Transcript Document

Virginia Alternate Assessment Program
Implementing VAAP
Changes in
Science
Virginia Department of Education
August 2012
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August 2012
Topics
• Review of changes to VAAP
• Changes to the Aligned Standards of Learning
(ASOL) for Science
• ASOL Reporting Categories and Summary
Matrices
• Levels of Performance
• Examples of Levels of Performance
• Case Study
• Practice Determining Levels of Performance
• Making It Work in the Classroom
• Resources
August 2012
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New for 2012-2013
• Science ASOL have changed to
reflect the new 2010 Science
Standards of Learning.
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Reporting Categories
• The Reporting Categories for science are
not the same for all grade levels.
• Science is assessed in grades 3, 5, 8,
and high school.
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Reporting Categories for
Science
Grade Levels
Grades 3 and 5
Grade 8
High School
Reporting Categories
1. Scientific Investigation
2. Forces, Motion, Energy and Matter
3. Life Processes and Living Systems
4. Earth/Space Systems and Cycles
1. Scientific Investigation
2. Force, Motion, Energy, and Matter
3. Life Systems
4. Ecosystems
5. Earth and Space Systems
1. Scientific Investigation and the Nature of Science
2. Earth and Space Systems
3. Earth Materials and Processes
4. Cosmology, Origins, and Time
5. Earth Resources and Human Interactions
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Grades 3 and 5 Science ASOL Summary Matrix
Based on the 2010 Science Standards of Learning
Reporting Category
Scientific Investigation
(S-SI)
Forces, Motion, Energy and
Matter
(S-FME)
Life Processes and Living Systems
(S-LPS)
Earth/Space Systems and Cycles
(S-ESS)
Grade 3
Grade 5
3S-SI 1
3S-SI 2
5S-SI 1
5S-SI 2
3S-FME 1
3S-FME 2
3S-FME 3
3S-FME 4
5S-FME 1
5S-FME 2
5S-FME 3
5S-FME 4
5S-FME 5
5S-LPS 1
5S-LPS 2
5S-LPS 3
5S-LPS 4
3S-LPS 1
3S-LPS 2
3S-LPS 3
3S-LPS 4
3S-LPS 5
3S-LPS 6
3S-LPS 7
3S-LPS 8
3S-ESS 1
3S-ESS 2
3S-ESS 3
3S-ESS 4
3S-ESS 5
3S-ESS 6
3S-ESS 7
5S-ESS 1
5S-ESS 2
5S-ESS 3
5S-ESS 4
5S-ESS 5
5S-ESS 6
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2012-2013 VAAP Implementation Manual, page 46
Grade 8 Science ASOL Summary Matrix
Based on the 2010 Science Standards of Learning
Reporting Category
Scientific Investigation
(S-SI)
Force, Motion, Energy, and Matter
(S-FME)
Grade 8
8S-SI 1
8S-SI 2
8S-SI 3
8S-FME 1
8S-FME 2
8S-FME 3
8S-FME 4
8S-FME 5
Life Systems
(S-LS)
8S-LS 1
8S-LS 2
8S-LS 3
8S-LS 4
8S-LS 5
8S-LS 6
Ecosystems
(S-ECO)
8S-ECO 1
8S-ECO 2
8S-ECO 3
8S-ECO 4
8S-ESS 1
8S-ESS 2
8S-ESS 3
8S-ESS 4
8S-ECO 5
8S-ECO 6
8S-ECO 7
Earth and Space Systems
(S-ESS)
8S-ESS 5
8S-ESS 6
8S-ESS 7
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2012-2013 VAAP Implementation Manual, page 47
High School Science ASOL Summary Matrix
Based on the 2010 Science Standards of Learning
Reporting Category
Scientific Investigation and the Nature of Science
(S-SI)
High School
HS S-SI 1
HS S-SI 2
Earth and Space Systems
(S-ESS)
HS S-ESS 1
HSS-ESS 2
HS S-ESS 3
Earth Materials and Processes
(S-EMP)
HS S-EMP 1
HS S-EMP 2
HS S-EMP 3
HS S-EMP 4
Cosmology, Origins, and Time
(S-COT)
HS S-COT 1
Earth Resources and Human Interactions
(S-ERH)
HS S-ERH 1
HS S-ERH 2
HS S-ERH 3
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2012-2013 VAAP Implementation Manual, page 48
Changes in the Selection of
ASOL for Science
• Teachers must select Science ASOL listed at the
student’s grade of enrollment.
• Teachers may not select Science ASOL at a higher or
lower grade level.
• It is essential that teachers know each student’s grade
of enrollment so that the appropriate Science ASOL
can be selected.
• The teacher and student will select one Science ASOL
and bullet, if appropriate, from each Reporting
Category at the student’s grade of enrollment.
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Levels of Performance
• Teachers must determine the Level of
Performance for each ASOL selected for
Science.
• The teacher may select a different Level of
Performance for each ASOL based upon the
student’s knowledge and skills.
