assesses more than one CPI Link  A work sample without a percent score for independence level and percent score for accuracy  Scored work where the scores can not be replicated during the APA scoring process

Scoring Student Evidence for Accuracy Total accuracy score must be in the form of a percent. Total accuracy score must be in the form of a percent. The number of items correct divided by total number of items multiplied by 100 equals the total accuracy score. The number of items correct divided by total number of items multiplied by 100 equals the total accuracy score. Remember, if the student received a physical prompt, or was given the answer, the item must be marked as incorrect. Remember, if the student received a physical prompt, or was given the answer, the item must be marked as incorrect.

Scoring Evidence for Independence If the student performed the item/question/task element independently, mark the item with an “I”. If the student performed the item/question/task element independently, mark the item with an “I”. If all items are to be performed independently it is ok to write the statement “All items completed independently” instead of marking each item. If all items are to be performed independently it is ok to write the statement “All items completed independently” instead of marking each item. If the student required a prompt level to perform the item/question/task element, then mark the item with the first letter of the prompt level provided (V, G, M, P). If the student required a prompt level to perform the item/question/task element, then mark the item with the first letter of the prompt level provided (V, G, M, P).

Scoring Evidence for Independence Total Independence score must be in the form of a percent. Total Independence score must be in the form of a percent. The number of items completed independently divided by total number of items times 100 equals the total independence score. The number of items completed independently divided by total number of items times 100 equals the total independence score.

Looking Further at Prompting

Scenario 1 Student has typed a letter to a friend with the spell check off. Teacher then enables the spell check and student is asked to correct his mistakes. How would you use a ____________ prompt to support the student in this activity? Student has typed a letter to a friend with the spell check off. Teacher then enables the spell check and student is asked to correct his mistakes. How would you use a ____________ prompt to support the student in this activity?

Scenario 2 Student is given an activity sheet with 7 problems that require her to add negative and positive numbers. How would you use a ______________ prompt to support the student in this activity? Student is given an activity sheet with 7 problems that require her to add negative and positive numbers. How would you use a ______________ prompt to support the student in this activity?

Scenario 3 Student is asked to sort nouns and verbs into the labeled columns on the SMARTboard. How would you use a ___________ prompt to support the student in this activity? Student is asked to sort nouns and verbs into the labeled columns on the SMARTboard. How would you use a ___________ prompt to support the student in this activity?

Calculating Scores AccuracyIndependence # items correct divided by # of total Items multiplied by 100 equals % Correct ____/_____x 100 = ______% ____/_____x 100 = ______% # of Items done independently divided by # of total items multiplied by 100 equals % independent _____/_____x 100 = ______% _____/_____x 100 = ______%

NJ APA Teacher Training 23 Contents of the Entry The first piece of evidence documents the initial, or very early, performance of the CPI Link. This evidence must capture what the student does/does not know related to the CPI Link. The first piece of evidence documents the initial, or very early, performance of the CPI Link. This evidence must capture what the student does/does not know related to the CPI Link. This evidence must reflect the entire CPI Link in one activity, and be collected between September and November. This evidence must reflect the entire CPI Link in one activity, and be collected between September and November. In order for the CPI Link to be eligible for the student’s APA entry, the accuracy score on the activity can not be above 39%. In order for the CPI Link to be eligible for the student’s APA entry, the accuracy score on the activity can not be above 39%.

NJ APA Teacher Training 24 Contents of the Entry The second piece of evidence documents final performance of the CPI Link. This evidence should capture what the student has learned related to the CPI Link. The second piece of evidence documents final performance of the CPI Link. This evidence should capture what the student has learned related to the CPI Link. This evidence should assess the same CPI Link using a different instructional activity, and be collected between December and February. This evidence should assess the same CPI Link using a different instructional activity, and be collected between December and February.

**New this Year** Both the initial and final activities MUST be prepared before completion of the testing

Entry Planning Tool 26

Universal Scoring Rules In order to score an entry all of the following requirements must be adhered to: The student’s name must be on all evidence The student’s name must be on all evidence The complete date (mm/dd/yy) must be on all evidence AND dates for first and last evidence must be within specified time frames The complete date (mm/dd/yy) must be on all evidence AND dates for first and last evidence must be within specified time frames Each piece of evidence must be scored Each piece of evidence must be scored clearly marking correct/incorrect answers and clearly marking correct/incorrect answers and indicating independent performance or prompt required when completing each item/task. indicating independent performance or prompt required when completing each item/task. Accuracy score must be written as a percentage Accuracy score must be written as a percentage Independence score must be written as a percentage Independence score must be written as a percentage There must be a minimum of five items/questions/task elements There must be a minimum of five items/questions/task elements

