Rhode Island Alternate Assessment Science

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Rhode IslandAlternate AssessmentScience
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Agenda for Science Foundations of Science RIAA
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
• The design of RIAA Science
• Science instruction with RIAA Samples
• How to plan for the RIAA Science
• The RIAA documentation requirements and forms

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Science INQUIRY KNOWLEDGE
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Foundations of ScienceINQUIRY
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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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RIAA Science KNOWLEDGE
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RIAA Science Knowledge

• Life Science
• Earth Space Science
• Physical Science

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RIAA Science

• Assessed in grades 4, 8, and 11
• Includes Structured Performance Tasks (SPT)
• 2 Entries
• - Inquiry Construct
• - Knowledge
• Three collection periods
• 1 collection period from each science domain
• - Life Science
• - Earth Space Science
• - Physical Science

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Science Data Collection
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 1
Collection Period 2
Chosen Inquiry Construct
SDF of student knowledge of LS AAGSE
SDF of student knowledge of ESS AAGSE
SDF of student knowledge of ESS AAGSE
SDF Applied Within a LS AAGSE
SDF Applied Within an ESS AAGSE
SDF Applied Within a PS AAGSE

• LS/ESS/PS can be in any order
• 1Student Work for Inquiry AAGSE Entry and 1
  Student Work for Knowledge Entry
• Progress will be scored on the Inquiry Construct
  only.
• The AAGSEs chosen for Inquiry must be the same as
  those chosen for Knowledge
• (Page 7 in the manual)

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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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Describing the students involvement in the SPT
04-5
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RIAA Inquiry Constructs
Grade 4 Choose One Take data on the students
skills in the chosen Inquiry Construct
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Grade 4Inquiry Construct

• Teacher chooses CONDUCTING
• Follow procedures, using equipment or
  measurement devices accurately as appropriate,
  for collecting and/or recording qualitative or
  quantitative data.
• Student will be assessed on this Inquiry
  Construct in LS and PS and ESS

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Inquiry Construct within an ESS investigation of
rocks/minerals
Conducting
Describes how Emma is assessed on the conducting
inquiry construct (following procedures)
Describes Emmas accuracy and independence
performance in the selected inquiry construct.
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Conducting
Inquiry Construct within an PS investigation of
magnets
Describes the Emmas accuracy and independence
performance in the selected inquiry construct
(following procedures)
Describes how Emma is assessed on the conducting
inquiry construct (following procedures)
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Inquiry Construct within a LS investigation of
what plants need to grow and survive
Conducting
Describes Emmas accuracy and independence
performance in the selected inquiry construct
(follow procedures)
Describes how Emma is assessed on the conducting
inquiry construct.
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Knowledge Entry

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

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Same as Inquiry
Describes Emmas knowledge in the ESS AAGSE
Describing rocks and minerals using their
physical property (10 opportunities). Was she
correct or incorrect? What assistance did she
need?
Describes how Emma is assessed on describing
rocks and minerals using physical properties
(AAGSE).
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Same as Inquiry
Describes Emmas knowledge in the AAGSE
identifying objects that are/are not attracted to
magnets (6 questions). Was she
correct or incorrect? What assistance did she
need?
Describes how Emma is assessed using her
recording sheet on magnetism.
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Same as Inquiry
Describes Emmas knowledge in the LS AAGSE
Recognizing that plants need certain things in
order to grow and survive (6 opportunities). Was
she correct or incorrect? What assistance did
she need?
Describes how Emma is assessed on describing that
plants need certain things in order to grow and
survive during report out.
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Student Work
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Science EntryStudent Work

• One piece of student work is required for the
  Inquiry Construct entry demonstrates the
  students skills in the Inquiry Construct.
• One piece of student work is required for the
  Knowledge Entry demonstrates the students
  skills in the targeted Science AAGSE.

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Science EntryStudent Work

• Student work must
• 1 - Demonstrate the students skills in the
  Inquiry Construct for the Inquiry Entry or
  demonstrate the students skills in the targeted
  AAGSE for the Knowledge Entry
• 2 - Convey that the student work was done within
  a science investigation related to the chosen
  AAGSE and
• 3-Coordinate with the information provided on the
  Student Documentation Form.

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Emmas Student Workfor the Inquiry Construct
Emma Collection Period 2 Date 1/19 Inquiry
Construct Description CONDUCTING Follow
procedures, using equipment or measurement
devices accurately as appropriate, for collecting
and/or recording qualitative or quantitative
data. WITHIN AAGSE PS3.2.1a Description
Identify objects that are or are not attracted to
magnets.
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1- Does this student work demonstrate the
students skills in the Inquiry Construct for the
Inquiry Entry follow procedures, using equipment
or measurement devices accurately as appropriate,
for collecting and/or recording qualitative or
quantitative data? YES
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2- Does the student work convey that the student
work was done within a science investigation
related to the chosen AAGSE PS3.2.1a Identify
objects that are or are not attracted to
magnets.? YES
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• 3- Does the student work coordinate with the
  information provided on the Student Documentation
  Form?
• Percentages?
• Description of Data?
• Name?
• Date?
• Evaluation?
• YES
• Does it have the teachers initials?
• YES

