Virginia Alternate Assessment Program VAAP Overview

1
Virginia Alternate Assessment Program (VAAP)
Overview

• Richmond Public Schools
• September 30, 2008

2
VAAPOverview

• Presenters
• Michelle Boyd
• Juanita Nicholson
• Exceptional Education and Student Services

3
VAAP Overview Agenda

• Virginias Accountability System
• VAAP Overview
• Collection of Evidence
• COE Required Forms
• Scoring Rules
• Scoring Rules Sample Set
• School-Based District-Wide Oversight
• Instructional Resources

4
Students with Disabilities and Virginias
Accountability System

• All students must participate in Virginias
  Accountability System.

5
State Assessments for Students with Disabilities

• For all students with disabilities identified
  under IDEA 2004, the IEP Team determines how the
  student will participate in the accountability
  system. For students identified under Section
  504 of the Rehabilitation Act of 1973, the 504
  Committee determines how the student will
  participate.

6
Students with Disabilities and Virginias
Accountability System

• Students with disabilities can participate in
  Virginias Accountability System in a variety of
  ways
• SOL (multiple choice) w/o accommodations
• SOL (multiple choice) w/ accommodations
• VGLA
• VSEP
• VAAP
• NOTE Participation criteria must be met in order
  for a student with a disability to participate in
  alternative or alternate assessment.

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Assessment Discussion

• Assessment discussions must always begin with the
  SOL multiple choice test, then to alternative
  assessments or alternate assessments as
  appropriate.

8
Virginias Accountability Assessment System
9
VAAP Overview

• 2008-2009

10
VAAP Key Questions
11
What is the VAAP?

• Alternate Assessment
• An alternate assessment is an assessment
  designed for a small number of students with
  disabilities who are unable to participate in the
  regular State assessment, even with appropriate
  accommodations.
• No Child Left Behind Act 2001 Title I
  Improving the Academic Achievement of the
  Disadvantaged Final Regulations

12
Who can participate in VAAP?

• Students with significant cognitive disabilities
  may be considered appropriate participants for
  the VAAP.
• (VAAP Implementation Manual p.1)

• VAAP is available to students in grades 3
  through 8 and students in grade 11 who meet the
  VAAP participation criteria.

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Participation Criteria

• Does the student have a current IEP, or is one
  being developed?
• (NO 504 Plans)
• Does the student demonstrate significant
  cognitive disabilities.
• Sources of information (Learner
  Characteristics, psychological evaluation,
  achievement tests, social adaptive behavior test
  results, observations by parents and teachers,
  social maturity data, curricular content, etc.)

14
Participation Criteria

• 3. The students present level of performance
  indicates the need for extensive, direct
  instruction and/or intervention in a curriculum
  framework based on Aligned Standards of Learning.
  The present level of performance, or student
  evaluation, may also include personal management,
  recreation and leisure, school and community,
  vocational, communication, social competence
  and/or motor skills.
• Blended curriculum with high levels of support in
  a curriculum that is reduced in depth and
  complexity
• Sources of information (Informal and formal
  assessment results, checklists, data log, work
  samples, structured or spontaneous observations
  by teachers and parents, measurable IEP goals,
  scheduling matrix, curricular content, list of
  necessary supports.)

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Participation Criteria

• 4. The student requires intensive, frequent, and
  
• individualized instruction in a variety of
• settings to show active interaction and
• achievement.
• Sources of information (Measurable IEP goals,
  scheduling matrix, instructional strategies
  effectiveness data, list of various inclusive
  settings, learning style inventory, etc.)

16
Participation Criteria

• Ninth Grade and above
• 5. The student is working toward educational
  goals other than those prescribed for a Modified
  Standard, Standard, or Advanced Studies Diploma.
• Sources of information (list of diploma options
  and requirements, curricular content, measurable
  IEP goals, transition plan, parent and student
  discussion, etc.)

