Virginia Alternate Assessment Program (VAAP) Working with Reading Virginia Department of Education...

Virginia Alternate Assessment Program(VAAP)

Working with Reading

Virginia Department of Education Revised Summer 2014

In 2012-2013, VAAP Changes affected...

Presentation Topics

• Reading Aligned Standards of Learning (ASOL)

• Selection of ASOL• Levels of Performance• Sample Activities• Tips• Resources

English Standards of Learning (SOL)

• New English Standards were adopted by the Board of Education in 2010.

• These standard were fully-implemented during the 2012-2013 school year.

• They can be found on DOE’s website at http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml.

Reading ASOL

• New Reading ASOL were implemented in the 2012-2013 school year.

• Reading ASOL are drawn from the Dynamic Learning Map (DLM) and are the Essential Elements that have been developed and linked to Virginia’s Reading SOL.

• Reading ASOL are intended to describe challenging expectations for students with significant cognitive disabilities.

Reading Reporting Categories

• Use word analysis strategies and word reference materials (E-RW)

• Demonstrate comprehension of fictional texts (E-CF)

• Demonstrate comprehension of nonfiction texts (E-CN)

Reporting categories are the same across all grade levels.

Selection of Reading ASOL

• It is important to determine the correct grade of enrollment for all VAAP reading participants because:

• Teachers must select Reading ASOL listed at the student’s grade of enrollment.

• Teachers are not allowed to select Reading ASOL at a higher or lower grade level.

Selection of Reading ASOL

• The teacher must select one Reading ASOL from each reporting category.

• All Reading ASOL have the stem “The student will…”. The teacher must select one bullet for each Reading ASOL selected.

3E-RW 7 The student will(a) Identify text features and search tools;(b) Locate facts or information in a familiar text.

Numbering of Reading ASOL

• The numbering system ensures the selection of ASOL by grade level.

• A grade level number “3-8” or “HS” (for High School), precedes the ASOL code. For example, 8E-RW 1a indicates a grade 8 ASOL in the Reporting Category: Use word analysis strategies and word reference materials.

Numbering of Reading ASOL

Reporting Category (Use word analysis strategies and word reference materials)

Grade Bullet 8E-RW 1(a)

Content ASOL # (English-Reading)

Reading ASOL Summary MatrixBased on the 2010 English Standards of Learning

Reporting Category

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School

Use word analysis strategies and word reference materials(E-RW)

3E-RW 13E-RW 23E-RW 33E-RW 43E-RW 53E-RW 63E-RW 7

4E-RW 1 5E-RW 1 6E-RW 1 7E-RW 1 8E-RW 1 HSE-RW 1HSE-RW 2HSE-RW 3

Demonstrate comprehension of fictional texts(E-CF)

3E-CF 13E-CF 2

4E-CF 1

5E-CF 1

6E-CF 1

7E-CF 1

8E-CF 1

HSE-CF 1HSE-CF 2HSE-CF 3

Demonstrate comprehension of nonfiction texts (E-CN)

3E-CN 13E-CN 2

4E-CN 1 5E-CN 1 6E-CN 1 7E-CN 1 8E-CN 1 HSE-CN 1HSE-CN 2HSE-CN 3

Levels of Performance

• Teachers determine the level of performance most appropriate for the student for each ASOL in Mathematics, Reading, Writing and Science.

• Levels of Performance will provide flexibility for instruction and assessment.

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

Level I: Student demonstrates the ASOL with significant support and modification

• The student requires significant support and modification to simplify the task in order to demonstrate understanding.

• The rigor of the ASOL has been reduced to the basic skills necessary to achieve understanding – Identifies a new vocabulary word when presented with a pair of

words; (3E-RW 2(b))

– Identifies the main character or setting of a story; (7E-CF 1(c))

– Identifies words that describe a character from a choice of descriptive words. (HSE-CF 1(c))

Level II: Student partially demonstrates the ASOL

The student is able to demonstrate understanding on a part of the ASOL in which rigor has been decreased through a reduction in the number of skills, concepts, tools, type of text, or a change in the depth of knowledge.

