Virginia Alternate Assessment Program (VAAP) Information
Understand your child's participation and performance on VAAP
State law requires testing under the Virginia assessment system for students in grades 3-8 and high school. Certain students with significant cognitive disabilities who meet the criteria are instructed on the Virginia Essentialized Standards of Learning (VESOL) and the Virginia Aligned Standards of Learning (ASOLs). These students are assessed under the Virginia Alternate Assessment Program (VAAP) and do not participate in Standards of Learning (SOL) tests. Families are notified when a student is identified to participate in VAAP. Official student results are distributed to families in the summer following VAAP participation.
Also during winter 2022-23, families of students who completed a VAAP collection of evidence in school year 2020-21 have the opportunity to request the collection be sent to them.
Parent Notification for VAAP
Certain students with significant cognitive disabilities who meet the state criteria are assessed using VAAP for subject areas identified for state testing. Families can learn more about VAAP testing in the following notification letters letters:
- The notification of testing letter explains to families about the different formats the VAAP takes depending on the grade level and content area.
- The notification of English learner exemption letter informs parents of eligible students about the decision to provide a one-time exemption for social studies and/or writing VAAP collections of evidence.
The following provides content from the division's VAAP notification of testing letter for families of students with disabilities identified for this alternate test. Links to printable PDF translations are also included below.
NOTIFICATION OF TESTING
Virginia Alternate Assessment Program
Dear Parents and Guardians:
This spring, your student will be taking the Virginia Alternate Assessment Program (VAAP) tests between __________________ and _________________.
State assessments measure the extent to which certain students with disabilities have learned the content and skills reflected in state standards. The format for state assessments varies by grade level and content area, as noted in the table below. These may include:
- Multiple choice VAAP tests for Virginia Essentialized Standards of Learning (VESOLs) in reading, mathematics, and science
- Collection of Evidence (COE) for selected Aligned Standards of Learning (ASOLs) in writing and social studies, with student work samples collected throughout the school year
- Local alternative assessments (LAAs) including performance-based assessments (PBAs) completed as part of ongoing classroom instruction for science, writing, and social studies
| Grade | Tested Content Area(s) and Assessment Format |
|---|---|
| 3 | Reading (VAAP), Mathematics (VAAP), Science (LAA), Social Studies (LAA) |
| 4 | Reading (VAAP), Mathematics (VAAP), Social Studies (COE) |
| 5 | Reading (VAAP), Mathematics (VAAP), Science (VAAP), Writing (LAA) |
| 6 | Reading (VAAP), Mathematics (VAAP), Social Studies (LAA) |
| 7 | Reading (VAAP), Mathematics (VAAP), Social Studies (LAA) |
| 8 | Reading (VAAP), Mathematics (VAAP), Science (VAAP), Social Studies (COE), Writing (COE) |
| 10 | Science (VAAP) |
| 11 | Reading (VAAP), Mathematics (VAAP) |
Staff share student results on state assessments with families. The method and timing for family communication vary based on the assessment format. Only multiple choice VAAP results are reported to the state and are included in state and federal accountability calculations.
- Multiple choice VAAP test score report letters are distributed by the end of August from central office or the student’s school
- COE scoring worksheets and cover letters are distributed in June from the student’s school
- LAAs are reported like any other classroom assessment, incorporated in ongoing communication about student performance and progress
If you have questions about your student's state assessments, contact your student’s teacher or the school test coordinator.
Printable PDFs of the parent notification letter for VAAP assessments
VAAP Assessment Options for Students with Disabilities
The VAAP is designed to evaluate the performance of students with significant cognitive disabilities. This assessment is available to students with significant cognitive disabilities in grades 3-8 and high school who are working on academic standards that have been reduced in depth, breadth, and complexity. These content standards are referred to as the Virginia Essentialized Standards of Learning (VESOL). Content areas assessed each year align with SOL content areas assessed for their grade level peers in Reading, Writing, Mathematics, Science, and History-Social Science. Students instructed in the VESOL will earn the Applied Studies Diploma.
VAAP Multiple Choice Tests (Reading, Mathematics, Science)
Certain students in grades 3-8, 10, and 11 were identified to participate in the Virginia Alternate Assessment Program (VAAP) as part of state and federal testing requirements. These students completed multiple choice tests in reading and mathematics (grades 3-8 and 11) and in science (grades 5, 8, and 10). Families can expect VAAP multiple test results to be reported by the start of the next school year.
Contents of the multiple choice VAAP test score report letter and resources to help interpret the report can be found below.
What information does the report include?
The VAAP multiple choice test score report provides the test scaled score and performance level for each test the student completed.
How are scores reported to families?
After the Virginia Department of Education (VDOE) returns scores to FCPS.
- VAAP multiple choice test score reports are sent to families via U.S. Mail in mid-August
- Numerical scores are posted to the SIS ParentVUE Test History section
Full Text: VAAP Multiple Choice Test Score Report
VAAP Multiple Choice Test Score Report
Select a preferred language to view the FCPS translation of the VAAP multiple choice score report letter. To access Braille or large print versions of score reports, please contact FCPS Vision Impairment Services at 517-423-4866.
Printable PDFs of the Virginia Alternate Assessment Program (VAAP) score report for families
VAAP Multiple Choice Test - Performance Level Details
Use the language options at the top of this page to translate performance level descriptors from the full text provided in the expanding sections below. VAAP performance level descriptors are organized by grade level and content area.