17
What Forms are Used to Document VAAP
Participation?

• IEP and IEP Minutes
• VAAP Participation Criteria Form
• (Grades 3-8 and 11)
• The team must answer Yes to all questions in
  order for the student to be eligible.
• Fill out the form completely
• Keep in students permanent record

18
What resources are available to assist schools in
determining if a student has a significant
cognitive disability?

• Guidance Document Significant Cognitive
  Disabilities (VDOE)
• Leaner Characteristics Inventory (LCI)

19
What is the Guidance Document Significant
Cognitive Disabilities?

• VDOE Guidance Document
• Provide IEP teams with summary of research to
  assist in clarifying which students have been
  defined as having significant cognitive
  disabilities
• Less than 1 of the population
• Multiple sources of information should be
  reviewed by the whole IEP team
• student learner characteristics, Adaptive
  Behavior Scores, and Intelligence Quotient
  Scores.
• Mental Retardation/Intellectual Disability is the
  focal point of discussion.

20
Learner Characteristics

• Learner Characteristics defined in literature
• Communication difficulties that affect
  self-determination, behavior, social
  interactions, and participation in multiple
  learning environments.
• Uneven learning patterns in all domains including
  cognition, communication, socialization, and
  self-help.
• Multiple disabling conditions concurrently with
  mental retardation, including physical
  disabilities, sensory challenges, and medical
  needs, that impact health, stamina, and
  engagement in learning tasks.
• Motor impairments, in addition to
  cognitive/developmental delay, that make
  participation in routine tasks challenging.
• Difficulty learning new tasks, maintaining new
  skills, and generalizing skills to new
  environments.
• Individualized methods of accessing information
  in alternative ways (tactile, visual, auditory,
  and multi-sensory).

21
Adaptive Behavior
22
Intellectual Functioning
The Diagnostic and Statistical Manual of Mental
Disorders IV-TR outlines a range of IQ levels,
ranging from mild to profound mental retardation.
23
What is an LCI?

• Learner Characteristics Inventory tool to
  assist IEP teams in determining if a student has
  the learner characteristics commonly associated
  with students who might be considered for the
  VAAP.
• Schools must complete the Richmond Public School
  Learner Characteristics Inventory when
  considering a student for participation in VAAP.

24
Does the LCI support the Guidance Document
Significant Cognitive Disabilities?

• The LCI addresses the three components examined
  in the VDOE guidance document learner
  characteristics, adaptive behavior, and
  intelligence quotient.
• LCI is a tool to document information from the
  three components addressed in the guidance
  document.

25
Is the LCI optional?

• The LCI was provided as an optional tool for
  local education agencies to assist them in
  determining whether a student has a significant
  cognitive disability.
• RPS requires that the LCI be completed for ALL
  students participating in VAAP and those being
  considered for participation in VAAP.

26
Who decides which assessment is appropriate for
students with disabilities and how is it
documented?

• Determination of Eligibility
• Using VAAP eligibility criteria, the IEP Team
  examines how the student with significant
  cognitive disabilities accesses instruction and
  content and demonstrates the knowledge and
  skills.
• IEP team decisions are documented on the IEP and
  in the IEP minutes.

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How is the VAAP put together?

• Students participating in the VAAP must compile
  a collection of work samples to demonstrate
  performance on the ASOLs for which they have
  received instruction.

28
What is the purpose of VAAP?

• VAAP evaluates the performance of students with
  significant cognitive disabilities.

29
Which content areas are available in VAAP?

• Reading, math, science, and history/social
  science.
• RPS requires submission of evidence in a content
  area if an SOL is administered in that grade
  level and content area.
• NOTE Writing (content area) is not submitted in
  VAAP.

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SOL AssessmentsBeginning 2005-2006

• 3rd Grade 6th Grade
• English 3 English 6 - Reading
• Math 3 Math 6
• Science 3 US History 1
• History 3
• 4th Grade 7th Grade
• English 4 Reading English 7 - Reading
• Math 4 Math 7
• VA Studies US History 2
• 5th Grade 8th Grade
• English 5 Reading English 8 - Reading
• English 5 Writing English 8 -
  Writing
• Math 5 Math 8
• Science 5 Science 8
• Civics and Economics
• There is no writing component in VAAP.

