Transcript Animated_Books_In_Clouds

Virginia Alternate Assessment Program
Working with Reading
Virginia Department of Education
August 2012
2012-2013 VAAP Changes will affect...
Reading
Writing
Science
Mathematics
Presentation Topics
• Reading Aligned Standards of Learning
(ASOL)
• Selection of ASOL
• Levels of Performance
• Sample Activities
• Tips
• Resources
English Standards of Learning (SOL)
• New English Standards were adopted by the Board of
Education in 2010
• Fully-implemented during the 2012-2013 school year
• Can be found on DOE’s website at
http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml
Reading ASOL
• New Reading ASOL will be implemented
for the 2012-2013 school year.
• Reading ASOL are drawn from the
Dynamic Learning Map (DLM) project
and are the Essential Elements that have
been developed and linked to Virginia’s
Reading SOL.
Reading ASOL
• Reading ASOL are intended to describe
challenging expectations for students
with significant cognitive disabilities.
• Reading ASOL clarify the bridge between
grade-level achievement expectations for
students with significant cognitive
disabilities who participate in VAAP and
the 2010 Reading SOL.
Reading Reporting Categories
• Use word analysis strategies and word reference
materials (E-RW)
• Demonstrate comprehension of fictional texts
(E-CF)
• Demonstrate comprehension of nonfiction texts
(E-CN)
Reporting categories are the same across all grade levels.
Selection of Reading ASOL
• It will be important to determine the
correct grade of enrollment for all VAAP
reading participants because:
• Teachers must select Reading ASOL listed at the
student’s grade of enrollment.
• Teachers will not be allowed to select Reading
ASOL at a higher or lower grade level.
Selection of Reading ASOL
• Teacher must select one Reading ASOL from each
reporting category.
• All Reading ASOL have the stem “The student will…”.
Teacher must select one bullet for each Reading ASOL
selected.
3E-RW 7
The student will
(a) Identify text features and search tools;
(b) Locate facts or information in a familiar text.
New Numbering of Reading ASOL
• A new numbering system is used for the
Reading ASOL to ensure the selection of
ASOL by grade level.
• A grade level number “3-8” or “HS” (for
High School), precedes the ASOL code, for
example 8E-RW 1 indicated a grade 8 ASOL
in the Reporting Category: Use word analysis
strategies and word reference materials.
New Numbering of Reading ASOL
Reporting Category
(Use word analysis strategies and word reference materials)
Grade
Bullet
8E-RW 1(a)
Content
(English-Reading)
ASOL #
Reading ASOL Summary Matrix
Based on the 2010 English Standards of Learning
Reporting
Category
Grade 3
Grade 4
Grade 5
Use word analysis
strategies and
word reference
materials
(E-RW)
3E-RW 1
3E-RW 2
3E-RW 3
3E-RW 4
3E-RW 5
3E-RW 6
3E-RW 7
4E-RW 1 5E-RW 1 6E-RW 1 7E-RW 1 8E-RW 1
HSE-RW 1
HSE-RW 2
HSE-RW 3
Demonstrate
comprehension of
fictional texts
(E-CF)
3E-CF 1
3E-CF 2
4E-CF 1
HSE-CF 1
HSE-CF 2
HSE-CF 3
Demonstrate
comprehension of
nonfiction texts
(E-CN)
3E-CN 1
3E-CN 2
4E-CN 1 5E-CN 1 6E-CN 1 7E-CN 1 E-CN 1
5E-CF 1
Grade 6
6E-CF 1
Grade 7
7E-CF 1
Grade 8
8E-CF 1
High
School
HSE-CN 1
HSE-CN 2
HSE-CN 3
Levels of Performance
• Beginning in 2012-2013, teachers will be
allowed to determine the level of
performance for ASOL in Reading.
• Levels of Performance will provide flexibility
for instruction and assessment.
Levels of Performance
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 I:
Student demonstrates the ASOL with
significant support and modification
• The student requires significant support and modification
to simplify the task in order to demonstrate
understanding.
• The rigor of the ASOL has been reduced to the basic skills
necessary to achieve understanding
– Identifies a new vocabulary word when presented with a pair of
words;
– Identifies the main character or setting of a story;
– Identifies words that describe a character from a choice of
descriptive words.
