missouri assessment program-alternate (map-a) · 3. 2012 - 2013 implementation manual. timeline if...

Missouri AssessmentProgram-Alternate

(MAP-A)

2012-2013Instructor’s Guide

and Implementation Manual

DEVELOPED BY

Missouri Department of Elementary and Secondary EducationAssessment Resource Center

Measured Progress

2012-2013 MAP-A Timeline

Enrollment Window ....................................................................................9/10/2012 – 11/2/2012ProFile Opens ..................................................................................................................9/10/2012MAP-A Materials Ship to Districts..............................................................12/3/2012 – 1/11/2013Transfer Student Participation Deadline ...........................................................................1/4/2013Collection Period One.................................................................................... 1/7/2013 – 2/1/2013Collection Period Two ................................................................................... 2/4/2013 – 3/1/2013Deadline for Return Shipping ...........................................................................................3/8/2013ProFile Closes .................................................................................................................3/22/2013

Enrollment

ARC conducts MAP-A enrollment on its MAP-A Online Enrollment System during September and October 2012. Eligibility decisions should have been made by Individualized Education Plan (IEP) teams prior to student enrollment.

District Testing Coordinators are responsible for enrolling MAP-A eligible students. They, or another district-designated MAP-A Coordinator, will receive instructions, user IDs, and passwords in the fall.

MAP-A Materials

Districts will receive student-specific materials for each student enrolled in the MAP-A by mid- Decem-ber. Materials for late-enrollment submissions will be shipped at the beginning of January.

Transfer Student Procedures

The District Test Coordinator (DTC) or designated MAP-A Coordinator must use the following proce-dures when students who qualifying for or are enrolled in the MAP-A Assessment move/transfer before, during, or after the MAP-A Assessment window. The transfer deadline is January 4, 2013.

1) Student Transfers into the District Prior to the Transfer DeadlineIf a student who qualifies for the MAP-A Assessment moves into the district prior to the transfer deadline, the receiving district must do the following:a. Enroll the student in the MAP-A via the enrollment website:

http://mapa.missouri.eduNOTE: ARC will ship a bar-coded student binder to the district.

b. Administer the MAP-A Assessment to the student during the collection windows.

2) Student Transfers into the District After the Transfer DeadlineIf a student who qualifies for the MAP-A Assessment moves into the district after the transfer dead-line, the receiving district must do the following:a. Do not administer any statewide assessments (MAP-A, the Grade-Level, or any End-of-Course

Assessments) for the student for the school year.b. Mark the student’s enrollment date in the June student core enrollment.

3) Student Transfers Within the District During the MAP-A Assessment Window

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2012 - 2013 Implementation Manual3

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If a student enrolled in the MAP-A Assessment moves or transfers from one building to another within the same district before or during MAP-A administration, the district must do the following:a. Update the building code information via the enrollment website:

http://mapa.missouri.edub. Forward the MAP-A binder for that student from the sending building to the receiving building.c. Continue the MAP-A Assessment for the student.

4) Student Transfers Out of the District During the MAP-A Assessment WindowIf a student enrolled in the MAP-A Assessment moves or transfers out of the district before or during the MAP-A administration, the district must do the following:a. Remove the student from the district’s MAP-A enrollment:

http://mapa.missouri.edub. Return the bar-coded student binder to ARC in the shipment with the district’s other MAP-A

submissions by the return shipping deadline of March 8, 2013. Do NOT ship the binder to any other district.

c. Submit a letter on district letterhead with the following information:

• County/District Code • School Code • Student Name • Missouri Student ID Number • Grade Level • Content Area • Detailed explanation of why the student did not participate in the MAP-A

d. Mail the letter to:Accountability Data and AccreditationPO Box 480Jefferson City, MO 65102-0480

e. File a copy of the letter at the district for any future reference.

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MAP-A Return

Completed MAP-A binders should be submitted to the District Testing Coordinator or designated MAP-A Coordinator, who is responsible for returning completed MAP-A binders to ARC. MAP-A return packages must be shipped no later than March 8th, 2013.

Transfer Student Procedures

The following chart outlines the actions to take depending upon the MAP-A enrollment change and transfer date.

MAP-A Enrollment Change Transfer Date Action

Transfer Into District Through January 4, 2013 ● Enroll via MAP-A Enrollment Website. ● Complete MAP-A administration.

Transfer Out of District Through January 4, 2013 ● If already enrolled, original enrolling district deletes student from enrollment via MAP-A enrollment website.

● Send MAP-A binder to ARC in March with the rest of your MAP-A submissions.

Transfer Into District January 7, 2013 – March 1, 2013 ● Do not enroll in MAP-A, the Grade-Level, or the End-of-Course Assessments.

Transfer Out of District January 7, 2013 – March 1, 2013 ● If already enrolled, delete student from enroll-ment via MAP-A enrollment website.

● Send MAP-A binder to ARC with any col-lected data.

● Send letter to Accountability Data and Ac-creditation Section.

Transfer Into District After March 1, 2013 ● Do not enroll student in MAP-A, the Grade-Level, or End-of-Course Assessments.

Transfer Out of District After March 1, 2013 ● Submit MAP-A binder to ARC for scoring.

Transfer Within District Any time after enrollment ● Update building code information via MAP-A enrollment website.

● Complete MAP-A administration.


Contents

Contact Information .................................................................................................................... 7

Chapter One: Process Overview ............................................................................................... 8 ● Federal and State Assessment Expectations ● Overview of the MAP-A ● Step-by-Step Process ● MAP-A Participation Eligibility Criteria ● Assessment Blueprint/Design

Chapter Two: Documentation.................................................................................................... 14 ● Forms and Data Collection Submission Requirements ● Sample Forms

○ Table of Contents Checklist ○ Validation Form ○ Entry/Data Summary Sheet ○ API Duplication/Justification Form ○ Student Work Record

Chapter Three: Scoring Criteria ................................................................................................ 24 ● Rubric ● Level of Accuracy ● Level of Independence

○ Task-Specific Assistance ○ Non-Task-Specific Assistance

● Connection to the Standards ○ Application

● Scoring Rules

Chapter Four: Data Collection ................................................................................................. 32 ● API Selection Guidelines ● API Use & Activity Design ● AGLEs, APIs, IEPs, and the MAP-A ● Key Tasks ● Student Work Records ● ProFile

Chapter Five: Forms................................................................................................................... 40 ● Table of Contents Checklist

○ Elementary, Grades 3-4 ○ Elementary, Grade 5

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○ Middle School, Grades 6-7 ○ Middle School, Grade 8 ○ High School, Grade 10 ○ High School, Grade 11

● Validation Form ● Entry/Data Summary Sheet ● API Duplication/Justification Form ● Student Work Record

Chapter Six: Samples................................................................................................................. 56 ● Mathematics ● Communication Arts ● Science

Chapter Seven: A Twelve-Step Process for Completing the MAP-A ..................................... 94

Glossary ...................................................................................................................................... 97

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Contact InformationPolicy/Eligibility Questions

Missouri Department of Elementary and Secondary Education (DESE)

Missouri Assessment Program (MAP) 573-751-5739Division of Special Education http://dese.mo.gov/divimprove/assess/mapa.html

Content/Process Questions

Regional Professional Development Centers

The RPDCs in Missouri provide a wide range of services to meet the needs of teachers, administrators and school districts. Each center’s goal is to meet the needs of professional educators from its region, so services may vary from RPDC to RPDC.

To locate the RPDC serving your district, go to http://dese.mo.gov/divteachqual/leadership/rpdc/index.html

Enrollment/Materials/Scoring Questions

Assessment Resource Center 573-882-4694

MAP-A ServicesJonathan Henry [email protected]

Paul Hirsch [email protected]

Enrollment/MaterialsBecky Hinshaw [email protected]

ProFile Questions

Measured Progress

Technical Support [email protected]

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Chapter One: Process Overview

Federal and State Assessment Expectations

The Outstanding Schools Act of 1993 (SB 380) calls upon Missouri’s educational community to strengthen expectations and opportunities for students served by Missouri public schools. Four major initiatives resulted from the legislation: the Show-Me Standards/Alternate Grade Level Expectations (AGLEs), a Curriculum Framework, enhanced professional development for teachers, and the Missouri Assessment Program (MAP).

Federal special education law, specifically the Individuals with Disabilities Education Act (IDEA) of 2004, mandates that students with disabilities be involved in the general education curriculum with supplementary aides and supports when necessary. IDEA 2004 further requires that students with dis-abilities are to be included in all general and district-wide assessment programs with appropriate accom-modations or alternate assessments when necessary as determined by their Individualized Education Program (IEP) team. In addition, the No Child Left Behind Act (NCLB) of 2001 requires that all stu-dents participate in state tests in English language arts, mathematics, and science and that performance results be reported.

Participation in the Missouri Assessment Program (MAP) is an important means of ensuring that each student has the opportunity to acquire the knowledge and skills addressed in the Missouri Show-Me Standards. The majority of students with disabilities will learn in general education classrooms, partici-pate in the general education curriculum, and participate in the subject-area assessments of the MAP. However, students with significant cognitive disabilities require an alternate method of assessment. For the small percentage of students who cannot participate in the large-scale assessments even with accom-modations, the MAP-Alternate (MAP-A) is provided.

Confidentiality

MAP-A materials should be treated as confidential student records and handled in the manner prescribed by local school board policy.

Overview of the MAP-A

High-quality assessment practices provide information upon which to base ongoing development of cur-riculum and instruction that is responsive to individual student needs. Students with significant cognitive disabilities are valued and contributing members of their schools and communities. The MAP-A design promotes enhanced capacities and integrated life opportunities for students with severe disabilities. Cap-turing evidence of student learning serves as the basic building block of the MAP-A. The MAP-A design is a status model, which expands the functional focus to combine general education academic skills in a meaningful way for students.

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MAP-A data is a reflection of student performance during the MAP-A administration window. The MAP-A is not intended to be viewed as a progress model. Teachers collect data and student work over a short period of time, creating a snapshot of student work and assessing the student’s accuracy and independence. The collected evidence documents a connection between the Show-Me Standards and instruction.

The MAP-A is

• required by federal law;• designed only for students with significant cognitive disabilities who meet grade-level and eligi-

bility criteria;• scored using the MAP-A Scoring Rubric (shown on page 24) to determine reportable scores; and• reflective of input from an instructional team, which may include teachers, physical therapists,

speech therapists, occupational therapists, paraprofessionals, job coaches, parents or guardians, and the student, when appropriate.

The MAP-A documents student learning directly connected to the Show-Me Standards through the Alternate Grade-Level Expectations (AGLEs) for students who are MAP-A eligible. The assessment has three criteria:

• Level of Accuracy• Level of Independence• Connection to the Standards

Teachers observe and assess a student’s work and collect evidence in each content area strand during two distinct collection periods. The assessment effectively links standards, curriculum, instruction, and assessment as illustrated below.

Figure 1: Linkages

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Step-by-Step Process

There is a twelve-step procedure for completing the MAP-A, designed to assist educators in assessing students using the MAP-A. Make sure you understand the steps, collection of data, and the manner in which the evidence must be submitted for the MAP-A prior to beginning the alternate assessment process. The steps outlined below are described in more detail in Chapter 7.

1. Verify student eligibility for participation in the MAP-A. Refer to the student’s IEP.

2. Determine the composition of the instructional team that will assess the student and fully inform all participants about the MAP-A.

3. Identify the mandatory strands in each content area.

4. Select Alternate Performance Indicators (APIs) for each required content area strand.

5. Review the requirements for documentation for the MAP-A.

6. Determine the data collection system for documentation of student performance.

7. Collect and record data throughout the assessment period.

8. Select one Student Work Record per entry to include in the MAP-A for each collection period.

9. Complete the Student Work Record.

10. Complete the Entry/Data Summary Sheet for each entry.

11. Assemble the MAP-A documentation. Make a copy for your records.

12. Submit completed MAP-A.

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MAP-A Participation Eligibility Criteria

MAP-A eligibility is determined by the student’s IEP team using DESE-established criteria. If the IEP team for a student with a disability answers “yes” to all five of the following eligibility questions, then that student is eligible for MAP-A participation.

Yes No MAP-A Participation Eligibility Criteria

1. The student has a demonstrated significant cognitive disability and adaptive behavioral skills. Therefore, the student has difficulty acquiring new skills, and skills must be taught in very small steps.

2. The student does not keep pace with peers, even with the majority of students in special education, with respect to the total number of skills acquired.

3. The student’s educational program centers on the application of essential skills to the Missouri Show-Me Standards.

4. The IEP team, as documented in the IEP, does not recommend participation in the MAP subject-area assessments or taking the MAP with accommodations.

5. The student’s inability to participate in the MAP subject-area assessments is not primarily the result of excessive absences; visual or auditory disabilities; or social, cultural, language, or economic differences.


MAP-A Participation Eligibility Criteria Supplement

The statements below provide additional information for criterion number three: “The student’s educational program centers on the application of essential skills to the Missouri Show-Me Standards.” These statements may assist IEP teams in identifying students whose instructional focus is on the application of essential skills to the Missouri Show-Me Standards.

1. The student’s reading ability is limited and, as such, the student acquires information primarily through other methods.

2. The student’s ability to demonstrate knowledge by writing or speaking is limited; thus, the student must often use other methods to express ideas and share information.

3. The student requires significant supports to access the general education curriculum while demonstrating modest progress in that curriculum.

4. The student typically has difficulty solving novel problems or using newly acquired skills in differing situations.

5. The student’s educational priorities primarily address essential skills that will be used in adult daily living.

6. The student’s post-secondary outcomes will likely require supported or assisted living.7. The student requires instruction in small groups or on a one-to-one basis, with frequent prompts and

guidance from adults.

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Assessment Blueprint/Design

The MAP-A consists of data and supporting evidence collected by an instructional team. It provides information on a student’s knowledge and skills in Mathematics, Communication Arts, and Science. The MAP-A assesses accuracy, independence, and connection to the standards on four Alternate Performance Indicators (APIs) each in Mathematics, Communication Arts, and Science.

Tables 1-3 illustrate how APIs are selected from content strands in each subject.

Table 1: Mathematics Assessment Blueprint

Content Area Grade Focus Title of Strand

Mathematics

Required forGrades 3-8 and 10 Numbers and Operations (NO)

Required for ElementaryGrades 3, 4 & 5

Algebraic Relationships (AR)and/or

Geometric and Spatial Relationships

Required for Middle SchoolGrades 6,7 & 8 Data and Probability (DP)

Required for High SchoolGrade 10 Measurement (ME)

Table 2: Communication Arts Assessment Blueprint


Communication Arts

Required forGrades 3-8 and 11

Reading: Develop and apply skills and strategies to the reading process (RD

and/or RP).


Writing: Compose well-developed text using standard English conventions

(WC).

Required for Middle and High School

Grades 6, 7, 8 & 11

Writing: Apply a writing process in com-posing text or write effectively in various

forms and types of writing (WP).

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Science

Required forElementary School

Grade 5

Strand 5: Processes and Interactions of theEarth’s Systems (ES)

Strand 6: Composition and Structure of the Universe and the Motion of the Objects within it (UN)

Strand 7: Scientific Inquiry (IN) or Strand 8: Impact of Science, Technology, and Human Activity (ST)

Strand 3: Characteristics and Interactions of Living Organisms (LO) orStrand 4: Changes in Ecosystems and Interactions of Organisms with Their Environment (EC)

Required forMiddle School

Grade 8

Strand 1: Properties and Principles of Matter and Energy (ME)

Strand 2: Properties and Principles of Force and Motion (FM)


Strand 5: Processes and Interactions of the Earth’s Systems(ES) orStrand 6: Composition and Structure of the Universe and the Motion of the Objects within It (UN)

Required forHigh School

Grade 11

Strand 3: Characteristics and Interactions ofLiving Organisms (LO)

Strand 4: Changes in Ecosystems and interactions of Organisms with Their Environment (EC)


Strand 1: Properties and Principals of Matter and Energy (ME) orStrand 2: Properties and Principals of Force and Motion (FM)

Table 3: Science Assessment Blueprint

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Chapter Two: DocumentationForms and Data Collection Submission Requirements

Student performance assessed with the MAP-A must be documented in a standardized format prior to submission for scoring. This chapter describes the forms required in a completed MAP-A, outlines the number of pages teachers should expect to submit in a completed MAP-A, summarizes the data points reported in the MAP-A, and includes sample MAP-A forms. The forms are described and outlined in Table 4. Data collection and submission requirements are outlined in Tables 5-7 and illustrated inFigure 2.

Table 4: MAP-A Forms

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*Note: sample forms are included at the end of this chapter. The full set of forms needed for all grade levels is included in Chapter 5. Use these forms to make copies as needed.

Form* Description

Table of Contents Checklist Acts as a guide for organization of the completed MAP-A. Since strand coverage and submission requirements vary by content area and grade level/span, so do these forms.

Validation Form Provides documentation of the individuals who have reviewed and/or contributed to the MAP-A. Allows for optional brief description of student’s communication mode. The principal, assistant principal, or special education director must sign this form prior to submission of the MAP-A.

Entry/Data Summary Sheet Serves as a record of student performance on each API assessed. The student’s score for Level of Accuracy and Level of Independence for each API will be determined based on the percentages recorded on the Entry/Data Summary Sheet.

API Duplication/Justification Form

Supplies specific content-based evidence to support the justification/rationale for duplicate use of the API.

Student Work Records Provides documentation of student work for each API assessed in both collection periods. Student Work Records should demonstrate the application of the APIs along with differentiated instruction showing individual student results in a standards-based activity. Evidence of student work may be shown by:

• collecting student work samples such as worksheets, drawings, writings, journal entries, or projects; or

• observing the student and recording his or her performance.

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Each subject requires submission of four entries. Each entry assesses one API. APIs for MAP-A entries must be selected from particular Strands depending upon the student’s grade level. Table 5 outlines data collection requirements by subject. The Assessment Blueprint and the APIs found on the DESE website provide more information about which APIs are allowable at each grade level.

Table 5: Requirements for Proper MAP-A Data Collection

Mathematics Communication Arts Science

Grades Assessed 3-8, 10 3-8, 11 5, 8, 11

# of Strands Assessed 2 2 4

# of APIs required per Strand 2 2 1

# of Entries Required 4 4 4

Minimum # of Pages per Entry 3 3 3

Minimum pages per content area 12 12 12

Once the APIs are selected, the MAP-A requires that data for each entry is collected over two collection periods. For each entry, three data points per collection period must be recorded on the Entry/Data Summary Sheet. Each of these data points must be recorded on a different calendar date. One of these three data points per collection period must be further described and documented on a Student Work Record. Table 6 outlines these requirements for each content area.

