1 Preparing Student Evidence for VAAP Writing Virginia Department of Education Division of Student...

transcript

Preparing Student Evidence for VAAP Writing

Virginia Department of EducationDivision of Student Assessment and School Improvement

2011-2012

Presenters

•Sharon E. Siler Division of Student Assessment and

School Improvement

•Samantha A. Marsh Division of Special Education and Student

Services

•Elizabeth Dixon Pearson

Topics•Section I - VAAP Writing Assessment Overview

•Section II - VAAP Writing Instruction

•Section III - Preparing and Scoring Writing Evidence

VAAP Writing Assessment Overview

VAAP Writing Assessment

IDEA 2004 and Virginia special education regulations require students with disabilities to participate in the same subject area assessments as their non-disabled peers in the same grade level.

•To comply with these regulations, implementation of the VAAP Writing assessment is effective beginning with the 2010-2011 school year.

•VAAP participants in grades 5, 8 and high school must submit Writing Collections of Evidence.

•High School VAAP participants are required to submit Writing Collections of Evidence by the end of their grade 11 school year.

•Aligned Standards of Learning (ASOL) are academic standards that are reduced in complexity and depth.

•Writing Collections of Evidence must defend (ASOL) based on the 2002 English Standards of Learning .

•Writing ASOL are available in the 2011-2012 VAAP Implementation Manual on pages 30-33.

Writing ASOL are organized into two Reporting Categories:

•Plan, compose and revise in a variety of forms for a variety of purposes (E-WP)

•Edit for correct use of language, capitalization, punctuation, and spelling (E-WE)

VAAP Writing ASOL

•Most Writing ASOL typically include a stem and related sub-statements referred to as bullets

•Other Writing ASOL may only have a stem statement.

VAAP Writing ASOL

Writing ASOL E-WP2 is an example with a stem and bullets

The student will print legibly. (a) Form letters. (b) Space words and sentences.

If E-WP2 is selected, evidence for the student achievement of the stem and one of the bullets, (a) or (b) must be provided.

VAAP Writing ASOL

Writing ASOL E-WE1 is an example with only a stem:

The student will print the upper and lower case letters of the alphabet independently.

If E-WE1 is selected, evidence for the student achievement of the stem must be provided.

VAAP Writing ASOLReporting Categories

Grade 5

Grade 8

Grade 11

Plan, compose, and revise in a variety of forms for a variety of purposes (E-WP)

E-WP1E-WP2E-WP3E-WP4E-WP5

E-WP6E-WP7E-WP8

Edit for correct use of language, capitalization, punctuation, and spelling (E-WE).

E-WE1E-WE2E-WE3E-WE4E-WE5

E-WE6E-WE7E-WE8

E-WE9E-WE10

Steps for Preparing A VAAP Writing Collection of Evidence

• Step 1 – Identify the grade level of the student’s enrollment.

• Step 2 – Choose an ASOL at the student’s grade level from each of the two reporting categories. Remember that for an ASOL with multiple bullets, the stem and only one bullet must be selected and defended.

• Step 3 – If no ASOL at the student’s grade level is appropriate, select an ASOL from a higher or lower grade level for each reporting category.

• Step 4 – Provide instruction throughout the year on the selected ASOL and gather evidence of the student knowledge and skills. Evidence must be gathered under testing conditions in which the student does not have access to hints, clueing or prompts that would provide answers.

• Step 5 – Evidence of student performance of the ASOL may include

– Work Samples– Video– Audio– Anecdotal Record– Interview– Data Chart/Graph– Captioned Photograph

See Section 5 of the 2011-2012 VAAP Implementation Manual for additional information.

VAAP Writing Instruction

What does writing mean?

Students with Intellectual Disabilitiesrespond to curriculum differently than other students. Given the characteristics of their disabilities students may require:

• modifications in accessing the curriculum

• accommodations in demonstrating their achievement in the area of writing

• individualized tasks and assignments that meet academic requirements as well as accommodate different learning styles

What does writing look like?

• Writing is an essential component of literacy instruction (part of a student’s daily instruction). Communication and literacy instruction should not be mutually exclusive.

• Use of pens, pencils or computer keyboarding may not be possible for many students with significant cognitive disabilities. Augmentative and alternative writing methods will be required. These methods are often described in research as “alternative pencils.”

Aligned Standards of Learning

• Below is an example of a Writing ASOL– E-WE 3 The student will write to

communicate ideas.• e) Begin each sentence with a capital letter

and use ending punctuation in final copies.

• Expectations of student as found in the English Curriculum Framework– Evidence must show writing product by

student that demonstrates the use of capital letters and ending punctuation (correctly).