Note: Content under development, pending additional information from the Virginia Department of Education
Grade 3 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, events, ideas, steps, and the beginning, middle, or end of text. |
| Proficient | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, events, ideas, steps, and the beginning, middle, or end of text. |
| Advanced | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, events, ideas, steps, and the beginning, middle, or end of text. |
Grade 3 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) whole numbers and halves, including recognizing, matching, and comparing numbers using models, words, and symbols; adding, subtracting, or multiplying two whole numbers with a solution of 20 or less; (2) recognizing and counting coins up to 25 cents; (3) recognizing circles, squares, and triangles; comparing length, area, and volume of basic shapes, and telling time in whole hours; and (4) identifying and extending patterns and interpreting picture graphs. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) whole numbers and halves, including recognizing, matching, and comparing numbers using models, words, and symbols; adding, subtracting, or multiplying two whole numbers with a solution of 20 or less; (2) recognizing and counting coins up to 25 cents; (3) recognizing circles, squares, and triangles; comparing length, area, and volume of basic shapes; and telling time in whole hours; and (4) identifying and extending patterns and interpreting picture graphs. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) whole numbers and halves, including recognizing, matching, and comparing numbers using models, words, and symbols; adding, subtracting, or multiplying two whole numbers with a solution of 20 or less; (2) recognizing and counting coins up to 25 cents; (3) recognizing circles, squares, and triangles; comparing length, area, and volume of basic shapes; and telling time in whole hours; and (4) identifying and extending patterns and interpreting picture graphs. |
Grade 4 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word and (2) answer different kinds of comprehension questions that may include main ideas, characters, narrators, settings, events, ideas, and information. |
| Proficient | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, narrators, settings, events, ideas, and information. |
| Advanced | Based on sentences of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, narrators, settings, events, ideas, and information. |
Grade 4 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values using words, models, and symbols; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers with a solution of 40 or less; adding and subtracting wholes, halves, and fourths; recognizing and counting coins up to 50 cents; (3) recognizing simple geometric shapes; measuring in inches and centimeters; telling time to the nearest whole and half hour; measuring weight and area; and (4) identifying and extending patterns and interpreting data in picture and bar graphs. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values using words, models, and symbols; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers with a solution of 40 or less; adding and subtracting wholes, halves, and fourths; recognizing and counting coins up to 50 cents; (3) recognizing simple geometric shapes; measuring in inches and centimeters; telling time to the nearest whole and half hour; measuring weight and area; and (4) identifying and extending patterns and interpreting data in picture and bar graphs. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values using words, models, and symbols; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers with a solution of 40 or less; adding and subtracting wholes, halves, and fourths; recognizing and counting coins up to 50 cents; (3) recognizing simple geometric shapes; measuring in inches and centimeters; telling time to the nearest whole and half hour; measuring weight and area; and (4) identifying and extending patterns and interpreting data in picture and bar graphs. |
Grade 5 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, events, ideas, and information. |
| Proficient | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, ideas, events, and information. |
| Advanced | Based on sentences or short paragraphs of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, ideas, events, and information. |
Grade 5 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values; identifying ones place and tens place; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers; simplifying expressions with parentheses; adding mixed numbers with halves or fourths; adding decimal numbers; and counting currency up to $1; (3) identifying geometric shapes; finding volume of a shape; telling time to the nearest hour and half hour and elapsed time (+/- 1 to 3 hours); and (4) identifying a pattern using a rule; interpreting data from line plots; and identifying an expression that matches a verbal description. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values; identifying ones place and tens place; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers; simplifying expressions with parentheses; adding mixed numbers with halves or fourths; adding decimal numbers; and counting currency up to $1; (3) identifying geometric shapes; finding volume of a shape; telling time to the nearest hour and half hour and elapsed time (+/- 1 to 3 hours); and (4) identifying a pattern using a rule; interpreting data from line plots; and identifying an expression that matches a verbal description. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) whole numbers, decimal numbers ending in 0.5, halves, and fourths, including recognizing, matching, and comparing values; identifying ones place and tens place; identifying multiples of 10; (2) adding, subtracting, multiplying, or dividing whole numbers; simplifying expressions with parentheses; adding mixed numbers with halves or fourths; adding decimal numbers; and counting currency up to $1; (3) identifying geometric shapes; finding volume of a shape; telling time to the nearest hour and half hour and elapsed time (+/- 1 to 3 hours); and (4) identifying a pattern using a rule; interpreting data from line plots; and identifying an expression that matches a verbal description. |
Grade 5 Science
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to recognize (1) basic components of living systems, for example, plants, animals, and the things they need to survive; (2) basic characteristics of Earth, the sun, and moon, day and night, and simple weather conditions, objects from natural resources used in everyday life; activities that harm and protect the environment; (3) common objects that use or make basic forms of energy; and (4) physical properties of common objects, animals, and plants and their smaller parts used to make observations, including whether objects are at rest or in motion. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to recognize (1) basic components and relations in living systems, for example, plants and animals and the unique parts that help them grow and survive, and some ways in which living organisms interact with different parts of common ecosystems; (2) basic characteristics of Earth, the sun, moon, and planets, and some common weather conditions, natural resources in Virginia, and some activities that harm and protect the environment; (3) basic forms of energy and some everyday uses and sources; and (4) some common physical properties used to make observations in science and everyday life, including to describe matter in different phases. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to recognize (1) basic components of living systems, for example, plants and animals and the unique parts and substances that help them grow and survive, and many ways in which living organisms interact with different parts of common ecosystems; (2) basic characteristics of Earth, the sun, moon, and planets, including the concepts of orbit and revolution and the influence of the sun’s energy on Earth’s organisms and the four seasons; (3) many weather conditions, features and processes that shape Earth, natural resources in Virginia, and many activities that harm and protect the environment; and (4) basic forms of energy and many everyday uses and sources of energy, and many common physical properties used to make observations in science and everyday life, including to describe matter in different phases. |
