APA Test Design CPI Links and Contents of an Entry Module II APA Test Design CPI Links and Contents of an Entry Module II of the training covers the basic test design, including alignment to the standards through the use of the CPI Links. The focus of this section is on the CPI Links. What are CPI Links? How are they used for instruction and assessment? It’s also about ensuring instruction, that is based on a thorough review of the Links in conjunction with the essence of the standard, the strand, and the cumulative progress indicator (also known as a CPI), and how to choose Links for assessment that is appropriate to individual students. 1 2014-2015 NJ APA Teacher Training - Module II. This PowerPoint in its entirety is for the exclusive use of New Jersey educators. All other uses of this document are forbidden without written permission from the NJDOE.

2014-2015 NJ APA Teacher Training - Module II What will this portfolio look like? What are the required components? Let’s look at the different parts of the test design for the portfolio, including “What are the required components”. 2014-2015 NJ APA Teacher Training - Module II

What is the Format of the APA? Portfolio: Paper based, submit in a 3-ring binder Binders are mailed to districts the week of October 20, 2014, based on the APA registration counts your administrator submitted September through mid-October 2014. Content Area: Science is the only content area assessed by the APA in 2014-2015. Assessed in grades 4, 8, and high school. Entries relate to content standards, grade-level CPIs, and revised 2014-2015 CPI Links. Science will have four entries, each one reflecting the assessment of one CPI Link. Evidence documents educational instruction and student performance of skills. The instructional activity used at the beginning and at the end of the CPI Link instruction is submitted as the assessment evidence. The format of the portfolio is a paper-based binder. We will be shipping these 3-ring binders to your district the week of October 20, 2014, where you will house your evidence for the portfolio. There are four different CPI Links that will be tested for Science. Each CPI Link will be related to one of the SCIENCE content standards, one of the strands, one of the grade level CPIs, and one of the CPI Links. The evidence itself is actually instructional information, also known as an instructional activity that you’ve used in order to teach and assess that particular CPI Link. We’re going to talk about how much evidence you need for an entry in order to submit the proper portfolio. 3 2014-2015 NJ APA Teacher Training – Module II

Test Design APA Portfolio Table of Contents Science 4 Entries NOTE: NO entry should contain more than four pieces of evidence. This graphic represents a student who is being assessed in Science with the APA. Science is the only content area assessed by the APA in 2014-2015. For a student who has to be assessed in APA for Science, you will have an APA portfolio binder with a table of contents, then four different entries with evidence for science. When we talk about the test design, we will let you know that you only need two different pieces of evidence for each entry. Two is plenty in order to help us assess that student on the CPI Link. However, you’ll need to remember: do not include more than four pieces of evidence for any entry. If there are more than four pieces of evidence, that entry cannot be scored. 4 2014-2015 NJ APA Teacher Training – Module II

Test Design Example - Science APA Portfolio Table of Contents Science Entry 1 Entry 2 Entry 3 Entry 4 Entry Cover Sheet reflecting 1st Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 2nd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 3rd Standard, Strand, CPI, and CPI Link Entry Cover Sheet reflecting 4th Standard, Strand, CPI, and CPI Link 2 pieces of evidence Let’s look at the structure for a particular portfolio. The test specifications for APA prescribe exactly which standards and strands you must assess. These test specifications are by grade level, and delineate which standards and strands will be assessed for the student. The test specifications also specify a limited number of cumulative progress indicators, or CPIs, that are available for assessment. Instruction and assessment must be directly linked to a grade level CPI for that student’s assigned grade level, and it also must be directly linked to address the critical essence of the standard, strand, and CPI. Students, for the APA, may not be assessed on functional, behavioral, or access skills. Look at the structure of the slide for a moment, there will be four different entries. You’ll also have within an entry what we call an Entry Cover Sheet, and we’ll show you that form and how to fill it out. You will document which standard, strand, CPI, and CPI Link you are assessing. Following any Entry Cover Sheet, you will see two pieces of evidence that you will submit to show that the student was being taught and assessed on the CPI Link. NOTE: NO entry should contain more than four pieces of evidence. An entry containing more than four pieces of evidence will result in zero scores for all dimensions. 5 2014-2015 NJ APA Teacher Training – Module II

