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Virginia Alternate Assessment Program

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Title: Virginia Alternate Assessment Program


1
Virginia Alternate Assessment Program
  • VAAP Writing
  • Virginia Department of Education
  • Revised Summer 2013 to reference the
  • 2013-2014 VAAP Implementation Manual

2
Topics
  • Changes to VAAP Writing
  • Writing Aligned Standards of Learning (ASOL)
  • Levels of Performance
  • Writing Samples and Activities
  • Writing Resources
  • Case Study
  • Q and A

3
In 2012-2013, changes to the VAAP affected...
4
Writing ASOL
  • New Writing ASOL were implemented for the
    2012-2013 school year.
  • These Writing ASOL were drawn from the Dynamic
    Learning Map (DLM) project and are Essential
    Elements that have been developed and linked to
    Virginias Standards of Learning.

5
Selection of ASOL
  • Determining the correct grade of enrollment
    for all VAAP writing participants is crucial
    because
  • Teachers must select Writing ASOL listed at the
    students grade of enrollment.
  • Writing is assessed at grades 5, 8 and High
    School
  • Teachers must select ASOL from each of the two
    reporting categories
  • E-WP and E-WE

6
Writing ASOL Summary MatrixVAAP Implementation
Manual Page 35
Writing ASOL Summary Matrix Based on the 2010 English Standards of Learning Writing ASOL Summary Matrix Based on the 2010 English Standards of Learning Writing ASOL Summary Matrix Based on the 2010 English Standards of Learning Writing ASOL Summary Matrix Based on the 2010 English Standards of Learning
Reporting Category Grade 5 Grade 8 High School
Research, plan, compose, and revise for a variety of purposes (E-WP) 5E-WP 1 5E-WP 2 5E-WP 3 5E-WP 4 5E-WP 5 5E-WP 6 5E-WP 7 5E-WP 8 5E-WP 9 5E-WP 10 8E-WP 1 8E-WP 2 8E-WP 3 8E-WP 4 8E-WP 5 8E-WP 6 HSE-WP 1 HSE-WP 2 HSE-WP 3 HSE-WP 4 HSE-WP 5 HSE-WP 6
Edit for correct use of language, capitalization, punctuation, and spelling (E-WE) 5E-WE 1 5E-WE 2 5E-WE 3 5E-WE 4 8E-WE 1 8E-WE 2 8E-WE 3 HSE-WE 1 HSE-WE 2 HSE-WE 3 HSE-WE 4
7
Example Middle School
  • 8 E-WE 1a

The student will use standard English rules when
writing by using question marks at the end of
written questions.
2013-2014 VAAP Implementation Manual, p. 10
8
Levels of Performance
  • Teachers must determine the students level of
    performance for the Writing ASOL.
  • Levels of Performance provide flexibility for
    instruction and assessment.

9
Levels of Performance
  • Level I The ASOL is demonstrated with
    significant support and modification.
  • Level II The ASOL is partially demonstrated.
  • Level III The ASOL is fully demonstrated.
  • 2013-2014 VAAP Implementation Manual p. 3

10
Levels of Performance
  • Level I The student requires significant
    support and modification to simplify the task in
    order to demonstrate the ASOL.
  • The rigor of the ASOL has been reduced to the
    basic skills necessary to achieve understanding
    (e.g., writing letters instead of words).

11
Levels of Performance
  • Level II The student partially demonstrates
    the ASOL.
  • The student is able to demonstrate understanding
    of a part of the ASOL in which rigor has been
    decreased through a reduction in the number of
    skills, concepts, tools, type of text, or a
    change in the depth of knowledge (e.g. applying
    ending punctuation to 3 out of 5 sentences
    written ).

12
Levels of Performance
  • Level III The student fully demonstrates the
    ASOL.
  • The student fully demonstrates the knowledge and
    skill of the ASOL.