A complete MAP-A entry will contain, at a minimum, one Entry/Data Summary Sheet and two Student Work records—three pages. With four entries required, submissions for each subject contain 12 pages, at a minimum. Table 7 lists minimum page requirements by grade level and content area. See Figure 2 for additional information.

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Entry APIs per Entry

Collection Period

DataCollection Required

Forms Required Min. Total # of Pages

1 11 3 data points 1 Entry/Data

Summary Sheet

2 Student Work

Records

12

2 3 data points


Summary Sheet

2 Student Work

Records2 3 data points


Summary Sheet

2 Student Work



Summary Sheet

2 Student Work


Table 6: MAP-A Data Collection and Submission Requirements Per Content Area

Table 7: Minimum Page Requirements for MAP-A Submissions at Each Grade Level

Mathematics Communication Arts Science Min. Total # of

Pages*

Elementary,Grades 3 & 4 12 12 --- 26

Elementary,Grade 5 12 12 12 39

Middle School,Grades 6 & 7 12 12 --- 26

Middle School,Grade 8 12 12 12 39

High School,Grade 10 12 --- --- 14

High School,Grade 11 --- 12 12 26

* Minimum total number of pages includes one Table of Contents Checklist and one Validation Form per MAP-A submission.

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Figure 2: Complete MAP-A Entry and Submission for Each Subject

One Complete MAP-A Entry

Entry Data Summary Sheet

Student Work RecordCollection Period 1

Student Work RecordCollection Period 2

Student Work Sample(may or may not be attached)

Student Work Sample(may or may not be attached)

Entry 1 Entry 2

Entry 3 Entry 4

Complete MAP-A Submission

Entry DataSummary Sheet

Student Work Record

Collection Period 2

Student Work Record

Collection Period 1


Student Work Record

Collection Period 2

Student Work Record

Collection Period 1


Student Work Record

Collection Period 2

Student Work Record

Collection Period 1


Student Work Record

Collection Period 2

Student Work Record

Collection Period 1

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SAMPLE

SAMPLE

Table of Contents Checklist

Student: School Year: Grade: 3 4

(Organize MAP-A in the following manner)

Mathematics Strand 1: Numbers & Operations (NO)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record


Mathematics Strand 2: Algebraic Relationships and/orGeometric & Spatial Relationships (AR/GS)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record


Elementary

Sample Forms


Student: School Year: Grade: 5


Elementary

18

□ Table of Contents Checklist □ Validation Form

Communication Arts Strand 1: Reading (RD/RP)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record


Communication Arts Strand 2: Writing (WC)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record

□ Collection Period 2 Student Work Record














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SAMPLE

SAMPLE

Table of Contents Checklist (cont’d)



Elementary


Student: School Year: Grade: 6 7


Middle School


Science Strand 5: Processes and Interactions of theEarth’s Systems (ES) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 6: Composition and Structure of theUniverse and the Motion of the Objects within it (UN) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 7: Scientific Inquiry (IN) orScience Strand 8: Impacts of Science, Technology, and Human Activity(ST) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 3: Characteristics and Interactions ofLiving Organisms (LO) orScience Strand 4: Changes in Ecosystems andInteractions of Organisms with their Environments (EC) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record




Communication Arts Strand 1: Writing (WP)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record




Mathematics Strand 1: Data & Probability (DP)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record


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SAMPLE

SAMPLE




Middle School

Table of Contents Checklist (cont’d)



Middle School

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Science Strand 7: Scientific Inquiry (IN) orScience Strand 8: Impacts of Science, Technology, and HumanActivity (ST) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 5: Processes and Interactions of the Earth’sSystems (ES) orScience Strand 6: Composition and Structure of the Universe and the Mo-tion of the Objects within It (UN) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 1: Properties and Principals of Matter and Energy (ME) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 2: Properties and Principals of Force and Motion (FM) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record










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SAMPLE

SAMPLE




High School




High School







Science Strand 3: Characteristics and Interactions ofLiving Organisms (LO) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 4: Changes in Ecosystems andInteractions of Organisms with Their Environments (EC) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 7: Scientific Inquiry (IN) orScience Strand 8: Impacts of Science, Technology, andHuman Activity (ST) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Science Strand 1: Properties and Principals of Matter andEnergy (ME) orScience Strand 2: Properties and Principals of Force andMotion (FM) □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record




Mathematics Strand 2: Measurement (ME)Alternate Performance Indicator #1 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

Mathematics Strand 2: Measurement (ME)Alternate Performance Indicator #2 □ Entry/Data Summary Sheet □ Collection Period 1 Student Work Record □ Collection Period 2 Student Work Record

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SAMPLE

API EntryAverage

Level of Accuracy

Level of Independence

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SAMPLE

Validation FormStudent:________________________________ Grade:_______District & School of Attendance:_______________________________________________This form provides documentation of the individuals who administered, contributed to, and/or reviewed this MAP-A.

Individual responsible for MAP-A administration (typically the student’s classroom teacher):Name:________________________________ Position: ______________________________

Individuals who contributed to this MAP-A: Name: ________________________________ Position: ______________________________Contribution: ___________________________

Name: ________________________________ Position: ______________________________Contribution: ___________________________




OPTIONAL- Use this space to provide information regard-ing the student’s mode of communication.

Please obtain administrator’s (principal, assistant principal, or special education director) signature prior to submission.

Signature Date

Print Name

Entry/Data Summary SheetMathematics/Communication Arts/Science

Student Name: Grade

Strand Big Idea: Concept:

API:

Has this student been assessed on this API in previous years? Yes No

Collection Period 1January 7 - February 1

Collection Period 2February 4 - March 1

Dates below do not need to be in chronological order. Dates below do not need to be in chronological order.

Date

Data Type Student Work Record Data Point Data Point Student Work

Record Data Point Data Point

Accuracy %

Independence %

Average % forCollection Period

Accuracy: Accuracy:

Independence Independence:

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SAMPLE

SAMPLE


API Duplication Justification FormMathematics/Communication Arts

Student Name: Grade:

Strand: Big Idea: Concept:

API:

You indicated that this student has been assessed on this API in previous years.

The instructional decision to duplicate an API from a prior year’s MAP-A assessment must be justified on this form. The justifi-cation must be included with the MAP-A submission.

Justification/Rationale: (Supply specific justification for duplicate use of the API.)

Plan of Student Progress: (Supply specific plans in place to assure student growth across API’s content.)

Student Work RecordMathematics/Communication Arts/Science

Attach student work sample if appropriate.Student Name: Grade: Date:

Strand: Big Idea: Concept:

API:

Task/Activity: (Write a brief description of the task/activity, its connection to the API, and how it demonstrates application.)

Evaluation of Student’s Performance:

Describe and evaluate the student’s actual accuracy performance. Describe how the percentages were determined for Level of Ac-curacy.

Describe and evaluate the student’s actual independence perfor-mance. Describe how the percentages were determined for Level of Independence.

Level of Accuracy ________% Level of Independence ________%

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Chapter Three: Scoring Criteria

Missouri Assessment Program-Alternate (MAP-A) Rubric

Score 4 3 2 1 No Score

Level of Accuracy

Student perfor-mance of skills

“based on Alternate

PerformanceIndicators”

demonstratesa high level of

understanding of concepts.76–100%Accuracy


“based onAlternate

PerformanceIndicators”

demonstrates some

understanding of concepts.51–75%

Accuracy


“basedon AlternatePerformanceIndicators”

demonstrates a limited


Accuracy

Student performance of

skills “basedon Alternate Performance Indicators”

demonstrates a minimal


Accuracy

Entry contains

insufficient information to determine

a score.

Level ofIndependence

Student requires minimal verbal,

visual, and/or physical

assistance to demonstrate skills

and concepts.76–100%

Independence

Student requires some verbal, visual, and/or physical



Independence

Student requires frequent verbal,




Independence

Student requires extensive verbal,


assistance to demonstrate

skills and concepts.0–25%

Independence

Entry contains

insufficient information to determine

a score.

Connection to the Standards

There is evidence of applying

the Alternate Performance

Indicator in two standards-based

activities, one per collection period.

There is evidence of applying

the Alternate Performance Indicator in at least one standards-

based activity, one out of

two collection periods.

There is some evidence of a connection to the Alternate Performance

Indicator.

There is insufficient

evidence of a connection to the Alternate Performance

Indicator.

Mathematics and Communication Arts must address two strands as indicated on the Assessment Blueprint in Chapter 1 (Tables 1 and 2). Within each strand, two different Alternate Performance Indicators (APIs) are assessed. Science assesses one API in each of four grade-specific strands as indicated on the Assessment Blueprint in Chapter 1 (Table 3). The rubric will be applied to each API addressed in the MAP-A.

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Level of AccuracyThis rubric dimension addresses the question “How accurate is the student’s performance of the skills and concepts addressed in the MAP-A?” To do so, the rubric is applied to the evaluation of the student’s Level of Accuracy recorded, along with a description of how it was determined, in the MAP-A documentation.

In the MAP-A scoring process, Level of Accuracy documentation is reviewed for verifiability and inclusion of only accuracy information. (Whether the student performed independently or with assistance should not be considered in evaluating Level of Accuracy.) For example, scorers check whether the description of Level of Accuracy determination and the percentage score recorded on the Student Work Record match. If a description indicates that the student was able to complete 5 out of 10 parts of an activity correctly and required task-specific assistance to complete 2 of the 10 parts, scorers would expect to see 50% recorded as the Level of Accuracy on that Student Work Record. Documentation is also reviewed for completeness. Table 8 describes each score point in the rubric for Level of Accuracy.

Table 8: Description of Scoring Rubric Dimensions for Level of Accuracy

Score Point Description

4 The Entry/Data Summary Sheet indicates the student provided an accurate answer or re-sponse an average of 76–100% of the time across the two data collection periods.




NSInsufficient information was given. The Entry/Data Summary Sheet was incomplete. Each API must have six data points (three per collection period) as indicated on the Entry/Data Summary Sheet.

All data must be reported as a percentage score on the Entry/Data Summary Sheet. (See the sample en-tries in Chapter 6 for examples of converting different types of data into percentage scores.) The teacher averages the two data periods. The student’s Level of Accuracy for each entry will be determined from the average score.C

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Level of Independence

This rubric dimension addresses the question “How independent is the student in demonstrating knowledge and skills addressed in the MAP-A?” To do so, the rubric is applied to the evaluation of the student’s Level of Accuracy recorded, along with a description of how it was determined, in the MAP-A documentation.

In the MAP-A scoring process, Level of Independence documentation is reviewed for verifiability and inclusion of only independence information. For example, scorers check whether the description of Level of Independence determination and the percentage score recorded on the Student Work Record match. If a description indicates that the student was able to complete 5 out of 10 parts of an activity correctly and required task-specific assistance to complete 2 of the 10 parts, scorers would expect to see 80% recorded as the Level of Independence on that Student Work Record. Documentation is also reviewed for completeness. Table 9 describes each score point in the rubric for Level of Independence.

Table 9: Description of Scoring Rubric Dimensions for Level of Independence


4The Entry/Data Summary Sheet indicates the student demonstrates skills and concepts independently an average of 76–100% of the time across the two data collection periods. The student required minimal (0–24% of the time) cueing, prompting, or assistance.

3The Entry/Data Summary Sheet indicates the student demonstrates skills and concepts independently an average of 51–75% of the time across the two data collection periods. The student required some (25–49% of the time) cueing, prompting, or assistance.

2The Entry/Data Summary Sheet indicates the student demonstrates skills and concepts independently an average of 26–50% of the time across the two data collection periods. The student required frequent (50–74% of the time) cueing, prompting, or assistance.

1The Entry/Data Summary Sheet indicates the student demonstrates skills and concepts in-dependently an average of 0–25% of the time across the two data collection periods. The student required extensive (75–100% of the time) cueing, prompting, or assistance.

NSInsufficient information was given. The Entry/Data Summary Sheet was incomplete. Each API must have six data points (three per collection period) as indicated on the Entry/Data Summary Sheet.

All data must be reported as a percentage score on the Entry/Data Summary Sheet. (See Chapter6 for examples of converting different types of data into percentage scores.) The teacher averages the two data periods. The student’s Level of Independence for each entry will be determined from the aver-age score.

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For the purpose of determining Level of Independence on the MAP-A, percentages are assignedto represent the portion of the work that students perform independently. Some level of assistance may be necessary for the student to demonstrate a skill or complete a task. Assistance at any level appropri-ate to the student and his or her instructional and/or communication needs is permitted in the MAP-A assessment.

Task-Specific Assistance

Assistance provided to a student that relates to the content of the activity is considered task-specific and lowers the Level of Independence score. Assistance, prompting, or modeling that may lead, guide, or coach the student toward the correct answer would be considered task-specific. A student who partici-pates in an activity without task-specific assistance scores 100% Level of Independence. Examples of task-specific assistance are outlined in Table 10.

Table 10: Task-Specific Assistance

Assistance Description

GesturalNatural gestures of a nonverbal nature that tell a student what to do (e.g., hand move-ment, pointing, facial expressions). They are easy to use and do not involve direct physical contact.

VerbalSpoken statements that help students respond correctly. These statements guide students on how to respond rather than tell them that they are to respond (e.g., how to do all or part of the skill); give them a rule to use; and/or provide hints.

Modeling Demonstrating a desired behavior in order to prompt an imitative response.

Partial Physical Requires that teachers physically guide the students through the target skill/task, but at a less intrusive level (e.g., hand over wrist, elbow, shoulder).

Full Physical

Requires that the teacher place his/her hand on top of student’s hand and physically guide the student through the target behavior/task (hand-over-hand). The teacher, rather than the student, exerts the effort, which minimizes errors. These are the most intrusive type of prompt.

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Non-Task-Specific Assistance

Cues, prompts, or assistance needed to redirect attention or focus toward task are considered non-task-specific assistance and would typically not affect a student’s Level of Independence. The cues or prompts in Table 11 refer to non-task-specific assistance. The use of these types of redirection or focus on the task should not be considered when determining Level of Independence, unless the skill assessed in the API specifically relates to “attending to” the task or activity at hand.

Table 11: Non-Task-Specific Assistance

Assistance Description

Environmental PromptNaturally occurring cue used by teachers to alert all students to an appropriate behavior (e.g., the bell ringing to signal it is time to go to lunch, flipping the light switch to get everyone’s attention).

Redirection Repeating directions, rules, etc., when needed to help a student get back on task.

Focus Encouraging the student to stay with the task or to keep going.

Minimum Physical Prompt

Requires that teachers lightly touch the student but do not control their move-ments. The light touch is used to redirect or focus the student on the task.

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Connection to the Standards

This rubric dimension addresses the question “Do the submitted Student Work Records provide evidence of the application of the Alternate Performance Indicator in standards-based activities?” The rubric calls for evaluation of whether the MAP-A entry includes an adequate number of activities per collection period, assesses the specified standard, and demonstrates application of the skill assessed.

In the MAP-A scoring process, documentation is reviewed in the following way. Scorers verify the ap-propriateness of the API/s to the grade span; determine whether the activity described assesses the skill in the specified API/s; and determine whether the activity calls for application of the skill. Documenta-tion is also reviewed for completeness. Table 12 describes each score point in the rubric for Connection to the Standards.

Table 12: Description of Scoring Rubric Dimensions for Connection to the Standards


3 The Student Work Records provide documentation of the application of the API/s in two standards-based activities, one per collection period.

2 The Student Work Records provide documentation of the application of the API/s in one standards-based activity (one out of two collection periods).

1 The Student Work Records provide documentation of the API/s but do not include appli-cation of the API/s in standards-based activities.

NS Insufficient information was given. There were no Student Work Records or work sam-ples included for the API/s, or the activities submitted were not connected to the API/s.

Scorers follow the guidelines below when reviewing evidence provided regarding Connection to the Standards and application of the APIs.

1. A Student Work Record must be submitted for each collection period.

2. Student Work Records must be dated. Each date must match a corresponding date on the Entry/Data Summary Sheet.

3. If a student work sample or piece of tangible student work is submitted without a Student Work Record attached, the work will not be scored for Connection to the Standards.

4. If the Student Work Record does not have the student interaction and/or evaluation portions completed, the work will not be scored for Connection to the Standards.

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Application

Standards-based activities are more likely to show evidence of instruction toward the application of state standards. Even though entries may connect to the API, if Student Work Records do not show application of the skill, the score on the assessment will be affected.

When deciding if an activity is an example of acquisition or application, consider the answer to the question, “What is the purpose of the activity?” If the purpose of the activity is simply to practice something, it is most likely an example of acquisition. Application activities require the student to apply skills. In other words, the student must use a skill to complete an activity for a purpose other than practicing the skill. The application activity may result in some type of end product. Table 13 compares acquisition activities (skill and drill) to standards-based application activities.

Table 13: Activities Demonstrating Acquisition and Application

Acquisition Application through Standards-based Activities

Key word drill and skill with flashcards

Key words highlighted in a weekly reader with student identifying highlighted words

Copy spelling words Correct use of spelling words in a journal entry

Flashcard practice of math facts Application of math facts to determine lunch count

Flashcard practice of organism parts

Identifying organism parts to participate in a class game of Organism Bingo

Sort ingredients by attribute Sort ingredients of a mixture to identify/communicate their observation of what makes up the mixture

Sort coins into piles of like coins

Sort coins needed to make a purchase (e.g., quarters for a juice from the vending machine)

Copy science words Correct use of science terms in a journal entry to describe an investigation.

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Scoring Rules

Understanding the scoring process and the rules associated with scoring is essential to accurately admin-ister and document the MAP-A. Table 14 describes scenarios that may be encountered during the scoring process and the rules associated with these.

Table 14: Scoring Irregularities and Rules

Scoring Irregularity Scoring Rule

No dates given on Entry/Data Summary Sheet and on Student Work Records.

Entry will be assigned a “No Score” for each dimension of the rubric.

Student work sample or piece of tangible student work submitted without a Student Work Record attached.

Connection to the Standards score in the related collection period will be reduced.

A collection period does not have a minimum of three data points.

The collection period will be considered incomplete.

A collection period does not include at least oneStudent Work Record.


A submitted Student Work Record for a collection period does not connect to the API/s.


One out of two collection periods is incomplete. Entry will be assigned a “No Score” for each dimension on the rubric.

No API/s identified. The entry cannot be scored.

