VAAP Training Module

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Sections
I. Introduction II. Participation
Guidelines III. Collection of
Evidence IV. Scoring of Collection of
Evidence V. Getting Started VI. Helpful
Resources
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Federal and State Regulations require

• Consistent goals for all children
• Documentation of access to and progress in the
  general curriculum
• Guidelines for alternate assessments
• Scores reported in aggregate and disaggregate
  for the content area
• - Same frequency
• - Same detail

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Virginias Accountability Assessment System
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Participation in VA Accountability Assessment
System
It is expected that the large majority of
students are able to take the SOL assessments
under a standard administration, or with standard
or non-standard accommodations. A student who
does not receive instruction in the areas of
English, Math, Science and History based on
Virginias Standards of Learning, may qualify to
participate in the Virginia Alternate Assessment
Program.
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Purpose of Virginias Accountability Assessment
System

• To evaluate the performance of students who have
  traditionally been excluded from statewide
  testing programs
• To extend accountability and reform to all
  students
• To appropriately promote high expectations for
  all students

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Who decides?
Participation in the Virginia Alternate
Assessment Program is determined on an
individual basis by the IEP team Decisions
to participate must be documented on the
students IEP
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Procedures for Participation
The IEP Team must consider participation in each
Standards of Learning assessment prior to
considering participation in the Virginia
Alternate Assessment Program.
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Procedures for Participation
The IEP must specify the students participation
for each SOL assessment as follows
Participation with no accommodations
Participation with standard or non-standard
accommodations Non-participation in an SOL
assessment
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Non-Participation in an SOL assessment
For Non-Participation in an SOL assessment the
IEP team must document in the IEP
An explanation of non-participation on the
IEP A statement of the ramifications of the
decisions, if any A description of how the
student will be assessed in this area
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VAAP Administration Schedule

• Grade 3
• Grade 5
• Grade 8
• Grade 11

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VAAP Participation Guidelines

• Students participating in the Alternate
  Assessment
• must have
• Current IEP
• Impairments that prevent completion of SOL-based
  curriculum
• Need for extensive instruction in a life skills
  curriculum
• Intensive, frequent and individualized
  instruction
• Educational goals other than those required for
  modified standard, standard, or advanced
  studies diploma

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Scored/Non-scored Components
Scored
Non-scored
4-6 types of evidence (Primary and Secondary)
English/ Language Arts Entry
Administrative Support Documentation
Math Entry
4-6 types of evidence (Primary and Secondary)
Assurance for Compiling COE
Collection of Evidence
Parent Validation
4-6 types of evidence (Primary and Secondary)
Science Entry
4-6 types of evidence (Primary and Secondary)
Social Studies Entry
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Administrative Support Document

• A signature from the building administrator
  is required to document support and approval
  prior to submission of collection for
  scoring.
• Must include signature to be scored

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Assurance for Compiling Collections of Evidence

• A signed assurance document must accompany each
  COE submitted for scoring
• Violation(s) of any section(s) within the
  assurance document could be subject to further
  actions/consequences
• Signed by the teacher or individual
  submitting/collecting evidence of student
  performance for the selected COE

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Parent(s) Validation Letter

• States that the parent(s) has/have reviewed the
  Collection of Evidence or
• Documents attempts to get the the parent(s)
  signature(s)(Contact Log)
• You MUST have a signed Parent Validation Letter
  or documented attempts to get a signature on
  the contact log in order to have the COE
  scored.

Validation Letter Date   RE Collection of
Evidence for _____________ Student's
Name   Dear ________________________ Teacher's
name     I have reviewed the contents of this
collection of Evidence and agree that the
entries are his/her work and representative of
his/her school day. Comments    
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Entries

• Identifies goal(s) from the IEP
• Identifies how each performance dimension is
  represented
• Identifies and standardizes the Entry

• Targets IEP goal(s) that are embedded in the
  content area
• Includes 4-6 types of evidence in each content
  area -primary evidence -secondary evidence

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Entry Cover Sheet
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Primary and Secondary Data
Primary Evidence Entries must include at least
one of the following -Data sheets -Charting/gra
phing -Anecdotal data -Work Sample -Permanent
Product
Secondary Evidence Entries may be evidenced using
the following -Audio tape w/ script -Videotape
w/script -Captioned photograph -Interviews -Pee
r reflection
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Examples of Primary Evidence Charting
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Examples of Primary Evidence Data Sheet
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Primary Evidence

• Graphing
• David colored in the performance graph for
  work skills

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Primary Evidence

• Work sample/ permanent product
• Self-check sheet
• Suzi monitors her work performance and sets
  new performance goals

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Secondary Evidence

• Personal note from a peer about how she and
  Tamar worked on their resumes together

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Secondary Evidence

• A photograph of an object journal used to
  sequence and communicate about daily activities

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Guidelines for Using Video and Audio

• Get signed permission to use videotape
• Use ONLY new videotape do not record over
  previously used tape
• Use standard VHS tape
• Tape SHORT (lt 1 minute) segments of a skill
• Tape the same skill at least four different
  times
• Script the tape on the form provided
• Label the tape clearly and place in provided
  plastic pouch

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Performance Dimensions

• Student Performance
• Linkage to the Standards of Learning
• Variety of Settings and Social Interactions
• Contexts
• Supports for Independence

