Virginia Grade Level Alternative Assessment Teacher Training

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Virginia Grade Level Alternative
AssessmentTeacher Training

• Richmond Public Schools
• October 19 24, 2005

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Session Topics

• Overview of the VGLA General Information
• 2004-05 VGLA Implementation and Performance
• Participation Guidelines and the IEP Process
• Gathering VGLA Evidence
• Compiling and Gathering VGLA Evidence
• Next Steps and Resources

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Richmond Public Schools

• VGLA Overview
• 2004-05 Implementation and Performance

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Virginia Grade Level Alternative Assessment

• Newest assessment in the Virginia Assessment and
  Accountability System.
• Used as an alternative to paper and pencil
  and/or online versions of SOL tests.
• A portfolio-based assessment of grade-level SOL
  content.

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Virginia Grade Level Alternative Assessment

• Available for students with disabilities in
  grades 3 - 8 who are instructed in grade level
  SOL content for English (Writing and/or Reading),
  Math, Science, History/Social Science.
• Serves students who do not qualify for the the
  VAAP and can not demonstrate proficiency on the
  SOL assessments even with accommodations.

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Virginia Grade Level Alternative Assessment

• Locally submitted and scored using an online
  system.
• Scores used in AYP and accreditation
  calculations.
• Not held to the 1 cap.

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Richmond Public Schools Implementation 2004-05

• 16 Schools
• 3 Middle Schools
• 11 Elementary Schools
• 2 Special Schools
• 125 Participants
• 37 Middle School Students
• 88 Elementary Schools Students

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Richmond Public Schools Implementation 2004-05

• Content Areas
• Reading
• Mathematics
• Social Studies
• Science
• US History
• Writing

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RPS 2004-05 Performance

• GRADE 3 Passing
• English 100
• History 100
• Math 71
• Science 100

• GRADE 5 Passing
• Reading 79
• Writing 13
• Math 83
• Science 53

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RPS 2004 -05 Performance

• GRADE 8 Passing
• Reading 100
• Writing 100
• Math 93
• US History 100

• Overall
• Division
• Pass Rate
• Based on 225 Collections
• 81.7

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Division Keys To Success

• VGLA Division Oversight Team
• Standardized Local Process
• Teacher Training/Work Sessions
• VGLA Implementation Manual
• VGLA Brochure
• VGLA Website
• Effective School-Based Strategies

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What Does the Performance Data Say to You about

• Our Students
• Our Teachers
• Our Administrators

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Richmond Public Schools

• Participation Guidelines
• Case Studies

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SOL Assessment Beginning 2005-2006

• 3rd Grade 6th Grade
• English 3 English 6 - Reading
• Math 3 Math 6
• Science 3 US History 1
• History 3
• 4th Grade 7th Grade
• English 4 Reading English 7 - Reading
• Math 4 Math 7
• Va Studies US History 2
• 5th Grade 8th Grade
• English 5 Reading English 8 - Reading
• English 5 Writing
  English 8 - Writing
• Math 5 Math 8
• Science 5 Science 8
• Civics and Economics

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Participation Decisions

• Participation in the VGLA can only be determined
  by an IEP or 504 committee.
• Participation must be made on individual
  test-by-test basis.
• Participation decisions must be documented in the
  current IEP on the IEP-Online system.

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Participation

• The IEP team or 504 committee must
• first consider participation in the SOL
  assessments with standard and/or non-standard
  accommodations prior to considering the VGLA as
  an option.

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IEP Meetings

• Prepare the IEP Meeting Notification Form.
• Attach the VGLA brochure.
• Discuss VGLA participation criteria using form.
• Complete form.
• If student meets criteria, document decision on
  IEP-Online by completing State Assessment and
  Prior Notice Consent page.
• Maintain copy of completed Participation
  Criteria form for portfolio.

