Rhode Island Alternate Assessment Science

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Rhode IslandAlternate AssessmentScience
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Agenda Welcome and Updates Foundations of
Science Conceptual Design of the 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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What you will learn today

• Foundations of Science
• Conceptual design of the Science Model
• Science Instruction with RIAA Samples
• How to Plan for the RIAA Science
• The RIAA Documentation Requirements and Forms
• Additional Resources for RIAA

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Foundations of Science
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Understanding Science

• Two Main Science Concepts
• Unifying Themes of Science
• Statements of Enduring Knowledge

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RIAA Schema for Inquiry Constructs
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RIAA Science
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RIAA Science

• Grades 4, 8, and 11
• SPT
• 2 Entries
• - Inquiry Construct
• - Knowledge
• Three collection periods 1 from each Science
  Domain
• - Life Science
• - Earth Space Science
• - Physical Science

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RIAA Science Blueprint
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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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RIAA Inquiry Constructs
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Knowledge Entry

• Three Science Domains
• Life Science (LS)
• Earth and Space Science (ESS)
• Physical Science (PS)

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Science Conceptual Design
SPT Science Investigation
Inquiry Construct
Collection Period 1
Collection Period 2
Collection Period 3
Inquiry/ESS AAGSE
Inquiry/LS AAGSE
Inquiry/PS AAGSE
LS AAGSE
ESS AAGSE
PS AAGSE
LS/ESS/PS can be assessed in any order.
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Science Data Collection(Operational)
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 3
Collection Period 2
Collection Period 1
INQ/ PS AAGSE SDF
PS AAGSE SDF
INQ/ LS AAGSE SDF
INQ/ ESS AAGSE SDF
LS AAGSE SDF
ESS AAGSE SDF
LS/ESS/PS can be in any order SDF Student
Documentation Form 1 SDF for Inquiry AAGSE Entry
and for Knowledge AAGSE Entry will have Student
Work attached. Progress will be scored on the
Inquiry Construct only.
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Science Instruction
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Science Instruction

• What is an investigation?
• How do I assess Inquiry?
• How do I choose the AAGSEs?
• How do I plan for Science?

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What is a Science Investigation?

• A science investigation is
• a science unit/activity that uses the inquiry
  processes of
• Observation and Questioning
• Planning
• Conducting
• Analyzing

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General Education Science Kit

• Setting Up the Terrarium
• What goes into a terrarium? Which parts are the
  non-living (abiotic)? Which parts are biotic
  (living)?
• Students should distinguish between living and
  non-living. Not as easy as it sounds. For
  instance, are seeds alive? What about mulch?

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Science Knowledge Entry

• Example LS 1 All living organisms have
  identifiable structures and characteristics that
  allow for survival.
• 1. Student demonstrate an understanding of the
  diversity of organisms.
• LS1.1.1 Distinguish between living and
  non-living things.

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Observation and Questioning

• The student makes and describes observations in
  order to ask questions, and/or make predictions
  related to the science investigation.
• Example
• Observation The student makes observations and
  describes the many features (dirt, water, plants,
  animals) that will be used to create a terrarium.
• Question As a result of their class
  observations, a student asks questions related to
  living and non-living things, e.g., Which parts
  are the non-living (abiotic)? Which parts are
  living (biotic)?

Lesson from GEMSNET Science kit
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Planning

• The student identifies the information/evidence
  needed to be collected and/or tool to be used in
  order to answer the question or check a
  prediction.
• Example
• The students plan how they will examine the
  different parts used to create a terrarium. They
  will create a tool (e.g., a check list of living
  and non-living criteria) to help identify living
  and non-living parts of the terrarium.

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Conducting

• The student follows the procedures, using
  equipment or measurement devices accurately, as
  appropriate, for collecting and recording
  qualitative or quantitive data.
• Example
• The students use the materials to create the
  terrarium. Using the tool (e.g., a check list)
  they developed, they will record information to
  determine if the materials used to make the
  terrarium are living or non-living.

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Analyzing

• The student uses evidence to support and/or
  justify interpretations and/or conclusions or
  explain how the evidence refutes the hypothesis.
• Using the data collected, the students will
  justify their identification of the living and
  non-living parts of the terrarium.
• Example The student makes the statement, I
  know that the dirt is non-living because it does
  not need air to breath.

