PAAP Science Entry Slip
linked to Maine’s Accountability Standards, chapter 131
Please provide information required in this section.
AGLE
Student Name _______________________________
E
Grade ______
Level of Complexity aligned to the student work for this AGLE:
Level of Complexity 1
Level of Complexity 2
Level of Complexity 3
Level of Complexity 4
Level of Complexity 5
Level of Complexity 6
Level of Complexity 7
Level of Complexity 8
Science
Universe and Solar System
Earth
D.
Matter and Energy
Force and Motion
Biodiversity
Ecosystems
E.
Cells
Heredity and Reproduction
Evolution
Content and design © 2011 Maine Department of Education. All rights reserved.
D1
D2
D3
D4
E1
E2
E3
E4
E5
PAAP Task Description
Reading
Writing
Mathematics
AGLE: E
Indicator: 4
Level of Complexity: 1
Task Title: Parents, Offspring, and Life Stages
Science
Task 1
Prior Knowledge and Skills Required
Student should be able to
1. understand the term “parent” and
2. identify the parent organism of the following baby organisms: human infant, kitten, foal, chick, fawn, and baby
turtle.
Description of Task
Student matches each picture of a baby organism to the parent of the same organism. This task may be
administered only to students in grade 8.
Directions for Task Administration
1. Prior to task administration, teacher prints pictures from Extra Pages 1 and 2 in color and cuts them out.
2. Teacher places page 3 work template on work space.
3. Teacher places the pictures for Item 1 in random order on work space.
4. Teacher directs the student to picture 1 and communicates “Look at the picture. Show me this baby’s mother.”
5. Student uses his or her most appropriate mode of communication to provide response.
6. Teacher records student response on page 3 work template.
7. Repeat steps 3–6 for Items 2–6 on page 3 work template using the corresponding pictures.
8. Teacher corrects, then completes Task Summary on page 4.
9. Teacher submits Task 1 Summary information through the online Task Bank.
Note: Items within a task may be administered over time as appropriate for the student.
Note: Option 2 — Student should use all item sets provided in Task 1 whenever possible. However, fewer of the
item sets may be used multiple times when necessary to match the level of student knowledge. The selected
item sets and student responses must be recorded on the Option 2 chart on Extra Page 3. Option 2 allows
for the use of a combination of selected sets that total six items (e.g., two sets each used on three different
occasions).
Responses Expected from Student
Student provides the following responses:
1. E. human
2. A. cat
3. D. horse
4. B. chicken
5. C. deer
6. F. turtle
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Page 2 of 7
Level of Complexity 1 – E4
1st Task
Student Name ___________________________________
Date _______________________
Parents, Offspring, and Life Stages
Date
Baby
Picture
Presented
as Model
1. human
2. kitten
3. foal
4. chick
5. fawn
6. turtle
2016-2017 PAAP Task Bank
Adult
Pictures
Presented to
Student
D. horse
E. human
A. cat
B. chicken
D. horse
F. turtle
B. chicken
C. deer
C. deer
E. human
A. cat
F. turtle
Student
Response
Item
(Circle One)
1. Show me this baby’s
mother.
D. horse
2. Show me this baby’s
mother.
A. cat
3. Show me this baby’s
mother.
D. horse
4. Show me this baby’s
mother.
B. chicken
E. human
B. chicken
F. turtle
C. deer
5. Show me this baby’s father.
6. Show me this baby’s father.
Parents, Offspring, and Life Stages
Page 3 of 7
C. deer
E. human
A. cat
F. turtle
Level of Complexity 1 – E4
1st Task
Task 1 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Parents, Offspring, and Life Stages
1. Determine the Level of Accuracy in the box below based on the corrected student work and Data Key.
Level of Accuracy
Item
Correct/
Incorrect
Item
(Circle One)
1
C
2
C
3
X
(1 point)
X
(1 point)
C
X
(1 point)
Correct/
Incorrect
(Circle One)
4
C
5
C
6
Data Key:
C = Correct
X = Incorrect
1 of 6 = 17%
2 of 6 = 33%
3 of 6 = 50%
4 of 6 = 67%
5 of 6 = 83%
6 of 6 = 100%
X
(1 point)
X
(1 point)
C
% Correct =
X
(1 point)
