August Virginia Alternate Assessment Program Implementing VAAP Changes in Science Science Virginia Department of Education August 2012
2 Topics Review of changes to VAAP Changes to the Aligned Standards of Learning (ASOL) for Science ASOL Reporting Categories and Summary Matrices Levels of Performance Examples of Levels of Performance Case Study Practice Determining Levels of Performance Making It Work in the Classroom Resources Review of changes to VAAP Changes to the Aligned Standards of Learning (ASOL) for Science ASOL Reporting Categories and Summary Matrices Levels of Performance Examples of Levels of Performance Case Study Practice Determining Levels of Performance Making It Work in the Classroom Resources
August 2012 New for Science ASOL have changed to reflect the new 2010 Science Standards of Learning. 3
August 2012 Reporting Categories The Reporting Categories for science are not the same for all grade levels. Science is assessed in grades 3, 5, 8, and high school. The Reporting Categories for science are not the same for all grade levels. Science is assessed in grades 3, 5, 8, and high school. 4
August 2012 Reporting Categories for Science 5
August VAAP Implementation Manual, page 46
August VAAP Implementation Manual, page 47
August VAAP Implementation Manual, page 48
August 2012 Changes in the Selection of ASOL for Science Teachers must select Science ASOL listed at the student’s grade of enrollment. Teachers may not select Science ASOL at a higher or lower grade level. It is essential that teachers know each student’s grade of enrollment so that the appropriate Science ASOL can be selected. The teacher and student will select one Science ASOL and bullet, if appropriate, from each Reporting Category at the student’s grade of enrollment. Teachers must select Science ASOL listed at the student’s grade of enrollment. Teachers may not select Science ASOL at a higher or lower grade level. It is essential that teachers know each student’s grade of enrollment so that the appropriate Science ASOL can be selected. The teacher and student will select one Science ASOL and bullet, if appropriate, from each Reporting Category at the student’s grade of enrollment. 9
August 2012 Levels of Performance Teachers must determine the Level of Performance for each ASOL selected for Science. The teacher may select a different Level of Performance for each ASOL based upon the student’s knowledge and skills. These Levels of Performance will provide flexibility for instruction and assessment. Teachers must determine the Level of Performance for each ASOL selected for Science. The teacher may select a different Level of Performance for each ASOL based upon the student’s knowledge and skills. These Levels of Performance will provide flexibility for instruction and assessment. 10
August 2012 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 Level II: Student partially demonstrates the ASOL Level III: Student fully demonstrates the ASOL 11
August 2012 Levels of Performance – What They Mean for Science Level I The student may be able to demonstrate a basic skill component of the ASOL. The student may use a variety of supports including assistive technology, pictures, manipulatives, organizers, etc. to demonstrate knowledge and skills. The student may demonstrate knowledge of one part of the ASOL stem or bullet. The student may not conduct an investigation. There may not plan the investigation. Significant support and modification does not include the use of hand-over-hand as evidence for student achievement. Level I The student may be able to demonstrate a basic skill component of the ASOL. The student may use a variety of supports including assistive technology, pictures, manipulatives, organizers, etc. to demonstrate knowledge and skills. The student may demonstrate knowledge of one part of the ASOL stem or bullet. The student may not conduct an investigation. There may not plan the investigation. Significant support and modification does not include the use of hand-over-hand as evidence for student achievement. 12
August 2012 Levels of Performance – What They Mean for Science Level II The student may demonstrate skill and knowledge of part of the ASOL. The student may conduct and investigation that was planned by others. The student may demonstrate skills and knowledge of the bullet but not in the stem of the ASOL. The student may demonstrate a reduction in the number of skills, concepts, tools, or a change in the depth of knowledge. Level II The student may demonstrate skill and knowledge of part of the ASOL. The student may conduct and investigation that was planned by others. The student may demonstrate skills and knowledge of the bullet but not in the stem of the ASOL. The student may demonstrate a reduction in the number of skills, concepts, tools, or a change in the depth of knowledge. 13
August 2012 Levels of Performance – What They Mean for Science Level III The student will demonstrate the skills and knowledge of the stem and the selected bullet of the ASOL. Level III The student will demonstrate the skills and knowledge of the stem and the selected bullet of the ASOL. 14
August 2012 Example – Grade 8 8 S-ECO 2d 8 S-ECO 2d 15 Grade 8 Science ASOL 2 Ecosystems Bullet d The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include (d): energy flow in food webs and energy pyramids VAAP Implementation Manual, page 59
