2012 2013 virginia alternate assessment program vaap changes
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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

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2012-2013 Virginia Alternate Assessment Program (VAAP) Changes

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2012 2013 virginia alternate assessment program vaap changes

2012-2013 Virginia Alternate Assessment Program(VAAP) Changes

Augusta County Public Schools

2012-13


Presentation topics

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

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

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

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

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

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

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

DLM Project Core Belief

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


Dlm benefits

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 benefits1

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

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

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.


2012 2013 virginia alternate assessment program vaap changes

The Curriculum


2012 2013 virginia alternate assessment program vaap changes

Academics


2012 2013 virginia alternate assessment program vaap changes

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


2012 2013 vaap changes will affect

2012-2013 VAAP Changes will affect...

Social Studies Continues as in the Past


Changes in selection of asol

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

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

Time for Questions


Levels of performance

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

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

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

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

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

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 reading learner profile activity

VAAP – ReadingLearner Profile activity

September 2012


Learner profile high school reading

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

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

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

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

Questions


Levels of performance1

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

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

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 demonstrated1

Level III –Fully Demonstrated


Level ii partially 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 demonstrated to reduce the number of skills or concepts

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


Level ii partially demonstrated to reduce the number of skills or concepts1

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


2012 2013 virginia alternate assessment program vaap changes

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


Level ii partially demonstrated to reduce the number of skills or concepts2

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


Level i demonstrates with significant support and modification

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

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 i demonstrates with significant support and modification1

Level IDemonstrates with significant support and modification


Level i demonstrates with significant support and modification2

Level IDemonstrates with significant support and modification


Examples of levels of performance for mathematics

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 performance for reading

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.


Questions1

Questions


Technical changes

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 changes1

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

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

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

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

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


Questions2

Questions


Quiz on changes

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?


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