• These Levels of Performance will provide
flexibility for instruction and assessment.
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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
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Levels of Performance – What
They Mean for Science
Level I
• The student may be able to demonstrate a basic skill
component of the ASOL.
• The student may use a variety of supports including assistive
technology, pictures, manipulatives, organizers, etc. to
demonstrate knowledge and skills.
• The student may demonstrate knowledge of one part of the
ASOL stem or bullet.
• The student may not conduct an investigation.
• There may not plan the investigation.
• Significant support and modification does not include the use
of hand-over-hand as evidence for student achievement.
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Levels of Performance –
What They Mean for Science
Level II
• The student may demonstrate skill and knowledge
of part of the ASOL.
• The student may conduct and investigation that was
planned by others.
• The student may demonstrate skills and knowledge
of the bullet but not in the stem of the ASOL.
• The student may demonstrate a reduction in the
number of skills, concepts, tools, or a change in the
depth of knowledge.
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Levels of Performance –
What They Mean for Science
Level III
• The student will demonstrate the skills and
knowledge of the stem and the selected bullet of
the ASOL.
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Example – Grade 8
Grade 8
Ecosystems
8 S-ECO 2d
Science
Bullet d
ASOL 2
The student will investigate and understand that
organisms within an ecosystem are dependent on
one another and on nonliving components of the
environment. Key concepts include (d): energy
flow in food webs and energy pyramids.
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2012-2013 VAAP Implementation Manual, page 59
8 S-ECO 2(d)
Level I: Given a food web with arrows, the student
will identify (i.e. point to) arrows representing
energy movement.
• Supports:
• Student is provided with the food web.
• Student may respond with pointing, eye-gaze,
etc.
• Modifications:
• Student is demonstrating a basic skill
component of the ASOL.
• Student is working only with food webs..16
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8 S-ECO 2(d)
Level II: The student will show or draw the
proper movement of energy through food
webs and energy pyramids.
The ASOL is partially demonstrated.
• The student is using only food webs.
• Student is showing the flow of energy on
food webs created by others.
• Investigation is not documented.
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8 S-ECO 2(d)
Level III: The student will demonstrate an
understanding of the dependency of
organisms on each other and on
nonliving components by conducting an
investigation and organizing the
structures of food webs and energy
pyramids.
The ASOL is fully demonstrated.
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Example – Grade 3
3 S-SI 2e: The student will demonstrate an
understanding of scientific reasoning,
logic, and the nature of science by
planning and conducting investigations in
which (e) length, volume, mass, and
temperature are estimated and measured
in metric and standard English units using
proper tools and techniques.
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2012-2013 VAAP Implementation Manual, page 49
3 S-SI 2(e)
Level I: The student will recognize tools used to
measure length or mass or volume (ruler,
balance, or graduated cylinder) and will relate
the selected tool to the appropriate unit it
measures.
Supports:
• The student may use assistive device to
demonstrate recognition.
• Matching of the tool to the unit it measures
may be supported with pictures or objects.
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3 S-SI 2(e)
Level I: The student will recognize tools used to
measure length, mass, volume, or temperature
and can relate the selected tool to the
appropriate unit it measures.
Modifications:
• Student is working with only one measurement
(length, mass, volume, or temperature).
• Student is matching a tool to a unit of
measurement, not measuring.
• Student is not estimating measurements.
• Student is not planning or conducting an
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investigation.
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3 S-SI 2(e)
Level II: The student will conduct
investigations in which proper tools and
techniques are used to measure to the
nearest inch, centimeter, degree
Fahrenheit, and degree Celsius.
The ASOL is partially demonstrated.
• The student is conducting investigations
planned by others.
• The student is performing two types of
measurement.
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3 S-SI 2(e)
Level III: The student will plan and conduct
more than one investigation in which
he/she estimates and measures length,
volume, mass, and temperature in both
metric and standard English units using
the proper tools and techniques and
reports measurements in the correct units.
The ASOL is fully demonstrated.
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Example – High School
HS S-EMP2(a): The student will investigate
and understand the rock cycle as it relates
to the origin and transformation of rock
types and how to identify common rock
types based on mineral composition and
textures. Key concepts include (a)
igneous rocks.
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2012-2013 VAAP Implementation Manual, page 62
HS S-EMP2(a)
Level I: The student will identify a graphic
representation of the rock cycle and can select
an igneous rock from a group of two rocks.
Supports:
• The student uses the rock cycle in pictorial
form.
• The student may use a variety of supports to
identify the igneous rock (eye gaze, switch,
etc.).
• The student is given a limited number of
choices.
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HS S-EMP2(a)
Level I: The student will identify a graphic
representation of the rock cycle and can
select an igneous rock from a group of two
rocks.
Modifications:
• The student is performing basic skill
components of the ASOL.
• There is no investigation demonstrated.
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HS S-EMP2(a)
Level II: The student will identify more than one
igneous rock from a group of five or more rock
samples, tell how he/she knows the rock is
igneous based on its texture.