13
Determining Levels of Performance
  • Is my student able to demonstrate the full ASOL?
  • Are there specific components of the ASOL for
    which my student can demonstrate understanding?
  • Are significant supports and modifications needed
    to assist my student in demonstrating the ASOL?

14
Determining the Level of Performance
  • Use
  • IEP (Present Level of Performance,
  • Evaluation Results
  • Teacher observations
  • Use Classroom data to determine
  • Students strengths and weakness relative to the
    ASOL selected
  • Accommodations needed
  • Supports needed

15
Determining the Level of Performance
  • Approach 1
  • Select an ASOL and provide instruction at Level
    III ( ASOL fully demonstrated).
  • Collect evidence throughout the school year.
  • Review the evidence prior to submission and
    adjust the level on the Student Evidence
    Identification (SEI) Tag based on the performance
    of the student. Level may be Level III or a
    lower level.
  • Approach 2
  • Select an ASOL and determine the level best
    suited to the students strengths and weaknesses
    based on data.
  • Provide instruction based on the level selected
    for the ASOL.
  • Collect evidence throughout the school year.
  • Review the evidence prior to submission and
    adjust the level on the SEI tag based on the
    performance of the student. Level may be as
    originally determined or may change.

16
Writing
17
What is writing?
  • Essential component of literacy instruction
  • Reading is not a prerequisite for writing
  • Writing does not have to use typical paper pencil
    tasks
  • Skill development from emergent to conventional
    writing

18
VAAP Scoring Rubric
Score Descriptors
0 There is no evidence of the specific ASOL being addressed.
1 There is little evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.
2 There is some evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.
3 There is adequate evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.
4 There is ample evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.
19
Scoring Considerations
  • Level I The evidence is demonstrated with
    significant support and modification of the ASOL.
    The highest score point evidence at level 1 may
    be assigned is a 2.
  • Level II The evidence partially demonstrates the
    ASOL. The highest score point evidence at level 2
    may be assigned is a 3.
  • Level III  The evidence fully demonstrates the
    ASOL. The highest score point evidence at level 3
    may be assigned is a 4.
  • 2013-2014 VAAP Implementation Manual p. 14

20
WRITING EXAMPLES
  • Activity

21
Writing ASOL Grade 5 Example5E-WP 1b
  • The student will
  • b) select an event or personal experience and use
    drawing, writing, or dictating to compose a
    message about it

22
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23
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24
Writing ASOL Elementary Example 5E-WP 1c
  • Selected an event/personal experience
  • Wrote one thing about it
  • Use of Assistive Technology
  • Level III?

25
Writing ASOL Grade 8 Example8E-WP 1a
  • The student will
  • a) write to convey ideas and information
    including facts, details and other information

26
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27
Writing ASOLGrade 8 Example 8E-WP 1a
  • Not conveying ideas
  • Does have facts
  • Does have details and other information
  • Level II ?

28
Writing ASOL High School ExampleHSE-WE 4a
  • The student will
  • a) edit writing for grammatically correct use of
    language, spelling, punctuation, capitalization,
    and sentence/paragraph structure.

29
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30
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31
Writing ASOL High School ExampleHSE-WE 4a
  • Edit writing
  • Punctuation
  • Capitalization
  • What about ?
  • Language
  • Spelling
  • Sentence/Paragraph Structure
  • Level II?

32
Writing Resources
  • What can we use?
  • Assistive Technology
  • Physical Environment Design
  • Alternative Pencils

33
Assistive Technology
  • Hi Tech and Lo Tech Options
  • Onscreen keyboards
  • PECS books and visuals
  • Natural aided language (picture placemats)
  • Picture point communication board system
  • Topic ring/topic wallet
  • SMART Boards
  • Use of iPad, iPod, iTouch

34
Physical Environment
  • Flip charts
  • IntelliKey overlays
  • Switches (Big MAC, etc.)
  • Desktop accessories
  • Eye gaze frames
  • Writing utensil alternatives