Page Numbering A Table of Contents that references page numbers in the portfolio must be included. The Table of Contents does not need a page number. Evidence that is longer than one page should be numbered using a combination of page number and letters (for example, 2, 2a, 2b, 2c, etc.). For example, a student was given a test with 8 test items. The test was two pages long, but it is one activity/piece of evidence. The pages might be numbered page 3 and 3a. Entry Cover Sheets get their own page numbers. It is important when you put the portfolio together that you have the entries in the right order. You also have to number all of your pages and create a table of contents. However, the table of contents does not need to have a page number on it. When you look at evidence, sometimes a single piece of evidence is actually more than one page, such as a test where a student had eight test items appearing on two pages, but this activity is considered only one piece of evidence. How do you number pages of evidence that is longer than one page? When you have a piece of evidence that’s more than one page, use both a number and letter so that you can show us that those multiple pages are all associated. Therefore, if you have a 2-page piece of evidence, you could mark that as page 2 and page 2a. That will show us that those two pages go together. Entry Cover Sheets will, of course, also get their own page numbers. 2014-2015 NJ APA Teacher Training – Module II

You may access a Table of Contents template on Questar’s ServicePoint website for your use when creating the Table of Contents. This TOC is a fillable online form that allows the user to type page numbers directly into the form and then print it for inclusion in the portfolio. Included with the form are instructions on how to complete, print, and save the form. The APA Table of Contents template can be found on the NJ APA Questar website under the Documentation tab at  https://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx 7 2014-2015 NJ APA Teacher Training – Module II

When Do I Collect Evidence? Activity Collection Period Initial Activity September 2, 2014 - November 14, 2014 Final Activity December 8, 2014 - February 13, 2015 Dates on the evidence must include month, day, and year. Be sure to plan early in the year when you will instruct and assess each CPI Link and content area. All students will need to be assessed on an initial activity within the correct time frame above, even if the majority of instruction will not occur until the winter. Although we haven’t yet talked about the intricacies of the APA test design, please know that there are two main timeframes within which you must administer the instructional activities that are related to the CPI Links you have decided to assess. The initial activity must be collected between September 2 and November 14 of this year. After that, you will provide instruction to the student on the CPI Links. Instruction can take place at any point in the year before the final assessment. After instruction, you can collect a final activity to be used for assessment between December 8 and February 13. When you date your evidence, you must put the date of the evidence on the day that the actual activity occurred, and it must include the month, the day, and the year. Regardless of whether you’re going to do an activity in September, October, or the beginning of November, you should plan early in the year when you’re going to do your instruction and assessment for your CPI Links. Please remember, even if the majority of instruction will not occur until later in the year, you must at least do an initial activity within the correct timeframe of September 2 through November 14 in order to make sure that the students are being initially assessed. 8 2014-2015 NJ APA Teacher Training – Module II

Four Science Entries Entry One Entry Two Entry Three Entry Four Based on Standard and Strand 1 Based on Standard and Strand 2 Based on Standard and Strand 3 Based on Standard and Strand 4 Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Select CPI & CPI Link Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results Provide instruction & document activities and results One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from September 2 - November 14, 2014 One Piece of Evidence from September 2 - November 14, 2014 This slide represents the concepts we talked about earlier. There will be four entries in the portfolio. The APA test specifications delineate which standards and strands must be assessed in each entry. For example, for your first entry, you will review the test specifications, look at the first standard and strand that must be tested, and select a CPI and CPI Link from the list to be assessed. Throughout the year, you will provide instruction on the CPI and Link and document the activities the student is working on as well as the student results. Within that collection of instructional activities, you’re going to select one piece of evidence from the first collection period and one piece of evidence from the second collection period in order to use it for assessment. Again, as part of the test design, evidence for the assessment must be collected twice during the school year: once in the first collection period and once in the second. However, please remember that you’re going to be doing instruction in between the first assessment and the last, and you must document all of your student’s activities and results for work on the CPI Link. One Piece of Evidence from December 8, 2014 - February 13, 2015 One Piece of Evidence from December 8, 2014 - February 13, 2015 One Piece of Evidence from December 8, 2014 - February 13, 2015 One Piece of Evidence from December 8, 2014 - February 13, 2015 2014-2015 NJ APA Teacher Training – Module II