– Identifies new vocabulary in a reading selection; (3E-RW 2(b))

– Identifies the characters and setting of a story; (7E-CF 1(c))

– Identifies what two characters in a story do when they interact. (HSE-CF 1(c))

Level III: Student fully demonstrates the ASOL

The student is able to demonstrate understanding of the ASOL as written for the

grade level.

– Correctly answers questions using new vocabulary, per its definition; (3E-RW 2(b))

– Identifies which characters are a part of which events in a story; (7E-CF 1(c))

– Describes how characters develop and interact with each other. (HSE-CF 1(c))

Examples of Levels of Performancefor Reading

3E-RW 2 (b) 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 Partially Demonstrated 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.


6 E-CN 1 (b) The student will determine the central idea of a short nonfiction passage and details or facts related to it

Level I Demonstrated with significant support and modification During shared reading of an informational text, the student will point, tell, or gesture to communicate when an important detail is stated.

Level II Partially demonstrated After reading a historical passage, the student will use pictures, illustrations, etc. to identify a central idea of a passage. Level III Fully demonstrated When asked “What was the passage about?,” the student will select an answer from choices provided and indicate a fact or detail about it from the passage.


HSE-CF 2 (a) The student will connect the experiences of characters in a story or drama from outside of the U. S. with personal experience.

Level I Demonstrated with significant support and modification The student will identify a character on a video, in a book, or in a magazine who is doing something familiar.

Level II Partially demonstrated With the text projected on an interactive whiteboard, the student will highlight all of the sentences that tell about the character’s experiences.

Level III Fully demonstrated The student will connect the experiences of two characters from a play about schools in Mexico to their own personal experiences.

Determining the Level of Performance

Use:

• IEP (Present Level of Performance)

• Evaluation results

• Teacher observations

• Classroom data

To determine:• Student’s strengths and

weaknesses relative to the ASOL selected

• Accommodations needed

• Supports needed

Determining the Level of Performance

Approach 1• Select an ASOL and provide

instruction at Level III ( ASOL fully demonstrated).

• Collect evidence throughout the school year.

• Review the evidence prior to submission and adjust the level on the Student Evidence Identification (SEI) Tag 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.

Jake’s Story (Video)

Jake's Story — Department of Allied Health Sciences - UNC School of Medicine.mht

• High School Student• Age 15• Physically challenged• Uses a flip chart and eye gaze to communicate

Jake – HSE-CF1- (d) The student will (d) determine the sequence of events in a story or drama

Approach 1• Teacher decides to provide instruction at Level III for this ASOL.• Teacher reads a high-interest story to Jake.• Four story events (pictures paired with words) are placed on Jake’s

flip chart.• Teacher asks Jake which event happened first.• Jake uses eye gaze to identify the first story event.• Teacher places this card first on the flip chart.• This process is repeated for sequencing the remaining events.• Teacher video records the lesson to use in Jake’s Reading Collection

of Evidence and also provides a script of the video clearly indicating Jake’s correct and incorrect responses.

• The SEI tag is created to show HSE-CF1 (d) at a Level III for Jake.

Jake – HSE-RW 3 (e)The student will (e) demonstrate understanding of words and phrases by using authentic texts (e.g. resumes, job description, task instructions).Approach 2

• Teacher decides to provide instruction at Level II for this ASOL and will focus on understanding words from authentic texts (e.g. – task instructions ...simple recipes).

• Teacher identifies 5 vocabulary words used in simple recipes -- measure, bake, temperature, mix, ingredients.

• Vocabulary words are paired with pictures and objects when appropriate and reviewed daily on a class word wall.

• Class follows recipe using vocabulary words to make a dessert.• After the class activity, Jake uses eye gaze to identify the correct objects paired

with vocabulary words used to make the dessert• Given a choice of 5 objects paired with words, Jake identifies measuring cup and

spoons for measuring, spatula for mixing, and milk and eggs as ingredients.• Teacher records Jake’s responses on a data chart which indicated correct and

incorrect responses.• The data chart is placed in Jake’s Reading Collection of Evidence with a SEI tag to

show HSE-RW 3 (e) at Level II.