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How to Assess the Inquiry Construct
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RIAA Inquiry Constructs
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Assessing Inquiry Skills
General Curriculum PS1 (5-6) Students
demonstrate an understanding of characteristic
properties of matter by 1a comparing the masses
of objects of equal volume made of different
substances.

• Example
• Investigation Objects that sink or float
• Questions What causes objects to float or
  sink?
• Big Ideas Buoyant force (water) pushes up as
  gravity pulls down. If the buoyant force is
  greater than the gravitational force, it will
  float. If not, it will sink.

Inquiry Construct 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. Inquiry focus Understanding the
characteristic properties of matter and making
predictions based on information about those
properties. AAGSE PS1.1.1a Identify which
object in a group has a specific physical
property. (e.g., size, shape, color, texture,
smell, weight, etc.) Example The student will
make predictions about the relationship between
weight of objects and sinking or floating. I
predict the rock will sink because it is heavy.
Lesson from GEMSNET Science kit
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Assessing Inquiry Skills

• Student Participation
• After feeling the objects, the student uses
  a prediction strip to predict whether the object
  will sink or float. The student chooses a
  prediction statement from a field of two
  predictions and one question.
• Accuracy Data
• Measures the students ability to make a
  prediction verses asking a question.
• Independence Data
• Measures the students level of assistance
  needed to make the prediction.
• Levels of Assistance
• Point prompt, verbal prompt or a
  hand-over-hand prompt to make the prediction.

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the
will
sink.
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Things to Remember

• The student needs to make the observations, ask
  the questions, plan, conduct and analyze for a
  complete science investigation.
• The aspect of the Inquiry Construct assessed must
  be consistent across all investigations.
• For example
• If a teacher assesses a students work on the
  predicting piece of the Inquiry Construct, she/he
  must assess the students prediction skill across
  all the domains of Life, Earth Space and Physical
  Science.

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Brainstorming Activity

• By grade level, take 30 minutes to work together
  to brainstorm ways to assess accuracy and
  independence for the Inquiry Constructs.
• Report out.

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How do I choose the AAGSEs?
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Structured Performance Task Student will
demonstrate the concept within a science
investigation, which includes observing/questionin
g, planning, conducting and analyzing. Targeted
AAGSEs ESS1.1.1b Describe soil using one
physical property (e.g., color, size, shape,
texture, smell, weight) (Suggestions Feel soil
select soil when given soil and grass
etc.) ESS1.1.2b Describe rocks and minerals using
one physical property (e.g., color, size, shape,
texture, smell, weight) (Suggestions Examine
minerals and rocks with various properties
compare properties of different minerals or
rocks select the rock or mineral when given one
along with one other object.) ESS1.1.3 Compare
different soils to each other. ESS1.1.4 Compare
different rocks and minerals to each other.
ESS1.1.5b Compare soils to rocks and minerals
using one physical property. (e.g., color, size,
shape, texture, smell, weight). (Suggestion
Examine a rock or mineral and soil and describe
the differences.) ESS1.2.1 Identify the forms of
water in the water cycle. ESS1.2.4 Recognize
that some changes happen faster than
others. ESS1.2.5 Identify air and water of
different temperatures. ESS1.2.13a Describe
daily weather (e.g., clouds, hot, cold, wet,
dry) ESS1.2.13b Identify each season. ESS1.2.13c
Describe each season. ESS2.1.1d Identify the
suns position as it changes throughout the day.
(e.g., sunrise, noon, sunset) ESS2.1.2b Identify
changes in the moons appearance.
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How do I plan for Science?

• Inquiry Construct Entry

Inquiry Construct Q P C A
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 Recognize that some
objects may or may not be attracted to
magnets.
Science Investigation Description The fourth
grade is working on a unit on the exploration of
magnets. They will explore different magnets and
objects and then come up with questions to
answer, such as What kinds of objects stick to
magnets? They plan how they will answer the
questions, test objects, collect data and draw a
conclusion that answers the question.
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How do I plan for Science?

• Inquiry Construct Application Description
• This assessment focuses on the conducting part of
  the unit. All students had at least 10 objects
  that they tested with the magnet to answer the
  question. Students were required to record if an
  object was attracted to (stuck to) the magnet or
  was not attracted to (did not stick to) the
  magnet.
• Students will be given a recording sheet where
  they collect and then record what the object did
  or did not do. The following ideas are ways
  students at different levels may participate in
  conducting the investigation.
• A student who can write words can fill in the
  sheet with the object and record (/-) if it was
  attracted/not attracted to the magnet.
• A student can use Boardmaker? symbol for
  attract or not attracted to glue on the sheet
• A student could eye gaze to the Boardmaker?
  symbol and the teacher then glues it to the
  recording sheet.
• The recording sheet could have attracted and
  a not attracted columns and the student marks
  in the correct column with a bingo marker or a
  sticker.
• The sheet can be set up in advance with pictures
  of each object, symbols or words- depending on
  the students mode of communication.