The ASOL is partially demonstrated.
• The student is demonstrating part of the stem of
the ASOL.
• There was no investigation demonstrated.
• The student is demonstrating comprehension
rather than higher order thinking skills of relating
the rock cycle to the origin and transformation of
rock types.
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HS S-EMP2(a)
Level III: The student will conduct an
investigation of the rock cycle, identify and
describe igneous rocks based on their
origin, transformation, mineral composition,
texture, and their place in the rock cycle.
The ASOL is fully demonstrated.
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Other Examples of Level I
• 5 S-SI1(b) The student will demonstrate an
understanding of scientific reasoning, logic, and the
nature of science by planning and conducting
investigations in which (b) objects or events are
classified and arranged according to characteristics
or properties.
• Supports – The student may:
• use a switch, eye gaze, pictures, pointing, gestures, etc.
to show the skill.
• Modifications – The student may:
• conduct one investigation planned by others.
• arrange and classify objects by one characteristic.
• select responses with reduced answer choices.
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Other Examples of Level I
• 3 S-ESS1(b) The student will investigate and
understand basic types, changes, and patterns of
weather. Key concepts include (b) the uses and
importance of measuring, recording, and
interpreting weather data.
• Supports – student may use blank graphs and
data charts prepared by the teacher
• Modifications – student may provide evidence
for a basic skill of measuring and recording
weather data (sunny, cloudy, rainy, and snowy
days)
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Other Examples of Level II
• HS S-ESS1(b) The student will investigate and
understand the characteristics of Earth and the
solar system. Key concepts include (b) sun-Earthmoon relationships (seasons, tides, and eclipses).
• Evidence for the ASOL is provided with no
evidence for an investigation.
• Evidence for part of the ASOL is provided
(seasons or tides or eclipses).
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Other Examples of Level II
• 3 S-SI1(k) The student will demonstrate an
understanding of scientific reasoning, logic, and
the nature of science by planning and
conducting investigations in which (k)
observations and data are communicated.
• Investigations planned by others are
conducted.
• Evidence for one investigation is provided.
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Case Study - Jake
• Jake is a 15-year-old high school student.
• This student will be demonstrating his skills and
knowledge of HS S-ERH2(a).
• The student will investigate and understand
the differences between renewable and
nonrenewable resources. Key concepts
include (a) fossil fuels, minerals, rocks, water,
and vegetation.
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2012-2013 VAAP Implementation Manual, page 63
Jake
• As you observe Jake, think about the Level of
Performance he may require to demonstrate HS
S-ERH2(a).
• If the student’s Level of Performance is I, think
about the supports and modifications the student
will require.
• If the Level of Performance is II, think about how
the student will partially demonstrate the ASOL.
• If the Level of Performance is III, think about how
the student will fully demonstrate the ASOL.
Jake
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Jake
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Practice – Determine the
Performance Level
Review the evidence for 3S-ESS4(a):
• The student will investigate and understand
basic patterns and cycles occurring in nature.
Key concepts include (a) patterns of natural
events such as day and night, seasonal
changes, simple phases of the moon, and
tides.
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2012-2013 VAAP Implementation Manual, page 51
Practice – Determine the
Performance Level
What should the Level of Performance be for
ASOL 3S-ESS4(a)?
• Review the evidence for this ASOL
• Determine the Level of Performance
• If the Level of Performance is I, determine
the supports and modifications.
• If the Level of Performance is II, determine
how the student has partially demonstrated
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the AOL.
August 2012
3S-ESS4(a) Level I
Supports
• Coloring used to demonstrate
understanding
• KWL organizer to record student
knowledge
Modifications
• Evidence for only day and night
• No evidence for seasonal changes, phases
of the moon or tides
• No documentation of an investigation
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Making It Work in the
Classroom
• Collaboration and consultation with
general education science teachers
• Coteaching science and the use of
paraeducators in science
• Assistive Technology
• Use of Thematic Units to incorporate
science with reading, writing, and math
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Resources for Teachers
TTAC Online
www.ttaconline.org
• Online Training
• How To Create An Inclusive Classroom For Children With
Severe Disabilities
• Augmentative and Alternative Communication - Introduction
• Resources
• Many resources for working with students with significant
cognitive disabilities including adapted books, reinforcement
inventory, information about the use of switches,
communication with symbols, etc.
• SOL Enhanced and Va. Assessments
• Both tabs include lesson plans and will be updated for the
revised ASOL
• VAAP Curriculum Framework are being updated to reflect the
new ASOL.
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More Resources
Virginia Assistive Technology Project
• Link from TTAC Online home page
• www.ttaconline.org
Center for Literacy and Disability Studies (University of
North Carolina)
• http://www.med.unc.edu/ahs/clds/projects/northcarolina-deaf-blind-project/db-case-studies/jakesstory-1/jakes-story
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Questions
Virginia Department of Education
Division of Student Assessment and School
Improvement
(804) 225-2102
[email protected]
Division of Special Education and Student
Services
(804) 371-2725
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