VAAP Scoring Rubric

The following rubric is used to rate the level of student individual achievement.

Score Descriptors

0 There is no evidence of the specific ASOL being addressed.

1 There is little evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.

2 There is some evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.

3 There is adequate evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.

4 There is ample evidence that the student has demonstrated the skills and knowledge stated in the ASOL being addressed.

Scoring Implications

Level I: The evidence is demonstrated with significant support and modification of the ASOL. The highest score point that evidence at performance level I can receive is a “2”.

Level II: The evidence partially demonstrates the ASOL. The highest score point that evidence at performance level II can receive is a “3”.

Level III: The evidence fully demonstrates the ASOL, Evidence at performance level III can be considered for the highest score point of “4”.

Activities

Activity 1 - RyanDescription of Student:•Thirteen year old middle school student who has a significant cognitive disability

•Currently able to identify familiar pictures and picture symbols

•Has an emerging sight word vocabulary of around 35 words

•Can answer basic recall questions regarding short passages of text

•Speaks in 2 and 3 word phrases and has poor articulation

•Can independently write his personal information and can copy text •Can click and drag using a mouse on the computer, and can type but only when provided a model

Activity 1

Small Group or Partners

1. Select an ASOL from one Reporting Category.

2. What level of performance would you choose or start with for this student? (If Level I or II are selected how would you adjust the ASOL.)

3. What are ways this student can demonstrate what he/she knows in respect to ASOL and level chosen?

4. Describe the instructional activities that could be used.

5. Describe the evidence that could be collected.

Activity 2 - John

Description of Student:•Third grader with Autism•Language is echolalia/no or little expressive language•Moderately high receptive language•Fine motor skills moderately weak•Can follow one step directions

Activity 2







Activity 3 - VeronicaDescription of Student:

• Sixteen year old 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 she 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 her

• Has low muscle tone but can sit in a chair without support for about 7 minutes

• 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 her choice, either by gaze or reach-and-grasp which allows her to use objects to communicate and this makes instruction and performance accessible

• Vocalizes

Activity 3







Tips for Teachers• Make sure evidence demonstrates the ASOL completely.

• Captions for photographs must include a detailed statement that describes the activity occurring, and the student’s level of accuracy for achievement of the ASOL being defended.

• Correctly grade pieces of evidence or include a statement of accuracy.

• Provide written transcripts for all audio or visual submissions of evidence.

• Complete SEI tags for all pieces of evidence including charts and graphs, photographs, videos and audios.

• Anecdotal records should include the date of performance, a detailed description of the learning environment (including instructions, materials and prompts provided), a detailed description of the observed student performance, and a statement of accuracy describing the student’s level of achievement on the ASOL being defended.

Reading Q and A

Q: How can my student in11th grade with significant disabilities be expected to work on high school ASOL?A: Instruction throughout the year should meet the student at their present level and work to develop specific skills. The performance levels can be used for additional flexibility with the requirements of the ASOL.

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 reading with

other content areas

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Reading ResourcesT-TAC Onlinehttp://www.ttaconline.org

UNC Center for Literacy and Disability Studieshttp://www.med.unc.edu/ahs/clds

VDOE Assistive Technology Framework Documenthttp://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technology/framework_assistive_technology.pdf

The A-Z of Adapting Books for Students with Disabilitieshttp://www.vcu.edu/ttac/images/Handout_for_A-Z_of_Adapting_Books_for_Students_with_Disabilities_in_Virginia.pdf orwww.ttaconline.org

QUESTIONS

Virginia Department of Education

Division of Special Education and Student ServicesPhone: (804) 371-2725

Division of Student Assessment and School Improvement

Phone: (804) [email protected]

Virginia Alternate Assessment Program (VAAP) Working with Reading Virginia Department of Education...

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