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Virginia Alternate Assessment Program

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Virginia Alternate Assessment Program VAAP Science Virginia Department of Education Revised Summer 2013 to reference the 2013-2014 VAAP Implementation Manual – PowerPoint PPT presentation

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Title: Virginia Alternate Assessment Program


1
Virginia Alternate Assessment Program
  • VAAP
  • Science

Virginia Department of Education Revised Summer
2014
2
Topics
  • Aligned Standards of Learning (ASOL) for Science
  • ASOL Reporting Categories and Summary Matrices
  • Levels of Performance
  • Examples of Levels of Performance
  • Case Study
  • Practice Determining Levels of Performance
  • Making It Work in the Classroom
  • Resources

3
Science ASOL
  • Science ASOL reflect the 2010 Science Standards
    of Learning.

4
Reporting Categories
  • Science is assessed in grades 5, 8, and high
    school.
  • The Reporting Categories for science are not the
    same for all grade levels.

5
Reporting Categories for Science
Grade Levels Reporting Categories
Grades 5 1. Scientific Investigation 2. Forces, Motion, Energy and Matter 3. Life Processes and Living Systems 4. Earth/Space Systems and Cycles
Grade 8 1. Scientific Investigation 2. Force, Motion, Energy, and Matter 3. Life Systems 4. Ecosystems 5. Earth and Space Systems
High School 1. Scientific Investigation and the Nature of Science 2. Earth and Space Systems 3. Earth Materials and Processes 4. Cosmology, Origins, and Time 5. Earth Resources and Human Interactions
6
Grade 5 Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning Grade 5 Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning
Reporting Category Grade 5
Scientific Investigation (S-SI) 5S-SI 1 5S-SI 2
Forces, Motion, Energy and Matter (S-FME) 5S-FME 1 5S-FME 2 5S-FME 3 5S-FME 4 5S-FME 5
Life Processes and Living Systems (S-LPS) 5S-LPS 1 5S-LPS 2 5S-LPS 3 5S-LPS 4
Earth/Space Systems and Cycles (S-ESS) 5S-ESS 1 5S-ESS 2 5S-ESS 3 5S-ESS 4 5S-ESS 5 5S-ESS 6
7
Grade 8 Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning Grade 8 Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning
Reporting Category Grade 8
Scientific Investigation (S-SI) 8S-SI 1 8S-SI 2 8S-SI 3
Force, Motion, Energy, and Matter (S-FME) 8S-FME 1 8S-FME 4 8S-FME 2 8S-FME 5 8S-FME 3
Life Systems (S-LS) 8S-LS 1 8S-LS 4 8S-LS 2 8S-LS 5 8S-LS 3 8S-LS 6
Ecosystems (S-ECO) 8S-ECO 1 8S-ECO 5 8S-ECO 2 8S-ECO 6 8S-ECO 3 8S-ECO 7 8S-ECO 4
Earth and Space Systems (S-ESS) 8S-ESS 1 8S-ESS 5 8S-ESS 2 8S-ESS 6 8S-ESS 3 8S-ESS 7 8S-ESS 4
8
High School Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning High School Science ASOL Summary Matrix Based on the 2010 Science Standards of Learning
Reporting Category High School
Scientific Investigation and the Nature of Science (S-SI) HS S-SI 1 HS S-SI 2
Earth and Space Systems (S-ESS) HS S-ESS 1 HSS-ESS 2 HS S-ESS 3
Earth Materials and Processes (S-EMP) HS S-EMP 1 HS S-EMP 2 HS S-EMP 3 HS S-EMP 4
Cosmology, Origins, and Time (S-COT) HS S-COT 1
Earth Resources and Human Interactions (S-ERH) HS S-ERH 1 HS S-ERH 2 HS S-ERH 3
9
Selection of ASOL for Science
  • Teachers must select Science ASOL listed at the
    students grade of enrollment.
  • Teachers may not select Science ASOL at a higher
    or lower grade level.
  • It is essential that teachers know each students
    grade of enrollment so that the appropriate
    Science ASOL can be selected.
  • The teacher and student will select one Science
    ASOL and bullet, if appropriate, from each
    Reporting Category at the students grade of
    enrollment.