API/s is/are not grade span appropriate. The entry cannot be scored.

The same API/s is/are used twice for a strand. The first instance will be scored and the second instance will result in “Entry Not Submitted.”

Missing entry. Will result in “Entry Not Submitted.”

API/s is/are not consistent across the 2 collection periods.

If the API/s is/are different in both collection periods, the entry cannot be scored.

Dates on the Entry/Data Summary Sheet and Student Work Records are not within the timeframes of the collection periods.

Any data from dates outside of the timeframes will not be used for scoring.

Submitted percentages are miscalculated. Scorer corrects percentages.

Percentage calculations for Accuracy and/or Independence cannot be verified for a Student Work Record.

Percentage for Accuracy and/or Independence for theStudent Work Record are calculated in as zeros.

One or more Student Work Records shows acquisition rather than application of the API/s.

Connection to the Standards score in the related collection period will be reduced.

Missing Entry/Data Summary Sheet Entry cannot be scored.

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Chapter Four: Data Collection

API Selection Guidelines

To meet the requirements of NCLB, the Missouri Assessment Program, including the MAP-A,is evaluated through a peer review process. In order to demonstrate that students are progressing through the curriculum, coverage of the depth and breadth of the APIs should be documented over a student’s educational span. Where more than one Big Idea is available, it is preferable to choose APIs from two different Big Ideas. When there is only one Big Idea, choose APIs from two different Concepts. Also, when choosing an API and developing a task based on that API, remember to take one step forward and two steps back – look at the following API as well as the Big Idea and Concept.

To cover the depth of APIs, teachers should carefully consider and choose APIs that align to a student’s highest academic functioning level. When an API in the MAP-A assessment has been assessed in a prior year, documentation must be provided to justify the current API selection. This documentation must be attached to the MAP-A submission.

Utilizing this best practice will provide for the depth and breadth of coverage, offer teachers maximum flexibility for assessment, and effectively address opportunities for learning across a student’s educational career.

An Individual Student API History Report will be added to the set of MAP-A paper reports generated for parents and teachers. Information on utilization of APIs at the building and district level will be available through Crystal Reports.

API Use & Activity Design

Correct interpretation of the API and its content is critical to successfully designing a MAP-A activity. Misinterpretation of the language in the API can cause an entry to be unscorable because it does not connect to the API. The following clarifications of terms are designed to help prevent this occurrence.

The terms “and,” “or,” and “and/or” used in a list of choices in an API requires that one or more of the items in the list must be addressed in order for the activity to connect to the API.

The abbreviation “e.g.” (Lat.: exempli gratia) means “for example” and is used when a list includes one or more examples of the concept, but other examples (perhaps many) also exist. Here is a sample:

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EC5.3 Explore one or more adaptations that help animals survive in their environments (e.g., thick fur, camouflage, hibernation, seasonal migration, and/or remaining motionless).

The API above lists five examples of adaptations that help animals survive in their environ-ment. Other adaptations not listed would be acceptable choices to use in an activity that con-nects to the API.

The abbreviation “i.e.” (Lat.: id est) means “that is to say” and is used when what follows is an all-inclu-sive list of possibilities (may be one or many) demonstrating the concept under consideration. Here are is a sample:

ME4.12 Compare the temperature of objects (i.e. cooler, warmer) by touch.

The abbreviation “i.e.” is used in the above example to clearly denote that there are only two options to compare the relative temperature of objects (cooler and/or warmer).

AGLEs, APIs, IEPs, and the MAP-A

DESE suggests that districts plan the selection and use of the Alternate Grade-Level Expectations (AGLEs)/ Alternate Performance Indicators (APIs) for the MAP-A assessment during development of yearly Individualized Education Plans (IEPs).

DESE does allow IEP teams to use APIs as the basis for writing goals that would be appropriate for the individual student. The decision about which API to utilize should be made in conjunction with the student’s Instructional Team, which could include personnel not included in the IEP team. For example, the student’s general education science teacher may be a part of the Instructional Team, but may not be included on the IEP team.

APIs can be selected and developed into measurable and observable goals that fit with individual student learning needs. This allows teachers to collect data for progress toward the IEP goal at the same time they are collecting data for the MAP-A. Additionally, it allows teachers to plan for student acquisition, practice, and application of the skill prior to administration of the MAP-A. Ideally, teachers may wish to plan for more than one year when evaluating which APIs to use, as some students may need more than one year to acquire, practice, and then apply a new skill area.

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Key Tasks

Required documentation for the MAP-A includes evidence of both Accuracy and Independence performance levels and Connection to the Standards. Data is collected during two collection periods to measure a student’s Level of Accuracy and Level of Independence. The data is then summarized on the Entry/Data Summary Sheet. Student Work Records provide the evidence for Connection to the Standards.

Collecting data on student performance is an essential part of good instruction and ongoing assessment. Instructional data can help educators make valid and objective decisions about what to teach based on what the student has or has not already learned and documents vital information on the effectiveness of instruction already provided. To be most useful, data should include the current level of a student’s performance on a given task or activity. Observable results should be recorded from the perspective of the original goal or intended outcome for the student.

Data collection can occur either during routine classroom instruction or during tasks and activities set up specifically for assessing the student. MAP-A data points resulting from instructional data collection may include a combination of data charts and Student Work Records.

It may take time to find a method of collecting data that is comfortable and suits each educator’s style. Whatever the chosen approach, certain decisions must be made as to how data will be collected. Key tasks in the data collection process are described below.

1. Identify the appropriate Alternate Performance Indicator (API) related toAlternate Grade-Level Expectations (AGLEs) in the content strand.

What will the instruction in this content strand enable the student to do? What knowledge and skills based on the general education curriculum must be taught? How will the level of complexity be adapted for each student? Figure 3 on the next page illustrates how students in grade 6 with different levels of ability might address the same AGLEs in the Mathematics learning strand for Data and Probability.

2. Write the API in measurable terms (Task/Activity Description).For data to be useful, goals must be stated in measurable terms. What are the criteria for successful performance? Measurable goals allow teachers to document student performance precisely.

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Figure 3: How students with varying ability levels can access the AGLEs for Data and Probability

Standard:Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

Collect Data.Example:Attend to data collection by another person.

Collect Data.Example:Identify plants for another person to measure and record.

Collect Data.Example:Identify and measure heights of plants with assistance for another person to record.

Formulate QuestionsCollect data using observations, surveys, and experiments.Example:Measure and record the height of plants under various conditions once a week in science.

Less Complex More Complex

The following are necessary for developing measurable outcomes

● Identify the skill to be measured.What skill will the student address? Skills are chosen from APIs according to the student’s grade level (e.g., Jamie will read sight words correctly).

● Identify the conditions for learning the skill.How will the student participate in the activity? Determine whether the student needs an adaptation, modification, or accommodation. Presentation of materials and information may need to be adapted to suit individual learning needs, or the method of response by the student may require adjustment to suit his or her communication skills (e.g., when presented with sight words paired with pictures, Jamie will sign each word correctly using ASL).

3. Determine where and with whom instruction and data collection will occur.List the setting for collection of data and the person(s) responsible for collecting the data.

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4. Determine the method of systematic instruction and/or standards-based activities in which the instruction will occur.

Systematic instruction ensures that learning is the result of deliberate planning and does not occur by chance. A student acquires skills most effectively when systematic instruction is used. Standards-based activities allow for the application of the skills the student has learned through systematic instruction.

5. Set up a system for recording data on the student’s performance.As students perform activities related to specific skills, teachers will record data on the students’ performance. The data collection system used by the teacher is not submitted as a part of the MAP-A. It is the process for the teacher to use in order to collect the required information for the Entry/Data Summary Sheet. Teachers can design their own data collection sheet or use one of the three blank charts provided in Appendix B.

Regardless of which data collection method is selected, teachers should measure only one skill or outcome on a chart. Data should be clear and understandable. The chart should be simple to use and allow for routine collection of data. Data charts should include areas in which to collect the following information:

● Space for the student’s name and dates on which performances occurred ● Space to briefly describe each content area, strand, and API being assessed ● Space to chart information on accuracy of performance and whether prompts were used

(both are necessary for data to be useful and scoreable for the MAP-A) ● A key or legend describing the system used on the chart for noting accuracy and use of

prompts ● Space to summarize the data from each date or activity ● Space to record the percentage for Level of Accuracy and Level of Independence

Figure 4 on the following page shows a sample Data Collection Sheet.

6. Record the data each time the student performs the task using actual, individual results.Record raw data on a “field data chart” (used for daily data collection) each time the student performs a task or activity related to an API. This allows tracking of important information on each performance over a series of trials.

Field data charts may also be useful in tracking the student’s performance on a series of related work samples that address a particular skill or body of knowledge. Charting the student’s score over a period of time enables the teacher to determine performance levels.

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Figure 4: Sample data collection sheet showing raw data on accuracy and use of prompts

Accuracy Key (A)(+) Correct Response with less than three

prompts(-) Incorrect or No Response

Independence Key (I)(+) Independent Response

(-) Prompted Response

Step Description

Date1/25/13 Date Date Date

A+/-

I+/-

A+/-

I+/-

A+/-

I+/-

A+/-

I+/-

Gather Materials + -

Identfiy Ingredients ++-- +---

Choose Picture ++-- ++--

Add to List +++- ----

Turn in List + -

Total +’s 9 3

Total Steps 14 14

Percent 64% 21%

7. Summarize the data.After field (raw) data collection is completed, convert the information to percentages (e.g., Jamie identified four of five pictures, resulting in 80% accuracy; or Jamie identified three of five pictures independently, resulting in 60% independence). Transfer the calculated percentages to the Entry/Data Summary Sheet for documentation of performance levels.

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Student Work Records

Student Work Records determine the student score for Connection to the Standards. The activities must show application of the APIs along with differentiated instruction showing individual student results in standards-based activities. Student Work Records always contain the teacher’s description, or observation and anecdotal record. The teacher records the information on the Student Work Record (provided in Chapter 5). Sections to be completed include:

● Student Name ● Date ● Content Area ● Strand(s) ● API(s) ● Student’s Interaction in Task/Activity ● Evaluation of Student’s Performance ● Levels of Accuracy and Independence

Student Work Samples may be attached to the Student Work Record, if appropriate.

Student Work Samples

It is desirable to include student work when possible. Tangible samples resulting from the student’s participation in a standards-based activity are considered original student work (e.g., worksheet, picture of story characters, drawing of five objects). Do not submit photos.

ProFile

ProFile is a web-based program that allows teachers to collect and record MAP-A data for any number of students, then print the forms required for MAP-A submission. Most teachers responsible for administering the MAP-A use ProFile rather than typing or hand-writing on hard copy MAP-A forms. The same forms and information contained in the MAP-A paper forms packets are contained in ProFile.

ProFile is free to school districts for use by educators administering the MAP-A. It is easy to find and register as a user. Access to ProFile is available to individual users on a password-protected basis. Thus, any information you save on ProFile under your user ID and password may not be viewed by anyone else unless you share this information. ProFile does not submit MAP-A data for you. Use ProFile to record MAP-A data and then print MAP-A forms to be submitted in the bar-coded, student-specific binders you will receive in the fall.

Benefits

Educators using ProFile are able to access MAP-A student information from any computer with internet access. ProFile allows for easy access to required MAP-A documentation and secure electronic storage of in-progress and completed student materials.

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ProFile guides users toward API lists, collection period date ranges, and auto-fills generic data (such as student name, grade, assessment year, and content area) across forms, reducing the potential for errors or incomplete information. ProFile reminds users to check for errors and provides MAP-A information relevant only to the grade level entered for the student.

ProFile is updated annually to include the most recent versions of MAP-A forms, data collection periods, and API lists.

Getting Started

ProFile can be found at the following web address:

https://profile.measuredprogress.org/MAP-A/login.aspx

The first step for any ProFile user, new or returning, is a thorough review of the ProFile web User’s Manual, available on the login page of the ProFile website or via a link found at the Department of Elementary and Secondary Education website. The User’s Manual contains information about ProFile’s most recent version and the most efficient way to use ProFile.

After reviewing the User’s Manual, the next step for new users is registration. The “Go to Registration Page” button navigates to the registration page. To register, users must supply a valid email address and create a password. Once this information is provided, it will be immediately verified, and new users will have immediate access to ProFile. Valid email addresses are required for ProFile to send passwords upon request and otherwise function properly. Educators who have used ProFile prior to the 2012-2013 school year should use existing login information to access ProFile.

Specific directions for correctly printing MAP-A forms from ProFile are available in the User’s Manual. Consult and thoroughly review the User’s Manual to avoid common printing errors.

Technical Support for ProFile

877-934-8378

[email protected]

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Chapter Five: Forms

The following forms are required for the MAP-A. Feel free to make additional copies as needed.

1. Table of Contents Checklists ● Grades 3, 4 ● Grade 5 ● Grades 6, 7 ● Grade 8 ● Grade 10 ● Grade 11

2. Validation Form3. Entry/Data Summary Sheet4. API Duplication/Justification Form5. Student Work Record

Remember that the MAP-A requires content area strands specific to each grade span. Be sure to record the correct strands on the Entry/Data Summary Sheets for each student. See the following page for more information.

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Table 15: Mathematics Assessment Blueprint


Mathematics

Required forGrades 3-8 and 10 Numbers and Operations (NO)


Algebraic Relationships (AR)and/orGeometric and Spatial Relationships

Required for Middle SchoolGrades 6,7 & 8 Data and Probability (DP)

Required for High SchoolGrade 10 Measurement (ME)

Table 16: Communication Arts Assessment Blueprint


Communication Arts

Required forGrades 3-8 and 11

Reading: Develop and apply skills and strate-gies to the reading process (RD and/or RP).


Writing: Compose well-developed text using standard English conventions (WC).

Required for Middle and High SchoolGrades 6, 7, 8 & 11

Writing: Apply a writing process in composing text or write effectively in various forms and types of writing (WP).

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Science

Required forElementary School

Grade 5

Strand 5: Processes and Interactions of theEarth’s Systems (ES)

Strand 6: Composition and Structure of the Universe and the Motion of the Objects within it (UN)


Strand 3: Characteristics and Interactions of Living Organ-isms (LO) orStrand 4: Changes in Ecosystems and Interactions of Organ-isms with Their Environment (EC)

Required forMiddle School

Grade 8

Strand 1: Properties and Principles of Matter and Energy (ME)

Strand 2: Properties and Principles of Force and Motion (FM)

Strand 7: Scientific Inquiry (IN) or Strand 8: Impact of Sci-ence, Technology, and Human Activity (ST)

Strand 5: Processes and Interactions of the Earth’s Systems(ES) orStrand 6: Composition and Structure of the Universe and the Motion of the Objects within It (UN)

Required forHigh School

Grade 11

Strand 3: Characteristics and Interactions ofLiving Organisms (LO)

Strand 4: Changes in Ecosystems and interactions of Organ-isms with Their Environment (EC)

Strand 7: Scientific Inquiry (IN) or Strand 8: Impact of Sci-ence, Technology, and Human Activity (ST)

Strand 1: Properties and Principals of Matter and Energy (ME) orStrand 2: Properties and Principals of Force and Motion (FM)

Table 17: Science Assessment Blueprint

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r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

2:

Alg

ebra

ic R

elat

ions

hips

and

/or

Geo

met

ric &

Spa

tial R

elat

ions

hips

(AR

/GS)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

2:

Alg

ebra

ic R

elat

ions

hips

and

/or

Geo

met

ric &

Spa

tial R

elat

ions

hips

(AR

/GS)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n F

orm

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e Pe

rfor

man

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e Pe

rfor

man

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WC

)A

ltern

ate

Perf

orm

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WC

)A

ltern

ate

Perf

orm

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

MA

P-A

Page

# _

____

____

Ch

ap

ter

Fiv

e:

Fo

rms

44

Tabl

e of

Con

tent

s C

heck

list

Stud

ent:

Scho

ol Y

ear:

Gra

de:

5

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Elem

enta

ry

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n F

orm

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e Pe

rfor

man

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e Pe

rfor

man

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WC

)A

ltern

ate

Perf

orm

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WC

)A

ltern

ate

Perf

orm

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

1:

Num

bers

& O

pera

tions

(NO

)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

1:

Num

bers

& O

pera

tions

(NO

)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

2:

Alg

ebra

ic R

elat

ions

hips

and

/or

Geo

met

ric &

Spa

tial R

elat

ions

hips

(AR

/GS)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

2:

Alg

ebra

ic R

elat

ions

hips

and

/or

Geo

met

ric &

Spa

tial R

elat

ions

hips

(AR

/GS)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

MA

P-A

Page

# _

____

____

Ch

ap

ter

Fiv

e:

Fo

rms


Tabl

e of

Con

tent

s C

heck

list (

cont

’d)

Stud

ent:

Scho

ol Y

ear:

Gra

de:

5

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Elem

enta

ry

MA

P-A

Page

# _

____

____

Scie

nce

Stra

nd 5

: Pro

cess

es a

nd In

tera

ctio

ns o

f the

Eart

h’s

Syst

ems

(ES)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Scie

nce

Stra

nd 6

: Com

posi

tion

and

Stru

ctur

e of

the

Uni

vers

e an

d th

e M

otio

n of

the

Obj

ects

with

in it

(UN

) □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 7

: Sci

entifi

c In

quiry

(IN

) or

Scie

nce

Stra

nd 8

: Im

pact

s of

Sci

ence

, Tec

hnol

ogy,

and

Hum

an A

ctiv

ity(S

T) □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 3

: Cha

ract

eris

tics

and

Inte

ract

ions

of

Livi

ng O

rgan

ism

s (L

O) o

rSc

ienc

e St

rand

4: C

hang

es in

Eco

syst

ems

and

Inte

ract

ions

of O

rgan

ism

s w

ith th

eir E

nviro

nmen

ts (E

C)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Ch

ap

ter

Fiv

e:

Fo

rms

46

Tabl

e of

Con

tent

s C

heck

list

Stud

ent:

Scho

ol Y

ear:

Gra

de:

6 7

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Mid

dle

Scho

ol

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n Fo

rm

MA

P-A

Page

# _

____

____

Com

mun

icat

ion

Art

s St

rand

1: R

eadi

ng (R

D/R

P)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

1: R

eadi

ng (R

D/R

P)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

1: W

ritin

g (W

P)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

1: W

ritin

g (W

P)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

1: N

umbe

rs &

Ope

ratio

ns (N

O)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

1: N

umbe

rs &

Ope

ratio

ns (N

O)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

1: D

ata

& P

roba

bilit

y (D

P)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

1: D

ata

& P

roba

bilit

y (D

P)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Ch

ap

ter

Fiv

e:

Fo

rms


Tabl

e of

Con

tent

s C

heck

list

Stud

ent:

Scho

ol Y

ear:

Gra

de:

8

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Mid

dle

Scho

ol

Mat

hem

atic

s St

rand

1: N

umbe

rs &

Ope

ratio

ns (N

O)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

1: N

umbe

rs &

Ope

ratio

ns (N

O)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

2:

Dat

a &

Pro

babi

lity

(DP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Mat

hem

atic

s St

rand

2:

Dat

a &

Pro

babi

lity

(DP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n Fo

rm

Com

mun

icat

ion

Art

s St

rand

1: R

eadi

ng (R

D/R

P)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

1: R

eadi

ng (R

D/R

P)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Ch

ap

ter

Fiv

e:

Fo

rms

48

MA

P-A

Page

# _

____

____

Tabl

e of

Con

tent

s C

heck

list (

cont

’d)

Stud

ent:

Scho

ol Y

ear:

Gra

de:

8

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Mid

dle

Scho

ol

Scie

nce

Stra

nd 7

: Sci

entifi

c In

quiry

(IN

) or

Scie

nce

Stra

nd 8

: Im

pact

s of

Sci

ence

, Tec

hnol

ogy,

and

Hum

anA

ctiv

ity (S

T) □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 5

: Pro

cess

es a

nd In

tera

ctio

ns o

f the

Ear

th’s

Syst

ems

(ES)

or

Scie

nce

Stra

nd 6

: Com

posi

tion

and

Stru

ctur

e of

the

Uni

vers

e an

d th

e M

o-tio

n of

the

Obj

ects

with

in It

(UN

) □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 1

: Pro

pert

ies

and

Prin

cipa

ls o

f Mat

ter a

nd E

nerg

y (M

E) □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 2

: Pro

pert

ies

and

Prin

cipa

ls o

f For

ce a

nd M

otio

n (F

M)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Ch

ap

ter

Fiv

e:

Fo

rms

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n Fo

rm

Mat

hem

atic

s St

rand

1:

Num

bers

& O

pera

tions

(NO

)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

1:

Num

bers

& O

pera

tions

(NO

)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

2:

Mea

sure

men

t (M

E)A

ltern

ate

Per

form

ance

Indi

cato

r #1

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Mat

hem

atic

s St

rand

2:

Mea

sure

men

t (M

E)A

ltern

ate

Per

form

ance

Indi

cato

r #2

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d


Tabl

e of

Con

tent

s C

heck

list

Stud

ent:

Scho

ol Y

ear:

Gra

de:

10

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Hig

h Sc

hool

Ch

ap

ter

Fiv

e:

Fo

rms

□Ta

ble

of C

onte

nts

Che

cklis

t □

Valid

atio

n Fo

rm

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

1:

Rea

ding

(RD

/RP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

1 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Com

mun

icat

ion

Art

s St

rand

2:

Writ

ing

(WP)

Alte

rnat

e P

erfo

rman

ce In

dica

tor #

2 □

Ent

ry/D

ata

Sum

mar

y S

heet

□C

olle

ctio

n P

erio

d 1

Stu

dent

Wor

k R

ecor

d □

Col

lect

ion

Per

iod

2 S

tude

nt W

ork

Rec

ord

Scie

nce

Stra

nd 3

: Cha

ract

eris

tics

and

Inte

ract

ions

of

Livi

ng O

rgan

ism

s (L

O)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Scie

nce

Stra

nd 4

: Cha

nges

in E

cosy

stem

s an

dIn

tera

ctio

ns o

f Org

anis

ms

with

The

ir En

viro

nmen

ts (E

C)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Scie

nce

Stra

nd 7

: Sci

entifi

c In

quiry

(IN

) o

rSc

ienc

e St

rand

8: I

mpa

cts

of S

cien

ce, T

echn

olog

y, a

ndH

uman

Act

ivity

(ST)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

Scie

nce

Stra

nd 1

: Pro

pert

ies

and

Prin

cipa

ls o

f Mat

ter a

ndEn

ergy

(ME)

or

Scie

nce

Stra

nd 2

: Pro

pert

ies

and

Prin

cipa

ls o

f For

ce a

ndM

otio

n (F

M)

□E

ntry

/Dat

a S

umm

ary

She

et □

Col

lect

ion

Per

iod

1 S

tude

nt W

ork

Rec

ord

□C

olle

ctio

n P

erio

d 2

Stu

dent

Wor

k R

ecor

d

50

Tabl

e of

Con

tent

s C

heck

list

Stud

ent:

Scho

ol Y

ear:

Gra

de:

11

(Org

aniz

e M

AP

-A in

the

follo

win

g m

anne

r)

Hig

h Sc

hool

MA

P-A

Page

# _

____

____

Ch

ap

ter

Fiv

e:

Fo

rms


Valid

atio

n Fo

rmSt

uden

t:___

____

____

____

____

____

____

____

_

G

rade

:___

____

___

Dis

tric

t & S

choo

l of A

ttend

ance

:___

____

____

____

____

____

____

____

____

____

____

____

This

form

pro

vide

s do

cum

enta

tion

of th

e in

divi

dual

s w

ho a

dmin

iste

red,

con

tribu

ted

to, a

nd/o

r rev

iew

ed th

is M

AP

-A.

Indi

vidu

al re

spon

sibl

e fo

r MA

P-A

adm

inis

tratio

n (t

ypic

ally

the

stud

ent’s

cla

ssro

om te

ache

r):

Nam

e:__

____

____

____

____

____

____

____

__

Pos

ition

: ___

____

____

____

____

____

____

___

Indi

vidu

als

who

con

tribu

ted

to th

is M

AP

-A:

Nam

e: _

____

____

____

____

____

____

____

___

P

ositi

on: _

____

____

____

____

____

____

____

_C

ontri

butio

n: _

____

____

____

____

____

____

__

Nam

e: _

____

____

____

____

____

____

____

___

P

ositi

on: _

____

____

____

____

____

____

____

_C

ontri

butio

n: _

____

____

____

____

____

____

__

Nam

e: _

____

____

____

____

____

____

____

___

P

ositi

on: _

____

____

____

____

____

____

____

_C

ontri

butio

n: _

____

____

____

____

____

____

__

Nam

e: _

____

____

____

____

____

____

____

___

P

ositi

on: _

____

____

____

____

____

____

____

_C

ontri

butio

n: _

____

____

____

____

____

____

__

Nam

e: _

____

____

____

____

____

____

____

___

P

ositi

on: _

____

____

____

____

____

____

____

_C

ontri

butio

n: _

____

____

____

____

____

____

__

OPT

ION

AL-

Use

this

spac

e to

pro

vide

info

rmat

ion

rega

rdin

g th

e st

uden

t’s m

ode

of c

omm

unic

atio

n.

Ple

ase

obta

in a

dmin

istra

tor’s

(prin

cipa

l, as

sist

ant p

rinci

pal,

or

spec

ial e

duca

tion

dire

ctor

) sig

natu

re p

rior t

o su

bmis

sion

.

Sig

natu

re

Dat

e

Prin

t Nam

e

MA

P-A

Page

# _

____

____

Ch

ap

ter

Fiv

e:

Fo

rms

52

MA

P-A

Page

# _

____

____

AP

I Ent

ryAv

erag

e

Leve

l of A

ccur

acy

Leve

l of I

ndep

ende

nce

Entr

y/D

ata

Sum

mar

y Sh

eet

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Stud

ent N

ame:

Gra

de

Stra

ndB

ig Id

ea:

Con

cept

:

API

:

Has

this

stu

dent

bee

n as

sess

ed o

n th

is A

PI in

pre

viou

s ye

ars?

Yes

N

o

Col

lect

ion

Perio

d 1

Janu

ary

7 - F

ebru

ary

1C

olle

ctio

n Pe

riod

2Fe

brua

ry 4

- M

arch

1

Dat

es b

elow

do

not n

eed

to b

e in

chr

onol

ogic

al o

rder

.D

ates

bel

ow d

o no

t nee

d to

be

in c

hron

olog

ical

ord

er.

Dat

e

Dat

a Ty

peS

tude

nt W

ork

Rec

ord

Dat

a P

oint

Dat

a P

oint

Stu

dent

Wor

k R

ecor

dD

ata

Poi

ntD

ata

Poi

nt

Acc

urac

y %

Inde

pend

ence

%

Aver

age

% fo

rC

olle

ctio

n Pe

riod

Acc

urac

y:A

ccur

acy:

Inde

pend

ence

Inde

pend

ence

:

Ch

ap

ter

Fiv

e:

Fo

rms

API

Dup

licat

ion

Just

ifica

tion

Form

Mat

hem

atic

s/C

omm

unic

atio

n A

rts

Stud

ent N

ame:

Gra

de:

Stra

nd:

Big

Idea

:C

once

pt:

API

:

You

indi

cate

d th

at th

is s

tude

nt h

as b

een

asse

ssed

on

this

API

in p

revi

ous

year

s.

The

inst

ruct

iona

l dec

isio

n to

dup

licat

e an

API

from

a p

rior y

ear’s

MA

P-A

asse

ssm

ent m

ust b

e ju

stifi

ed o

n th

is fo

rm.

The

just

ifi-

catio

n m

ust b

e in

clud

ed w

ith th

e M

AP-

A su

bmis

sion

.

Just

ifica

tion/

Rat

iona

le:

(Sup

ply

spec

ific

just

ifica

tion

for d

uplic

ate

use

of th

e A

PI.)

Plan

of S

tude

nt P

rogr

ess:

(Sup

ply

spec

ific

plan

s in

pla

ce to

ass

ure

stud

ent g

row

th a

cros

s A

PI’s

con

tent

.)


Ch

ap

ter

Fiv

e:

Fo

rms

54

MA

P-A

Page

# _

____

____

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e:G

rade

:D

ate:

Stra

nd:

Big

Idea

:C

once

pt:

API

:

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of A

c-cu

racy

.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rfor-

man

ce. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Inde

pend

ence

.

Leve

l of A

ccur

acy

___

____

_%Le

vel o

f Ind

epen

denc

e _

____

___%

Ch

ap

ter

Fiv

e:

Fo

rms


MA

P-A

Page

# _

____

____

Incl

ude

stud

ent w

ork

sam

ple

here

, if a

ppro

pria

te.

Sub

mit

stud

ent w

ork

sam

ple

on 8

½ X

11

pape

r.Th

is p

age

is a

pla

ceho

lder

. D

o no

t tap

e, s

tapl

e, o

r oth

erw

ise

atta

ch s

tude

nt w

ork

to th

is p

age.

Do

not s

ubm

it ph

otos

.

Ch

ap

ter

Fiv

e:

Fo

rms

56

Chapter 6: Samples

This section contains three sample MAP-A entries for the fictional fifth grade student Andi.Andi was assessed in Mathematics, Communication Arts, and Science with three interconnected sets of activities.

This section also contains several flawed sample Student Work Records. Each is followed by a short discussion of its flaws and a repaired sample.

Ch

ap

ter

Six

:S

am

ple

s

Entr

y/D

ata

Sum

mar

y Sh

eet

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Stud

ent N

ame:

And

iG

rade

: 5

Stra

nd: M

athe

mat

ics

- AR

Big

Idea

: Ana

lyze

cha

nge

in v

ario

us

cont

exts

Con

cept

: Ana

lyze

cha

nge

API

: AR

7.1.

b A

naly

ze c

hang

e in

a v

arie

ty o

f situ

atio

ns. (

b) E

ngag

e in

act

iviti

es to

kee

p tra

ck o

f cha

nge

(e.g

., ke

ep tr

ack

of o

utsi

de te

mpe

ratu

re).

Has

this

stu

dent

bee

n as

sess

ed o

n th

is A

PI in

pre

viou

s ye

ars?

Yes

N

o

Col

lect

ion

Perio

d 1

Janu

ary

7 - F

ebru

ary

1C

olle

ctio

n Pe

riod

2Fe

brua

ry 4

- M

arch

1

Dat

es b

elow

do

not n

eed

to b

e in

chr

onol

ogic

al o

rder

.D

ates

bel

ow d

o no

t nee

d to

be

in c

hron

olog

ical

ord

er.

Dat

e1/

11/2

013

1/20

/201

32/

1/20

132/

15/2

013

2/22

/201

33/

1/20

13

Dat

a Ty

peS

tude

nt W

ork

Rec

ord

Dat

a P

oint

Dat

a P

oint

Stu

dent

Wor

k R

ecor

dD

ata

Poi

ntD

ata

Poi

nt

Acc

urac

y %

100

6710

010

010

010

0

Inde

pend

ence

%83

8383

100

100

100

Aver

age

% fo

rC

olle

ctio

n Pe

riod

Acc

urac

y: 8

9A

ccur

acy:

100

Inde

pend

ence

: 83

Inde

pend

ence

: 100

AP

I Ent

ryAv

erag

e

Leve

l of A

ccur

acy

95

Leve

l of I

ndep

ende

nce

92

X


Ch

ap

ter

Six

:S

am

ple

s

API

Dup

licat

ion

Just

ifica

tion

Form

Mat

hem

atic

s/C

omm

unic

atio

n A

rts

Stud

ent N

ame:

And

iG

rade

: 5

Stra

nd: M

athe

mat

ics

- AR

Big

Idea

: Ana

lyze

cha

nge

in v

ario

us c

on-

text

sC

once

pt: A

naly

ze c

hang

e

API

: AR

7.1.

b A

naly

ze c

hang

e in

a v

arie

ty o

f situ

atio

ns. (

b) E

ngag

e in

act

iviti

es to

kee

p tra

ck o

f cha

nge

(e.g

., ke

ep tr

ack

of o

utsi

de te

mpe

ratu

re).

You

indi

cate

d th

at th

is s

tude

nt h

as b

een

asse

ssed

on

this

API

in p

revi

ous

year

s.

The

inst

ruct

iona

l dec

isio

n to

dup

licat

e an

API

from

a p

rior y

ear’s

MA

P-A

asse

ssm

ent m

ust b

e ju

stifi

ed o

n th

is fo

rm.

The

just

ifi-

catio

n m

ust b

e in

clud

ed w

ith th

e M

AP-

A su

bmis

sion

.

Just

ifica

tion/

Rat

iona

le:

(Sup

ply

spec

ific

just

ifica

tion

for d

uplic

ate

use

of th

e A

PI.)

And

i beg

an w

orki

ng la

st y

ear w

ith th

is A

PI c

once

pt. S

he a

cqui

red

som

e of

the

foun

datio

nal s

kills

of m

easu

rem

ent;

how

ever

, And

i was

una

ble

to

utili

ze h

er a

cqui

red

data

to a

naly

ze a

nd m

ake

deci

sion

s ab

out t

he c

once

pt o

f cha

nge

over

tim

e.

Plan

of S

tude

nt P

rogr

ess:

(Sup

ply

spec

ific

plan

s in

pla

ce to

ass

ure

stud

ent g

row

th a

cros

s A

PI’s

con

tent

.)Th

is y

ear A

ndi h

as d

emon

stra

ted

she

can

appl

y th

e sk

ill in

the

AP

I. N

ext y

ear s

he w

ill m

ove

on a

nd n

o pl

ans

exis

t to

asse

ss th

is A

PI w

ith th

e M

AP

-A

next

yea

r.

58

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

1/1

1/20

13

Stra

nd: M

athe

mat

ics

- AR

Big

Idea

: Ana

lzye

cha

nge

in v

ario

us c

onte

xts

Con

cept

: Ana

lyze

cha

nge

API

: AR

7.1.

b A

naly

ze c

hang

e in

a v

arie

ty o

f situ

atio

ns. (

b) E

ngag

e in

act

iviti

es to

kee

p tra

ck o

f cha

nge

(e.g

., ke

ep tr

ack

of o

utsi

de te

m-

pera

ture

).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Whi

le c

ompl

etin

g a

long

-term

sci

ence

ass

ignm

ent,

And

i rec

orde

d th

e le

ngth

of t

he c

lass

’ pet

bab

y ge

rbils

, ind

icat

ing

how

muc

h th

ey h

ad

grow

n ea

ch w

eek.

And

i mea

sure

d th

ree

baby

ger

bils

eac

h da

y. A

t the

end

of t

he w

eek,

she

indi

cate

d w

hat c

hang

e in

leng

th o

ccur

red

for

each

ger

bil,

if an

y, d

urin

g th

e w

eek.

18

poin

ts w

ere

poss

ible

, 15

for t

he m

easu

ring,

(3 g

erbi

ls x

5 d

ays)

and

3 fo

r ana

lysi

s (c

hang

e in

3 g

er-

bils

at t

he e

nd o

f the

wee

k).

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i acc

urat

ely

mea

sure

d th

e ge

rbils

eac

h da

y fo

r a to

tal o

f 15

poin

ts, a

nd in

dica

ted

that

all

thre

e w

ere

“big

ger”

at t

he e

nd o

f the

w

eek.

She

sco

red

18 o

ut o

f 18.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i nee

ded

assi

stan

ce to

acc

urat

ely

track

the

mea

sure

men

ts o

f all

thre

e ge

rbils

dur

ing

the

first

day

. Out

of 1

8 ta

sks,

she

per

form

ed 1

5 in

depe

nden

tly.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

83%

Ch

ap

ter

Six

:S

am

ple

s

60

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

2/1

5/20

13

Stra

nd: M

athe

mat

ics

- AR

Big

Idea

: Ana

lzye

cha

nge

in v

ario

us c

onte

xts

Con

cept

: Ana

lyze

cha

nge

API

: AR

7.1.

b A

naly

ze c

hang

e in

a v

arie

ty o

f situ

atio

ns. (

b) E

ngag

e in

act

iviti

es to

kee

p tra

ck o

f cha

nge

(e.g

., ke

ep tr

ack

of o

utsi

de te

m-

pera

ture

).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Whi

le c

ompl

etin

g a

long

-term

sci

ence

ass

ignm

ent,

And

i rec

orde

d th

e le

ngth

of t

he c

lass

’ pet

bab

y ge

rbils

, ind

icat

ing

how

muc

h th

ey h

ad

grow

n ea

ch w

eek.

And

i mea

sure

d th

ree

baby

ger

bils

eac

h da

y. A

t the

end

of t

he w

eek,

she

indi

cate

d w

hat c

hang

e in

leng

th o

ccur

red

for

each

ger

bil,

if an

y, d

urin

g th

e w

eek.

