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: 3
Task Title: Parents, Offspring, and Life Stages
Science
Task 1
Prior Knowledge and Skills Required
Student should be able to
1. understand the terms “life cycle,” “stage,” “youngest,” “oldest,” and “in order,”
2. sequence pictures of three stages in the life cycle of a chicken, and
3. sequence pictures of four stages in the life cycle of a human.
Description of Task
Student sequences the stages in the life cycles of a chicken and a human. 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 Page 1 and cuts them out.
Note: Description cards matching the pictures are provided on Extra Page 2 for use in assessing students needing
visual support.
2. Teacher places page 3 work template on work space.
3. Teacher reads directions from page 3 work template and checks for understanding.
4. Teacher places pictures A–C in random order on the work space.
Note: For assessing students needing visual support, teacher reads the appropriate description cards to student
before reading item.
5. Student uses his or her most appropriate mode of communication to sequence stages.
6. Teacher records student response on page 3 work template.
7. Repeat steps 2–6 for Item 2 on page 4 work template using pictures D–G.
8. Teacher corrects, then completes Task Summary on page 5.
9. Teacher submits Task 1 Summary information through the online Task Bank.
Responses Expected from Student
Student provides the following responses:
1. 1 - B
2-A
3-C
2. 4 - E
5-G
6-F
7-D
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Page 2 of 9
Level of Complexity 3 – E4
1st Task
Date _______________________________
Parents, Offspring, and Life Stages
2016-2017 PAAP Task Bank
1.
youngest
2.
3.
oldest
1. Use the pictures to put the life cycle of a chicken in order beginning with the youngest stage. Then paste the pictures in order
in the boxes below (or record the letters of the pictures in the order in which they were sequenced).
Parents, Offspring, and Life Stages
Student Name ___________________________________
Student Name ___________________________________
Page 3 of 9
Date _______________________
Parents, Offspring, and Life Stages
Level of Complexity 3 – E4
1st Task
Date _______________________________
Parents, Offspring, and Life Stages
2016-2017 PAAP Task Bank
4.
youngest
5.
6.
7.
oldest
2. Use the pictures to put the life cycle of a human in order beginning with the youngest stage. Then paste the pictures in order
in the boxes below (or record the letters of the pictures in the order in which they were sequenced).
Parents, Offspring, and Life Stages
Student Name ___________________________________
Student Name ___________________________________
Page 4 of 9
Date _______________________
Parents, Offspring, and Life Stages
Level of Complexity 3 – 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
C
4
C
X
(1 point)
X
(1 point)
X
(1 point)
Correct/
Incorrect
Data Key:
(Circle One)
5
C
6
C
7
C
C = Correct
X = Incorrect
1 of 7 = 14%
2 of 7 = 29%
3 of 7 = 43%
4 of 7 = 57%
5 of 7 = 71%
6 of 7 = 86%
7 of 7 = 100%
X
(1 point)
X
(1 point)
X
% Correct =
(1 point)
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 5 of 9
Level of Complexity 3 – E4
1st Task
PAAP Task Description
Reading
Writing
Mathematics
AGLE: E
Indicator: 4
Level of Complexity: 3
Task Title: Parents, Offspring, and Life Stages
Science
Task 2
Prior Knowledge and Skills Required
Student should be able to
1. understand the terms “life cycle,” “stage,” “youngest,” “oldest,” and “in order,”
2. sequence pictures of four stages in the life cycle of a seed plant, and
3. sequence pictures of four stages in the life cycle of a deer.
Description of Task
Student sequences the stages in the life cycles of a seed plant and a deer. 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 Page 3 in color and cuts them out.
Note: Description cards matching the pictures are provided on Extra Page 4 for use in assessing students needing
visual support.
2. Teacher places page 7 work template on work space.
3. Teacher reads directions from page 7 work template and checks for understanding.
4. Teacher places pictures A–D in random order on the work space.
Note: For assessing students needing visual support, teacher reads the appropriate description cards to student
before reading item.
5. Student uses his or her most appropriate mode of communication to sequence stages.
6. Teacher records student response on page 7 work template.
7. Repeat steps 2–6 for Item 2 on page 8 work template using pictures E–H.
8. Teacher corrects, then completes Task Summary on page 9.
9. Teacher submits Task 2 Summary information through the online Task Bank.
Responses Expected from Student
Student provides the following responses:
1. 1 - D
2-A
3-B
4-C
2. 5 - F
6-H
7-E
8-G
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Page 6 of 9
Level of Complexity 3 – E4
2nd Task
Date _______________________________
Parents, Offspring, and Life Stages
2016-2017 PAAP Task Bank
1.
youngest
2.
