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PROGRAMS
& SERVICES:
VERMONT ALTERNATE ASSESSMENT PORTFOLIO (VTAAP):
RESOURCES & SUPPORTING DOCUMENTS
(Added 3/9/10)
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This page contains various resources and documents provided as supports to the VTAAP and cover a range of topics.
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VTAAP RESOURCES & SUPPORTING DOCUMENTS (Updated 3/9/10)
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Use the resources to review or download documents addressed or referred to in the VTAAP Rollout sessions. These include the training power point presentation and other resources that explain or support procedures or forms required by the assessment.
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Supporting Documents for VTAAP Forms:
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Grade Expectation Entry Points for Reading & Math (Form 2)
Student Evaluation Teams (SET) use the instructions in this document, along with the information in the Administration Guidelines, to select the most appropriate entry points for the designated GEs in each of these two content areas.
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Grade Expectation Entry Points for Science (Form 2) (Added 3/9/10)
Student Evaluation Teams (SET) use the specifc instructions in this document to select the most appropriate entry points for the GEs selected by the SET for assessment in each domain.
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Instructional Plan (Form 4)
This document is central to the provision of an appropriate and consistent learning context. It outlines the essential elements for the understanding and implementation of the specific instructional program by all members of the team. This document supports VTAAP Form 4.
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Instruction Mapping Guide (Form 4)
This document records the incorporation of the Grade Expectations into the student’s daily schedule. Mapping the implementation of the content area programs (associated with GE targets) ensures that opportunities to learn and generalize target skills are maximized. This document supports VTAAP Form 4.
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Measuring Student Performance Baseline Guides
The baseline guides are a supplement to VTAAP Forms 2 and 3 and the GE entry points documents. Organized by grade, content area, and strand, the guides explicitly identify the target skills that should be assessed for each GE entry point.
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Student Access Map (Form 5)
This document is provided as a structure for adapting and modifying the grade level curriculum so that the student can access specific general education tasks. This document supports VTAAP Form 5.
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Supports During Testing (Form 3 & Form 5)
Some of the supports that are appropriate during teaching cannot be used during testing. This document is provided as a supporting document to VTAAP Form 3 and Form 5 and will help you evaluate the appropriateness of specific supports during the formal assessment of student achievement.
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Student Supports: Strategies & Tools
This document lists and describes supports for students in various areas of instruction and evaluation.
- Student Supports: Mathematics, Reading & Science
These documents provide student support choices for specific content areas and are resources for VTAAP Forms 2, 3 and 4.
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IEPs and GLEs: A Process for Estimating a Student’s Present Levels of Performance (PLOP) in Relation to Vermont’s Grade Level Expectations
The PLOP statement is the foundation used by IEP teams to create a program of supports and services that capitalizes on a student’s unique strengths and addresses the student’s specific academic needs. It provides a starting point for crafting appropriate goals and objectives and serves as a baseline for measuring future progress. |
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VTAAP Powerpoint Presentation
An overview of the portfolio process; this file is 2.3MB |
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NECAP RESOURCES
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NECAP Accommodations Guide (September 2009)
This booklet includes the Table of Approved NECAP Accommodations with explanations and suggestions for use, guidelines and procedures for requesting approval of unique accommodations, an accommodations planning process, and other information on how to administer the NECAP tests to students with special assessment needs.
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ADDITIONAL RESOURCES
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Student Performance Result on State Alternate Assessments Reported by Subgroups
The No Child Left Behind Act requires Vermont to report alternate assessment student performance annually by subcategories, including gender; major racial/ethnic categories; students with disabilities; economically disadvantaged students; students with limited English proficiency; and migrant students. Reported results are for alternate assessment, valid tests and are only publicly reported when there are more than 10 students in the group. Alternate assessments are Lifeskills, Stanford Diagnostic, and Out-of-level New Standards Reference Exams (NSREs). |
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VTAAP Forms | Resources & Supporting Documents
Alternate
Assessment
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