18

poin

ts w

ere

poss

ible

, 15

for t

he m

easu

ring,

(3 g

erbi

ls x

5 d

ays)

and

3 fo

r ana

lysi

s (c

hang

e in

3 g

er-

bils

at t

he e

nd o

f the

wee

k).

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i acc

urat

ely

mea

sure

d th

e ge

rbils

eac

h da

y fo

r a to

tal o

f 15

poin

ts, a

nd in

dica

ted

that

all

thre

e w

ere

“big

ger”

at t

he e

nd o

f the

w

eek.

She

sco

red

18 o

ut o

f 18.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i per

form

ed a

ll 18

task

s in

depe

nden

tly.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

100

%

Ch

ap

ter

Six

:S

am

ple

s

Entr

y/D

ata

Sum

mar

y Sh

eet

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Stud

ent N

ame:

And

iG

rade

: 5

Stra

nd: C

omm

unci

atio

n A

rts

- RP

Big

Idea

: Dev

elop

and

app

ly s

kills

and

st

rate

gies

to th

e re

adin

g pr

oces

sC

once

pt: M

akin

g C

onne

ctio

ns

API

: RP4

.3 Id

entif

y si

mila

ritie

s an

d di

ffere

nces

bet

wee

n fic

tion

and

nonfi

ctio

n (r

eal v

s. m

ake-

belie

ve).

Has

this

stu

dent

bee

n as

sess

ed o

n th

is A

PI in

pre

viou

s ye

ars?

Yes

N

o

Col

lect

ion

Perio

d 1

Janu

ary

7 - F

ebru

ary

1C

olle

ctio

n Pe

riod

2Fe

brua

ry 4

- M

arch

1

Dat

es b

elow

do

not n

eed

to b

e in

chr

onol

ogic

al o

rder

.D

ates

bel

ow d

o no

t nee

d to

be

in c

hron

olog

ical

ord

er.

Dat

e1/

11/2

013

1/20

/201

32/

1/20

132/

15/2

013

2/22

/201

33/

1/20

13

Dat

a Ty

peS

tude

nt W

ork

Rec

ord

Dat

a P

oint

Dat

a P

oint

Stu

dent

Wor

k R

ecor

dD

ata

Poi

ntD

ata

Poi

nt

Acc

urac

y %

7510

075

100

7575

Inde

pend

ence

%10

010

010

010

010

010

0

Aver

age

% fo

rC

olle

ctio

n Pe

riod

Acc

urac

y: 8

3A

ccur

acy:

83

Inde

pend

ence

: 100

Inde

pend

ence

: 100

AP

I Ent

ryAv

erag

e

Leve

l of A

ccur

acy

83

Leve

l of I

ndep

ende

nce

100

X


Ch

ap

ter

Six

:S

am

ple

s

62

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

1/1

1/20

13

Stra

nd: C

omm

unic

atio

n A

rts-

RP

Big

Idea

: Dev

elop

and

app

ly s

kills

and

str

ateg

ies

to th

e re

adin

g pr

oces

sC

once

pt: M

akin

g C

onne

ctio

ns

API

: RP4

.3 Id

entif

y si

mila

ritie

s an

d di

ffere

nces

bet

wee

n fic

tion

and

nonfi

ctio

n (r

eal v

s. m

ake-

belie

ve).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

stud

ents

read

a s

tory

abo

ut a

ger

bil n

amed

Hen

ry, a

pet

cat

, and

a re

d sc

oote

r tha

t he

rode

to s

choo

l. Th

ey a

lso

read

a n

on-fi

ctio

n ar

-tic

le a

bout

the

grow

th a

nd m

atur

atio

n of

ger

bils

. Stu

dent

s w

ere

aske

d to

des

crib

e tw

o si

mila

ritie

s an

d tw

o di

ffere

nces

bet

wee

n th

e st

ory

and

the

artic

le. A

ndi u

sed

pict

ure

and

sym

bol c

ards

to il

lust

rate

the

sim

ilarit

ies

and

diffe

renc

es o

n a

bulle

tin b

oard

dis

play

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i acc

urat

ely

desc

ribed

two

sim

ilarit

ies

and

one

diffe

renc

e. S

he

inco

rrec

tly d

escr

ibed

one

diff

eren

ce. 3

/4

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i ind

epen

dent

ly c

ompl

eted

all

four

sec

tions

of h

er d

ispl

ay p

iece

.

Leve

l of A

ccur

acy

75%

Leve

l of I

ndep

ende

nce

100

%

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

2/1

5/20

13

Stra

nd: C

omm

unic

atio

n A

rts-

RP

Big

Idea

: Dev

elop

and

app

ly s

kills

and

str

ateg

ies

to th

e re

adin

g pr

oces

sC

once

pt: M

akin

g C

onne

ctio

ns

API

: RP4

.3 Id

entif

y si

mila

ritie

s an

d di

ffere

nces

bet

wee

n fic

tion

and

nonfi

ctio

n (r

eal v

s. m

ake-

belie

ve).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

stud

ents

read

a s

tory

abo

ut h

amst

ers

and

gerb

ils w

ho n

eed

read

ing

glas

ses

for s

choo

l. Th

ey a

lso

read

a n

on-fi

ctio

n ar

ticle

abo

ut th

e ag

e at

whi

ch th

e ey

es o

f dog

s, c

ats,

ger

bils

, rab

bits

, and

gui

nea

pigs

rem

ain

open

. Stu

dent

s w

ere

aske

d to

des

crib

e tw

o si

mila

ritie

s an

d tw

o di

ffere

nces

bet

wee

n th

e st

ory

and

the

artic

le. A

ndi u

sed

pict

ure

and

sym

bol c

ards

to il

lust

rate

the

sim

ilarit

ies

and

diffe

renc

es o

n a

bulle

tin

boar

d di

spla

y.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i acc

urat

ely

desc

ribed

two

sim

ilarit

ies

and

two

diffe

renc

es

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i ind

epen

dent

ly c

ompl

eted

all

four

sec

tions

of h

er d

ispl

ay p

iece

.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

100

%

Ch

ap

ter

Six

:S

am

ple

s

Entr

y/D

ata

Sum

mar

y Sh

eet

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Stud

ent N

ame:

And

iG

rade

: 5

Stra

nd: S

cien

ce -

IN

Big

Idea

: Sci

entifi

c un

ders

tand

ing

is

deve

lope

d th

roug

h th

e us

e of

sci

entif

-ic

pro

cess

ski

lls, s

cien

tific

know

ledg

e,

scie

ntifi

c in

vest

igat

ing,

reas

onin

g, a

nd

criti

cal t

hink

ing.

Con

cept

: The

nat

ure

of s

cien

ce re

lies

upon

com

mun

ica-

tion

of re

sults

and

just

ifica

tion

of e

xpla

natio

ns

API

: IN

5.1

Com

mun

icat

e ob

serv

atio

ns a

nd/o

r eve

nts

usin

g w

ords

, sym

bols

, pic

ture

s, o

bjec

ts, a

nd/o

r act

ions

(e.g

., de

scrib

ing

the

wea

ther

as

sunn

y,

clou

dy, r

ainy

, and

win

dy; o

r dra

win

g a

land

scap

e as

a m

ount

ain,

rive

r, tre

es, r

ocks

, and

/or s

oil).

Has

this

stu

dent

bee

n as

sess

ed o

n th

is A

PI in

pre

viou

s ye

ars?

Yes

N

o

Col

lect

ion

Perio

d 1

Janu

ary

7 - F

ebru

ary

1C

olle

ctio

n Pe

riod

2Fe

brua

ry 4

- M

arch

1

Dat

es b

elow

do

not n

eed

to b

e in

chr

onol

ogic

al o

rder

.D

ates

bel

ow d

o no

t nee

d to

be

in c

hron

olog

ical

ord

er.

Dat

e2/

1/20

131/

25/2

013

1/28

/201

32/

15/2

013

2/22

/201

32/

24/2

013

Dat

a Ty

peS

tude

nt W

ork

Rec

ord

Dat

a P

oint

Dat

a P

oint

Stu

dent

Wor

k R

ecor

dD

ata

Poi

ntD

ata

Poi

nt

Acc

urac

y %

6080

6080

8080

Inde

pend

ence

%10

010

010

010

010

010

0

Aver

age

% fo

rC

olle

ctio

n Pe

riod

Acc

urac

y: 6

7A

ccur

acy:

80

Inde

pend

ence

: 100

Inde

pend

ence

: 100

AP

I Ent

ryAv

erag

e

Leve

l of A

ccur

acy

74

Leve

l of I

ndep

ende

nce

100

X

64

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

2/1

/201

3

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atin

g, re

ason

ing,

and

crit

ical

thin

king

.

Con

cept

: The

nat

ure

of s

cien

ce re

lies

upon

com

mun

icat

ion

of re

sults

and

ju

stifi

catio

n of

exp

lana

tions

.

API

: IN

5.1

Com

mun

icat

e ob

serv

atio

ns a

nd/o

r eve

nts

usin

g w

ords

, sym

bols

, pic

ture

s, o

bjec

ts, a

nd/o

r act

ions

(e.g

., de

scrib

ing

the

wea

ther

as

sun

ny, c

loud

y, ra

iny,

and

win

dy; o

r dra

win

g a

land

scap

e as

a m

ount

ain,

rive

r, tre

es, r

ocks

, and

/or s

oil).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

clas

s pe

t ger

bils

had

bab

ies.

The

stu

dent

s ob

serv

ed th

e ba

by g

erbi

ls s

hortl

y af

ter b

irth.

Eac

h st

uden

t sel

ecte

d on

e ba

by to

obs

erve

, an

d us

ing

a da

ta c

hart

and

pict

ure

or s

ymbo

l car

ds re

cord

ed c

olor

, len

gth,

pre

senc

e/ab

senc

e of

fur,

whe

ther

the

gerb

ils’ e

yes

wer

e op

ened

or

clo

sed,

and

whe

ther

the

gerb

ils w

ere

able

to w

alk.

The

cla

ss th

en d

iscu

ssed

thei

r obs

erva

tions

and

thei

r dat

a ch

arts

wer

e co

mbi

ned

and

post

ed o

n th

e bu

lletin

boa

rd a

s pa

rt of

the

livin

g or

gani

sms

unit.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i obs

erve

d th

e ba

by g

erbi

l and

dis

cuss

ed h

ow it

look

ed. S

he

iden

tified

that

the

gerb

il w

as a

ble

to w

alk

and

corr

ectly

reco

rded

co

lor a

nd le

ngth

. 3/5

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i ind

epen

dent

ly c

ompl

eted

eac

h po

rtion

of t

he d

ata

char

t.

Leve

l of A

ccur

acy

60%

Leve

l of I

ndep

ende

nce

100

%

Ch

ap

ter

Six

:S

am

ple

s

66

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

ndi

Gra

de:

5D

ate:

2/1

5/20

13

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atin

g, re

ason

ing,

and

crit

ical

thin

king

.

Con

cept

: The

nat

ure

of s

cien

ce re

lies

upon

com

mun

icat

ion

of re

sults

and

ju

stifi

catio

n of

exp

lana

tions

.

API

: IN

5.1

Com

mun

icat

e ob

serv

atio

ns a

nd/o

r eve

nts

usin

g w

ords

, sym

bols

, pic

ture

s, o

bjec

ts, a

nd/o

r act

ions

(e.g

., de

scrib

ing

the

wea

ther

as

sun

ny, c

loud

y, ra

iny,

and

win

dy; o

r dra

win

g a

land

scap

e as

a m

ount

ain,

rive

r, tre

es, r

ocks

, and

/or s

oil).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

clas

s pe

t ger

bils

had

bab

ies.

The

stu

dent

s ob

serv

ed th

e ba

by g

erbi

ls s

hortl

y af

ter b

irth.

Eac

h st

uden

t sel

ecte

d on

e ba

by to

obs

erve

, an

d us

ing

a da

ta c

hart

and

pict

ure

or s

ymbo

l car

ds re

cord

ed c

olor

, len

gth,

pre

senc

e/ab

senc

e of

fur,

whe

ther

the

gerb

ils’ e

yes

wer

e op

ened

or

clo

sed,

and

whe

ther

the

gerb

ils w

ere

able

to w

alk.

The

cla

ss th

en d

iscu

ssed

thei

r obs

erva

tions

and

thei

r dat

a ch

arts

wer

e co

mbi

ned

and

post

ed o

n th

e bu

lletin

boa

rd a

s pa

rt of

the

livin

g or

gani

sms

unit.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

And

i obs

erve

d th

e ba

by g

erbi

l and

dis

cuss

ed h

ow it

look

ed. S

he

iden

tified

that

the

gerb

il w

as a

ble

to w

alk,

cor

rect

ly re

cord

ed c

olor

, le

ngth

, and

whe

ther

the

gerb

ils’ e

yes

wer

e op

ened

or c

lose

d. 4

/5

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

And

i ind

epen

dent

ly c

ompl

eted

eac

h po

rtion

of t

he d

ata

char

t.

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

100

%

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: R

oyG

rade

: 4

Dat

e:

Stra

nd: M

athe

mat

ics

- NO

Big

Idea

: Und

erst

andi

ng n

umbe

rs, w

ays

of re

pres

ent-

ing

num

bers

, rel

atio

nshi

ps a

mon

g nu

mbe

rs a

nd n

umbe

r sy

stem

s.

Con

cept

: Rea

d, w

rite,

and

com

pare

w

hole

num

bers

API

: NO

1.18

Rec

ogni

ze o

r req

uest

mor

e an

d le

ss o

f som

ethi

ng (e

.g.,

whi

ch g

roup

/set

con

tain

s m

ore

item

s?).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Toda

y fo

r lun

ch, R

oy c

hose

chi

cken

, mas

hed

pota

toes

, and

stra

wbe

rry

ice

crea

m. A

s he

wen

t thr

ough

the

line,

a s

coop

of m

ashe

d po

tato

es

was

pla

ced

on h

is tr

ay a

nd h

e w

as a

sked

whe

ther

he

wan

ted

“mor

e” o

r “le

ss.”

He

indi

cate

d “m

ore”

twic

e an

d w

as g

iven

two

addi

tiona

l sc

oops

of p

otat

oes.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Roy

suc

cess

fully

requ

este

d “m

ore”

two

out o

f tw

o tim

es fo

r 100

%ac

cura

cy.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Roy

nee

ded

help

goi

ng th

roug

h th

e lin

e to

day.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

50%

Flaw

ed

Sam

ple

1

Ch

ap

ter

Six

:S

am

ple

s

68

NO

TE

S FO

R S

AM

PLE

1A

PI N

O1.

18

Task

/Act

ivity

:Th

e ac

tivity

doe

s not

con

nect

to th

e API

. The

stud

ent i

s ask

ed w

hat h

e w

ants

for l

unch

, not

to re

ques

t one

qua

ntity

in c

ompa

rison

to a

noth

er.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

The

eval

uatio

n of

acc

urac

y is

tied

to th

e st

uden

t’s a

bilit

y to

mak

e a

requ

est,

not t

o pe

rfor

man

ce o

f a sk

ill ti

ed to

the A

PI. N

o sp

ecifi

c in

form

a-tio

n is

giv

en a

bout

the

type

of a

ssis

tanc

e gi

ven

to th

e st

uden

t or h

ow th

at in

form

atio

n w

as u

sed

to c

alcu

late

inde

pend

ence

. Als

o, d

ata

from

a

smal

l num

ber o

f tria

ls o

r a si

ngle

tria

l for

m th

e ba

sis f

or e

valu

atio

n. M

ore

trial

s cou

ld p

rovi

de th

e st

uden

t mor

e op

portu

nity

to d

emon

stra

te

know

ledg

e an

d m

ay p

rovi

de a

mor

e re

liabl

e as

sess

men

t.

The

repa

ired

vers

ion

uses

an

activ

ity re

quiri

ng th

e st

uden

t to

reco

gniz

e th

at o

ne q

uant

ity is

mor

e or

less

than

ano

ther

. The

act

ivity

bec

omes

an

appl

icat

ion

activ

ity w

hen

the

skill

is u

sed

to p

rovi

de th

e co

rrec

t num

ber o

f sna

cks f

or th

e cl

ass.

Dat

a is

reco

rded

ove

r sev

eral

day

s, al

low

ing

mor

e tri

als f

or o

bser

ving

stud

ent p

erfo

rman

ce.

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: R

oyG

rade

: 4

Dat

e:

Stra

nd: M

athe

mat

ics

- NO

Big

Idea

: Und

erst

andi

ng n

umbe

rs, w

ays

of re

pres

ent-

ing

num

bers

, rel

atio

nshi

ps a

mon

g nu

mbe

rs a

nd n

umbe

r sy

stem

s.

Con

cept

: Rea

d, w

rite,

and

com

pare

w

hole

num

bers

API

: NO

1.18

Rec

ogni

ze o

r req

uest

mor

e an

d le

ss o

f som

ethi

ng (e

.g.,

whi

ch g

roup

/set

con

tain

s m

ore

item

s?).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

This

wee

k, R

oy is

the

“sna

ck h

elpe

r.” T

here

are

five

stu

dent

s in

the

clas

s; e

ach

stud

ent g

ets

exac

tly o

ne s

nack

. Eve

ry d

ay, w

hen

the

teac

her

plac

es o

ut 4

or 6

sna

cks,

Roy

mus

t tel

l the

teac

her “

mor

e” o

r “le

ss.”

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Roy

acc

urat

ely

told

the

teac

her “

mor

e” o

r “le

ss” e

ach

day.

