Students with significant disabilities (SWSD) currently enrolled in grades 4, 8, and 11 are required to participate in the statewide assessment for science and may be eligible for the Vermont Alternate Assessment Portfolio (VTAAP). Use the VTAAP science portfolio Administration Guidelines to review the full instructions and access the forms and worksheets. The VTAAP science portfolio forms, contained in a single Excel file with 15 worksheets, may be downloaded below. Formal registration and documentation (Forms 1 & 2) for the VTAAP are due by October 15, 2015. Applications will be reviewed by the Coordinator of Assessment for Special Populations, and feedback/approval provided to Student Evaluation Teams.
Previous year forms or formats will be considered invalid if submitted. For questions, contact Linda Moreno at email@example.com or (802) 479-1309.
VTAAP Science Portfolio
Administration Guidelines: all Student Evaluation Teams (SET) are strongly encouraged to read to review this comprehensive guidelines about VTAAP science assessment requirements and procedures.
Summary of Essential Requirements: a table that serves as a convenient reference for case managers compiling the portfolio, detailing due dates for each form and its essential elements.
VTAAP Forms: available as a Excel 2010 spreadsheet. A separate Excel file should be copied directly into each participating student’s folder. Forms within the spreadsheet are linked and essential information will be auto-filled across forms. Contact Lucille Chicoine if you have questions on how to fill out the forms. Question on the content of the forms, please contact Linda Moreno.
of Symbolic Development: the three different entry point for each GE are associated with specific levels of symbolic communication development. Form 2 requires Student Evaluation Teams to complete a communication inventory to determine an appropriate entry point level.
Science Entry Points
These comprehensive documents list all of the science entry points by grade cluster and symbolic level of communication (A, B & C). These documents are further supported by the Student Performance Scoring Guide which provides specific criteria for each entry point.
Student Performance Scoring Guide: details the specific scoring elements and values for each VTAAP science entry point at each of the three communication levels, including target behaviors, applications, and minimum item counts.
Parent Guidelines to Statewide Decision-Making: explains the statewide testing options for parents of students with disabilities and provides a step by step decision-making process to determine the most suitable choice for a particular student.
Inquiry Target Behaviors: specifies the required and extended behaviors in each stage for each skill step area in the Inquiry strand.
These examples provide representative models for Student Evaluation Teams that illustrate the expectations for documenting student performance in the four science assessment strands across grade clusters.