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Scoring Rubric
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The Scoring Process

• Each COE is scored independently by two trained
  scorers
• If the scorers results are identical or
  adjacent, then results are added together for
  the dimension score
• If the scorers results are not adjacent, a
  third individual scores the COE and the
  highest two scores are added together for the
  dimension score

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Student Performance

• This dimension focuses on the students IEP
  goal(s) Maximum points are awarded when
• - there is considerable evidence of student
  performance as indicated by data sheets,
  work samples, interviews, captioned
  photographs, etc.
• - all evidence relates to the targeted IEP
  goal

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Student Performance Dimension Example of Score
Point 3
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Student Performance Dimension Example of Score
Point 2
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Student Performance Dimension Example of Score
Point 1
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Linkage to the SOL

• This dimension focuses on the selection of a SOL
  that relates or links to the targeted IEP goal.
  Maximum points are awarded when
• - SOL is appropriate to the content area listed
  on the entry cover sheet
• - targeted IEP goals relate to the selected
  SOL
• - tasks included in the COE relate to the SOL

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Variety of Settings and Social Interactions

• This dimension focuses on the settings in which
  the student performs and the students social
  interaction. Maximum points are awarded when
• - evidence shows tasks performed in a variety
  of settings
• - evidences show the student engages in social
  interactions with a diverse range of
  age- appropriate peers (without disabilities)

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Contexts

• This dimension focuses on the settings in which
  the student performs and the students social
  interaction. Maximum points are awarded when
• - the student uses age-appropriate materials
• - the student performs meaningful tasks
• - tasks have a real-world application

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Independence

• This dimension focuses on the use of identified
  supports. Maximum points are awarded when
• - evidence shows the use of supports that are
  listed on the entry cover sheet

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Getting Started
1. Convene a team meeting 2. Share basic
information about VAAP 3. Select IEP Goals 4.
Plan instructional activities based on
performance dimensions
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Convene a team meeting for Tamar with...

• Teacher
• Paraprofessional
• Parent
• Speech Therapist
• Tamar

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Share Basic Information About VAAP

• Implementation Manual
• - Section 1 Question Answers
• - Section 4 Collection of Evidence Graphic
  and Components of the COE for Alternate
  Assessment at a Glance

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Select IEP Goals for VAAP

• By November 2003, Tamar will independently greet
  friends and teachers upon entering class,
  traveling halls and on job sites on
  three-out-of four trials. (ENGLISH)
• By December 2003, Tamar will use a calculator to
  keep track of his spending while grocery
  shopping with 100 accuracy on three-out-of
  four consecutive trials. (MATH)

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Select IEP Goals for VAAP

• By May 2003, Tamar will complete five hours of
  job exploration at four different community and
  school- based work environments. (HISTORY/SOCIAL
  SCIENCE)
• By June 2003, Tamar will use a computer to
  accurately type one-page letters, lists and
  reports with no more than three verbal prompts
  for five consecutive trials. (Science)

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Brainstorm instruction by considering

• Data of the students performance
• Various settings where the goal can be taught
• Availability of peers without disabilities
• Age appropriate instructional materials
• Supports needed by the student

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Tamar will use a calculator to keep track of his
spending while grocery shopping...

• Access to General Curriculum
• - Will create and solve problems involving
  and - of money amounts (SOL 4.5)
• Variety of Settings
• - Classroom - Teacher
• - Lunchroom - Paraprofessional
• - Grocery stores - Parent
• - School store - Speech Therapist

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Tamar will use a calculator to keep track of his
spending while grocery shopping...

• Social interactions
• - Classroom - Peer tutor
• - Lunchroom - Peers
• - Grocery Store - Sibling and family friends
• - School Store - Peer volunteer

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Tamar will use a calculator to keep track of his
spending while grocery shopping...

• Age-appropriate materials
• - Calculator
• - Grocery list
• - Real money
• - Writing tool
• Supports, adaptations and assistive technology
• - Augmentative communication device
• - Verbal Prompts
• - Gestural Prompts

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Resources

• Directors of Testing and Division Directors of
  Special
• Education
• Training/Technical Assistance Centers (T/TACs)
• DOE Division of Assessment and Reporting
• DOE Office of Special Education

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Helpful Resources (provided in the manual)

• The COE Preparation Matrix
• - Helps a teacher pre-plan the evidence the team
  will gather and submit
• Self Evaluation
• - Provides a checklist a teacher can use to
  evaluate the COE prior to submission
• Age-Appropriate Materials Document - Provides
  information on age appropriate materials for
  students of various ages
• Timeline - Provides a schedule for completion
  of a Collection of Evidence

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Helpful Hints

• Ask for assistance from other teachers in your
  school or division who have submitted a COE.
• Meet with a group of teachers who are also
  submitting a COE.
• Meet on a monthly basis for support and
  assistance.
• Some T-TACs have trainings provided throughout
  the year designed to support teachers who are
  submitting a COE.

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Helpful Hints

• Begin planning and collecting evidence early.
• Use the Timeline provided to guide and plan.
• Learn more about age-appropriate activities and
  materials, assistive technology, data
  collection, inclusion, and community-based
  instruction.

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