Acc

urac

y:

5/5

= 10

0%

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Two

days

Roy

nee

ded

task

-spe

cific

ass

ista

nce

to d

eter

min

e w

heth

er

to re

ques

t mor

e or

less

.In

depe

nden

ce: 3

/5=6

0%

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

60%

Rep

aire

d

Sam

ple

1

Ch

ap

ter

Six

:S

am

ple

s

70

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: W

ayne

Gra

de:

8D

ate:

Stra

nd: M

athe

mat

ics

- DP

Big

Idea

: For

mul

ate

ques

tions

that

can

be

addr

esse

d w

ith

data

and

col

lect

, org

aniz

e, a

nd d

ispl

ay re

leva

nt d

ata

to

answ

er th

em

Con

cept

: Cla

ssify

and

Org

aniz

e D

ata

API

: DP2

.1b

Sor

t and

cla

ssify

item

s ac

cord

ing

to th

eir a

ttrib

utes

. (b)

Eng

age

in s

ortin

g ac

tiviti

es th

at fo

cus

on id

entifi

ed a

ttrib

utes

of o

b-je

cts

(e.g

., so

rting

by

colo

r, pl

ayin

g so

rting

gam

es).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

On

a cl

ass

outin

g, th

e st

uden

t she

lves

item

s on

ce a

wee

k at

Wal

-Mar

t. A

s a

team

, we

deci

de w

hich

row

the

prod

uct w

ill b

e in

and

then

W

ayne

mus

t loo

k at

the

prod

uct a

nd d

eter

min

e w

here

it b

elon

gs o

n th

e sh

elf.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Way

ne w

as a

sked

to s

helv

e 5

item

s. E

ach

item

was

wor

th 2

0 po

ints

. W

ayne

cor

rect

ly s

helv

ed 4

out

of 5

item

s fo

r 80%

acc

urac

y.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Way

ne s

helv

ed 3

out

of 5

item

s w

ithou

t tas

k-sp

ecifi

c as

sist

ance

for a

60%

inde

pend

ence

leve

l.

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

60%

Flaw

ed

Sam

ple

2

Ch

ap

ter

Six

:S

am

ple

s


NO

TE

S FO

R S

AM

PLE

2A

PI #

DP2

.1b

Task

/Act

ivity

Des

crip

tion:

The

task

/act

ivity

des

crip

tion

does

not

con

nect

the

activ

ity to

the A

PI. T

he st

uden

t is m

atch

ing

an o

bjec

t to

a gr

oup

of li

ke o

bjec

ts.

He

is n

ot

sorti

ng o

bjec

ts b

y a

give

n at

tribu

te.

In th

is c

ase

the

activ

ity d

escr

ibed

wou

ld n

ot b

e co

nsid

ered

app

licat

ion.

The

stud

ent i

s per

form

ing

his t

ask

at W

al-M

art,

but h

e is

just

pra

ctic

ing

the

skill

rath

er th

an a

pply

ing

it.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

The

leve

l of a

ccur

acy

and

inde

pend

ence

are

form

ulat

ed c

orre

ctly

in th

is in

stan

ce.

The

repa

ired

Stud

ent W

ork

Rec

ord

desc

ribes

an

activ

ity th

at c

lear

ly c

onne

cts t

o th

e API

. It

invo

lves

sorti

ng o

bjec

ts b

y at

tribu

te. T

he a

ctiv

ity is

an

app

licat

ion

activ

ity b

ecau

se it

is a

func

tion

perf

orm

ed a

s par

t of t

he st

uden

t’s jo

b re

quire

men

ts, n

ot b

ecau

se it

take

s pla

ce in

a se

tting

out

side

th

e cl

assr

oom

.

Ch

ap

ter

Six

:S

am

ple

s

72

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: W

ayne

Gra

de:

8D

ate:

Stra

nd: M

athe

mat

ics

- DP

Big

Idea

: For

mul

ate

ques

tions

that

can

be

addr

esse

d w

ith

data

and

col

lect

, org

aniz

e, a

nd d

ispl

ay re

leva

nt d

ata

to

answ

er th

em

Con

cept

: Cla

ssify

and

Org

aniz

e D

ata

API

: DP2

.1b

Sor

t and

cla

ssify

item

s ac

cord

ing

to th

eir a

ttrib

utes

. (b)

Eng

age

in s

ortin

g ac

tiviti

es th

at fo

cus

on id

entifi

ed a

ttrib

utes

of o

b-je

cts

(e.g

., so

rting

by

colo

r, pl

ayin

g so

rting

gam

es).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

As

part

of h

is v

ocat

iona

l pro

gram

, Way

ne s

orts

item

s at

Wal

-Mar

t. W

ayne

was

giv

en a

pile

of r

etur

ned

t-shi

rts a

nd a

sked

to s

ort t

hem

into

th

ree

grou

ps a

ccor

ding

to c

olor

: red

, blu

e, a

nd w

hite

. Afte

r sor

ting

the

t-shi

rts h

e th

en re

turn

ed th

em to

thei

r app

ropr

iate

are

as in

the

stor

e.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Way

ne w

as a

sked

to s

ort 1

0 sh

irts.

Eac

h sh

irt w

as w

orth

10

poin

ts.

Way

ne c

orre

ctly

sor

ted

9 ou

t of 1

0 sh

irts

for 9

0% a

ccur

acy.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Way

ne s

orte

d 7

out o

f 10

shirt

s w

ithou

t tas

k-sp

ecifi

c as

sist

ance

for a

70%

inde

pend

ence

leve

l.

Leve

l of A

ccur

acy

90%

Leve

l of I

ndep

ende

nce

70%

Rep

aire

d

Sam

ple

2

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: F

rank

Gra

de:

10D

ate:

Stra

nd: M

athe

mat

ics

- ME

Big

Idea

: Und

erst

and

mea

sura

ble

attr

ibut

es o

f obj

ects

an

d th

e un

its, s

yste

ms,

and

pro

cess

es o

f mea

sure

men

tC

once

pt: D

eter

min

e un

it of

m

easu

rem

ent

API

: ME1

.1 R

ecog

nize

, com

pare

, and

ord

er a

ttrib

utes

suc

h as

leng

th a

nd w

eigh

t.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Dur

ing

a ga

me

Fran

k w

ill h

old

on to

a p

last

ic g

olf c

lub

with

his

righ

t han

d. F

rank

will

use

his

left

hand

to re

ach

for a

gol

f bal

l whi

ch w

ill b

e pl

aced

ten

inch

es a

way

from

his

sitt

ing

posi

tion.

With

ver

bal c

ues

only,

Fra

nk w

ill re

ach

for t

he g

olf b

all.

If Fr

ank

reac

hes

at a

ll du

ring

this

ac

tivity

and

it is

ten

or m

ore

inch

es h

e w

ill g

et a

plu

s. If

he

does

not

reac

h, o

r rea

ches

less

than

ten

inch

es in

the

dura

tion

of th

is a

ctiv

ity, t

hen

he w

ill g

et a

min

us. T

his

activ

ity w

ill h

elp

Fran

k to

reac

h fo

r his

wat

er b

ottle

at a

noth

er ta

ble

to s

how

that

he

is th

irsty

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Fran

k w

as g

iven

a p

last

ic g

olf c

lub

in h

is ri

ght h

and

and

he s

tarts

sw

ingi

ng it

. He

expl

ores

for a

gol

f bal

l tha

t is

plac

ed 1

0 in

ches

in

front

of h

im. H

e us

es h

is le

ft ha

nd to

reac

h fo

r the

bal

l. Fr

ank

imm

edia

tely

reac

hed

for t

he g

olf b

all a

nd e

ven

a lit

tle fa

rther

pas

t the

10 in

ches

giv

ing

him

100

%.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Fran

k pl

ayed

aro

und

swin

ging

his

gol

f clu

b w

hile

exp

lorin

g fo

r the

ba

ll pl

aced

in fr

ont o

f him

. He

imm

edia

tely

reac

hed

for t

he b

all w

ith

only

one

ver

bal c

ue g

ivin

g hi

m a

leve

l of i

ndep

ende

nce

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

100

%

Flaw

ed

Sam

ple

3

Ch

ap

ter

Six

:S

am

ple

s

74

NO

TE

S FO

R S

AM

PLE

3A

PI #

ME

1.1

Task

/Act

ivity

Des

crip

tion:

The

activ

ity h

ere

does

not

con

nect

to th

e API

. It

does

not

requ

ire th

e st

uden

t to

reco

gniz

e, c

ompa

re, o

r ord

er a

ttrib

utes

. N

or w

ould

it d

emon

-st

rate

app

licat

ion,

unl

ess t

he u

ltim

ate

purp

ose

was

to c

olle

ct a

ll th

e ite

ms n

eces

sary

to p

lay

a ga

me.

A st

rong

er c

onne

ctio

n to

the A

PI c

ould

be

crea

ted

if th

e st

uden

t wer

e pr

esen

ted

with

mor

e th

an o

ne b

all a

t diff

erin

g di

stan

ces a

way

from

a st

artin

g po

int a

nd a

sked

to re

cogn

ize

the

diffe

r-en

ces,

com

pare

them

, and

ord

er th

em.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Like

the

activ

ity it

self,

the

eval

uatio

n se

ctio

n do

es n

ot re

late

to m

easu

ring

perf

orm

ance

of t

he sk

ill in

the A

PI.

In th

e re

paire

d ve

rsio

n, th

e ac

tivity

con

nect

s to

the A

PI b

y re

quiri

ng re

cogn

ition

, com

paris

on, a

nd o

rder

ing

of a

ttrib

utes

of g

ame

equi

pmen

t. A

pplic

atio

n is

dem

onst

rate

d be

caus

e th

e pu

rpos

e of

the

activ

ity is

sele

ctio

n of

gam

e eq

uipm

ent i

n to

be

used

in a

ctua

l pla

y.

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: F

rank

Gra

de:

10D

ate:

Stra

nd: M

athe

mat

ics

- ME

Big

Idea

: Und

erst

and

mea

sura

ble

attr

ibut

es o

f obj

ects

an

d th

e un

its, s

yste

ms,

and

pro

cess

es o

f mea

sure

men

tC

once

pt: D

eter

min

e un

it of

m

easu

rem

ent

API

: ME1

.1 R

ecog

nize

, com

pare

, and

ord

er a

ttrib

utes

suc

h as

leng

th a

nd w

eigh

t.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Fran

k w

as in

cha

rge

of s

ettin

g up

the

clas

s go

lf ga

me.

Fra

nk s

elec

ts th

ree

golf

club

s. H

e kn

ows

he is

the

talle

st in

the

clas

s an

d sh

ould

hav

e th

e lo

nges

t gol

f clu

b. P

rior t

o m

akin

g hi

s se

lect

ion,

he

mus

t pla

ce th

e cl

ubs

in o

rder

from

sho

rtest

to lo

nges

t. Th

en h

e m

ust s

elec

t the

long

est

club

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Fran

k is

giv

en o

ne p

oint

per

clu

b fo

r pla

cing

it in

the

corr

ect o

rder

an

d on

e po

int f

or s

elec

ting

the

long

est c

lub.

Tot

al p

oint

s po

ssib

le:

4. F

rank

cor

rect

ly p

lace

s th

e cl

ubs

in o

rder

and

sel

ects

the

long

est

club

. 4/4

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Fran

k re

quire

d pr

ompt

ing

from

the

teac

her t

o pa

y at

tent

ion

to th

e ta

sk a

t han

d, b

ut n

o as

sist

ance

rela

ted

to o

rder

ing

or c

hoos

ing.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

100

%

Rep

aire

d

Sam

ple

3

Ch

ap

ter

Six

:S

am

ple

s

76

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: C

arla

Gra

de:

5D

ate:

Stra

nd: C

omm

unic

atio

n A

rts

- WC

Big

Idea

: Com

pose

wel

l-dev

elop

ed te

xt u

sing

sta

ndar

d En

glis

h co

nven

tions

Con

cept

: Han

dwrit

ing

API

: WC

1.1

Exp

lore

and

/or u

se w

ritin

g to

ols

(e.g

., pe

ncils

, key

boar

d, s

tam

ps).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

purp

ose

of th

is s

tory

is to

teac

h th

e lif

etim

e sk

ill o

f bei

ng a

ble

to s

ign

her n

ame

or u

se a

sta

mp

to s

ign

a ch

eck

or o

ther

doc

umen

ts.

Dur

ing

art c

lass

, Car

la w

ill b

e re

ques

ted

to p

ick

up a

cra

yon

or s

tam

p. S

he w

ill a

lso

be e

ncou

rage

d to

mak

e m

arks

on

a pa

per,

but t

his

will

no

t be

used

to d

eter

min

e su

cces

s in

the

task

. She

will

onl

y ha

ve to

hol

d th

e w

ritin

g to

ol to

be

succ

essf

ul. S

he m

ust h

old

the

writ

ing

tool

for a

t le

ast fi

ve s

econ

ds. S

he w

ill b

e gi

ven

four

opp

ortu

nitie

s to

do

this

. Dat

a w

ill b

e co

llect

ed o

n th

e nu

mbe

r of t

imes

that

she

hol

ds th

e to

ol fo

r at

leas

t five

sec

onds

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Car

la re

fuse

d to

coo

pera

te. W

hen

she

was

giv

en a

cra

yon

to h

old,

sh

e im

med

iate

ly th

rew

it o

n th

e flo

or.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Car

la d

id n

ot a

ttem

pt th

is a

ctiv

ity.

Leve

l of A

ccur

acy

0%Le

vel o

f Ind

epen

denc

e 0

%

Flaw

ed

Sam

ple

4

Ch

ap

ter

Six

:S

am

ple

s


Not

es fo

r Sa

mpl

e 4

API

# W

C1.

1

Task

/act

ivity

des

crip

tion:

The

desc

riptio

n m

entio

ns a

stor

y th

at d

oes n

ot a

ppea

r in

the

activ

ity. T

he a

ctiv

ity is

not

app

licat

ion—

it ha

s no

purp

ose

othe

r tha

n th

e ge

nera

l ac

quis

ition

of t

he sk

ill.

Eval

uatio

n:Th

e be

havi

or is

eva

luat

ed h

ere,

not

the

stud

ent’s

per

form

ance

. If a

beh

avio

r iss

ue h

inde

rs M

AP-

A d

ata

colle

ctio

n, tr

y an

othe

r col

lect

ion

date

an

d/or

cha

nge

the

activ

ity.

The

repa

ired

vers

ion

is a

pplic

atio

n be

caus

e th

e ac

tivity

invo

lves

cre

atin

g an

art

proj

ect.

The

activ

ity is

gea

red

to in

trodu

ce/e

xpla

in th

e us

e of

th

e w

ritin

g to

ol.

Eval

uatio

n of

acc

urac

y an

d in

depe

nden

ce a

re b

ased

upo

n C

arla

’s p

artic

ipat

ion

in th

e ac

tivity

and

use

of t

he to

ol.

Ch

ap

ter

Six

:S

am

ple

s

78

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: C

arla

Gra

de:

5D

ate:

Stra

nd: C

omm

unic

atio

n A

rts

– W

CB

ig Id

ea: C

ompo

se w

ell-d

evel

oped

text

usi

ng s

tand

ard

Engl

ish

conv

entio

nsC

once

pt: H

andw

ritin

g

API

: WC

1.1

Exp

lore

and

/or u

se w

ritin

g to

ols

(e.g

., pe

ncils

, key

boar

d, s

tam

ps).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Dur

ing

art c

lass

, Car

la w

ill b

e re

ques

ted

to p

ick

up a

cra

yon

or s

tam

p. S

he w

ill a

lso

be e

ncou

rage

d to

mak

e m

arks

on

a pa

per,

but t

his

will

no

t be

used

to d

eter

min

e su

cces

s in

the

task

. She

will

onl

y ha

ve to

hol

d th

e w

ritin

g to

ol to

be

succ

essf

ul. S

he m

ust h

old

the

writ

ing

tool

for a

t le

ast fi

ve s

econ

ds. S

he w

ill b

e gi

ven

four

opp

ortu

nitie

s to

do

this

. Dat

a w

ill b

e co

llect

ed o

n th

e nu

mbe

r of t

imes

that

she

hol

ds th

e to

ol fo

r at

leas

t five

sec

onds

. She

will

take

her

art

proj

ects

hom

e an

d gi

ve th

em to

her

fam

ily m

embe

rs a

s gi

fts.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Car

la e

xplo

red

a cr

ayon

by

mak

ing

mar

ks o

n he

r art

proj

ect.

She

he

ld th

e cr

ayon

five

sec

onds

in a

ll fo

ur o

ppor

tuni

ties.

4/4

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Car

la in

depe

nden

tly e

xplo

red

the

cray

on in

two

of fo

ur o

ppor

tuni

ties.

2/4

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

50%

Rep

aire

d

Sam

ple

4

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

lain

aG

rade

: 8

Dat

e:

Stra

nd: C

omm

unic

atio

n A

rts

- WP

Big

Idea

: Writ

e ef

fect

ivel

y in

var

ious

form

s an

d ty

pes

of

writ

ing

Con

cept

: Exp

osito

ry a

nd P

ersu

asiv

e W

ritin

g

API

: WP3

.2 E

xpre

ss fe

elin

gs o

f ple

asur

e an

d/or

dis

plea

sure

usi

ng w

ords

/pic

ture

s/sy

mbo

ls/o

bjec

ts/a

ctio

ns.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Ala

ina

was

to e

xpre

ss w

heth

er s

he li

ked

or d

islik

ed th

e pi

ctur

e fo

od b

eing

sho

wn

her w

ith a

n ap

prop

riate

resp

onse

. Wor

ds li

ke g

ross

or y

uck

wer

e co

nsid

ered

inap

prop

riate

. The

pur

pose

of t

his

activ

ity w

as to

hav

e A

lain

a ex

pres

s he

rsel

f in

an a

ppro

pria

te w

ay w

hen

show

ing

plea

sure

or

dis

plea

sure

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Ala

ina

expr

esse

d he

rsel

f in

an a

ppro

pria

te m

anne

r 4 o

ut o

f 5 d

ays

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Ala

ina

need

ed a

ssis

tanc

e 2

out o

f 5 d

ays.

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

60%

Flaw

ed

Sam

ple

5

Ch

ap

ter

Six

:S

am

ple

s

80

NO

TE

S FO

R S

AM

PLE

5A

PI #

WP3

.2

Task

/Act

ivity

Des

crip

tion:

The

activ

ity in

this

cas

e co

nnec

ts to

the A

PI b

ut d

oes n

ot sh

ow a

pplic

atio

n. T

he st

uden

t is s

impl

y st

atin

g w

heth

er o

r not

she

likes

a c

erta

in fo

od,

for n

o pu

rpos

e ot

her t

han

to c

ompl

ete

the

assi

gnm

ent.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Whi

le th

e le

vel o

f acc

urac

y an

d in

depe

nden

ce a

ppea

r to

be fo

rmul

ated

cor

rect

ly, t

hey

do n

ot e

valu

ate

the

skill

exp

ress

ed in

the A

PI. I

nste

ad,

they

eva

luat

e th

e st

uden

t’s b

ehav

ior b

y ju

dgin

g of

the

appr

opria

tene

ss o

f her

resp

onse

, not

her

per

form

ance

. Fu

rther

mor

e, th

e te

rms “

gros

s”

and

“yuc

k” a

re c

lear

exp

ress

ions

of d

ispl

easu

re, a

nd a

s suc

h th

eir u

se w

ould

fulfi

ll th

e API

. In

this

cas

e, it

is im

poss

ible

to te

ll w

hat e

xpre

s-si

ons t

he st

uden

t mad

e. A

dditi

onal

ly, t

he a

ssis

tanc

e gi

ven

to A

lain

a w

as u

nspe

cifie

d. It

is im

poss

ible

to te

ll w

heth

er th

e as

sist

ance

was

task

-sp

ecifi

c or

non

-task

-spe

cific

.

