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

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

In 2012-2013, changes to the VAAP affected... Reading Writing Science Mathematics

Writing ASOL New Writing ASOL were implemented in the 2012-2013 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.

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

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

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

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.

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.

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).

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 ).

Levels of Performance Level III: The student fully demonstrates the ASOL. The student fully demonstrates the knowledge and skill of the ASOL.

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?

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

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.

Writing

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

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.

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.”

Activity WRITING EXAMPLES

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

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

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.

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

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

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

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

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

Activity DESIGN A LESSON

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

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?

FIND THE ACCOMMODATION Activity FIND THE ACCOMMODATION

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

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

Jake Case Study Journal Writing with the Alphabet Flip Chart http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies/jakes-story-1/jakes-story

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.

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 www.ttaconline.org

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

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

Online Writing Resources UNC Center for Literacy and Disability Studies http://www.med.unc.edu/ahs/clds Literacy for Children with Combined Vision and Hearing Loss http://literacy.nationaldb.org/

Online AT Writing Resources VDOE Assistive Technology Website http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technology/index.shtml VDOE Assistive Technology Framework Document http://www.doe.virginia.gov/specialed/iep_instruct_svcs/assistive_technology/

Online AT Writing Resources VDOE TTAC Assistive Technology State Directed Project Website www.ttaconline.org TTAC Online VAAP Resources http://www.ttaconline.org/staff/assessment/vaap.asp

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.

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.

QUESTIONS Virginia Department of Education Division of Special Education and Student Services Deborah.Johnson@doe.virginia.gov (804) 371-2725 Division of Student Assessment and School Improvement Student_Assessment@doe.virginia.gov (804) 225-2102