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The VPA™: Assessment & Clinical Reasoning: facilitator notes

Presenter cues, worked examples, and answer keys for the case slides and discussion prompts · Module 4.

Presenter-side material. Not part of the learner module body and not counted toward contact hours. Model answers are teaching examples. Adapt to your state practice act, payer rules, and district policy.

Module 4

Administering the Mini VPA™

~24 min · 8 slides

Presenter cues

Demonstrate one probe live, verbatim, including the Do line, before discussing anything.
Model the single permitted repetition and then model recording an extra prompt rather than giving it freely.
Direct attention to positioning: you must be able to see the eyes, not just the answer sheet.

Answer key

The student passes the L2 probe but re-reads constantly. Pass or flag?: Both — score the pass, and flag it. A degraded pass (rate loss, heavy strategy, place loss) meets the Full VPA™ trigger. Record the observation cue that made it degraded; that sentence is what justifies the full battery.
Teacher reports difficulty but every probe passes. What now?: Conflicting report is itself a trigger. Run the Full VPA™ or, at minimum, observe the actual classroom task the teacher is describing under real conditions — the screen may simply not have sampled that demand.

Watch-outs

Scoring effort instead of performance. Effort is an observation field, not a score.