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Virginia Alternate Assessment Program (VAAP) Mathematics 2012-2013

Virginia Alternate Assessment Program (VAAP) Mathematics 2012-2013. Virginia Department of Education August 2012. Topics. Overview Selection of Aligned Standard of Learning (ASOL) Numbering of ASOL Levels of Performance Case Studies/ Sample Activities Scoring Implications

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Virginia Alternate Assessment Program (VAAP) Mathematics 2012-2013

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  1. Virginia Alternate Assessment Program (VAAP)Mathematics 2012-2013 Virginia Department of Education August 2012

  2. Topics • Overview • Selection of Aligned Standard of Learning (ASOL) • Numbering of ASOL • Levels of Performance • Case Studies/ Sample Activities • Scoring Implications • Making It Work In The Classroom • Resources • Questions

  3. Mathematics ASOLs Beginning in 2012-2013,Dynamic Learning Map (DLM) Essential Elements will be used as the Aligned Standards of Learning (ASOL) for: Mathematics 2012-2013 VAAP Implementation Manual p.vii

  4. Mathematics Standards of Learning The Essential Elements • have been developed and linked to Virginia’s Standard of Learning. • Are intended to describe challenging expectations for students with significant cognitive disabilities. • Clarify the bridge between grade-level achievement expectations for students with significant cognitive disabilities who participate in VAAP and the 2009 Mathematics Standards of Learning.

  5. Selection of ASOL for Mathematics • Beginning 2012-2013, teachers must select ASOL listed at the student’s grade of enrollment for Mathematics. • Teachers will NOT be allowed to select ASOL at a higher or lower grade level for Mathematics. 2012-2013 VAAP Implementation Manual p.3

  6. Selection of ASOL for Mathematics • Teachers MUST select the ASOL listed at the student’s grade of enrollment. • Teachers must select one ASOL from each reporting category. • If the ASOL has bullets, one bullet per ASOL must be selected. 2012-2013 VAAP Implementation Manual p.3

  7. New Numbering of ASOL • A new numbering system is used for the ASOL to assist in the selection of ASOL by grade level. • A grade level number “3-8” or “HS”( for High School), precedes the ASOL code, for example, Reporting Category Grade Bullet 6M- PSPFA 1 a Content Area ASOL Number 2012-2013 VAAP Implementation Manual p.3

  8. Reporting Categories for Mathematics For Grades 3-8 • Number, Number Sense, Computation and Estimation (M-NSCE) • Measurement and Geometry (M-MG) • Probability, Statistics, Patterns, Functions, and Algebra (M-PSPFA) For High School • Expressions and Operations (HS M-EO) • Equations and Inequalities (HS M-EI) • Functions and Statistics (HS M-FS)

  9. Mathematics ASOL Summary Matrix 2012-2013 VAAP Implementation Manual p.38

  10. Mathematics ASOL Summary Matrix 2012-2013 VAAP Implementation Manual p.38

  11. Levels of Performance • Beginning in 2012-2013, teachers will be allowed to determine the level of performance for ASOL in Mathematics. • Levels of Performance will provide flexibility for instruction and assessment. 2012-2013 VAAP Implementation Manual p.3

  12. 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 2012-2013 VAAP Implementation Manual p.3

  13. Performance LevelLevel I- Demonstrates Significant Support and modification To demonstrate an ASOL with significant support and modification means: • To modify the present skills and concepts to a more basic level skill or concept. • To provide significant allowable supports that will assist the student in performing the basic skill or concept.

  14. Performance LevelLevel I- Demonstrates Significant Support and modification Significant support and Modification used to demonstrate an ASOL does NOT mean: • Hand over Hand is permitted • Hints, clues, or prompts that violate testing conditions are allowed.

