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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
    grade of enrollment for Mathematics.
  • 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
  • Grade
    Bullet
  • 6M- PSPFA 1 a
  • Content Area
    ASOL Number

7
Reporting Categories for Mathematics
  • For Grades 3-8
  • 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
Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
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
    Mathematics, Reading, Writing and Science.
  • 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
  • Adapted paper
  • 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
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