Virginia Alternate Assessment Program VAAPScienceVAAPScience Virginia Department of Education Revised Summer 2014

2 Topics Aligned Standards of Learning (ASOL) for Science ASOL Reporting Categories and Summary Matrices Levels of Performance Examples of Levels of Performance Case Study Practice Determining Levels of Performance Making It Work in the Classroom Resources Aligned Standards of Learning (ASOL) for Science ASOL Reporting Categories and Summary Matrices Levels of Performance Examples of Levels of Performance Case Study Practice Determining Levels of Performance Making It Work in the Classroom Resources

Science ASOL Science ASOL reflect the 2010 Science Standards of Learning. 3

Reporting Categories Science is assessed in grades 5, 8, and high school. The Reporting Categories for science are not the same for all grade levels. Science is assessed in grades 5, 8, and high school. The Reporting Categories for science are not the same for all grade levels. 4

Reporting Categories for Science 5

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Selection of ASOL for Science Teachers must select Science ASOL listed at the student’s grade of enrollment. Teachers may not select Science ASOL at a higher or lower grade level. It is essential that teachers know each student’s grade of enrollment so that the appropriate Science ASOL can be selected. The teacher and student will select one Science ASOL and bullet, if appropriate, from each Reporting Category at the student’s grade of enrollment. Teachers must select Science ASOL listed at the student’s grade of enrollment. Teachers may not select Science ASOL at a higher or lower grade level. It is essential that teachers know each student’s grade of enrollment so that the appropriate Science ASOL can be selected. The teacher and student will select one Science ASOL and bullet, if appropriate, from each Reporting Category at the student’s grade of enrollment. 9

Levels of Performance Teachers must determine the Level of Performance for each ASOL selected for Science. The teacher may select a different Level of Performance for each ASOL based upon the student’s knowledge and skills. These Levels of Performance will provide flexibility for instruction and assessment. Teachers must determine the Level of Performance for each ASOL selected for Science. The teacher may select a different Level of Performance for each ASOL based upon the student’s knowledge and skills. These Levels of Performance will provide flexibility for instruction and assessment. 10

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 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 11

Levels of Performance – What They Mean for Science Level I The student may be able to demonstrate a basic skill component of the ASOL. The student may use a variety of supports including assistive technology, pictures, manipulatives, organizers, etc. to demonstrate knowledge and skills. The student may demonstrate knowledge of one part of the ASOL stem or bullet. The student may not conduct an investigation. They may not plan the investigation. Significant support and modification does not include the use of hand-over-hand as evidence for student achievement. Level I The student may be able to demonstrate a basic skill component of the ASOL. The student may use a variety of supports including assistive technology, pictures, manipulatives, organizers, etc. to demonstrate knowledge and skills. The student may demonstrate knowledge of one part of the ASOL stem or bullet. The student may not conduct an investigation. They may not plan the investigation. Significant support and modification does not include the use of hand-over-hand as evidence for student achievement. 12

Levels of Performance – What They Mean for Science Level II The student may demonstrate skill and knowledge of part of the ASOL. The student may conduct an investigation that was planned by others. The student may demonstrate a reduction in the number of skills, concepts, tools, or a change in the depth of knowledge. Level II The student may demonstrate skill and knowledge of part of the ASOL. The student may conduct an investigation that was planned by others. The student may demonstrate a reduction in the number of skills, concepts, tools, or a change in the depth of knowledge. 13

Levels of Performance – What They Mean for Science Level III The student will demonstrate the skills and knowledge of the stem and the selected bullet of the ASOL. Level III The student will demonstrate the skills and knowledge of the stem and the selected bullet of the ASOL. 14

Example Grade 5 5S-LPS 1 (a) The student will investigate and understand basic plant anatomy and life processes. Key concepts include (a) the structures of typical plants and the function of each structure. 5S-LPS 1 (a) The student will investigate and understand basic plant anatomy and life processes. Key concepts include (a) the structures of typical plants and the function of each structure.