August S-ECO 2(d) Level I: Given a food web with arrows, the student will identify (i.e. point to) arrows representing energy movement. Supports: Student is provided with the food web. Student may respond with pointing, eye-gaze, etc. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with food webs. Level I: Given a food web with arrows, the student will identify (i.e. point to) arrows representing energy movement. Supports: Student is provided with the food web. Student may respond with pointing, eye-gaze, etc. Modifications: Student is demonstrating a basic skill component of the ASOL. Student is working only with food webs..16
August S-ECO 2(d) Level II: The student will show or draw the proper movement of energy through food webs and energy pyramids. The ASOL is partially demonstrated. The student is using only food webs. Student is showing the flow of energy on food webs created by others. Investigation is not documented. Level II: The student will show or draw the proper movement of energy through food webs and energy pyramids. The ASOL is partially demonstrated. The student is using only food webs. Student is showing the flow of energy on food webs created by others. Investigation is not documented. 17
August S-ECO 2(d) Level III: The student will demonstrate an understanding of the dependency of organisms on each other and on nonliving components by conducting an investigation and organizing the structures of food webs and energy pyramids. The ASOL is fully demonstrated. Level III: The student will demonstrate an understanding of the dependency of organisms on each other and on nonliving components by conducting an investigation and organizing the structures of food webs and energy pyramids. The ASOL is fully demonstrated. 18
August 2012 Example – Grade 3 3 S-SI 2e: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (e) length, volume, mass, and temperature are estimated and measured in metric and standard English units using proper tools and techniques VAAP Implementation Manual, page 49
August S-SI 2(e) Level I: The student will recognize tools used to measure length or mass or volume (ruler, balance, or graduated cylinder) and will relate the selected tool to the appropriate unit it measures. Supports: The student may use assistive device to demonstrate recognition. Matching of the tool to the unit it measures may be supported with pictures or objects. Level I: The student will recognize tools used to measure length or mass or volume (ruler, balance, or graduated cylinder) and will relate the selected tool to the appropriate unit it measures. Supports: The student may use assistive device to demonstrate recognition. Matching of the tool to the unit it measures may be supported with pictures or objects. 20
August S-SI 2(e) Level I: The student will recognize tools used to measure length, mass, volume, or temperature and can relate the selected tool to the appropriate unit it measures. Modifications: Student is working with only one measurement (length, mass, volume, or temperature). Student is matching a tool to a unit of measurement, not measuring. Student is not estimating measurements. Student is not planning or conducting an investigation. Level I: The student will recognize tools used to measure length, mass, volume, or temperature and can relate the selected tool to the appropriate unit it measures. Modifications: Student is working with only one measurement (length, mass, volume, or temperature). Student is matching a tool to a unit of measurement, not measuring. Student is not estimating measurements. Student is not planning or conducting an investigation. 21
August S-SI 2(e) Level II: The student will conduct investigations in which proper tools and techniques are used to measure to the nearest inch, centimeter, degree Fahrenheit, and degree Celsius. The ASOL is partially demonstrated. The student is conducting investigations planned by others. The student is performing two types of measurement. Level II: The student will conduct investigations in which proper tools and techniques are used to measure to the nearest inch, centimeter, degree Fahrenheit, and degree Celsius. The ASOL is partially demonstrated. The student is conducting investigations planned by others. The student is performing two types of measurement. 22
August S-SI 2(e) Level III: The student will plan and conduct more than one investigation in which he/she estimates and measures length, volume, mass, and temperature in both metric and standard English units using the proper tools and techniques and reports measurements in the correct units. The ASOL is fully demonstrated. Level III: The student will plan and conduct more than one investigation in which he/she estimates and measures length, volume, mass, and temperature in both metric and standard English units using the proper tools and techniques and reports measurements in the correct units. The ASOL is fully demonstrated. 23
August 2012 Example – High School HS S-EMP2(a): The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include (a) igneous rocks VAAP Implementation Manual, page 62