In th

e re

paire

d ve

rsio

n, th

e st

uden

t is e

xpec

ted

to m

ake

expr

essi

ons o

f ple

asur

e or

dis

plea

sure

in o

rder

to se

lect

her

lunc

h m

enu

for

the

day.

Thi

s cre

ates

an

appl

icat

ion

for t

he a

ctiv

ity. T

he e

valu

atio

n of

the

activ

ity re

late

s to

perf

orm

ance

of t

he sk

ill, n

ot th

e st

uden

t’s b

ehav

ior.

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

lain

aG

rade

: 8

Dat

e:

Stra

nd: C

omm

unic

atio

n A

rts

– W

PB

ig Id

ea: W

rite

effe

ctiv

ely

in v

ario

us fo

rms

and

type

s of

w

ritin

gC

once

pt: E

xpos

itory

and

Per

suas

ive

Writ

ing

API

: WP3

.2 E

xpre

ss fe

elin

gs o

f ple

asur

e an

d/or

dis

plea

sure

usi

ng w

ords

/pic

ture

s/sy

mbo

ls/o

bjec

ts/a

ctio

ns.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Ala

ina

was

sho

wn

pict

ures

of f

ood

to c

hoos

e fo

r her

lunc

h. A

lain

a’s

men

u is

mad

e up

of t

he fo

llow

ing

five

cate

gorie

s: e

ntré

e, fr

uit,

vege

tabl

e,

brea

d, a

nd a

bev

erag

e. A

lain

a w

as s

how

n pi

ctur

es o

f tw

o op

tions

in e

ach

cate

gory

and

ask

ed to

ver

bally

exp

ress

whe

ther

she

like

d or

dis

-lik

ed th

e pi

ctur

ed fo

od. T

he p

ara

used

Ala

ina’

s ch

oice

s to

bui

ld h

er lu

nch

men

u fo

r the

day

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Ala

ina

indi

cate

d he

r lev

el o

f ple

asur

e or

dis

plea

sure

with

all

of th

e ch

oice

s in

4 c

ateg

orie

s. S

he c

onfu

sed

her t

erm

s w

hen

view

ing

the

first

set

of c

hoic

es. S

he c

orre

ctly

com

plet

ed 8

out

of 1

0 in

dica

tions

.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Ala

ina

need

ed a

ssis

tanc

e to

und

erst

and

term

s of

ple

asur

e an

d di

sple

asur

e w

hen

view

ing

choi

ces

in th

e fir

st 2

cat

egor

ies.

She

in

depe

nden

tly m

ade

expr

essi

ons

in a

ll th

e re

mai

ning

cas

es.

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

60%

Rep

aire

d

Sam

ple

5

Ch

ap

ter

Six

:S

am

ple

s

82

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

lber

tG

rade

: 11

Dat

e:

Stra

nd: C

omm

unic

atio

n A

rts

- RD

Big

Idea

: Dev

elop

and

app

ly s

kills

and

str

ateg

ies

to th

e re

adin

g pr

oces

sC

once

pt: P

rint C

once

pts

API

: RD

1.10

Mat

ch p

ictu

res

to p

rinte

d w

ords

to s

how

prin

ted

wor

ds re

pres

ent o

bjec

ts o

r pic

ture

s of

obj

ects

.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

The

purp

ose

of th

is a

ctiv

ity is

to h

ave

Alb

ert m

atch

the

wor

ds w

ith th

eir p

ictu

re.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Alb

ert w

as a

ble

to m

atch

the

pict

ures

with

thei

r nam

es 3

out

of 5

tim

es.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Alb

ert w

as a

ble

to w

ork

inde

pend

ently

mat

chin

g pi

ctur

es w

ith th

eir

nam

es 3

out

of 5

tim

es.

Leve

l of A

ccur

acy

60%

Leve

l of I

ndep

ende

nce

60%

Flaw

ed

Sam

ple

6

Ch

ap

ter

Six

:S

am

ple

s


NO

TE

S FO

R S

AM

PLE

6A

PI #

RD

1.10

Task

/Act

ivity

Des

crip

tion:

No

desc

riptio

n of

the

actu

al a

ctiv

ity is

pro

vide

d. T

here

is n

o w

ay to

kno

w w

heth

er th

e ac

tivity

con

nect

s to

the A

PI, w

heth

er it

is a

pplic

atio

n, o

r w

heth

er a

n ac

tivity

was

trul

y co

nduc

ted.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

The

eval

uatio

n is

diffi

cult

to v

erify

, sin

ce n

o ac

tivity

is d

escr

ibed

. The

inde

pend

ence

eva

luat

ion

sugg

ests

that

the

stud

ent m

et e

xpec

tatio

ns 3

out

of

5 ti

mes

, but

it is

unc

lear

whe

ther

onl

y in

depe

nden

ce is

con

side

red

here

or i

f ove

rall

accu

racy

is c

onsi

dere

d in

the

calc

ulat

ion.

Ch

ap

ter

Six

:S

am

ple

s

84

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: A

lber

tG

rade

: 11

Dat

e:

Stra

nd: C

omm

unic

atio

n A

rts

– R

DB

ig Id

ea: D

evel

op a

nd a

pply

ski

lls a

nd s

trat

egie

s to

the

read

ing

proc

ess

Con

cept

: Prin

t Con

cept

s

API

: RD

1.10

Mat

ch p

ictu

res

to p

rinte

d w

ords

to s

how

prin

ted

wor

ds re

pres

ent o

bjec

ts o

r pic

ture

s of

obj

ects

.

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Whi

le p

layi

ng a

car

d-m

atch

ing

gam

e w

ith o

ther

stu

dent

s, A

lber

t was

pre

sent

ed w

ith tw

o se

ts o

f 10

card

s, o

ne s

et w

ith w

ords

and

ano

ther

w

ith c

orre

spon

ding

pic

ture

s th

at h

e co

uld

iden

tify.

Alb

ert w

as a

sked

to m

atch

eac

h w

ord

card

with

its

corr

espo

ndin

g pi

ctur

e ca

rd.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Alb

ert w

as a

ble

to m

atch

5 o

f the

10

pict

ures

with

thei

r cor

resp

ond-

ing

wor

ds

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Alb

ert i

ndep

ende

ntly

mat

ched

8 o

f 10

card

pai

rs.

Leve

l of A

ccur

acy

50%

Leve

l of I

ndep

ende

nce

80%

Rep

aire

d

Sam

ple

6

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: J

uan

Gra

de:

5D

ate:

Stra

nd: S

cien

ce -

ECB

ig Id

ea: O

rgan

ism

s ar

e in

terd

epen

dent

with

one

ano

ther

an

d w

ith th

eir e

nviro

nmen

t.C

once

pt: A

ll po

pula

tions

livi

ng

toge

ther

with

in a

com

mun

ity in

tera

ct

with

one

ano

ther

and

with

thei

r en

viro

nmen

t in

orde

r to

surv

ive

and

mai

ntai

n a

bala

nced

eco

syst

em.

API

: EC

1.5

Iden

tify

one

or m

ore

way

s in

whi

ch th

e w

eath

er a

ffect

s th

e ev

eryd

ay li

fe o

f hum

ans

(e.g

., cl

othi

ng, t

rans

porta

tion,

and

/or o

ut-

door

act

iviti

es).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Juan

use

d an

out

side

ther

mom

eter

with

pic

ture

cue

s to

reco

rd th

e te

mpe

ratu

re e

ach

day

for a

wee

k. J

uan

mad

e a

wea

ther

cha

rt th

at d

e-ta

iled

the

high

tem

pera

ture

for e

ach

day

that

wee

k. J

uan

post

ed h

is w

eath

er c

hart

on th

e cl

ass

bulle

tin b

oard

so

his

clas

smat

es c

ould

see

ho

w c

old

it ha

d be

en th

at w

eek.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Juan

acc

urat

ely

reco

rded

the

tem

pera

ture

eac

h da

y. 5

/5=1

00%

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Juan

nee

ded

min

imal

ass

ista

nce

to c

ompl

ete

this

act

ivity

.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

80%

Flaw

ed

Sam

ple

7

Ch

ap

ter

Six

:S

am

ple

s

86

NO

TE

S FO

R S

AM

PLE

#7

API

# E

C1.

5

Task

/Act

ivity

:Th

e ac

tivity

doe

s not

con

nect

to th

e API

. It

does

not

requ

ire th

e st

uden

t to

iden

tify

a w

ay in

whi

ch th

e w

eath

er a

ffect

s the

eve

ryda

y lif

e of

hu-

man

s. T

he st

uden

t is s

impl

y re

cord

ing

the

high

tem

pera

ture

for t

he d

ay a

nd c

reat

ing

a w

eath

er c

hart

for h

is c

lass

mat

es.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

The

assi

stan

ce g

iven

to Ju

an is

uns

peci

fied.

It i

s not

pos

sibl

e to

tell

whe

ther

the

assi

stan

ce w

as ta

sk-s

peci

fic o

r non

-task

-spe

cific

.

The

repa

ired

Stud

ent W

ork

Rec

ord

desc

ribes

an

activ

ity th

at c

lear

ly c

onne

cts t

o th

e API

. It

invo

lves

the

stud

ent s

peci

fical

ly te

lling

his

cla

ss-

mat

es h

ow th

e w

eath

er w

ill b

e af

fect

ing

thei

r rec

ess a

ctiv

ities

. Th

e Le

vel o

f Ind

epen

denc

e de

scrip

tion

clea

rly st

ates

that

Juan

nee

ded

task

-spe

-ci

fic a

ssis

tanc

e on

7 o

ut o

f 10

oppo

rtuni

ties.

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: J

uan

Gra

de:

5D

ate:

Stra

nd: S

cien

ce -

ECB

ig Id

ea: O

rgan

ism

s ar

e in

terd

epen

dent

with

one

ano

ther

an

d w

ith th

eir e

nviro

nmen

t.C

once

pt: A

ll po

pula

tions

livi

ng

toge

ther

with

in a

com

mun

ity in

tera

ct

with

one

ano

ther

and

with

thei

r en

viro

nmen

t in

orde

r to

surv

ive

and

mai

ntai

n a

bala

nced

eco

syst

em.

API

: EC

1.5

Iden

tify

one

or m

ore

way

s in

whi

ch th

e w

eath

er a

ffect

s th

e ev

eryd

ay li

fe o

f hum

ans

(e.g

., cl

othi

ng, t

rans

porta

tion,

and

/or o

ut-

door

act

iviti

es).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Juan

was

task

ed w

ith b

eing

the

clas

s w

eath

er m

onito

r thi

s w

eek.

Tw

ice

each

day

(bef

ore

mor

ning

and

afte

rnoo

n re

cess

) he

was

ask

ed to

ob

serv

e th

e ou

tsid

e th

erm

omet

er.

The

tem

pera

ture

on

the

ther

mom

eter

cou

ld fa

ll w

ithin

thre

e pi

ctur

e cu

es: o

utsi

de re

cess

with

no

jack

ets/

win

ter c

loth

es, o

utsi

de re

cess

with

jack

ets/

win

ter c

loth

es, a

nd in

door

rece

ss.

Afte

r loo

king

at t

he th

erm

omet

er, J

uan

was

ask

ed to

tell

the

clas

s w

hat t

ype

of re

cess

they

wou

ld b

e ha

ving

bas

ed o

n th

e w

eath

er.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Juan

acc

urat

ely

told

the

clas

s w

hat t

ype

of re

cess

they

wou

ld b

e ha

ving

on

eigh

t out

of t

en o

ppor

tuni

ties.

8/1

0=80

%

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Juan

nee

ded

task

-spe

cific

ass

ista

nce

to te

ll th

e cl

ass

wha

t typ

e of

re

cess

they

wou

ld b

e ha

ving

on

seve

n ou

t of t

en o

ppor

tuni

ties.

3/10

=30%

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

30%

Rep

aire

d

Sam

ple

7

Ch

ap

ter

Six

:S

am

ple

s

88

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: K

endr

aG

rade

: 8

Dat

e:

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atin

g, re

ason

ing,

and

crit

ical

thin

king

.

Con

cept

: Sci

entifi

c in

quiry

relie

s up

on

gath

erin

g ev

iden

ce fr

om q

ualit

ativ

e an

d qu

antit

ativ

e ob

serv

atio

n.

API

: IN

2.1

Exp

lore

obj

ects

in o

rder

to m

ake

qual

itativ

e ob

serv

atio

ns (e

.g.,

the

ball

is b

ig; i

ce is

col

d; a

nd/o

r the

bus

is y

ello

w).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Ken

dra

was

giv

en a

col

lect

ion

of s

pice

s to

rate

the

smel

l of e

ach

spic

e on

a s

cale

of 1

-10,

1 b

eing

wor

st, 1

0 be

ing

the

best

sm

ell.

For e

ach

spic

e sm

elle

d, K

endr

a w

rote

dow

n on

e nu

mbe

r. Th

e pu

rpos

e of

this

act

ivity

is to

cre

ate

a gr

aphi

c re

pres

enta

tion

of s

ubje

ctiv

e op

inio

ns fo

r co

mpa

rison

with

cla

ssm

ates

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

The

leve

l of a

ccur

acy

was

det

erm

ined

by

whe

ther

or n

ot K

endr

a w

rote

dow

n a

num

ber f

or e

ach

of th

e 28

spi

ces

to s

mel

l. K

endr

a ac

-cu

rate

ly w

rote

num

bers

for a

ll 28

spi

ces

for a

n ac

cura

cy le

vel o

f10

0%

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

The

leve

l of i

ndep

ende

nce

was

bas

ed o

n th

e nu

mbe

r of v

erba

l pr

ompt

s ne

cess

ary

to h

ave

Ken

dra

parti

cipa

te in

the

smel

ling

activ

ities

. Of t

he 2

8 sp

ices

, Ken

dra

need

ed v

erba

l enc

oura

gem

ent

for t

hree

of t

he s

pice

s fo

r an

inde

pend

ence

leve

l of 8

9%.

Leve

l of A

ccur

acy

100%

Leve

l of I

ndep

ende

nce

89%

Flaw

ed

Sam

ple

8

Ch

ap

ter

Six

:S

am

ple

s


NO

TE

S FO

R S

AM

PLE

8A

PI #

IN2.

1

Task

/Act

ivity

:Th

e sc

ale,

wor

st to

bes

t, is

subj

ectiv

e. It

doe

s not

con

nect

to th

e sc

ient

ific

qual

itativ

e ob

serv

atio

n re

quire

d by

the A

PI. A

bet

ter

task

des

ign

wou

ld a

sk K

endr

a to

des

crib

e th

e ch

arac

teris

tics o

f sam

ples

of h

erbs

, spi

ces,

or o

ther

kitc

hen

stap

les.

The

stud

ent c

ould

be

give

n a

list o

f cha

ract

eris

tics c

orre

spon

ding

to o

ne o

r mor

e ph

ysic

al p

rope

rties

—ar

oma,

text

ure,

col

or—

and

aske

d to

iden

tify

prop

ertie

s of e

ach

sam

-pl

e. F

or e

xam

ple,

the

activ

ity c

ould

requ

ire th

e st

uden

t to

mat

ch th

e ar

oma

of th

e sa

mpl

es to

one

or m

ore

of th

e fo

llow

ing

desc

riptio

ns—

mild

, st

rong

, sw

eet,

spic

y, fl

ower

y .

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Twen

ty-e

ight

sam

ples

seem

s lik

e a

very

larg

e nu

mbe

r for

one

act

ivity

. The

app

ropr

iate

ness

of t

he si

ze o

f the

act

ivity

is d

epen

dent

upo

n th

e in

divi

dual

stud

ent.

In th

is d

escr

iptio

n, a

ccur

acy

isn’

t rea

lly m

easu

red.

If K

endr

a w

rote

any

num

ber f

rom

1-1

0, sh

e w

ould

be

cons

ider

ed a

ccur

ate.

The

scal

e do

es

not a

llow

for e

valu

atio

n.

Leve

l of i

ndep

ende

nce

was

bas

ed u

pon

the

num

ber o

f ver

bal p

rom

pts n

eces

sary

for K

endr

a to

par

ticip

ate

in th

e ac

tivity

. Tha

t des

crip

tion

coul

d m

ean

that

Ken

dra

need

ed th

e te

ache

r to

redi

rect

her

atte

ntio

n to

the

task

at h

and,

whi

ch m

ay n

ot h

ave

been

task

- spe

cific

ass

ista

nce

and

ther

e-fo

re sh

ould

not

dec

reas

e he

r lev

el o

f ind

epen

denc

e sc

ore.

In th

e re

paire

d ve

rsio

n, th

e ac

tivity

requ

ires t

he st

uden

t to

obse

rve

the

text

ures

of c

erta

in sa

mpl

es, u

sing

qua

litat

ive

desc

riptiv

e te

rms (

roug

h,

smoo

th, s

ticky

). M

atch

ing

the

obje

cts t

o th

ose

with

like

text

ures

to c

ompl

ete

the

scie

nce

disp

lay

crea

tes a

pplic

atio

n. T

he e

valu

atio

n of

acc

urac

y is

bas

ed u

pon

the

corr

ect r

ecor

ding

of t

extu

re a

nd th

e co

rrec

t mat

chin

g, b

oth

easi

ly o

bser

vabl

e. T

he in

depe

nden

ce e

valu

atio

n cl

early

stat

es th

at

the

assi

stan

ce g

iven

to th

e st

uden

t was

non

-task

-spe

cific

.

Ch

ap

ter

Six

:S

am

ple

s

90

Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: K

endr

aG

rade

: 8

Dat

e:

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atin

g, re

ason

ing,

and

crit

ical

thin

king

.

Con

cept

: Sci

entifi

c in

quiry

relie

s up

on

gath

erin

g ev

iden

ce fr

om q

ualit

ativ

e an

d qu

antit

ativ

e ob

serv

atio

n

API

: IN

2.1

Exp

lore

obj

ects

in o

rder

to m

ake

qual

itativ

e ob

serv

atio

ns (e

.g.,

the

ball

is b

ig; i

ce is

col

d; a

nd/o

r the

bus

is y

ello

w)..