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Richmond Public SchoolsVGLA Participation
Criteria Form

• Content Area(s) Considered
• The student has a current IEP or 504 plan.
• The student demonstrates his/her individual
  achievement on SOL content through means other
  than multiple choice formats.
• As a results of a disability, the student is
  unable to demonstrate individual achievement on
  the SOL tests for assigned content or grade level
  using available standard and/or nonstandard
  accommodations and/or formats.

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Case Study 1

• Kendra, an 8th grader with disabilities, is
  served in special education classes and general
  education classes. Although, Kendra does average
  class work in History and Science, she has
  difficulty with the unit tests and the nine weeks
  tests. In Math, Kendra does above average work
  and earns passing grades
• Does Kendra meet the criteria to participate in
  the VGLA?

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Case Study 2

• Greg is a 4th grade student with disabilities.
  In Math, Greg is served in the general education
  class. He does well in the subject area when he
  can verbally explain the math problems and use
  concrete objects. He did not pass the 3rd Grade
  SOL Math test. Greg does well in other content
  areas with the support of his special education
  teacher.
• Does Greg meet the criteria for the VGLA?

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(No Transcript)
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ALL VGLA Evidence

• MUST be student generated.
• MUST be completed in the presence of the teacher
  or authorized school staff.
• MUST demonstrate knowledge and/or skill in the
  SOL addressed.
• MUST not include group projects unless the
  contribution of the student is clearly
  identified.
• May prove the students knowledge of more than
  one SOL.

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Standards to be Evidenced

• Standards evidenced are those standards contained
  in the SOL Blueprint for the specific grade level
  content being assessed.
• Any standards excluded from the test and noted in
  the blueprint as SOLs Excluded From the Test
  would not need to be evidenced by the student.

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Underlying Principles

• Participating students have been instructed in
  grade-level SOL content.
• Participating students have demonstrated
  proficiency in SOL grade-level content.

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VGLA Collection of Evidence

• Work Samples
• Audio-tapes
• Video-tapes
• Photographs
• Interviews
• Anecdotal Records
• Charts/Graphs

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Work Sample

• Must be related to a specific grade level SOL.
• Should evidence the students level of individual
  achievement and knowledge on the referenced SOL.

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Work Samples

• Examples
• Worksheets
• Tests/Quizzes
• Writing Samples
• Book Reports
• Drawings
• Diagrams

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Audiotape

• Audiotapes can only contain information or work
  generated by the student however, it is
  acceptable for school personnel to read questions
  to the student. The student is not permitted to
  use cue card or notes.

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Audiotape

• Examples
• Student answers questions on a specific topic.
• Student reads a selection aloud.
• Student describes a procedure.
• Student demonstrates understanding of vocabulary
  words and concepts.
• Student answers true/false questions.

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Videotape

• Video tapes can only contain information or work
  generated by the student however, it is
  acceptable for school personnel to read questions
  or interview the student.
• Note A signed photo permission form is needed.

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Videotape

• Examples
• Student completes a math computation at the
  blackboard.
• Student explains directionality using a wall map.
• Student conducts a scientific experiment and
  explains the steps.
• Student is interviewed on the parts of a short
  story.

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Photographs

• Student or students work which shows attainment
  of an SOL.
• Must include a caption which describes the
  knowledge or skill being demonstrated.
• Caption may include other pertinent information
  such as accommodations and supports used.
• Focus student should be clearly identified.
• Note A signed photo permission form is
  required.

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Photographs

• Examples
• Picture of a science project completed by the
  student.
• Picture of a student creating three dimensional
  geometric figures.
• Picture of a student locating guided words in
  the dictionary.

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Interview

• Can be administered by the teacher or other
  school personnel.
• Should follow a question answer format.
• Should contain verbatim exchanges between the
  student and the interviewer.
• Questions should be prepared in advance so that
  they adequately cover the SOL.
• Interviews may be audio-taped or video-taped.
• The SOL should be stated and/or written at the
  beginning of the interview.