August 2012 HS S-EMP2(a) Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Supports: The student uses the rock cycle in pictorial form. The student may use a variety of supports to identify the igneous rock (eye gaze, switch, etc.). The student is given a limited number of choices. Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Supports: The student uses the rock cycle in pictorial form. The student may use a variety of supports to identify the igneous rock (eye gaze, switch, etc.). The student is given a limited number of choices. 25
August 2012 HS S-EMP2(a) Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Modifications: The student is performing basic skill components of the ASOL. There is no investigation demonstrated. Level I: The student will identify a graphic representation of the rock cycle and can select an igneous rock from a group of two rocks. Modifications: The student is performing basic skill components of the ASOL. There is no investigation demonstrated. 26
August 2012 HS S-EMP2(a) Level II: The student will identify more than one igneous rock from a group of five or more rock samples, tell how he/she knows the rock is igneous based on its texture. The ASOL is partially demonstrated. The student is demonstrating part of the stem of the ASOL. There was no investigation demonstrated. The student is demonstrating comprehension rather than higher order thinking skills of relating the rock cycle to the origin and transformation of rock types. Level II: The student will identify more than one igneous rock from a group of five or more rock samples, tell how he/she knows the rock is igneous based on its texture. The ASOL is partially demonstrated. The student is demonstrating part of the stem of the ASOL. There was no investigation demonstrated. The student is demonstrating comprehension rather than higher order thinking skills of relating the rock cycle to the origin and transformation of rock types. 27
August 2012 HS S-EMP2(a) Level III: The student will conduct an investigation of the rock cycle, identify and describe igneous rocks based on their origin, transformation, mineral composition, texture, and their place in the rock cycle. The ASOL is fully demonstrated. Level III: The student will conduct an investigation of the rock cycle, identify and describe igneous rocks based on their origin, transformation, mineral composition, texture, and their place in the rock cycle. The ASOL is fully demonstrated. 28
August 2012 Other Examples of Level I 5 S-SI1(b) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (b) objects or events are classified and arranged according to characteristics or properties. Supports – The student may: use a switch, eye gaze, pictures, pointing, gestures, etc. to show the skill. Modifications – The student may: conduct one investigation planned by others. arrange and classify objects by one characteristic. select responses with reduced answer choices. 5 S-SI1(b) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (b) objects or events are classified and arranged according to characteristics or properties. Supports – The student may: use a switch, eye gaze, pictures, pointing, gestures, etc. to show the skill. Modifications – The student may: conduct one investigation planned by others. arrange and classify objects by one characteristic. select responses with reduced answer choices. 29
August 2012 Other Examples of Level I 3 S-ESS1(b) The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include (b) the uses and importance of measuring, recording, and interpreting weather data. Supports – student may use blank graphs and data charts prepared by the teacher Modifications – student may provide evidence for a basic skill of measuring and recording weather data (sunny, cloudy, rainy, and snowy days) 3 S-ESS1(b) The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include (b) the uses and importance of measuring, recording, and interpreting weather data. Supports – student may use blank graphs and data charts prepared by the teacher Modifications – student may provide evidence for a basic skill of measuring and recording weather data (sunny, cloudy, rainy, and snowy days) 30
August 2012 Other Examples of Level II HS S-ESS1(b) The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include (b) sun-Earth- moon relationships (seasons, tides, and eclipses). Evidence for the ASOL is provided with no evidence for an investigation. Evidence for part of the ASOL is provided (seasons or tides or eclipses). HS S-ESS1(b) The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include (b) sun-Earth- moon relationships (seasons, tides, and eclipses). Evidence for the ASOL is provided with no evidence for an investigation. Evidence for part of the ASOL is provided (seasons or tides or eclipses). 31
August 2012 Other Examples of Level II 3 S-SI1(k) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (k) observations and data are communicated. Investigations planned by others are conducted. Evidence for one investigation is provided. 3 S-SI1(k) The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (k) observations and data are communicated. Investigations planned by others are conducted. Evidence for one investigation is provided. 32
