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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 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.
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.
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.
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 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.
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)