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What is the 1 Cap?

• 1 Cap
• Represents the number of proficient scores on the
  alternate assessment that may be counted toward
  adequate yearly progress (AYP).

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Are there repercussions for exceeding the 1 Cap?

• YES
• Repercussions for Exceeding the 1 Cap
• Division-wide repercussions will be implemented
  for exceeding the 1 Cap. Scores that exceed the
  1 Cap will be reassigned from a pass to a FAIL
  for the use of AYP calculations only.
• Scores that are reassigned impact AYP
  calculations at the division and building levels.

33
1 Cap Review
1 Cap
Carefully examine participation criteria
Mindful of the 1 Cap
Make decisions in the best interest of students
34
VAAP Review
alternate assessments designed for a small number
of students with disabilities who are unable to
participate in the regular State assessment, even
with appropriate accommodations
1 Cap - the number of proficient scores on the
alternate assessment that may be counted toward
adequate yearly progress (AYP).
available to students with significant cognitive
disabilities who are working on academic
standards that have been reduced in complexity
and depth in grades 3-8 and 11 who meet the
participation criteria
VAAP
student work samples and products are collected
throughout the instructional process to address
one ASOL for each reporting category and each
content area and submitted as a COE for local
scoring
participation is determined by an IEP team
method of demonstrating knowledge through a
non-traditional mode of testing
35
VAAP Collection of Evidence (COE)
36
EVIDENCE

• Collections of Evidence (COE)
• Students participating in the VAAP must compile a
  collection of work samples to demonstrate
  performance on the ASOLs for which they have
  received instruction.

37
Evidence (VAAP Implementation Manual p. 8)

• A collection may consist of a combination of the
  following types of evidence
• Work Samples - tests, quizzes, worksheets, and
  projects
• Audiotape/Videotape oral presentation, role
  play
• Anecdotal Record - observation using a protocol
• Interview question and answer format
• Charts/Graphs Venn Diagrams, KWL, historical
  timeline
• Captioned Photographs
• Note Work must be completed by the student
  under the direct supervision of a teacher or
  paraprofessional.
• Must have a signed photo consent form to submit
  photographs or videos in the COE.

38
What content standards are addressed in a VAAP
COE?

• Aligned Standards of Learning (ASOLs)
• Academic standards that have reduced in
  complexity and depth

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What resources can be used in understanding the
ASOLs?

• Use the curriculum framework as a resource for
  the essential skills and knowledge required in
  each standard. This resource is located at
• http//www.ttaconline.com/staff/assessment/vaap_r
  es_asol.asp

40
Does VAAP address functional skills?

• Individual achievement on academic skills is the
  single focus of VAAP.
• functional skills such as self care, leisure
  activities, and domestic skills are important
  components of educational programs designed for
  students with significant cognitive disabilities,
  however, they are NOT evaluated in VAAP.

41
How many ASOLs are addressed?

• One ASOL (and bullet if appropriate) must be
  defended in each reporting category in each
  content area being assessed.

42
How many reporting categories are in each content
area?

• Reading - 2
• Mathematics 5
• Science 4
• History / Social Science - 4

43
Reading (Two Reporting Categories)

• Use word analysis strategies and information
  resources
• Demonstrate Comprehension of printed materials

44
Math (Five Reporting Categories)

• Number and Number Sense
• Computation and Estimation
• Measurement and Geometry
• Probability and Statistics
• Patterns, Functions and Algebra

45
Science (Four Reporting Categories)

• Scientific Investigation/Resources
• Force, Motion, Energy and Matter
• Life Processes and Living Systems
• Interrelations in Earth/Space Systems and
  Cycles

46
History (Four Reporting Categories)

• History
• Geography
• Civics
• Economics

47
COE Required Forms

• Student Demographic Form, Participation Criteria,
  Affidavit of Student Performance, Photo Consent
  Form (as appropriate), COE Content Area Cover
  Sheet, and Administrator Support Documentation,

47
48
Virginia Alternate Assessment Program

• VAAP Content Area Cover Sheet (Redesigned)
• The students COE must include a cover sheet for
  each content area within the collection.

