2011-2012 Virginia Alternate Assessment Program (VAAP) Overview

1. 2011-2012Virginia Alternate Assessment Program (VAAP)Overview Quick Guide

2. Assessment in Virginia MC Alternative Alternate Tests Assessments Assessment SOL 3-8 VGLA (no math) VAAP SOL EOC VSEP VAAP Grade 3-8 and Algebra 1 VMAST math (Field test in spring 2012 of reading VMAST)

3. Step 1 VAAPIdentification • VAAP is an assessment for students: • with a current IEP. • 504 students are not eligible. • with a significant cognitive disability. • who require extensive direct individualized instruction. • who have been traditionally exempted from standardized tests. • not working toward a standard, advanced or modified standard diploma. • Lowest achieving 1% of all children

4. What VAAP is not! • VAAP is not an assessment for students: • with behavior problems. • with limited English proficiency. • who are achieving a grade level lower than expected. • with chronic absenteeism. • who may not pass the regular Standards of Learning (SOL) test.

5. Authority • Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) • §118 STAT. 2686 (16)PARTICIPATION IN ASSESSMENTS. - ‘‘(A) IN GENERAL. - All children with disabilities are included in all general State and district wide assessment programs, including assessments described under section 1111 of the Elementary and Secondary Education Act of 1965, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individualized education programs.” • No Child Left Behind Act of 2001 (NCLB); • Title I-Improving the Academic Achievement of the Disadvantaged; Final Regulations “An alternate assessment is an assessment designed for the small number of students with disabilities who are unable to participate in the regular State assessment, even with appropriate accommodations.”

6. What this means for Virginia: • Students with disabilities (SWD) must participate in state assessments. • VAAP must be specified in IEP. • VAAP is intended for a small number of students who are unable to participate in regular SOL testing (or VGLA or VSEP). • All appropriate accommodations must have been considered.

7. What this means for Virginia • All students must be instructed in the SOL curriculum. • Functional skills are not to be assessed for Adequate Yearly Progress (AYP) purposes. • Functional skills still important – just not part of State/Federal assessment systems

8. Step 2 Determine Level of Skills • Skill/Knowledge Level • In all subjects • Tested Subjects

9. Step 3Choose ASOL’s • Present Level of Functioning • General Classroom/County Curriculum • IEP Goals • Reasonable Goals to Reach With Instruction • Not what student already knows

10. Important Changes in 2011-12 • New Math ASOL’s • No crosswalk to old ASOL’s • Cannot determine by reporting category or ASOL number previous ASOLs assessed • May choose any ASOL that is appropriate • Social Studies ASOL’s new last year • Do not repeat ASOL from last year in Hist-SS • Reading, Writing Science • Do not repeat ASOL’s

11. What are Aligned Standards of Learning? • Virginia’s approach to providing access to and assessing students with significant cognitive disabilities on the general curriculum (SOL). • Content standards based on SOL skills that have been reduced in depth and complexity.

12. Select ASOL’s The teacher and student review and select Aligned Standards of Learning (ASOL) in each content area from grade level blueprints. • Consideration of ASOL for any test begins by reviewing the student’s grade level ASOL blueprint; before moving to lower or higher level blueprints. • The ASOL’s chosen should be an integral seamless part of the student’s instructional plan for the year. • The ASOL’s must reflect the students Present Level of Functioning as defined in the IEP and have a direct relationship with IEP goals

13. Teach ASOL’s • Instruction in ASOL’s should be a seamless part of the student’s instructional plans and goals for the year • It should not be a separate activity. (Not today is ASOL day)

14. Assessment of ASOLs • Determine the means of assessment • Must not be regular classwork or homework. • Treat assessment like a test • Under teacher supervision • Under testing conditions without access to hints, clueing, or prompts which may provide answers

15. Appropriate Types of Evidence • Work Samples • Under test conditions • Video or audio • Anecdotal record* • Interview • Data chart/Graph • Captioned Photographs

16. VAAP Scoring Rules VAAP scoring rules have not changed. • Evidence must show individual student achievement • Evidence must be student-generated • Evidence must include a correctly labeled Student Evidence Identification (SEI) tag • Evidence must include a completed 2011-2012 VAAP Content Area Cover Sheet for each content area • Evidence must include a signed affidavit or it will not be scored. • Evidence must include photograph captions 7. Evidence must be graded.

17. Due Dates for VAAP • September 16, 2011 – Names • October 1 Choose ASOLs • The ASOL scoring worksheet was sent as email attachment to you • Complete worksheet - send to Gordon electronically by 10/1/11. • Expect visit from a support person. • Scorers, Lorna, Gordon, Dr. Devitt

19. Due Date • Due date is required by DOE • In response to state Board of Education who sets cut scores • They are setting new cut scores in math • I’m sorry – no choice!!!