Virginia Alternate Assessment ProgramVirginia Alternate Assessment Program

VAAP Writing

Virginia Department of Education Revised Summer 2014Revised Summer 2014

VAAP Writing

Virginia Department of Education Revised Summer 2014Revised Summer 2014

TopicsTopics

• Changes to VAAP Writing

• Writing Aligned Standards of Learning (ASOL)

• Levels of Performance

• Writing Samples and Activities

• Writing Resources

• Case Study

• Q and A

• Changes to VAAP Writing

• Writing Aligned Standards of Learning (ASOL)

• Levels of Performance

• Writing Samples and Activities

• Writing Resources

• Case Study

• Q and A

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In 2012-2013, changes to the VAAP affected...

In 2012-2013, changes to the VAAP affected...

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Writing ASOLWriting ASOL

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

• These Writing ASOL were drawn from the Dynamic Learning Map (DLM) project and are Essential Elements that have been developed and linked to Virginia’s Standards of Learning.

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

• These Writing ASOL were drawn from the Dynamic Learning Map (DLM) project and are Essential Elements that have been developed and linked to Virginia’s Standards of Learning.

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Selection of ASOLSelection of ASOL Determining the correct grade of enrollment for all

VAAP writing participants is crucial because:

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

• Writing is assessed at grade 8 and High School

• Teachers must select ASOL from each of the two reporting categories• E-WP and E-WE

Determining the correct grade of enrollment for all VAAP writing participants is crucial because:

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

• Writing is assessed at grade 8 and High School

• Teachers must select ASOL from each of the two reporting categories• E-WP and E-WE

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Writing ASOL Summary MatrixWriting ASOL Summary Matrix

Writing ASOL Summary MatrixBased on the 2010 English Standards of Learning

Reporting Category Grade 8 High School

Research, plan, compose, and revise for a variety of purposes (E-WP)

8E-WP 18E-WP 28E-WP 38E-WP 48E-WP 58E-WP 6

HSE-WP 1HSE-WP 2HSE-WP 3HSE-WP 4HSE-WP 5 HSE-WP 6

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

8E-WE 18E-WE 28E-WE 3

HSE-WE 1HSE-WE 2HSE-WE 3HSE-WE 4

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Example – Middle SchoolExample – Middle School

8 E-WE 1a

8 E-WE 1a

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Grade 8

English(Writing)

ASOL 1

Editing

Bullet a

The student will use standard English rules when writing by using question marks at the end of written questions.

Levels of PerformanceLevels of Performance

• Teachers must determine the student’s level of performance for the Writing ASOL.

• Levels of Performance provide flexibility for instruction and assessment.

• Teachers must determine the student’s level of performance for the Writing ASOL.

• Levels of Performance provide flexibility for instruction and assessment.

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Levels of PerformanceLevels of Performance

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.

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.

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Levels of PerformanceLevels of Performance

Level I: The student requires significant support and modification to simplify the task in order to demonstrate the ASOL.

• The rigor of the ASOL has been reduced to the basic skills necessary to achieve understanding (e.g., writing letters instead of words).

Level I: The student requires significant support and modification to simplify the task in order to demonstrate the ASOL.

• The rigor of the ASOL has been reduced to the basic skills necessary to achieve understanding (e.g., writing letters instead of words).

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Levels of PerformanceLevels of Performance

Level II: The student partially demonstrates the ASOL.

• The student is able to demonstrate understanding of 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 (e.g. applying ending punctuation to 3 out of 5 sentences written ).

Level II: The student partially demonstrates the ASOL.

• The student is able to demonstrate understanding of 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 (e.g. applying ending punctuation to 3 out of 5 sentences written ).

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Levels of PerformanceLevels of Performance

Level III: The student fully demonstrates the ASOL.

• The student fully demonstrates the knowledge and skill of the ASOL.

Level III: The student fully demonstrates the ASOL.

• The student fully demonstrates the knowledge and skill of the ASOL.

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Determining Levels of Performance

Determining Levels of Performance

• Is my student able to demonstrate the full ASOL?

• Are there specific components of the ASOL for which my student can demonstrate understanding?

• Are significant supports and modifications needed to assist my student in demonstrating the ASOL?

• Is my student able to demonstrate the full ASOL?

• Are there specific components of the ASOL for which my student can demonstrate understanding?

• Are significant supports and modifications needed to assist my student in demonstrating the ASOL?

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Determining the Level of Performance

Determining the Level of Performance

Use:

•IEP (Present Level of Performance,

•Evaluation Results

•Teacher observations

Use:

•IEP (Present Level of Performance,

•Evaluation Results

•Teacher observations

Use Classroom data to determine:

•Student’s strengths and weakness relative to the ASOL selected

•Accommodations needed

•Supports needed

Use Classroom data to determine:

•Student’s strengths and weakness relative to the ASOL selected

•Accommodations needed

•Supports needed

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Determining the Level of Performance

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 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 2Approach 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.

