2014 - 2015 Alternate/Alternative Assessments Administrator Update Training

1. 2014 - 2015 Alternate/Alternative AssessmentsAdministrator Update Training Virginia Department of Education August 2014

2. Purpose of this Training • To update DDOTs, Special Education Directors, Title III Coordinators, and instructional leaders on pertinent issues and changes regarding the Virginia Grade Level Alternative (VGLA), the Virginia Substitute Evaluation Program (VSEP), the Virginia Alternate Assessment Program (VAAP), and the Virginia Modified Achievement Standards Test (VMAST). • Administrators are expected to share this information with other school leaders, teachers, and parents.

3. Important Information Legislation in the 2014 General Assembly eliminated the following Standards of Learning (SOL) tests: • Grade 3 Science • Grade 3 History/ Social Science • Grade 5 Writing • United States History I • United States History II Based on the elimination of these tests, corresponding VGLA and VAAP assessments in these content areas will no longer be available.

4. Important Information “Due to the number of VGLA Assessments and the significant decrease in the statewide participation in the VGLA, beginning with the 2015-2016 school year, the VGLA Assessments will be eliminated as an assessment option for student with disabilities in all content areas. Please note, however, that while VGLA Assessments are being eliminated for students with disabilities beginning in 2015-2016; at this time, the VGLA Reading tests will continue to be available for eligible students with limited English proficiency.” Supt. Memo #202-14 dated August 1, 2014

5. Important Information Use of Interpreters for alternate/alternative participants who are Deaf or Hard of Hearing • Testing Memo No. 1104 ( September 10, 2013) provides guidance regarding the role of the interpreter before, during, and after the evidence gathering process. • The Virginia Assessment Program Interpreter’s Affidavit has been added to the 2014-2015 Implementation Manuals (VGLA - Appendix B, VAAP - Appendix D and VSEP – Appendix P).

6. Important Information 2014-2015 resources for the VGLA, VSEP and VAAP are available on the Virginia Department of Education web-site at http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml Resources include: • Implementation Manuals* • Administrator’s Manual* • Participation Criteria • Program Forms • Professional Development Presentations • Student Evidence Identification (SEI Tags) • VAAP Aligned Standards of Learning • VGLA Worksheets • VSEP Evaluation Plans * These manuals are also available locally from the Division Director of Testing

7. Important Information The Virginia Modified Achievement Standards Test (VMAST) is only available for: • Algebra I and End-of Course (EOC) Reading to students with disabilities eligible to use credit accommodations for the Standard Diploma • Grade 8 mathematics and reading for students with disabilities pursuing a Modified Standard Diploma. The Modified Standard Diploma is available only to students who entered the 9th grade for the first time prior to the 2013-2014 school year.

8. Program Updates will include… • Program Overview and Eligibility Information • What’s New for 2014-2015 • Important Reminders • 2014-2015 Important Dates • Information from 2013-2014 Scoring or Audits 2014-2015 Implementation Manuals will be referenced throughout the presentation.

9. VGLA 2014-2015 Program Update

10. VGLA 2014 - 2015 • An evidence-basedalternative assessment for the Standards of Learning (SOL) tests • Available to eligible students with disabilities in Grade 5 Science, Grade 8 Science, Grade 8 Writing, Virginia Studies, and Civics and Economics. • Virginia Studies and Civics and Economics must be assessed at the same grade levels as their non-disabled peers. • Available to eligible Limited English Proficient (LEP) students in grades 3-8 in Reading only 2014 – 2015 VGLA Implementation Manual p. 1

11. Students with Disabilities • Eligibility determined by IEP Team/504 Committee and documented in the IEP or 504 plan. • Eligibility determinations must be made on an individual and course-by-course basis. • Eligibility must be based on Participation Criteria qualifying questions, supporting documentation, and justification statement. • Participation Criteria forms and additional information are provided in the Procedures for Participation of Students with Disabilities in Virginia’s Accountability System available at www.doe.virginia.gov/testing/participation/index.shtml 2014– 2015 VGLA Implementation Manual p. 1

