idaa science portfolio manual 2019-20 … · web viewaugust 2019 idaa science portfolio manual /...

IDAHO STANDARDS ACHIEVEMENT TESTS – IDAHO ALTERNATE ASSESSMENT (IDAA)

IDAA Science Portfolio Manual

IDAHO STATE DEPARTMENT OF EDUCATION ASSESSMENT & ACCOUNTABILITY | ALTERNATE ASSESSMENT

650 W STATE STREET, 2ND FLOORBOISE, IDAHO 83702

208 332 6800 OFFICEWWW.SDE.IDAHO.GOV

UPDATED: AUGUST 2019

TABLE OF CONTENTS

Introduction...................................................................................................................................4

IDAA Science Portfolio Implementation Tutorials......................................................................4

Updates to this Manual..............................................................................................................4

Overview of the IDAA Science Portfolio.........................................................................................6

IDAA Science Participation Guidelines.......................................................................................7

IDAA Participation Criteria.........................................................................................................8

Participation of Students Who Transfer Within State................................................................9

Participation of Newly Qualified and Out of State Transfers....................................................10

Participation of Students Receiving Homebound or Hospital Instruction................................10

Excusing Students from Participation - Medical Exemption Only.............................................10

Participation of Students from Other States Attending Special Placement Schools in Idaho...10

IDAA Science Portfolio Schedule of Activities...........................................................................10

Content Assessed on the IDAA Science Portfolio.........................................................................12

Content Standards – The Foundation of Assessment...............................................................12

Link to the General Education Curriculum...............................................................................12

Understanding the Extended Content Objectives....................................................................13

Science Extended Content Objective 1.................................................................................14





Administration of the IDAA Science Portfolio..............................................................................16

Who Administers the IDAA Science Portfolio?.........................................................................16

Training.................................................................................................................................... 16

Code of Ethics and Security of Assessment Materials..............................................................17

Allowable Accommodations.....................................................................................................17

Assistive Technology................................................................................................................18

IDAA Science Portfolio Artifacts...................................................................................................19

August 2019 IDAA Science Portfolio Manual / Assessment / SDE / 2

Types of Artifacts Acceptable as Evidence...............................................................................19

Unscorable Artifacts.................................................................................................................20

Artifacts and Assistive Technology...........................................................................................20

Scoring of Artifacts...................................................................................................................20

Complexity............................................................................................................................20

Independence.......................................................................................................................21

Accuracy............................................................................................................................... 21

Total Score............................................................................................................................22

Portfolio Requirements for Final Submission...............................................................................23

Student Response Check..........................................................................................................23

Baseline Data........................................................................................................................... 24

Student Artifacts...................................................................................................................... 24

Teacher Score for Each Artifact................................................................................................24

Submit the Portfolio for State-Level Scoring............................................................................24

Scores and Score Reports.........................................................................................................25

August 2019 IDAA Science Portfolo Manual / Assessment / SDE / 3

INTRODUCTION

The Idaho Alternate Assessment (IDAA) in Science, also known as the Standards Achievement Test-Alternate Assessment (ISAT-Alt), is intended only for those students with the most significant cognitive impairments. The Idaho State Department of Education (SDE) provides documents designed to help teachers fully understand how to prepare for and implement the IDAA Science Portfolio with their students who qualify. These documents are listed below, including web links for downloading them.

IDAA Science Portfolio Manual (this Manual) Alternate Assessment Participation Criteria (as outlined in the 2018 Idaho Special Education

Manual, pp. 88-89 and found on page 7 of this Manual) Science Extended Content Standards Grades 5-7-10 Individual Portfolio Artifact Submission System (IPASS) User Guide

It is important that teachers implementing the IDAA Science Portfolio review these documents to be fully prepared to conduct the assessment in a reliable and valid manner.

This IDAA Science Portfolio Manual explains the processes and procedures that Idaho educators will use as they implement this alternate assessment with their students with the most significant cognitive impairments. In this Manual, teachers will find the necessary information to gather and report baseline data, work with students to create artifacts, and score those artifacts. Teachers will complete and submit student portfolios in the IPASS application.

IDAA Science Portfolio Implementation TutorialsFive tutorials are available on the Idaho Training Clearinghouse (ITC) Assessing Students with Disabilities Statewide webpage in the IDAA Science Portfolio Resource. The tutorials are designed to accompany this manual and to provide additional guidance to teachers implementing the IDAA Science Portfolio. Listed below are the topics covered in each tutorial that correspond with the main topics outlined in the Table of Contents of this Manual.

