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## Virginia%20Alternate%20Assessment%20Program%20(VAAP)%20Mathematics

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Title: Virginia%20Alternate%20Assessment%20Program%20(VAAP)%20Mathematics

1
Virginia Alternate Assessment Program
(VAAP)Mathematics
• Virginia Department of Education
• Revised Summer 2014

2
Topics
• Overview
• Selection of Aligned Standard of Learning (ASOL)
• Numbering of ASOL
• Levels of Performance
• Case Studies/ Sample Activities
• Scoring Implications
• Making It Work In The Classroom
• Resources
• Questions

3
Mathematics Aligned Standards of Learning
• Based on the Essential Elements created by
Dynamic Learning Maps (DLM)
• Linked to 2009 Mathematics Standard of Learning.
• Intended to describe challenging expectations
for students with significant cognitive
disabilities.

4
Selection of ASOL for Mathematics
• Teachers must select ASOL listed at the students
• Teachers are NOT allowed to select ASOL at a
higher or lower grade level for Mathematics.

5
Selection of ASOL for Mathematics
• Teachers must select one ASOL from each reporting
category.
• If the ASOL has bullets, one bullet per ASOL
must be selected.

6
Numbering of ASOL
• A complete ASOL number including the grade level
must be used.
• A grade level number 3-8 or HS( for High
School), precedes the ASOL code, for example,
• Reporting Category
Bullet
• 6M- PSPFA 1 a
• Content Area
ASOL Number

7
Reporting Categories for Mathematics
• Number, Number Sense, Computation and Estimation
(M-NSCE)
• Measurement and Geometry (M-MG)
• Probability, Statistics, Patterns, Functions, and
Algebra (M-PSPFA)
• For High School
• Expressions and Operations (HS M-EO)
• Equations and Inequalities (HS M-EI)
• Functions and Statistics (HS M-FS)

8
Mathematics ASOL Summary Matrix
Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning Grades 3-8 Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning
Number, Number Sense, Computation and Estimation (M-NSCE) 3 M-NSCE 1 3 M-NSCE 2 3 M-NSCE 3 3 M-NSCE 4 3 M-NSCE 5 3 M-NSCE 6 3 M-NSCE 7 4 M-NSCE 1 4 M-NSCE 2 4 M-NSCE 3 4 M-NSCE 4 4 M-NSCE 5 5 M-NSCE 1 5 M-NSCE 2 5 M-NSCE 3 5 M-NSCE 4 6 M-NSCE 1 6 M-NSCE 2 6 M-NSCE 3 6 M-NSCE 4 6 M-NSCE 5 7 M-NSCE 1 7 M-NSCE 2 7 M-NSCE 3 8 M-NSCE 1 8 M-NSCE 2 8 M-NSCE 3
Measurement (M-M) and Geometry (M-G) 3 M-MG 1 3 M-MG 2 3 M-MG 3 3 M-MG 4 4 M-MG 1 4 M-MG 2 4 M-MG 3 5 M-MG 1 6 M-MG 1 7 M-MG 1 7 M-MG 2 8 M-MG 1 8 M-MG 2 8 M-MG 3
Probability, Statistics, Patterns, Functions, and Algebra (M-PSPFA) 3 M-PSPFA 1 3 M-PSPFA 2 3 M-PSPFA 3 4 M-PSPFA 1 5 M-PSPFA 1 5 M-PSPFA 2 6 M-PSPFA 1 6 M-PSPFA 2 6 M-PSPFA 3 7 M-PSPFA 1 7 M-PSPFA 2 7 M-PSPFA 3 8 M-PSPFA 1 8 M-PSPFA 2 8 M-PSPFA 3 8 M-PSPFA 4
9
Mathematics ASOL Summary Matrix
High School Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning High School Mathematics ASOL Summary Matrix Based on the 2009 Mathematics Standards of Learning
Reporting Category High School
Expressions and Operations (M-EO) HS M-EO 1 HS M-EO 2
Equations and Inequalities (M-EI) HS M-EI 1 HS M-EI 2 HS M-EI 3
Functions and Statistics (M-FS) HS M-FS 1 HS M-FS2 HS M-FS 3 HS M-FS 4
10
Levels of Performance
• Teachers determine the level of performance most
appropriate for the student for each ASOL in
• 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
Performance LevelLevel I- Demonstrates
Significant Support and modification
• To demonstrate an ASOL with significant support
and modification means
• To modify the present skills and concepts to a
basic level skill or concept.
• To provide significant allowable supports that
will assist the student in performing the basic
skill or concept.