2014-2015 NJ APA Teacher Training – Module II This is the Entry Cover Sheet. It provides space for the teacher to document the student’s name, Standard, Strand, CPI, and the CPI Link identified for assessment. It also includes space to describe the context and application of the instructional activities used to assess the skills contained in the CPI Link. There will be one Entry Cover Sheet per entry for a total of 4 sheets for the content area. The Entry Cover Sheet can be found in the Procedures Manual and on the Questar APA website under the Documentation tab. The end of this Module will provide instructions on how to properly fill out the Entry Cover Sheet. 2014-2015 NJ APA Teacher Training – Module II

Contents of the Entry Each entry requires documentation (evidence) of student performance of the skill stated in the CPI Link. Includes two different activities. Two pieces of evidence is the requirement for an entry. One piece of evidence from each activity. Evidence may come from classroom work, community-based settings, or other places where student is working on grade- level CPI Links. The contents of an entry require documentation of performance of the skill stated in the CPI Link. That would require two different pieces of evidence in an entry, which reflects two different activities that were used based on the CPI Link. The first activity would be from the initial assessment of that skill, and the last activity, or last piece of evidence, would be from the final assessment of that skill. Remember that evidence may come from lots of different sources--any place that you’re working on that CPI Link. So, evidence may come from classroom work, community-based settings, or any other place where the student is working on those grade level CPI Links. 11 2014-2015 NJ APA Teacher Training – Module II

Contents of the Entry (continued) 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 2 and November 14, 2014. 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%. Additional information on scoring the evidence is included later in the training. I’m going to go over some brief information about the two pieces of evidence, but again, this information will come up later in the presentation in more detail. As you are starting to think about the initial activity that you’re going to do and coming up with the first piece of evidence, we want you to know that when you select your CPI Link, you need to select a skill on which the student needs to work. That means in order for a piece of evidence to be eligible to be in the portfolio, the student’s initial performance--or accuracy on the activity--cannot be higher than 39% accurate on the Link that you’ve selected. Again, we’re going to have a whole section in the presentation on this type of information, so right now this is not something you need to try and remember. 12 2014-2015 NJ APA Teacher Training – Module II

Contents of the Entry (continued) 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 8, 2014 and February 13, 2015. The second piece of evidence in the entry is going to document what we consider to be the final performance of the CPI Link. This piece of evidence must come from a different instructional activity, but still assess the same CPI Link that was assessed on the first piece of evidence. You’ll get more information on this when we talk later in the presentation. 2014-2015 NJ APA Teacher Training – Module II

How are CPI Links Related to the CCCS? Grade-level CPIs are the building block. Content Centrality establishes what concept must be assessed. Intent/Essence of the CPI Performance Centrality directs the level of skill statement. Complexity/difficulty APA CPI Link can be less complex than the grade-level CPI and/or less difficult Three types of links––Matched, Near, and Far––reflect the degree of complexity/difficulty when compared to the grade-level CPI. The grade level Cumulative Progress Indicators found in the Core Curriculum Content Standards are the basis for assessment in the APA. The APA must maintain content centrality, which is the essence or intent of the CPI. Review of the materials of the New Standards Clarification Project will help in understanding the Big Ideas of the Strand and CPIs as well as essential questions to consider when teaching and assessing the student. Each CPI Link maintains content centrality to the grade-level CPIs. However, the CPI Links are designed to vary in complexity and difficulty while maintaining content centrality. Complexity is the expectation level at which the student should perform the skill (recognize, apply, analyze, evaluate, create, etc.) and the difficulty involves the number of concepts, skills or ideas the student works on within the CPI. The CPI Links are organized as Matched, Near, and Far and reflect the degree of complexity and difficulty to be assessed. 14 2014-2015 NJ APA Teacher Training – Module II

