2012 2013 virginia alternate assessment program vaap changes
This presentation is the property of its rightful owner.
Sponsored Links
1 / 57

2012-2013 Virginia Alternate Assessment Program (VAAP) Changes PowerPoint PPT Presentation


  • 118 Views
  • Uploaded on
  • Presentation posted in: General

2012-2013 Virginia Alternate Assessment Program (VAAP) Changes. Augusta County Public Schools 2012-13. Presentation Topics. What Has Not Changed Dynamic Learning Maps (DLM) Overview New Curriculum – State Driven VAAP Changes for Reading, Writing, Mathematics and Science

Download Presentation

2012-2013 Virginia Alternate Assessment Program (VAAP) Changes

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


2012-2013 Virginia Alternate Assessment Program(VAAP) Changes

Augusta County Public Schools

2012-13


Presentation Topics

  • What Has Not Changed

  • Dynamic Learning Maps (DLM) Overview

    New Curriculum – State Driven

  • VAAP Changes for Reading, Writing, Mathematics and Science

  • Levels of Performance

  • Technical and Scoring Changes

  • VAAP History/Social Science


This has not changed

  • Portfolio Assessment This Year and Next

  • 1% of total population

  • Criteria for Eligibility

  • Social Studies Collection

  • Types of Evidence

  • Basic Forms are largely the Same.


Changes in 2014-1015

In 2014-2015 Virginia will implement a new online alternate assessment program for students with significant cognitive disabilities to replace the current “Collections of Evidence” in reading, writing, and mathematics.


Online Alternate Assessment

  • The online alternate assessments in reading, writing and math, are being developed by the Dynamic Learning Maps (DLM) Alternate Assessment System Consortium

  • DLM Consortium which includes 13 states was awarded a grant from the US Department of Education in 2010

  • The DLM Assessment is based on research on how students with significant cognitive disabilities learn


DLM Alternate Assessment

The DLM system is designed to map a student’s learning throughout the year. The system will use items and tasks that are embedded in day-to-day instruction. In this way, assessment happens as part of instruction, which both informs teaching and benefits students.


DLM and CLM

  • CLM and DLM will be an integrated curriculum framework.

  • CLM is now being implemented at SDES, SDMS, WMS in the exceptional learners class and Churchville preschool.

  • Next year we are adding SDHS, WES in the exceptional learners class and BMES preschool.


Essential Elements of DLM

Are:

  • Links to grade level

    Common Core State Standards (CCSS)/Virginia’s SOL. The ASOL are derived from the essential elements.

  • Statements of content and skills that provide a bridge for students with Significant Cog. Disabilities (SCD) to achieve grade differentiated

    expectations

  • Provide challenge and rigor appropriate for students with SCD in consideration of the significance of their disabilities

Are not:

  • Downward extension to

    pre-K

  • General essence statements

  • Statements of functional skills


DLM Project Core Belief

“all students should have access to challenging grade-level content.”


DLM Benefits

  • Embedded design will link day-to-day instruction to summative assessment.

  • Essential Elements and Levels of Performance will address the needs of the most challenged learner.

  • In 2014-15 online format for Reading, Writing and Mathematics will address the intensive time and labor associated with current VAAP for these content areas.

  • In 2014-15 Computer adaptive features will ensure that student are administered tasks/items appropriate to their ability levels.


DLM Benefits

  • Wide range of contributors provides access to teachers and experts from across the nation.

  • Grade level content and skills provided the forum for increased collaboration between general educators and teachers of students with significant disabilities.

  • Virginia teachers will have ongoing access to professional development and resources developed by national experts.

  • Support and contribution of multi-state consortium will address NCLB technical requirements critical to peer review.


DLM Implementation Time

  • By 2014-15, the DLM will be fully implemented in the areas of Reading, Mathematics and Writing.

  • In the meantime all VAAP collections will be of portfolio type.

  • History and Science will continue to be offered as an evidence-based assessment.


2012-2013 VAAP changes will

  • support the transition to DLM by exposing Virginia educators to important DLM features:

    • Essential Elements (ASOLs) in Reading, Writing, and Mathematics

    • Levels of Performance – Describe the child’s level of performance on an ASOL.

    • Standards-Based IEP links the IEP to the Essential Elements and the ASOL.


The Curriculum


Academics


ASOLs are only a representative sample of the many things taught.


2012-2013 VAAP Changes will affect...