2. Determine the Level of Assistance in the box below.
Level of Assistance
Level of Assistance 1
Level of Assistance 2
Level of Assistance 3
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
• Modeling
• Demonstrating a response similar
to that desired
• Use of Option 2
• Limiting student’s response by
removing one option
• Asking clarifying questions
• Prompting
• Cueing
• Independent
• Encouragement
• Use of augmentative/alternative
communication
• Repeating directions
• Reacting to student
• Re-reading passage
• Reminding student to focus
• Other:
• Other:
• Other:
Note: If Student Work, Level of Accuracy box, and Level of Assistance box are not completed and
submitted together by Task, this Task will be UNSCORABLE. See PAAP Administration Handbook for
further ways that Tasks become UNSCORABLE.
Don’t Forget...
Task 1 is complete when:
• Task 1 items have been completed by student using his or her most appropriate mode of communication.
• Accompanying student work for Task 1 is accurately corrected.
• Task 1 Summary information has been submitted online.
Please go on.
2016-2017 PAAP Task Bank
Task 1 Summary
Parents, Offspring, and Life Stages
Page 4 of 7
Level of Complexity 1 – E4
1st Task
PAAP Task Description
Reading
Writing
Mathematics
AGLE: E
Indicator: 4
Level of Complexity: 1
Task Title: Parents, Offspring, and Life Stages
Science
Task 2
Prior Knowledge and Skills Required
Student should be able to
1. understand the term “parent” and
2. identify the parent organism of the following baby organisms: human infant, kitten, foal, chick, fawn, and baby
turtle.
Description of Task
Student matches each picture of a baby organism to the parent of the same organism. This task may be
administered only to students in grade 8.
Directions for Task Administration
1. Prior to task administration, teacher prints pictures from Extra Pages 4 and 5 in color and cuts them out.
2. Teacher places page 6 work template on work space.
3. Teacher places the pictures for Item 1 in random order on work space.
4. Teacher directs the student to picture 1 and communicates “Look at the picture. Show me this baby’s father.”
5. Student uses his or her most appropriate mode of communication to provide response.
6. Teacher records student response on page 6 work template.
7. Repeat steps 3–6 for Items 2–6 on page 6 work template using the corresponding pictures.
8. Teacher corrects, then completes Task Summary on page 7.
9. Teacher submits Task 2 Summary information through the online Task Bank.
Note: Items within a task may be administered over time as appropriate for the student.
Note: Option 2 — Student should use all item sets provided in Task 2 whenever possible. However, fewer of the
item sets may be used multiple times when necessary to match the level of student knowledge. The selected
item sets and student responses must be recorded on the Option 2 chart on Extra Page 6. Option 2 allows
for the use of a combination of selected sets that total six items (e.g., two sets each used on three different
occasions).
Responses Expected from Student
Student provides the following responses:
1. A. human
2. C. cat
3. E. horse
4. B. chicken
5. D. deer
6. F. turtle
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Page 5 of 7
Level of Complexity 1 – E4
2nd Task
Student Name ___________________________________
Date _______________________
Parents, Offspring, and Life Stages
Date
Baby
Picture
Presented
as Model
1. human
2. kitten
3. foal
4. chick
5. fawn
6. turtle
2016-2017 PAAP Task Bank
Adult
Pictures
Presented to
Student
A. human
D. deer
C. cat
F. turtle
B. chicken
E. horse
B. chicken
C. cat
A. human
D. deer
E. horse
F. turtle
Student
Response
Item
(Circle One)
1. Show me this baby’s father.
F. turtle
3. Show me this baby’s father.
4. Show me this baby’s father.
5. Show me this baby’s father.
Parents, Offspring, and Life Stages
Page 6 of 7
D. deer
C. cat
2. Show me this baby’s
mother.
6. Show me this baby’s
mother.