August 2012 Case Study - Jake Jake is a 15-year-old high school student. This student will be demonstrating his skills and knowledge of HS S-ERH2(a). The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include (a) fossil fuels, minerals, rocks, water, and vegetation. Jake is a 15-year-old high school student. This student will be demonstrating his skills and knowledge of HS S-ERH2(a). The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include (a) fossil fuels, minerals, rocks, water, and vegetation VAAP Implementation Manual, page 63
August 2012 Jake 34 As you observe Jake, think about the Level of Performance he may require to demonstrate HS S-ERH2(a). If the student’s Level of Performance is I, think about the supports and modifications the student will require. If the Level of Performance is II, think about how the student will partially demonstrate the ASOL. If the Level of Performance is III, think about how the student will fully demonstrate the ASOL. As you observe Jake, think about the Level of Performance he may require to demonstrate HS S-ERH2(a). If the student’s Level of Performance is I, think about the supports and modifications the student will require. If the Level of Performance is II, think about how the student will partially demonstrate the ASOL. If the Level of Performance is III, think about how the student will fully demonstrate the ASOL. Jake
August 2012 Jake 35
August 2012 Practice – Determine the Performance Level Review the evidence for 3S-ESS4(a): The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include (a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides. Review the evidence for 3S-ESS4(a): The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include (a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides VAAP Implementation Manual, page 51
August 2012 Practice – Determine the Performance Level What should the Level of Performance be for ASOL 3S-ESS4(a)? Review the evidence for this ASOL Determine the Level of Performance If the Level of Performance is I, determine the supports and modifications. If the Level of Performance is II, determine how the student has partially demonstrated the AOL. What should the Level of Performance be for ASOL 3S-ESS4(a)? Review the evidence for this ASOL Determine the Level of Performance If the Level of Performance is I, determine the supports and modifications. If the Level of Performance is II, determine how the student has partially demonstrated the AOL. 37
August S-ESS4(a) Level I Supports Coloring used to demonstrate understanding KWL organizer to record student knowledge Modifications Evidence for only day and night No evidence for seasonal changes, phases of the moon or tides No documentation of an investigation Supports Coloring used to demonstrate understanding KWL organizer to record student knowledge Modifications Evidence for only day and night No evidence for seasonal changes, phases of the moon or tides No documentation of an investigation 38
August 2012 Making It Work in the Classroom Collaboration and consultation with general education science teachers Coteaching science and the use of paraeducators in science Assistive Technology Use of Thematic Units to incorporate science with reading, writing, and math Collaboration and consultation with general education science teachers Coteaching science and the use of paraeducators in science Assistive Technology Use of Thematic Units to incorporate science with reading, writing, and math 39
August 2012 Resources for Teachers TTAC Online Online Training How To Create An Inclusive Classroom For Children With Severe Disabilities Augmentative and Alternative Communication - Introduction Resources Many resources for working with students with significant cognitive disabilities including adapted books, reinforcement inventory, information about the use of switches, communication with symbols, etc. SOL Enhanced and Va. Assessments Both tabs include lesson plans and will be updated for the revised ASOL VAAP Curriculum Framework are being updated to reflect the new ASOL. TTAC Online Online Training How To Create An Inclusive Classroom For Children With Severe Disabilities Augmentative and Alternative Communication - Introduction Resources Many resources for working with students with significant cognitive disabilities including adapted books, reinforcement inventory, information about the use of switches, communication with symbols, etc. SOL Enhanced and Va. Assessments Both tabs include lesson plans and will be updated for the revised ASOL VAAP Curriculum Framework are being updated to reflect the new ASOL. 40
August 2012 More Resources Virginia Assistive Technology Project Link from TTAC Online home page ) Center for Literacy and Disability Studies (University of North Carolina) carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-storyhttp:// carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-story Virginia Assistive Technology Project Link from TTAC Online home page ) Center for Literacy and Disability Studies (University of North Carolina) carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-storyhttp:// carolina-deaf-blind-project/db-case-studies/jakes- story-1/jakes-story 41
August 2012 Questions Virginia Department of Education Division of Student Assessment and School Improvement (804) Division of Special Education and Student Services (804) Virginia Department of Education Division of Student Assessment and School Improvement (804) Division of Special Education and Student Services (804)