Transcript Document

Virginia Alternate Assessment
Program
Implementing VAAP
Changes in Writing
Virginia Department of Education
August 2012
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Topics
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Changes to VAAP Writing
Writing ASOL
Levels of Performance
Writing Samples and Activities
Writing Resources
Case Study
Q and A
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2012 VAAP Changes will
affect...
Reading
Writing
Science
Mathematics
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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
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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
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Writing Specific Matrices
VAAP Implementation Manual Page 33
Writing ASOL Summary Matrix
Based on the 2010 English Standards of Learning
Reporting Category
Grade 5
Grade 8
High 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
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Example – Middle School
Grade 8
Editing
8 E-WE 1a
English
(Writing)
Bullet a
ASOL 1
The student will use standard English rules
when writing by using question marks at the
end of written questions.
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2012-2013 VAAP Implementation Manual, page 59
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.
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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
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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).
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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 ).
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Levels of Performance
Level III: Student fully demonstrates
the ASOL
• The student fully demonstrates the
knowledge and skill of the ASOL.
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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?
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Determining the Level of
Performance
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
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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 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.
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Writing
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
August 2012
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VAAP Scoring System
VAAP Scoring Rubric
• Used to rate the level of individual student
achievement
(2012-2013 VAAP Implementation Manual p. 11)
Score
Descriptors
0
There is no evidence of the specific ASOL being addressed.
1
There is little evidence that the student has demonstrated the skills
and knowledge stated in the ASOL being addressed.
2
There is some evidence that the student has demonstrated the skills
and knowledge stated in the ASOL being addressed.
3
There is adequate evidence that the student has demonstrated the
skills and knowledge stated in the ASOL being addressed.
4
There is ample evidence that the student has demonstrated the
skills and knowledge stated in the ASOL being addressed.
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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
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Activity
WRITING EXAMPLES
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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;
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Writing ASOL
Elementary Example
5E-WP 1c
• Selected an
event/personal
experience
• Wrote one thing
about it
• Use of Assistive
Technology 
Level III
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Writing ASOL
Grade 8 Example
8E-WP 1a
The student will
a) write to convey ideas and
information including facts details
and other information;
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Writing ASOL
Grade 8 Example
8E-WP 1a
• Not conveying ideas
• Does have facts
• Does have details and other
information
Level II ?
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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.
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Writing ASOL
High School Example
HSE-WE 4a
• Edit writing
• Punctuation
• Capitalization
• What about ?
• Language
• Spelling
• Sentence/Paragraph Structure
Level II
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Writing Resources
What can we use?
•Assistive Technology
•Physical Environment
Design
•Alternative Pencils
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Assistive Technology
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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
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Physical Environment
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Flip charts
IntelliKey overlays
Switches (Big MAC, etc.)
Desktop accessories
Eye gaze frames
Writing utensil alternatives
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Alternative Pencils
Training and Technical Assistance
Centers (TTAC)
• Writing with Alternative Pencils CD
• Activities
• Training opportunities
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Activity
DESIGN A LESSON
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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
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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?
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Activity
FIND THE ACCOMMODATION
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Using your previous lesson
• Examples of AT for planning and
brainstorming topics?
• Revising writing?
• Adding more information to writing
sample?
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Considerations
• What are examples of lo and hi tech
options?
• What about students with physical
limitations?
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Jake Case Study
Journal Writing with the
Alphabet Flip Chart
http://www.med.unc.edu/ahs
/clds/projects/northcarolina-deaf-blindproject/db-casestudies/jakes-story-1/jakesstory
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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 
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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
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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.org
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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
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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
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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/
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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/
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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
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Writing Q and A
Q: How can my student in 9th 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.
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QUESTIONS
Virginia Department of Education
Division of Special Education and Student Services
[email protected]
(804) 371-2725
Division of Student Assessment and School
Improvement
[email protected]
(804) 225-2102
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