1. August 2012 1 Virginia Alternate Assessment Program Implementing VAAP Changes in Writing Virginia Department of Education August 2012 Implementing VAAP Changes in Writing Virginia Department of Education August 2012

2. Topics Changes to VAAP Writing Writing ASOL Levels of Performance Writing Samples and Activities Writing Resources Case Study Q and A Changes to VAAP Writing Writing ASOL Levels of Performance Writing Samples and Activities Writing Resources Case Study Q and A 2

3. August 2012 2012 VAAP Changes will affect... ReadingWriting ScienceMathematics 3

4. August 2012 Writing ASOL New Writing ASOL will be implemented for the 2012-2013 school year Writing ASOL are drawn from the Dynamic Learning Map (DLM) project and are Essential Elements that have been developed and linked to Virginia’s Standards of Learning New Writing ASOL will be implemented for the 2012-2013 school year Writing ASOL are drawn from the Dynamic Learning Map (DLM) project and are Essential Elements that have been developed and linked to Virginia’s Standards of Learning 4

5. August 2012 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. Teacher will not be allowed to select ASOL at a higher or lower grade level for Writing. Writing is assessed at grades 5, 8 and High School Teacher must select ASOL from each of the two reporting categories E-WP and E-WE 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. Teacher will not be allowed to select ASOL at a higher or lower grade level for Writing. Writing is assessed at grades 5, 8 and High School Teacher must select ASOL from each of the two reporting categories E-WP and E-WE 5

6. August 2012 Writing Specific Matrices VAAP Implementation Manual Page 33 Writing ASOL Summary Matrix Based on the 2010 English Standards of Learning Reporting Category Grade 5Grade 8High School Research, plan, compose, and revise for a variety of purposes (E-WP) 5E-WP 1 5E-WP 2 5E-WP 3 5E-WP 4 5E-WP 5 5E-WP 6 5E-WP 7 5E-WP 8 5E-WP 9 5E-WP 10 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) 5E-WE 1 5E-WE 2 5E-WE 3 5E-WE 4 8E-WE 1 8E-WE 2 8E-WE 3 HSE-WE 1 HSE-WE 2 HSE-WE 3 HSE-WE 4 6

7. August 2012 Example – Middle School 8 E-WE 1a 8 E-WE 1a 7 Grade 8 English (Writing) ASOL 1 Editing Bullet a The student will use standard English rules when writing by using question marks at the end of written questions. 2012-2013 VAAP Implementation Manual, page 59

8. August 2012 Levels of Performance Beginning in 2012-2013, teachers will be allowed to determine the level of performance for ASOL in Writing Levels of Performance will provide flexibility for instruction and assessment. Beginning in 2012-2013, teachers will be allowed to determine the level of performance for ASOL in Writing Levels of Performance will provide flexibility for instruction and assessment. 8

9. August 2012 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. 2012-2013 VAAP Implementation Manual p. 3 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. 2012-2013 VAAP Implementation Manual p. 3 9

10. August 2012 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). 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). 10

11. August 2012 Levels of Performance Level II: 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 ). Level II: 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 ). 11

12. August 2012 Levels of Performance Level III: Student fully demonstrates the ASOL The student fully demonstrates the knowledge and skill of the ASOL. Level III: Student fully demonstrates the ASOL The student fully demonstrates the knowledge and skill of the ASOL. 12

13. August 2012 Determining Levels of Performance Is my student able to demonstrate the full ASOL? Are there specific components of the ASOL of which my student can demonstrate understanding? Are significant supports and modifications needed to assist my student in demonstrating the ASOL? Is my student able to demonstrate the full ASOL? Are there specific components of the ASOL of which my student can demonstrate understanding? Are significant supports and modifications needed to assist my student in demonstrating the ASOL? 13

14. August 2012 Determining the Level of Performance Use: IEP (Present Level of Performance, Evaluation Results Teacher observations 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 14

15. August 2012 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 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. 15

16. August 2012 Writing

17. August 2012 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 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 17

18. August 2012 VAAP Scoring System VAAP Scoring Rubric Used to rate the level of individual student achievement Used to rate the level of individual student achievement (2012-2013 VAAP Implementation Manual p. 11) VAAP Scoring Rubric Used to rate the level of individual student achievement Used to rate the level of individual student achievement (2012-2013 VAAP Implementation Manual p. 11) ScoreDescriptors 0There 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.