12. LEP Students • Eligibility for VGLA Reading must be determined by the LEP team and documented in the student’s LEP plan. • Eligibility decisions are based on: • WIDA ACCESS for ELLs Composite Score OR • WIDA-ACCESS Placement Test (W-APT) OR • WIDA Measurement of Developing English Language (Model) Assessment Additional information is available in Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program available at www.doe.virginia.gov/testing/participation/index.shtml 2014-2015 VGLA Implementation Manual p. 1

13. LEP Students with Disabilities • Referred to as “dually identified” students • IEP/504 committees and LEP committees must work collaboratively to determine VGLA Reading participation and accommodations based on LEP and disability statuses. • Assessment participation and accommodations must be documented in the IEP/504 plan and the LEP Assessment Participation Plan. 2014-2015 VGLA Implementation Manual p. 1-2

14. Important Reminders • Anecdotal records and captioned photographs are not allowed as VGLA evidence. • VGLA evidence must be collected under “ Testing Conditions” in which the student does not have access to materials or resources that would provide an unfair advantage. • Multiple attempts to complete the same work sample are not allowed. • Collections of Evidence (COE) should be monitored during development and pre-scored prior to scoring. 2014-2015 VGLA Implementation Manual p. ix

15. Important Dates VGLA 2014-2015

16. Scoring Issues from2013 -14 VGLA Audit • Evidence fails to address the appropriate Depth of Knowledge • A lack of understanding by the teachers of the expectations for evidence submitted at each level of knowledge, especially for “Higher Order Thinking.” • Evidence violates Scoring Rule 1 (Student-Generated Work) • Use of open-book resources • Use of clues and hints that assist the student in answering correctly: • pre-writing graphic organizers (with words, labels, etc.) • reading passages containing answers to questions asked  • inclusion of examples • inclusion of definitions • Evidence showing multiple attempts of the same work sample

17. Depth of Knowledge • Students are expected to demonstrate the depth of knowledge addressed by the SOL when completing work samples for the VGLA COE. • If a work sample in the evidence does not demonstrate the depth of knowledge addressed by the SOL, the highest score point the student can achieve is “1.”

18. Depth of Knowledge • All elements of the SOL stem and bullets must be demonstrated. • Key verbs specified in the SOL indicate the cognitive demand that is expected. • Helpful resources: • VGLA Implementation Manual (Appendix B) • SOL Curriculum Frameworks and SOL Enhanced Scope and Sequencewww.doe.virginia.gov/testing/sol/standards_docs/index.shtml • Enhanced Scope and Sequence Plus • www.ttaconline.org/staff/sol/sol.asp

19. Depth of Knowledge Categories Higher Order Thinking Analysis, Synthesis & Evaluation Application Using known information to solve new problems Comprehension Using recall information in a basic way such as explaining a concept in one’s own words Recall The lowest level of cognitive process involves remembering information

20. Sample Key Verbs Higher Order Thinking Analyze, Arrange, Categorize, Compare & Contrast, Conclude, Construct, Create, Diagram, Differentiate, Discriminate, Justify, Plan, Synthesize Application Compute, Demonstrate, Estimate, Give Examples, Graph, Illustrate, Interpret, Investigate, Predict, Solve, Use, Verify Comprehension Classify, Collect, Compare, Conduct, Contrast, Describe, Explain, Interpret, Locate, Order, Rephrase, Sequence, Summarize Recall Choose, Define, Identify, Label, List, Match, Observe, Quote, Recite, Select, State

21. Depth of Knowledge (“Recall” Demonstrated) Science SOL 5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; The student is expected to demonstrate understanding at the Comprehension level. Only Recall understanding is demonstrated since the properties are simply identified.

22. Depth of Knowledge (“Comprehension” Demonstrated) Science SOL 5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; The student is expected to demonstrate understanding at the Comprehension level. Understanding at the Comprehension level is demonstrated by distinguishing properties.

23. Depth of Knowledge (“Higher Order Thinking” Demonstrated) History/Social Studies SOL CE.3The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by e) evaluating how civic and social duties address community needs and serve the public good. The student is expected to demonstrate Higher Order Thinking. Do you agree that civic and social duties address community needs and serve the public good? Why or why not? Yes, civic and social duties address community needs and serves the public good. By volunteering helping people out and expressing concerns for those in need and by helping issues get solved and making the neighborhood a better place to live builds strong communities.