Approach 2Approach 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.

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WritingWriting

What is writing?What is writing?

• Essential component of literacy instruction

• Reading is not a prerequisite for writing

• Writing does not have to use typical paper pencil tasks…• Skill development from emergent to conventional

writing

• Essential component of literacy instruction

• Reading is not a prerequisite for writing

• Writing does not have to use typical paper pencil tasks…• Skill development from emergent to conventional

writing

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VAAP Scoring RubricVAAP Scoring RubricScore 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 ConsiderationsScoring ConsiderationsLevel 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.”

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.”

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WRITING EXAMPLESWRITING EXAMPLES

ActivityActivity

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Writing ASOL Grade 8 Example

8E-WP 1a

Writing ASOL Grade 8 Example

8E-WP 1a

The student will

a) write to convey ideas and information including facts, details and other information;

The student will

a) write to convey ideas and information including facts, details and other information;

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Writing ASOLGrade 8 Example

8E-WP 1a

Writing ASOLGrade 8 Example

8E-WP 1a

• Not conveying ideas

• Does have facts

• Does have details and other information

Level II ?

• Not conveying ideas

• Does have facts

• Does have details and other information

Level II ?

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Writing ASOL High School Example

HSE-WE 4a

Writing ASOL High School Example

HSE-WE 4a

The student will

a) edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.

The student will

a) edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph structure.

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Writing ASOL High School Example

HSE-WE 4a

Writing ASOL High School Example

HSE-WE 4a• Edit writing

• Punctuation

• Capitalization

• What about ?• Language

• Spelling

• Sentence/Paragraph Structure

Level II?

• Edit writing• Punctuation

• Capitalization

• What about ?• Language

• Spelling

• Sentence/Paragraph Structure

Level II?27

Writing ResourcesWriting Resources

What can we use?What can we use?

•Assistive Technology

•Physical Environment Design

•Alternative Pencils

•Assistive Technology

•Physical Environment Design

•Alternative Pencils

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Assistive TechnologyAssistive Technology

Hi Tech and Lo Tech Options

• Onscreen keyboards

• PECS books and visuals

• Natural aided language (picture placemats)

• Picture point communication board system

• Topic ring/topic wallet

• SMART Boards

• Use of iPad, iPod, iTouch

Hi Tech and Lo Tech Options

• Onscreen keyboards

• PECS books and visuals

• Natural aided language (picture placemats)

• Picture point communication board system

• Topic ring/topic wallet

• SMART Boards

• Use of iPad, iPod, iTouch

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Physical EnvironmentPhysical Environment

• Flip charts

• IntelliKey overlays

• Switches (Big MAC, etc.)

• Desktop accessories

• Eye gaze frames

• Writing utensil alternatives

• Flip charts

• IntelliKey overlays

• Switches (Big MAC, etc.)

• Desktop accessories

• Eye gaze frames

• Writing utensil alternatives

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Alternative PencilsAlternative Pencils

Training and Technical Assistance Centers (TTAC)

• Writing with Alternative Pencils CD

• Activities

• Training opportunities

Training and Technical Assistance Centers (TTAC)

• Writing with Alternative Pencils CD

• Activities

• Training opportunities

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DESIGN A LESSONDESIGN A LESSONDESIGN A LESSONDESIGN A LESSON

ActivityActivity

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Grade 8 Writing ASOL8E-WP 1c

Grade 8 Writing ASOL8E-WP 1c

The student will

c) plan by brainstorming and revise own writing by adding more information.

Think-Pair-Share

The student will

c) plan by brainstorming and revise own writing by adding more information.

Think-Pair-Share

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ConsiderationsConsiderations

• How would you demonstrate?

• What about levels of performance?

• How could you utilize general education peers in development?

• How could you approach this as a group activity while having each student individually complete work for the assessment?

• How would you demonstrate?

• What about levels of performance?

• How could you utilize general education peers in development?

• How could you approach this as a group activity while having each student individually complete work for the assessment?

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FIND THE ACCOMMODATIONFIND THE ACCOMMODATION

ActivityActivity

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Using your previous lessonUsing your previous lesson

• Examples of AT for planning and brainstorming topics?

• Revising writing to add more information to writing sample?

• Examples of AT for planning and brainstorming topics?

• Revising writing to add more information to writing sample?

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ConsiderationsConsiderations

• What are examples of lo and hi tech options?

• What about students with physical limitations?

• What are examples of lo and hi tech options?

• What about students with physical limitations?

