So Youre Doing the VGLA:

1
So Youre Doing the VGLA Presenting a
strong collection of evidence
Jeff Phenicie and Fritz Geissler
2
Participants will

• Review required components of a VGLA collection
  of evidence
• Discover optional resources that assist in the
  organization of a VGLA collection of evidence
  and
• Learn various differentiated instruction
  techniques to produce a VGLA collection of
  evidence.

3

• A VGLA collection submitted for scoring to the
  local
• scoring team must contain the following
• A signed VGLA Affidavit of Student Performance
• that demonstrates the students sole
  ownership/authorship.
• Properly labeled evidence that demonstrates
  individual achievement on all targeted Standards
  of Learning.
• A VGLA Assessment Worksheet used for
• scoring (recommended).

4
Affidavit

• Revised Affidavit of Student
• Performance includes multiple
• signature lines for
• Special Education Teacher
• Course Content Teacher
• Building Administrator/ Designee
• Other

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Student Evidence Identification (SEI) Tag
Content Area submitted Standard of Learning
defended Bullet of SOL defended (if
applicable) Check one or both
STUDENT EVIDENCE IDENTIFICATION (SEI) TAG
VGLA VSEP Content Area
Mathematics SOL 8.14 Bullet b Inferred
Demonstrated
Beginning with the 2007- 2008 school year, all
items submitted in the COE/CWC should include the
newly designed Student Evidence Identification
(SEI) tag.
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Worksheets (recommended)
www.ttaconline.org
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Evidence

• A collection may consist of a combination of the
  following types of evidence
• Work Samples - tests, quizzes, worksheets, and
  projects
• Audiotape/Videotape oral presentation, role
  play
• Anecdotal Record - observation using a protocol
• Interview
• Charts/Graphs
• However, ONLY work completed by the student
  under the direct supervision of a teacher or
  paraprofessional is allowable.

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Evidence

• Evidence must demonstrate knowledge and/or skills
  in the targeted SOL.
• Evidence should be submitted for all of the
  assessed SOL based on the test blueprints.
• Evidence may prove mastery of more than one SOL.
• All evidence must be solely the students work
  completed in the presence of a teacher or
  authorized school personnel.

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Evidence submitted must include everything in the
stem as well as all of the bullets.

• USI.4 The student will demonstrate
  knowledge of European exploration in North
  America and West Africa by
• a) describing the motivations, obstacles, and
  accomplishments of the Spanish, French,
  Portuguese, and English explorations
• b) describing cultural interactions between
  Europeans and American Indians (First Americans)
  that led to cooperation and conflict
• c) identifying the location and describing the
  characteristics of West African societies
  (Ghana, Mali, and Songhai) and their
  interactions with traders.

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USI.4a The student will demonstrate
knowledge of European exploration in North
America and West Africa by describing the
motivations, obstacles, and accomplishments of
the Spanish, French, Portuguese, and English
explorations.
VGLA/VSEP DIS Content Area
History SOL US1.4 Bullet a Inferred
Demonstrated X
RC 1

• USI.4b
• The student will demonstrate knowledge of
  European exploration in North America and West
  Africa by describing cultural interactions
  between Europeans and American Indians (First
  Americans)
• that led to cooperation and conflict.

VGLA/VSEP DIS Content Area
History SOL US1.4 Bullet b Inferred
Demonstrated X
RC 1
USI.4c The student will demonstrate knowledge
of European exploration in North America and
West Africa by identifying the location and
describing the characteristics of West African
societies (Ghana, Mali, and Songhai) and their
interactions with traders.
VGLA/VSEP DIS Content Area
History SOL US1.4 Bullet c Inferred
Demonstrated X
RC 5
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Possible evidence to demonstrate proficiency of
USI.4 A USI.4 B
USI.4 A create a chart
USI.4 B submit a video tape interview (with
script)
Remember USI.4 C will be scored in RC 5
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SOL Disaggregation

• 8.17 The student will create and solve
  problems, using proportions, formulas, and
  functions.

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SOL Disaggregation

• 8.6 The student will verify by measuring and
  describe the relationships among vertical angles,
  supplementary angles, and complementary angles
  and will measure and draw angles of less than
  360.

14
SOL Disaggregation

• 8.14 The student will
• a) describe and represent relations and
  functions, using tables, graphs, and
  rules and
• b) relate and compare tables, graphs, and rules
  as different forms of representation for
  relationships.

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SOL Instructional Tracking Form
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SOL Instructional Tracking Form
The COE should be reviewed throughout the school
year
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VGLA COE Organizer
1 of 18
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VGLA Collection of Evidence (COE) Coversheet
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VGLA Collection of Evidence (COE) Coversheet
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Required Components
Properly Labeled Evidence
Worksheet (Recommended)
Affidavit
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Optional Components
Coversheet
Organizers
Tracking Form
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Score Point - 1
5.16 The student will identify, compare, and
analyze properties of three-dimensional (solid)
geometric shapes (cylinder, cone, cube, square
pyramid, and rectangular prism).
This worksheet does not adequately address the
requirements of the SOL
23
Score Point - 2
5.16 The student will identify, compare, and
analyze properties of three-dimensional (solid)
geometric shapes (cylinder, cone, cube, square
pyramid, and rectangular prism).
The evidence is incomplete and exhibits lapses in
accuracy.
24
Score Point - 3
5.16 The student will identify, compare, and
analyze properties of three-dimensional (solid)
geometric shapes (cylinder, cone, cube, square
pyramid, and rectangular prism).
Without an explanation of the object and purpose
of this activity the evidence cannot contribute
to the score
25
Score Point - 4
5.16 The student will identify, compare, and
analyze properties of three-dimensional (solid)
geometric shapes (cylinder, cone, cube, square
pyramid, and rectangular prism).
26
Labeling Technique
Effective concept
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Improperly Graded Work
Although both teachers scored the worksheets as
100, teachers score on the left is incorrect.
Score - 0
Score - 4
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Integration of Technology
4.1-a) The student will identify (orally and in
writing) the place value for each digit in a
whole number expressed through millions
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Video Clip