19. August 2012 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.” 2012-2013 VAAP Implementation Manual p. 13 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.” 2012-2013 VAAP Implementation Manual p. 13 19

20. August 2012 WRITING EXAMPLES Activity 20

21. August 2012 Writing ASOL Grade 5 Example 5E-WP 1b The student will b) select an event or personal experience and use drawing, writing, or dictating to compose a message about it; The student will b) select an event or personal experience and use drawing, writing, or dictating to compose a message about it; 21

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24. August 2012 Writing ASOL Elementary Example 5E-WP 1c Selected an event/personal experience Wrote one thing about it Use of Assistive Technology Level III 24

25. August 2012 Writing ASOL Grade 8 Example 8E-WP 1a The student will a) write to convey ideas and information including facts details and other information; The student will a) write to convey ideas and information including facts details and other information; 25

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27. August 2012 Writing ASOL Grade 8 Example 8E-WP 1a Not conveying ideas Does have facts Does have details and other information Level II ? Not conveying ideas Does have facts Does have details and other information Level II ? 27

28. August 2012 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. The student will a) edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure. 28

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31. August 2012 Writing ASOL High School Example HSE-WE 4a Edit writing Punctuation Capitalization What about ? Language Spelling Sentence/Paragraph Structure Level II Edit writing Punctuation Capitalization What about ? Language Spelling Sentence/Paragraph Structure Level II 31

32. August 2012 Writing Resources What can we use? Assistive Technology Physical Environment Design Alternative Pencils 32

33. August 2012 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 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 33

34. August 2012 Physical Environment Flip charts IntelliKey overlays Switches (Big MAC, etc.) Desktop accessories Eye gaze frames Writing utensil alternatives Flip charts IntelliKey overlays Switches (Big MAC, etc.) Desktop accessories Eye gaze frames Writing utensil alternatives 34

35. August 2012 Alternative Pencils Training and Technical Assistance Centers (TTAC) Writing with Alternative Pencils CD Activities Training opportunities Training and Technical Assistance Centers (TTAC) Writing with Alternative Pencils CD Activities Training opportunities 35

36. August 2012 DESIGN A LESSON Activity 36

37. August 2012 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 The student will c) plan by brainstorming and revise own writing by adding more information. Think-Pair-Share 37

38. August 2012 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? 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? 38

39. August 2012 FIND THE ACCOMMODATION Activity 39

40. August 2012 Using your previous lesson Examples of AT for planning and brainstorming topics? Revising writing? Adding more information to writing sample? Examples of AT for planning and brainstorming topics? Revising writing? Adding more information to writing sample? 40

41. August 2012 Considerations What are examples of lo and hi tech options? What about students with physical limitations? What are examples of lo and hi tech options? What about students with physical limitations? 41

42. August 2012 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 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 42

43. August 2012 Jake Case Study Jake was using 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, very high interest for Jake Jake was using 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, very high interest for Jake 43

44. August 2012 Supporting the Changes VDOE will offer 6 face to face trainings starting in mid-August. Special Education Directors, Division Directors of Testing and 2 other staff persons will be invited to attend. The 2012-2013 VAAP Implementation Manual will reflect the entire program and all new information. Train the Trainer Model to take back information to teachers information and Implementation Manual www.doe.virginia.gov/testing VDOE will offer 6 face to face trainings starting in mid-August. Special Education Directors, Division Directors of Testing and 2 other staff persons will be invited to attend. The 2012-2013 VAAP Implementation Manual will reflect the entire program and all new information. Train the Trainer Model to take back information to teachers information and Implementation Manual www.doe.virginia.gov/testing 44

45. August 2012 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.orgwww.ttaconline.org 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.orgwww.ttaconline.org 45

46. August 2012 Tips for Teachers Make sure evidence is demonstrating the ASOL completely Notes and captions should give a thorough explanation of what the student is doing Correctly grade pieces of evidence and complete SEI tags 2012-2013 VAAP Implementation Manual p. 5-10 Make sure evidence is demonstrating the ASOL completely Notes and captions should give a thorough explanation of what the student is doing Correctly grade pieces of evidence and complete SEI tags 2012-2013 VAAP Implementation Manual p. 5-10 46

47. August 2012 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 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 47

48. August 2012 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/ 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/ 48

49. August 2012 Online AT Writing Resources VDOE Assistive Technology Website http://www.doe.virginia.gov/special_ed/iep_i nstruct_svcs/assistive_technology/index.sht ml VDOE Assistive Technology Framework Document http://www.doe.virginia.gov/specialed/iep_ins truct_svcs/assistive_technology/ VDOE Assistive Technology Website http://www.doe.virginia.gov/special_ed/iep_i nstruct_svcs/assistive_technology/index.sht ml VDOE Assistive Technology Framework Document http://www.doe.virginia.gov/specialed/iep_ins truct_svcs/assistive_technology/ 49

50. August 2012 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 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 50

51. August 2012 Writing Q and A Q: How can my student in 9 th grade with significant disabilities be expected to work on high school ASOL? A: Instruction throughout the year should work to meet the student at their present level and work to develop specific skills. The performance levels can be used for additional flexibility with the requirements of the ASOL. Q: How can my student in 9 th grade with significant disabilities be expected to work on high school ASOL? A: Instruction throughout the year should work to meet the student at their present level and work to develop specific skills. The performance levels can be used for additional flexibility with the requirements of the ASOL. 51

52. August 2012 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 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 52