2013-2014 Administrator Alternate/Alternative Assessment update Training

1. 2013-2014Administrator Alternate/Alternative Assessmentupdate Training Virginia Department of Education 2013

2. Administrator Alternate/Alternative Assessment Update Training Welcome to Today’s Presentation We will be starting the training shortly. If you have not already called into the conference number, please call: 1-877-554-0877 Conference Code 319-358-4483 After dialing in, please mute your line by pressing *6.

3. Presentation If you did not receive the power point for this presentation, please e-mail Laura.ericksen@pearson.com

4. Web Conference Schedule • Session 1 – August 13, 2013 9:30 – 11:30 AM • Session 2 – August 14, 2013 9:30 – 11:30 AM • Session 3 – August 20, 2013 1:30 – 3:30 PM • Session 4 – August 21, 2013 1:30 – 3:30 PM

5. During this web conference ... • Pearson will mute your phone line. If you join the presentation after phone lines have been muted, please mute your line by pressing *6. • Time will be allotted for questions at the end of each assessment program update.

6. 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.

7. Program Updates will include… • Program Overview and Eligibility Information • What’s New for 2013-2014 • Important Reminders • 2013-2014 Important Dates • Information from 2012-2013 Scoring 2013-2014 Implementation Manuals will be referenced throughout the presentation. Implementation manuals are available locally from the Division Director of Testing and on the Virginia Department of Education web-site at http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml

8. VGLA 2013-2014 Program Update

9. VGLA 2013 - 2014 • An evidence-basedalternative assessment for the Standards of Learning (SOL) tests • Available to eligible students with disabilities in grades 3-8 in Science, Writing, and History/Social Science • Available to eligible Limited English Proficient (LEP) students in grades 3-8 in Reading only • No program changes will be implemented in 2013-2014 2013 – 2014 VGLA Implementation Manual –p. vii

10. 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 2013– 2014 VGLA Implementation Manual –p. 1

11. Students with Disabilities VGLA participation is determined by grade level and courses: • Grade 3 – Science and History/Social Science • Grade 5 – Writing and Science • Grade 8 – Writing and Science • VGLA Content Specific History (Virginia Studies, United States History I, United States History II, and Civics & Economics) may be provided to students with disabilities at the same grade levels as their non-disabled peers. 2013-2014 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 2013-2014 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. 2013-2014 VGLA Implementation Manual – p. 1

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. 2013-2014 VGLA Implementation Manual – p. ix

15. Important Dates VGLA 2013-2014

16. Scoring Issues from2012 -13 VGLA Audit: • Evidence failed to address appropriate Depth of Knowledge • Evidence violated Scoring Rule 1 (Student-Generated Work) • Use of open-book • Use of hints or clues • Evidence showed multiple attempts • Incomplete Student Evidence Identification (SEI)Tags • Bullets not specified

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 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include a)identification of distinguishing characteristics of solids, liquids, and gases; Distinguishing characteristics are identified (recall).

22. Depth of Knowledge (Comprehension Demonstrated) Science SOL 2.3. 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; Some properties are distinguished (comprehension).

23. US. II.3 The student will demonstrate knowledge of the effectsof Reconstruction on American life by analyzingthe impact of the 13th, 14th, and 15th Amendmentsto the Constitution of the United States. Depth of Knowledge not Demonstrated Basic Provisions of the Amendments Directions: Fill in the blanks with the correct answer. Word bank: 13th Amendment 14th Amendment 15th Amendment The student is expected to demonstrate Higher Order Thinking Only Recall understanding is demonstrated

24. Depth of Knowledge not Demonstrated US II.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. The student is expected to demonstrate comprehension Only Recall understanding is demonstrated

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. Text Pages/Study Guides Access to textbook is provided to answer questions.

27. Hints and Clueing The definition of quotation and information on correct punctuation is provided.

28. Hints and Clueing Information about Columbus’ voyages is provided to answer questions.

29. Multiple Attempts Student is given two attempts on the same worksheet.

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

31. VSEP 2013 -2014 Program Update

32. VSEP 2013 - 2014 • 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 • students in grades 9-12 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 2013 – 2014 VSEP Implementation Manual –p. 1

33. What’s New for 2013-14 • 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 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. 2013-2014 VSEP Implementation Manual, p. 8

34. VSEP 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 2013 – 2014 VSEP Implementation Manual –p. 1

35. List of the Content Areas and Corresponding Standards Available for VSEP Course Work Compilations (CWC)Submissions for the 2013-2014 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 2013-2014 VSEP Implementation Manual, p. 6 - 8.

36. VSEP Courses Grade 8 content areas for the Modified Standard Diploma • Reading ( Literacy) • Mathematics ( Numeracy) 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. Grade 3-8 Special Permission • Reading • Mathematics 2013 – 2014 VSEP Implementation Manual –p. 1

37. 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.

38. 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. 2013-2014 VSEP Implementation Manual, p. 1

39. 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 (SWSS)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; 2013 – 2014 VSEP Implementation Manual –p. 2- 5

40. 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. 2013– 2014 VSEP Implementation Manual –p. 2- 5

41. 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. 2013-2014 VSEP Implementation Manual, p. 22

42. VSEP Request for Rescore • Divisions may request a failing VSEP CWC to be rescored if there is agreement between 2 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 assure that the original evidence is submitted for rescore and has not been changed in any way. • February 28, 2014 – Fall Request for Rescore Due Date • July 2, 2014 – Spring Request for Rescore Due Date 2013-2014 VSEP Implementation Manual, p. iii & 22

43. Important Reminders • Anecdotal records, captioned photographs, and work samples in a multiple-choice format are not allowed as VSEP evidence. • 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. • 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. • 2013-2014 VSEP Implementation Manual, p. x

44. Important VSEP Dates for Submission of Intent to Participate Forms

45. Scoring Issues from2012 - 13 VSEP Scoring : • Evidence fails to address appropriate Depth of Knowledge • Evidence violates Scoring Rule 1 (Student-Generated Work) • Use of open- book resources • Use of web-based resources

46. 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

47. 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

48. 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

49. Depth of Knowledge not Demonstrated The student is expected to demonstrate Higher Order Thinking VUS. 9 The student will demonstrate knowledge of the emerging role of the United States in world affairs by b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations. Only Comprehension is demonstrated

50. Open-Book Resources . Access to information is provided from the text.