CPI Link Grade Level CPI CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched Link Near Link Far Link Identify organisms and their roles in a food web that includes the sun Explain how one organism can be a part of two different food webs Describe what happens when an organism of a food web is removed * Classify organisms by whether they are herbivores, omnivores, or carnivores* Label predators and prey within a food web* Build a simple food web Label primary producers and consumers within a food web Identify predators and prey* Identify decomposers and producers Identify the type of food herbivores, carnivores, and omnivores eat Matched Links Near Links Far Links The CPI Links are set up in this format. The grade level CPI is written in the top row. The overall essence of the CPI (the Big Idea) is written below that. There are then 3 columns: Matched Links, Near Links, and Far Links. Links were developed by a committee of NJ general and special educators to give students who participate in the APA a set of skills and concepts that connect to grade level content but are modified in terms of complexity and difficulty. Each bullet point is one Link. In this example there are a total of 10 bullet points or links. Students should be assessed on one Link/bullet point per chosen CPI for each entry. Links 2014-2015 NJ APA Teacher Training – Module II

2014-2015 NJ APA Teacher Training – Module II For a quick reference as to the required Standards, Strands and CPIs available as options for the assessment of a specific student, you can review the APA Test specifications for the specific grade the student is assigned. For example, if I have a 4th grade student completing the Science APA , I can review this page of the test specs and see exactly which standards and strands must be assessed and which CPIs I can then choose to assess. So, for my 4th grade student I must assess Strand A in Characteristics of Life, Strand A in Chemistry, and Strand B in Earth Science, etc. I can then choose the specific CPI from several choices in each strand. 2014-2015 NJ APA Teacher Training – Module II

CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched Link Near Link Far Link Identify organisms and their roles in a food web that includes the sun Explain how one organism can be a part of two different food webs Describe what happens when an organism of a food web is removed * Classify organisms by whether they are herbivores, omnivores, or carnivores* Label predators and prey within a food web* Build a simple food web Label primary producers and consumers within a food web Identify predators and prey* Identify decomposers and producers Identify the type of food herbivores, carnivores, and omnivores eat Once you have reviewed the test specifications, you will need to go to the CPI Links Document for more information on the choices of the CPI links for assessing your student based on his/her assigned grade. Review the CPI, the essence of the CPI, and all of the links before making a decision as to which link to assess. Remember, each bullet point is one link. Choose one bullet only from the required strand. 2014-2015 NJ APA Teacher Training – Module II

Using the CPI Links—Where to Start Using the CPI Links—Where to Start? CPI Links Content Guide and Five Items Resource The CPI Links Content Guide and Five Items Resource documents should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the CPI Links. The resource guides are organized by grade. What’s Included Content Guide Test Specifications A glossary of terms contained in the CPI Links Further clarifications concerning specific content, skills, and/or language contained in the CPI Links “Five Items” Examples Examples that show what constitutes five items for certain links where that may not be clear, for each standard The Content Guide and Five Items Resource documents were developed to go along with the CPI Links document. These resources provide clarifications concerning the content and skills contained in CPI Links. The Resource Guides are organized as separate documents by grade and standard and contain a glossary, additional clarifications based on specific CPI Links, and the Five Items Document. They are available for download on Questar’s NJ APA site . 2014-2015 NJ APA Teacher Training – Module II

