Preparing Student Evidence for VAAP Writing 1 Preparing Student Evidence for VAAP Writing Virginia Department of Education Division of Student Assessment and School Improvement 2011-2012

Presenters Sharon E. Siler 2 Presenters Sharon E. Siler Division of Student Assessment and School Improvement Samantha A. Marsh Division of Special Education and Student Services Elizabeth Dixon Pearson

Topics Section I - VAAP Writing Assessment Overview 3 3 Topics Section I - VAAP Writing Assessment Overview Section II - VAAP Writing Instruction Section III - Preparing and Scoring Writing Evidence

VAAP Writing Assessment Overview

VAAP Writing Assessment 5 VAAP Writing Assessment IDEA 2004 and Virginia special education regulations require students with disabilities to participate in the same subject area assessments as their non-disabled peers in the same grade level.

VAAP Writing Assessment 6 VAAP Writing Assessment To comply with these regulations, implementation of the VAAP Writing assessment is effective beginning with the 2010- 2011 school year. VAAP participants in grades 5, 8 and high school must submit Writing Collections of Evidence. High School VAAP participants are required to submit Writing Collections of Evidence by the end of their grade 11 school year.

VAAP Writing Assessment 7 VAAP Writing Assessment Aligned Standards of Learning (ASOL) are academic standards that are reduced in complexity and depth. Writing Collections of Evidence must defend (ASOL) based on the 2002 English Standards of Learning . Writing ASOL are available in the 2011-2012 VAAP Implementation Manual on pages 30-33.

VAAP Writing Assessment 8 8 VAAP Writing Assessment Writing ASOL are organized into two Reporting Categories: Plan, compose and revise in a variety of forms for a variety of purposes (E-WP) Edit for correct use of language, capitalization, punctuation, and spelling (E-WE)

9 VAAP Writing ASOL Most Writing ASOL typically include a stem and related sub-statements referred to as bullets Other Writing ASOL may only have a stem statement.

VAAP Writing ASOL The student will print legibly. (a) Form letters. 10 VAAP Writing ASOL Writing ASOL E-WP2 is an example with a stem and bullets The student will print legibly. (a) Form letters. (b) Space words and sentences. If E-WP2 is selected, evidence for the student achievement of the stem and one of the bullets, (a) or (b) must be provided.

11 VAAP Writing ASOL Writing ASOL E-WE1 is an example with only a stem: The student will print the upper and lower case letters of the alphabet independently. If E-WE1 is selected, evidence for the student achievement of the stem must be provided.

VAAP Writing ASOL Reporting Categories Grade 5 Grade 8 Grade 11 12 Plan, compose, and revise in a variety of forms for a variety of purposes (E-WP) E-WP1 E-WP2 E-WP3 E-WP4 E-WP5 E-WP6 E-WP7 E-WP8 E-WP9 Edit for correct use of language, capitalization, punctuation, and spelling (E-WE). E-WE1 E-WE2 E-WE3 E-WE4 E-WE5 E-WE6 E-WE7 E-WE8 E-WE9 E-WE10

Steps for Preparing A VAAP Writing Collection of Evidence 13 Steps for Preparing A VAAP Writing Collection of Evidence Step 1 – Identify the grade level of the student’s enrollment. Step 2 – Choose an ASOL at the student’s grade level from each of the two reporting categories. Remember that for an ASOL with multiple bullets, the stem and only one bullet must be selected and defended.

Steps for Preparing A VAAP Writing Collection of Evidence 14 Steps for Preparing A VAAP Writing Collection of Evidence Step 3 – If no ASOL at the student’s grade level is appropriate, select an ASOL from a higher or lower grade level for each reporting category.

Steps for Preparing A VAAP Writing Collection of Evidence 15 Steps for Preparing A VAAP Writing Collection of Evidence Step 4 – Provide instruction throughout the year on the selected ASOL and gather evidence of the student knowledge and skills. Evidence must be gathered under testing conditions in which the student does not have access to hints, clueing or prompts that would provide answers.

Steps for Preparing A VAAP Writing Collection of Evidence 16 Steps for Preparing A VAAP Writing Collection of Evidence Step 5 – Evidence of student performance of the ASOL may include Work Samples Video Audio Anecdotal Record Interview Data Chart/Graph Captioned Photograph See Section 5 of the 2011-2012 VAAP Implementation Manual for additional information.

VAAP Writing Instruction 17 VAAP Writing Instruction

What does writing mean? Students with Intellectual Disabilities 18 What does writing mean? Students with Intellectual Disabilities respond to curriculum differently than other students. Given the characteristics of their disabilities students may require: modifications in accessing the curriculum accommodations in demonstrating their achievement in the area of writing individualized tasks and assignments that meet academic requirements as well as accommodate different learning styles

What does writing look like? 19 What does writing look like? Writing is an essential component of literacy instruction (part of a student’s daily instruction). Communication and literacy instruction should not be mutually exclusive. Use of pens, pencils or computer keyboarding may not be possible for many students with significant cognitive disabilities. Augmentative and alternative writing methods will be required. These methods are often described in research as “alternative pencils.”

