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VGLA/VSEP 2011-2012 Update. Augusta County Public Schools Alternative Assessments Fall Training Augusta 2011. VGLA/VSEP Process. Identification of Students Participation requirements How different from VMAST Collection of Evidence Scoring. 2010- 2011 VGLA IMPORTANT DATES. 2008

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Vgla vsep 2011 2012 update

VGLA/VSEP 2011-2012 Update

Augusta County Public Schools

Alternative Assessments

Fall Training

Augusta 2011

Vgla vsep process

  • Identification of Students

    • Participation requirements

    • How different from VMAST

  • Collection of Evidence

  • Scoring

2010 2011 vgla important dates


  • Sept. 16Order submitted to DDOT for portfolios

  • Oct. 16 Materials sent to schools according to requests

    • Folders

    • Manuals

    • SEI tags

  • Now to Jan. 31 Submit Participation form proving discrepancy

  • Now to Jan. 31 Hold IEP meetings on VGLA (if needed

  • May 15, 2012 Due Date – VGLA in Gordon’s Hands

    • Deadline to Principal will be earlier

      Please note that we will have “benchmark dates” on which collections will be checked for quality and completeness.

Vgla vsep new and key reminders
VGLA/VSEP: New and Key Reminders

  • Destroy all old VGLA/VSEP manuals (New have been sent to Schools)

  • Please use the newly designed VGLA andVSEPImplementation Manuals. This manual is a guide primarily for teachers who are providing instructions to students who are participating in the alternative assessments. They include the following information:

    (1) program description

    (2) roles and responsibilities of staff

    (3) participation criteria

    (4) implementation procedures

    (5) guidelines for preparing evidence

    (6) Summary of scoring, rescoring, and resubmission

Vgla participation criteria
VGLA Participation Criteria

  • Three MC work samples

  • Three samples in another format

  • Samples show difference in achievement

  • Unable to demonstrate achievement on SOL tests even with accommodations

Vsep submission
VSEP Submission

  • The intent form has changed – take a careful look

Selecting appropriate students vgla
Selecting Appropriate Students VGLA

Typical Characteristics of a student with a

disability recommended for the VGLA:

  • Enrolled in grades 3 through 8

  • Has an IEP or 504 plan

  • Has a disability that results in an inability to demonstrate knowledge and skill on a multiple-choice test, even when accommodations are provided

  • Demonstrates work on SOL that is at grade level

    VGLA Implementation Manual 2010 -2011, p. 5

Participation criteria for vgla for reading only students with limited english proficiency

Participation Criteria for VGLA for Reading OnlyStudents with Limited English Proficiency

  • Students in grades 3, 4, and 5:

  • WIDA® Overall Score (Composite) English Language Proficiency Level within the range of 1.0 through 3.5 as reported on the ACCESS for ELLs ® score report

  • Students in grades 6, 7, and 8:

  • WIDA® Overall Score (Composite) English Language Proficiency Level within the range of 1.0 through 3.3 as reported on the ACCESS for ELLs ® score report

Submitting work samples for discrepancy
Submitting Work Samples for Discrepancy

  • Must submit 3 parallel work samples.

    • Parallel work samples means that there is an MC work sample and an alternate work sample assessing the same content/skill

    • There must be 3 sets of parallel work samples that show discrepancy between MC and alternative achievement.

Questions to clarify
Questions to Clarify

Why is the course content teacher needed?

  • The IEP/504 teams assessment decision is on a test-by-test basis. The teacher of the content area being considered is in the best position to provide and discuss the student work samples required in this process.

Questions to clarify1
Questions to Clarify

What are alternative formats?

Alternative formats are methods other than multiple-choice formats used for a student to demonstrate their knowledge. Alternate formats may include, but are not limited to, interviews, projects, short answer formats, and demonstrations.

Questions to clarify2
Questions to Clarify

Should in the multiple-choice and alternative format demonstrate the same skill or concept?