Grade 6 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences or a paragraph of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word or figurative language phrase and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, events, ideas, and information. |
| Proficient | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, events, ideas, and information. |
| Advanced | Based on sentences or short paragraphs of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, events, ideas, and information. |
Grade 6 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) whole numbers, fractions, decimals, and integers, including location on a number line, distance from 0, and comparison; (2) adding, subtracting, multiplying, and dividing whole numbers; adding and subtracting fractions; and using currency up to $10; (3) finding perimeter; identifying congruent shapes; identifying coordinates of a point on a coordinate plane; and telling time, including elapsed time (+/- 24 hours); and (4) interpreting picture graphs, bar graphs and line plots; calculating whole number averages; identifying equivalent expressions and equations with one variable; matching practical situations to inequalities; and identifying missing values given simple input-output tables. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) whole numbers, fractions, decimals, and integers, including location on a number line, distance from 0, and comparison; (2) adding, subtracting, multiplying, and dividing whole numbers; adding and subtracting fractions; and using currency up to $10; (3) finding perimeter; identifying congruent shapes; identifying coordinates of a point on a coordinate plane; and telling time, including elapsed time (+/- 24 hours); and (4) interpreting picture graphs, bar graphs and line plots; calculating whole number averages; identifying equivalent expressions and equations with one variable; matching practical situations to inequalities; and identifying missing values given simple input-output tables. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) whole numbers, fractions, decimals, and integers, including location on a number line, distance from 0, and comparison; (2) adding, subtracting, multiplying, and dividing whole numbers; adding and subtracting fractions; and using currency up to $10; (3) finding perimeter; identifying congruent shapes; identifying coordinates of a point on a coordinate plane; and telling time, including elapsed time (+/- 24 hours); and (4) interpreting picture graphs, bar graphs and line plots; calculating whole number averages; identifying equivalent expressions and equations with one variable; matching practical situations to inequalities; and identifying missing values given simple input-output tables. |
Grade 7 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word or figurative language phrase and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, settings, events, ideas, and information. |
| Proficient | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, settings, events, ideas, and information. |
| Advanced | Based on sentences or short paragraphs of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, individuals, settings, events, ideas, and information. |
Grade 7 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) whole numbers, integers, and rational numbers, including comparing whole numbers and matching fractions and decimals; (2) adding, subtracting, multiplying and dividing to solve problems; and using currency up to $20; (3) identifying geometric shapes from characteristics; identifying similar triangles; identifying points on a coordinate plane using coordinates; finding volume; telling time, including elapsed time (+/- 24 hours); and (4) finding a probability; interpreting picture, bar, and line graphs; evaluating expressions, solving one-step word problems, and determining possible solutions to simple inequalities. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) whole numbers, integers, and rational numbers, including comparing whole numbers and matching fractions and decimals; (2) adding, subtracting, multiplying and dividing to solve problems; and using currency up to $20; (3) identifying geometric shapes from characteristics; identifying similar triangles; identifying points on a coordinate plane using coordinates; finding volume; telling time, including elapsed time (+/- 24 hours); and (4) finding a probability; interpreting picture, bar, and line graphs; evaluating expressions, solving one-step word problems, and determining possible solutions to simple inequalities. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) whole numbers, integers, and rational numbers, including comparing whole numbers and matching fractions and decimals; (2) adding, subtracting, multiplying and dividing to solve problems; and using currency up to $20; (3) identifying geometric shapes from characteristics; identifying similar triangles; identifying points on a coordinate plane using coordinates; finding volume; telling time, including elapsed time (+/- 24 hours); and (4) finding a probability; interpreting picture, bar, and line graphs; evaluating expressions, solving one-step word problems, and determining possible solutions to simple inequalities. |
Grade 8 Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word or figurative language phrase and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, ideas, events, and information. |
| Proficient | Based on sentences or a short paragraph of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, ideas, events, and information. |
| Advanced | Based on sentences or short paragraphs of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and figurative language phrases and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, characters, settings, ideas, events, and information. |
Grade 8 Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) integers and rational numbers, including comparing integers on a number line; (2) adding, subtracting, multiplying, and dividing to solve problems; and using currency up to $50; (3) using square units to determine area of complex figures, identifying the coordinates of points in a coordinate plane; telling time, including elapsed time (+/- 24 hours); and (4) identifying a line of best fit for a scatter plot; matching a linear graph to a table; describing and finding slopes of lines; comparing two probabilities; evaluating expressions; solving linear equations; identifying a solution to an inequality; and identifying missing values in input-output tables. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) integers and rational numbers, including comparing integers on a number line; (2) adding, subtracting, multiplying, and dividing to solve problems; and using currency up to $50; (3) using square units to determine area of complex figures, identifying the coordinates of points in a coordinate plane; telling time, including elapsed time (+/- 24 hours); and (4) identifying a line of best fit for a scatter plot; matching a linear graph to a table; describing and finding slopes of lines; comparing two probabilities; evaluating expressions; solving linear equations; identifying a solution to an inequality; and identifying missing values in input-output tables. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) integers and rational numbers, including comparing integers on a number line; (2) adding, subtracting, multiplying, and dividing to solve problems; and using currency up to $50; (3) using square units to determine area of complex figures, identifying the coordinates of points in a coordinate plane; telling time, including elapsed time (+/- 24 hours); and (4) identifying a line of best fit for a scatter plot; matching a linear graph to a table; describing and finding slopes of lines; comparing two probabilities; evaluating expressions; solving linear equations; identifying a solution to an inequality; and identifying missing values in input-output tables. |
Grade 8 Science