• Improvement Possibilities
• Add Anecdotal record
• Shorten video clip
• Identify target student
• Preview clip for quality

Rubric
Script
Directions
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Low Tech Work Sample
SOL 8.2 The student will describe orally and in
writing the relationship between the subsets of
the real numbers system.
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Mislabeled Evidence
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I dont have time to teach anymore because I
have to give the VGLA -
Classroom Teacher
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Assessment in the Differentiated Classroom

• Ongoing
• Instruction-dependent
• Student-dependent
• Informative for continuedinstruction

Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
34
What Is Differentiation?

• A teachers response to learner needs
• The recognition of students varying
• background knowledge and preferences
• Instruction that appeals to students
• differences

Select slides adapted from the Access Center
Enhancing Your Instruction Through
Differentiation professional development module
35
Why Differentiate?

• All kids are different.
• One size does not fit all.
• Differentiation provides all students with
  greater access to all of the curriculum.

Select slides adapted from the Access Center
Enhancing Your Instruction Through
Differentiation professional development module
36
Teachers Can Differentiate
Content
Process
Product
According to Students
Readiness
Interest
Learning Profile
Adapted from The Differentiated Classroom
Responding to the Needs of All Learners
(Tomlinson, 1999).
37
Differentiated Instruction Strategies

• Choice Boards
• Tiered Activities
• Learning Contracts

Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
38
Howard Gardners Multiple Intelligences
Wild
Adapted from Dan Mulligan, Simply Achieve, Inc.
39
Dan Mulligan, Simply Achieve, Inc.
40
Dan Mulligan, Simply Achieve, Inc.
41
Dan Mulligan, Simply Achieve, Inc.
42
Research Based Strategies (Marzano, R.J,
Pickering, D.J., Pollock, J.E., 2001)
43
Technology Applications
44
THINK-TAC-TOE Book Report
Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
45
CUBING

• Describe it. (What does it look like?)
• Compare it. (What is it similar or different
  from?)
• Associate it. (What does it make you think of?)
• Analyze it. (What is it composed of?)
• Apply it. (What can you do with it or how is it
  used?)
• Argue for or against it. (Take a stand.)

Dan Mulligan, Simply Achieve, Inc.
46
Diner Menu Photosynthesis

• Appetizer (Everyone Shares)
• Write the chemical equation for photosynthesis.

• Entrée (Select One)
• Draw a picture that shows what happens during
  photosynthesis.
• Write two paragraphs about what happens during
  photosynthesis.
• Create a rap that explains what happens during
  photosynthesis.

• Side Dishes (Select at Least Two)
• Define respiration, in writing.
• Compare photosynthesis to respiration using a
  Venn Diagram.
• Write a journal entry from the point of view of
  a green plant.
• With a partner, create and perform a skit that
  shows the
• differences between photosynthesis and
  respiration.

• Dessert (Optional)
• Create a test to assess the teachers knowledge
  of photosynthesis.

Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
47
Tiered Activity Writing a Persuasive Essay
Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
48
Learning Contract 1
Name _______________________
My question or topic is
To find out about my question or topic
I will read
I will look at and listen to
I will write
I will draw
I will need
Heres how I will share what I know
I will finish by this date
Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
49
Learning Contract 2
To demonstrate what I have learned about
___________________________, I want to

• Write a report
• Put on a demonstration
• Set up an experiment
• Develop a computer presentation
• Build a model

• Design a mural
• Write a song
• Make a movie
• Create a graphic organizer or diagram
• Other

This will be a good way to demonstrate
understanding of this concept because
_____ ____________________________________________
________________________ To do this project, I
will need help with ______________________________
_______ __________________________________________
__________________________ _______________________
_____________________________________________ My
Action Plan is____________________________________
__________________ The criteria/rubric which
will be used to assess my final product is
_______________ __________________________________
__________________________________
My project will be completed by this date
______________________________ Student
signature _________________________________
Date ___/___/___ Teacher signature
_________________________________ Date ___/___/___
Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
50
Tips for Implementing Differentiated Instruction
Your Classroom

• Start slowly
• Keep student files
• Rearrange the classroom
• Use student portfolios
• Use a clipboard
• Incorporate technology

Adapted from the Access Center Enhancing Your
Instruction Through Differentiation professional
development module
51
Resources

• http//www.doe.virginia.gov/
• http//www.ttaconline.org/
• http//www.k8accesscenter.org/index.php
• http//www.free.ed.gov/index.cfm
• http//www.wright.edu/7Ecarole.endres/learnstyl
  es.htm
• http//jeffcoweb.jeffco.k12.co.us/high/wotc/conf
  li3.htm
• http//www.cast.org/publications/ncac/ncac_diffi
  nstruc.html
• http//www.allkindsofminds.org/
• http//www.help4teachers.com/index.htm
• http//rubistar.4teachers.org/index.php
• http//www.teachersfirst.com/di.cfm
• http//www.pacificnet.net/mandel
• http//www.teachers.net/
• http//www.simplyachieve.com/

The resources listed above are provided as a
convenience to readers. Inclusion on this list is
not an endorsement of the resources listed or the
contents therein. Readers are encouraged to
select strategies and methods based on research
with appropriate supporting evidence.