24. Depth of Knowledge (“Application” not Demonstrated) Writing SOL 7.8d The student will d) Use subject-verb agreement . . . The student is expected to demonstrate understanding at the Application level. Only Recall understanding is demonstrated since subject-verb agreement is only identified.

25. Scoring Rule 1 Violations Evidence must be Student-Generated • If the work sample is copied from sources such as the chalkboard/dry-erase board, texts, or computer, the work cannot be considered in scoring. • If the work sample is based on a take-home test, open-book text, or homework, the work cannot be considered in scoring. • If the work sample includes examples or directions with hints, clueing, or prompts that would provide answers or unfair advantage, the work cannot be considered in scoring. • If the work sample is done as a part of a group project or assignment and the contribution of the student is not clearly identified, the work cannot be considered in scoring.

26. Hints and Clueing Since both the text and the given example provide clues to the student in completing the worksheet, the evidence cannot be considered for credit for Science SOL PS.4 b.

27. Hints and Clueing Since the selection clearly provides answers to the questions asked of the student, the evidence cannot be considered for credit for History/Social Science SOL 3.3 b.

28. Hints and Clueing Since the student is instructed to use the dictionary, if necessary, to complete the worksheet, the evidence cannot be considered for credit for Reading SOL 2.5 c.

29. Hints and Clueing Since the graphic organizer guides the student in organizing his/her thoughts, the evidence cannot be considered for credit for Writing SOL 6.7 b.

30. Multiple Attempts Student is given two attempts for the same worksheet, the evidence cannot be considered for credit for Writing SOL 6.8 b.

31. VGLA Questions Please type your questions into the Chat Window and send to the host and presenter.

32. VSEP 2014 -2015 Program Update

33. VSEP 2014 - 2015 • An evidence-based alternative assessment for the Standards of Learning (SOL) tests • Available to eligible students with disabilities • enrolled in courses or those who have passed courses with End-of-Course SOL assessments and • those who need grade 8 numeracy and literacy certification for the Modified Standard Diploma* • Available with special permission for students with disabilities in grades 3-8 in mathematics and reading * The Modified Standard Diploma is only available to students who entered the 9th grade for the first time prior to the 2013-2014 school year. 2014 – 2015 VSEP Implementation Manual p. 1

34. VSEP Assessment is Available for the Following Courses: • English: Writing • English: Reading • Algebra I • Algebra II • Geometry • Biology • Earth Science • Chemistry • Virginia and United States History • World History I • World History II • World Geography • Grade 8 Reading • Grade 8 Mathematics 2014 – 2015 VSEP Implementation Manual p. 1

35. List of the Content Areas and Corresponding Standards Available for VSEP Course Work Compilations (CWC) Submissions for the 2014-2015 Administrations The SOL defended in the student’s CWC will depend on when the student was enrolled in the course. Students may be working on previous standards dating back to 2001. To ensure students defend the appropriate standards, teachers should refer to the 2014-2015 VSEP Implementation Manual, p. 6 - 7. 1The Modified Standard Diploma is available only to students who entered the 9th grade for the first time prior to the 2013-2014 school year. 2Students submitting a CWC demonstrating the literacy requirement for a Modified Standard Diploma must use the Grade 8 Reading 2002 SOL. 2014-2015 VSEP Implementation Manual p.6-7

36. Typical VSEP EOC Students • Are able to demonstrate achievement in grade level content; • Are not able to access SOL tests even with accommodations due to the nature of their disabilities; • Need an alternative method of demonstrating knowledge and skill.

37. Typical VSEP Special Permission Students • Performs on grade level for the SOL in the subject/course to be assessed; • May have a new disability, a rapid deterioration of sensory functions, or a unique and/or challenging disability that precludes access to the SOL even with accommodations. 2014-2015 VSEP Implementation Manual p. 1

38. Eligibility Process • The IEP Team/504 Committee members complete the Intent to Participate form; • The DDOT and Special Education Director review the form and the DDOT submits to the VDOE through the Single Sign-on Web Systems (SSWS)Drop Box; • VDOE staff review the form to determine if the student has been selected based on VSEP participation criteria with supporting documentation and justification; 2014 – 2015 VSEP Implementation Manual p. 2- 5

39. Eligibility Process • Review results are returned to the DDOT; • Once approval is received, the VSEP Evaluation Plan/Worksheet is developed by the content teacher and the special education teacher; • Evaluation Plan/Worksheet is submitted for local review. 2014– 2015 VSEP Implementation Manual p. 2- 5