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Jake Case StudyJake Case Study

Journal Writing with the Alphabet Flip Chart

http://www.med.unc.edu/ahs/clds/projects/north-

carolina-deaf-blind-project/db-case-studies/jakes-story-1/jakes-story

Journal Writing with the Alphabet Flip Chart

http://www.med.unc.edu/ahs/clds/projects/north-

carolina-deaf-blind-project/db-case-studies/jakes-story-1/jakes-story

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Jake Case StudyJake Case Study

• Jake used his knee picker switch to highlight the Big Mac switch for his partner to select.

• The flip chart contained letters as well as simple editing commands (space, new word and delete).

• Topics were selected using his remnant book, which was of very high interest for Jake.

• Jake used his knee picker switch to highlight the Big Mac switch for his partner to select.

• The flip chart contained letters as well as simple editing commands (space, new word and delete).

• Topics were selected using his remnant book, which was of very high interest for Jake.

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Additional ResourcesAdditional Resources

• Examples of levels for Reading, Writing, Mathematics and Science

• Sample activities for teachers

• Support materials and resources for implementation

• Curriculum Framework

TTAC Online www.ttaconline.org

• Examples of levels for Reading, Writing, Mathematics and Science

• Sample activities for teachers

• Support materials and resources for implementation

• Curriculum Framework

TTAC Online www.ttaconline.org

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Tips for TeachersTips for Teachers

• Make sure evidence is demonstrating the ASOL completely

• Anecdotal record narrative and captions for photographs should give a thorough explanation of what the student is doing

• Correctly grade pieces of evidence and complete SEI tags

• Make sure evidence is demonstrating the ASOL completely

• Anecdotal record narrative and captions for photographs should give a thorough explanation of what the student is doing

• Correctly grade pieces of evidence and complete SEI tags

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Making it Work in the Classroom

Making it Work in the Classroom

• Collaboration and consultation with general education teachers

• Co-teaching with general education teachers and related service providers

• Use of Assistive Technology

• Thematic units to incorporate writing with other content areas

• Collaboration and consultation with general education teachers

• Co-teaching with general education teachers and related service providers

• Use of Assistive Technology

• Thematic units to incorporate writing with other content areas

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Online Writing ResourcesOnline Writing ResourcesUNC Center for Literacy and Disability

Studies

http://www.med.unc.edu/ahs/clds

Literacy for Children with Combined Vision and Hearing Loss

http://literacy.nationaldb.org/

UNC Center for Literacy and Disability Studies

http://www.med.unc.edu/ahs/clds

Literacy for Children with Combined Vision and Hearing Loss

http://literacy.nationaldb.org/

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Online AT Writing Resources

Online AT Writing Resources

VDOE Assistive Technology Websitehttp://www.doe.virginia.gov/special_ed/

iep_instruct_svcs/assistive_technology/index.shtml

VDOE Assistive Technology Framework Document

http://www.doe.virginia.gov/specialed/iep_instruct_svcs/assistive_technology/

VDOE Assistive Technology Websitehttp://www.doe.virginia.gov/special_ed/

iep_instruct_svcs/assistive_technology/index.shtml

VDOE Assistive Technology Framework Document

http://www.doe.virginia.gov/specialed/iep_instruct_svcs/assistive_technology/

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Online AT Writing Resources

Online AT Writing Resources

VDOE TTAC Assistive Technology State Directed Project Website

www.ttaconline.org

TTAC Online VAAP ResourcesTTAC Online VAAP Resourceshttp://www.ttaconline.org/staff/assessment/vaap.asphttp://www.ttaconline.org/staff/assessment/vaap.asp

VDOE TTAC Assistive Technology State Directed Project Website

www.ttaconline.org

TTAC Online VAAP ResourcesTTAC Online VAAP Resourceshttp://www.ttaconline.org/staff/assessment/vaap.asphttp://www.ttaconline.org/staff/assessment/vaap.asp

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Writing Q and AWriting Q and A

Q: What if my student can’t write with a pencil?

A: The use of accommodations through a scribe and the use of instructional tools such as alternative pencils can help students to access writing on a variety of levels.

Q: What if my student can’t write with a pencil?

A: The use of accommodations through a scribe and the use of instructional tools such as alternative pencils can help students to access writing on a variety of levels.

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Writing Q and AWriting Q and A

Q: How can my student in 9th 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 to give additional flexibility for the requirements of the ASOL.

Q: How can my student in 9th 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 to give additional flexibility for the requirements of the ASOL.

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QUESTIONSQUESTIONSVirginia Department of Education

Division of Special Education and Student Services

Deborah.Johnson@doe.virginia.gov

(804) 371-2725

Division of Student Assessment and School Improvement

Student_Assessment@doe.virginia.gov

(804) 225-2102

Virginia Department of Education

Division of Special Education and Student Services

Deborah.Johnson@doe.virginia.gov

(804) 371-2725

Division of Student Assessment and School Improvement

Student_Assessment@doe.virginia.gov

(804) 225-210248