Functional Teacher Presentation
September 26, 2013
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An evidence-based alternative assessment for
students with significant cognitive disabilities
Available to eligible students with disabilities in
grades 3-8 and high school who are working on
academic content reduced in depth and complexity
Available in reading, writing, mathematics, science
and history
High school students participating in VAAP must
submit Collections of Evidence (COE) that include
reading, writing, mathematics, science and
history/social science in their 11th grade school
year
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Participation is determined by the IEP team based
on the VAAP participation criteria.
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Participation Criteria forms and additional
information are provided in the Procedures for
Participation of Students with Disabilities in
Virginia’s Accountability System available at
www.doe.virginia.gov/testing/participation/index.
shtml
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Student Evidence
 Multiple attempts by students to complete
the same work samples via worksheets, tests,
or quizzes are not accepted as evidence.
Work samples that are submitted as evidence
must not have been attempted before by the
student individually or as a member of an
instructional group.
p. vii
2013-2014 VAAP Implementation Manual,
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Local Scoring of VAAP Collections
 In 2013-2014, local school divisions will
resume scoring all VAAP Collections of
Evidence (COE). Audits of selected VAAP COE
will be conducted in June. The purpose of the
audit is to ensure that the school division
scorers are appropriately applying the scoring
rubric to student evidence.
2013-2014 VAAP Implementation Manual,
p. vii
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VAAP evidence must be completed under “testing
conditions” in which the student does not have
access to the subject content or curriculum, hints,
clueing, prompts, or test taking strategies that
would provide an unfair advantage.
Anecdotal records submitted as evidence must
include the date of performance, a detailed
description of the learning environment, a detailed
description of observed student performance, and
a statement of accuracy describing the student’s
level of achievement.
2013-2014 VAAP Implementation Manual, p. x
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Teachers are required to select ASOL in the
content areas of Reading, Writing, Mathematics,
and Science from the grade level in which the
student is enrolled.
Teachers will not be permitted to select ASOL
above or below the student’s grade level in
these content areas.
2013-2014 VAAP Implementation Manual, p. 3
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The selection of History/Social Science ASOL
will continue to be determined by using the
student’s grade level of enrollment as the
starting point.
If there are no appropriate History/Social
Science ASOL at the student’s grade level, the
ASOL may be selected from a higher or lower
grade level for each reporting category.
Manual, p. 4
2013-2014 VAAP Implementation
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Monthly checks by
coordinators
Exceptional Ed Coordinators will be checking in
with case managers monthly to support
individual needs
Quarterly checks by
Administrators should be checking VAAP’s in
school based
building at least quarterly.
administrators
April 28-May2
VAAP pick-up in buildings determined by C&M
pick-up schedule
May 5-9
VAAP scoring in county
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The Levels of Performance assist teachers in
determining the level of performance for
each ASOL that is most appropriate for the
individual student.
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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
2013-2014 VAAP
Implementation Manual, p. ix
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 The ASOL is fully demonstrated. The
student fully demonstrates the knowledge
and skill of the ASOL.
 If the student’s performance is Level III, the
highest score point the student can receive
is “4.”
 If the student’s level of performance is not
identified on the SEI Tag, the evidence will
be scored as though it were a Level III.
ix
2013-2014 VAAP Implementation Manual, p.
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5S-FME 2 The student will investigate and understand
the characteristics of electricity. Key concepts include
c) static electricity
Annotation:
The evidence for ASOL 5S-FME 2c is presented at Level
of Performance III – the student fully demonstrates the
ASOL. At this Level of Performance the highest score
point that can be earned is a “4”.
•The evidence was given credit for investigating
static electricity by conducting an experiment with
a balloon with 100% accuracy.
•The evidence was also given credit for
understanding the characteristics of electricity
through the completion of a Smart board activity
with 100% accuracy.
Overall, for the Level of Performance III, the quality of
the evidence presented consistently and appropriately
satisfies most of the requirements of the ASOL.
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The ASOL is partially demonstrated. The
student demonstrates some of the knowledge
and skill of the ASOL
If the student’s performance is Level II, the
highest score point the student can receive is
“3.”
If the student’s level of performance is not
identified on the SEI Tag, the evidence will be
scored as though it were a Level III.
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HSM-FS 3 The student will
a) given data, construct a simple graph (table, line, pie, bar, or
picture) and answer questions about the data.
