Slide 2 Steps to Developing an Entry Part Two Module V 2012-2013
NJ APA Teacher Training Module V 1 Slide 3 2 Developing an Entry
2012-2013 NJ APA Teacher Training Module V Step 1: Select a CPI and
one related CPI Link to be assessed. Step 2: Plan instruction and
assessment relating to the CPI and CPI Link. Step 3: Design
activities that will be used to assess the CPI Link. Step 4: Assess
the student to get an initial piece of evidence for APA purposes.
Step 5: Implement instruction. Ensure instruction reflects the
essence of the CPI, strand, and standard. Ensure the instruction is
age- and grade-level appropriate. Retain a working folder of
instructional activities and classroom-based assessments
implemented between the activities that generate the initial and
final pieces of APA assessment evidence. Step 6: Determine when
evidence can be collected to document the final instructional
assessment of the CPI Link for APA purposes. Step 7: Based on the
students accuracy score and level of prompt information on the
final activity, determine if additional instruction and collection
of evidence needs to occur for the entry. Step 8: Review APA
evidence to ensure that all information related to test design
requirements are included. Slide 4 3 The students accuracy score
must be 39% or below in order to use this link for APA assessment.
Must be completed within the first assessment window: September 4
November 16, 2012 Instructional supports and directions must be
provided to the student. Please remember that if the student is
unable to independently elicit responses related to the task, be
sure to consider the use of prompting. 2012-2013 NJ APA Teacher
Training Module V Step 4: Assess the student to get an initial
piece of evidence for APA purposes. Slide 5 4 2012-2013 NJ APA
Teacher Training Module V Initial ActivityScore Too High 9-10-12
4.1.7A3 Near Link: Match equivalent ratios Slide 6 If the Student
Scores Above 39% Accuracy on Initial Activity 5 You should:
Reassess the student using a less intrusive prompt or independence
e.g., if the student was provided model prompts during the
activity, reassess the CPI Link using a less intrusive prompt level
OR Choose a more complex CPI Link e.g., select a Matched Link
instead of a Near Link OR Choose a different CPI for the Strand
2012-2013 NJ APA Teacher Training Module V Slide 7 Reassessed Using
a Less Intrusive Prompt 6 2012-2013 NJ APA Teacher Training Module
V If adjustments were made to the selected Link or prompt level,
place only the newest evidence of the initial activity in the
portfolio. 9-25-12 4.1.7A3 Near Link: Match equivalent ratios
cinnamon to 4 Slide 8 7 Step 5 2012-2013 NJ APA Teacher Training
Module V Implement instruction. Provide instruction on the CPI and
CPI Link. Ensure instruction reflects the essence of the CPI,
strand, and standard. Ensure the instruction is age- and
grade-level appropriate. Retain a working folder of instructional
activities and classroom-based assessments implemented between the
activities that generate the initial and final pieces of APA
evidence. Slide 9 Step 5: Implement Instruction Writing When
teaching writing, the teacher must use different content/topics
during instruction than those that will be used for the actual APA
assessment. A teacher may not teach to a specific topic and then
assess writing using the exact same topic. The APA activity
designed to obtain assessment evidence must use a new/different
topic with new content when testing the skill of writing. 8 Slide
10 9 2012-2013 NJ APA Teacher Training Module V Step 6 Determine
when evidence can be collected to document the final instructional
assessment of the CPI Link for APA purposes. The second piece of
evidence must: be obtained during the second collection period Dec.
10, 2012 Feb. 15, 2013 assess the same CPI Link 4.1.7A3 Near Link:
Match equivalent ratios document the evidence include all necessary
scoring information John matched equivalent ratios from a
teacher-developed card game. 1-23-13 Slide 11 10 2012-2013 NJ APA
Teacher Training Module V Step 7 Based on the students accuracy
score and level of prompt information on the final activity,
determine if additional instruction and collection of evidence
needs to occur for the entry. Determine if additional instruction
is necessary. If the accuracy or independence scores are not as
high as expected, provide additional instruction. Reassess the CPI
Link. Collect the final piece of evidence from the very last
activity on which the student was assessed within the second
collection period. The final piece of evidence should not be at a
more intrusive prompt level than the initial piece of evidence.