Level II:
Student partially demonstrates the ASOL
The student is able to demonstrate
understanding on 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
– Identifies new vocabulary in a reading selection;
– Identifies the characters and setting of a story;
– Identifies what two characters in a story do when they interact.
Level III:
Student fully demonstrates the ASOL
The student is able to demonstrate
understanding of the ASOL as written for
the grade level
– Correctly answers questions using new vocabulary, per its
definition;
– Identifies which characters are a part of which events in a
story;
– Describes how characters develop and interact with each
other.
Examples of Levels of Performance
for Reading
(3) E-RW 2 (b) 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 Partially Demonstrated
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.
Examples of Levels of Performance
for Reading
6 E-CN 1 (b) The student will determine the central idea of a short
nonfiction passage and details or facts related to it
Level I Demonstrated with significant support and modification
During shared reading of an informational text, the student will point,
tell, or gesture to communicate when an important detail is stated.
Level II Partially demonstrated
After reading a historical passage, the student will use pictures,
illustrations, etc. to identify a central idea of a passage.
Level III Fully demonstrated
When asked “What was the passage about?,” the student will select an
answer from choices provided and indicate a fact or detail about it from
the passage.
Examples of Levels of Performance
for Reading
HSE-CF 2 (a) The student will connect the experiences of
characters in a story or drama from outside of the U. S. with
personal experience.
Level I Demonstrated with significant support and modification
The student will identify a character on a video, in a book, or in a
magazine who is doing something familiar.
Level II Partially demonstrated
With the text projected on an interactive whiteboard, the student will
highlight all of the sentences that tell about the character’s experiences.
Level III Fully demonstrated
The student will connect the experiences of two characters from a play
about schools in Mexico to personal experiences.
Determining the
Level of Performance
Use:
• IEP (Present Level of
Performance)
• Evaluation results
• Teacher observations
Classroom data to
determine:
• Student’s strengths and
weakness relative to the
ASOL selected.
• Accommodations
needed
• Supports needed
Determining the
Level of Performance
Approach 1
Approach 2
•
Select an ASOL and provide
instruction at Level III ( ASOL fully
demonstrated).
•
Select an ASOL and determine the
level best suited to the student’s
strengths and weaknesses based on
data.
•
Collect evidence throughout the
school year.
•
Provide instruction based on the level
selected for the ASOL.
•
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.
•
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.
Jake’s Story (Video)
Jake's Story — Department of Allied Health Sciences UNC School of Medicine.mht
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•
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High School Student
Age 15
Physically challenged
Uses a flip chart and eye gaze to communicate
Jake – HSE-CF1- (d)
The student will
(d) determine the sequence of events in a story or drama
Approach 1
• Teacher decides to provide instruction at Level III for this ASOL.
• Teacher reads a high-interest story to Jake.
• Four story events (pictures paired with words) are placed on Jake’s
flip chart.
• Teacher asks Jake which event happened first.
• Jake uses eye gaze to identify the first story event.
• Teacher places this card first on the flip chart.
• This process is repeated for sequencing the remaining events.
• Teacher video records the lesson to use in Jake’s Reading Collection
of Evidence and also provides a script of the video clearly indicating
Jake’s correct and incorrect responses.
• The SEI tag is created to show HSE-CF1 (d) at a Level III for Jake.
Jake – HSE-RW 3 (e)
The student will
(e) demonstrate understanding of words and phrases by using authentic texts
(e.g. resumes, job description, task instructions).
Approach 2
•
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•
•
•
•
•
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Teacher decides to provide instruction at Level II for this ASOL and will focus on
understanding words from authentic texts (e.g. – task instructions ...simple
recipes).
Teacher identifies 5 vocabulary words used in simple recipes -- measure, bake,
temperature, mix, ingredients.
Vocabulary words are paired with pictures and objects when appropriate and
reviewed daily on a class word wall.
Class follows recipe using vocabulary words to make a dessert.
After the class activity, Jake uses eye gaze to identify the correct objects paired
with vocabulary words used to make the dessert
Given a choice of 5 objects paired with words, Jake identifies measuring cup and
spoons for measuring, spatula for mixing, and milk and eggs as ingredients.
Teacher records Jake’s responses on a data chart which indicated correct and
incorrect responses.
The data chart is placed in Jake’s Reading Collection of Evidence with a SEI tag to
show HSE-RW 3 (e) at Level II.
VAAP Scoring Rubric
The following rubric is used to rate the level of student individual achievement.