Aligned Standards of Learning 20 Aligned Standards of Learning Below is an example of a Writing ASOL E-WE 3 The student will write to communicate ideas. e) Begin each sentence with a capital letter and use ending punctuation in final copies. Expectations of student as found in the English Curriculum Framework Evidence must show writing product by student that demonstrates the use of capital letters and ending punctuation (correctly).

Instructional Supports 21 Instructional Supports Assistive Technology Accommodations Instructional Resources

22 Assistive Technology Computer Aided Instruction, writing software applications Smart Boards/Promethean Boards Picture symbols and manipulatives with print Eye gaze systems IntelliKeys overlays and adaptive keyboards Augmentative communication devices Sign Language Stamps Adapted pens/pencils Other appropriate technologies

Accommodations Writing implements Additional practice 23 Accommodations Writing implements “Alternative pencils” Adapted writing instruments Tilted writing desk Additional practice Additional time to complete assignments Alternative media Large print materials Audio tools Electronic text and materials

Accommodations Scribe Word banks with picture symbols 24 Accommodations Scribe Word banks with picture symbols Frequent breaks during instruction Read aloud prompts for writing Computer Keyboard for word processing Software for text creation using alternative methods

Instructional Resources 25 Instructional Resources Graphic Organizers Advance writing planners Structure for composition Instructional Scaffolding IdeasWordsSentence Construction Break apart skill units (punctuation; capitals, ending marks, etc.) Instructional Print Materials Large print Braille Audio Electronic

Additional Instructional Support 26 Additional Instructional Support ASOL Guidance Document Available on TTAC Online TTAC Technical Assistance How can TTAC’s help? resources for accommodating students and modifying curriculum blending curriculum use of thematic units to teach blended curriculum Contact your regional TTAC office directly (http://www.ttaconline.org/staff/s_contactregion.asp) Can you please clarify where this fact sheet can be found?

Reporting Category E-WE 27 Reporting Category E-WE Edit for correct use of language, capitalization, punctuation, and spelling. E-WE3 The student will write to communicate ideas. e) Begin each sentence with a capital letter and use ending punctuation in final copies. 2011 -2012 VAAP Implementation Manual p. 32 27

28 Student Work Samples

Reporting Category E-WP 29 Reporting Category E-WP Edit for correct use of language, capitalization, punctuation, and spelling. E-WP3 The student will write to communicate ideas. b) Focus on one topic. 2011 -2012 VAAP Implementation Manual p. 31 29

30 Student Work Samples

Reporting category E-WE 31 Reporting category E-WE Edit for correct use of language, capitalization, punctuation, and spelling. E-WE3 The student will write to communicate ideas. e) Begin each sentence with a capital letter and use ending punctuation in final copies. 2011 -2012 VAAP Implementation Manual p. 32 31

32 Student Work Samples

VAAP Writing Online Resources 33 VAAP Writing Online Resources TTAC Online VAAP Instructional Resources Access Center Writing Resources Computer Assisted Instruction and Writing CAST UDL Book Builder Graphic Organizers Writing Modules and Articles (Reading Rockets) Writing Activities (Scholastic) Literacy and Activity Development (Kiz Club)

34 Questions and Answers What accommodations can I use for the VAAP Writing Test? Accommodations documented on the student’s IEP can be used in creating pieces of evidence for the collection. 34

35 Questions and Answers What if my student cannot write with a pencil and paper? The use of alternative means of writing is encouraged for the collection of evidence for the Writing Aligned Standards of Learning specifically for students who are unable to write conventionally. Students may use computers, scribes, alternative pencils, adapted writing instruments, etc. to help create pieces of evidence.

36 Questions and Answers Some ASOL are similar; can I submit the same piece of evidence for both ASOL? When selecting a piece of evidence to submit make sure to review the details of the ASOL to make sure that the evidence demonstrates all areas of the skill. Some pieces of evidence may be used for more than one selected ASOL. The writing curriculum framework can be a helpful tool in reviewing your evidence for quality and detail.

Preparing and Scoring Writing Evidence 37 Preparing and Scoring Writing Evidence This section of the presentation will explain how the writing evidence is scored and will also show examples of acceptable pieces of evidence.

Key Scoring Concepts include: Demonstration Accuracy and Correctness 38 VAAP Writing is scored using the same rubric, addendum, and rules as other VAAP content areas. Key Scoring Concepts include: Demonstration Accuracy and Correctness Completeness Appropriateness Read slide These concepts should be kept in mind while compiling your evidence.