1. Overview of the IDAA Science Portfolio2. Content Assessed on the IDAA Science Portfolio3. Administration of the IDAA Science Portfolio4. IDAA Student Artifacts5. Portfolio Requirements for Final Submission


https://idahotc.com/Topics/A-M/Assessing-Students-with-Disabilities-Statewide?page11421=1&size11421=12


https://apps2.sde.idaho.gov/IPass

https://apps2.sde.idaho.gov/IPass/Content/files/IPASS-User-Manual.pdf

http://www.sde.idaho.gov/academic/shared/ela-literacy/booklets/ELA-Literacy-Science-Extended-Content-Standards-Grade-5-7-10.pdf

http://www.sde.idaho.gov/sped/sped-manual/


https://idahotc.com/Resources/View/ID/54

Updates to this Manual Definition of alternate assessment Definition of significant cognitive impairment New IDAA participation criteria Updated Schedule of Activities

For questions, comments, and concerns contact:

Karren Streagle, Ph.D.Alternate Assessment/Low Incidence Disabilities/Medicaid [email protected] or 208-332-6824


mailto:[email protected]?subject=Questions%20about%20the%20IDAA%20Science%20Portfolio

OVERVIEW OF THE IDAA SCIENCE PORTFOLIO

The SDE and the State Board of Education have designed a single statewide assessment system that applies to all Idaho public school students. All Idaho students are required to participate fully in the assessment system. Various federal and state statutes and regulations exist that require all students to be assessed to ensure that all students receive an appropriate public education. The Individuals with Disabilities Education Act of 1997 (IDEA) first mandated that every student with a disability participate in statewide and local assessments with or without accommodations or on an alternate assessment. Beginning in 2007-2008, this requirement was extended to include Science in one elementary, one middle school, and one high school grade. Idaho selected grades 5, 7, and 10 for the assessment of Science. This requirement was reinforced with the latest reauthorization of the Elementary and Secondary Education Act, also known as the Every Student Succeeds Act (ESSA), which was signed December 2015. ESSA also instituted a 1.0% cap on the number of students who may participate in a State’s alternate assessment.

All students, including those with disabilities, must participate in the Idaho Standards Achievement Tests (ISAT) Comprehensive Assessment System, as outlined in IDAPA Rule 08.02.03.111.04 Testing Population. The Individualized Education Program (IEP) team makes the decision regarding how a student will participation in the ISAT Comprehensive Assessment System, choosing one of three options: the ISAT without accommodations, the ISAT with accommodations, or the Idaho Alternate Assessment (IDAA).

The IDAA is based on alternate academic achievement standards that are aligned with the Idaho Content Standards. It is intended for a very small number of students with the most significant cognitive impairments who meet very specific participation criteria. The Idaho alternate assessment participation criteria are outlined in the 2018 Idaho Special Education Manual, embedded in the IEP, and discussed in more detail in the IDAA Participation Guidelines section below. The IDAA Science Portfolio is based on the Extended Content Standards in Science and objectives that are aligned to the Idaho Content Standards in Science. This set of extended content standards and objectives differs from those contained in the Idaho Content Standards in Science in complexity and scope.

Students participate in the IDAA Science Portfolio at the same grade levels as their peers who take the ISAT with or without accommodations: grades 5, 7, and 10. Teachers provide instruction and collect student artifacts that demonstrate student learning on each Extended Content Standard in Science for the student portfolio. The IEP team works together to ensure






http://www.sde.idaho.gov/academic/standards/

that each student has the opportunity to learn the extended content objectives that are contained in the Extended Content Standards. Student artifacts are uploaded to the IPASS application. The IPASS User Manual is available for download from the IPASS application welcome page. Educators trained by the SDE score the electronic portfolios at the state-level within the IPASS application. Scores on the IDAA Science Portfolio are recorded and reported to the student, parents, school, district, and state in the fall following the spring test administration, to provide a summary of the student’s learning during the window of instruction. The teacher of record for the following school year is responsible for sending the final score report to parents/guardians when they are made available, as well as review the results at the next parent/teacher conference or annual IEP team meeting.

IDAA Science Participation GuidelinesStudents with disabilities are required to participate in all statewide achievement tests in Idaho, per State and Federal Law. To meet federal and state requirements, all Idaho public school students participate in the ISAT without accommodations, the ISAT with accommodations, or the IDAA. The student’s IEP team decides how a student with a disability will participate in the Idaho testing accountability system annually. Only those students with the most significant cognitive impairments may participate in the IDAA assessment.

