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Virginia Substitute Evaluation Program (VSEP): Evidence

Virginia Substitute Evaluation Program (VSEP): Evidence. Unlocking Possibilities. Evidence…. MUST be student generated. MUST be completed in the presence of the teacher and/or paraprofessional.

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Virginia Substitute Evaluation Program (VSEP): Evidence

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  1. Virginia Substitute Evaluation Program (VSEP): Evidence Unlocking Possibilities

  2. Evidence… • MUST be student generated. • MUST be completed in the presence of the teacher and/or paraprofessional. • NO use of group projects and/or activities, unless the role/contribution of the focus student is clearly identified and presented within the evidence.

  3. Evidence • Signed Affidavit confirming 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 student’s daily instruction.

  4. Types of Evidence • Work Samples • Audio • Video • Anecdotal Record • Interview • Photograph • Charts/Graphs

  5. Work Samples • Should demonstrate knowledge and/or skills related to the referenced SOL. • Worksheets, tests, quizzes, writing samples, drawings, etc. • Work samples should evidence a level of individual achievement related to the referenced SOL.

  6. Work Sample Example

  7. Audio • Audio must contain clips/segments of the focus student. • Although questions and generic prompting is allowed, audio submissions should reflect individual student achievement of the referenced SOL. • Audio containing more than one voice should clearly indicate the audio parts or portions of the focus student. • Audio describing a student’s skill should be submitted in another format (anecdotal record).

  8. Audio Sample This segment may provide partial evidence of: VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by identifying the effects of segregation and “Jim Crow” on life in Virginia;

  9. Video • Video must contain evidence of the student demonstrating, explaining, or responding to questions pertaining to the referenced SOL. • Video of more than one student should clearly identify the focus student. • If video contains an interview format, the video should be of the focus student responding to interview questions.

  10. Video 6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include d) wetlands;

  11. Anecdotal Record • The teacher/paraprofessional may make an anecdotal record of an individual student’s achievement of a skill or knowledge. • The anecdotal record should contain descriptions of the observed skill and/or knowledge. • Should contain “matter of fact” language and not reflect a judgment of skill level (i.e. “Susie was able to mix the solutions together very well.”

  12. Anecdotal Record Example

  13. Interview • Can be administered by the teacher and/or paraprofessional. • Should follow a question and answer format. • Interview sheets should contain verbatim exchanges between the focus student and interviewer.

  14. Interview Example

  15. Photograph • Should clearly show a student’s work product or process. • Clearly labeled. • Focus student should be clearly identified. • Should be captioned to describe the knowledge or skill being demonstrated and any other needed information.

  16. Photograph Example

  17. Charts/Graphs • Should reflect student skills and/or knowledge and may be generated by the teacher and/or student. • A chart or graph that simply indicates a student's level of progress on a specific skill may not provide enough information. • Should demonstrate clear evidence of individual achievement of the SOL referenced.

  18. Charts/Graphs

  19. General Considerations • Evidence submitted must demonstrate knowledge and/or skill in the SOL addressed. • Many SOL from various grades or specific content areas may be evidenced by one submitted work sample. • Example: A student’s experiment on video may demonstrate understanding of scientific investigation and concepts involved in the actual experiment.

  20. General Considerations • The VSEP gives the student the ability to demonstrate what he or she knows through a non-traditional means. • This does not mean that the student does not have to “know” the material. • It simply means that the student is able to prove that he or she knows the content through products and/or work samples demonstrating his or her understanding or skills.

  21. General Considerations • Should a student not have evidence for one or more standards contained in the blueprint, the student may simply indicate that no evidence is being submitted for that particular standard of learning. • Evidence should demonstrate the full and complete knowledge and/or skills attained by the student in the SOL addressed.

  22. General Considerations • Exclusion of too many SOL within the evidence submitted would result in a score of Fail/Does Not Meet based on the scoring rubric.

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