Redesigned
48
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Virginia Alternate Assessment Program

• Affidavit of Student Performance
• must be completed and provided for the entire
  collection of evidence, and
• will ensure that all evidence presented is the
  students individual work and was completed under
  the supervision of a teacher or paraprofessional.
  (VAAP Implementation Manual p. 91)

49
50
RPS Required Documentation

• Student Demographic Form (RPS Ex. Ed. Website)
• VAAP Participation Criteria (VAAP Implementation
  Manual p. 25)
• Photo Consent Form (as appropriate RPS Ex. Ed.
  Website)
• Administrator Support Document (RPS Ex. Ed.
  Website)

50
51
VGLA Scoring Rules
52
Rule 1 Evidence must show individual student
achievement

• Does the evidence show any level of achievement
  with the ASOL being defended?
• Are all of the ASOLs addressed (stem and a
  bullet)?
• Has hand-over-hand (full physical assistance)
  been used?

53
Rule 2 Evidence must be student generated.

• Has evidence such as homework, open-book tests or
  group work been included?
• If the evidence is from a group project, is the
  work of the VAAP participant clearly identified?
• Has the evidence been copied from the blackboard,
  textbook or computer?
• If the evidence is a work sheet, are there
  examples or directions that provide answers?

54
Rule 3 Evidence must include a correctly
labeled Student Evidence Identification (SEI) Tag

• Does each piece of evidence have a completed
  VAAP SEI tag with the content area, ASOL and the
  bullet (if appropriate) listed?

55
Rule 4 Evidence must include a completed VAAP
Content Area Cover Sheet for each content area.

• Is there a completed VAAP Content Area Cover
  Sheet for each Content Area included in the COE?

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Rule 5 Evidence must include a signed
affidavit or it will not be scored.

• Is there a signed affidavit that includes all
  teachers and other school staff who have made
  contributions to the COE?
• Has the building administrator (or designee)
  signed-off on the COE?

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Rule 6 Evidence must clearly address
accommodations, photograph captions, and grading.

• If accommodations have been used, are they
  documented on the evidence or on the VAAP Content
  Area Cover Sheet?
• Does each picture have a caption that clearly
  address the students level of achievement?
• Has the work been graded accurately with right
  and wrong answers clearly identified?

58
VAAP Scoring Rubric
59
Scoring Rubric Addendum

• VAAP Implementation Manual (p. 15)
• Provides further explanation of the scoring
  rubric for scoring teams.

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Scoring Rules Sample Set
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Sample A

• Evidence cannot be considered for scoring
• Blank SEI tag
• Violates scoring rule 3 evidence must include
  a correctly labeled SEI tag.

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Sample B

• Evidence cannot be considered for scoring
• Evidence is not graded
• Violates scoring rule 6 evidence must clearly
  address accommodations, photograph captions, and
  grading.

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Sample C

• Evidence cannot be considered for scoring
• Evidence is completed as homework
• Violates scoring rule 2 evidence must be
  student generated.

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Sample D

• Evidence cannot be considered for scoring
• No caption
• Violates scoring rule 6 evidence must clearly
  address accommodations, photograph captions, and
  grading.

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Sample E

• Evidence cannot be considered for scoring
• Completed with a partner
• Violates scoring rule 2 evidence must be
  student generated.

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School-Based and District-Wide Oversight

• 2008 2009

67
Leadership Responsibilities

• Many Richmond Public Schools personnel are
  responsible for the implementation of the VAAP.
  These include
• Division Director of Testing
• Director of Special Education
• School Coordinator (SBOT)
• Special Education Teacher
• Building Administrator

68
Leadership Cycle for the V programs
69
School-Based Oversight Teams

• Team of individuals with content and/or
  alternate assessment process knowledge that will
  review COEs and provide technical assistance
  throughout the year.