The 2018 Idaho Special Education Manual defines alternate assessment as follows:

Alternate Assessments (AAs) are a statewide testing option intended only for those students with the most significant cognitive impairments, in lieu of the general education assessment, with or without supports and accommodations. Participation in AAs reflects the pervasive nature of a significant cognitive impairment and requires that a student meet all participation criteria. Students with the most significant cognitive impairments represent about 1.0% of the total student population (p. xxxiii).

The 2018 Idaho Special Education Manual defines significant cognitive impairment as follows:

A designation given to a small number of students with disabilities for the purposes of their participation in AAs. Having a significant cognitive impairment is not solely determined by an IQ test score, nor based on a specific disability category, but rather a complete understanding of the complex needs of a student. Students with significant cognitive impairments have a disability or multiple disabilities that significantly impact their adaptive skills and intellectual functioning. These students have adaptive skills well below average in two or more skill areas and intellectual functioning well below average (typically associated with an IQ below 55) (p. xiii).





https://apps2.sde.idaho.gov/ipass


It is important to understand that the decision for a student to participate in the IDAA is made by the IEP team; it is not an administrative decision. As mentioned earlier, ESSA places a 1% cap on the number of students who may participate in an alternate assessment.

IDAA Participation CriteriaThe IEP team shall consider a student’s participation in IDAA Science Portfolio on an annual basis using the participation criteria listed below. The IEP team shall document the student’s testing status in the appropriate sections of the IEP. If an IEP team is considering a student for participation in the IDAA, they must be able to response “yes” to all four of the participation criteria listed below, which are embedded in the student’s IEP (2018 Idaho Special Education Manual, pp. 88-89).

1. The student has a significant cognitive impairment. Significant impact on adaptive skills & intellectual functioning Adaptive skills well below average in 2 + areas Intellectual functioning well be average (IQ typically below 55)

2. The student is receiving academic instruction that is aligned with the Idaho Extended Content Standards.a. The student’s instruction and IEP goals/objectives/benchmarks address knowledge and

skills that are appropriate and challenging for the student.3. The student’s course of study is primarily adaptive skills oriented typically not measured by

state or district assessments.a. Adaptive skills are essential to living independently and functioning safely in daily life,

and include, but are not limited to motor skills, socialization, communication, personal care, self-direction, functional academics, and personal health and safety.

4. The student requires extensive, direct, individualized instruction and substantial supports to achieve measurable gains in the grade- and age-appropriate curriculum.a. The student consistently requires individualized instruction in core academic and

adaptive skills at a substantially lower level relative to other peers with disabilities.b. It is extremely difficult for the student to acquire, maintain, generalize, and apply

academic and adaptive skills in multiple settings, across all content areas, even with high-quality extensive/intensive pervasive, frequent, and individualized instruction.

c. The student requires pervasive supports, substantially adapted materials, and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate, and transfer skills across multiple settings.

Students shall not qualify to participate in IDAA Science Portfolio solely based on any of the following reasons.

1. Having a disability2. Poor attendance or extended absences3. Native language/social, cultural, or economic differences




4. Expected poor performance or past basic/below basic performance on the regular education assessment

5. Academic and other services student receives 6. Educational environment or instructional setting 7. Percent of time receiving special education services 8. English Language Learner (ELL) status 9. Low reading level/achievement level 10. Anticipated disruptive behavior 11. Impact of student scores on the accountability system 12. Administration decision 13. Anticipated emotional distress 14. Need for accommodations (e.g., assistive technology/AAC) to participate in the assessment

It is important to note that these IDAA participation criteria are new this year, taking effect on July 1, 2019. IEP teams are required to begin using these new IDAA participation criteria at the student’s next annual IEP team meeting. A recording of the IDAA Participation Criteria Training, that is posted to the Resources section of the ITC Assessing Students with Disabilities Statewide webpage, provides guidance to IEP teams considering the IDAA for a student with the most significant cognitive impairments. IEP teams are encouraged to view the video and review the materials included in this resource.

