Virginia Alternate Assessment Program Collection of Evidence Virginia Department of Education Alternate Assessment Administrators’ Update Workshop September 2007

Created by VDOE with GCPS modifications Virginia Alternate Assessment Program The Virginia Alternate Assessment Program (VAAP) is designed to evaluate performance of students with significant cognitive disabilities.

Created by VDOE with GCPS modifications Virginia Alternate Assessment Program The VAAP is available to students in grades 3 through 8 and students in grade 11 who are working on academic standards that have been reduced in complexity and depth.

Created by VDOE with GCPS modifications Beginning the Collection Process  Teachers must have a clear knowledge and understanding of the Aligned Standards of Learning (ASOL) being assessed.  Use the curriculum framework as resource for the essential skills and knowledge required in each standard. This resource is located at: 

Created by VDOE with GCPS modifications Various Types of Evidence  Various forms of evidence can be demonstrated under the direct supervision of a teacher or other school personnel.

Created by VDOE with GCPS modifications Various Types of Evidence  Evidence may consist of, but is not limited to:  Work Samples  Audiotape  Videotape  Anecdotal Records  Interviews  Charts/Graphs  Captioned Photographs

Created by VDOE with GCPS modifications Work Samples  Should demonstrate that the student was able to complete the work independently  May include worksheets, tests, quizzes, etc  Should address all the concepts stated in the ASOL

Created by VDOE with GCPS modifications Videotape/Audiotape  Should contain only student- generated work.  Teachers or other school personnel are permitted to be on the videotape/audiotape to ask questions or support the student, but responses should be the student’s alone.

Created by VDOE with GCPS modifications Safeguards for Media Videotape  A signed release form that grants permission to use students’ photographs and record their images is required before including a video in the collection of evidence. If a video is used for multiple standards, include a list using the counter. For Example: Math ASOL E-RW1 – Math ASOL E-RC1 –

Created by VDOE with GCPS modifications Safeguards for Media Audiotape  Audiotapes containing more than one voice should indicate the segments for which belongs to the student.  State the ASOL number and description on the tape prior to the portion of the tape with the student evidence. If the audiotape is used for multiple standards include a brief list using the counter. For Example: Mathematics ASOL M-NS3 – Mathematics ASOL M- CE1 –

Created by VDOE with GCPS modifications Anecdotal Records  Are on-going logs of student performance.  Should state exactly in objective and measurable terms the level of achievement demonstrated by the students for the given ASOL.

Created by VDOE with GCPS modifications Anecdotal Records  Include the date of performance, a description of the observed skill or procedure, and the student’s level of achievement.

Created by VDOE with GCPS modifications Anecdotal Records  Observation should be carefully planned to ensure that the student has the best opportunity to demonstrate his or her skill and knowledge  Confirmation of student accuracy or performance

Created by VDOE with GCPS modifications Interviews  Format should be precise and concise in design to afford the student the best opportunity to demonstrate what he/she understands about the ASOL addressed.  Interview questions should be prepared in advance to ensure that the ASOL content is completely addressed.

Created by VDOE with GCPS modifications Interviews  Interviews may be videotaped or submitted as a written document.  Confirmation of accuracy by teacher/school personnel.

Created by VDOE with GCPS modifications Charts/Graphs  Must contain specific information relating to the students skills and knowledge.  Caution : a chart or graph that simply indicates a student’s level of progress on a specific skill may not provide enough information to rate the student’s knowledge of the skill.

Created by VDOE with GCPS modifications Captioned Photographs  Captioned statements should explain the knowledge and/or skill demonstrated in the photograph.  Clearly indicate the student addressing the ASOL.

Created by VDOE with GCPS modifications Submission of Evidence  All the evidence submitted for the VAAP must be solely that of the student  Evidence submitted should be appropriate to the specific ASOL being assessed.  Evidence is rated on Quality - based evidence and not Quantity - based

Created by VDOE with GCPS modifications Collection of Evidence Components  Collection of Evidence must contain the following components:  An Affidavit of Student Performance  All locally required documentation  ASOL Cover Sheet  Evidence that demonstrates student performance

Created by VDOE with GCPS modifications Questions For further information, contact Lora Price Lisa Palmer

Lessons Learned: Topics for VAAP Teacher Training Administrators’ Update Workshops Virginia Department of Education Fall 2007

Created by VDOE with GCPS modifications Things to Look Out For! This portion describes most commonly made …  Mistakes  Omissions  Trouble Areas Helpful for teachers, and more importantly, for V-Team monitors who are assisting.