Review COEs at least quarterly and submit a
report to the Office of Exceptional Education
and Student Services.
70
District-Wide Oversight

• Team of individuals with content and/or
  alternate assessment process knowledge that will
  review COEs and provide technical assistance
  throughout the year.
• Conduct a district-wide review
• Debrief with building administrators
• Provide content staff development

71
Contact Protocol

• Grade Level Chairperson or Department Head
• School Based Over Sight Team
• Assistant Principal
• Principal

72
Instructional Resources
73
What are the ASOLs?

• Aligned Standards of Learning are the essential
  skills and/or knowledge expressed in the regular
  SOL which are reduced in complexity to reflect
  prerequisite skills.
• For students with significant cognitive
  disabilities, the ASOLs provide access to grade
  level content standards expressed in each
  reporting category and at each grade level on the
  general SOL test.

74
Depth and Complexity

• Reduced in complexity grade level designation
  removed, student/teacher may select any standard
  from the required reporting categories. Skills
  often reflect prerequisites to actual grade level
  in which the student is enrolled.
• Reduced in depth students are required to
  defend only one aligned standard and one bullet
  (as appropriate) from each required reporting
  category.

75
Scope and Sequence

• ASOL spiral in complexity by grade level and
  reporting categories.
• Scope and Sequence documents
• Assist teachers in determining the complexity
  level in which the student is functioning in each
  reporting category
• Assist teachers in recognizing how the ASOL
  spiral in complexity

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Areas of Caution w/ ASOL Selection

• Please avoid the following
• Randomly chosen ASOL to defend
• ASOL selection based on word familiarity
• Selection of the same ASOL for all students
• ASOL selection from extreme grade level
  differences
• Example Math
• Numbers and Number Sense 3rd grade ASOL
• Measurement and Geometry 11th grade ASOL

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ASOL and Reporting Categories
79
How to read an ASOL

• Content Area Mathematics
• Reporting Category Measurement and Geometry
• Selected Aligned Standard M-M5
• M-M 5 The student will
• a) identify the number of pennies equivalent to a
  nickel, a dime, and a quarter
• b) determine the value of a collection of
  pennies, nickels, and dimes whose total value is
  100 cents or less.

VAAP Implementation Manual Pg.41
80
ASOL to SOL Crosswalk Example
81
ASOL CRITICAL PRACTICES
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STEP 1 Check for Understanding

• Check ASOL Curriculum Framework Documents to
  enhance understanding of the ASOL.
• T/TAC Online (Understanding the ASOL Sections)

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Step 1 Continued

• Resources for comprehension of the ASOLs
• Division Instructional Content Specialists
• Content Department Chairpersons
• Division website or Internet for teacher SOL
  resources
• Clear understanding of the verbs used in the
  ASOL/SOL statements

85
Most Common ASOL Verbs

• Read
• Demonstrate
• Relate
• Retell
• Identify
• Compare
• Analyze
• Organize
• Select
• Use
• Explain
• Describe
• Investigate
• Conduct
• Contrast
• Solve
• Draw
• Interpret

• Understand
• Recognize
• Interpret
• Study
• Develop
• Locate
• Show
• Follow
• Practice
• Apply
• Match
• Construct
• Distinguish
• Write
• Round
• Recall
• Estimate
• Tell

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Step 2 Unpack the ASOL

• Five Critical questions to ask
• What are all the skills listed in the stem?
• What are all the skills listed in the bullet?
• What verbs are used and what do they really mean?
• What tools are required to complete the skill?
• How might this skill fit into a functional
  activity or routine?