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to recognize (1) basic components and characteristics of living systems, for example, plants and animals and traits that help them adapt and survive, living organisms and their offspring, living and non-living parts of ecosystems, and common features of Virginia watersheds; (2) basic characteristics of Earth, the sun, and moon, day and night, differences between simple weather conditions, the direction objects fall due to gravity, common things that come from natural resources, and activities that harm and protect the environment; (3) basic forms of energy, hot and cold temperatures, the three phases of water; and (4) objects at rest or in motion, and basic physical properties used to identify, describe, and compare things. |
| Proficient | Performing at the Proficient level typically suggest a sufficient ability to recognize (1) basic components and characteristics of living systems, for example, plants and animals and traits that help them adapt and survive, living organisms and their offspring, living and non-living parts of ecosystems, and common features of Virginia watersheds; (2) basic characteristics of Earth, the sun, and moon, day and night, differences between simple weather conditions, the direction objects fall due to gravity, common things that come from natural resources, and activities that harm and protect the environment; (3) basic forms of energy, hot and cold temperatures, the three phases of water; and (4) objects at rest or in motion, and basic physical properties used to identify, describe, and compare things. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to recognize (1) basic components and characteristics of living systems, for example, plants and animals and traits that help them adapt and survive, living organisms and their offspring, living and non-living parts of ecosystems, and common features of Virginia watersheds; (2) basic characteristics of Earth, the sun, and the moon, day and night, differences between simple weather conditions, the direction objects fall due to gravity, common things that come from natural resources, and activities that harm and protect the environment; (3) basic forms of energy, hot and cold temperatures, the three phases of water; and (4) objects at rest or in motion, and basic physical properties used to identify, describe, and compare things. |
High School Reading
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Based on sentences or paragraphs of fiction or nonfiction text read to or by the student, performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to (1) identify a letter name, letter sound, word, or the meaning of a word and (2) answer different kinds of comprehension questions that may include main ideas, themes, topics, characters, settings, events, ideas, and information. |
| Proficient | Based on sentences or paragraphs of fiction or nonfiction text read to or by the student, performing at the Proficient level typically suggests a sufficient ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, themes, topics, characters, settings, events, ideas, and information. |
| Advanced | Based on sentences or paragraphs of fiction or nonfiction text read to or by the student, performing at the Advanced level typically suggests a consistent ability to (1) identify words and understand their meaning and (2) answer different kinds of comprehension questions that may include main ideas, themes, topics, characters, settings, events, ideas, and information. |
High School Mathematics
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to demonstrate a basic understanding of (1) algebraic equations, including identifying an equation from a description; and using currency up to $100, including sales tax; (2) identifying equivalent expressions or evaluating expressions; and telling time, including elapsed time (+/- 24 hours); (3) solving linear equations; matching number lines with inequalities; and (4) interpreting simple linear graphs and trends in data, and identifying missing values given input-output table and a function. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to demonstrate a basic understanding of (1) algebraic equations, including identifying an equation from a description; and using currency up to $100, including sales tax; (2) identifying equivalent expressions or evaluating expressions; and telling time, including elapsed time (+/- 24 hours); (3) solving linear equations; matching number lines with inequalities; and (4) interpreting simple linear graphs and trends in data, and identifying missing values given input-output table and a function. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to demonstrate a basic understanding of (1) algebraic equations, including identifying an equation from a description; and using currency up to $100, including sales tax; (2) identifying equivalent expressions or evaluating expressions; and telling time, including elapsed time (+/- 24 hours); (3) solving linear equations; matching number lines with inequalities; and (4) interpreting simple linear graphs and trends in data, and identifying missing values given input-output table and a function. |
High School Science
| Performance Level | Description |
|---|---|
| Does Not Meet Proficiency | Performing at the Does Not Meet Proficiency level typically suggests an inconsistent ability to recognize (1) basic characteristics of plants and animals, including humans, and what they need to survive, (2) simple steps that people can take to support health and wellness; and (3) ways in which plant and animals interact with each other and with non-living parts of ecosystems. |
| Proficient | Performing at the Proficient level typically suggests a sufficient ability to recognize (1) basic characteristics of living organisms, including humans, and what they need to survive, (2) that bacteria and viruses impact human health and some simple steps that people can take to support health and wellness; and (3) some ways in which organisms interact with living and non-living parts of ecosystems, and how changes in resources or environmental factors might affect living organisms. |
| Advanced | Performing at the Advanced level typically suggests a consistent ability to recognize (1) basic characteristics of living organisms, including humans, and what they need to survive, (2) that bacteria and viruses impact human health and some simple steps that people can take to support health and wellness; and (3) some ways in which organisms interact with living and non-living parts of ecosystems, and how changes in resources or environmental factors might affect living organisms. |
How is Standards of Accreditation (SOA) growth reported?
For grade 4-8 students who were not proficient on the spring VAAP test for reading and/or mathematics, VDOE considers whether the student met a SOA growth target. The SOA growth calculation compares a student's spring VAAP performance to results from the previous year.
SOA growth report letters are sent to families whose students met the state's growth target in reading and/or mathematics based on their most recent VAAP scores. These reports are sent only to families whose students were not proficient but did meet the growth target. SOA growth report letters are delivered in August and follow the annual VAAP score report letters.
VAAP Collection of Evidence (COE) Score Reporting
Students in grades 4 and 8 who participated in Virginia Alternate Assessment Program (VAAP) tests for reading and mathematics also completed a collection of evidence (COE) for social studies. In grade 8, these students produced a COE for writing, as well.
At the end of the school year, teachers provide families with a copy of the final COE scoring worksheet, which reports how students performed on their assessed Aligned Standards of Learning (aSOLs). Contents of the scoring worksheet cover letter and resources to help interpret scoring worksheet codes can be found below.
COE Cover Letter for Results (Social Studies, Writing)
The following provides content from the division's cover letter for the VAAP collection of evidence (COE) scoring worksheet in social studies (grades 4 and 8) and writing (grade 8).
VIRGINIA ALTERNATE ASSESSMENT PROGRAM (VAAP)
COLLECTION OF EVIDENCE SCORING WORKSHEET COVER LETTER
Dear Parents and Guardians:
Your student recently completed a collection of evidence (COE) in history/social science and/or writing as part of the Virginia Alternate Assessment Program (VAAP). VAAP assessments measure the extent to which certain students with disabilities have learned the content and skills reflected in state standards. History/social science standards are assessed in grades 4 and 8. Writing standards are assessed only in grade 8.