13
Performance LevelLevel I- Demonstrates
Significant Support and modification
• Significant support and Modification used to
demonstrate an ASOL does NOT mean
• Hand over Hand is permitted
• Hints, clues, or prompts that violate testing
conditions are allowed.

14
Level I- Demonstrates Significant Support and
modification
ASOL contains more than one skill or concept Sample ASOL Significant Support and/or Modification may Mean
3M-NSCE 2 a The student will solve addition and subtraction problems when result is unknown with number 0-30. The student would add or subtract numbers from1-9, given a set of three identify the number of objects on number lines.
7M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square) The student would compare shapes given manipulatives, to indicate two shapes are the same after matching the sides on each.
HSM-EI 1 The student will solve an algebraic equation using subtraction. The student would identify what is unknown.
15
Level I- Demonstrates Significant Support and
modification
ASOL contains a specific number or range Sample ASOL Significant Support and/or Modification May Mean
5M-NSCE 1 c The student will round two-digit whole numbers to the nearest 10 from 0-90. The student will round single-digit whole numbers to the nearest 5 from 0-10. Student is presented with two sets of five and indicate if the sets are more or less than five to round down or to round up.
7 M- NSCE 2 a The student will solve multiplication problems with products to 100 The student could be given a 100s board or touch board to skip count.
16
Level II- Partially Demonstrated
ASOL contains more than one skill or concept Sample ASOL Partial May Mean
3M-NSCE 2 a Solve addition and subtraction problems when result is unknown with number 0-30. The student solves addition problems with numbers from 0-30.
7M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square). The student draws basic two dimensional geometric shapes.
HSM-EI 1 The student will solve an algebraic equation using subtraction. The student solves simple equations with unknown/missing values (without variables).
17
Level II- Partially Demonstrated
ASOL contains a specific number or range Sample ASOL Partial May Mean
5M-NSCE 1 c The student will round two-digit whole numbers to the nearest 10 from 0-90. The student round two- digit whole numbers to the nearest 10 from 0-50.
7 M- NSCE 2 a The student will solve multiplication problems with products to 100 The student solve multiplication problems with products to 40.
18
Level III- Fully Demonstrated
ASOL contains a specific number or range Sample ASOL Fully Means
3M-NSCE 2 a The student will solve addition and subtraction problems when result is unknown with number 0-30. The student demonstrates both operations of addition and subtraction with numbers 0-30.
7M-MG 2 a The student will draw or classify and recognize basic two dimensional geometric shapes without a model (circle, triangle, rectangle/square) The student draws, classifies, and recognizes two dimensional geometric shapes without a model.
HSM-EI 1 The student will solve an algebraic expression using subtraction The student solves an algebraic expression using subtraction.
19
Level III- Fully Demonstrated
ASOL contains more than one skill or concept Sample ASOL Fully Means
5M-NSCE 1 c The student will round two-digit whole numbers to the nearest 10 from 0-90. The student rounds two-digit whole numbers to the nearest 10 from 0-90.
7 M- NSCE 2 a The student will solve multiplication problems with products to 100 The student is able to multiply problems with products to 100.
20
Determining Levels of Performance
• Use
• IEP( Present Level of Performance)
• Evaluation Results
• Teacher Observations
• Classroom data
• To determine
• Students strengths and weaknesses relative to
the ASOL selected
• Accommodations needed
• Supports needed

21
Determining Levels of Performance
• Approach 1
• Select an ASOL and provide instruction at Level
III ( ASOL fully demonstrated)
• Collect evidence throughout the school year.
• Review evidence prior to submission and adjust
the level on the Student Evidence Identification
Tag (SEI) 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.