87

• Example 1 M-NS4
• ASOL M-NS 4 -The student will investigate and
  recognize patterns from counting by fives and
  tens to 30, using concrete objects and a
  calculator.
• Stem with no bullets
• Teacher notes
• The patterns developed as a result of skip
  counting are precursors for recognizing numeric
  patterns, functional relationships, and concepts
  underlying money, time telling, and
  multiplication. Skip counting by fives lays the
  foundation for reading a clock effectively and
  telling time to the nearest five minutes,
  counting money, and developing the multiplication
  facts for five.
• Skip counting by tens is a precursor for use of
  place value, addition, counting money, and
  multiplying by multiples of 10.
• Calculators can be used to display the numeric
  patterns that result from skip counting.
• Verbs Investigate, recognize, counting and using

88

• Example 1 M-NS4 (Continued)
• Essential Skills in the bullet
• The student will use problem solving,
  mathematical communication, mathematical
  reasoning, connections, and representations to
  group 30 or fewer objects together into sets of
  fives or tens and then count them by fives or by
  tens.
• Investigate and recognize the pattern of counting
  by fives and tens, using 30 or fewer concrete
  objects.
• Investigate and recognize the pattern of counting
  by fives and tens to 30, using a calculator.
• Tools Needed concrete objects, calculator
• Functional Activity/Routine (see sample
  activities)
• During a community based shopping trip the
  student will purchase groceries for a recipe
  using a money calculator

89

• Example 2 E-RW 8
• ASOL E-RW8 The student will use simple
  reference materials.
• a) Use knowledge of alphabetical order by first
  letter.
• Stem
• Use simple reference materials.
• Bullet
• a) Use knowledge of alphabetical order by
  first letter.
• Teacher notes
• The intent of this standard is that students will
  use simple reference materials and understand
  that reference materials are often organized in
  alphabetical order.
• Verbs Use

90

• Example 2 E-RW8 (Continued)
• Essential Skills
• alphabetize a list of five to eight words
  according to first letter using a picture
  dictionary to locate unfamiliar words. Two skills
  have to be displayed.
• Tools Needed
• simple reference materials (picture
  dictionaries)
• Functional Activity/Routine (see sample
  activities)
• Teach the student to create a personal picture
  dictionary by providing a booklet with A-Z pages
  and room to write words and draw or glue
  pictures. Encourage the student to put words for
  favorite objects, activities, events, etc. in the
  dictionary under the correct first letter of the
  printed word.

91
Suggestions for ASOL Success

• Use instructional resource tools
• Scope and Sequence Matrix
• Curriculum Frameworks
• Develop an understanding of elementary content
• Develop an understanding of the developmental
  sequence for reading and mathematics skills for
  typically developing students (collaborate w/
  content teachers)
• Unpack and interpret the ASOL (review examples
  for assistance).

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VAAP Reminders

• 2008 - 2009

93
Next Steps

• Review VAAP 2008-2009 Timeline and make plans
  accordingly.
• Select appropriate ASOLs and provide instruction
  to meet the students individual needs.
• Collaborate and ask for help immediately, as
  needed.

94
Media Considerations

• Do videotapes and audiotapes have transcripts?
• Are videotapes and audiotapes clearly labeled
  with SEI tags?

95
Next Steps

• Complete and submit student work
  samples/portfolios each 9 weeks to the School
  Based Oversight Team.
• VAAP Collections are due April 14, 2009

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VAAP - Cautions

• Omitted Reporting Category
• Duplicated Reporting Category
• Use of evidence not aligned with the ASOL
• Ungraded or incorrectly graded evidence

97
VAAP - Cautions

• Missing or Incomplete SEI tags
• Photo without descriptive statement of student
  achievement
• Evidence with hand-over-hand instruction
• Evidence from group work in which the
  contribution of the VAAP participant is not clear

98
Resources

• 2008-2009 VAAP Implementation Manual
• RPS VAAP Website
• VDOE Website www.pen.k12.va.us
• TTAC Online http//www.ttaconline.org/staff/asses
  sment/vaap.asp
• Rapid Response Teams
• Audiovisual Equipment and Materials

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Upcoming Staff Development

• VAAP Technical Assistance
• School based training and reviews
• District wide review of student portfolios
• Content professional development
• Executive Directors, Directors, and Principal
  Meetings
• On-going!

100
Questions Answers
101
Contact Protocol

• Special Education Department Head
• School Based Over Sight Team
• Assistant Principal
• Principal

102
We are available to support you!

• Office of Exceptional Education and Student
  Services
• Instructional Specialists
• 780-7911
• Good Luck!