3.
4.
oldest
1. Use the pictures to put the life cycle of a plant in order beginning with the youngest stage. Then paste the pictures in order in
the boxes below (or record the letters of the pictures in the order in which they were sequenced).
Parents, Offspring, and Life Stages
Student Name ___________________________________
Student Name ___________________________________
Page 7 of 9
Date _______________________
Parents, Offspring, and Life Stages
Level of Complexity 3 – E4
2nd Task
Date _______________________________
Parents, Offspring, and Life Stages
2016-2017 PAAP Task Bank
5.
youngest
6.
7.
8.
oldest
2. Use the pictures to put the life cycle of a deer in order beginning with the youngest stage. Then paste the pictures in order in
the boxes below (or record the letters of the pictures in the order in which they were sequenced).
Parents, Offspring, and Life Stages
Student Name ___________________________________
Student Name ___________________________________
Page 8 of 9
Date _______________________
Parents, Offspring, and Life Stages
Level of Complexity 3 – 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)
Correct/
Incorrect
(Circle One)
1
C
X
(1 point)
5
C
X
(1 point)
2
C
X
(1 point)
6
C
X
(1 point)
3
C
X
(1 point)
7
C
X
(1 point)
4
C
X
(1 point)
8
C
X
(1 point)
Data Key:
1 of 8 = 13%
5 of 8 = 63%
C = Correct
2 of 8 = 25%
6 of 8 = 75%
X = Incorrect
3 of 8 = 38% 4 of 8 = 50%
7 of 8 = 88%
8 of 8 = 100%
% Correct =
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 9 of 9
Level of Complexity 3 – E4
2nd Task
Parents, Offspring, and Life Stages
B.
D.
F.
G.
E.
C.
A.
Cut out pictures for use with Task 1.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 1 of 4
Level of Complexity 3 – E4
1st Task
Parents, Offspring, and Life Stages
These descriptions match the cutouts for use in Task 1. The descriptions are provided for the
assessment of students needing visual support.
A. This picture shows a medium-sized
chicken. It has fluffy, yellow feathers.
Some of the feathers are turning brown
on the chicken wings.
B. This picture shows a small, wet chicken
coming out of an egg. The eggshell is
broken in half.
C. This picture shows a chicken. The
chicken has reddish-brown feathers all
over.
D. This picture shows a woman. She has
short, gray hair. The woman is wearing
eyeglasses. She is also wearing a blouse
with a flower print.
E. This picture shows a baby. The baby
has very little hair. The hair is wispy and
blond.
F. This picture shows a woman. She has
straight blond hair that goes down to her
shoulders. She is wearing a business suit.
G. This picture shows a young girl. She has
straight blond hair in two ponytails. She is
wearing a sweatshirt.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 2 of 4
Level of Complexity 3 – E4
1st Task
Parents, Offspring, and Life Stages
2016-2017 PAAP Task Bank
B.
D.
F.
H.
G.
E.
C.
A.
Cut out pictures for use with Task 2.
Parents, Offspring, and Life Stages
Extra Page 3 of 4
Level of Complexity 3 – E4
2nd Task
Parents, Offspring, and Life Stages
These descriptions match the cutouts for use in Task 2. The descriptions are provided for the
assessment of students needing visual support.
A. This picture shows one thin stem poking
out of some soil. The stem has two small
leaves folded together. Attached to the
leaves is the shell of a sunflower seed.
B. This picture shows a sunflower plant. It
has a few small leaves and two small
sunflowers.
C. This picture shows a tall sunflower plant.
Its leaves are dried up. The stem is bent
over. The petals of the sunflower are
falling off.
D. This picture shows a sunflower seed.
E. This picture shows a medium-sized deer.
It has a brown coat with white on its
chest, belly, and tail. The deer also has
short antlers.
F. This picture shows a small deer. Its fur
coat is brown with white spots across the
back and sides. The deer’s legs are thin.
G. This picture shows a large, stocky deer. Its
fur is brown with white on the chest, belly,
and tail. The deer has large antlers on its
head.
H. This picture shows a medium-sized deer.
Its fur coat is brown with white spots
across the back and sides. The deer has
tiny nubs for antlers.
2016-2017 PAAP Task Bank
Parents, Offspring, and Life Stages
Extra Page 4 of 4
Level of Complexity 3 – E4
2nd Task