22
Determining Levels of Performance
• Is the student able to demonstrate the ASOL?
• Are there specific components of the ASOL that
the student can demonstrate?
• Are significant supports and modifications
needed to assist the student in demonstrating the
ASOL?

23
Determining Levels of Performance
• Lets Practice!!!!

24
Levels of Performance
• Assign the appropriate Levels of Performance to
the given ASOL
• For Level I, describe the types of significant
support or modification used with the ASOL.
• For Level II, describe partial demonstration for
the ASOL.
• For Level III, describe how the student
demonstrated the ASOL.

25
Matthew
• Elementary
• 3M-MG 2(b) The student will
• (b) identify standard units of measure for mass
and liquid
• Has a severe seizure disorder
• Physical difficulties, fatigue
• Students writing legibility decreases as support
muscles fatigue.
• Poor Visual Spatial
• Struggles with working left to right versus up to
down.
• Struggles with completing paper and pencil task
after creating a model using manipulatives.
• Struggles with fitting numbers into spaces

26
Corey
• Middle
• 7M- PSPFA 3 The student will compare fractions to
fractions and decimals to decimals using rational
numbers less than one.
• Poor Visual Processing
• Difficulty with how he aligns numbers, interacts
with manipulatives, and works with geometric
shapes.
• Weak Fine Motor Skills
• Lacks finger strength, control, or dexterity to
work with manipulatives.
• Struggles writing mathematic symbols and
fractions.
• Language Deficits
• Struggles with drawing out key points in word
problems and interpreting meaning in a chart or
graph.

27
Lucy
• High School
• HSM-EO 2 (b) The student will
• (b) solve simple one-step equations
(multiplication and division) with a variable.
• 18 year old student
• Spastic quadriplegic cerebral palsy and uses a
manual wheelchair for mobility.
• She is able to use her right hand to manipulate
larger items and can use her left hand for
stabilization.
• Lucy has little intelligible speech other than
single words and yes/no responses but within the
classroom has used an iTalk2 to communicate
simple needs and choices and is learning to use a
picture board.

28
VAAP Scoring Rubric
• When a student submits evidence of skills
and/or knowledge identified in the Aligned
Standards of Learning (ASOL), the following
rubric is used to rate the level of student
individual achievement.

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.
29
Level of Performance Scoring Implications
• 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.

30
Making It Work in the Classroom
• Collaboration and consultation with general
education teachers
• Co-teaching with general education teachers and
related services providers
• Use of Assistive Technology
• Thematic units to incorporate mathematics with
other content areas.

31
Assistive Technology
• Hi Tech
• IntelliKeys
• Math Talk
• Talking Calculator
• Electronic Math Worksheets
• Lo Tech
• Manipulatives
• Graphic organizers
• Number stamps
• Base ten blocks
• Color tiles
• Abacus

32
Resources for Teachers
• VAAP Implementation Manual
• http//www.doe.virginia.gov/testing/alternative_as
sessments/vaap_va_alt_assessment_prog/index.shtml
• TTAC Online
• http//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

33
Resources for Teachers
• VDOE Assistive Technology Framework Document
• http//www.doe.virginia.gov/special_ed/iep_instruc
t_svcs/assistive_technology/index.shtml
• Teaching Grade Aligned Math Science To Students
With Significant Intellectual Disabilities
• http//www.doe.k12.de.us/infosuites/students_famil
y/specialed/NEW/files/March2011.DE.Incl.Conf.pdf

34
Questions
• Virginia Department of Education Contacts
• Division of Student Assessment and School
Improvement
• Email student_assessment_at_doe.virginia.gov
• or call (804) 225-2102
• Division of Special Education and Student
Services
• Email Deborah.Johnson_at_doe.virginia.gov