How Do You Choose a CPI Link? Decisions Are Based On: Decisions Are Not Based On: The student’s grade What the student already knows How quickly the student learns new information High expectations for students Initial level of prompts (if any) needed for the student to succeed How well the student performs on the initial activity The student’s disability category Low expectations for students Student’s mode of communication Supports needed by the student to participate and perform in the curriculum When deciding which specific link to assess, it is important to consider what the student already knows related to the skills and concepts within the strand and CPIs, as well as how long the student typically needs to learn new concepts at the different complexity levels and make decisions based on the highest expectations for the student within the time frame of the APA. It is also important to consider the level of prompting a student requires to initially learn a skill and what degree of independence the student should be performing that skill by the end of the assessment. For example: You choose a Near Link for a student. This student typically learns through the use of model prompts, and the prompts are faded to independence throughout instruction. When you initially assess the Near Link, the student performs the skill with a high degree of accuracy using the model prompts. If this occurs, you may want to consider assessing a Matched Link if providing the student with the model prompts, or reassess with less intrusive prompt. Decisions should never be based on: The level of the student’s disability category or low expectations or the student’s mode of communication and level of support needs. Regardless of the CPI Link chosen, the concepts, skills, and materials should always be presented in the student’s mode of communication with the needed supports in place prior to instruction and assessment. 2014-2015 NJ APA Teacher Training – Module II

Student Access to the CPI Links There are multiple ways to provide instruction. Choose modifications and supports based on the student’s mode of communication and areas of strengths and needs. CPI Links were built based on the idea that any student can participate in grade-level linked instruction and make progress acquiring the skills when given appropriate supports and modifications. Once you have chosen the CPI Links to be assessed, you can start planning instruction for individual students. There are many ways to design instruction through differentiated instruction, Universal Design for Learning, and other planning strategies. The most important considerations when planning are the modifications and supports individual students will need to access the information, interact with the materials, and demonstrate what they have learned. All three complexity levels of the CPI Links were designed with the intent that all links can be accessed regardless of the type or intensity of the support needs of a student. This is why decisions for choosing a link are not based on supports. Decisions are based on other factors as stated in the previous slide, but not on supports. Therefore it is possible for one student to be assessed on matched, near, and far links throughout a portfolio. For instance, an 8th grade student may be assessed on Matched Links for Science entries 1 and 2, a Near Link for Science entry 3 and a Far Link for Science entry 4. You will receive more information on instruction and assessment in Modules IV and V: Steps to Developing an Entry and Module VI: Teacher Instructional Resources. 2014-2015 NJ APA Teacher Training – Module II

Accessing the CPI Links for All Students George is in 12th grade. He reads using pictures and sight words. He needs significant time to learn new information. He prefers to be independent. Here is an example of a student who participates in the APA. In reviewing what we know about George, we see that he can use a combination of picture symbols with words to read and write. It takes him some time to learn new concepts and he is a student who does better if he is able to work independently with as few prompts as possible. As a result, the teacher chose to have George work on the highlighted Far Link rather than a Near or Matched Link. The next slide will reference George’s final activity for this link. 2014-2015 NJ APA Teacher Training – Module II

Classify positive and negative ways humans affect the environment* Far Link 5.10.12B2 Classify positive and negative ways humans affect the environment* This is George’s final piece of evidence. Notice that he is able to use his supports of picture symbols combined with words which allows him to be as independent as possible in performing this skill. 2014-2015 NJ APA Teacher Training – Module II

Accessing the CPI Links for All Students Sarah is in 12th grade. She uses picture symbols to read. She often needs gestural prompts to help her answer questions. She has a strong understanding of weather related occurrences. . Sarah is another student in George’s class being assessed in science. However, Sarah has some different strengths and needs than George. One thing Sarah is particularly good at is understanding weather related occurrences, once she has had sufficient practice with that particular topic. She is also the type of student who learns best when provided prompts during instruction. Considering Sarah’s strengths with weather occurrences and the use of prompting at the beginning of instruction, Sarah’s teacher decided to have her work on the highlighted near link. The next slide will reference Sarah’s final activity for this link. 2014-2015 NJ APA Teacher Training – Module II