The attached VAAP Collection of Evidence Scoring Worksheet tells you how your student performed on the assessed standards in history/social science and/or writing. The VAAP Collection of Evidence Scoring Worksheet uses the following specialized terms.
- Aligned Standards of Learning (aSOLs) are content standards in history/social science and writing that have been reduced in depth, breadth, and complexity.
- aSOLs are grouped into Reporting Categories that address different content and skills. Each student is assessed in one aSOL for each reporting category.
The top of the scoring worksheet lists the aSOL used for each reporting category and your student’s score (0-4). The bottom gives details on the assessed aSOLs. Translations of the aSOL stem and bullet descriptions can be accessed using the web-based translation feature on the VAAP COE Score Reporting webpage (https://www.fcps.edu/node/36668). Also enclosed with this cover letter are the assessments your student completed for their collection of evidence in each content area.
If you have questions about this score report or your student’s strengths and needs in history/social science and/or writing, please contact your student’s school. Please note that results from your student’s VAAP multiple choice tests in reading, mathematics, and/or science will be delivered to you prior to the start of next school year.
COE Aligned Standards of Learning (aSOL) Reporting Details
Use the language options at the top of this page to translate aSOL details from the full text provided below. COE aSOL details are organized by grade level and content area.
Grade 4 Social Studies - COE Details - Full Text
Reporting Category 1: History (RC1, HS-H)
- Stem 1 (HS-H1): The student will recognize that history describes events and people of other times and places by (aligned to SOL K.1)
- Bullet A (HS-H1a): identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln
- Bullet B (HS-H1b): identifying the people and events honored by the holidays of Thanksgiving Day; Martin Luther King, Jr., Day; Presidents’ Day; and Independence Day (Fourth of July)
- Stem 2 (HS-H2): The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future (aligned to SOL 1.1)
- Stem 3 (HS-H3): The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt (aligned to SOL 1.2)
- Stem 4 (HS-H4): The student will discuss the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July) (aligned to SOL 1.3)
- Stem 5 (HS-H5): The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language (aligned to SOL 2.1)
- Stem 6 (HS-H6): The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest (aligned to SOL 2.2)
- Stem 7 (HS-H7): The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population (aligned to SOL 2.3)
- Stem 8 (HS-H8): The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports (aligned to SOL 3.1)
- Stem 9 (HS-H9): The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade) (aligned to SOL 3.2)
- Stem 10 (HS-H10): The student will study the exploration of the Americas by (aligned to SOL 3.3)
- Bullet A (HS-H10a): describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
- Bullet B (HS-H10b): identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians
- Stem 11 (HS-H11): The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by (aligned to SOL VS.2)
- Bullet F (HS-H11f): describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown
Reporting Category 2: Geography (RC2, HS-G)
- Stem 1 (HS-G1): The student will develop map skills by (aligned to SOL 1.4)
- Bullet A (HS-G1a): recognizing basic map symbols, including references to land, water, cities, and roads
- Bullet B (HS-G1b): using cardinal directions on maps
- Bullet C (HS-G1c): identifying the shapes of the United States and Virginia on maps and globes
- Bullet D (HS-G1d): locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map
- Stem 2 (HS-G2): The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation (aligned to SOL 1.6)
- Stem 3 (HS-G3): The student will develop map skills by (aligned to SOL 2.4)
- Bullet A (HS-G3a): locating the United States, China, and Egypt on world maps
- Bullet B (HS-G3b): understanding the relationship between the environment and the culture of ancient China and Egypt
- Bullet C (HS-G3c): locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps
- Bullet D (HS-G3d): understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians
- Stem 4 (HS-G4): The student will develop map skills by (aligned to SOL 2.5)
- Bullet A (HS-G4a): locating the equator, the seven continents, and the five oceans on maps and globes
- Bullet B (HS-G4b): locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries
- Stem 5 (HS-G5): The student will develop map skills by (aligned to SOL 3.4)
- Bullet A (HS-G5a): locating Greece, Rome, and West Africa
- Bullet B (HS-G5b): describing the physical and human characteristics of Greece, Rome, and West Africa
- Bullet C (HS-G5c): explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs
- Stem 6 (HS-G6): The student will develop map skills by (aligned to SOL 3.5)
- Bullet A (HS-G6a): positioning and labeling the seven continents and five oceans to create a world map
- Bullet B (HS-G6b): using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres
- Bullet C (HS-G6c): locating the countries of Spain, England, and France
- Bullet D (HS-G6d): locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia)
- Bullet E (HS-G6e): locating specific places, using a simple letter-number grid system
- Stem 7 (HS-G7): The student will read and construct maps, tables, graphs, and/or charts (aligned to SOL 3.6)
- Stem 8 (HS-G8): The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by (aligned to SOL VS.2)
- Bullet A (HS-G8a): locating Virginia and its bordering states on maps of the United States
- Bullet B (HS-G8b): locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau
- Bullet C (HS-G8c): locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp)
- Bullet D (HS-G8d): locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia
- Bullet E (HS-G8e): describing how American Indians related to the climate and their environment to secure food, clothing, and shelter
- Bullet G (HS-G8g): identifying and locating the current state-recognized tribes
- Stem 9 (HS-G9): The student will demonstrate knowledge of the first permanent English settlement in America by (aligned to SOL VS.3)
- Bullet B (HS-G9b): describing how geography influenced the decision to settle at Jamestown
Reporting Category 3: Economics (RC3, HS-E)