Instructional Supports

•Assistive Technology

•Accommodations

•Instructional Resources

Assistive Technology

• Computer Aided Instruction, writing software applications

• Smart Boards/Promethean Boards• Picture symbols and manipulatives with print• Eye gaze systems• IntelliKeys overlays and adaptive keyboards• Augmentative communication devices• Sign Language • Stamps• Adapted pens/pencils• Other appropriate technologies

Accommodations

•Writing implements– “Alternative pencils”– Adapted writing instruments– Tilted writing desk

•Additional practice•Additional time to complete assignments•Alternative media

– Large print materials– Audio tools– Electronic text and materials

•Scribe•Word banks with picture symbols•Frequent breaks during instruction•Read aloud prompts for writing•Computer

– Keyboard for word processing– Software for text creation using alternative

methods

Accommodations

Instructional Resources

•Graphic Organizers– Advance writing planners

Structure for composition•Instructional Scaffolding

– IdeasWordsSentence ConstructionBreak apart skill units (punctuation; capitals,

ending marks, etc.)•Instructional Print Materials

– Large print– Braille– Audio– Electronic

Additional Instructional Support

• ASOL Guidance Document• Available on TTAC Online

• TTAC Technical Assistance– How can TTAC’s help?

• resources for accommodating students and modifying curriculum

• blending curriculum • use of thematic units to teach blended

curriculum – Contact your regional TTAC office directly (

http://www.ttaconline.org/staff/s_contactregion.asp)

Reporting Category E-WE

Edit for correct use of language, capitalization, punctuation, and spelling.

E-WE3 The student will write to communicate ideas.

e) Begin each sentence with a capital letter and use ending punctuation in final copies.

2011 -2012 VAAP Implementation Manual p. 32

Student Work Samples

Reporting Category E-WP

E-WP3 The student will write to communicate ideas.b) Focus on one topic.

Reporting category E-WE

E-WE3 The student will write to communicate ideas.e) Begin each sentence with a capital letter

VAAP Writing Online Resources

• TTAC Online• VAAP Instructional Resources• Access Center Writing Resources• Computer Assisted Instruction and Writin

g• CAST UDL Book Builder• Graphic Organizers• Writing Modules and Articles (Reading Ro

ckets)• Writing Activities (Scholastic)• Literacy and Activity Development (Kiz Cl

Questions and Answers

•What accommodations can I use for the VAAP Writing Test?

– Accommodations documented on the student’s IEP can be used in creating pieces of evidence for the collection.

•What if my student cannot write with a pencil and paper?– The use of alternative means of writing is

encouraged for the collection of evidence for the Writing Aligned Standards of Learning specifically for students who are unable to write conventionally. Students may use computers, scribes, alternative pencils, adapted writing instruments, etc. to help create pieces of evidence.

•Some ASOL are similar; can I submit the same piece of evidence for both ASOL?– When selecting a piece of evidence to submit

make sure to review the details of the ASOL to make sure that the evidence demonstrates all areas of the skill. Some pieces of evidence may be used for more than one selected ASOL. The writing curriculum framework can be a helpful tool in reviewing your evidence for quality and detail.

Preparing and Scoring Writing Evidence

VAAP Writing is scored using the same rubric, addendum, and rules as other VAAP

content areas.

Key Scoring Concepts include:•Demonstration

•Accuracy and Correctness

•Completeness

•Appropriateness

Score Point: 0

•There is no evidence of the specific Aligned Standard(s) of Learning being addressed.

Scoring Rubric

Score Point: 0 No Evidence

•A score point of “0” may be assigned if the evidence submitted does not show any level of individual achievement for the ASOL being defended.

Rubric Addendum

Score Point: 1

•There is little evidence that the student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed.

Scoring Rubric

Score Point: 1 Little Evidence

•The collection provides a minimally sufficient demonstration of the student’s knowledge and understanding of the ASOL. The evidence is incomplete and mostly inaccurate, exhibiting only a very basic level of understanding. Overall, the quality of the evidence presented is weak and does not satisfy most of the requirements of the ASOL.

Rubric Addendum

Score Point: 2•There is some evidence that the student

has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed.

2011-2012 VAAP Implementation Manual p. 11

Scoring Rubric

Score Point: 2 Some Evidence

•The collection provides only a partially sufficient demonstration of the student’s knowledge and understanding of the ASOL. The evidence may be incomplete or may exhibit major lapses in accuracy. Overall, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.

Rubric Addendum

Score Point: 3•There is adequate evidence that the

student has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed.