Participation of Students Who Transfer Within StateEligible students who enter or transfer between Idaho schools during the testing window must participate in the IDAA Science Portfolio. The IPASS application allows testing coordinators to move students between districts, keeping student artifacts intact. Student artifacts uploaded to the IPASS will follow a student across schools. It will be important for special education teachers and testing coordinators to communicate with each other to facilitate moving students within IPASS. Teachers who have student artifacts that have not been uploaded to IPASS when a student transfers to another Idaho school should upload the artifacts immediately or provide hard copies to the receiving school. The receiving school will be responsible for completing the student’s IDAA Science Portfolio in IPASS. Sending schools that do not forward portfolio information to a receiving school on a timely basis will be flagged by the state for investigation of a testing irregularity. Contact the SDE Support Desk ([email protected] or 208-332-6387) for assistance managing transfer students in the IPASS application.


mailto:[email protected]?subject=Transfer%20Student%20in%20IPASS



https://idahotc.com/Resources/View/ID/578

Participation of Newly Qualified and Out of State TransfersStudents who are newly qualified for the IDAA or new to Idaho and enroll more than four (4) school weeks prior to the end of the testing window will participate in the IDAA Science assessment. IEP teams should make a concerted effort to find evidence that may already exist from the previous school when making an alternate assessment eligibility decision. Because the IDAA Science is a portfolio assessment, at least four weeks is needed to provide the opportunity for transferring students to participate.

Participation of Students Receiving Homebound or Hospital InstructionStudents receiving homebound or hospital instruction are exempted from participating in the IDAA Science.

Excusing Students from Participation - Medical Exemption OnlyStudents may be exempted from the IDAA only when they cannot take part in the assessment during the entire testing window because of a significant medically excused condition. A significant medically excused condition is any significant health condition that prevents a student from participating in any academic activities, including state assessments, for the entire testing window. Examples could include hospitalization for an extended period of time, a life threatening condition, or a serious accident. A medical doctor must document the significant medically excused condition, with the documentation being kept in the student’s IEP file. Following the close of the spring testing window in May, district staff submit documentation of the student’s significant medically excused condition through the Appeals process. An IDAA Science Portfolio should not be initiated or completed for a student for whom the district will seek a medical exemption.

Participation of Students from Other States Attending Special Placement Schools in IdahoStudents from other states attending special placement schools in Idaho should not participate in the IDAA. These students must take the appropriate assessment for the state from which their public education funding comes.

IDAA Science Portfolio Schedule of Activities September – October: Work with students to establish baseline performance for the

Extended Content Standards/Objectives in Science assessed for that school year.


September – March: Provide instruction to students that is aligned with the Extended Content Standards/Objectives in Science.

December - March: Collect student artifacts January 6, 2020: The IPASS application opens for artifact submission. See the

Assessment and Accountability Resource Center, under General Information, to download the Idaho Testing Dates Calendar.

April 6, 2020: The IPASS Portal closes at 5:00 PM. Teachers may not upload student artifacts after that time – no exceptions.

March: Scoring training April: State-level scoring May – early June: Preliminary results available Fall of the following school year: Student score reports available and sent to

parents/guardians.


http://www.sde.idaho.gov/assessment/resource-center.html

CONTENT ASSESSED ON THE IDAA SCIENCE PORTFOLIO

Content Standards – The Foundation of AssessmentThe IDAA Science Portfolio assesses selected objectives from the Idaho Extended Content Standards in Science. The portfolio methodology is designed to sample a subset of the Idaho Extended Content Standards from which stakeholders can draw reasonable inferences about a student’s overall learning. The Idaho Content Standards are structured in a hierarchical format: A) standard, B) goal, and C) objectives. Thus, by sampling various objectives within the standards and goals, one can make reasoned inferences about students’ learning of the Idaho Extended Content Standards.

Link to the General Education CurriculumThe Idaho Extended Content Standards are grade-level specific and are designed to have a clear alignment to the general education curriculum. Students with significant cognitive impairments may be instructed within a course of study that links academic instruction and learning to grade-level content through these extended standards. Because the nature of the student’s disability may inhibit him/her from making progress towards full attainment of the grade level content standards, the grade-level content is reduced in complexity or modified through the extended content standards based on grade-level academic skills. While the academic grade level content remains the same, the standards for achievement of that content reflects a different expectation for what it means to attain proficiency of the concept. Therefore, the IDAA is aligned to grade-level content, but it draws upon a different, alternate approach for what it means to have achieved proficiency of the content. This combination of extended grade-level content standards and alternate academic achievement standards promotes access to the general education curriculum while contextualizing learning to the needs and capabilities of the student.

For Science, at least one Extended Content Objective is identified from each standard. This assures adequate coverage of the content area for assessment purposes. For each selected Extended Content Objective, four levels of complexity are defined to guide teachers as they instruct and assess students. The Science Extended Content Objectives are downloadable from the SDE Idaho Content Standards webpage, under Science. Teachers should download the Science Extended Content Objectives to have readily available when delivering science instruction and working with students to develop artifacts.



http://www.sde.idaho.gov/academic/standards/


Understanding the Extended Content ObjectivesWhen first opening the Science Extended Content Objectives, teachers will notice that the five objectives for each grade level appear together, with examples of activities at each level of complexity. The teacher follows six steps when using the Science Extended Content Objectives to teach, establish baseline data, and gather student artifacts.