35
Alternative Pencils
  • Training and Technical Assistance Centers (TTAC)
  • Writing with Alternative Pencils CD
  • Activities
  • Training opportunities

36
DESIGN A LESSON
  • Activity

37
Grade 8 Writing ASOL8E-WP 1c
  • The student will
  • c) plan by brainstorming and revise own writing
    by adding more information.
  • Think-Pair-Share

38
Considerations
  • How would you demonstrate?
  • What about levels of performance?
  • How could you utilize general education peers in
    development?
  • How could you approach this as a group activity
    while having each student individually complete
    work for the assessment?

39
FIND THE ACCOMMODATION
  • Activity

40
Using your previous lesson
  • Examples of AT for planning and brainstorming
    topics?
  • Revising writing to add more information to
    writing sample?

41
Considerations
  • What are examples of lo and hi tech options?
  • What about students with physical limitations?

42
Jake Case Study
  • Journal Writing with the Alphabet Flip Chart
  • http//www.med.unc.edu/ahs/clds/projects/north-car
    olina-deaf-blind-project/db-case-studies/jakes-sto
    ry-1/jakes-story

43
Jake Case Study
  • Jake used his knee picker switch to highlight the
    Big Mac switch for his partner to select.
  • The flip chart contained letters as well as
    simple editing commands (space, new word and
    delete).
  • Topics were selected using his remnant book,
    which was of very high interest for Jake.

44
Additional Resources
  • Examples of levels for Reading, Writing,
    Mathematics and Science
  • Sample activities for teachers
  • Support materials and resources for
    implementation
  • Curriculum Framework
  • TTAC Online www.ttaconline.org

45
Tips for Teachers
  • Make sure evidence is demonstrating the ASOL
    completely
  • Anecdotal record narrative and captions for
    photographs should give a thorough explanation of
    what the student is doing
  • Correctly grade pieces of evidence and complete
    SEI tags
  • 2013-2014 VAAP Implementation Manual p. 4-10

46
Making it Work in the Classroom
  • Collaboration and consultation with general
    education teachers
  • Co-teaching with general education teachers and
    related service providers
  • Use of Assistive Technology
  • Thematic units to incorporate writing with other
    content areas

47
Online Writing Resources
  • UNC Center for Literacy and Disability Studies
  • http//www.med.unc.edu/ahs/clds
  • Literacy for Children with Combined Vision and
    Hearing Loss
  • http//literacy.nationaldb.org/

48
Online AT Writing Resources
  • VDOE Assistive Technology Website
  • http//www.doe.virginia.gov/special_ed/iep_instruc
    t_svcs/assistive_technology/index.shtml
  • VDOE Assistive Technology Framework Document
  • http//www.doe.virginia.gov/specialed/iep_instruct
    _svcs/assistive_technology/

49
Online AT Writing Resources
  • VDOE TTAC Assistive Technology State Directed
    Project Website
  • www.ttaconline.org
  • TTAC Online VAAP Resources
  • http//www.ttaconline.org/staff/assessment/vaap.as
    p

50
Writing Q and A
  • Q What if my student cant write with a pencil?
  • A The use of accommodations through a scribe and
    the use of instructional tools such as
    alternative pencils can help students to access
    writing on a variety of levels.

51
Writing Q and A
  • Q How can my student in 9th grade with
    significant disabilities be expected to work on
    high school ASOL?
  • A Instruction throughout the year should meet
    the student at their present level and work to
    develop specific skills. The performance levels
    can be used to give additional flexibility for
    the requirements of the ASOL.

52
QUESTIONS
  • Virginia Department of Education
  • Division of Special Education and Student
    Services
  • Deborah.Johnson_at_doe.virginia.gov
  • (804) 371-2725
  • Division of Student Assessment and School
    Improvement
  • Student_Assessment_at_doe.virginia.gov
  • (804) 225-2102
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