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.
(Page 11 of VAAP Implementation Manual 2012-2013)
Scoring Implications
Level I: The evidence is demonstrated with
significant support and modification of the ASOL.
The highest score point that evidence at
performance level I can receive is a “2”.
Level II: The evidence partially demonstrates the
ASOL. The highest score point that evidence at
performance level II can receive is a “3”.
Level III: The evidence fully demonstrates the ASOL,
Evidence at performance level III can be
considered for the highest score point of “4”.
Activities
Activity 1 - Ryan
Description of Student:
• Thirteen year old middle school student who has a significant cognitive
disability
• Currently able to identify familiar pictures and picture symbols
• Has an emerging sight word vocabulary of around 35 words
• Can answer basic recall questions regarding short passages of text
• Speaks in 2 and 3 word phrases and has poor articulation
• Can independently write his personal information and can copy text
• Can click and drag using a mouse on the computer, and can type but only
when provided a model
Activity I
Small Group or Partners
1.
Select an ASOL from one Reporting Category.
2.
What level of performance would you choose or start with for this
student? (If Level I or II are selected how would you adjust the
ASOL.)
3.
What are ways this student can demonstrate what he/she knows
in respect to ASOL and level chosen?
4.
Describe the instructional activities that could be used.
5.
Describe the evidence that could be collected.
Activity 2 - John
Description of Student:
• Third grader with Autism
• Language is echolalia/no or little expressive
language
• Moderately high receptive language
• Fine motor skills moderately weak
• Can follow one step directions
Activity 2
Small Group or Partners
1.
Select an ASOL from one Reporting Category.
2.
What level of performance would you choose or start with for this
student? (If Level I or II are selected how would you adjust the
ASOL.)
3.
What are ways this student can demonstrate what he/she knows
in respect to ASOL and level chosen?
4.
Describe the instructional activities that could be used.
5.
Describe the evidence that could be collected.
Activity 3 - Veronica
Description of Student:
•
Sixteen year old 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 she 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 her
•
Has low muscle tone but can sit in a chair without support for about 7 minutes
•
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 her choice, either by gaze or reach-and-grasp which allows her to
use objects to communicate and this makes instruction and performance accessible
•
Vocalizes
Activity 3
Small Group or Partners
1.
Select an ASOL from one Reporting Category.
2.
What level of performance would you choose or start with for this
student? (If Level I or II are selected how would you adjust the
ASOL.)
3.
What are ways this student can demonstrate what he/she knows
in respect to ASOL and level chosen?
4.
Describe the instructional activities that could be used.
5.
Describe the evidence that could be collected.
Tips for Teachers
•
Make sure evidence is demonstrating the ASOL completely.
•
Caption for photographs must include a detailed statement that describes the
activity occurring, and the student’s level of accuracy for achievement of the ASOL
being defended.
•
Correctly grade pieces of evidence or include a statement of accuracy.
•
Provide written transcripts for all audio or visual submissions of evidence.
•
Complete SEI tags for all pieces of evidence including charts and graphs,
photographs videos and audios.
•
Anecdotal records should include the date of performance, a detailed description
of the learning environment (including instructions, materials and prompts
provided), a detailed description of the observed student performance, and a
statement of accuracy describing the student’s level of achievement on the ASO
being defended. (Pages 5-9 of the VAAP Implementation Manual 2012-2013)
Reading Q and A
Q: How can my student in11th 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.
Making it Work in the Classroom
• Collaboration and consultation with general
education teachers
• Co-Teaching with general education teachers
and related services providers
• Use of Assistive technology
• Thematic units to incorporate reading with
other content areas
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Reading Resources
T-TAC Online
http://www.ttaconline.org
UNC Center for Literacy and Disability Studies
http://www.med.unc.edu/ahs/clds
VDOE Assistive Technology Framework Document
http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technolo
gy/framework_assistive_technology.pdf
The A-Z of Adapting Books for Students with Disabilities
http://www.vcu.edu/ttac/images/Handout_for_AZ_of_Adapting_Books_for_Students_with_Disabilities_in_Virginia.pdf or
www.ttaconline.org
QUESTIONS
Virginia Department of Education
Division of Special Education and Student Services
Phone: (804) 371-2725
[email protected]
Division of Student Assessment and School
Improvement
Phone: (804) 225-2102
[email protected]