1. Find the student’s grade level (5, 7, or 10).2. Choose the highest level of complexity possible with the lowest level of supports

and highest level of independence appropriate for the student.3. Collect baseline data at the classroom level.4. Teach the content.5. Collect two artifacts per objective.6. Submit student artifacts to the IPASS application.

For each grade-level extended content objective there are four examples of complexity tasks ranging from More Complex (level 4) to Least Complex (level 1). While many teachers may choose to use the complexity level examples as the task when assessing students, teachers are not required to administer or replicate the examples given. As long as the task administered is aligned to the extended content objective, scorers will rate the complexity of that task appropriately using the Complexity Level examples as a guide. The image below shows the first two rows from the Science Extended Content Objectives for Grade 5: Science Objective 1 as an example of how the complexity levels appear.


https://apps2.sde.idaho.gov/IPass



The subsections below outline information specific to each of the five Extended Content Objectives for Science that are applicable across grade levels. It will be helpful to have the Science Extended Content Objectives readily available when reviewing each of the objectives outlined below.

Science Extended Content Objective 1Content Area: Nature of Science

Goals: 1.2: Understand concepts and processes of evidence, models, and explanations. 1.1: Demonstrate understanding of a system.

Objectives: 1.2: Grades 5 and 7 1.1: Grade 10

Critical Function: Make observations; make predications; collect, record, and display data; analysis of data on a system.

Systems Examples Solar, Planetary, Stars Plants – growth and/or reproduction Human & animal systems – digestive, respiratory, circulatory, reproductive

Science Extended Content Objective 2Content Area: Physical Science

Goal 2.1: Understand the structure and function of matter and molecules and their interactions.

Objectives: 2.1: Grades 5 and 7 2.4: Grade 10

Critical Function: Recognize state of matter (solids, liquids, and gases); group objects with the same state of matter.

Science Extended Content Objective 3Content Area: Biology

Goal 3.3: Understand the cell is the basis of form and function for all living things.

Objectives:



3.3.2: Grades 5 and 10 3.3.4: Grade 7

Critical Function: Understand traits, cell, dominant, recessive, inherit, functions, structure, offspring.

Science Extended Content Objective 4Content Area: Earth Science

Goal 4.1: Understand scientific theories of origin and subsequent changes in the universe and earth systems.

Objectives: 4.1.1: Grade 5 4.1.2: Grade 7 4.1.3: Grade 10

Critical Function: Understand water cycle, rock cycle, weather, water erosion, wind erosion, organisms, river, ocean.

Science Extended Content Objective 5Content Area: Technology

Goals: 5.1: Understand common environmental quality issues, both natural and human induced. 5.2: Understand the relationship between science and technology. 5.3: Understand the importance of natural resources and the need to manage and conserve

them.

Objectives: 5.2.1: Grade 5 5.3.1: Grade 7 5.1.1: Grade 10

Critical Function: Understand conservation, recycle, renewable resources, non-renewable resources, alternative sources of energy.


ADMINISTRATION OF THE IDAA SCIENCE PORTFOLIO

Who Administers the IDAA Science Portfolio?There are many individuals who may be appropriate test administrators of the IDAA Science Portfolio. The test administrator should be the person(s) who are providing the student with the instruction that is pertinent to the content areas and objectives assessed on the IDAA Science Portfolio. It is appropriate for any professionally-certified staff member or supervised paraprofessional who works directly with the student to collect and document evidence of achievement. For example, achievement evidence for the IDAA Science Portfolio might be collected by a:

General education teacher in whose class the student has been included, Special education teacher who is teaching the content, Speech and language pathologist who is working on language by using content as a

mechanism, or Paraprofessional who is working under the supervision of a certified teacher collecting

artifacts and recording data on the learning of a student.

It is important that only one person be ultimately responsible for the collection of the evidence and the submission of artifacts to the IPASS application to ensure that nothing is overlooked. The teacher of record is responsible for submitting student artifacts and assuring that security measures are followed. However, everyone administering any part of the assessment is responsible for participating in training, reading the provided materials, and for following the SDE procedures for collection and assessment, including all security measures. It is the teacher of record’s responsibility to assure that all parties are informed and follow the policies and procedures outlined in this Manual and the IPASS User Guide.