Universal Scoring Rules continued Selected standard, strand, CPI, and CPI Link must be eligible for assessment, accurately documented, and evidence must correspond to the selection. Selected standard, strand, CPI, and CPI Link must be eligible for assessment, accurately documented, and evidence must correspond to the selection. Sufficient evidence of link Sufficient evidence of link First piece of evidence must reflect accuracy no higher than 39%. First piece of evidence must reflect accuracy no higher than 39%. The writing rubric must have at least 5 dimensions that assess the link The writing rubric must have at least 5 dimensions that assess the link If the universal requirements of an entry are satisfied the scoring rubric may be applied. If the universal requirements of an entry are satisfied the scoring rubric may be applied. If the requirements are not satisfied the entry receives a zero score for all dimensions. If the requirements are not satisfied the entry receives a zero score for all dimensions.

Evidence Errors (Dimension receives a zero) Performance Performance Test items not marked for accuracy Test items not marked for accuracy Evidence is missing editing marks related to the scoring on writing rubric Evidence is missing editing marks related to the scoring on writing rubric Independence Independence Test items not marked for independence Test items not marked for independence

APA Scoring Rubric Scoring Dimensions Scoring Dimensions Complexity Link Complexity Link Match, near, or far link selection Match, near, or far link selection Performance Performance Percentage of accuracy when performing skill Percentage of accuracy when performing skill Independence Independence Percentage of time skill was performed independently Percentage of time skill was performed independently

Complexity Link Dimension Does the evidence assess the CPI Link documented on the entry cover sheet? Does the evidence assess the CPI Link documented on the entry cover sheet? Does the evidence reflect performance of the entire CPI Link that was selected? Does the evidence reflect performance of the entire CPI Link that was selected? If the entire skill is not assessed in the evidence the score assigned is one. If the entire skill is not assessed in the evidence the score assigned is one. e.g., link required compare and contrast, evidence includes only skill of compare e.g., link required compare and contrast, evidence includes only skill of compare If a grade-level CPI Link, based on the assigned grade of the student, is not used, all dimension scores equal zero If a grade-level CPI Link, based on the assigned grade of the student, is not used, all dimension scores equal zero 0 Evidence provided is unscorable ; all dimension s will receive a score of zero 1 CPI Link was assessed but there are major flaws in the evidence 2 CPI Link is a far link to the grade level indicator 3 CPI Link is a near link to the grade level indicator 4 CPI Link is a matched link to the grade level indicator

Performance Dimension Is the accuracy score written as a percentage? Is the accuracy score written as a percentage? Calculate by dividing the number of correct answers by the total number of items/questions/tasks elements, then multiply by 100. Calculate by dividing the number of correct answers by the total number of items/questions/tasks elements, then multiply by 100. Is each item clearly marked as correct or incorrect? Is each item clearly marked as correct or incorrect? Be sure to mark all answers that were physically prompted as incorrect. Be sure to mark all answers that were physically prompted as incorrect. Percentage score must be able to be replicated by reviewer. Please make sure your scoring is clearly documented. Percentage score must be able to be replicated by reviewer. Please make sure your scoring is clearly documented. 0 Evidence is not scored, score is not a percentage, or score can not be replicated. All dimensions will receive a score of zero 1 Accuracy of work is 0- 39% based on the last activity 2 Accuracy of work is % based on the last activity 3 Accuracy of work is % based on the last activity 4 Accuracy of work is % based on the last activity

Independence Dimension How many items/questions/task elements did the student perform independently? How many items/questions/task elements did the student perform independently? Mark each item as either I for independent, or use a corresponding letter for the prompt that was required (V-verbal, G-gestural, M-model, P-physical prompt). Mark each item as either I for independent, or use a corresponding letter for the prompt that was required (V-verbal, G-gestural, M-model, P-physical prompt). If all items are performed independently it is o.k. to write “All items done independently” on the top of the page rather than writing “I” next to every item. If all items are performed independently it is o.k. to write “All items done independently” on the top of the page rather than writing “I” next to every item. Calculate the independence score by dividing the number of items that were performed independently by the total number of items, then multiply by 100. Calculate the independence score by dividing the number of items that were performed independently by the total number of items, then multiply by 100. Percentage must be able to be replicated by reviewer. Please make sure your scoring is clearly documented. Percentage must be able to be replicated by reviewer. Please make sure your scoring is clearly documented. 0 Evidence does not include percentage of time student was independent, is not clear, or percentage can not be replicated. 1 Student completed items/tasks independently 0-39% of the time 2 Student completed items/tasks independently 40-59% of the time 3 Student completed items/tasks independently 60-80% of the time 4 Student completed items/tasks independen tly % of the time

Looking at some Samples The good the bad and the ugly….

Resources Review