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Emmas Science Knowledge EntryStudent Work
Emma Collection Period 2 Date 1/18 AAGSE
PS3.2.1a Description Identify objects that are
or are not attracted to magnets.
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2- Does the student work convey that the student
work demonstrate Emmas skills in the chosen
AAGSE PS3.2.1a Identify objects that are or are
not attracted to magnets.? YES
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• 3- Does the student work coordinate with the
  information provided on the Student Documentation
  Form?
• Percentages?
• Description of Data?
• Name?
• Date?
• Evaluation?
• YES
• Does it have the teachers initials?
• YES

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Reminders for Student Work

• Ensure that student work supports the entry in
  which it is submitted (Inquiry Construct or
  Knowledge Entry).
• Check that dates on the student work match with
  the dates on the accompanying SDF.
• Verify that the percentages and description on
  the SDF match the student work.
• Submit one piece of student work for the Inquiry
  Construct
• Submit one piece of student work for the
  Knowledge Entry.

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Selecting the Inquiry Construct and Structured
Performance Task

• The RIAA Science assessment uses an SPT as the
  context for the Inquiry Construct and Knowledge
  AAGSE for each science domain.
• The Inquiry Constructs to be assessed vary by
  grade.
• Teachers select one of two Inquiry Constructs to
  be assessed at grades 4, 8, and 11.
  (See
  page 47 of manual for RIAA Science Inquiry
  Constructs.)

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How do I choose a targeted AAGSEs to assess?

• One AAGSE is chosen from the list of targeted
  AAGSEs in the selected SPT for each of the
  science domains (LS, ESS, PS).
• The AAGSE should be chosen to meet the needs of
  the student.

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SPT 04-5
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SPT 04-5
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How do I plan for Science?
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• Planning for Rhode Island Alternate Assessment
  Science

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 Identify objects
that are or are not attracted to magnets.
Science Investigation Description The fourth
grade is working on a unit on the exploration of
magnets. OBSERVE/QUESTION Students developed
the research question What objects attract or
stick to
magnets? PLAN The
students identified objects made of different
materials to test and
gathered the
objects. CONDUCT Students
followed procedures to test the objects and
record their data on
a recording sheet ANALYZE
Students discussed their common findings
(what objects attracted?).
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Description of Inquiry Construct Emma was
assessed on how well she followed the procedures
to use the magnet wand (equipment) to test each
of her six objects and record her data.
Application of AAGSE Emma was assessed on the
number of correct responses about her objects
magnetism (using the investigation recording
sheet).

• Data Taken on Inquiry Construct
• Accuracy
• For each object, data was taken on whether Emma
  followed procedures () or did not follow
  procedures (-) for each of her six objects.
• Independence
• For each object, data was taken on the level of
  prompting Emma needed to complete each test
• Independent
• Auditory Prompt
• Visual Prompt
• Physical Prompt

Data Taken on AAGSE Accuracy Using Emmas
investigation recording sheet, Emma was assessed
on whether she correctly identified attract/ did
not attract for each of her six
objects. Independence For each object, data was
taken on the whether Emma was independent in
completing the attract/did not attract section of
the investigation recording sheet.
Emma independently followed procedures for five
of the six objects. Emma needed auditory
prompting to test one of six objects. Her
independence was 83.
INQUIRY
KNOWLEDGE
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Planning Activity

• Work for 20 minutes to
• Identify the Inquiry Construct and targeted
  Knowledge AAGSEs for one of your students.
• Plan a science investigation for the Inquiry
  Construct and targeted AAGSEs.
• Plan how you will evaluate the students accuracy
  and independence for both the Inquiry Construct
  and the targeted AAGSE.

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Science EntryFredrik
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RIAA Documentation and Forms
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RIAA Science Documentation

• Table of Contents
• 2 Entries
• Inquiry Construct
• Knowledge AAGSE
• Each entry includes
• 1Data Summary Sheet (DSS) with 1 data
• collection period for each Science domain.
• 3 Student Documentation Forms (SDF) 1 for each
  Science domain
• 1Student Work Product
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  Page 58 of the manual

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Science Documentation
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Important Dates

• Collection period 1
• October 6 November 14, 2008
• Collection period 2
• - January 12 February 6, 2009
• Collection period 3
• - March 16 April 9, 2009

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Upcoming Professional Development

• December Training
• December 10th and 11th
• Location Crowne Plaza at the Crossings
• Drop In Dates
• - Tuesday, Oct. 14th and Wednesday, Oct.15th
• - Wednesday, Jan. 28th and Thursday, Jan.29th
• Tuesday, March 24th and Wednesday, March 25th
• Location Winman Junior High School, Warwick

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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

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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
• agrattan_at_ric.edu or 456-8072