TrainingAll manuals and training materials associated with the IDAA Science Portfolio are posted on the Idaho Training Clearinghouse (ITC) Assessing Students with Disabilities Statewide webpage. As mentioned earlier, there are five tutorials available on the Resources section of the ITC Assessing Students with Disabilities Statewide webpage entitled IDAA Science Portfolio Tutorials. The tutorials are designed to accompany this manual and to provide additional guidance to teachers implementing the IDAA Science Portfolio with their students with the most significant cognitive impairments. Again, listed below are the topics covered in each tutorial.

1. Overview of the IDAA Science Portfolio




https://idahotc.com/Topics/A-M/Assessing-Students-with-Disabilities-Statewide?page11421=1&size11421=6#11421


2. Science Extended Content Objectives3. Student Artifacts4. Scoring Student Artifacts5. Submitting Student Artifacts to the IPASS application

It is the responsibility of the district Special Education Director and the district Test Coordinator to work collaboratively to ensure that all pertinent district and school personnel are informed regarding IDAA trainings, policies, and procedures.

Code of Ethics and Security of Assessment MaterialsThe instructional materials used to construct the IDAA Science Portfolio are not secure until they contain student-specific information and student work. However, once student work samples are designed as student artifacts for the portfolio, they become secure documents and must be treated with the same care as other secure testing materials by keeping them in a locked file cabinet or other secure location.

The IPASS application provides a secure site to upload student artifacts. All FERPA regulations will apply to it (and access to the information stored in it), providing the highest level of security. District personnel with access to the IPASS application should not share or give their password to other district personnel at any time, including paraprofessionals. Only the IDAA teacher of record may access the IPASS application.

Violation of security can result in prosecution and/or penalties as imposed by the Idaho State Board of Education and/or the Idaho State Superintendent of Public Instruction in accordance with all applicable state and federal laws and Idaho State Board of Education regulations.

It is assumed that teachers and any others who handle test materials or who access the IPASS application are aware of the consequences of test security violations and accept this responsibility through the training and materials provided via the Testing Coordinator Guide.

Allowable AccommodationsIt is expected that during the administration of the IDAA Science Portfolio, students will receive the prompts, supports, and accommodations specified by the IEP team and typically used during instruction and other assessments as listed on the IEP form for accommodations. It is a legal requirement under IDEA and ESSA that students receive all the agreed upon assessments, prompts, supports, and accommodations specified by the IEP team as documented in the IEP.



Assistive TechnologyAccording to IDEA regulations, all accommodations necessary to facilitate participation in state mandated assessments must be provided and assistive technology considered during the annual IEP meeting. The SDE recommends and expects that IEP teams for students participating in the IDAA will determine the student’s need for assistive technology through the consideration of assistive technology. The Idaho Assistive Technology Project offers information, training and consultation for teachers and districts.


https://idahoat.org/

IDAA SCIENCE PORTFOLIO ARTIFACTS

Teachers collect portfolio artifacts at the classroom level. They submit two separate artifacts from different dates to serve as evidence towards proficiency of the Extended Content Objectives on the IDAA Science Portfolio. Artifacts can be work samples, projects, presentations and/or demonstrations that provide evidence of the student’s proficiency level towards each objective. Teachers are required to submit two artifacts per Extended Content Objective, amounting to ten artifacts for a complete portfolio. Instruction and assessment are not the same and should not occur on the same day. Dates should be documented on student artifacts.

Teachers should grade (items marked correct or incorrect, percentage correct, etc.) and date student artifacts before uploading them to the IPASS application. However student’s names or other identifying information should not appear on artifacts.

Types of Artifacts Acceptable as EvidenceThree types of artifacts that can be submitted as evidence. Regardless of the type of artifact submitted, do not write identifying information on the artifact.

1. Student Class Work Evidence Provide a grade on work samples (number correct/incorrect, percent correct, etc.) Student Class Work Examples may include but are not limited to the following:

o Worksheeto Reporto Graphic Organizero Computer printouto Screen shots of student work completed on the computero Writing sampleo Poster or Projecto Student completed Graphs/Charts/Diagrams

2. Digital Video Clips Must be 3 minutes or less Must be of the individual student carrying out the task

3. Digital Photographs Must be 1 page containing sequence of at least 3 photographs documenting the steps in

the task Provide a short narrative of what is going on in the photograph


Provide a grade for the work depicted in the photographs (number correct/incorrect, percent correct, etc.)