Near Link 5.10.12A1 Explain the effect of naturally occurring processes on the environment of NJ* Sarah followed along while the teacher read the text. She dictated her answers to her teacher who used Writing with Symbols to scribe her answer. Here is Sarah’s final piece of evidence. She uses her picture symbols combined with words as a consistent support. Sarah received more prompting than George, as it is appropriate for her learning style. More information on appropriate supports is presented in Module VI of the training and in chapter five of the Procedures Manual. 2014-2015NJ APA Teacher Training – Module II

Using the CPI Links for Instruction CPI Links should not be used in isolation. Read the Standard and Strand for the overall concept. Read the CPI and Essence. Make sure instruction is within the Essence of the Standard, Strand, CPI and CPI Link. Evidence of instruction on a CPI Link will be scored not only on the discrete skills contained within the Link but also within the Essence of the standard, strand, and CPI For example, 5.6.4A3 is a standard with a Far link that states “Identify examples of water in solid, liquid, and gaseous states*”. The evidence must assess the student’s ability to identify examples of water understanding that matter can exist as a solid, liquid, or gas. We have discussed the test design, factors to consider when choosing CPI links for assessment, and looked at examples. Once you have chosen a CPI Link for assessment, there are some factors to think about for the instruction of the CPI as well. CPI links should never be used in isolation, because it is a discrete skill or set of skills pulled from the CPI specifically for assessment purposes. The student needs to learn and use the skill within the context or big idea of the CPI through various instructional activities to give purpose to that skill. Be sure to familiarize yourself with the concepts of the standard, strand and CPI. What is the big idea that students should get from instruction and what is the skill that students should demonstrate for assessment? Remember, evidence is a major component of an entry and it is based on the CPI Link chosen for assessment. The evidence must assess the specific skills of the CPI Link, but must do so within the context of the essence of the CPI and strand. In the example on the slide above—Identify examples of water in solid, liquid, and gaseous states*, the instruction and evidence must be within the context of understanding that water (as an example of matter) can exist as a solid, liquid or a gas. Note that as you continue through the Training Modules, you will be provided with more detailed information on the topics of acceptable evidence, steps to developing an entry and Resources available to you in understanding the Standards, Strands, CPIs and CPI links. 2014-2015 NJ APA Teacher Training – Module II

How to Complete the Online Entry Cover Sheet Things to Remember As a review, let’s take a look at how an Entry Cover Sheet is prepared in order to represent the contents of an entry. 2014-2015 NJ APA Teacher Training – Module II

2014-2015 To complete the Entry Sheet online, you will be asked to select information from drop-down menus. After you have made your selections, the system will auto-populate the information into the Entry Cover Sheet form. The NJ APA online Entry Cover Sheet is found on the NJ APA Questar website at: https://nj-servicepoint.questarai.com/NJxx01_Documentation.aspx Every entry needs to have an Entry Cover Sheet. The Entry Cover Sheet provides the student’s name, the content area being addressed as well as the specific CPI and CPI Link assessed. This is also where the activity description will be presented. The activity may be typed into the online form available on the Questar APA website. Specific instructions on completing, submitting, printing, and saving the form can be found on ServicePoint under the Documentation tab. 2014-2015 NJ APA Teacher Training – Module II

2014-2015 NJ APA Teacher Training – Module II To complete your Entry Cover Sheet, locate the CPI number for the CPI Link to be assessed from the CPI Links document as shown in the bottom portion of the slide. Use the dropdown boxes in the Entry Cover Sheet as shown in the top portion of the slide to select the grade and entry. 2014-2015 NJ APA Teacher Training – Module II