5S-LPS 1 (a) Level I: The student will identify two parts of a typical plant (flower, stem, leaf, roots) Supports: Student is provided with two pictures of plant parts at a time (i.e. flower and stem or flower and roots). Student may respond by pointing to part of the plant when requested by the teacher. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with plant structure. Level I: The student will identify two parts of a typical plant (flower, stem, leaf, roots) Supports: Student is provided with two pictures of plant parts at a time (i.e. flower and stem or flower and roots). Student may respond by pointing to part of the plant when requested by the teacher. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with plant structure.

5S-LPS 1 (a) Level II: The student will match the parts of a typical plant to the function of each part. The ASOL is partially demonstrated. The rigor is reduced and the student is matching. Investigate is not documented. Level II: The student will match the parts of a typical plant to the function of each part. The ASOL is partially demonstrated. The rigor is reduced and the student is matching. Investigate is not documented.

5S-LPS 1 (a) Level III: The student will examine plant anatomy and life processes by identifying the parts of typical plants and explaining the function of each part. The ASOL is fully demonstrated. Level III: The student will examine plant anatomy and life processes by identifying the parts of typical plants and explaining the function of each part. The ASOL is fully demonstrated.

Example – Grade 8 8 S-ECO 2d 8 S-ECO 2d 19 Grade 8 Science ASOL 2 Ecosystems Bullet d The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include (d): energy flow in food webs and energy pyramids.

8 S-ECO 2(d) Level I: Given a food web with arrows, the student will identify (i.e. point to) arrows representing energy movement. Supports: Student is provided with the food web. Student may respond with pointing, eye-gaze, etc. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with food webs. Level I: Given a food web with arrows, the student will identify (i.e. point to) arrows representing energy movement. Supports: Student is provided with the food web. Student may respond with pointing, eye-gaze, etc. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with food webs. 16

8 S-ECO 2(d) Level II: The student will show or draw the proper movement of energy through food webs and energy pyramids. The ASOL is partially demonstrated. The student is using only food webs. Student is showing the flow of energy on food webs created by others. Investigate is not documented. Level II: The student will show or draw the proper movement of energy through food webs and energy pyramids. The ASOL is partially demonstrated. The student is using only food webs. Student is showing the flow of energy on food webs created by others. Investigate is not documented. 21

8 S-ECO 2(d) Level III: The student will demonstrate an understanding of the dependency of organisms on each other and on nonliving components by organizing the structures of food webs and energy pyramids. The ASOL is fully demonstrated. Level III: The student will demonstrate an understanding of the dependency of organisms on each other and on nonliving components by organizing the structures of food webs and energy pyramids. The ASOL is fully demonstrated. 22

Example – High School HS S-EMP2(a): The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include (a) igneous rocks. 23

HS S-EMP2(a) Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Supports: The student uses the rock cycle in pictorial form. The student may use a variety of supports to identify the igneous rock (eye gaze, switch, etc.). The student is given a limited number of choices. Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Supports: The student uses the rock cycle in pictorial form. The student may use a variety of supports to identify the igneous rock (eye gaze, switch, etc.). The student is given a limited number of choices. 24

HS S-EMP2(a) Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Modifications: The student is performing basic skill components of the ASOL. There is no investigation demonstrated. Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Modifications: The student is performing basic skill components of the ASOL. There is no investigation demonstrated. 25

HS S-EMP2(a) Level II: The student will identify more than one igneous rock from a group of five or more rock samples, tell how he/she knows the rock is igneous based on its texture. The ASOL is partially demonstrated. The student is demonstrating part of the stem of the ASOL. There was no investigation demonstrated. The student is demonstrating comprehension rather than the higher order thinking skills of relating the rock cycle to the origin and transformation of rock types. Level II: The student will identify more than one igneous rock from a group of five or more rock samples, tell how he/she knows the rock is igneous based on its texture. The ASOL is partially demonstrated. The student is demonstrating part of the stem of the ASOL. There was no investigation demonstrated. The student is demonstrating comprehension rather than the higher order thinking skills of relating the rock cycle to the origin and transformation of rock types. 26

HS S-EMP2(a) Level III: The student will conduct an investigation of the rock cycle, identify and describe igneous rocks based on their origin, transformation, mineral composition, texture, and their place in the rock cycle. The ASOL is fully demonstrated. Level III: The student will conduct an investigation of the rock cycle, identify and describe igneous rocks based on their origin, transformation, mineral composition, texture, and their place in the rock cycle. The ASOL is fully demonstrated. 27