Unscorable ArtifactsArtifacts that include/display any identifying information will be deemed unscorable and receive zero points for complexity, independence, and accuracy. Teachers should cover, block, or otherwise redact this type of information before uploading the artifact to the IPASS application. Listed below are the types of information that should not appear on student artifacts.

Student name Teacher name School name District name Other identifying information

Artifacts and Assistive TechnologyAccording to regulations requiring the consideration of assistive technology, all assessment items administered to students should make use of whatever assistive technology, technique, and/or augmentative communication device deemed necessary to enable the student to participate. Assistive technology may include, but is not limited to; writing aides such as pencil grip, brace, or raised line paper; computer software such as Dragon Dictate, word prediction, scanning software, switch operated computer software, eye gaze, picture symbols, Intellikeys, or alternate keyboards; large print; and text to speech. The implementation of assistive technology should be evident in the submission of all tasks for students with physical or sensory disabilities. Please access the Idaho Assistive Technology Project for assistance regarding using assistive technology with students.

Scoring of ArtifactsOnce the teachers uploads artifacts to the IPASS application, the teacher will score each artifact for complexity, independence, and accuracy. Once the IDAA Science Portfolio window closes in April, two to three independent raters score each artifact on complexity, independence and accuracy. The rubrics for levels of complexity, independence, and accuracy are described below.


https://idahoat.org/

ComplexityEach Extended Content Object contains four levels of task suggestions for complexity. These levels of complexity serve as guidelines for the knowledge measured in the Extended Content Object. Teachers should choose the task complexity which best matches the student’s independent level. As mentioned earlier, the tasks described for each level of complexity are examples. Teachers may choose other tasks/activities that align with the Extended Content Object to submit as evidence of student achievement. Table 1 provides an example of activities at the four levels of complexity, using Grade 5: Science Objective 2.

Table 1: Levels of Complexity

Objective

Extended Content

ObjectiveComplexity

Level 4Complexity

Level 3Complexity

Level 2Complexity

Level 1Grade 5: Science Objective 2

5.PS.2.1.2 ADescribe the physical differences among solids, liquids, and gases.

The student demonstrates an understanding of the characteristics that distinguish a solid, a liquid, and a gas.

The student groups by matching or sorting three different sets of items based on whether they are a solid, a liquid, or a gas.

The student discriminates by matching or sorting two different sets of items based on whether they are a solid, a liquid, or a gas.

The student groups by sorting two different sets of items based upon whether they are a solid, a liquid or a gas.

IndependenceEach artifact is scored to rate the student’s level independence accomplishing the task/skill. Teachers should aim for the highest independence level at which a student is able to perform the task/skill. Table 2 outlines the rubric for scoring a student’s level of independence.

Table 2: Levels of IndependenceScore 4 3 2 1

Rubric Descriptor

Student requires minimal verbal, visual, and/or physical assistance to demonstrate skills and concepts.75-100% Independence

Student requires some verbal, visual, and/or physical assistance to demonstrate skills and concepts.50-74% Independence

Student requires frequent verbal, visual, and/or physical assistance to demonstrate skills and concepts.25-49% Independence

Student requires extensive verbal, visual, and/or physical assistance to demonstrate skills and concepts.0-24% Independence


AccuracyFinally, each artifact is scored to rate the student’s level of accuracy when performing the task/skill. Teachers should choose tasks for which the student independently performs the task/skill with the highest level of accuracy.

Table 3: Levels of AccuracyScore 4 3 2 1

Rubric Descriptor

Student performance of skills based on the IDAA indicators demonstrates high level of understanding of concepts.75-100% Accuracy

Student performance of skills based on the ISAT-Alt indicators demonstrates some understanding of concepts.50-74% Accuracy

Student performance of skills based on the ISAT-Alt indicators demonstrates limited understanding of concepts.25-49% Accuracy

Student performance of skills based on the ISAT-Alt indicators demonstrates minimal understanding of concepts.0-24% Accuracy

The teacher’s goal should be to select tasks/activities at the highest level of complexity at which the student can perform as accurately as possible with the minimum level of support needed. This is a balancing act and may require some “mid-course” adjustments as students begin to demonstrate their levels of performance.

Total ScoreThe three-dimensional scores assigned to an artifact are calculated together to obtain a total score for that artifact. Each artifact’s total score is determined by using the ratings for which two state-level scorers agree or the highest score of two adjacent scores each for complexity, independence, and accuracy. The final scores for each objective are added together to produce the Total Content Score, which is used to determine the student’s proficiency level as outlined in Table 4.