- Stem 1 (HS-E1): The student will match simple descriptions of work that people do with the names of those jobs (aligned to SOL K.6)
- Stem 2 (HS-E2): The student will (aligned to SOL K.7)
- Bullet B (HS-E2b): explain that people work to earn money to buy the things they want
- Stem 3 (HS-E3): The student will explain that people make choices because they cannot have everything they want (aligned to SOL 1.8)
- Stem 4 (HS-E4): The student will recognize that people save money for the future to purchase goods and services (aligned to SOL 1.9)
- Stem 5 (HS-E5): The student will distinguish between the use of barter and the use of money in the exchange for goods and services (aligned to SOL 2.8)
- Stem 6 (HS-E6): The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services (aligned to SOL 2.9)
- Stem 7 (HS-E7): The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services (aligned to SOL 3.7)
- Stem 8 (HS-E8): The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest (aligned to SOL 3.8)
- Stem 9 (HS-E9): The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice) (aligned to SOL 3.9)
- Stem 10 (HS-E10): The student will demonstrate knowledge of life in the Virginia colony by (aligned to SOL VS.4)
- Bullet A (HS-E10a): explaining the importance of agriculture and its influence on the institution of slavery
- Bullet D (HS-E10d): describing how money, barter, and credit were used
- Bullet E (HS-E10e): describing everyday life in colonial Virginia
- Stem 11 (HS-E11): The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by (aligned to SOL VS.8)
- Bullet A (HS-E11a): identifying the effects of Reconstruction on life in Virginia
- Bullet C (HS-E11c): describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development
Reporting Category 4: Civics (RC4, HS-C)
- Stem 1 (HS-C1): The student will apply the traits of a good citizen by (aligned to SOL 1.10)
- Bullet F (HS-C1f): participating in classroom decision making through voting
- Stem 2 (HS-C2): The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by (aligned to SOL 1.11)
- Bullet A (HS-C2a): identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty
- Bullet B (HS-C2b): demonstrating respect for the American flag by learning about the Pledge of Allegiance
- Stem 3 (HS-C3): The student will recognize that communities in Virginia (aligned to SOL 1.12)
- Bullet A (HS-C3a): have local governments
- Bullet B (HS-C3b): benefit from people who volunteer in their communities
- Bullet C (HS-C3c): include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles
- Stem 4 (HS-C4): The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans (aligned to SOL 2.11)
- Stem 5 (HS-C5): The student will understand that the people of Virginia (aligned to SOL 2.12)
- Bullet A (HS-C5a): have state and local government officials who are elected by voters
- Bullet B (HS-C5b): have diverse ethnic origins, customs, and traditions, make contributions to their communities, and are united as Americans by common principles
- Stem 6 (HS-C6): The student will recognize the importance of government in the community, Virginia, and the United States of America by (aligned to SOL 3.10)
- Bullet A (HS-C6a): explaining the purpose of rules and laws
- Bullet B (HS-C6b): explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken
- Bullet C (HS-C6c): explaining that government protects the rights and property of individuals
- Stem 7 (HS-C7): The student will explain the importance of the basic principles that form the foundation of a republican form of government by (aligned to SOL 3.11)
- Bullet A (HS-C7a): describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law
- Bullet B (HS-C7b): identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez
- Bullet C (HS-C7c): recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms
- Bullet D (HS-C7d): describing how people can serve the community, state, and nation
- Stem 8 (HS-C8): The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms (aligned to SOL 3.12)
- Stem 9 (HS-C9): The student will demonstrate knowledge of the first permanent English settlement in America by (aligned to SOL VS.3)
- Bullet C (HS-C9c): identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement
- Bullet D (HS-C9d): identifying the importance of the General Assembly (1619) as the first representative legislative body in English America
- Stem 10 (HS-C10): The student will demonstrate knowledge of the role of Virginia in the American Revolution by (aligned to SOL VS.5)
- Bullet A (HS-C10a): identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence
- Stem 11 (HS-C11): The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by (aligned to SOL VS.6)
- Bullet B (HS-C11b): identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom
Grade 8 Writing - COE Details - Full Text
Reporting Category 1: Research, plan, compose, and revise for a variety of purposes (RC1, E-WP)
- Stem 1 (8E-WP1): The student will (aligned to SOL 6.7)
- Bullet A (8E-WP1a): write to convey ideas and information including facts, details, and other information
- Bullet B (8E-WP1b): write about an event or personal experience by introducing the event or experience, at least one character, and two or more events in sequence
- Bullet C (8E-WP1c): plan by brainstorming and revise own writing by adding more information
- Bullet D (8E-WP1d): use content specific vocabulary when writing about a topic
- Stem 2 (8E-WP2): The student will (aligned to SOL 6.9)
- Bullet A (8E-WP2a): write a research report to answer a question based on two or more sources of information
- Bullet B (8E-WP2b): identify quotes from print or digital sources that provide information about a topic
- Stem 3 (8E-WP3): The student will (aligned to SOL 7.7)
- Bullet A (8E-WP3a): write a persuasive report and support it with reasons or other relevant evidence
- Bullet B (8E-WP3b): write to convey ideas and information including facts, details, and other information as well as graphics and multimedia as needed
- Bullet C (8E-WP3c): write routinely for a variety of tasks, purposes, and audiences
- Stem 4 (8E-WP4): The student will (aligned to SOL 7.9)
- Bullet A (8E-WP4a): use technology, including the Internet, to produce written work or research report
- Bullet B (8E-WP4b): research to answer a question based on multiple sources of information
- Bullet C (8E-WP4c): use information from literary and informational text to support writing (e.g., “Recognize the difference between fictional characters and nonfictional characters.” “Delineate the specific claims in a text.”)