Slide 12 11 2012-2013 NJ APA Teacher Training Module V Step 8
Review APA evidence to ensure that all information related to test
design requirements are included. Important! Be sure to utilize the
information discussed in Module VI: Teacher Instructional Resources
as you plan instruction and assessment activities. The resources
will help clarify the content of the standards, strands, CPIs, and
CPI Links. Be sure to consider all of the information in Modules
VII, VIII, IX, and X when preparing evidence for inclusion in the
APA portfolio. Those modules include further information that will
help prevent zero scores. Be sure to carefully consider the Tips
section of Module IV as well as the additional information provided
in the Reasons Why Some Binder Entries Get Zero Scores bonus
module. Slide 13 12 Checklist for APA Evidence ___ Did you provide
the student with rich instruction and design activities that
clearly assess the skill(s) of the chosen CPI Link? ___ Did you
complete an Entry Cover Sheet for each entry and complete the
activity descriptions? ___ Did you include two pieces of evidence
for each entry? ___ Does EACH piece of evidence have the students
name? ___ Does EACH piece of evidence have a date (mm/dd/yy)? ___
Did the date on the initial piece of evidence fall within the first
collection period? ___ Did the date on the final piece of evidence
fall within the second collection period? ___ Was the student
assessed using at least five items/questions/task elements for each
activity in mathematics, science, reading, and discrete writing
skills? 2012-2013 NJ APA Teacher Training Module V Slide 14 ___ For
3.2 Writing Links that require a writing rubric to score the
students work, did the writing rubric include at least five
dimensions? ___ Did you clearly mark EACH response as correct or
incorrect using a plus (+) or minus (-)? ___ Did you calculate the
students score for accuracy as a percentage? ___ Did you clearly
mark EACH response that required prompting using the first letter
of the prompt (V, G, M, P) or with an I when the item was completed
independently? ___ Did you calculate the number of independent
student responses as a percentage? ___ Do ALL initial pieces of
evidence have accuracy scores no higher than 39%? ___ Did you
include two DIFFERENT instructional activities as evidence in each
entry? 13 2012-2013 NJ APA Teacher Training Module V Checklist for
APA Evidence (continued) Slide 15 Review 14 Information to answer
the following review questions is found throughout Module IV and
Module V of the training. You may go back to any part of the
training or to the 2012-2013 Procedures Manual to find the answers.
You should not continue with the training until you can answer all
of these questions correctly. 2012-2013 NJ APA Teacher Training
Module V Slide 16 Review Modules IV and V 15 1. Should you include
the Entry Planning Tool in the portfolio? 2. What should you
consider when selecting a CPI Link to use to assess your student?
3. What can you do if the student scores above 39% on the first
assessment? 4. Are the CPI Links to be used as the curriculum? 5.
What three tips were mentioned to help design assessment
activities? 6. Why is it important to always present instruction
and assessment activities in the students mode of communication?
2012-2013 NJ APA Teacher Training Module V Slide 17 Answers Modules
IV and V 1.No. It is for your use only. 2.Decisions concerning
which CPI Link to use to assess the student should be based on the
students grade, how quickly the student learns new information,
high expectations for the student, the initial level of prompts (if
any) needed for the student to succeed, and how well the student
performs on the initial activity. 3.You may reassess the student
using a less intrusive prompt, choose a different Link, or choose a
different CPI. 4.No. The CPI Links are used for assessment.
Curriculum and instruction should be built on the grade-level
standards. 5.The three tips were: make the activities clear, set up
each item so that each of the students responses will be evident,
and when giving answer choices, make sure they are discernable,
fair, and plausible but not obvious. 6.Presenting instruction and
assessments in the students mode of communication ensures the
student can access the materials and express what he/she has
learned. 16 2012-2013 NJ APA Teacher Training Module V
