2. Steps to Developing an Entry Part Two Module V 2012-2013 NJ APA Teacher Training – Module V 1

3. 2 Developing an Entry 2012-2013 NJ APA Teacher Training – Module V 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.

4. 3 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 4 – November 16, 2012 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. 2012-2013 NJ APA Teacher Training – Module V Step 4: Assess the student to get an initial piece of evidence for APA purposes.

5. 4 2012-2013 NJ APA Teacher Training – Module V Initial Activity—Score Too High 9-10-12 4.1.7A3 Near Link: Match equivalent ratios

6. If the Student Scores Above 39% Accuracy on Initial Activity 5 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 2012-2013 NJ APA Teacher Training – Module V

7. Reassessed Using a Less Intrusive Prompt 6 2012-2013 NJ APA Teacher Training – Module V If adjustments were made to the selected Link or prompt level, place only the newest evidence of the initial activity in the portfolio. 9-25-12 4.1.7A3 Near Link: Match equivalent ratios cinnamon to 4

8. 7 Step 5 2012-2013 NJ APA Teacher Training – Module V 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.

9. Step 5: Implement Instruction Writing When teaching writing, the teacher must use different content/topics during instruction than those that will be used for the actual APA assessment. A teacher may not teach to a specific topic and then assess writing using the exact same topic. The APA activity designed to obtain assessment evidence must use a new/different topic with new content when testing the skill of writing. 8

10. 9 2012-2013 NJ APA Teacher Training – Module V Step 6 Determine when evidence can be collected to document the final instructional assessment of the CPI Link for APA purposes. The second piece of evidence must: be obtained during the second collection period Dec. 10, 2012 – Feb. 15, 2013 assess the same CPI Link 4.1.7A3 Near Link: Match equivalent ratios document the evidence include all necessary scoring information John matched equivalent ratios from a teacher-developed card game. 1-23-13

11. 10 2012-2013 NJ APA Teacher Training – Module V 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.

12. 11 2012-2013 NJ APA Teacher Training – Module V 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 “Reasons Why Some Binder Entries Get Zero Scores” bonus module.

13. 12 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 mathematics, science, reading, and discrete writing skills? 2012-2013 NJ APA Teacher Training – Module V

14. ___ For 3.2 Writing Links that require a writing rubric to score the student’s work, did the writing rubric include at least five dimensions? ___ Did you clearly mark EACH response as correct or incorrect using a plus (+) or minus (-)? ___ 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 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? 13 2012-2013 NJ APA Teacher Training – Module V Checklist for APA Evidence (continued)

15. Review 14 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 2012-2013 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly. 2012-2013 NJ APA Teacher Training – Module V

16. Review – Modules IV and V 15 1. Should you include the Entry Planning Tool in the portfolio? 2. What should you consider when selecting a CPI Link to use to assess your student? 3. What can you do if the student scores above 39% on the first assessment? 4. Are the CPI Links to be used as the curriculum? 5. What three tips were mentioned to help design assessment activities? 6. Why is it important to always present instruction and assessment activities in the student’s mode of communication? 2012-2013 NJ APA Teacher Training – Module V

17. Answers – Modules IV and V 1.No. It is for your use only. 2.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. 3.You may reassess the student using a less intrusive prompt, choose a different Link, or choose a different CPI. 4.No. The CPI Links are used for assessment. Curriculum and instruction should be built on the grade-level standards. 5.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. 6.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. 16 2012-2013 NJ APA Teacher Training – Module V