1. Virginia Alternate Assessment Program
VAAP Writing
Virginia Department of Education
Revised Summer 2014

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...
Reading
Writing
Science
Mathematics

4. Writing ASOL
New Writing ASOL were implemented in the 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 Virginia’s 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 student’s grade of enrollment.
Writing is assessed at grade 8 and High School
Teachers must select ASOL from each of the two reporting categories
E-WP and E-WE

6. Writing ASOL Summary Matrix
Based on the 2010 English Standards of Learning
Reporting Category
Grade 8
High School
Research, plan, compose, and revise for a variety of purposes (E-WP)
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)
8E-WE 1
8E-WE 2
8E-WE 3
HSE-WE 1
HSE-WE 2
HSE-WE 3
HSE-WE 4
August 2012

7. Example – Middle School
Editing
8 E-WE 1a
Grade 8
Bullet a
English
(Writing)
ASOL 1
The student will use standard English rules when writing by using question marks at the end of written questions.
Unpack and describe what each part of the ASOL stands for.
Refer to page 59 of the manual to see the ASOL as we discuss the levels.
August 2012

8. Levels of Performance
Teachers must determine the student’s 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.

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:
Student’s 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 student’s 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
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.”

20. Activity
WRITING EXAMPLES

21. Writing ASOL Grade 8 Example 8E-WP 1a
The student will a) write to convey ideas and information including facts, details and other information;

23. Writing ASOL Grade 8 Example 8E-WP 1a
Not conveying ideas
Does have facts
Does have details and other information
Level II ?

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

27. Writing ASOL High School Example HSE-WE 4a
Edit writing
Punctuation
Capitalization
What about ?
Language
Spelling
Sentence/Paragraph Structure
Level II?

28. Writing Resources What can we use? Assistive Technology
Physical Environment Design
Alternative Pencils

29. Hi Tech and Lo Tech Options
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

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

31. Training and Technical Assistance Centers (TTAC)
Alternative Pencils
Training and Technical Assistance Centers (TTAC)
Writing with Alternative Pencils CD
Activities
Training opportunities

32. Activity
DESIGN A LESSON

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

34. 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?

35. FIND THE ACCOMMODATION
Activity
FIND THE ACCOMMODATION

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

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

38. Jake Case Study
Journal Writing with the Alphabet Flip Chart

39. 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.

40. TTAC Online www.ttaconline.org
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

41. 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

42. 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

43. Online Writing Resources
UNC Center for Literacy and Disability Studies Literacy for Children with Combined Vision and Hearing Loss

44. Online AT Writing Resources
VDOE Assistive Technology Website
VDOE Assistive Technology Framework Document

45. Online AT Writing Resources
VDOE TTAC Assistive Technology State Directed Project Website
TTAC Online VAAP Resources

46. Writing Q and A
Q: What if my student can’t 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.

47. 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.

48. QUESTIONS Virginia Department of Education
Division of Special Education and Student Services
(804)
Division of Student Assessment and School Improvement
(804)