A. human
B. chicken
E. horse
B. chicken
C. cat
A. human
D. deer
E. horse
F. turtle
Level of Complexity 1 – E4
2nd Task
Task 2 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Parents, Offspring, and Life Stages
1. Determine the Level of Accuracy in the box below based on the corrected student work and Data Key.
Level of Accuracy
Item
Correct/
Incorrect
Item
(Circle One)
1
C
2
C
3
X
(1 point)
X
(1 point)
C
X
(1 point)
Correct/
Incorrect
(Circle One)
4
C
5
C
6
Data Key:
C = Correct
X = Incorrect
1 of 6 = 17%
2 of 6 = 33%
3 of 6 = 50%
4 of 6 = 67%
5 of 6 = 83%
6 of 6 = 100%
X
(1 point)
X
(1 point)
C
% Correct =
X
(1 point)
2. Determine the Level of Assistance in the box below.
Level of Assistance
Level of Assistance 1
Level of Assistance 2
Level of Assistance 3
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
• Modeling
• Demonstrating a response similar
to that desired
• Use of Option 2
• Limiting student’s response by
removing one option
• Asking clarifying questions
• Prompting
• Cueing
• Independent
• Encouragement
• Use of augmentative/alternative
communication
• Repeating directions
• Reacting to student
• Re-reading passage
• Reminding student to focus
• Other:
• Other:
• Other:
Note: If Student Work, Level of Accuracy box, and Level of Assistance box are not completed and
submitted together by Task, this Task will be UNSCORABLE. See PAAP Administration Handbook for
further ways that Tasks become UNSCORABLE.
Don’t Forget...
AGLE Entry is complete when:
• The top section of the Entry Slip has been completely filled out.
• Two Task Descriptions and Tasks 1 and 2 Summaries with student work accompany the Entry Slip.
• Student work is accurately corrected.
• Task 2 Summary information has been submitted online.
Stop. This AGLE Entry is complete.
2016-2017 PAAP Task Bank
Task 2 Summary
Parents, Offspring, and Life Stages
Page 7 of 7
Level of Complexity 1 – E4
2nd Task
Parents, Offspring, and Life Stages
Cut out pictures for use with Task 1.
1.
2.
3.
4.
5.
6.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 1 of 6
Level of Complexity 1 – E4
1st Task
Parents, Offspring, and Life Stages
Cut out pictures for use with Task 1.
A.
B.
C.
D.
E.
F.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 2 of 6
Level of Complexity 1 – E4
1st Task
Student Name ___________________________________
Date _______________________
Parents, Offspring, and Life Stages
Option 2
Task 1
Student should use all item sets provided in Task 1 whenever possible. However, fewer of the item
sets may be used multiple times when necessary to match the level of student knowledge. The
selected item sets and student responses must be recorded on the Option 2 chart below. Option 2
allows for the use of a combination of selected sets that total six items (e.g., two sets each used on
three different occasions).
Date
Pictures
Presented to
Student
Item
Student
Response
(Record Letter)
1.
2.
3.
4.
5.
6.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 3 of 6
Level of Complexity 1 – E4
1st Task
Parents, Offspring, and Life Stages
Cut out pictures for use with Task 2.
1.
2.
3.
4.
5.
6.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 4 of 6
Level of Complexity 1 – E4
2nd Task
Parents, Offspring, and Life Stages
Cut out pictures for use with Task 2.
A.
B.
C.
D.
E.
F.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 5 of 6
Level of Complexity 1 – E4
2nd Task
DateStages
_______________________
Parents, Offspring, and Life
Student Name ___________________________________
Parents, Offspring, and Life Stages
Option 2
Task 2
Student should use all item sets provided in Task 2 whenever possible. However, fewer of the item
sets may be used multiple times when necessary to match the level of student knowledge. The
selected item sets and student responses must be recorded on the Option 2 chart below. Option 2
allows for the use of a combination of selected sets that total six items (e.g., two sets each used on
three different occasions).
Date
Pictures
Presented to
Student
Item
Student
Response
(Record Letter)
1.
2.
3.
4.
5.
6.
2016-2017 PAAP Task Bank Parents, Offspring, and Life Stages Level of Complexity 1 – E4
Extra Page 6 of 6
2nd Task