39 Scoring Rubric Score Point: 0 There is no evidence of the specific Aligned Standard(s) of Learning being addressed. Read slide 2011 -2012 VAAP Implementation Manual p. 11

Score Point: 0 No Evidence 40 Rubric Addendum Score Point: 0 No Evidence A score point of “0” may be assigned if the evidence submitted does not show any level of individual achievement for the ASOL being defended. Read slide 2011 -2012 VAAP Implementation Manual p. 12 40

41 Scoring Rubric Score Point: 1 There is little evidence that the student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed. Read slide 2011 -2012 VAAP Implementation Manual p. 11

Score Point: 1 Little Evidence 42 Rubric Addendum Score Point: 1 Little Evidence The collection provides a minimally sufficient demonstration of the student’s knowledge and understanding of the ASOL. The evidence is incomplete and mostly inaccurate, exhibiting only a very basic level of understanding. Overall, the quality of the evidence presented is weak and does not satisfy most of the requirements of the ASOL. Read slide (emphasis on highlights) 2011 -2012 VAAP Implementation Manual p. 12

43 Scoring Rubric Score Point: 2 There is some evidence that the student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed. Read slide 2011-2012 VAAP Implementation Manual p. 11

Score Point: 2 Some Evidence 44 Rubric Addendum Score Point: 2 Some Evidence The collection provides only a partially sufficient demonstration of the student’s knowledge and understanding of the ASOL. The evidence may be incomplete or may exhibit major lapses in accuracy. Overall, the quality of the evidence presented does not satisfy many of the requirements of the ASOL. Read slide 2011 -2012 VAAP Implementation Manual p. 12

45 Scoring Rubric Score Point: 3 There is adequate evidence that the student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed. 2011 -2012 VAAP Implementation Manual p.11

Score Point:3 Adequate Evidence 46 Rubric Addendum Score Point:3 Adequate Evidence The collection provides a reasonably sufficient demonstration of the student’s knowledge and understanding of the ASOL. Most of the student’s work is accurate and correct, but the performance is not consistent and may be incomplete. Overall, the quality of the evidence presented is appropriate and satisfies many of the requirements of the ASOL. Read slide 2011 -2012 VAAP Implementation Manual p. 12

47 Scoring Rubric Score Point: 4 There is ample evidence that the student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed. 2011 -2012 VAAP Implementation Manual p.11

Score Point:4 Ample Evidence 48 Rubric Addendum Score Point:4 Ample Evidence The collection provides a fully sufficient demonstration of the student’s knowledge and understanding of the ASOL. Minor lapses in accuracy and completeness may occur, but overall the quality of the evidence presented consistently and appropriately satisfies most of the requirements of the ASOL. Read slide 2011 -2012 VAAP Implementation Manual p. 12

Rule 1 Evidence must show individual student achievement. 49 Rule 1 Evidence must show individual student achievement. If the student work does not show any level of individual achievement on the ASOL being defended the scorer may assign a score point of “0”. NOTE: Hand-over-hand instruction, although a valid introductory teaching method, does not provide evidence of the student’s performance and cannot be considered during scoring. 2011 -2012 VAAP Implementation Manual p. 13

Rule 2 Evidence must be student-generated. 50 Rule 2 Evidence must be student-generated. If the student work is based on homework or an open-book test, the work cannot be considered in scoring If the student work is copied from sources such as the blackboard, texts, or computer, the work cannot be considered in scoring. 2011 -2012 VAAP Implementation Manual p.13

Rule 2 Evidence must be student-generated. 51 Rule 2 Evidence must be student-generated. If the student work includes examples or directions with hints, clueing, or prompts that would provide answers, the work cannot be considered in scoring. If the work is part of a group project and the student participating in the VAAP is not clearly identified, the work cannot be considered in scoring. 2011 -2012 VAAP Implementation Manual p.13

52 Rule 3 Evidence must include a correctly labeled Student Evidence Identification (SEI) Tag. If there is no SEI Tag, the evidence cannot be considered in scoring. It the SEI Tag is clearly mislabeled, the SEI Tag should be corrected and initialed by the Scoring Event Coordinator or designee before it is considered in scoring. 2011 -2012 VAAP Implementation Manual p 14

53 Rule 4 Evidence must include a completed VAAP Content Area Cover Sheet for each content area. The VAAP Content Area Cover Sheet is not considered evidence and will not be scored. 2011 -2012 VAAP Implementation Manual p 14

54 Rule 5 Evidence must include a signed affidavit or it will not be scored. Only one affidavit needs to be in the collection. There does not need to be an affidavit for each content area. 2011 -2012 VAAP Implementation Manual p 14

Rule 6 Evidence must clearly address photograph captions and grading. 55 Rule 6 Evidence must clearly address photograph captions and grading. Captions: If the evidence includes photographs, captions (descriptive statements of student achievement) must be included; otherwise, the evidence cannot be considered in scoring. 2011 -2012 VAAP Implementation Manual p 14