Created by VDOE with GCPS modifications Division Responsibilities Include… Designing and delivering division-wide staff training and technical assistance Providing staff with manuals, Aligned Standard of Learning (ASOL) Crosswalks and other materials (SEI tags, forms) Developing division-wide timelines and due dates Designing and implementing effective monitoring and pre-scoring activities    

Created by VDOE with GCPS modifications Staff Training and Technical Assistance should be… Inclusive of all school audiences (Teachers, Administrators, Related Services, Private Providers) Comprehensive in coverage of VAAP instructional and technical issues

Created by VDOE with GCPS modifications Most Common Boo-Boos (Based on Audit Findings) Omitted a Reporting Category15% Duplicated a Reporting Category15% No Grade or Accuracy Statement15% Not Matched to the ASOL15% No SEI Tag (Previously DIS Sticker) 10% No Descriptive Captions 9% No Evidence of Student Achievement10% Use of Hand-over-Hand 7% Use of Group Work 5%

Created by VDOE with GCPS modifications General Training Considerations Evidence must address the stem of the ASOL and one bullet when the ASOL contains multiple bullets Multiple Bullet considerations…  May NOT repeat successfully completed bullet from prior years  May repeat an ASOL – addressing a different bullet from any earlier successful completions  May repeat an attempted bullet if not previously completed successfully see next slide for official Testing Memo

Created by VDOE with GCPS modifications Repetition of ASOL or Related Bullets ALLOWED  If an ASOL has multiple bullets, students may be assessed one time on each of the separate ASOL bullets.  For example, if during the VAAP administration, a student was assessed on ASOL ERW-2 (b): The student will demonstrate an understanding that print makes sense, identify common signs and logos, then in a future administration, that student may only be assessed on different bullets under ASOL ERW-2 such as: ERW-2(a) – Explain that printed materials provide information ERW-2(c) - Read ten high-frequency words ERW-2(d) - Read and explain own writings and drawings. NOT ALLOWED  When an ASOL has multiple bullets of content, any bullets previously assessed in a VAAP administration for that student cannot be assessed again for that student.  For example, if during a VAAP administration the student is assessed on M-NS 2 (a) The student, given a set containing 10 or fewer concrete items, will tell how many are in the set by counting the number of items orally, the student may not be reassessed on this specific ASOL bullet in a subsequent VAAP administration.

Created by VDOE with GCPS modifications General Training Considerations Evidence should clearly address individual student achievement by precisely evaluating the student’s performance  Worksheets must be graded  Anecdotal records and interviews indicate how well the student performed on the task  Videotapes and audiotapes include information regarding the number or percent of correct answers

Created by VDOE with GCPS modifications ASOL Reading Considerations Concepts should be addressed in the context cited in the ASOL ERW-8 (a) Student must put words in alphabetical order using reference materials.

Created by VDOE with GCPS modifications ASOL Reading Considerations If the ASOL requires the use of two skills, both most be demonstrated. ERC-5 (f) Student must ask and answer comprehension questions.

Created by VDOE with GCPS modifications ASOL Reading Considerations If the ASOL requires knowledge of two types of information, both must be addressed. ERW-2 (b) Student must identify common signs and logos.

Created by VDOE with GCPS modifications ASOL Reading Considerations If the ASOL requires knowledge of two types of information, both must be addressed. ERC-1 Student must demonstrate comprehension of fiction and nonfiction Note : Identify the fiction and nonfiction passages clearly on the evidence

Created by VDOE with GCPS modifications ASOL Math Considerations If the ASOL requires knowledge of two types of information, both must be demonstrated. M-M3 Student must tell time using analog and digital clocks.

Created by VDOE with GCPS modifications ASOL Math Considerations Understanding math terms in ASOL. Concrete objects Types of graphs Non-standard units of measurement

Created by VDOE with GCPS modifications ASOL Math Considerations If the ASOL requires the use of two skills, both must be demonstrated. M-CE3 Student must show addition and subtraction of 10 or less.

Created by VDOE with GCPS modifications ASOL Science Considerations If the ASOL requires the demonstration of two skills, both must be addressed. S-R 5 Student must investigate and understand.

Created by VDOE with GCPS modifications ASOL History Considerations If the ASOL requires knowledge of two types of information, both must be demonstrated. HS-G2 Student must show the use of maps and globes.

Created by VDOE with GCPS modifications Questions For further information, contact Lora Price Lisa Palmer