Another Example of Level I 5 S-SI1(b) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (b) objects or events are classified and arranged according to characteristics or properties. Supports – The student may: use a switch, eye gaze, pictures, pointing, gestures, etc. to show the skill. Modifications – The student may: conduct one investigation planned by others. arrange and classify objects by one characteristic. select responses with reduced answer choices. 5 S-SI1(b) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (b) objects or events are classified and arranged according to characteristics or properties. Supports – The student may: use a switch, eye gaze, pictures, pointing, gestures, etc. to show the skill. Modifications – The student may: conduct one investigation planned by others. arrange and classify objects by one characteristic. select responses with reduced answer choices. 28

Another Example of Level II HS S-ESS1(b) The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include (b) sun-Earth- moon relationships (seasons, tides, and eclipses). Evidence for the ASOL is provided with no evidence for an investigation. Evidence for part of the ASOL is provided (seasons or tides or eclipses). HS S-ESS1(b) The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include (b) sun-Earth- moon relationships (seasons, tides, and eclipses). Evidence for the ASOL is provided with no evidence for an investigation. Evidence for part of the ASOL is provided (seasons or tides or eclipses). 29

Case Study - Jake Jake is a 15-year-old high school student. This student will be demonstrating his skills and knowledge of HS S-ERH2(a). The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include (a) fossil fuels, minerals, rocks, water, and vegetation. Jake is a 15-year-old high school student. This student will be demonstrating his skills and knowledge of HS S-ERH2(a). The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include (a) fossil fuels, minerals, rocks, water, and vegetation. 30

Jake 31 As you observe Jake, think about the Level of Performance he may require to demonstrate HS S-ERH2(a). If the student’s Level of Performance is I, think about the supports and modifications the student will require. If the Level of Performance is II, think about how the student will partially demonstrate the ASOL. If the Level of Performance is III, think about how the student will fully demonstrate the ASOL. Jake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mht As you observe Jake, think about the Level of Performance he may require to demonstrate HS S-ERH2(a). If the student’s Level of Performance is I, think about the supports and modifications the student will require. If the Level of Performance is II, think about how the student will partially demonstrate the ASOL. If the Level of Performance is III, think about how the student will fully demonstrate the ASOL. Jake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mhtJake's Story — Department of Allied Health Sciences - UNC School of Medicine.mht

Jake 32

Making It Work in the Classroom Collaboration and consultation with general education science teachers Co-teaching science and the use of paraeducators in science Assistive Technology Use of Thematic Units to incorporate science with reading, writing, and math Collaboration and consultation with general education science teachers Co-teaching science and the use of paraeducators in science Assistive Technology Use of Thematic Units to incorporate science with reading, writing, and math 33

Resources for Teachers TTAC Online Online Training How To Create An Inclusive Classroom For Children With Severe Disabilities Augmentative and Alternative Communication - Introduction Resources Many resources for working with students with significant cognitive disabilities including adapted books, reinforcement inventory, information about the use of switches, communication with symbols, etc. SOL Enhanced and VA Assessments Both tabs include lesson plans and will be updated for the revised ASOL VAAP Curriculum Frameworks are being updated to reflect the new ASOL. TTAC Online Online Training How To Create An Inclusive Classroom For Children With Severe Disabilities Augmentative and Alternative Communication - Introduction Resources Many resources for working with students with significant cognitive disabilities including adapted books, reinforcement inventory, information about the use of switches, communication with symbols, etc. SOL Enhanced and VA Assessments Both tabs include lesson plans and will be updated for the revised ASOL VAAP Curriculum Frameworks are being updated to reflect the new ASOL. 34

More Resources Virginia Assistive Technology Project Link from TTAC Online home page ) Center for Literacy and Disability Studies (University of North Carolina) carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-storyhttp:// carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-story Virginia Assistive Technology Project Link from TTAC Online home page ) Center for Literacy and Disability Studies (University of North Carolina) carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-storyhttp:// carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-story 35

Questions Virginia Department of Education Division of Student Assessment and School Improvement (804) Division of Special Education and Student Services (804) Virginia Department of Education Division of Student Assessment and School Improvement (804) Division of Special Education and Student Services (804)