Meaningful Curriculum Based Assessment & CBI September 23, 2013

1. Meaningful Curriculum Based Assessment & CBISeptember 23, 2013 Lauran Ziegler, Assistant Director for Special Education, lziegler@hcps.us Emily Snead, Specialist for Secondary Schools, esnead@hcps.us Shellie Waldron, Coordinator for Secondary Schools, swaldron@hcps.us 1

2. Goals for the Session Staff Support Overview Brigance New Materials Play time! Community Based Instruction VAAP

3. Organization of Support Director of Special Education Diane Brown Assistant Director of Special Education Lauran Zeigler Secondary Team Specialist ~ Emily Snead Coordinator ~ Shellie Waldron Autism Consultative Teacher(s) ~ Sue Palko & TBA Elementary Team Specialist ~ Martha Thompson Coordinator ~ Meredith Eads Autism Consultative Teacher ~ Heather Weston Senior Teachers Department Chairs

4. Senior Teachers Patrick Henry High School ~ Karla Bloom Liberty Middle School ~ Rima Wiggin Hanover High School ~ Judy Lewis Oak Knoll Middle School ~ Lara Dugolinsky Atlee High School ~ Katherine Buhse Chickahominy Middle School ~ Jill Godard Lee-Davis High School ~ Sue Barcus Stonewall Jackson Middle School ~ Stacie Johnson

5. Transition Teacher Support 3 transition staff members: Leigh Folds, LDHS & HHS Sharon Brownlee, PHHS & AHS Jennifer Hueston, all middle and high schools Paper-based and computer assisted assessment beginning in middle school Continuum of Services: Assessment School-based employment processes Community based instruction Job/career community exposure & assessment Short term job acquisition and on-site support IEP team support / teacher support Project SEARCH

6. Use of assessment in the classroom • What assessment data do you collect in your classroom? • How do you analyze that data? • What tools are useful in analyzing the data? • What do you need to do this better?

7. Brigance: Elementary School

8. Brigance: Middle School Combination

9. The Changing Shape of CBI in Hanover Number of trips/month is not yet determined Routinely scheduled CBI to the SAME business location, to develop work skills

10. Curriculum Building Is about 75% complete, thanks to our fantastic transition teachers! More information to come at the next meeting! 10

11. VAAP Manual: 2013-14 http://www.doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/implementation_manual.pdf

12. 2013-2014Virginia Alternate Assessment Program

13. VAAP 2013-2014 • An evidence-basedalternative assessment for students with significant cognitive disabilities • Available to eligible students with disabilities in grades 3-8 and high school who are working on academic content reduced in depth and complexity • Available in reading, writing, mathematics, science and history • High school students participating in VAAP must submit Collections of Evidence (COE) that include reading, writing, mathematics, science and history/social science by the end of their 11th grade school year 13

14. Clean out! Get rid of any manual not dated 2013-2014 14

15. Eligibility • Participation is determined by the IEP team based on the VAAP participation criteria. • Participation Criteria forms and additional information are provided in the Procedures for Participation of Students with Disabilities in Virginia’s Accountability System available at www.doe.virginia.gov/testing/participation/index.shtml 15

16. What’s New for 2013-2014 Student Evidence • Multiple attempts by students to complete the same work samples via worksheets, tests, or quizzes are not accepted as evidence. Work samples that are submitted as evidence must not have been attempted before by the student individually or as a member of an instructional group. 2013-2014 VAAP Implementation Manual, p. vii 16

17. Important Reminders • VAAP evidence must be completed under “testing conditions” in which the student does not have access to the subject content or curriculum, hints, clueing, prompts, or test taking strategies that would provide an unfair advantage. • Anecdotal records submitted as evidence must include the date of performance, a detailed description of the learning environment, a detailed description of observed student performance, and a statement of accuracy describing the student’s level of achievement. 2013-2014 VAAP Implementation Manual, p. x 17

18. Important Reminders • Teachers are required to select ASOL in the content areas of Reading, Writing, Mathematics, andScience from the grade level in which the student is enrolled. • Teachers will not be permitted to select ASOL above or below the student’s grade level in these content areas. 2013-2014 VAAP Implementation Manual, p. 3 18

19. Selection of History ASOL • The selection of History/Social Science ASOL will continue to be determined by using the student’s grade level of enrollment as the starting point. • If there are no appropriate History/Social Science ASOL at the student’s grade level, the ASOL may be selected from a higher or lower grade level for each reporting category. 2013-2014 VAAP Implementation Manual, p. 4 19

20. Levels of Performance • The Levels of Performance assist teachers in determining the level of performance for each ASOL that is most appropriate for the individual student. • Level I: The ASOL is demonstrated with significant support and modification • Level II: The ASOL is partially demonstrated • Level III: The ASOL is fully demonstrated 2013-2014 VAAP Implementation Manual, p. ix 20

21. VAAP and Functional Curriculum Training October 8 21

22. Until we meet again. . . • Read your manual. • Begin assessing your students. • Begin to determine which ASOLs to work on for each student. • Bring any questions you have about technical features of VAAP collections. • Come ready to dig deep into ASOLS. 22