• Student Evaluation of Inquiry Construct Students
  are evaluated on their ability to record data-
  set up the parameters in advance- the students
  ability to collect and record the data is being
  assessed so what do you need to look at for this?
  
• On the sheet they have 10 opportunities to
  collect and record information. Assess them on
  whether or not they follow the procedures for
  recording data.
• You could use a 3 step procedure for each item-
• 1- test the item (set it next to the magnet),
• 2- observe what happens (look at it),
• 3- record what happened (see above ways).
• This would give the student 30 points on which to
  be scored. Be sure to score for accuracy- doing
  the step correctly and independence no content
  assistance with the steps.

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Planning Activity

• Work for 30 minutes to
• Identify Inquiry Construct(s) and AAGSE(s) for
  your student(s).
• Plan science investigations for those Inquiry
  Construct(s) and AAGSE(s).
• Plan how you will evaluate the student(s)
  accuracy and independence for both the Inquiry
  Construct and the Knowledge AAGSE.

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RIAA Documentation and Forms
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RIAA Science Documentation

• Table of Contents
• 2 Entries
• Inquiry Construct
• Knowledge
• Each entry includes
• One Data Summary Sheet (DSS) One data collection
  period for each Science Domain.
• Three Student Documentation Forms (SDF) One for
  each Science Domain
• One Student Work Product

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Science Documentation
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Data Summary Sheet (DSS) for Inquiry Construct

• Purpose
• Used to evidence the rubric dimensions of Student
  Progress, Level of Accuracy and Level of
  Independence.
• Includes the following information
• Student name and grade
• Science domain
• SPT description
• AAGSE number and description
• Three days of data per collection period
• Data documenting Accuracy, Independence and
  Levels of Assistance.

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Data Summary Sheet (DSS) for Knowledge Entry

• Purpose
• Used to evidence the rubric dimensions of Level
  of Accuracy and Level of Independence.
• Includes the following information
• Student name and grade
• Science Domain
• SPT description
• AAGSE number and description
• Three days of data per collection period
• Data documenting Accuracy, Independence and
  Levels of Assistance.

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Student Documentation Form (SDF)

• Purpose
• Evidences the rubric dimension of Connection to
  the Content Strand.
• Describes the students application of the AAGSE
  in a Standards-Based Activity.
• Explains how the accuracy and independence data
  were determined.

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Acceptable Student Work

• Acceptable student work products that demonstrate
  a clear connection to the AAGSE are
• A. An actual student work product must be
  completed by the student and graded/evaluated by
  the teacher.
• drawings or writings
• journal entries
• projects
• B. A photograph of the student participating and
  demonstrating the skill in the standards-based
  activity including an explanation of how the
  student participated.
• ? All student work must have the students name
  and date on it.?

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AAGSE Entry Components
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AAGSE Entry Documentation

• 1 Data Summary Sheet
• 3 Student Documentation Forms
• 1 piece of acceptable student work
• 5 pieces of paper per entry

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Important Dates

• Collection period 1
• October 9 November 16, 2007
• Collection period 2
• - January 14 February 8, 2008
• Collection period 3
• - March 17 April 11, 2008
• Datafolio pick-up
• - May 8, 2008

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Upcoming Professional Development

• December Training
• - December 4th and 5th
• Drop In Dates
• - October 24th and 25th
• - January 30th and 31st
• - April 1st and 2nd

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What You Learned Today

• Foundations of Science
• Conceptual design of the Science Model
• Science Instruction with RIAA Samples
• How to Plan for the RIAA Science
• The RIAA Documentation Requirements and Forms
• Additional Resources

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Contact Information

• Cynthia Corbridge RIDE
• cynthia.corbridge_at_ride.ri.gov or 222-8497
• Phyllis Lynch RIDE
• phyllis.lynch_at_ride.ri.gov or 222-4693
• Susan Dell The Sherlock Center
• sdell_at_ric.edu or 456-8557
• Amy Grattan The Sherlock Center
• amy.grattan_at_ride.ri.gov or 222-8983