Social Studies Continues as in the Past


Changes in Selection of ASOL

  • Teachers must select ASOL listed at the student’s grade of enrollment for Reading, Writing, Mathematics and Science.

  • Teacher will not be allowed to select ASOL at a higher or lower grade level for these content areas.

  • Social studies will continue as in the past.


Timeline for High School Collections This year.

  • All grade 9 students. Do social studies collections

  • All grade 10 students. Do social studies, science and math collections

  • All grade 11 students. Do all contents.

  • In 2014-15.

    • Social studies in grade 9

    • Science and math in grade 10

    • Reading and writing in grade 11.

  • All portfolios will be collected at the end of each year.


Time for Questions


Levels of Performance

  • Beginning in 2012-2013, teachers will be allowed to determine the level of performance for ASOL in Reading, Writing, Mathematics and Science.

  • Levels of Performance will provide flexibility for instruction and assessment.

  • More explanation to follow.


Turn to Page 23 in VAAP Manual

  • How many reporting categories?

  • How many ASOL’s must be chosen in reading?

  • How many ASOL’s in grade 4 word analysis may you choose from?

  • What ASOL will you choose for grade 5 comprehension of fiction?


Turn to Page 26

  • How many bullets are there under 4E-RW 1?

  • If you have a grade 4 student, your job is to choose a bullet under this ASOL to evidence.

  • Think about your students

    • What bullet(s) represent(s) a skill that you will be teaching this year?

    • The bullet(s) should represent a natural alignment with your curriculum.

  • Think about a specific student

    • What supports and modifications might be necessary for this student to evidence this bullet(s)


Linking ASOL and IEP

  • The ASOL are not the only instructional goals referenced in the IEP.

  • Think about all of your goals for the student.

  • Proving an ASOL is showing and example of the learning that a child has shown during the year.


Quick Quiz

  • Can you choose ASOL’s from any grade level in reading?

  • In what subject may you choose ASOL’s from any grade level?

  • Must you evidence all bullets under an ASOL?

  • Must you prove both the stem and the bullet you choose.


For example -

  • Turn to page 29 – ASOL 7E-RW 1c

  • Here’s the child’s PLoP.

  • Here’s and example of IEP goal related to this ASOL.

  • Some students may not be able to reach full achievement on the standard. The Level of Performance describes how much of the standard the student has achieved.

  • Our goal is for the child’s level of performance to improve over the course of the year and this improvement is reflected in the portfolio.


VAAP – ReadingLearner Profile activity

September 2012


Learner Profile – High School –Reading

  • 16 year old 11th grade high school student with a significant cognitive disability

  • Other disabilities include limited vision which is partially corrected with glasses, a moderate hearing loss which requires hearing aids (although he does not tolerate those), and a seizure disorder which is generally controlled with medication

  • Has approximately 4 detectable petit mal seizures daily at school

  • Has 3 grand mal seizures a week that require a recovery period of 45-60 minutes

  • Uses a wheelchair and needs someone to push him

  • Has some difficulty in crossing midline

  • Fine motor skills include the ability to hold objects in either hand but cannot isolate use of index or other fingers

  • Can consistently track objects and select his choice, either by gaze or reach-and-grasp which allows him to use objects to communicate and this makes instruction and performance accessible

  • Vocalizes


Meet Jake

  • http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies/jakes-story-1/jakes-story


Think about

  • Pg 31 of the implementation manual

  • HSE – CF 1 d: Determine sequence of events in a story or drama

  • Where do you start? What supports are needed?

  • How do you decide where to start with instruction?

  • What are the ways this student can demonstrate what he knows with respect to this ASOL


Collection of Evidence

  • Describe the instructional activities that could be used.

  • Describe the evidence that could be collected to support performance on this ASOL.


Questions


Levels of Performance

(Applies to Reading, Writing, Science and Mathematics)

  • 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 of Performance and IEP goal

  • You may write the IEP goal thinking that the child will partially demonstrate the goal (ASOL).

  • You may find that the student exceeds this initial expectation.

  • Always plan/hope to reach the highest level of performance.

  • When indicating level of performance be realistic on SEI tag.


Level III: Fully Demonstrated

To fully demonstrate an ASOL means:

  • To demonstrate the skills and concepts of the ASOL including the stem and related sub-statement referred to as a bullet that you have chosen.