40. VSEP Resubmissions • Failing CWC can be resubmitted with additional evidence • Intent to Participate form must indicate resubmission • The VSEP Evaluation Plan/Worksheet and the resubmitted evidence must address SOL that received a failing or low score in the original submission. 2014-2015 VSEP Implementation Manual p. viii & p. 22

41. What’s New for 2014-2015 Updated Requirements for VSEP Resubmission • In order for a student to resubmit a VSEP Course Work Compilation (CWC) with additional evidence for standards that were previously scored as failing, the student must have passed the course for which the CWC is being resubmitted. • If the student did not pass the course, he/she is not eligible to resubmit the failed CWC. The student must be reenrolled in the course and a new VSEP Intent to Participate formmust be submitted. 2014-2015 VSEP Implementation Manual p. viii & p. 22

42. VSEP Request for Rescore • Divisions may request a failing VSEP CWC be rescored if there is agreement between two division staff members with content expertise and knowledge of the VSEP rubric that the CWC should have received a higher score. • Requests must be reviewed and approved by the division before submission to Pearson. • DDOT must ensure that the original evidence is submitted for rescore and has not been changed in any way. • February 27, 2015 – Fall Request for Rescore Due Date • July 1, 2015 – Spring Request for Rescore Due Date 2014-2015 VSEP Implementation Manual p. 23

43. Important Reminders • Students are not permitted to participate in the VSEP and the SOL assessment for the same subject area test during the same administration. • School leadership and administration must ensure that all Individualized Education Program (IEP) Teams/504 Committees understand VSEP participation criteria and apply them appropriately when considering students with disabilities for the VSEP. • VSEP evidence must be collected under “Testing Conditions” in which the student does not have access to materials or resources that would provide an unfair advantage. 2014-2015 VSEP Implementation Manual p. ix -x

44. Important Reminders • Anecdotal records and captioned photographs are not allowed as VSEP evidence. • Work samples in a multiple-choice format are not allowed as evidence, except as permitted by request for the End-of-Course Writing assessment. • Multiple attempts to complete the same work sample are not allowed. • CWC should be monitored during development and pre-scored prior to submission for scoring. 2014-2015 VSEP Implementation Manual p. x

45. VSEP End-of-Course Writing • VDOE will consider requests from school divisions to allow evidence presented in a multiple-choice format for selected students participating in the VSEP End-of-Course Writing assessment. • Requests of this type may be appropriate for students with significant physical disabilities. • Written requests must be submitted by the local Director of Special Education to the Division of Student Assessment and School Improvement prior to the development of the Evaluation Plan Worksheet. • This request is NOT an option for other End-of-Course VSEP assessments. 2014-2015 VSEP Implementation Manual p. 8

46. Important VSEP Dates for Submission of Intent to Participate Forms 2014-2015 VSEP Implementation Manual p. iii

47. Important Dates VSEP 2014-2015

48. Important Dates VSEP 2014-2015

49. : Scoring Issues from2013 - 14 VSEP Scoring • Evidence fails to address the appropriate Depth of Knowledge • Lack of understanding by the teachers of the expectations of evidence submitted at each level of knowledge, especially “Higher Order Thinking”. • Evidence violates Scoring Rule 1 (Student-Generated Work) • Use of open-book resources • Use of clues and hints that assist the student in answering correctly: • pre-writing graphic organizers (with words, labels, etc.) • reading passages containing answers to questions asked  • inclusion of examples • inclusion of definitions • Incomplete Student Evidence Identification (SEI) Tags – Not all relevant bullets specified

50. Depth of Knowledge • All elements of the SOL stem and bullets must be demonstrated. • Key verbs specified in the SOL indicate the cognitive demand that is expected. • Helpful resources: • Depth of Knowledge Categories Based on Bloom’s Taxonomy • VSEP Implementation Manual (Appendix F) • The list of verbs in each knowledge category has been expanded. • SOL Curriculum Frameworks and SOL Enhanced Scope and Sequence www.doe.virginia.gov/testing/sol/standards_docs/index.shtml • SOL Enhanced Scope and Sequence Plus www.ttaconline.org/staff/sol/sol.asp