2014- 2014-2015 NJ APA Teacher Training – Module II Each number from the CPI has a location on the Entry Cover Sheet and may be selected using the dropdown boxes. In this example, 5.5 is the standard, 12 is the grade, A is the strand, and the final number, 2, is the specific CPI chosen. The Standard required for assessment will automatically be filled in with the standard # and description based on the Content, Grade, and Entry # chosen. The Strand required for assessment will also be filled in automatically with the strand name based on the Content , Grade and Entry # chosen. 2014-2015 NJ APA Teacher Training – Module II

2014-2015 NJ APA Teacher Training – Module II The CPI Link to be assessed must be recorded on the Entry Cover Sheet. Use your CPI Links document, a portion of which is shown in the bottom half of the slide, and use the dropdown box to locate the specific CPI Link to be assessed. Then use the CPI Links document to verify the type of Link to be assessed (Matched, Near, or Far). Select CPI # from the drop-down menu. You will be prompted to PLEASE SELECT in the drop down box the CPI chosen for assessment from the eligible CPI #s available based on the Content, Grade and Entry #. Refer to your Procedures Manual if you need to confirm the code of the chosen CPI. The CPI description will automatically be filled in once the CPI # has been selected. Select the CPI Link Type assessed (Matched, Near, Far) from the drop-down menu. Select the CPI Link you have chosen to assess from the required Core Curriculum Content Standards and Strands for the APA. Select the CPI Link chosen for assessment based on the order of the bullets on the CPI Links Document (i.e., Matched Link- First Bullet, Matched Link- Second Bullet, etc.). Be sure to verify the CPI Link bullet number against the list of links in the Matched/Near/Far link columns in order to ensure you are making the correct selection. 2014-2015 NJ APA Teacher Training – Module II

Description of Activities Entry Cover Sheet: Description of Activities This is where the descriptions of the initial and final activity of the CPI Link student activity will be presented. Each entry must contain two pieces of evidence, an initial and final activity, and each piece of evidence must be obtained through a different activity. Modules IV, V, VI and VIII as well as the 2014-2015 Procedures Manual will provide specific information and examples of what is considered two different activities. Do not include the accuracy and independence information on the Entry Cover Sheet; it must be included on the evidence. The Description of the Activity sections may be typed into the form or handwritten after printing the online form. 2014-2015 NJ APA Teacher Training – Module II

What Should Be Included in the Description of Activities on the Entry Cover Sheet When writing the description of an activity be sure to Restate the skill being assessed; Describe the types of materials used (table of insulators and conductors; type of science experiment); Describe how the student accessed the information; Describe how the student demonstrated performance of the skill; and Explain if/when scribing is used and how. When writing the description of an activity be sure to Restate the skill being assessed; Describe the types of materials used ( a video of a science experiment, weather instruments, or science models); Describe how the student accessed the information; Describe how the student demonstrated performance of the skill (e.g., cut out and pasted answers from a word bank); and Explain when scribing is used and how For example: A description of the initial activity may read- Natalie was presented with a T-chart worksheet regarding the identification of the components of photosynthesis. She followed along as the teacher read her the directions. She was given the name of the components written on index cards. These were then taped onto a white board. Natalie indicated her preference via eye gaze. The teacher scribed the student’s selections onto the worksheet. 2014-2015 NJ APA Teacher Training – Module II

Writing an Activity Description for the Entry Cover Sheet CPI 5.10.12A1 Near Link Compare and contrast human impact versus naturally occurring processes on the environment Evidence collected between September2, 2014 and November 14, 2014 The Activity Description must be written to explain the activity as it relates to the skill assessed in the CPI link. The Activity Descriptions restate the skill being assessed (Cathy will compare and contrast the human impact versus naturally occurring process on the environment), the materials (a two column worksheet and 11 pre-written environmental impact statements), and describe how the student demonstrated performance of the skill (student pasted cut out statements under the correct heading on a worksheet). In this example, both activity descriptions relate to the same skill as it demonstrates the CPI link, although the tasks themselves are different. In this case, one activity used pre-written cut out statements pasted on a two column worksheet, and one activity required the student to circle the statements that had a human impact on the environment and cross out those statements that did not have a human impact on the environment on the worksheet. 2014-2015 NJ APA Teacher Training – Module II

