Presentation on theme: "Virginia Alternate Assessment Program"— Presentation transcript:
1Virginia Alternate Assessment Program VAAP WritingVirginia Department of EducationRevised Summer 2014
2Topics Changes to VAAP Writing Writing Aligned Standards of Learning (ASOL)Levels of PerformanceWriting Samples and ActivitiesWriting ResourcesCase StudyQ and A
3In 2012-2013, changes to the VAAP affected... ReadingWritingScienceMathematics
4Writing ASOLNew 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.
5Selection of ASOLDetermining 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 SchoolTeachers must select ASOL from each of the two reporting categoriesE-WP and E-WE
6Writing ASOL Summary Matrix Based on the 2010 English Standards of LearningReporting CategoryGrade 8High SchoolResearch, plan, compose, and revise for a variety of purposes (E-WP)8E-WP 18E-WP 28E-WP 38E-WP 48E-WP 58E-WP 6HSE-WP 1HSE-WP 2HSE-WP 3HSE-WP 4HSE-WP 5HSE-WP 6Edit for correct use of language, capitalization, punctuation, and spelling (E-WE)8E-WE 18E-WE 28E-WE 3HSE-WE 1HSE-WE 2HSE-WE 3HSE-WE 4August 2012
7Example – Middle School Editing8 E-WE 1aGrade 8Bullet aEnglish(Writing)ASOL 1The 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
8Levels of PerformanceTeachers must determine the student’s level of performance for the Writing ASOL.Levels of Performance provide flexibility for instruction and assessment.
9Levels of PerformanceLevel I: The ASOL is demonstrated with significant support and modification. Level II: The ASOL is partially demonstrated. Level III: The ASOL is fully demonstrated.
10Levels of PerformanceLevel 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).
11Levels of PerformanceLevel 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 ).
12Levels of PerformanceLevel III: The student fully demonstrates the ASOL.The student fully demonstrates the knowledge and skill of the ASOL.
13Determining 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?
14Determining the Level of Performance Use:IEP (Present Level of Performance,Evaluation ResultsTeacher observationsUse Classroom data to determine:Student’s strengths and weakness relative to the ASOL selectedAccommodations neededSupports needed
15Determining the Level of Performance Approach 1Select 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.
17What is writing? Essential component of literacy instruction Reading is not a prerequisite for writingWriting does not have to use typical paper pencil tasks…Skill development from emergent to conventional writing
18VAAP Scoring Rubric Score Descriptors There is no evidence of the specific ASOL being addressed.1There is little evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.2There is some evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.3There is adequate evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.4There is ample evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.
19Scoring 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.”
27Writing ASOL High School Example HSE-WE 4a Edit writingPunctuationCapitalizationWhat about ?LanguageSpellingSentence/Paragraph StructureLevel II?
28Writing Resources What can we use? Assistive Technology Physical Environment DesignAlternative Pencils
29Hi Tech and Lo Tech Options Assistive TechnologyHi Tech and Lo Tech OptionsOnscreen keyboardsPECS books and visualsNatural aided language (picture placemats)Picture point communication board systemTopic ring/topic walletSMART BoardsUse of iPad, iPod, iTouch
33Grade 8 Writing ASOL 8E-WP 1c The student will c) plan by brainstorming and revise own writing by adding more information. Think-Pair-Share
34Considerations 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?
35FIND THE ACCOMMODATION ActivityFIND THE ACCOMMODATION
36Using your previous lesson Examples of AT for planning and brainstorming topics?Revising writing to add more information to writing sample?
37Considerations What are examples of lo and hi tech options? What about students with physical limitations?
38Jake Case StudyJournal Writing with the Alphabet Flip Chart
39Jake Case StudyJake 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.
40TTAC Online www.ttaconline.org Additional ResourcesExamples of levels for Reading, Writing, Mathematics and ScienceSample activities for teachersSupport materials and resources for implementationCurriculum FrameworkTTAC Online
41Tips for TeachersMake sure evidence is demonstrating the ASOL completelyAnecdotal record narrative and captions for photographs should give a thorough explanation of what the student is doingCorrectly grade pieces of evidence and complete SEI tags
42Making it Work in the Classroom Collaboration and consultation with general education teachersCo-teaching with general education teachers and related service providersUse of Assistive TechnologyThematic units to incorporate writing with other content areas
43Online Writing Resources UNC Center for Literacy and Disability Studies Literacy for Children with Combined Vision and Hearing Loss
45Online AT Writing Resources VDOE TTAC Assistive Technology State Directed Project WebsiteTTAC Online VAAP Resources
46Writing Q and AQ: 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.
47Writing Q and AQ: 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.
48QUESTIONS Virginia Department of Education Division of Special Education and Student Services(804)Division of Student Assessment and School Improvement(804)