- Bullet D (8E-WP4d): use information from literary or informational text to support writing by using specific claims in a text
- Stem 5 (8E-WP5): The student will (aligned to SOL 8.7)
- Bullet A (8E-WP5a): write an argument to support a claim with one clear reason or piece of evidence
- Bullet B (8E-WP5b): write to convey ideas and information clearly including facts, details, and other information
- Bullet C (8E-WP5c): produce writing that is appropriate for the task, purpose, or audience
- Stem 6 (8E-WP6): The student will (aligned to SOL 8.9)
- Bullet A (8E-WP6a): write a short research report to pose and answer questions based on one source of information
- Bullet B (8E-WP6b): select quotes from multiple print or digital sources that provide important information about a topic
- Bullet C (8E-WP6c): use information from literary and informational text to support writing (e.g., “Compare and contrast themes, patterns of events, or characters across two or more stories or dramas.”, “Determine whether claims in a text are fact or opinion.”)
Reporting Category 2: Edit for correct use of language, capitalization, punctuation, and spelling (RC2, E-WE)
- Stem 1 (8E-WE1): The student will (aligned to SOL 6.8)
- Bullet A (8E-WE1a): use standard English rules when writing by using question marks at the end of written questions
- Stem 2 (8E-WE2): The student will (aligned to SOL 7.8)
- Bullet A (8E-WE2a): use standard English rules when writing by using ending punctuation when writing a sentence or question
- Bullet B (8E-WE2b): spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns
- Stem 3 (8E-WE3): The student will (aligned to SOL 8.8)
- Bullet A (8E-WE3a): use standard English rules when writing by using ending punctuation and capitalization when writing a sentence or question
The VAAP COE for Grade 8 Writing is scored for accuracy and completeness. Scorers assign points to each reporting category, taking into account the level of support the student received when the teacher collected the evidence. This level of support is referred to as the level of performance (LOP).
The teacher notes the LOP for each work sample used for the selected aSOL in each Writing reporting category. The choices for LOP are:
- 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
Please note how LOP restricts the maximum final score a student can receive for the aSOL.
- If student performance demonstrates Level I, the highest score point the student can receive is “2.”
- If student performance demonstrates Level II, the highest score point the student can receive is “3.”
- If student performance demonstrates Level III, the highest score point the student can receive is “4.”
Grade 8 Social Studies - COE Details - Full Text
Reporting Category 1: History (RC1, HS-H)
- Stem 12 (HS-H12): The student will demonstrate knowledge of the first permanent English settlement in America by (aligned to SOL VS.3)
- Bullet A (HS-H12a): explaining the reasons for English colonization
- Bullet E (HS-H12e): identifying the importance of the arrival of Africans and English women to the Jamestown settlement
- Bullet F (HS-H12f): describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival
- Bullet G (HS-H12g): describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers
- Stem 13 (HS-H13): The student will demonstrate knowledge of life in the Virginia colony by (aligned to SOL VS.4)
- Bullet B (HS-H13b): describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians
- Stem 14 (HS-H14): The student will demonstrate knowledge of the role of Virginia in the American Revolution by (aligned to SOL VS.5)
- Bullet B (HS-H14b): identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette
- Bullet C (HS-H14c): identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown
- Stem 15 (HS-H15): The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by (aligned to SOL VS.6)
- Bullet A (HS-H15a): explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”
- Stem 16 (HS-H16): The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by (aligned to SOL VS.7)
- Bullet A (HS-H16a): identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia
- Bullet B (HS-H16b): describing Virginia’s role in the war, including identifying major battles that took place in Virginia
- Bullet C (HS-H16c): describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians
- Stem 17 (HS-H17): The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by (aligned to SOL VS.9)
- Bullet B (HS-H17b): identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events
- Bullet C (HS-H17c): identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.: and L. Douglas Wilder
- Stem 18 (HS-H18): The student will demonstrate knowledge of how early cultures developed in North America by (aligned to SOL USI.3)
- Bullet A (HS-H18a): describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia
- Stem 19 (HS-H19): The student will demonstrate knowledge of European exploration in North America and West Africa by (aligned to SOL USI.4)
- Bullet A (HS-H19a): describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations
- Bullet B (HS-H19b): describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land
- Stem 20 (HS-H20): The student will demonstrate knowledge of the factors that shaped colonial America by (aligned to SOL USI.5)
- Bullet A (HS-H20a): describing the religious and economic events and conditions that led to the colonization of America
- Bullet C (HS-H20c): describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans
- Bullet D (HS-H20d): identifying the political and economic relationships between the colonies and Great Britain
- Stem 21 (HS-H21): The student will demonstrate knowledge of the causes and results of the American Revolution by (aligned to SOL USI.6)
- Bullet A (HS-H21a): identifying the issues of dissatisfaction that led to the American Revolution
- Bullet C (HS-H21c): describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry
- Bullet D (HS-H21d): explaining reasons why the colonies were able to defeat Great Britain
- Stem 22 (HS-H22): The student will demonstrate knowledge of the challenges faced by the new nation by (aligned to SOL USI.7)
- Bullet B (HS-H22b): describing the historical development of the Constitution of the United States
- Bullet C (HS-H22c): describing the major accomplishments of the first five presidents of the United States
- Stem 23 (HS-H23): The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by (aligned to SOL USI.8)
- Bullet A (HS-H23a): describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California
- Bullet C (HS-H23c): describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America
- Bullet D (HS-H23d): identifying the main ideas of the abolitionist and women’s suffrage movements
- Stem 24 (HS-H24): The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by (aligned to SOL USI.9)
- Bullet A (HS-H24a): describing the cultural, economic, and constitutional issues that divided the nation
- Bullet B (HS-H24b): explaining how the issues of states’ rights and slavery increased sectional tensions
- Bullet D (HS-H24d): describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war
- Bullet F (HS-H24f): describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans
- Stem 25 (HS-H25): The student will demonstrate knowledge of the effects of Reconstruction on American life by (aligned to SOL USII.3)
- Bullet B (HS-H25b): describing the impact of Reconstruction policies on the South and North
- Bullet C (HS-H25c): describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass
- Stem 26 (HS-H26): The student will demonstrate knowledge of how life changed after the Civil War by (aligned to SOL USII.4)
- Bullet B (HS-H26b): explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion
- Bullet C (HS-H26c): describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South
- Bullet D (HS-H26d): explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms
- Bullet E (HS-H26e): describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement
- Stem 27 (HS-H27): The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by (aligned to SOL USII.5)
- Bullet A (HS-H27a): explaining the reasons for and results of the Spanish American War
- Bullet B (HS-H27b): describing Theodore Roosevelt’s impact on the foreign policy of the United States
- Bullet C (HS-H27c): explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war
- Stem 28 (HS-H28): The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by (aligned to SOL USII.6)
- Bullet B (HS-H28b): describing the social and economic changes that took place, including prohibition and the Great Migration north and west
- Bullet C (HS-H28c): examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance
- Stem 29 (HS-H29): The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by (aligned to SOL USII.7)
- Bullet A (HS-H29a): identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor
- Bullet B (HS-H29b): locating and describing the major events and turning points of the war in Europe and the Pacific
- Bullet C (HS-H29c): describing the impact of the war on the home front
Reporting Category 2: Geography (RC2, HS-G)
- Stem 10 (HS-G10): The student will demonstrate knowledge of life in the Virginia colony by (aligned to SOL VS.4)
- Bullet C (HS-G10c): explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond
- Stem 11 (HS-G11): The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by (aligned to SOL VS.6)
- Bullet C (HS-G11c): explaining the influence of geography on the migration of Virginians into western territories
- Stem 12 (HS-G12): The student will use maps, globes, photographs, pictures, or tables to (aligned to SOL USI.2)
- Bullet A (HS-G12a): locate the seven continents and five oceans
- Bullet B (HS-G12b): locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range
- Bullet C (HS-G12c): locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico
- Bullet D (HS-G12d): recognize key geographic features on maps, diagrams, and/or photographs
- Stem 13 (HS-G13): The student will demonstrate knowledge of how early cultures developed in North America by (aligned to SOL USI.3)
- Bullet B (HS-G13b): locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois)
- Stem 14 (HS-G14): The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by (aligned to SOL USI.9)
- Bullet C (HS-G14c): identifying on a map the states that seceded from the Union and those that remained in the Union
- Stem 15 (HS-G15): The student will use maps, globes, photographs, pictures, or tables for (aligned to SOL USII.2)
- Bullet C (HS-G15c): locating the 50 states and the cities most significant to the historical development of the United States
Reporting Category 3: Economics (RC3, HS-E)
- Stem 12 (HS-E12): The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by (aligned to SOL VS.9)
- Bullet A (HS-E12a): describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries
- Stem 13 (HS-E13): The student will demonstrate knowledge of government, geography, and economics by (aligned to SOL VS.10)
- Bullet B (HS-E13b): describing the major products and industries of Virginia’s five geographic regions
- Bullet C (HS-E13c): explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy
- Stem 14 (HS-E14): The student will demonstrate knowledge of European exploration in North America and West Africa by (aligned to SOL USI.4)
- Bullet C (HS-E14c): identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders
- Stem 15 (HS-E15): The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by (aligned to SOL USI.8)
- Bullet B (HS-E15b): identifying the geographic and economic factors that influenced the westward movement of settlers
- Stem 16 (HS-E16): The student will demonstrate knowledge of the effects of Reconstruction on American life by (aligned to SOL USII.3)
- Bullet A (HS-E16a): analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States
- Stem 17 (HS-E17): The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by (aligned to SOL USII.6)
- Bullet A (HS-E17a): explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living
- Bullet D (HS-E17d): identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal
- Stem 18(HS-E18): The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by (aligned to SOL USII.8)
- Bullet B (HS-E18b):describing the conversion from a wartime to a peacetime economy
- Bullet E (HS-E18e): describing how international trade and globalization have impacted American life
- Stem 19 (HS-E19): The student will identify types of natural, human, and capital resources and explain their significance by (aligned to SOL WG.7)
- Bullet A (HS-E19a): showing their influence on patterns of economic activity and land use
- Stem 20 (HS-E20): The student will distinguish between developed and developing countries and relate the level of economic development to the standard of living and quality of life (aligned to SOL WG.8)
Reporting Category 4: Civics (RC4, HS-C)
- Stem 12 (HS-C12): The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by (aligned to SOL VS.8)
- Bullet B (HS-C12b): identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians
- Stem 13 (HS-C13): The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by (aligned to SOL VS.9)
- Bullet C (HS-C13c): identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history
- Stem 14 (HS-C14): The student will demonstrate knowledge of government, geography, and economics by (aligned to SOL VS.10)
- Bullet A (HS-C14a): identifying the three branches of Virginia government and the function of each
- Stem 15 (HS-C15): The student will demonstrate knowledge of how early cultures developed in North America by (aligned to SOL USI.3)
- Bullet C (HS-C15c): describing how the American Indians used the resources in their environment
- Stem 16 (HS-C16): The student will demonstrate knowledge of the factors that shaped colonial America by (aligned to SOL USI.5)
- Bullet B (HS-C16b): describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence
- Stem 17 (HS-C17): The student will demonstrate knowledge of the causes and results of the American Revolution by (aligned to SOL USI.6)
- Bullet B (HS-C17b): identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence
- Stem 18 (HS-C18): The student will demonstrate knowledge of the challenges faced by the new nation by (aligned to SOL USI.7)
- Bullet A (HS-C18a): identifying the weaknesses of the government established by the Articles of Confederation