What Should Not Be Included in the Description of Activities on the Entry Cover Sheet Behavior of the student e.g., “Student refused to choose an answer.” Feelings of the student e.g., “Student loved this activity/hated this activity.” Scores for accuracy and independence Scores must be written on the actual student work, not the Entry Cover Sheet Supports or help provided for skills not related to the CPI Link e.g., “After the student chose the correct answer, she needed help placing the picture on the line.” e.g., “Student needed repeated directions to stay on task.” You do not want to provide any information not required, such as the student’s behaviors and feelings. Do not write information such as, “The student was non-compliant,” “The student wouldn’t sit still,” “The student didn’t like the activity,” or other information that does not relate to the performance of the skill(s) of the CPI Link being assessed. Also, do not include information that is not related to the CPI Link being assessed. For example, a student answers a question by independently selecting a picture representation in response to a test item — the student was not given a prompt to answer the question. If the student needs help taping the picture in the answer space provided after the student independently chose the picture, there is no need to describe the assistance given when taping the picture. Assistance with taping the picture does not impact the student’s response, therefore it is not needed. 2014-2015 NJ APA Teacher Training – Module II

Entry Cover Sheet After you have entered all the required information, including Activity Descriptions, clicking the Submit button on the bottom of the screen will bring up a PDF of the Entry Cover Sheet Form. Print out the Entry Cover Sheet and include it in the binder in front of the evidence for each entry submitted. The Entry Cover Sheet should also be saved to your desktop or local network. 2014-2015 NJ APA Teacher Training – Module II

Review Information to answer these questions is found throughout Modules I and II of the training. You may go back to any part of the training or to the 2014-2015 Procedures Manual to find the answers. You should not continue with the training until you can answer all of these questions correctly. Please answer the questions presented on the next two slides as a review of the material introduced in Modules I and II. 2014-2015 NJ APA Teacher Training – Module II

Review (continued) CPI 5.5.4A1 Identify the roles that organisms may serve in a food chain Essence of the CPI: Understand the role organisms play in moving matter and energy in a food web Matched Link Near Link Far Link Identify organisms and their roles in a food web that includes the sun Explain how one organism can be a part of two different food webs Describe what happens when an organism of a food web is removed * Classify organisms by whether they are herbivores, omnivores, or carnivores* Label predators and prey within a food web* Build a simple food web Label primary producers and consumers within a food web Identify predators and prey* Identify decomposers and producers Identify the type of food herbivores, carnivores, and omnivores eat Using the CPI and Links above, answer the following questions: How many different Far Links are there? How many different Near Links are there? What is the essence of the CPI? 2014-2015 NJ APA Teacher Training – Module II

Review (continued) 4. May a student have a combination of Near, Far, and Matched links within one portfolio? 5.May a student have a combination of Near, Far, or Matched links within one entry of the portfolio? 6.Is it important to read the CPI and Essence when designing instruction and assessment? If so, why? 7. What type of information should not be included in the activity description? If you have difficulty answering any of these questions, please go back through Modules I and II as well as your 2014-2015 Procedures Manual. 2014-2015 NJ APA Teacher Training – Module II

Review Modules I and II Answers 3 4 Understand the role organisms play in moving matter and energy in a food web Yes. No. The same link must be assessed on both pieces of evidence within a single entry. Yes. Links, CPIs, and Essence statements work together to lead to an understanding of the grade-level standard at a modified level. Work that does not lead to the Essence will score a zero for all dimensions. Information about the student’s behavior or willingness to participate in the activity should not be included on the Entry Cover Sheet. Scores for Accuracy and Independence must be included on the evidence and do not belong on the Entry Cover Sheet. Once you are comfortable with this information, continue on to Module III, which discusses Acceptable Evidence. 2014-2015 NJ APA Teacher Training – Module II