Rule 6 Evidence must clearly address photograph captions and grading. 56 Rule 6 Evidence must clearly address photograph captions and grading. Grading: If the evidence includes work samples such as worksheets, tests, and quizzes, the work samples should be graded by the teacher and correct and/or incorrect answers should be clearly identified. The grades may be a letter grade, numerical grade, or evaluative comments as determined appropriate by the teacher. 2011 -2012 VAAP Implementation Manual p 14

Rule 6 Evidence must clearly address photograph captions and grading. 57 Rule 6 Evidence must clearly address photograph captions and grading. Evidence such as anecdotal records, observations, interviews, audios, and videos must include a statement of accuracy describing the student’s level of individual achievement on the ASOL being defended. If the information included in the work sample can be verified, the scorers should verify the accuracy of the student’s work. 2011 -2012 VAAP Implementation Manual p 14

Reporting Category E-WE 58 Reporting Category E-WE Edit for correct use of language, capitalization, punctuation, and spelling. E-WE3 The student will write to communicate ideas. e) Begin each sentence with a capital letter and use ending punctuation in final copies. Writing ASOLs begin on page 34 of the Implementation manual. 2011 -2012 VAAP Implementation Manual p 32

59 He only missed one period. This anecdotal explains how the work sample was created. Student Student Student Student This anecdotal explains how the work sample was created. Student Student He only missed one period.

60 Student Work Sample The student did trace over the initial capital letters in each sentence as well as place periods at the ends of each sentence. The student did write to communicate ideas and did begin each sentence with a capital letter and end each sentence wit the correct punctuation. This evidence would have received a score of 4.

Reporting Category E-WE4 61 Reporting Category E-WE4 Edit for correct use of language, capitalization, punctuation, and spelling. The student will maintain manuscript and begin to make the transition to cursive 2011 -2012 VAAP Implementation Manual p 32

62 Student This very brief anecdotal was given no credit because... This anecdotal is not given credit, it only restates the ASOL and does not have an acceptable accuracy statement

Student Work Sample 63 Cursive Cursive This second worksheet shows the student writing his spelling words in manuscript and in cursive indicating a transition from manuscript to cursive. This piece of evidence is given the most credit.

64 Student Work Sample This worksheet shows the student practicing his cursive skills.

65 Student Work Sample This fourth worksheet shows the continued practice of cursive. Overall the second worksheet is given the most credit for maintaining manuscript and the transition to cursive. The practice cursive pages are considered supporting evidence. This evidence received a four.

Reporting Category E-WP 66 Reporting Category E-WP Plan, compose, and revise in variety of forms for a variety of purposes E-WP3 The student will write to communicate ideas. a) Generate ideas. Read slide 2011 -2012 VAAP Implementation Manual p 31

Student Work Sample 67 Credit for Writing This worksheet is given credit for student writing but not for generating ideas because there was text provided that contained the answers.

Student Work Sample 68 Credit for writing This worksheet is also given credit for student writing but again the student has been given a story from which to get their answers.

Student Work Sample 69 Generating Ideas This worksheet has student generated ideas on bubble gum. This brainstorming activity is followed by

Student Work Sample 70 Credit for writing the final copy of the prompt bubble gum as a “sticky thing”. The third and fourth are given the credit for generating ideas and writing to communicate. This evidence received a four. Credit for writing

Reporting Category E-WP 2 71 Reporting Category E-WP 2 Plan, compose, and revise in variety of forms for a variety of purposes The student will print legibly. b) Space words and sentences. Read slide 2011 -2012 VAAP Implementation Manual p 31

72 Learning Environment Specific Activity Accuracy Statement Date Student Student Student Student This anecdotal has all the required components date, specific activities, learning environment and an accuracy score. Student Accuracy Statement Date

Caption with a description of the activity and accuracy statement 73 Caption with a description of the activity and accuracy statement Student The student is seen printing in the photograph

74 Student Work Sample With the inclusion of the work sample it can be easily seen that this evidence would score a four.

75 Important Reminders Evidence must be collected under “testing conditions”. If the ASOL has a bullet then the stem and the bullet must be defended. Augmentative and alternative writing methods may be required. “Alternative pencils” may be used for “writing.” Evidence must be collected under testing conditions, The stem must be addressed as well as the bullet, And as stated previously, writing or printing does not mean only paper and pencil.

76 Questions and Answers Q. How is legibility assessed? A. Students perform at various levels. Evaluative comments by the teacher, in addition to an accuracy score, will help to clarify the student’s level of achievement. Read Slide

77 Questions and Answers Q. What kind of accommodations for the ASOL “the student will write” are acceptable? A. Writing is not just a paper and pencil activity. Writing can include the assistive technology, stencils or the use of manipulatives to communicate ideas.