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Selecting Appropriate Students for the VGLA

Selecting Appropriate Students for the VGLA. Students with Disabilities. 2009-2010 Implementation Manual. You should check to make sure you are using the correct implementation manual for the new year, 2009-2010. You should have received one with your VGLA notebook.

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Selecting Appropriate Students for the VGLA

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  1. Selecting Appropriate Students for the VGLA Students with Disabilities

  2. 2009-2010 Implementation Manual • You should check to make sure you are using the correct implementation manual for the new year, 2009-2010. • You should have received one with your VGLA notebook. • If you need a copy you can download it at http://www.doe.virginia.gov/VDOE/Assessment/home.shtml.

  3. Topics of Training Selecting Appropriate Students for the VGLA Portfolio Assessments

  4. Assessment Options 1 and 2 The majority of student with disabilities are expected to participate in the SOLassessments with or without accommodations.

  5. VGLA ? Selecting Appropriate Assessment Options for Students with Disabilities If a student cannot access the SOL test(s) in a content area, even with accommodations, the student may be considered for the VGLA.

  6. 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 2009 -2010, p. 6

  7. Selecting the appropriate assessment options for students with disabilities is…. …always the responsibility of the student’s IEP team or 504 committee… …and made on a test-by-test basis.

  8. Preparing for the IEP/504 Meeting • Inform parents (and other team members) about the VGLA, Include: • General Overview information • Participation Criteria VGLA Implementation Manual 2009 -2010, p. 8

  9. Preparing for the IEP/504 meeting • Determine how the student accesses SOL content and demonstrates skills and knowledge. • Select a specific content area • Gather class work and assessment samples using the multiple choice format and class work assessment samples and in other formats VGLA Implementation Manual 2009 -2010, p. 8

  10. Reading Class Work Samples (Multiple Choice Format) Multiple choice worksheet in which student reads passage and selects the cause-and-effect relationships from 4 answer options. Worksheet in which student selects the conclusion to a story given 4 answer options Reading Assessment Samples (Multiple Choice Format) Unit test in multiple choice format on cause and effect relationships. Multiple choice pop quiz on drawing conclusions. Preparing for the IEP/504 meeting

  11. Reading Class Work Samples (Alternative Format) Cause and effect graphic organizer created after reading a biography of a famous person. An original conclusion written after reading a short story. Reading Assessment Samples (Alternative Format) Short answer unit test on cause and effect. Power point presentation showing three different conclusions to a short story. Preparing for the IEP/504 meeting

  12. Preparing for the IEP/504 meeting • Gather information from the educational record • Evaluation reports • Eligibility minutes • Current IEP (Present Level of Performance) VGLA Implementation Manual 2009 -2010, p. 8

  13. Preparing for the IEP/504 meeting • Become Familiar with Special Test Accommodations. (Ask the testing coordinator for the most updated version) • Review SOL test accommodations that have been used in the past and their impact. • Determine if all possible SOL test accommodations have been examined/considered. VGLA Implementation Manual 2009 -2010, p. 6

  14. Preparing for the IEP/504 meeting • Secure a copy the SOL test blueprint for the specific course. The test blueprint indicates the SOL knowledge and skills that students who are participating in VGLA are expected to demonstrate. Blueprints are available at www.doe.virginia.gov/VDOE/Assessment/soltests/. VGLA Implementation Manual 2009 -2010, p. 8

  15. During the IEP/504 Meeting • Review and discuss the VGLA participation criteria using the information gathering as the basis for discussion. • To qualify for the VGLA the student’s IEP/504 committee must answer YESto the following 3 questions for each content area considered.

  16. VGLA Participation Criteria 1. Does the student have a current IEP/504 plan or is one being developed? 2. Does the student demonstrate his/her individual achievement of the SOL content by means other than multiple-choice test format? 3. As a result of a disability, is the student unable to demonstrate his/her individual achievement on the SOL test for the assigned course and grade level using available accommodations and/or formats? VGLA Implementation Manual 2009 -2010, p. 5

  17. 1. Does the student have a current IEP/504 plan or is one being developed? The IEP/504 team’s response to this question can be determined by a review of: Education records including IEP or 504 Plan VGLA Participation Criteria

  18. 2. Does the student demonstrate his/her individual achievement of the SOL content by means other than multiple-choice test format? The IEP/504 team’s response to this question can be determined by a review of: Multiple-choice class work samples Multiple-choice assessments Class work sample in other formats Assessments in other formats VGLA Participation Criteria

  19. 3. As a result of a disability, is the student unable to demonstrate his/her individual achievement on the SOL test for the assigned course and grade level using available accommodations and/or formats? The IEP/504 team’s response to this question can be determined by a review: Accommodations used on previous SOL test(s) Impact on performance of accommodations used on previous SOL test(s) Review list of available accommodations that have not be considered or used. VGLA Participation Criteria

  20. Documenting Participation • IEP team decisions must be documented in the student’s IEP. • 504 team decisions must be documented in the student’s 504 plan.

  21. Remember! • VGLA participation must be made by a thoughtful and well-prepared IEP/504 team. Unilateral decisions outside of the IEP/504 team process are inappropriate. • The IEP/504 team must use the VGLA participation criteria and student data (i.e. class work samples, assessment samples, educational records, accommodation history).

  22. Recommendations! • IEP teams should inform the school testing coordinator of their decision, as soon as possible during the current school year; or if at all possible, • IEP teams should consider making the decision in the spring of the previous year, to allow students ample time to create and collect evidence from the first day of school. • Hardships are placed on students and teachers if the decision to participate in the VGLA assessment is made late in the school year.

  23. Questions Nelson County Public Schools (434) 263-7100 Abby Thompson Director of Assessment NCPS Joe Bolling Supervisor of Student Services NCPS

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