2011 -2012 VAAP Implementation Manual p.11

Scoring Rubric

Score Point:3 Adequate Evidence

•The collection provides a reasonably sufficient demonstration of the student’s knowledge and understanding of the ASOL. Most of the student’s work is accurate and correct, but the performance is not consistent and may be incomplete. Overall, the quality of the evidence presented is appropriate and satisfies many of the requirements of the ASOL.

Rubric Addendum

Score Point: 4•There is ample evidence that the student

has demonstrated the skills and knowledge stated in the Aligned Standard(s) of Learning being addressed.

Scoring Rubric

Score Point:4 Ample Evidence

•The collection provides a fully sufficient demonstration of the student’s knowledge and understanding of the ASOL. Minor lapses in accuracy and completeness may occur, but overall the quality of the evidence presented consistently and appropriately satisfies most of the requirements of the ASOL.

Rubric Addendum

Rule 1Evidence must show individual student

achievement.

•If the student work does not show any level of individual achievement on the ASOL being defended the scorer may assign a score point of “0”.

NOTE: Hand-over-hand instruction, although a valid introductory teaching method, does not provide evidence of the student’s performance and cannot be considered during scoring.

Rule 2Evidence must be student-generated.

•If the student work is based on homework or an open-book test, the work cannot be considered in scoring

•If the student work is copied from sources such as the blackboard, texts, or computer, the work cannot be considered in scoring.

Rule 2Evidence must be student-generated.

•If the student work includes examples or directions with hints, clueing, or prompts that would provide answers, the work cannot be considered in scoring.

•If the work is part of a group project and the student participating in the VAAP is not clearly identified, the work cannot be considered in scoring.

Rule 3 Evidence must include a correctly

labeled Student Evidence Identification (SEI) Tag.

• If there is no SEI Tag, the evidence cannot be considered in scoring.

• It the SEI Tag is clearly mislabeled, the SEI Tag should be corrected and initialed by the Scoring Event Coordinator or designee before it is considered in scoring.

2011 -2012 VAAP Implementation Manual p 14

Rule 4 Evidence must include a completed VAAP Content Area Cover Sheet for

each content area.

The VAAP Content Area Cover Sheet is not considered evidence and will not be scored.

Rule 5Evidence must include a signed affidavit or

it will not be scored.

Only one affidavit needs to be in the collection. There does not need to be an affidavit for each content area.

Rule 6 Evidence must clearly address

photograph captions and grading.

Captions: If the evidence includes photographs,

captions (descriptive statements of student achievement) must be included; otherwise, the evidence cannot be considered in scoring.

Grading: •If the evidence includes work samples such as

worksheets, tests, and quizzes, the work samples should be graded by the teacher and correct and/or incorrect answers should be clearly identified. The grades may be a letter grade, numerical grade, or evaluative comments as determined appropriate by the teacher.

Evidence such as anecdotal records, observations, interviews, audios, and videos must include a statement of accuracy describing the student’s level of individual achievement on the ASOL being defended.

If the information included in the work sample can be verified, the scorers should verify the accuracy of the student’s work.

Reporting Category E-WE

E-WE3 The student will write to communicate ideas.e) Begin each sentence with a capital letter

Student

He only missed one period.

This anecdotal explains how the work sample was created.

Student

Student Work Sample

Reporting Category E-WE4

The student will maintain manuscript and begin to make the transition to cursive

Student

This anecdotal is not given credit, it only restates the ASOL and does not have an acceptable accuracy statement

Cursive

Student Work Sample

Cursive

Student Work Sample

Reporting Category E-WP

Plan, compose, and revise in variety of forms for a variety of purposes

E-WP3 The student will write to communicate ideas.a) Generate ideas.

Student Work Sample

Credit for Writing

Student Work Sample

Credit for writing

Student Work Sample

Generating Ideas

Student Work Sample

Credit for writing

Reporting Category E-WP 2

Plan, compose, and revise in variety of forms for a variety of purposes

The student will print legibly.b) Space words and sentences.

Student

Accuracy Statement

Specific Activity

Learning Environment

Student

Caption with a description of the activity and accuracy statement

Student Work Sample

Important Reminders

•Evidence must be collected under “testing conditions”.

•If the ASOL has a bullet then the stem and the bullet must be defended.

•Augmentative and alternative writing methods may be required. “Alternative pencils” may be used for “writing.”

Q. How is legibility assessed?

A. Students perform at various levels. Evaluative comments by the teacher, in addition to an accuracy score, will help to clarify the student’s level of achievement.

Q. What kind of accommodations for the ASOL “the student will write” are acceptable?

A. Writing is not just a paper and pencil activity. Writing can include the assistive technology, stencils or the use of manipulatives to communicate ideas.

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