Annotation:
The evidence for ASOL HSM-FS 3a is presented at Level of
Performance II – the student partially demonstrates the ASOL.
At this Level of Performance the highest score point that can be
earned is a “3”.
•The evidence shows a partial demonstration of the
ASOL by eliminating the requirement to construct a
simple graph.
•The evidence was given credit for answering
questions about given data with 100% accuracy.
Overall, for the Level of Performance II, sufficient evidence is
provided for the ASOL that has been partially demonstrated.
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On February 18, 2013, under
Testing Conditions,
was
presented with a piece of coal. The
teacher asked
if the coal was
hard or soft. She answered “no” to
it being hard and then she
answered “yes that it was a soft
rock.” The second question was
asked about what color and streak
does it leave. In order to answer
this we gave her three items with
different colors. What color streak
does it leave? She picked up the
black color. What color is the coal?
Again she chose the black color.
She received a 100% on this
activity.
HSS-EMP 1a - The student will investigate and understand major rock-forming
and ore minerals based on physical and chemical properties. Key concepts
include
a) hardness, color, and streak, luster, cleavage, fracture, and unique properties.
Annotation:
The evidence for ASOL HSS-EMP 1a is presented at Level of
Performance II – the student partially demonstrates the ASOL.
At this Level of Performance the highest score point that can
be earned is a “3”.
•The evidence shows a partial demonstration of the
ASOL by eliminating the requirement to understand
how to identify major rock-forming and ore minerals
based on chemical properties.
•The evidence was given credit for investigating and
understanding physical properties of coal including
hardness, color, and streak. There is no evidence of
understanding luster, cleavage, fracture, or unique
properties.
Overall, for the Level of Performance II, the quality of the
evidence presented does not satisfy many of the requirements
of the ASOL.
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3M-NSCE 1 The student will
a) identify and write numerals 0 to 30
Annotation:
The evidence for 3M-NSCE 1a is presented at Level
of Performance II – the student partially demonstrates
the ASOL. At this Level of Performance the highest
score point that can be earned is a “3”.
•The evidence shows a partial demonstration of
the ASOL by eliminating the requirement to
write numerals 0-30.
•The evidence was given minimum credit for
identifying numerals 0 to 30. The evidence
only identifies the number “2” and the number
“9”.
Overall, for the Level of Performance II, the quality
of the evidence presented is weak and does not satisfy
most of the requirements of the ASOL.
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The ASOL is demonstrated with significant
support and modification. The student
requires significant support and
modification to simplify the task in order to
demonstrate the ASOL.
If the student’s performance is Level I, the
highest score point the student can receive
is “2.”
If the student’s level of performance is not
identified on the SEI Tag, the evidence will
be scored as though it were a Level III.
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3E-RW 4d The student will
d) Demonstrate comprehension of information in
reference materials by using dictionaries, glossaries,
and indices
Annotation:
The evidence for ASOL 3E-RW 4d is presented at
Level of Performance I – the student demonstrates the
ASOL with significant support and modification. At
this Level of Performance the highest score point that
can be earned is a “2”.
•The evidence shows the ASOL modified to a
basic skill of locating words in a picture
dictionary. The picture dictionary was the
support provided.
• The evidence was given credit for using a
picture dictionary to locate words.
•There is no evidence of using glossaries,
indices, an additional dictionary, or the
demonstration of comprehension of information.
Overall, for the Level of Performance I, sufficient
evidence is provided for the ASOL that has been
demonstrated with significant support and
modification.
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5E-WE 1 The student will
b) produce all letters
Annotation:
The evidence for 5E-WE 1b is presented at Level of
Performance I – the student demonstrates the ASOL
with significant support and modification. At this
Level of Performance the highest score point that
can be earned is a “2”.
•The evidence was not given credit because
the student was provided models and tracing
dots in order to produce upper and lowercase
k’s. This violates Scoring Rule number 2 as
described in the 2013-2014 VAAP
Implementation Manual (page 14).
Overall, the evidence submitted does not show any
level of individual achievement for the ASOL being
defended.
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Missing SEI tags on paper evidence as well as
on CD’s
Missing Proficiency Levels on SEI tags
Missing Proficiency Levels on Content Cover
Sheets
Denial of media release, but captioned
photographs included in the evidence
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Use post-its to write any questions. We will
either contact you directly or discuss
concerns at first VAAP workshop on October
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