  • Skills and concepts may be demonstrated with allowed accommodations documented in the Individualized Education Program (IEP)


Level III –Fully Demonstrated


Level II – Partially Demonstrated

To partially demonstrate an ASOL means:

  • To reduce the number of skills or concepts addressed

  • To reduce the number of tools, instruments, type of texts required

  • To reduce the number or range of numbers required

  • To decrease rigor by changing the depth of knowledge


Level II – Partially DemonstratedTo reduce the number of skills or concepts


Level II – Partially DemonstratedTo reduce the number of skills or concepts


Level II – Partially DemonstratedTo reduce the number of tools, instruments, texts and/or environments required


Level II – Partially DemonstratedTo reduce the number of skills or concepts


Level I Demonstrates with significant support and modification

To demonstrate an ASOL means:

  • To modify the skills and concepts to a basic skill or concept

  • To provide significant allowed supports that will assist the student in performing the basic skill or concept


Sample Significant Supports

Allowed in VAAP Collections

  • Manipulatives

  • Pictures

  • Assistive technology

Not Allowed in VAAP Collections

  • Hand-over-Hand instruction (full physical assistance)

  • Hints, clues, or prompts that provide answers and violate testing conditions


Level IDemonstrates with significant support and modification


Level IDemonstrates with significant support and modification


Examples of Levels of Performancefor Mathematics

3 M-MG 3 (a) The student will tell time to the hour on a (sol 3.11)digital clock.

  • Level I Demonstrated with significant support and modification

    The student is able to identify the clock as the tool to tell time.

  • Level II Demonstrated partially

    The student will identify the location of the hour on a digital clock.

  • Level III Fully demonstrated

    The student will look at a digital clock and read the time to the hour.


Examples of Levels of Performancefor Reading

3 E-RW 2 (b)(SOL 2.6) The student will demonstrate understanding of the meaning of newly acquired vocabulary.

  • Level I Demonstrated with significant support and modification

    The student is able to identify a new vocabulary word when presented with a pair of words.

  • Level II Demonstrated partially

    The student is able to identify new vocabulary in a reading selection.

  • Level III Fully demonstrated

    The student is able to correctly answer questions using new vocabulary per its definition.


Questions


Technical Changes

New SEI Tags must include:

  • Content Area

  • ASOL

  • Bullet

  • Level of Performance must be included for Reading, Writing, Science and Mathematics

Throw away all old SEI Tags!!!!


Technical Changes

New Content Area Cover Sheet must include:

  • Student Information

  • Reporting Category

  • ASOL & bullet if applicable

  • Level of Performance for each ASOL assessed must be indicated for Reading, Writing, Science, and Mathematics

Virginia Alternate Assessment Program

2012-2013 VAAP Content Area Cover Sheet

Student Name:__________________________________________________________

State Testing Identifier (STI)_____________________________ Grade:____________

School Division Name_______________________ School Name_________________

Check Content Area: __ Reading __ Writing __Mathematics __ Science

__History/Social Science (does not require Level of Performance)


Throw away all old materials

  • SEI tags

  • Content cover sheets

  • Tags and inserts

  • Affidavits

  • The portfolio is intended as a representative sample of achievement.

  • It is not all of the work related to the standard that the student did.

  • It is an assessment of his final performance on particular standards.

Things to consider


Changes in Scoring Rules for Reading, Writing, Mathematics and Science

  • If Level II is listed on the SEI tag --- the highest score the student can get is a “3”.

  • If Level I is listed on the SEI tag --- the highest score the student can get is a “2”.

  • If the level of performance is not indicated on the SEI tag, the evidence will be scored as though it were Level III.

  • We always have the expectation that children will ultimately reach level 3. Realistically, we understand that level 3 may not be reached by all children this year.


What about VAAP History?

  • History/Social Science ASOL will not change in 2012-2013.

  • Teachers will be allowed to selected ASOL at a higher or lower grade level than the student’s grade level of enrollment.

  • Levels of Performance will not apply.


Here are binders and other needed items

Provide each staff person involved in VAAP with:

  • 2012 – 2013 VAAP Implementation Manual

  • New SEI tags

  • New Content Area Cover Sheet

  • Ongoing VAAP Professional Development

  • A system for monitoring and pre-scoring collections

  • Access to division technical assistance and support

  • Accurate grade levels for each student participating in the VAAP


Questions


Quiz on Changes

  • What does performance level one mean?

  • What is the highest score a child can earn when performance level 1 is selected?

  • What do you do with old SEI tags?

  • ASOL 4m-NSCE 2 is “TSW represent equivalent fractions (e.g., 2/4 = ½”. Describe what might represent Level 2 performance?


  • Login