  • Yes, the same SOL skill or concept should be reflected in the multiple-choice and alternative format work samples. This will provide the IEP team/504 committee with a thorough basis for decision-making.

Questions to clarify3
Questions to Clarify

How should student performance be described?

The description of student performance may include grading, evaluative comments, rubric scores, or other methods used by the teacher to provide feedback and to convey the accuracy of the student’s work.

Multiple choice work samples
Multiple-Choice Work Samples

  • Unit test in multiple-choice format on cause and effect relationships.

    • Student completed the test and received a grade of 70%

  • Multiple-choice pop quiz on cause and effect.

    • Student only got 2 out of the 4 questions correct and failed the pop quiz.

Content Area – Reading

  • Multiple-choice worksheet in which student reads passage and selects the cause-and-effect relationships from 4 answer options.

    • Student completed the work sheet independently and earned a score of 60%.

Alternative format work samples
Alternative Format Work Samples

Content Area -Reading

  • Cause and effect graphic organizer created after reading a biography of a famous person.

    • The assignment was completed over 2 class periods. Student earned an “A” on the assignment. Teacher noted that the student was very engaged.

  • Unit test with short answer responses on cause and effect.

    • Student often requested help with the spelling of words in his responses, but most responses were correct. Student earned a “B-” on the test.

  • Reading passage in which student identified the causes and effects of the main character’s success by circling causes and underlining effects.

    • Student earned 80% on the assignment. Teacher comment stated that the student needed to read the passage more carefully.

Send the actual student work to Gordon

Vgla vsep 2011 2012 update

  • 2010-11 last year for math VGLA

  • 2011-12 last year for reading VGLA

  • Unknown data – last year for other VGLA assessments

  • Replaced by new testing program VMAST (Virginia Modified Achievement Standards Test)

    • Math VMAST field test in spring

    • Reading VMAST field test in 2011-12

Evidence changes
Evidence Changes

  • No anecdotal records

  • No captioned pictures

  • Depth of knowledge required

  • On reading test, reading materials must be at or near grade level

Various types of evidence
Various Types of Evidence

  • Various forms of evidence can be demonstrated under the direct supervision of a teacher or other school personnel.

  • Evidence may consist of, but is not limited too:

    • Work Samples

    • Audiotape

    • Videotape

    • Anecdotal Records

    • Interviews

    • Charts/Graphs

    • Captioned Photographs

Anecdotal records
Anecdotal Records

  • Are on-going logs of student progress.

  • Should state exactly in objective and measurable terms the level of achievement demonstrated for the given SOL.

  • Confirmation of accuracy by teacher/school personnel.

Example of anecdotal record
Example of Anecdotal Record

Virginia Grade Level Alternative Assessment

Anecdotal Record

Student: Maria Student

SOL 5.13 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 angel of 35 degrees, a right angle at 90 degrees and a 125 degree 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.

March 15, 2005: Maria was asked to measure 10 different types of triangles. She identified all 10 correctly.

Captioned photographs
Captioned Photographs

  • Captionstatementsshould explain the knowledge and/or skill demonstrated in the photograph. The caption explains what the student is doing and the level of success in the skill.

  • Clearly indicate the student addressing the SOL.

Submission of evidence
Submission of Evidence

  • Evidence must show the depth of knowledge required in the standard

  • Attend to the verbs

    • Describe and explain as opposed to identify and list

  • Below depth of knowledge = 1

Submission of evidence1
Submission of Evidence

  • In reading, the reading level of text cannot be significantly below grade level

  • The is different from past practice.

  • In reading – text clearly below grade level = score of 1

Evidence rules
Evidence Rules

  • Evidence will not be considered in scoring if:

    • work is copied from blackboard, texts, or computers

    • work has examples or directions that give the answers.

    • Work is not in testing atmosphere

Evidence rules1
Evidence Rules

  • Evidence will not be considered in scoring if:

    • work is a part of a group project and the contribution of the VGLA student is not specified.

    • Work is ungraded.


For further information, contact

Gordon at 245-5121 or 836-0718.