Table 4: IDAA Science Portfolio Proficiency Levels

Proficiency Level Advanced Proficient

Partially Proficient

(Basic)Emerging

(Below Basic)Total Content Score Ranges

289 – 320 169 – 288 77 – 168 0 – 76


PORTFOLIO REQUIREMENTS FOR FINAL SUBMISSION

The teacher completes the portfolio requirements for final submission in the Individual Portfolio Artifact Submission System (IPASS) application. The IPASS User Guide contains directions for logging onto the IPASS application, accessing the student portfolio, completing the student response check, entering baseline data, uploading student artifacts, teacher scoring of artifacts, and submitting the portfolio for scoring. This section outlines the activities required for these steps, but teachers should refer to the IPASS User Guide for directions to complete the activities within the IPASS application.

Student Response CheckThe first step in preparing for and completing the IDAA Science Portfolio is to complete the Student Response Check. At this point, the teacher determines whether the student is able to demonstrate a consistent observable mode of communication and/or response to a stimulus. The teacher has flexibility to choose activities and tasks appropriate for each student who meets the IDAA participation criteria to assess the student’s ability to consistently communicate or respond in whatever mode of communication the student uses, including but not limited to verbal, gestural, written, picture communication system, voice output device, eye-gaze, etc.

The teacher completes the Student Response Check in the IPASS application, to which the teacher responds “yes” or “no” as described below.

Yes: Students who meet the IDAA participation criteria and have a consistent observable mode of communication and/or response to a stimulus will complete the IDAA Science Portfolio. The teacher will respond “yes” to the Student Response Check.

No: Students who meet the IDAA participation criteria but do not have a consistent observable mode of communication and/or response to a stimulus are not required to complete artifacts for the IDAA Science Portfolio. However, that does not mean that they are exempt from participation. In these cases, the teacher must complete the Student Response Check in the IPASS application by responding “no.” This student counts as a participant and receives the lowest score possible.

Directions for completing the Student Response Check are described on pages 15 – 17 of the IPASS User Guide.







Baseline DataTeachers collect new baseline data for each Science Extended Content Objective in the fall of the current academic year. Baseline data include the teacher’s rating for complexity, independence, and accuracy for each of the Science Extended Content Objectives at the student’s grade (5, 7, or 10) before instruction begins. The teacher enters baseline data in the IPASS application after the Student Response Check, but before uploading student artifacts. Directions for uploading baseline data are described on pages 17 and 18 of the IPASS User Guide.

Student ArtifactsStudent artifacts are uploaded to the IPASS application during the IDAA Science Portfolio testing window. Teachers upload two student artifacts per Extended Content Objective from separate dates. Each artifact should show the teacher’s grade (number correct/incorrect, percent correct, etc.) and the date the artifact was completed. However, the artifact should not show the student’s name, teacher’s name, school’s name, district’s name, or other identifying information. Directions for uploading student artifacts are described on page 19 of the IPASS User Guide.

Teacher Score for Each ArtifactThe teacher will score each student artifact using the levels of complexity contained in the Science Extended Content Objectives and the rubrics for levels of independence (Table 2) and accuracy (Table 3). Directions for entering scores on student artifacts are described on pages 19 and 20 of the IPASS User Guide.

Submit the Portfolio for State-Level ScoringOnce the teacher has scored all student artifacts for levels of complexity, independence, and accuracy, the teacher must submit the portfolio for state-level scoring. It is important to understand that the IDAA Science Portfolio is not complete until the teacher submits it for scoring, which must occur by 11:59 PM on the last day of the published IDAA Science Portfolio testing window. See the Assessment and Accountability Resource Center, under General Information, to download the Idaho Testing Dates Calendar. Directions for scoring student artifacts are described on page 20 of the IPASS User Guide.



http://www.sde.idaho.gov/assessment/resource-center.html






Scores and Score ReportsPreliminary student scores on the IDAA Science Portfolio become available in May or early June, after the entire spring testing window closes. Teachers and school/district school staff can access final scores and score reports in August or September of the following school year. IDAA Science Portfolio score reports are based on data contained in the Assessment Data Export Application (ADEA) and generated using the Excel-based Score Report Generator. Directions for accessing scores and general reports and downloading the Excel-based Score Report Generator are available on the Special Education and Alternate Assessment webpage, in the green box, below the links to the ISAT and IPASS Portals.


http://www.sde.idaho.gov/assessment/sped/

https://apps.sde.idaho.gov/adea

https://apps.sde.idaho.gov/adea

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