10
Levels of Performance
  • Teachers must determine the Level of Performance
    for each ASOL selected for Science.
  • The teacher may select a different Level of
    Performance for each ASOL based upon the
    students knowledge and skills.
  • These Levels of Performance will provide
    flexibility for instruction and assessment.

11
Levels of Performance
  • Level I Student demonstrates the ASOL with
    significant support and modification
  • Level II Student partially demonstrates the ASOL
  • Level III Student fully demonstrates the ASOL

12
Levels of Performance What They Mean for Science
  • Level I
  • The student may be able to demonstrate a basic
    skill component of the ASOL.
  • The student may use a variety of supports
    including assistive technology, pictures,
    manipulatives, organizers, etc. to demonstrate
    knowledge and skills.
  • The student may demonstrate knowledge of one part
    of the ASOL stem or bullet.
  • The student may not conduct an investigation.
  • They may not plan the investigation.
  • Significant support and modification does not
    include the use of hand-over-hand as evidence for
    student achievement.

13
Levels of Performance What They Mean for Science
  • Level II
  • The student may demonstrate skill and knowledge
    of part of the ASOL.
  • The student may conduct an investigation that was
    planned by others.
  • The student may demonstrate a reduction in the
    number of skills, concepts, tools, or a change in
    the depth of knowledge.

14
Levels of Performance What They Mean for Science
  • Level III
  • The student will demonstrate the skills and
    knowledge of the stem and the selected bullet of
    the ASOL.

15
Example Grade 5
  • 5S-LPS 1 (a) The student will investigate and
    understand basic plant anatomy and life
    processes. Key concepts include (a) the
    structures of typical plants and the function of
    each structure.

16
5S-LPS 1 (a)
  • Level I The student will identify two parts of a
    typical plant (flower, stem, leaf, roots)
  • Supports
  • Student is provided with two pictures of plant
    parts at a time (i.e. flower and stem or flower
    and roots).
  • Student may respond by pointing to part of the
    plant when requested by the teacher.
  • Modifications
  • Student is demonstrating a basic skill component
    of the ASOL.
  • Student is working only with plant structure.

17
5S-LPS 1 (a)
  • Level II The student will match the parts of a
    typical plant to the function of each part.
  • The ASOL is partially demonstrated.
  • The rigor is reduced and the student is matching.
  • Investigate is not documented.

18
5S-LPS 1 (a)
  • Level III The student will examine plant
    anatomy and life processes by identifying the
    parts of typical plants and explaining the
    function of each part.
  • The ASOL is fully demonstrated.

19
Example Grade 8
  • 8 S-ECO 2d

The student will investigate and understand that
organisms within an ecosystem are dependent on
one another and on nonliving components of the
environment. Key concepts include (d) energy
flow in food webs and energy pyramids.
20
8 S-ECO 2(d)
  • Level I Given a food web with arrows, the
    student will identify (i.e. point to) arrows
    representing energy movement.
  • Supports
  • Student is provided with the food web.
  • Student may respond with pointing, eye-gaze, etc.
  • Modifications
  • Student is demonstrating a basic skill component
    of the ASOL.
  • Student is working only with food webs.

21
8 S-ECO 2(d)
  • Level II The student will show or draw the
    proper movement of energy through food webs and
    energy pyramids.
  • The ASOL is partially demonstrated.
  • The student is using only food webs.
  • Student is showing the flow of energy on food
    webs created by others.
  • Investigate is not documented.

22
8 S-ECO 2(d)
  • Level III The student will demonstrate an
    understanding of the dependency of organisms on
    each other and on nonliving components by
    organizing the structures of food webs and energy
    pyramids.
  • The ASOL is fully demonstrated.

23
Example High School
  • HS S-EMP2(a) The student will investigate and
    understand the rock cycle as it relates to the
    origin and transformation of rock types and how
    to identify common rock types based on mineral
    composition and textures. Key concepts include
    (a) igneous rocks.

24
HS S-EMP2(a)
  • Level I The student will identify a graphic
    representation of the rock cycle and can select
    an igneous rock from a group of two rocks.
  • Supports
  • The student uses the rock cycle in pictorial
    form.
  • The student may use a variety of supports to
    identify the igneous rock (eye gaze, switch,
    etc.).
  • The student is given a limited number of choices.