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Ken

dra

was

giv

en 1

0 ob

ject

s to

feel

with

out v

isua

l kno

wle

dge.

Ken

dra’

s ta

sk w

as to

des

crib

e th

e te

xtur

e of

eac

h ob

ject

, usi

ng th

e w

ords

ro

ugh,

sm

ooth

, stic

ky, o

r spo

ngy,

and

mat

ch it

to a

pic

ture

of o

ne o

f 10

obje

cts

on th

e bu

lletin

boa

rd w

ith c

orre

spon

ding

text

ure.

The

obj

ects

w

ill b

e nu

mbe

red

to c

orre

spon

d w

ith th

e bu

lletin

boa

rd a

nd p

lace

d in

a d

ispl

ay c

ase

near

by, t

o co

mpl

ete

the

clas

sroo

m te

xtur

e di

spla

y.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

The

activ

ity is

wor

th 2

0 po

ints

, one

for t

he te

xtur

e de

scrip

tion

of e

ach

obje

ct a

nd o

ne fo

r eac

h pa

ir co

rrec

tly m

atch

ed. K

endr

a de

scrib

edth

e te

xtur

e of

all

10 o

bjec

ts a

ccur

atel

y. O

n th

is tr

ial,

Ken

dra

corr

ectly

m

atch

ed 8

/10

pairs

by

text

ures

. Thi

s ga

ve h

er a

tota

l of 1

8/20

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Ken

dra’

s in

depe

nden

ce w

as b

ased

on

how

man

y pr

ompt

s w

ere

nece

ssar

y fo

r her

to p

artic

ipat

e in

des

crib

ing

and

mat

chin

g th

e te

xtur

es. K

endr

a ne

eded

one

ver

bal p

rom

pt to

enc

oura

ge h

er in

to

initi

al p

artic

ipat

ion—

this

was

not

rela

ted

to th

e te

xtur

e of

the

obje

ct,

but t

o ca

ptur

e he

r atte

ntio

n, s

o he

r ind

epen

denc

e sc

ore

was

100

Leve

l of A

ccur

acy

90%

Leve

l of I

ndep

ende

nce

100

%

Rep

aire

d

Sam

ple

8

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: D

imitr

iG

rade

: 11

Dat

e:

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atin

g, re

ason

ing,

and

crit

ical

thin

king

.

Con

cept

: The

nat

ure

of s

cien

ce re

lies

upon

com

mun

icat

ion

of re

sults

and

ju

stifi

catio

n of

exp

lana

tions

.

API

: IN

5.3

Com

mun

icat

e th

e re

sults

of a

n in

vest

igat

ion

usin

g w

ords

, sym

bols

, pic

ture

s, o

bjec

ts, a

nd/o

r act

ions

(e.g

., us

ing

data

tabl

es

and/

or g

raph

s).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Dim

itri p

artic

ipat

ed in

an

inve

stig

atio

n re

gard

ing

the

phys

ical

pro

perti

es o

f var

ious

min

eral

s. A

s pa

rt of

the

inve

stig

atio

n, D

imitr

i was

ask

ed to

se

lect

five

spe

cific

min

eral

sam

ples

from

the

sam

ple

tray,

and

mak

e a

mar

k w

ith e

ach

sam

ple

on a

stri

p of

whi

te p

aper

.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Ten

poin

ts w

ere

poss

ible

. One

poi

nt fo

r eac

h m

iner

al s

elec

ted

cor-

rect

ly, a

nd o

ne p

oint

for m

akin

g a

stre

ak w

ith th

e m

iner

al s

ampl

e.D

imitr

i sel

ecte

d th

e co

rrec

t min

eral

5 o

ut o

f five

tim

es. F

or tw

o of

the

min

eral

sam

ples

he

faile

d to

mak

e a

stre

ak o

n th

e st

rip o

f pap

er.

Dim

itri e

arne

d a

tota

l of 8

out

of 1

0 fo

r 80%

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Dim

itri c

ompl

eted

the

activ

ity w

ithou

t ass

ista

nce

for 1

00%

inde

pend

ence

.

Leve

l of A

ccur

acy

80%

Leve

l of I

ndep

ende

nce

100

%

Flaw

ed

Sam

ple

9

Ch

ap

ter

Six

:S

am

ple

s

92

NO

TE

S FO

R S

AM

PLE

#9

API

# IN

5.3

Task

/Act

ivity

:Th

e ac

tivity

her

e do

es n

ot c

onne

ct to

the A

PI.

It do

es n

ot re

quire

the

stud

ent t

o co

mm

unic

ate

the

resu

lts o

f an

inve

stig

atio

n. T

his

entry

then

, is u

nsco

rabl

e an

d th

e ap

plic

atio

n/ac

quis

ition

que

stio

n w

ould

not

be

cons

ider

ed in

live

scor

ing.

Nev

erth

eles

s, it

is im

porta

nt to

not

e he

re th

at th

e ac

tivity

doe

s not

dem

onst

rate

app

licat

ion

of th

e sk

ill.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

The

leve

l of a

ccur

acy

and

inde

pend

ence

app

ear t

o be

form

atte

d co

rrec

tly, b

ut th

ey d

o no

t eva

luat

e th

e sk

ill e

xpre

ssed

in th

e API

. Per

form

ance

he

re is

eva

luat

ed b

ased

on

the

stud

ent’s

abi

lity

to c

ompl

ete

the

inve

stig

atio

n, n

ot o

n hi

s abi

lity

to c

omm

unic

ate

resu

lts.

In th

e re

paire

d ve

rsio

n, th

e st

uden

t is e

xpec

ted

to c

omm

unic

ate

the

resu

lts o

f the

inve

stig

atio

n to

his

cla

ssm

ates

so th

ey c

an se

e th

e ou

tcom

e of

th

e in

vest

igat

ion.

Thi

s con

nect

s to

the A

PI a

nd d

emon

stra

tes a

pplic

atio

n. T

he T

ask/

Act

ivity

des

crip

tion

clea

rly p

oint

s out

the

focu

s of t

he in

ves-

tigat

ion,

the

stre

ak. T

he e

valu

atio

n of

the

activ

ity c

orre

ctly

mea

sure

s Dim

itri’s

abi

lity

to c

omm

unic

ate

the

resu

lts o

f an

inve

stig

atio

n, w

hich

is

the

skill

cal

led

for i

n th

e API

. Le

vel o

f Ind

epen

denc

e ev

alua

tion

is n

ot ti

ed to

Lev

el o

f Acc

urac

y. I

n th

is si

tuat

ion,

no

task

-spe

cific

ass

ista

nce

was

pro

vide

d, e

ven

thou

gh th

e st

uden

t mis

sed

one

of te

n po

ssib

le p

oint

s in

the

Leve

l of A

ccur

acy

eval

uatio

n.

Ch

ap

ter

Six

:S

am

ple

s


Stud

ent W

ork

Rec

ord

Mat

hem

atic

s/C

omm

unic

atio

n A

rts/

Scie

nce

Atta

ch s

tude

nt w

ork

sam

ple

if ap

prop

riate

.St

uden

t Nam

e: D

imitr

iG

rade

: 11

Dat

e:

Stra

nd: S

cien

ce -

INB

ig Id

ea: S

cien

tific

unde

rsta

ndin

g is

dev

elop

ed th

roug

h th

e us

e of

sci

entifi

c pr

oces

s sk

ills,

sci

entifi

c kn

owle

dge,

sc

ient

ific

inve

stig

atio

n, re

ason

ing

and

criti

cal t

hink

ing.

Con

cept

: The

nat

ure

of s

cien

ce re

lies

upon

com

mun

icat

ion

of re

sults

and

ju

stifi

catio

n of

exp

lana

tions

.

API

: IN

5.3

Com

mun

icat

e re

sults

of a

n in

vest

igat

ion

usin

g w

ords

, sym

bols

, pic

ture

s, o

bjec

ts, a

nd/o

r act

ions

(e.g

., us

ing

data

tabl

es o

r gr

aphs

).

Task

/Act

ivity

: (W

rite

a br

ief d

escr

iptio

n of

the

task

/act

ivity

, its

con

nect

ion

to th

e A

PI, a

nd h

ow it

dem

onst

rate

s ap

plic

atio

n.)

Dim

itri c

ondu

cted

an

inve

stig

atio

n re

gard

ing

the

phys

ical

pro

perti

es o

f var

ious

min

eral

s, u

sing

a s

treak

test

. A

s pa

rt of

the

inve

stig

atio

n,

Dim

itri w

as a

sked

to s

elec

t five

min

eral

sam

ples

from

the

sam

ple

tray

and

then

mak

e a

mar

k w

ith e

ach

sam

ple

on a

stri

p of

whi

te p

aper

and

ob

serv

e th

e co

lor o

f the

mar

k. D

imitr

i mad

e a

pres

enta

tion

so th

e re

st o

f the

cla

ss c

ould

see

the

outc

ome

of h

is in

vest

igat

ion.

The

teac

her

poin

ted

out t

hat s

ome

of th

e st

reak

s w

ere

a di

ffere

nt c

olor

than

the

min

eral

sam

ples

them

selv

es.

Dim

itri w

as in

stru

cted

to c

omm

unic

ate

his

resu

lts b

y sh

owin

g th

e cl

ass

the

min

eral

that

was

test

ed a

nd it

s co

rres

pond

ing

strip

of m

arke

d pa

per.

Eval

uatio

n of

Stu

dent

’s P

erfo

rman

ce:

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l acc

urac

y pe

rform

ance

. D

escr

ibe

how

the

perc

enta

ges

wer

e de

term

ined

for L

evel

of

Acc

urac

y.

Ther

e w

ere

ten

poin

ts w

ere

poss

ible

. O

ne p

oint

for e

ach

of th

e fiv

e m

iner

als

show

n to

the

clas

s, a

nd o

ne p

oint

for e

ach

strip

of m

arke

d pa

per s

how

n to

the

clas

s. D

imitr

i dis

play

ed a

ll fiv

e m

iner

als

to h

is

clas

smat

e. H

e di

spla

yed

4 st

rips

of m

arke

d pa

per b

ut d

id n

ot d

ispl

ay

the

fifth

. He

earn

ed 9

out

of 1

0 po

ints

for 9

0% a

ccur

acy.

Des

crib

e an

d ev

alua

te th

e st

uden

t’s a

ctua

l ind

epen

denc

e pe

rform

ance

. Des

crib

e ho

w th

e pe

rcen

tage

s w

ere

dete

rmin

ed fo

r Le

vel o

f Ind

epen

denc

e.

Dim

itri c

ompl

eted

the

min

eral

and

pap

er p

rese

ntat

ion

with

out t

ask-

spec

ific

assi

stan

ce fo

r 100

% in

depe

nden

ce.

Leve

l of A

ccur

acy

90%

Leve

l of I

ndep

ende

nce

100

%

Rep

aire

d

Sam

ple

9

Ch

ap

ter

Six

:S

am

ple

s

94

Chapter 7: A Twelve-Step Process forCompleting the MAP-A

1. Verify student eligibility for participation in the MAP-A. Refer to the student’s IEP.For information about eligibility see the Participation Eligibility Criteria established by DESE (see Chapter 1).

2. Determine the composition of the instructional team that will assess the student and fully inform all participants about the MAP-A.The instructional team may include teachers, administrators, physical therapists, speech therapists, occupational therapists, paraprofessionals, job coaches, parents or guardians, and the student, when appropriate. The student’s case manager/teacher is responsible for the coordination of the assessment. The case manager/teacher should fully inform all participants on the instructional team about the alternate assessment. Other professionals responsible for assisting the case manager/teacher in collecting information about the student should be aware of the MAP-A requirements and their roles in administering the MAP-A. Members of the instructional team are listed on the MAP-A validation form. The instructional team may have members in common with the IEP team, but they are NOT the same group.

3. Identify the mandatory strands in each content area.The instructional team should refer to the Assessment Blueprint, as shown in Chapter 1, prior to beginning collection of evidence for the MAP-A.

4. Select Alternate Performance Indicators (APIs) for each required content area strand.The instructional team should refer to the Alternate Performance Indicators on the DESE website for a list of appropriate grade-level APIs for each strand.

● For Mathematics and Communication Arts, two APIs per strand are required for the MAP-A. ● For Science, one API per strand is required by the MAP-A

5. Review the requirements for documentation for the MAP-A.The following forms are required to complete documentation for each API:

● Form 1: Entry/Data Summary SheetThis form is used to determine student scores for the rubric dimensions Level of Accuracy and Level of Independence. The following are included on the Entry/ Data Summary Sheet:

○ Student identification ○ Content area and strand identification ○ API identification and description ○ API duplication status ○ Summary data chart

Ch

ap

ter

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Pro

cess


● Form 2: API Duplication/Justification FormThis form is required only when an API has been assessed in a prior MAP-A assessment. Pro-vides justification and rationale for the instructional decision to duplicate an API. Asks for content-based evidence and plans to ensure student growth across the API’s content.

● Form 3: Student Work RecordThis form is used to determine the student’s score for the rubric dimension Connection to the Standards. The Student Work Record must show application of the API along with differentiated instruction showing individual student results in standards-based activities. The following are included on the Student Work Record:

○ Student identification ○ Content area and strand identification ○ API identification and description ○ Activity description ○ Description and evaluation of student performance

6. Determine the data collection system for documentation of student performance.The instructional team selects the APIs and determines how student performance will be document-ed. (See Chapter 4 for information on data collection and documentation.) The team should ask the following questions when planning for data collection:

● How was the activity designed? ● What type of data will be collected?

a. Discrete trialsb. Task analysesc. Time intervalsd. Accuracy rates

● How will the data be collected and organized? ● Who will collect the data? ● When will the data be collected? ● How will data be converted into percentage scores?

7. Collect and record data throughout the assessment period.There are two required collection periods for the recording of data on the Entry/Data Summary Sheet. Only data collected during the identified collection periods should be included on the data sheets. There must be three data points per collection period, each recorded on a different calendar date, one of which is linked to a Student Work Record.

Ch

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ter

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cess

96

8. Select a Student Work Record to include in the MAP-A for each collection period.The data from the Student Work Records submitted must be documented on the Entry/DataSummary Sheet. Make sure the activity shows evidence of application of the API.

9. Complete the Student Work Record.

10. Complete the Entry/Data Summary Sheet for each assessed API.There are two steps to completing the Entry/Data Summary Sheet prior to submission of theMAP-A:

● Determine API percentage averages.a. Average the two scores for Level of Accuracy.b. Average the two scores for Level of Independence.

● Indicate the Student Work Record included for each collection period of the API.

11. Assemble the MAP-A documentation.Once all of the required documentation has been completed, the teacher should assemble the MAP-A as directed in the Table of Contents Checklist. Should the teacher choose to make a copy of the MAP-A documentation, the local school board’s policy for student confidentiality must be observed.

12. Submit completed MAP-A.Submit completed MAP-As to your district test coordinator on or before the MAP-A return dead-line.

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ter

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cess


Glossary

● Acquisition: Learning activities used to practice or develop a particular skill set or knowledge base. ● API Duplication/Justification Form: Required only when an API has been assessed in a prior

MAP-A assessment. Provides justification and rationale for the instructional decision to duplicate an API. Asks for content-based evidence and plans to ensure student growth across the API’s content.

● Application: Learning activities used to connect a particular skill set or knowledge base to real-world activities (e.g., using writing skills to properly fill out a check; using number theory to find an address)

● Adaptive Behavioral Skills: Type of behavior used in adapting to another behavior or situation. ● Alternate Grade-Level Expectations (AGLEs): The knowledge and skills that students with

significant cognitive disabilities should be able to perform at each grade level. ● Alternate Performance Indicators: Strand-specific indicators that are used in demonstrating that a

student has knowledge of a specific subject or can perform a specific task. ● Data Point: Corresponds to a date where data was collected. Each entry unit requires 3 data points

per collection period. For only one data point per collection period is a Student Work Record required.

● Entry/Data Summary Sheet: Serves as a record of student performance on each API assessed. The student’s score for Level of Accuracy and Level of Independence for each API will be determined based on the percentages recorded on the Entry/Data Summary Sheet. Two APIs are assessed for each Strand.

● Essential Skills: Skills and behaviors that a student must have to function in adult daily living. ● Individuals with Disabilities Education Act (IDEA): 2004 federal act that directs how states and

school districts provide special education to eligible children with disabilities. ● Individualized Education Program (IEP): A set of long-term goals and assessment strategies that

is unique to an individual student’s education. Developed for eligible students with disabilities. ● Instructional Team: The group of professionals (e.g., teachers, therapists, parents or guardians)

responsible for the assessment of the MAP-A student. ● Level of Accuracy: An assessment of a student’s accuracy when performing a standards- based

activity. ● Level of Independence: An assessment of the amount of assistance a student needs in performing a

standards-based activity. ● Missouri Show-Me Standards: The academic standards and requirements established under the

1993 Outstanding Schools Act. ● Standards-Based Activities: Activities that are developed and performed in relation to the AGLEs.

Must demonstrate application of an API.

Glo

ss

ary

98

● Strand: A standardized set of goals and skill levels to be obtained in a content area. For each Strand, there is a specific set of APIs that can be used in the assessment of a student.

● Student Work Record: Provides documentation of student work for each API assessed in both collection periods. It should demonstrate the application of the API in a standards-based activity. Evidence of student work may be shown by:

○ Collecting student work samples such as worksheets, drawings, writings, journal entries, or projects; or

○ Observing the student and recording his or her performance. ● Student Work Sample: The tangible results of any particular MAP-A assessment. Acceptable

student work samples include worksheets, two-dimensional examples of students work during the assessment, etc. Do not submit photographs, or any three- dimensional examples (e.g., objects glued to paper, dioramas)

● Table of Contents Checklist: Assembly guide for MAP-A documentation. Complete documentation includes the Validation Form as well as the applicable Entry/Data Sheets and Student Work Records.

● Validation Form: Provides documentation of the individuals who have reviewed and/or contributed to the MAP-A. Allows for optional brief reporting of extended absences and/or student’s communication mode. The principal, assistant principal, or special education director must sign this form prior to submission of the MAP-A.

Glo

ss

ary

It is the policy of the Missouri Department of Elementary and Secondary Education not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975 and Title II of the Americans with Disabilities Act of 1990. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordina-tor–Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number (573) 526-4757 or TTY (800) 735-2966, fax (573) 522-4883, [email protected].

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