  15. Level I- Demonstrates Significant Support and modification

  16. Level I- Demonstrates Significant Support and modification

  17. Level II- Partially Demonstrated

  18. Level II- Partially Demonstrated

  19. Level III- Fully Demonstrated

  20. Level III- Fully Demonstrated

  21. Determining Levels of Performance Use: • IEP( Present Level of Performance) • Evaluation Results • Teacher Observations Classroom data to determine: • Students strengths and weaknesses relative to the ASOL selected • Accommodations needed • Supports needed

  22. Determining Levels of Performance Approach 1 • Select an ASOL and provide instruction at Level III ( ASOL fully demonstrated) • Collect evidence throughout the school year. • Review evidence prior to submission and adjust the level on the Student Evidence Identification Tag (SEI) 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.

  23. Determining Levels of Performance • Is my student able to demonstrate the ASOL? • Are there specific components of the ASOL that my student can demonstrate? • Are significant supports and modifications needed to assist my student in demonstrating the ASOL?

  24. Determining Levels of Performance Let’s Practice!!!!

  25. Levels of Performance Assign the appropriate Levels of Performance to the given ASOL • For Level I, describe the types of significant support or modification used with the ASOL. • For Level II, describe partial for the ASOL. • For Level III, describe how the student demonstrated the ASOL.

  26. Matthew Elementary 3M-MG 2(b) The student will (b) identify standard units of measure for mass and liquid; • Has a severe seizure disorder • Physical difficulties, fatigue • Student’s writing legibility decreases as support muscles fatigue. • Poor Visual Spatial • Struggles with working left to right versus up to down. • Struggles with completing paper and pencil task after creating a model using manipulatives. • Struggles with fitting numbers into spaces

  27. Corey Middle 7M- PSPFA 3 The student will compare fractions to fractions and decimals to decimals using rational numbers less than one. • Poor Visual Processing • Difficulty with how he aligns numbers, interacts with manipulatives, and works with geometric shapes. • Weak Fine Motor Skills • Lacks finger strength, control, or dexterity to work with manipulatives. • Struggles writing mathematic symbols and fractions. • Language Deficits • Struggles with drawing out key points in word problems and interpreting meaning in a chart or graph.

  28. Lucy High School HSM-EO 2 (b) The student will (b) solve simple one-step equations (multiplication and division) with a variable. • 18 year old young lady • Spastic quadriplegic cerebral palsy and uses a manual wheelchair for mobility. • She is able to use her right hand to manipulate larger items and can use her left hand for stabilization. • Lucy has little intelligible speech other than single words and yes/no responses but within the classroom has used an iTalk2 to communicate simple needs and choices and is learning to use a picture board.

  29. Scoring VAAP When a student submits evidence of skills and/or knowledge identified in the Aligned Standards of Learning (ASOL), the following rubric is used to rate the level of student individual achievement. 2012-2013 VAAP Implementation Manual p.11

  30. Level of Performance Scoring Implications • 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.14

  31. 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 mathematics with other content areas.

  32. Assistive Technology Hi Tech • IntelliKeys • Math Talk • Talking Calculator • Electronic Math Worksheets Lo Tech • Manipulatives • Graphic organizers • Number stamps • Base ten blocks • Color tiles • Adapted paper • Abacus

  33. Resources for Teachers 2012-2013 VAAP Implementation Manual • http://www.doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/index.shtml TTAC Online • http://www.ttaconline.org Center for Literacy and Disability Studies (University of North Carolina) • http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies/jakes-story-1

  34. Resources for Teachers VDOE Assistive Technology Framework Document • http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technology/index.shtml Teaching Grade Aligned Math & Science To Students With Significant Intellectual Disabilities • http://www.doe.k12.de.us/infosuites/students_family/specialed/NEW/files/March2011.DE.Incl.Conf.pdf

  35. Questions Contact Virginia Department of Education Division of Student Assessment and School Improvement Email: student_assessment@doe.virginia.gov or call (804) 225-2102 Division of Special Education and Student Services Email: Deborah.Johnson@doe.virginia.gov

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