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Anecdotal Record

• May be completed by teacher or school personnel.
• Should contain description of an observed SOL
  skill or/knowledge.
• Should contain matter of fact language and not
  a judgment of a skill level. For example Sue
  worked hard on her report.

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Example of Anecdotal Record

• SOL 513 Measure and draw right, acute and
  obtuse angles and triangles using appropriate
  tools.
• March 1, 2005 During math lesson, Maria was
  asked to create three types of angles using the
  appropriate tools. Maria picked up the
  protractor and created an acute angle of 35
  degrees, right angle at 90 degrees and a 125
  obtuse angle. Each of these was correctly done.
• March 8, 2005 Maria was asked to measure 5
  different types of triangles. Maria identified 4
  out of 5 correctly.

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Charts/Graphs

• Should not focus on student progress on a skill.
• Should reflect student skills and/or knowledge
  and may be generated by the teacher and/or
  student.
• Should indicate clear individual achievement of
  the SOL referenced.

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Charts/Graphs

• Examples
• Student generated Venn Diagram.
• Student plots coordinate points.
• Student creates a historical timeline.

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Grade 5 Math SOL

• SOL 5.3
• The student will create and solve problems
  involving addition, subtraction, multiplication,
  and division of whole numbers, using paper and
  pencil, estimation, mental computation and
  calculators.
• What evidence could you use to document the
  students knowledge of this standard?

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Grade 8 English SOL

• SOL 8.6 Student will read, comprehend and
  analyze a variety of informational sources.
• What evidence could you use to document the
  students knowledge of this standard?

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VGLA Scoring Rubric
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Richmond Public Schools

• VGLA Evidence
• Important Requirements

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Required VGLA Forms

• Student Demographic Form
• Participation Criteria Form
• Affidavit of Student Performance Form
• VGLA Expanded Worksheet

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Documentation of Participation

• A Completed VGLA Participation Form
• Content Area Clearly Identified
• All Boxes Checked Yes
• Signatures of IEP Team Members
• PARTICIPATION MUST BE
• DOCUMENTED ON THE IEP!

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Affidavit of Student Performance

• Confirms that all work is student-generated
• Confirms that the teacher did not
• Fabricate, alter, or modify student work samples,
  products, or data,
• Describe student behaviors that provide a
  negative image of the student, or
• Provide any accommodation/assistive device that
  is not a regular part of the students daily
  instruction.

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Expanded VGLA Worksheet

• Serves as a cover sheet for all of the evidence
  presented for a specific content area.
• Organizes the evidence in relation to the
  standards of learning included in the Blueprint.
• Identified which standards do not have evidence.

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Data Identification System (DIS) Sticker
Content Area being submitted Standard of
Learning being defended Bullet of SOL being
defended (if applicable) Check one or both
VGLA/VSEP DIS
Example
VGLA/VSEP DIS
?
?
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Data Identification Sticker

• DIS stickers are REQUIRED to be placed on each
  piece of evidence submitted for the VGLA.
• Evidence without DIS stickers may NOT be
  considered in scoring entries.

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2005 2006 TimeLine
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VGLA Due Date

• May 10-12, 2006

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Resources and Supports

• Division Oversight Team
• Distribution of Materials
• RPS VGLA Website
• VDOE Website www.pen.k12.va.us
• TTAC Online www.ttaconline.org
• VGLA Implementation Manual

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Next Steps

• Review IEPs and identify VGLA participants by
  content area.
• Conduct IEP meetings as appropriate for student
  needs.
• Locate a copy of the pacing chart each content
  area.

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Next Steps

• Provide instruction aligned with the standards.
• Grade student work.
• Collect student generated evidence that shows
  proficiency.
• Label each piece of evidence as you go.

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Next Steps

• Work towards collecting evidence for all
  standards due to be covered for the 1st Nine
  Weeks.
• Prepare your collections the first review from
  your School-Based Oversight Team.

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Virginia Grade Level Alternative Assessment

• THANKS
• for Being A Great Audience!