25
HS S-EMP2(a)
  • Level I The student will identify a graphic
    representation of the rock cycle and can select
    an igneous rock from a group of two rocks.
  • Modifications
  • The student is performing basic skill components
    of the ASOL.
  • There is no investigation demonstrated.

26
HS S-EMP2(a)
  • Level II The student will identify more than one
    igneous rock from a group of five or more rock
    samples, tell how he/she knows the rock is
    igneous based on its texture.
  • The ASOL is partially demonstrated.
  • The student is demonstrating part of the stem of
    the ASOL.
  • There was no investigation demonstrated.
  • The student is demonstrating comprehension rather
    than the higher order thinking skills of relating
    the rock cycle to the origin and transformation
    of rock types.

27
HS S-EMP2(a)
  • Level III The student will conduct an
    investigation of the rock cycle, identify and
    describe igneous rocks based on their origin,
    transformation, mineral composition, texture, and
    their place in the rock cycle.
  • The ASOL is fully demonstrated.

28
Another Example of Level I
  • 5 S-SI1(b) The student will demonstrate an
    understanding of scientific reasoning, logic, and
    the nature of science by planning and conducting
    investigations in which (b) objects or events
    are classified and arranged according to
    characteristics or properties.
  • Supports The student may
  • use a switch, eye gaze, pictures, pointing,
    gestures, etc. to show the skill.
  • Modifications The student may
  • conduct one investigation planned by others.
  • arrange and classify objects by one
    characteristic.
  • select responses with reduced answer choices.

29
Another Example of Level II
  • HS S-ESS1(b) The student will investigate and
    understand the characteristics of Earth and the
    solar system. Key concepts include (b)
    sun-Earth-moon relationships (seasons, tides, and
    eclipses).
  • Evidence for the ASOL is provided with no
    evidence for an investigation.
  • Evidence for part of the ASOL is provided
    (seasons or tides or eclipses).

30
Case Study - Jake
  • Jake is a 15-year-old high school student.
  • This student will be demonstrating his skills and
    knowledge of HS S-ERH2(a).
  • The student will investigate and understand the
    differences between renewable and nonrenewable
    resources. Key concepts include (a) fossil
    fuels, minerals, rocks, water, and vegetation.

31
Jake
  • As you observe Jake, think about the Level of
    Performance he may require to demonstrate HS
    S-ERH2(a).
  • If the students Level of Performance is I, think
    about the supports and modifications the student
    will require.
  • If the Level of Performance is II, think about
    how the student will partially demonstrate the
    ASOL.
  • If the Level of Performance is III, think about
    how the student will fully demonstrate the ASOL.
  • Jake's Story Department of Allied Health
    Sciences - UNC School of Medicine.mht

32
Jake
33
Making It Work in the Classroom
  • Collaboration and consultation with general
    education science teachers
  • Co-teaching science and the use of paraeducators
    in science
  • Assistive Technology
  • Use of Thematic Units to incorporate science with
    reading, writing, and math

34
Resources for Teachers
  • TTAC Online www.ttaconline.org
  • Online Training
  • How To Create An Inclusive Classroom For Children
    With Severe Disabilities
  • Augmentative and Alternative Communication -
    Introduction
  • Resources
  • Many resources for working with students with
    significant cognitive disabilities including
    adapted books, reinforcement inventory,
    information about the use of switches,
    communication with symbols, etc.
  • SOL Enhanced and VA Assessments
  • Both tabs include lesson plans and will be
    updated for the revised ASOL
  • VAAP Curriculum Frameworks are being updated to
    reflect the new ASOL.

35
More Resources
  • Virginia Assistive Technology Project
  • Link from TTAC Online home page
  • www.ttaconline.org
  • Center for Literacy and Disability Studies
    (University of North Carolina)
  • http//www.med.unc.edu/ahs/clds/projects/north-car
    olina-deaf-blind-project/db-case-studies/jakes-sto
    ry-1/jakes-story

36
Questions
  • Virginia Department of Education
  • Division of Student Assessment and School
    Improvement
  • (804) 225-2102
  • student_assessment_at_doe.virginia.gov
  • Division of Special Education and Student
    Services
  • (804) 371-2725
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